HomeMy WebLinkAboutMaster Park Plan and Program Study of Hommocks Properties 11/1/1967 HOMMOCKS COMPLEX
Town of Mamaroneck,WelstcheStrer, New Yoram
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MASTER
PARK PLAN AND PROGRAM STUDY
of
HOMMOCKS PROPERTIES
I
for
d
TOWN OF MAMARONECK
WESTCHESTER COUNTY, NEW YORK
November 1967
I
by
PLANNING ASSOCIATES
Education and Recreation Consultants
291 Hempstead Avenue
West Hempstead, New York
PLANNING ASSOCIATES Education and Recreatiojn Consultants
Iffili1111111111111111111111111111101111111111111111111111 ' = ";' 1 ;1 ' , 1 11M111M
November 1967
Mrs. Christine K. Helwig, Councilman
Town of Mamaroneck
Town Office
158 West Boston Post Road
Mamaroneck, New York
Dear Mrs. Helwig:
We take pleasure in presenting to the Study Committee of the Town of Mamaroneck our first
statement on the Master Plan and Program for the town-wide complex known as Hommocks
Properties.
This report introduces some of the desirable activities and facilities, and the criteria for the
utilization and composition of the area. It will assist in assuring that each land use will
become on integral part of the overall plan.
We trust that this statement will be useful in the further improvement and development of the
complex.
Respectfully submitted,
PLANNING ASSOCIATES
Arthur H . Mittelstaedt, Jr.
Recreation Planner
j i,'J;E� f JeM '- ,E
TOWN OF MAMARONECK
WESTCHESTER COUNTY, NEW YORK
OFFICIALS
PETER F. KANE
Supervisor
COUNCILMEN
Vitalis L. Chalif
Raymond P. Faiola
Mrs. Christine K . Helwig
Anthony Quadrine
James Kronenberger, Superintendent of Recreation
William Widulski, Town Engineer
MAMARONECK VILLAGE LARCHMONT VILLAGE
Mayor Arthur C. Phillips, Jr. Mayor Leo Goldsmith, Jr.
Trustees Trustees
William C. Fitts, Jr. Join 8 B. Forrest
Charles W. Newmark Eugene C. Merkert
Armand Schwab Edmund S. Purves
Harry J. Westfoll Kenneth H. Wanderer
Robert C. McDone I I, Village Manager Mrs. F. Green , Chairman of Parks
and Recreation
Joseph Clarke, Superintendent of Parks and Recreation
MAMARONECK SCHOOL DISTRICT
Trustees
Jesse Silberstein, President
Donald Chapin
David B. Chisholm
Mrs. Charles A. Hogan
George C. Johnson
Mrs. Richard Scheuer
Dr. Bernard F. Hawke, Superintendent
WWI
STUDY COMMITTEE
t
j
TOWN OF MAMARONECK
Ur. Sabert Basescu
Councilman Christine K. He swig
James W. Kronenberger
Howard G. Sloane
Hayden W. Smith
John Stahr
Alan N. Weeden
VILLAGE OF LARCHMONT
Trustee John B. Forrest
Mrs. F. W. Green
Lawrence Lowy
VILLAGE OF MAMARONECK
Joseph Clarke
Mrs. Robert M. Topol
MAMARONECK BOARD OF EDUCATION
Emilio Da Bramo
CONSULTANTS
This study was prepared under the direction of PLANNING ASSOCIATES, Education and
Recreation Consultants of West Hempstead, New York. The following consultants participated
in the study:
ASSOCIATES AND AFFILIATES
Arthur H. Mittelstaedt, Jr., B.S ., M.P.A. Consulting Recreation Planner
Richard G. Ward, B.S., M.P.A. Consulting Education Planner
Thomas J. Wickman, P.E. Consulting Engineer
Richard S . Halpert, R.A. Consulting Architect
Michael R. Frank, C.L.A. Consulting Landscape Architect
Milton A. Gabrielsen, Ph.D. Consulting Recreation Programmer
Caswell M. Miles, M.S. Consulting Education Programmer
Walter K. Pulver, B.S. Consulting Planner
STAFF
Edward E. Wankel Manager, Planning Section
Robert W. Veit Manager, Design and Engineering Section
TABLE OF CONTENTS
PAGE
PREFACE
I INTRODUCTION 1
II DESCRIPTION OF TOWN 3
A. Identification of Town's Characteristics 3
B. Interpretation of Town's Requirements 4
III DESCRIPTION OF AREA 6
A. Examination of Resource Features 6
B. Evaluation of Property 8
IV DETERMINATION OF LAND USE 11
A. Delineation of Project Objectives 11
B. Discussion of Hommocks Complex Activities 13
V DESCRIPTION OF PROJECT 21
A. Utilization of Property 21
B. Composition of Facilities 25
VI IMPLEMENTATION OF HOMMOCKS COMPLEX 32
A. Organization and Operation of Area 32
B. Estimation of Capital and Managerial Costs 36
VII CONCLUSION 45
APPENDIX - PREVIOUS STUDIES AND REPORTS 47
442421811
PREFACE
This statement, prepared by the consultants, serves as anintroduction to the general concept
of the proposed community park complex for the Town of Mamaroneck. The material contained in
this initial status report has been prepared with the assistance of the town officials, engineering
staff and recreation staff for the purpose of identifying the requirements essential to obtaining the
most suitable and desirable education and recreation area for the community.
The final Complex Plan and Program for this area has been prepared by the consulting team
after the completion of the following procedural steps:
1 . Review of previous reports, proposals, and other community data.
2. Workshops with the Study Committee.
3. Meetings with the Town and Village commissions and officials.
4. Discussions of concepts with neighborhood associations.
5. Analysis of the properties.
6. Review of community requirements.
PLANNING ASSOCIATES - Educotion and Recreation Consultants I PAGE i
I INTRODUCTION
Unlike the majority of landlocked Westchester communities, the discovery and subsequent
history of the Town of Mamaroneck has been closely linked to geography. The territory of 4
Mamaroneck has been centered around and focused on its waterfront conditions and traditions.
From the days of the tribal family of the Wickquaskeck Indians to the present Mamaroneck citizens,
Mamaroneck has grown into a relatively modern community which has a mixture of traditional
charm and technical neglect. Though it is substantially residential, it is interwoven with com-
mercial and indystrial growth. The Town and its two villages are primary made up of middle income
families. There are, however, some groups of higher and lower income levels. The ethnic compo-
sition is representative of most American majority and minority groups.
About 17-1/2 acres of public lands in the Hommocks area were originally acquired by the
Town of Mamaroneck in 1947 through tax-lien foreclosures. Early studies of the possible uses of
the lands, made in 1948-49, revealed that extensive improvements would be required to render the
area usable for any purpose other than natural wetlands and forest, and that the costs of improve-
ment by conventional techniques were greatly in excess of the potential value of the property fox
public use. The most significant feature of the land then was its low elevation; about two-thirds
of the property was marshy and covered with water at extreme high tide. Without a.substantial
amount of fill, the land could not have been used for any active recreation purpose.
A parcel of property roughly 5-1/2 acres, lying along Hommocks Rood at the south end of the
complex area, was sold at public auction in 1953. This area, now known as the Burger Tract, was
re-acquired by the Town in 1964 as a gift from the Agrion Foundation, Inc., together with a parcel o-
of about two acres of land not previously in public ownership. The deed to the Town contains a
provision restricting the land use to "public park and recreational purposes for the benefit of all
residents of the Town". The deed also contains a reverter clause which will allow the Agrion .
Foundation to revest the property in itself if the Town should fail to observe this restriction.
The remaining tract of about 12 acres to the north was formally dedicated for recreational use
r
by the Town Board in 1957. This tract has been subject to filling operations, at varying rates,
since about 1950. In 1958, following the dedication of this part of the area, a new system for
filling was inaugurated. Under this system, the north tract became a dumping ground for the resi-
dues from the town incinerator and a disposal area for rubbish collected by the Town and burned
on the site. By the end of 1964 this operation had covered approximately eight acres of land which
had between five and six feel of sanitary land fill.
' There have been several previous attempts made to formulate a program for the development of
the Hommocks area. In addition to the studies made in 1948-49, which resulted in plans for a
Town Hall as well as numerous recreational facilities, there was a proposal submitted in 1954 for
the development of a swimming pool . The estimated costs of development associated with all these
previous proposals were so high in relation to the pptential benefits that none of theearlier studies
resulted in any definite action by the Town.
{
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 1
The present size of the Hommocks area is 19.4 acres; and the area is now owned by the Town
of Mamaroneck, bounded on the south and east by Hommocks Road, which forms part of the boun-
dary between the Village of Larchmont and the Town of Mamaroneck; and on the north by five
privately owned parcels of land facing the Boston Post Road. In addition, there is a small strip of
property at the north end of the property which extends directly to Boston Post Road between an
existing furniture store and a motel.
In the latter part of 1964 the Town Board, Village Board, and School Board of the Town of
Mamaroneck established the Hommocks Study Committee as a town-wide citizens committee whose
specific purpose was to study and determine how the Hommocks land might be potentially developed
and used as a recreation resource for the community.
The attention of the Committee was primarily focused upon: (1) the request of the Board of
Education for use of a portion of the Hommocks area for a new Middle School, and (2) a recom-
mendation that a portion of this area be considered for a new Town Hall.
After careful consideration of both proposals, it was determined that an appropriate area should
be set aside for a school site provided that additional land was acquired by the School District and
that a grant was obtained to fill about three acres of tideland. Along with this proposal, it was"
suggested that the recreational facilities of the new Middle School be integrated with facilities
of Flint Park and with other areas of the Hommocks Property which are presently undeveloped.
In August 1964, the Town Board appointed a town-wide Conservation Advisory Committee to
oversee and administer a 54-acre tract of former county land in the northern part of the Town which
was to be developed as a joint conservation-education project by the Town and the School District.
This Committee saw the potential value of the Burger Tract at Hammocks as another outdoor class-
room; and in June of 1965 members of the Conservation Advisory Committee presented to the
Hommocks Committee, the Town Board, and the Board of Education recommendations that all or
part of the Burger Tract be retained in its natural condition as an outdoor educational center of
unique ecological value. The comprehensive Recreation Survey for the Town, prepared in 1961,
confirmed the necessity of establishing a cooperative recreation and conservation use area.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 2
4
li
$„ II DESCRIPTION OF TOWN
A. Identification of Town's Characteristics
The Town of Mamaroneck is situated on the north shore of the Long Island Sound, approximately ;
17 miles from Manhattan.
Within the limits of the Town are the Incorporated Villages of Larchmont and Mamaroneck.
The balance of the Town is unincorporated. The terrain rolls gently and rises gradually from sea
level to an elevation of 200 feet above mean high water. Included within the limits of the Town
are a salt marsh, rocky wooded areas, and level fertile lands. The irregular shore line creates
large bays and a number of smaller ones. All of the foregoing are conducive to pleasant suburban
living with recreational patterns extensively water oriented.
The low lying areas of the Town are separated from the higher areas by the main line of the
New York, New Haven, and Hartford Railroads and the New England Thruway. There are two
major arteries parallel to the shore; one is the Boston Post Road, and the other is Palmer Avenue.
• These roods are connected by four major north-south arteries which provide circulation in the shore
area for the Town residents.
There are two major commercial areas; one is on Chatsworth Avenue in the Village of Larchmon
and the other is on Mamaroneck Road in the Village of Mamaroneck. There is also a commercial
f strip along the entire length of the Boston Post Road.
The major portion of the Town is developed with one-family houses which vary in size and
i quality from one area to the next. Other residential areas consist of isolated garden apartment
ti complexes and a few high rise apartments, north of the Larchmont Station.
It d
The larger open areas of the Town include portions of Saxon Woods, a 181-acre county park,
and of the Cross County Parkway right-of-way, two large village parks (Harbor Island and Flint
Park), three country clubs, and marshy tidal flats which are presently under consideration for
• development.
The socio-economic development of the Town has changed the area considerably from its
f rural settlement of 50 years ago. The social and economic trends and patterns in the Town can be
• judged by the composition of the population, including the ages, nationalities, ethnic and educe- -y
tional backgrounds of the residents as well as the distribution of wealth, including their income
and occupational status.
The volume of the population of an area relates to the degree of involvement of the residents
and the feasibility of the available leadership to cope with programs. The larger the population,
the greater the need for increased provision, and thus supervision of services. Another factor in
dealing with large populations is that of many programs which will be required to serve these num-
bers to satisfy the variety of needs and interests. Since 1920 and 1930 when the significant popu-
lotion increase occurred and most of the last large parcels of land in the Town were subdivided, t
_u N
I....
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 3
i7
the population has grown to 29, 107 since the 1960 census and to 31,970 according to the 1965
special census. The Town's Master Plan, prepared in May 1966, reports that the maximum popu-
lation increase for the entire Town could be an estimated 6,000 people. This represents an increase
of approximately 20 % over the 1960 census figure.
B. Interpretation of Town's Requirements
The physical and socio-economic character of the Town, as well as the availability and access-
ibility of its recreational opportunities to residents, reflects the type and number of activities and
facilities required.
The population of the entire Town of Mamaroneck, according to recent estimates, is approxi-
mately 32,000, which, according to national standards, would require 320 acres of park land,
suggesting 1 acre of park land per 100 persons. This park land does not necessarily have to be town
owned or maintained, but it should be within the limits of the Town, and it should be open to
the general public.
The existing town and village parks and playgrounds, including school facilities, totals up to
380 acres of land available for recreational purposes. With a national requirement of 350 acres
for the Town, there is no deficit indicated; but due to the changing social and economic character-
istics of residents of towns such as Mamaroneck, this rule of thumb has been superceded by a more
scientific analysis of the characteristics as produced by professional procedures and judgments.
However, it is still a broadly recognizable measure of deficiency.
in determining whether or not the open area available is adequate for the community's require-
ments, one should not overly rely on the amount of acres. The activities and facilities desired and
needed throughout each portion of the community are equally important.
At the present time there are 19 parks in the Town of Mamaroneck, none of which are develope
to their maximum capacity. In order to develop these areas along with other town-owned proper-
ties, an analysis must be conducted to determine the existing conditions and situations concerning
these park and recreation areas. The mere number of population or park acreage in the Town is
not indicative of the present or future requirements of the communities.
Four major considerations influence the opportunity for leisure pursuits in Mamaroneck. The
capability and accessibility of the residents to engage in or travel to recreational and other services
are important yardsticks reflecting needs and interests. The availability and suitability of the
various existing recreational areas conditions the needs and interests of the residents, and thus
affects community requirements.
The capability of the resident to engage in leisure pursuits is affected by his various social
and economic characteristics. Education, for example, may determine opportunity to participate
in certain activities (such as sailing) because of its relationship to income. On the other hand,
education also influences desires or interests in certain types of outdoor activity (such as swimming)
where certain knowledge and skill is necessary.
PLANNING ASSOCIATES - Educotion and Recreation Consultants PAGE 4
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The accessibility to programs and areas in the Town is most important and deserves a major con-
sideration in planning a complete system to serve the requirements of the residents. Accessibility
will determine, to a large extent, the opportunity to engage in favorite recreation pastimes. Of
such factors, time-distance is the most important because if favorite recreation facilities are within
easy reach, people are likely to make more time available by abandoning other activities. They
might sacrifice some other part of the budget to have more recreation-spendable income. Accessi-
bility also considers barriers and conveniences affecting travel to such activities and facilities.
The availlabiliity of facilities and activities is also important in meeting the requirements of
the residents. A person has little incentive to save money for a boat if he is a hundred miles
(distance) and/or two hours (time) away from a lake or shore front area, nor is it likely that he
would trade passively listening to or watching a ball game for an active swim if the nearest swim-
ming facility is an hour's drive away. Nor will a person use a new court facility if there is already
one available to him. The obvious voids of certain activities and facilities are important to correct.
The suitability of activities and facilities is extremely important. Adequate supervision of
programs; operation of areas, including maintenance and permanence of equipment and other
features are extremely important. If such activities or facilities are inappropriate for the require-
ments of the residents or resources, then the acreage factor is truly insignificant.
In effect, then, people are subject to a complex series of motivations for wanting to engage in
certain types of recreational pursuits. Some of these motivations include age, income, distance
to recreation facilities, and adequacy of facilities and activities. Planning for park and recreation
services cannot ignore the significant differences between old and young, rich and poor, educa-
tional differences, as well as home owners and apartment dwellers.
Thus, capability, accessibility, availability, and suitability determine opportunity. Oppor-
tunity, in turn, may be influenced by any other socio-economic or physical characteristic. None
of these factors can be considered in isolation from the others.
Therefore, from a detailed analysis of socio-economic and physical characteristics which have
been made of those residents and resources of the Town, certain deductions and conclusions have
been related to such factors as age and income, as well as time-distance and hazards by the
consultants.
Based upon the translation of Mamaroneck's requirements as reflected by the Study Committee
meetings, civic group meetings, previous reports, previous surveys, post participation records,
public requests, and expert opinions, as well as the interpolation by the consulting team, various
recreation and conservation activities and facilities have been incorporated into the recommenda-
tions contained in a subsequent section of this report.
-
I
PLANNING ASSOCIATES - Education and Recreation Consultants _►AGE 5
III DESCRIPTION OF AREA
A. Examination of Resource Features
The Hommocks complex will be broken down into five individual study areas, each area
having its individual resource features.
The first area of discussion will be the Middle School site. This 5.4-acre site was sold to the
School District by the Town for the sole purpose of constructing a school building that would encom-
pass the entire'site, except for a few small areas. The land itself was originally marsh land that
had since been filled in. There is no vegetation on the site at the present time, but upon completio
of the school, adequate landscaping will be provided.
The second study area constitutes the balance of the town-owned property. This area was
formerly a tidal marsh, but it was subject to extensive land fill operations. The entire area has
been graded, except for the easterly boundary which borders on Gut Creek and has a difference
in elevation of six feet to eight feet above the mean high water mark.
The third study area is approximately 7.6 acres and lies at the south end of the Hammocks area.
This area has never been subjected to a topographical survey; however, it is evident that a portion
of this area, approximately four acres, was at one time under water. It appears that the area was
filled, but the nature of this fill is unknown. This section of the tract is partially wooded and con-
tains a few small areas requiring additional fill. The remainder of the tract, except for two isolated
knolls that are rocky and wooded, is at low elevation, generally marshy, and frequently awash at
high tide. A substantial amount of fill would be required to elevate this area to grades equivalent
to higher areas of this tract, but due to the conservation concept, this land will remain at its present
elevation in order to preserve its natural condition.
The fourth study area, known as Flint Park, is presently developed as an active recreational
facility. It is located directly south of the new Middle School. There are two large open areas
that are separated by gently rolling terrain. There are scattered knolls of large oaks which offset
the open areas. Along part of its periphery it abuts the Little Harbor Sound. This area is a low
lying marsh area. Covering the marsh is salt hay and bayberry. There is also sumac, haw and
burdock in the area.
The fifth study area is the underwater property, approximately three acres, owned by the
State. It consists of a few small islands of salt marsh surrounded by mud flats with a variety of
marine life. The portion of the waterway toward Little Harbor Sound is considered navigable to
small craft, up to the southerly border of Flint Park where the sea wall ends on both sides of the
channel. This area of the Harbor invites small flat-bottomed craft and a variety of small sailing
boats. In order to accommodate larger craft, up the end of the sea wall, the channel should be
dredged and dared of underwater obstructions. The area north of the sea wall, which will be used
as a conservation area, may accommodate flat-bottomed boats during periods of high tide and be
used for scientific observations.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 6
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The,total matrix of properties contains a variety of resource features which can afford some
very desirable experiences.
Trees
•There are stands of trees throughout the entire complex. Among these are: maples, cherry,
apple, sumac, postoak, and small pines.
•There are isolated specimens found at various locations. In Flint Park there are large oaks
and a few large pines. On the Burger property there are a great variety of specimens such
as: black pine, Scotch pine, pear, apple, Norway spruce, willow, apricot, hemlocks,
and nutty hickory.
Shrubs '
• In Flint Park there are a small variety of shrubs. Some of these are: forsythia, bayberry, and
privets.
•On the Burger parcel and on the west side of Flint Park privets are growing wild.
Fowl
•The Burger parcel provides sanctuary for a number of birds and small game. Some of these
birds are: robins, morning doves, blue jays, blue birds, and catbirds.
• In the wooded areas there are gray squirrels, chipmunks, pheasants, and cottontails.
Soils
•The Middle School site was subject to sanitary land fill operations. This area has been graded
and topped with clean soil.
•The Flint Park area contained loam.
Structures
•A number of paths traverse the wooded areas of the Burger property.
•A few rock outcroppings are found in the marshy areas, and they are ideal for bird watching.
•Sea walls have been constructed along Little Harbor Sound abutting private properties. These
walls provide protection against erosion.
•Isolated knolls that are wooded and rocky are found in Flint Park and on the Burger parcel .
•South of the recreation building in Flint Park the land slopes gradually upward, providing an
ideal hill for sledding with an average 10% slope.
Grasses
Marsh grass is found along the low areas of FI?nt Park and along the southerly border of the
Burger property.
•Along the periphery of the marshy area lies a stand of phragmites and field grass.
rPLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 7Il
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•Fresh water flows from the higher areas in Mamaroneck and empties into Little Harbor Sound
from East Creek and Gut Creek.
•For the most part, Little Harbor Sound is non-navigable, especially at low tide.
f
In conclusion, it is evident that due to the diversified topographical conditions and vegetation
integrated with natural waterways, this complex is a desirable one for the development of a town-
wide recreational resource.
B. Evaluation of Property
1 The existing Flint Park and the Hommocks Property area are contiguous and physically sepa-
rated by a narrow stream known as East Creek. This creek is a natural boundary line between Flint
Park and the new Middle School. In order to provide better circulation of the two uses, the Town
plans to construct a new 90-inch culvert. This will enclose the creek in such a manner that the,
depressed area along the Town - Village boundary can be filled and brought to a suitable grade .
This project is vital to the full integration of the proposed Hommocks complex for the Town and
the School District in order to provide adequate playfields.
•
At this time, it is estimated that Flint Park is developed to 80% of its capacity. Among the
li facilities provided are the following: six regulation tennis courts; ball fields equipped with back-
stops and bleachers; one handball court; one basketball court; a small concrete wading pool; an
all-year-round recreation building; a children's play area; and parking and rest room facilities
have been provided. The undeveloped areas of Flint Park lie along a portion of East Creek and the
banks of Little Harbor Sound. Many of these facilities are inadequately maintained, and much of
1 the property is inappropriately utilized. Various improvements and developments should be under-
', in the park; they are outlined in the Master Plan.
i
The remainder of the Hommocks property is totally undeveloped, except for that portion being
used for the new Middle School . A large portion of this area is wetlands, and the balance is
f heavily vegetated. At the present time, this area is being used by naturalists for various studies,
experiments, and observations.
Surrounding this entire complex are three main use areas. The first area, to the west, is a
t:
commercial district fronting on Boston Post Road. It is separated from the Hammocks Property by
a natural buffer of woodland. The second area, on the northern border, is the new Middle School,
a golf course, and Hommocks Road. The third area, on the east, is Little Harbor Sound and resi-
dentially developed land; and to the south is also residentially developed land.
To insure the proper development of this complex, the augmentation, construction, and pro-
vision for conservation, recreation, and related areas and facilities are necessary. The resultant
til project must insure the highest and best land use to meet the requirements of the people as well as
f
tPLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 8
I
complement the resources in order to be economical, practical, and functional . It is important to
review some basic criteria that should be adhered to in any future improvements or developments of
the Hommocks area.
1 . Administration
Water Supply Criteria:
An adequate water source for potable and non-potable use.
An adequately designed water system including equipment and lines considering
water pressure, friction loss, pipe size, users, and other data considerations.
Approved and tested plumbing fixtures.
An irrigation system that can be drained in winter by opening valves.
A standardization of fixtures and fittings to facilitate replacement.
An accessibility of fittings, motors, pumps, and fixtures.
A water supply source protected from surface runoff.
Drainage Criteria:
A man-made or natural surface distribution system.
A subsurface drainage system with pipes, inlets, culverts, and other appurtenances
of an adequate capacity covering all paved or unpaved collection areas.
Lighting Criteria:
Adequate security lighting for all facilities.
Adequate safety lighting for roads and parking areas.
Game lighting for important high-use facilities.
Garbage Disposal Criteria:
_._ A place for garbage to be kept in metal containers that are disinfected daily.
A container which can be screened from flies and situated in an unseen, but acces-
sible, area.
Agarba a collection system consisting of daily collecting,_ dumping, and burning.
9
Protection Services Criteria:
A primary fire fighting equipment center.
An adequate police and fire protection either from on or off property sources.
An adequate use of protective measures, i .e .: fencing, screening, railings, and
other features which would prevent accidents.
An approved design for all fireplaces and chimneys, built in accordance with fire
codes.
Building sprinkler systems in public assembly areas.
A location approved by fire department, and permit for all open fires.
Communication Criteria:
An adequate layout of telephone, Ipud speaker, and intercom systems.
A communication system installation underground or overhead in a location free
from storm or other damage.
i
PLANNING ASSOCIATES - Education and Recreation Consultants ■ PAGE 9
\ 11
1
Maintenance Use Criteria:
i ---An adequate and accessible storage area away from the main program areas.
A maintenance area large enough to accommodate all necessary maintenance shops,
their facilities and equipment.
A location for the administrative building within control of the entrance or exit. A,
Program Use Criteria:
Proper location of all facilities according to like uses.
A placement of the program areas in a safe situation and with adequate controls.
x Supervisory Use Area Criteria:
A centrally located area for administrative services required for the functional use
of the pork. *
ll
rt A properly oriented facility of program areas for visual control and physical access.
An area for adequate parking for all the various administrative services.
2. Circulation
Road and Path Criteria: -
An adequate interior circulation system without interference from exterior traffic
congestion and hazards.
A set safe maximum speed - design ratio for all access roads.
A circulation system developed so as to allow for service vehicles and emergency
use, basically using eight-foot wide paths.
A relatively flat, open and well-drained area for some overflow parking at peak
user tints.
A series of paths and walks between areas considering that the longest route used
should be the most interesting, otherwise the shortest distance between two points
must be realized as the practical solution.
60 A sufficient parking lot to accommodate users' vehicles.
IIA path system to be smooth flowing and aligned with the contours and assets of the
terrain as much as possible.
An awareness of visual and acoustical considerations has been incorporated in the planning of
areas. Such intrusions as the loud noise of a car, the scattered debris of a stroller, the careless
fires caused by hikers smoking or playing with matches, the defaced trees of a walker, the smokey
air of the adjacent industry, and numerous other types of devastation incurred and caused by the
lack of understanding by the user have been considered in the planning of this area.
rimmummommumminmeir
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 1 0
o4
LI
IV DETERMINATION OF LAND USE
A. Delineation of Project Objectives
44
The objective of a town-wide multiple-use complex is to serve the special needs and interests
of the townspeople by planned land uses brought about by an evolved process of consultant and
citizens meetings. This will, in effect, achieve a project which will afford a "cafeteria of oppor-
tunities" for the residents of the Town. The more intensively and actively used facilities, including
play courts, playfields, and playgrounds, should be situated directly accessible to the immediate
neighborhood as well as to those who will drive. They should also be directly related to the
schools, without disrupting or disturbing the normal living patterns of the local residential
neighborhoods.
EE ay
The utilization of the community complex includes a composite of operational as well as cus-
todial areas and facilities. These areas and facilities should provide for such primary uses as
physical education, recreation, instruction, and conservation interrelated through outdoor educa-
tion. Secondary uses would be for administration and circulation.
r
Physical Education
Each grade group, or preferably ability group, should have an exterior area as carefully
planned as the interior areas in order to create the facilities that encourage the full
development of all programs and provides the highest and best use of every outdoor space.
The physical education area should include apparatus areas, multiple-use paved areas,
multiple-use turf areas, and field areas. The complexity of these facilities reflects the
grade or ability group they are to serve.
Recreation
Every age or ability group should be able to participate in afternoon, evening, weekend,
and vacation programs on school and town properties . Such programs serving the leisure
time needs of adults as well as youths should be recreative and include a broad range of
activities and interests. Most activities are established from inherent interests of the
students before the end of school. There is a marked similarity between the interest of
in-school age or ability groups and out-of-school age or ability groups; therefore, foci-
lities planned for the community school age groups can be easily adapted for the out-of-
school age groups and community in general .
Instruction
Each grade group should have an outdoor space for study, group projects, growing plants,
social discussions, and other quiet activities whenever practicable. The outdoor space
should be accessible to the classroom through a door in the outside wall or from open
walkways. This space should be protected from extremes of sunlight, shade, prevailing
winds, and exposure to other academic areas.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 1 1Il
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Conservation
71/4n area for conservation should be established in the locations that exhibit the best
resource characteristics of the geographical area, for natural undisturbed uses as well
as natural adapted uses. In the adapted areas students would have the opportunity to
conduct research, collect specimens, undertake experiments, and to participate in many
experiences which will make their education vital and totally meaningful. This area
should have teaching stations which would not be a museum or gallery which is oriented
primarily to exhibition and information. They should make possible individual parti-
cipation as well as observation. For this reason both the activities and the facilities
should reflect a response through orientations, interpretations, demonstrations, instruc-
tions, and experimentations. However, every station should also contain activities
and facilities for exhibition and information. These aspects of the educational experience
should be reflected in the school curriculum by bringing the classroom out of doors.
It should be inherent in the education and recreation complex that the activities and facilities
be adapted for adults as well as children, the disadvantaged as well as the advantaged; and it
should be suited for listening, studying, thinking, and working together. The complex should
eventually contain the most modern recreational and educational media for learning about the
outdoors.
The overriding premise of the plan as it has evolved to date is based on the possibility and
probability of the entire complex of separately owned properties being collectively used without
excessive restrictions as to use within the Town. For instance, the restriction of town residents
and students in unincorporated areas from using special facilities on incorporated village property
cannot be applicable if the facilities of the complex are to supplement and complement each
other.
There were various unifying precepts for the preparation of the Master Plan. These concepts
included the following:
• Give adequate consideration to each of the individual needs of the groups to be
served by the education and recreation area.
• Satisfy a program that will meet the general requirements of the locality and special
requirements of the community.
• Provide equipment, apparatus, and supplies as well as facilities to insure the opera-
tion of the program. !,
• Divide the area for various program uses in such a way as to facilitate circulation
and administration and avoid interference between activities.
• Assure user safety by careful selection and placement of facilities, including border
and interior fences, entrances, and other features.
• Provide for the multiple use of areas whenever practicable.
• Seek to develop use areas that will be attractive and can easily be maintained.
• Locate plant material to afford privacy, buffer, shade, control, and can be properly
maintained.
• Plan the areas and facilities on a basis of "form following function".
IPLANNING ASSOCIATES - Education and Recreation ConsultantsPAGE 12
If improvements or developments are undertaken on the town-owned and surrounding properties
on the basis of these considerations, the areas and facilities will more safely and adequately serve
the community.
B. Discussion of Hammocks Complex Activities
la. Present Programs in Physical Education
At present, no physical education activities are conducted on any of the facilities in
the complex.
lb. Proposed Programs in Physical Education
Communion with the outdoors provides a healthful and pleasurable way of learning.
Participation in physical education programs develops skills, confidence, and a sense of
team responsibility; in addition, these programs provide for individual participation,
relaxation, recuperation, and they afford an outlet for physical energies. The use of
games, events, and practices for teaching and testing can help to make both teaching and
learning easier. Games, contests, sports, and other physical activities help to teach
students to observe, think, and imagine. In addition, physical activity provides the
opportunity to develop the body and to correlate physical skills with activities that may
lead to life-long avocational sports and hobbies.
Suggested Physical Education Programs
Personal Nutrition, Sanitation, and Disease Prevention Programs
Body Mechanics Programs Athletic Programs
I fti ng Baseball
Walking Softball
Sitting (exercises) Track and Field
Soccer
Waterfront Safety Programs Field Hockey
Swimming LaCrosse
Boating
Fishing
Sailing
Canoeing
Calisthenic Programs 4
Gymnastic Programs
Slimnastic Programs
1 PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 13
2a. Present Programs in Recreation
At present, recreation activities are conducted in the Flint Park section of the complex
under both Village and Town auspices.
Existing Recreation Programs
Sports Programs (Outdoor) Cultural Prams
Court Games Pavilion
Tennis Lectures
Basketball
Handball Outing Pr.29rams
Rink Activities Camp Grounds
Ice Skating Camping
Roller Skating
Field Activities Dramatics Programs
Baseball Theatre Outdoors
Softball Group Singing
Football Shows and Pageants
Sports Programs (Indoor) _Play Programs
_ Game Roomyground
Table Tennis Tot Area
Table Games
2b. Proposed Programs in Recreation
Recreational and other avocational pursuits should be experienced in this complex. The
following list of programs indicates the essential activities that are necessary to balance the
town recreation requirements. However, it is obvious that all the activities cannot be con-
tained on the east portion of the complex which includes present school, town and state
properties. The detailed description of the area's composition will indicate those possible
activities and facilities for the east portion of the complex.
Suggested Recreation Programs
Outing Programs Shuffleboard
Picnicking Archery
Camping Golfing
Cycling Volleyball
Badminton
Sports Programs Paddle Tennis
Sledding Croquet
Handball
Horseshoes
Skating
Ice Hockey
1 PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 14
Hobby Programs Aquatics Programs
Pf otograpl y Bay
Collections Rowing
Model Making Canoeing
Sailing (sun, sail, and catfish class)
Sma I{ Games Programs Crewing
Billiards Pool -
Checkers Diving
Chess Skin and Scuba Diving
Box Hockey Life Saving
Table Tennis Competitive Swimming
Cards Synchronized Swimming
Ping Pong Recreational Swimming
a Special Events Programs Arts and Crafts Programs
Parades Scrap Crate
Movies Metal Crafts
Bazaars Leather Crafts ,.
Contests Wood Working
Shows Basket Weaving
Fairs
Exhibits Music and Dramatics Programs
I Band
Play Troup
;y Concerts
Dancing
a
0 3a. Present Programs in Instruction
14 At present, there are a few instruction programs that are conducted on various portions
of the complex.
}
(a Existing Instruction Programs
cA
Instructional Programs
Craft Instruction
Arts Instruction
Music Instruction
Physical Fitness Instruction
3b. Proposed Programs in Instruction
Art preparation, language instruction, and other educational programs can be conducted
within the complex. Again it is obvious that the cooperative use of all available properties
within the complex should be utilized for these programs.
y
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 15
T
Suggested Instruction Programs
Art Programs
die outdoor laboratories are also a natural environment for the observation of form, color,
mass, texture, and dimension. The outdoor experience helps to develop skills in the areas of
observation, investigation, innovation, and creation. Drawing, painting, photography, craft
skills, handicrafts, all using native materials and media, can be conducted in the outdoor
laboratory.
Art: Specific Areas Specific Projects (coned.)
Photography ndian Craft
Arts and Crafts Costumes
Nature Crafts Jewelry
Lapidary Shell Money
Jewelry Crafts Labels for Nature Trail
Outdoor Water Painting, Sketching, and
Art: Specific Projects Engraving
Bird Feeding stations Woodcuts - Block Printing - Silkscreening
Indian Ceremonial Costumes Scrap Books
Games for Quiet Hours Clay Craft and Print Casting
Checkers
Cards
Arrows
Creative Outdoor Photography El
to
Mathematics Programs Ll
OutdoorTaboratories contribute to the basic conceptual understanding of depth, quantity,
distance, size, and number relationships. Units and activities in mathematics can be used in the
outdoor laboratory as a means of exploring basic spatial, sequential, and analytical relationships.
There is also an opportunity in the out of doors to perceive geometric, symmetric, and time pro-
gressions
and relationships.
Mathematics: Specific Projects
Measurements in iZi.:) ST—udy
Measurements in Figuring Food Costs and Charges
Measurements in Menu Making
Measurements in Photography in Estimating and Calculating Heights, Distance, and Angles
Measurements in Gasoline Costs and Travel Costs for trips away from the area
Measurements in Camp Layout and Newspaper or Magazine Formats
Measurements in Weather Prediction (rainfall, thermometer)
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 16
Language Arts Programs
Outdoor laboratories provide opportunities in the outdoors for many experiences for valuable
dynamic and dramatic instruction in the language arts. An outdoor setting can provide an atmos-
phere in which children feel enough confidence to be able to express themselves freely. Children
love to report findings, tell stories about happenings, or recount travels and other exciting experi-
ences. The outdoor laboratory can help children to develop listening skills, prepare for speaking
techniques, prepare for reading development, participate in acting programs, experience writing ,,
skills, and to express themselves in various social situations within various physical conditions.
Language Arts: Specific Projects
—poetry Scrap Books
Essays, Skits, Songs, and Stories
Letters Requesting Data and Materials
Labels for Materials and Supplies
Talks, Discussions, and Debates, including Parliamentary Procedure
Minutes and Records of Activities
News Releases, Camp Magazine, and Research Projects
Monographs and Tape Recording Scripts
Social Studies Programs
outdoor laboratories enable children to learn about people, places, and events. Activities
in the out of doors can be used to teach children respect for and an understanding about their
heritage and contemporary problems, including the need for responsible attitude toward natural
and human resources.
Social Studies: Specific Projects
Planning of enter Government
Scheduling Work Details of Center Community or Class Field Trip Projects and Experiences
Tracing History of Region
Studying Local Ordinances
Hunting and Fishing Laws and Regulations
Learning Map Reading Skills
Understanding and Handling Individual Responsibility
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 17
4a. Present Programs in Conservation
Existing Conservation Programs
Conservation Demonstration
Hometown Beauti ication Program - At present, a Hometown Beautification Program,
sponsored and financed by the New York State Division of Youth is being used for the
improvement of conservation areas established by the Town. This program includes the
Hammocks area, which has been subject to a thorough clean up of all debris that has
been .dumped in the area. Also, the clearing and improving of trails and other work
necessary to put the area in satisfactory condition for use by the people of the community
were among the projects planned for the conservation areas.
Conservation Education
Junior Naturalisnrogram - At present, the junior Naturalist Program is offered on
the site and gives the young people of the district an opportunity to learn about nature,
something which they cannot achieve as effectively in the c
assn Ho. Tek program
,�include.
field trips to various natural conservation areas. This summer
chosen as the primary area of study. During the sessions, many problems were investigated
by the students.
Some subjects of the experiments and studies the students were asked to perform were:
compactness of soil, and amount of plant life in the area; plant succession from water to
land; birds' nests; marine ecology; and how nature acts on her environment.
With the improvement of these conservation areas, many others will be able to parti-
cipate in this educational program. This program is rewarding in many ways to young and
old alike.
The present Junior Naturalist Program can be expanded to encompass a Junior
Scientist Program for Research, and a Junior Adventurist Program for Exploring.
4b. Proposed Programs in Conservation
The demonstration of and education for improved conservation techniques afford the
wisest utilization and protection of our natural resources. Areas should be established to
provide students and residents with an opportunity to witness conservation in action.
Suggested Conservation Programs
Conservation Demonstration
Practice Cations —ZSutdoor laboratories provide a working station which can satisfy
the requirements of children.
PLANNING ASSOCIATES - Education and Recreation Consultants
PAGE 18
Forest Mensuration Program Animal Enumeration (census) Program �3
Fire Controlling Tracking
Bonding
Timber Cruising
Fire Preventing
r Timber and Land Managing Crop Cultivation Program r`
vi,
Trail and Wood Clearing Terracing
Insect Controlling Erosion Controlling4.
i
Seeding
Animal and Fowl Husbandry Program Spraying
Breeding
Feeding Camp Preparation Program
Pioneering
Woodland Reforestation Program Camping
Hedgerow Planting
Tree Planting
Conservation Education
Scienc ions - Outdoor laboratories can provide a learning situation which con
best satisfy the curiosity and inquisitiveness of children who should be taught to touch,
see, smell, and hear things to understand their environment. Typical units of study should
be developed in the study of woody plants and trees, seeds and plants, birds, insects,
and other related science areas, including recent developments in the areas of earth
ecology and marine biology. Also included in the science area are projects and activities
in astronomy, meteorology, zoology, and other natural sciences.
Physical Programs
Rock Forming Minerals
Igneous, Sedimentary, and Metamorphic Rocks
Weathering, Soils, Mass Movements, and Erosion
Agronomy of Long Island Sound Soils ,:
Glaciology and Glaciation
Shoreline Types
Paleontology and Fossil Classes
Stratigraphy and Geologic Time
t
Hydrology Programs
Oceanography
Desalinization
Marine Exploration if
Fresh Water Study
Stream Measurements
he
tL .
PLANNING ASSOCIATES - Education and Recreation Consultants 1 PAGE 19
Meteorology and Astronomy Programs
Weather Instrumentation
Studying and Collecting Long Island Sound Weather Data
Pressure and Winds - observation stations in each district to coordinate
with central station
Air Mass and Weather Identification and Classification
Storm Types and Characteristics
Temperature and Precipitation
Insolation, Clouds, and Fog
Microclimatology and Macroclimatology
Frost Problems and Salt Marsh Climates
I Climatology
Agricultural Climatology, and Pheonolgy
Nautical and Celestial Astronomy z
Identification of Stars
Summer and Winter Skies
Eclipses and Phases of Heavenly Bodies
Local Phases ,�
Relative, Mathematical, and Astronomical Time
Zoology, Entomology, and Ectomology Programs
Taxonomy
Zoography
Biology Programs
Plant Physiology
Dendrology
%W
Y
d
r-
4
1.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 20
V DESCRIPTION OF PROJECT
r
A. Uti I ization of Property
Based upon the community and property analysis, the education and recreation complex lends
4
itself to affording facilities which would provide for many of the programs and activities previously
described. The comparative and evaluative procedures employed in the study reflect the desirabilit
and suitability of an excellent land-use relationship. This relationship is depicted through the
broad program'objectives into basic areas allowing for specific facilities to implement the activity
requirements.
1 . Physical Education Areas
A portion of Section I is designated as space for physical education programs, and it con-
e sists of the property now owned by the School District and Town. This location will contain
the major play court facilities, including basketball, volleyball, and tennis; and playfields
including girls' hockey, softball, soccer, and kickball fields. It will also contain an obstacle ;.
course and an apparatus area. An area should also be set aside for other multi-use facilities.
Play Courts Exercise Yard
Handball Intermediate Area
Wall Apparatus
Pavement Pre-Teen Area
Fencing Apparatus
Gates Obstacle Course
Shuffleboard Apparatus
Pavement
Fencing Playfields
Gates Softball
Benches Lawn
Basketball - Volleyball Backstop (movable)
Backstops Benches
Pavement Drinking Fountain
Fencing Lights
Gates Footba I I
Horseshoes Lawn
Curb Box Goal Posts (movable)
Pavement Benches
Fencing Field Hockey and Soccer
Gates Lawn
Small Games Goal Posts (movable)
Benches Topsoil
Tables
Pavement Sunbathing Terrace
Fencing deck Space and Sitting Area
Lawns
PLANNING ASSOCIATES - Education and Recreation Consultants
PAGE 21
fi
2. Recreation Areas
The property described as Section II, which should be designated for recreational purposes,
is land owned and filled by the Town. Some portions of this land, as illustrated on the
Properties Map, were deeded to the Town for inclusion as space for additional active and
passive use facilities for the residents and students. The area closest to the school will be for
passive use. These places will also be classified as general and special facilities. General
facilities serve the total interests and needs of the local residents, while special facilities
serve the individual interests and needs of all the residents of the Town.
The arrangement of facilities is flexible enough to allow for possible expansion of facilities`'
in conjunction with facilities in the west (Flint Park) portion of the complex. This can be
effectuated if prorated costs are established, charges are levied, or funds are raised through
appropriate town means in order to offset expenses and expenditures for general town use.
The property, as utilized for the varied special and general types of facilities and activitie
also reflects the present intricacies of the site and the opportunities that are presented by the
natural "lay of the land". The ecology of the upland area has been altered by filling; thus,
extensive reshaping and landscaping of the land behind a sea wall is desirable. The sea wall
can act to prevent further silting of the salt marsh.
Playground
Play Stations (four separate age group areas) Athletic Field
Apparatus (theme) Bleachers
Paving Backstop
Fencing Dugout
Gates Lighting
Benches Benches
Apparatus Surfacing
Drinking Fountains Sea Wall
Storage Box Burl heading or Rip Rapping
Overlook
Float
The property described as Section V is presently the Village-owned Flint Park. This area <
should be designated for recreation and could be improved with additional facilities, both
general and special in type. Those which are designated for general use would be limited to
village residents only, while those considered for special use should be "arranged for" through
a legal and financial agreement for use by the unincorporated area residents and students.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 22
The following list reflects those additional facilities which are necessary in Mamaroneck: ..
General Type Facilities (Village Only) Special Type Facilities
Development Pioneering and Camping Grounds
Play Courts Launching Ramp and Float
Playground Athletic Field
Game Courts Ice Rink (artificial) t.
Pavi lion Archery Range
Sledding Hill
'Improvement Paths
Rest Rooms Primary
Brick (old pumphouse) Secondary
Legion Hall Bicycle Racks
Hall Benches
Parking Drinking Fountains
Group Picnic Roads
Barbeque Primary ,
Family Picnic Secondary
Play House Trails ;-
Wading Pool Parking Lot
Service
Visitor
It is obvious that the recommendations for various specialized facilities such as the
ice rink and launching ramp cannot be considered for the Town property because of its
limited area. However, it is recommended that if there is greater cooperation with the a
villages for dual Town-Village use of some of the specialized facilities, the Town should
make every effort to secure adequate property to accommodate these facilities. It is also
¢hj recommended that the Town make every effort to retain control of mooring accommodations
in Larchmont Harbor for the use of all town residents.
it
3. Instruction Areas
1 l Another portion of Section I is to be designated for instruction. This area will be
immediately contiguous to the school building. It will consist of courtyard and terrace
components.
School Building Courtyard
The building has varied types of courtyards that completely or semi-enclose a
large piece of seemingly unattractive and unusable section of fill . This area should
be terraced, and it should have seating arrangements for discussions and study; it should
be provided with small plots for growing plants of varied types, space for terrariums or
aquariums, small hothouses or greenhouses for plant propagation, and other activities.
h
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 23 I
School Grounds Terrace
The school grounds should have a terrace for group activities, meetings, and dances.
Classroom Courtyard
The classroom, particularly in the middle grades, should be designed for access
directly to the lawn or court outside of the classroom. Here on clear days throughout
the year discussions can be held, projects carried out, and experiments undertaken.
This is the basic area for initiating an outdoor education program.
4. Conservation Areas
Because of the ideal natural conditions which exist in the area designated Section Ill,
it should be set aside for conservation-education. This area would exemplify first, the instruc-
tive use, i.e., observation platforms, experimentation probes; and, secondly, the restrictive
use, i.e., protection of natural and ecological features. This particular area reflects an
abundance of landscape features that remain unmarred by intensive or extensive use by indivi-
duals or groups. The small portion abutting and including the salt marshes should be left undis-
turbed except for an outdoor laboratory station. The higher land area can be planted, stocked,
and managed in accordance with the best conservation practices.
The adjacent property, Section IV, is underwater land owned by the State of New York.
This property should be left as part of the conservation demonstration area. If dredging is
undertaken, the ecological balance of the adjacent area would be disrupted. This area can
be used for experiments and study from a flat, glass bottom boat which can be hoisted onto
the laboratory station and sea wall.
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 24
B. Composition of Facilities
' The Hammocks Complex will be composed of the following facilities which will serve the
various program objectives.
i i
OPERATION USES r.
1 . Physical Education Areas
}=k This portion of the complex will contain the following components:
F
Exercise Yard f
* Intermediate Apparatus Area (ages 8 to 10)
Number: 1
312e7-1-72 acre
Description: According to gender, these children are energetic and mischievous
and have different interests, yet they cooperate in games. They need skilled
guidance and leadership and tolerance. They desire friends and are creative as
well as helpful.
The intermediate area should also provide similar elements, including paved,
turfed, and apparatus areas with such pieces as: geodesic climber, muscleman,
rocket ship, space cruiser, mountain climber, bunker hill, fantasy village,
jungle village, swings, double slide, arch climbers, maze, and UFO.
• Pre-Teen Apparatus Area (ages 10 to 12)
r
Number: 1
Size: 1/2 acre
Description: Early adolescents are awkward and lazy. They have a rapid body
growth, emotional instability, and like gangs and hero worship. They need corn-
panionship, skilled supervision, and/or opportunity for recreative activities. They
desire competition and hobbies. They like to be helpful .
' Thus, the outdoor area for this age group should include such elements as paved,
iI turfed and equipped areas with: spiderweb, parallel bar, and horizontal ladder.
'< • Obstacle Course (all ages)
11 Number: 1
Size: 120' x 150'
Description: Children of all ages must be concerned with increased physical fitness
activity. A court with a variety of climbing, balancing, jumping, and other
activity apparatus can be creatively and progressively established.
Play Courts
One of the fundamental physical educational spaces in the complex will be a facility
for court games such as: tennis, handball, shuffleboard, horseshoes, and other court
games. It is recommended that these facilities be lighted for night use and that they he
adjacent to the playfields to serve as an accessory use .
PLANNING ASSOCIATES - Education and Recreation Consultants ' PAGE 25 41111
• Multiple-Use Court
An area is recommended to be included for volleyball, basketball, paddle
tennis, organized group hard-surfaced games, and other programmed court events.
These multiple-use courts proposed can be set up for a variety of uses on a short
or long-term basis, depending upon the demand.
Number: 3 courts should be provided near the high school
Size: 120' x 180' - overall, including safety zone for each court
Description: The multiple-use courts will have permanently installed basketball
backstops and goals offset, yet integrally designed as part of the fence line,
eliminating free standing posts. Volleyball and paddle tennis posts shall be set
in sleeves in order to facilitate easy removal . The court lines will be painted in
two different colors, line weights, or by dashing, to differentiate boundaries, or
tapes can be used to change court dimensions.
• Handball Courts
Handball courts provide an almost year-round facility. Enthusiasts, both young
and old, often can be seen shoveling snow from the courts immediately following a
winter storm, or patiently waiting on line in order to use these courts. The courts
also serve as paddle ball and practice tennis backstops.
Number: 4 regulation size handball courts will be provided
Size: 60' x 100', with ample safety zones
Description: The handball courts will contain a reinforced concrete wall playable
on both sides. These courts will be fenced with 12' high chain link fencing with
a fine 1 " mesh fabric.
• Horseshoe Courts
Horseshoe courts properly designed and maintained will provide an attraction for
both young and old. Shorter pitching distance will be established on two courts for
beginners and children.
Number: 2 regulation courts, 2 junior courts (children's use)
Size: 65' x 60' - overall, including safety and end zones
Description: Horseshoe pits are developed with a clay-sand mix contained within
a U-shaped wood frame of approximately 6' square.
• Boccie Courts
4 Boccie affords an interesting and challenging outdoor bowling game.
Number: 2 regulation courts
3ize: 36' x 120' - overall
Description: Wood curbs and packed clay sun face are suggested
• Tennis Courts Stadium (all-weather)
Tennis in the community is one of the most popular sports participated in by
ti both men and women. There are insufficient all-weather public tennis courts in
the area.
Number: 2 all-weather surfaced courts will be provided with bleachers
Size: 36' x 78', with 10' safety zone between and 12' from fence line - overall
court depth will be 120' x 106' wide
Description: The tennis courts will be designed in accordance with United States
Lawn Tennis Association standards. The court will be colorcoat surface applied over
macadam, an all-weather type surface. A practice wall will be provided behind the
two courts so that beginners may practice stroke techniques.
1 PLANNING ASSOCIATES - Education and Recreation Consultants ' PAGE 26
Playfields
we (-rounded active physical education program must include strenuous and com-
petitive sports activities. These field sports provide for maximum physical effort and mental
development. The field games are not limited to students; they are also designed for use
by other residents during non-school hours for adults and youngsters through such activities
?`.
as junior baseball and softball leagues. The design of these field areas will allow for
multiple-use, including sports such as soccer, touch football, and girls' field hockey.
I'
2. Recreation Areas
This portion of the complex, in two portions, will consist of the following components:
Play Lawns
• Open Space
Number: 1, adjacent to picnic area
i
Size: 100' x 100'
Description: The design and theme will be an open lawn for various group games,
mostly for softball and touch football playing, parades, relay races, and outing
events. There will also be a picnic area for informal picnicking and an informal
natural shelter.
• Game Lawn
Number: 1
Size: 100' x 100', irregular
Description: Formalized lawn areas highly maintained for various special uses can
be provided. These are located adjacent to playground and at various areas through-
out the park: lawn bowling, croquet, quoits, putting, frisbee, clock golf, and net
golf driving.
4a
5 Play Courts
t • Shuffleboard Courts !--
Shuffleboard courts are a desirable addition to a court game complex. The
usual deterrent to fully utilizing these courts is the lack of provision for storageII
and checking of equipment. Benches and shade, score boards, and concrete courts t`=
will provide the attraction. There are no public shuffleboard courts in the area.
These courts should be lit for night-time use.
Number: 4 regulation courts will be provided
Size: 56' x 6',with ample safety zones
Description: The areas designated for shuffleboard provide recreation for children,
young adults, and senior adults who desire to participate in a more relaxing activity.
,t: • Lawn Bowling Court
Lawn bowling courts will provide an exciting old world game popular with many
senior citizens. There are many residents in the area over the age of 60. Spectator
seating and players' benches should be shaded. There are no lawn bowling courts
i;, in the area. These courts should be lit for night-time use.
Number: 1 play court will be provided
t Size: 40' x 40', including safety end zones
Description: The surface material will be turf.
PLANNING ASSOCIATES - Education and Rec eation Consultant: I PAGE 27
Play Yard
Tie play yard facilities planned for the complex will represent the ultimate in con-
temporary design and safety in a natural setting. These facilities are one segment of a
recreation program which will serve all pre-adult age groups. The growth and maturity
of a child's inspirational and moral outlook is often developed from the free expression
1 of play with others in his peer group. it is from this environment that a child's social
!I responsibilities are often influenced. The playground will be used by local children after 1's,
school and on weekends; in addition, it will serve as a learning experience during school
hours. Age groupings by play yard separations will be adhered to in designing the foci-
.4 lities, as discussed in the following social characteristics of the user groups. This informa-
lul
'
is provided as a guide for the detailed design of each play yard area.
• Tot Lot (pre-school age)
Number: 1
Size: 1/4 acre
Description: Infants are energetic and curious. They need individual attention,
exercise and close supervision. They desire exercise and freedom. The tot lot
area should provide some of the following elements: a small paved area for group
games; a small lawn area for group games; and an apparatus area with such apparatus
as: tot swings, porpoise, turtle-tent, saddle-slide, little ranger, space spinner,
bunkin' bronco, pedestal tables, martian canals, and lilliputian village.
1 Primary Area (ages 4 to 6)
Number: 1
Size: 1/4 acre
0 Descrition: Children of these ages are hapPY, helpful, creative, competitive,
energetic, and playful with others. They need supervision, recognition, and rest,
x as well as an opportunity to create and a sense of achievement. They desire
itt
adventure and action, and they like to be helpful and make things.
The primary area should also provide elements, including paved, turfed, and
apparatus areas with such apparatus as: geodesic climber, caterpillar climber,
big ranger station, mountain climber, martian outpost, castle, fantasy village,
I, junior ladder, fireman's slide, ring ding, and wing ding.
Picnic Grounds (Small and Large Group)
Number: Scattered
size: 1 acre
Description: The picnic grounds in the park will be one of the areas in which the
entire family can participate. The proximity of supplemental recreation activities
will provide a variety of activities for the picnickers. The picnic grounds will be
available for family outings, picnicking, partying, and cooking. Only families
or small groups will be permitted on the town property near the promenade . Occa-
sionally, large groups can be scheduled. The picnic area will be surrounded by 1
plantings, and eventually by wooded areas to provide shade and to impart a feeling
of the country. Included in this area will be picnic tables, grills, and benches.
14
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r
1. PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 281
%
4
Sea Wa II
Number: 1
Size: 200' long
Description: The sea wall can be used as a promenade and overlook. It should have
' a float for launching sculls, sunfish and sailfish, as well as flat-bottomed dinghys, x
and a ramp for use with instructional boating and crewing programs. Fishing is also
an activity which can be enjoyed on the sea wall.
Athletic Field
Number: 1
Size: 250' x 250'
description: The proposed field provides the benefit of organized sports such as
baseball, football, soccer, or lacrosse facilities with night lighting and spectator
stands for maximum day and night use . The facility will provide a community
`. activity for both spectators and performers.
• Field
One multi-use baseball and football field with a 250-300' radius outfield limit
for baseball should be considered. The field will provide a large expanse of open
area sufficient for regulation baseball, football, soccer, or lacrosse games.
• Bleachers
There will be two sets of permanent stands that will be able to accommodate
approximately 250 persons. The bleachers will be portable bleacher sections. If
required, they can be moved for special events and overflow spectator seating at
other areas.
• Night Lighting Y
The area will be illuminated by high voltage multi-vapor or mercury vapor
lamping.
• Control Booth
A small portable control booth for ticket sales and supervision should be provided.
• Press Box
A small portable booth atop the bleachers for press and game officials should be
provided.
• Score Board
Asmall portable score board for spectator information is necessary.
i
• Public Address System
A loudspeaker system for game information and announcements is desirable .
• Team Area
f.
Team benches should be provided.
• Backstop
Ft A durable permanent backstop should be provided.
A
yl
1
i
PLANNING ASSOCIATES - Educotion and Recreation Consultants ' PAGE 29
•
•
PROPOSED PROPERTIES
PIOfOSFD PROPERTIES
Obroi:.a by:
ACQUISIISON
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3. Instruction Areas
Study Courts
Adjacent to exits from the academic wings should be small courts for group and class
study. Partitions should be of wood or plastic panels or plant materials.
Project Courts
There should be at least one outside court provided with water and electrical outlets
and work benches for use on special projects.
b
4. Conservation Areas
Laboratory
A small indoor or outdoor space for exploration and investigation of materials, soils,
water minerals, and gases is desirable. This can be a very durable building of natural
materials to blend into the environment. The school should be used for primary laboratory ,.
use . 14
Observatory
A small indoor or outdoor platform for the observation and identification of animals,
fish, insects, birds, reptiles, shellfish, and their natural processes is desirable .
pa
r
M
ADMINISTRATION USES
0. t
Services
• Garbage Collection
There should be an P
adequate number of trash receptacles and waste containers
distributed throughout the complex . A screened service area should be provided.
IZ • Protection
There should be adequately placed railings, fences, and other control devices. 0
A police call booth could be advantageously included as apart of the '
9 Y laboratory
station. ci
• Supervision
There should be a locker and office facility in the school with outside exits i
t4
for the various supervisors and leaders. li
• Equipment Distribution ka
There should be a storage and handling room in the school with outside exits gx
s for equipment distribution.
til
Uti Iities ;i
• Water Distribution
4 The potable water will be supplied by the Town Water Departments from an .
existing water main in the street. Drinking fountains should be located in key areas.
u Past experience with low pressure in similar areas during summer high water demand
periods has caused the consultants to recommend the installation of a separate irriga-
tion system for the field areas. 6
:
LPLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 30
• Lawn Irrigation
A semi-automatic or fully automatic lawn irrigation system must be considered to
properly maintain the turf and landscaped areas of the school-park grounds with the
least manpower supply possible. Conventional hose bibb and hose sprinkler systems
are initially cheaper to install, but the upkeep will quickly outcost a semi-automatic
or automatic system.
The use of heavy duty plastic pipe Class 350 (polyvinyl chloride) can eliminate
deep burial of mains and will provide a permanent installation.
This lawn irrigation system could be tied into a pump system to obtain water
from the upstream fresh water culvert source for irrigation.
• Electric Power Distribution
Power lines will be extended into the park from the existing road within the
park. Every effort should be made to have this service extended underground, since
the entrance to the park will not be aesthetically pleasing with large poles and power
lines exposed. The electric power distribution center for the school-park site should
be located in a small maintenance building with a pad for transformers. All electric
service within the park area should be underground.
• Communication
A public address system for the pool, court, and fields should be considered.
Emergency telephone lines should also be connected to the office as well as the call
box at the conservation laboratory and at an emergency box near the field and pool .
° Storm Drainage Distribution
At key locations throughout the school-park site a storm drainage intake system '$
k4
of inlets and pipes will collect and carry storm water to the channel.
• Sanitary Sewerage Distribution
There should be an enlarged rest room facility with outside exits within the school
for public use. Otherwise, a comfort station will have to be provided.
Traffic
Road Circulation
There should be a primary and secondary road system. A primary road should be
the main ingress and egress road to the parking lot for cars and buses. The secondary
road should only be used by service vehicles. This road would be narrow and uncurbed,
wide enough for a pickup.
• Path Circulation
There should be a pedestrian path as a means of traversing the area. There should
also be a cycle path as a means of circling the complex .
• Trail Circulation
There should be various nature trails identified only by trail signs.
• Parking Circulation
There should be a major parking lot for the collection of cars at the north end
of the site. The parking lot should accommodate 250 cars.
• Benches and Sign Location
Adequate benches should be placed along paths and trails, as well as interpre-
tative and directive signs.
PLANNING ASSOCIATES - Educoticn and Recreation Consultants I PAGE 31
i 1,
VI IMPLEMENTATION OF HOMMOCKS COMPLEX
A. Organization and Operation of Area
The improvement and development of the Hommocks facilities is dependent upon the establish-
illment and management of personnel, policies and procedures. The following information reflects
the consultants' interpretation of those items of essential concern to the organization and operation
of the area.
r
1 . Personnel
PARK AND RECREATION SUPERVISOR
Secretary
tr Cashier Clerk (part time)
,,
ANNUAL (Full Time)
A SEASONAL (Part Time)
Pool Activities and Facilities Pool Activities and Facilities
Program Program
Head Lifeguard (1)
Assistant Head Lifeguard (1)
ii Lifeguard Instructor (6)*
Maintenance Maintenance
fi Pool Engineer (1)*
Attendants (2)*
1 Janitors (2)*
Court Activities and Facilities Court Activities and Facilities
Program Program
Physical Education Instructor (1)
11 Recreation Leader (1)
Recreation Leader (1)
Recreation Aide (1)
Maintenance Maintenance
Grounds Keeper (1) ,
Grounds Keeper (1) G',!
V
p��pp i
rr
i' PLANNING ASSOCIATES - Education and Recreation ConsiItanh I PAGE 32
t:::r
l'
ek
tows
ANNUAL (Full Time) SEASONAL (Part Time)
Playground Activities and Facilities Playground Activities and Facilities
/ _
Program Program
Physical Education Instructor (1)*
k Recreation Leader 0)
Recreation Leader (1)
Recreation Aide (1)
Maintenance Maintenance
Grounds Keeper (1)
1 Playfield Activities and Facilities Playfield Activities and Facilities
11
Program Program
Physical Education Instructor (1) _ `r
Recreation Leader (1)
Recreation Leader (1)
Recreation Aide (1)
Maintenance Maintenance
Grounds Keeper (1) — --`
Grounds Keeper (1)
Conservation Station Activities and Facilities Conservation Station Activities and Facilities
Program Program
Naturalist (1) r `—
Aide (1)
Guide (1)
Maintenance Maintenance
Grounds Keeper (1) _
Grounds Keeper (1)
k'
ti
* to be provided by the school
�
■�I3 333
PLANNING ASSOCIATESPAGi:Education and Recreation Consultants
1116. AREISSENSFA'vrAWSWIES.W7
TOWN BOARD
Town Parks and Recreation
Serves Incorporated & Unincorporated Specialized Activities and Facilities
(Town-wide Tax)
I Li
General Village Parks and Recreation Special District Parks & Recreation Village Parks and Recreation
Town Serves Incorporated Village Serves Unincorporated District Serves Incorporated Village General Activities
Chart 2 (Village Tax) (Special District Tax) (Village Tax) and Facilities
Municipal Department Municipal Department Municipal Department
Mamaroneck Parks and Recreation
Council
individua Private Public 'quasi-Public Organization
Club Representative Representative Representative Representative
Representative
Organization
Village Recreation and Parks to Town Recreation and Parks
Chart 1
2. Policies
Policies should be established with regard to the following:
Acquisition and Construction
Method of Cost Breakdown - School - Town
Method of Bidding - School - Town
Method of Supervising - School - Town
Method of Bond Payments - School - Town
Operation
Scheduling - Physical Education Department to 3:00 p.m.,
and Recreation Department from 3:00 p.m. on.
Method of Cost Breakdown
Supplies
Equipment
Overhead
Rules and Regulations
Liability
Responsibility
3. Procedures
Procedures should be established with regard to administration of the complex. The
following diagram suggests a method of administration.
School Board< >Town Board
Superintendent of Schools< >Town Recreation Commission < >Town Conservation Committee
Curriculum Coordinators Recreation Superintendent
"
Physical Education Director
v `✓
i
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 34
INSTRUCTION
Outdoor
S - Study Courts
S - Project Courts
Indoor
S - Library
S - Study Room
P
H Outdoor
Y
S
I - Game Courts
S - Multi-Use Courts R
C T - Tennis Courts E
A T - Exercise Yard C
L T - Playfield R- `r
Before T - Athletic Field E After
3:00 E T - Play Yard A 3:00
D T - Promenade T
U
C Indoor 0
A N
T S - Natatorium
S - Gymnasium
0 S - Auditorium
,._._.J
CONSERVATION
Indoor
S - Laboratories
S - Storage
Outdoor
T - Observatory
T - Town T - Trai Is
T - Nature Area
S - School
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 35
Ilk .ter:
B. Estimation of Capital and Managerial Costs
The following is an estimation of costs for each outdoor component and element of the
°, complex.
1 . Material Estimate
Total Total
Unit Unit Price Quantity School Town
Multi-Purpose Courts
Backstops Ea. 300.00 6 1,800
Sleeves and Posts 3 Sets 200.00 3 600
Pavement S.Y. 3.25 2,400 7,800
Fencing - 12' L.F. 10.00 480 4,800
Gates Ea. 200.00 2 400
Curbing - l ' wide, 3' deep vcAlt L.F. 6.00 480 2,880
0 18,280
Study Courts y
•avements and Base S.Y. 4.00 600 2,400
Panels L.S. 7,000.00 7,000
wr Landscaping L.S. 13,000.00 13,000
22,400
Study Terraces
Pavements and Base S.Y. 4.00 1,000 4,000
Panels L.S. 8,000.00 8,000
Landscaping L.S. 22,000.00 22,000
34,000vi
Game Courts
Z
Curbing L.F. 3.00 /' 480 1,440
WPavement S.Y. 7.50 1,600 12,000
Fencing L.F. 10.00 360 3,600
Gates Ea.
200.00 2 400
fl _17 440
ii Game Courts
Curbing L.F. 3.00 240 . 720
It Pavement S.Y. 3.25 400 1,300
Fencing - 4' L.F. 5.00 240 1,200
Gates Ea. 200.00 4 800
p Tables and Seats L.S . 10,000.00 10,000
14,020
Ea - Each
S .Y. - Square Yards
t L.F. - Linear Feet
1. L.S. - Lump Sum
PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 36
Total Total
Unit Unit Price Quantity School . Town
Terrace (addition) q
Pavement S .Y. 122.00 860 10,320'" `
Walls L.F. 15.00 240 3,000 600 ,
Steps L.S. 10,000.00
10,000°'
Railing L.F. 6.00 360 2, 160
23,080
Play Yard
Benches L.S. 1,000.00 1,000
Pavement S.Y. 3.25 400 1,300
Surfacing S.F. 2.50 600 1,500
Curbing L.F. 3.00 340 1,020
Apparatus L.S. 3,000.00 - 3,000
Fencing - 4' L.F . 5.00 380 1,900
9,720
4,550
Exercise Yard
Pavement S.Y. 3.25 1,400
Curbing L.F. 3.00 540 1,620
Surfacing S .F. 2.50 400 1,000
Apparatus L.S . 4,000.00 4,000 11, 170
Play Courts
Handball
Wa l l Ea. 10,000.00 2 20,000
Pavement S.Y. 12.00 800 9,600 q
Fencing - 12' L.F. 14.00 280 3,920
Gates Ea. 200.00 2 400 4.
Curbing L.F. 6.00 280 1,680
Shuffleboard
Pavement S.Y. 12.00 400 4,800
Fencing - 4' L.F. 5.00 120 600
Gates Ea. 100.00 2 200
Benches L.S. 200.00, 200
Curbing L.F. 3.00 120 360
Horseshoes
Curb and: Box Ea. 100.00 6 600
Pavement
S .Y, 9.00 200 1,800
Fencing - 4' L.F. 5.40 240 1,200
Gates Ea. 100.00 2 200
Curbing L.F. 3.00 240 720
46,280
ri Playfields
Ito Turf Acre 2,000.00 4 8,000
oft Backstops (movable) Ea. 1,000.00 2 2,000
ki Goal Posts (movable) 4 Sets 100.00 4 400
15,-45-. 0
..wns....
PLANNING ASSOCIATES - Education and Recreation Consultants ritagswit
1
Total Total V
Unit Unit Price Quantity School Town
Athletic Fields
Turf . Acre 2,000.00 2 4,000
Backstops Ea. 3,500.00 1 3,500
Bleachers Unit 4,500.00 2 9,000
Benches L.5 . 500.00 500
Skinned Infield L.S . 6,000.00 6,000
Dugouts Unit 2,500.00 2 5,000
Pavement S.Y. 6.00 335 2,010
30,010
Natural Play Yard
Apparatus L.S. 6,000.00 6, 000
Pavement S.Y. 3.00 400 1,200
Surfacing S.F. 2.50 300 750
Curbing L.F. 3.00 200 600
8,550
Promenade and Sea Wall ,.
Wall L.S. 30,000.00 30,000
Pavement S.Y. 3.00 135 405
Float L.S. 1,500.00
1,500
31,905
, Play Lawn ti
k Picnic Fireplaces L.S. 6,000.00 6,000
tTables and Benches L.S L.S. 8,000.00 8,000 Shelter L.S. 10,000.00 10,000
24,000 1
Trails
Pavement
Macadam S .Y. 3.00 600 1,800 ';,
Chip L.F. 3.00 600 1,800 '
Conservation Headquarters En. 7,600.00 1 7,600
11,200
Roads and Parking Lots
Pavement S .Y. 4.00 3,066 5,000 7,264
Curbing Type A L.F. 4.00 1,800 5,000 2,200
Type B L.F. 4.00 360 1,440
Type C L.F L.F. 4.00 1,000 4,000
10,000 14,904
Miscellaneous
Filling '
Gravel (or) C.Y. 2.00 10,000 20,000(out) •
Incinerated C.Y. no cost no cost
Grading L.5. 10,000.00 1 Year 10,000 x
Lir& PLANNING ASSOCIATES - Education and Recreation Consultants I PAGE 38
Total Total
Unit Unit Price Quantity School Town = P:
i
Miscellaneous (cont'd.)
Fencing L.F. 8.00 800 6,400
Landscaping L.S . 20,000.00 20,000
Topsoiling - 6"
Existing C.Y. 3.75 6,000 22,500
Proposed C.Y. 3.75 3, 166 11,775
70,675
Observatory Platforms
Platforms Ea. 1,000,00 3 3,000
Walkways L.F. 10.00 200 2,000
Signs L.S. 2,000.002,000
_
7,000
Utilities
Light Service
Poles
Wood. Size A (or) Ea. 2,000.00 8 16,000
Aluminum Size A Ea. 1,000.00 12 12,000
Size B Ea. 750.00 40 15,000 15,000
Lamps Type A Unit 3,000.00 8 5,000 19,000
Type B Unit 1,500.00 12 18,000
Type C Unit 500.00 40 5,000 15,000
Conduit L.F. 3.00 2,600 7,800
Miscellaneous Equipment L.S. 10,000.00 10,000
Vault L.S. 10,000.00 j 10,000
Storm Drainage
Pipes Size A L.F.96" 110.00 800 88,000
Size B L.F. 18" 15.00 1,200 5,000 7,000
Size C L.F. 12" 10.00 1,800 5,000 5,800
Manholes Ea. 600.00 6 3,600
Outlets Ea. 4,000.00 2 8,000
Structures Ea. 8,000.00 2 5,000 11,000
Catch Basins Ea. 500.00 6 r 3,000
Drop Inlets Ea. 300.00 12 3,600
Water System
Pipes L.F. 3.50 1,200 4,200
Irrigation System . 1 15,000
Drinking Fountains Ea. 400.00 3 1,200
Valves L.S. 6,000.00 6,000
PR L.S . 3,000.00 3,000
Telephone and Public Address
Conduit L.F. 2.00 1,200 2,400
Speakers L.5 . 6,000.00 6,000
Miscellaneous Equipment L.S . 3,000.00 3,000
40,000 293,600
Contingency 10,000 50,000
PLANNING ASSOCIATES - Educotion and Recreation Consultonts 1 PAGE 39
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, • .fi', '. al . .
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•
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tilisiON/i .: .;. '-;:. • . ' A'''. ;:. .' fti '1''''' — ' ' .,..
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PRESENT CONDITIONS
PRESENT CONDITIONS
„VD,
s' ..
Ira.,Stead Loam(Nears?,
•
RID and lapsed Datificiars
Sava/tam `..fi_ter
niI•11 WM $INIMI1 Li.,1 . ...................
luDisaml 3:13=C Taps Comma LI.,. •-•—..-----
Seamsli 7MM:a Fresh Wear-OA km
Pe*
cur; M
slfill-
Roth OuNrao
..•
s_...----^
Land Charge.
••••—..•••—•
...-.••••--,
Slops ‘t f
OP.
Gramm Englaaaa O.
' Marsh Cams P. *Pm \nay. e4.
Pawl
..
la IP IP
F,ala Gam .
Phomeass gad Sena Ilk* 1p
Small Game -SDR
#:,.
,. a,
•
2. Procedural Estimate
Contractual Forces Municipal Forces
Town School ' Town School
Costs Costs Costs Costs
Acquisition - Properties (Parking)
parcel 1 • 2,000
Parcel 2 3,000
Parcel 3 2,000
Parcel 4 3,000
Parcel 5 2,000
Construction - Facilities
Priority 1
General: Storm Drainage 144,940 15,000
Pipe
Structures
Catch Basins
Miscellaneous
Filling no cost
Grading 10,000
Sea Wall 30,000
Mechanical: None
Electrical: None
Structural
(building): None
Priority 2
General: None
Mechanical: Water System 29,400
Water Pipe
Hose Bibbs
Electrical: Electric Service 59,400 25, 000
Poles
Conduit
Structural: None
Priority 3
General: Multi-Use Fields 10,400
Athletic Field 30,010
Natural Play Yard 8,550
Play Lawn 24,000
Trai Is 3,600
Observatory Platforms 7,000
Mechanical: None
PLANNING ASSOCIATES - Edvcorion and Recreation Consultants PAGE 40
rz
r•:
Contractual Forces Municipal Forces
Town School - Town School
Costs Costs Costs Costs
_
Priority 3 (coned.)
Electrical: Electric Service
Lamps 52,000
Telephone 11,400
Structural: Conservation Headquarters 7,600
Priority 4
General: Multi-Purpose Courts 18,280 i
Study Courts 22,400 4
Study Terraces 34,000 N
Game Courts 14,020
Play Yard 9,720
Exercise Yard 11,170
Parking 14,904 10,000
Mechanical: None
4
Electrical: None
Structural: None i'
0
Priority 5
General: Small Games Court 17,440
Terrace Addition 22,880
Play Courts 46,280 il
Mechanical: None
Electrical: None
1iIStructural: None
Priority 6
----.6e neral: Landscaping 20,000
Topsoi ling 34,275
¢: Mechanical: None tcl
Electrical: None
Structural: None s
ti
fxxf
i4
it
1.
kA
7
,s
',' ►. 441
El
PLANNING ASSOCIATES - Education and Rec eotion Consultants I PAGE 41
om
=
Summary of Capital and Managerial Costs
Capital Costs
Costs for planning, designing, engineering, supervising and insuring and other related pro-
cedures involved in this project are included under administration costs toward acquiring and con-
structing this project.
Administration Costs (Legal and Professional Costs)
Section I (School Parcel) $ 13,848.00
Section II (Town - Original Parcel - obtained
Private Parcel - 1-5) $ 56,196.00
Section III (Town - Burger Parcel)
Section IV (State Parcel) funded
Section V (Village Parcel)
$ 70,044.00
Acquisition Costs (Land Costs)
Section I (School Parcel) owned
Section Il (Town - Original Parcel - owned
Private Parcel - 1-5) $ 12,000.00
Section III (Town - Burger Parcel) owned
Section IV (State Parcel) granted
Section V (Village Parcel)
$ 12,000.00
Construction Costs (Facility Costs)
Section I (School Parcel) $134,680.00
Section II (Town - Original and Private Parcels) $585,835.00
Section III (Town - Burger Parcel) included in Section II
Section IV (State Parcel) included in Section II
Section V (Village Parcel)
$720,515.00
GRAND TOTAL $802,559.00
PLANNING ASSOCIATES - Education and Recreation Consu toms PAGE 42
ii
,,
,
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.. Ilii
A 4,
PROPOSED PRIORITY PLAN
'-o,' PRIORITY I El000kol Sooty Caved
1 Ganda I Llootrie Soyleo Siddy Tottodo
Storm Drainnat Poles Goo*Coots
Ply* kande., li
0.
Sr...mood
. . PRIORITY III ,.
'4 l,
Pocking
I Catch I .
htlieolloodoo•
filth,. floctriool
Elomolt Softie*
Ladd PelOtITY V
Gondol
4,
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Smolt C..Coolo11111, 'i
-Ci
k
Ploy field NM
PRIORITY VI
PRIORITY II Adlotie field lilt
Gondol
Conon' Natural Ploy Yard %,'.:.
LandscoPinit
Idolocoping Ploy Id,. • •
• 1-
kindling
Todoillno Trail. *do.
Moolormool oR000,ddyy Plodornty It
't
doom Sy., 4,
PRIORITY IV
word PV.
Goode'
Nolo Palo
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i
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.4 igf;`' ',:!V"Ii!,•II.,1 'gi,' ',i1;;I•i:i.Of:.'',.;,f'if tliiinii,tir;i :,. ,,,,:ti., 111 :...,,:;::::.. ,„;;,- • ,e,i1;:i:ii,11,, - .
'.,.nn roi -I. f,.!, a tp i':i: ill lf If ;f;,;!,:‘ • , it.41,-..,ij.:. b 1 -,., !;:. ::!. ,b.
; HMO 1.fit nt ::1ti , Or ,:i ':,, UT ,., J.1 ir:C,'''1 '..:, i lk I ,.,i:j., J
wmp 41i V lei :, , gift '!; ,..4N '•'".o, ''''..; ', ..p . , . '',„ . :: • ,
i-1' UM :4.. It',' If - "/ ;- ; '';'/P• ID* :'• ;•• 'f' ; ' '''''•.` . ' ' ' ';
:. r• .,•'.='.j• , i : '•;•• •i;':', ( '=, •
Ifli pi . ...,. •;.:.•
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If' at ... ; !Lii
tl al. A ::t'. t t:.till 41
, .. , Di . :- ,, ilt. : - • - ,f):•,-: -,:. ,"t ,,, -,;'-
utonjoiltiiiiqinuf niiiiii-:: . ,n ,
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PRESENT CONDITIONS
PRESINT CONDtTIONS
1,.........L.... ,2/... .:// 3.12.1
11.1M SIMCIMO. 'COM"
1os Nei lawn(Mound)
•
nit end Twooll Ur'Malan 4.0%.%
31,....,..„="...• W..1..._,,w
No. NMI $wami Lift -.................
kotkhowl =XCC Tope Crow 11.1. —p.......—
Sanooll 215"0 r...i.wow-ann.. •tEitfi •-
re.
Clin ,i1r, 4%tekoan. ..
Knell safa ...0,1146
ua oo....
1.....11_,..roor
Slop*
OP.m X t,
Cram loslomee 0*
Marsh On» 3.... ow v.,,.. <3C.
Phreelovh.• V V
,r,it Pool
PI.11 Gres • VO --
P6ssoont.,,4 S.. ION .
Smell 0... -mil
r -y
km_,
. .,• •
14. ATIrlan`r
Managerial Costs
Costs for financing, insuring, and other related procedures initially involved in this project
are included under Administration Costs related to the various sections.
Administration Costs
Financing Project (25-year bond)
(Interest, Amortization, and Fees) Town Portion Only $ 30,000.00
Insuring Project
(Liability, Theft, and Storm) 5,000.00
T-35,000.00
Operation Costs
taffng Project
Salaries Annual Seasonal
Park
Park Supervisor (full time) $ 7,500 $
Secretary (fu l l time) 4,000
Cashier Clerk (full time) 2,000
Recreation Leader (1) (full time) 5,500
(3) (part time) 6,000
Recreation Aide (3) (part time) 3, 000
Grounds Keeper (2) (full time) 12,000
(4) (part time) 4, 000
Operator (1) (full time) 7,000
Naturalist (1) (full time) 7,000
Aide (1) (part time) 1,200
Guide (1) (part time) 1,200
Pool*
Head Lifeguard 7,000
Assistant Head Lifeguard 6,500
58,556- $15,400
* This estimate does not include director's instructors
and lifeguards' instructors to be hired by the school .
Benefits
Insurance and Health Plan $ 4,000.00
Social Security 6,000.00
$10,000.00
;rt
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 43
&Iramme
Operation Costs (ccnt'd.)
Servicing Project - Pool and Pork Grounds
Telephone Expenses
Telephone and Answering Service $ 3,000.00
Office Expenses
Stationery, Postage, Printing, Paper, etc. 1,000.00
Miscellaneous Expenses
Repairs 1,500.00
Laundry 200.00
Outside Service 3,000.00
Supplies
Landscape, Fuels, First Aid 3,000.00
Uti 1 ities
Water and Electric 6,000.00
Equipment
Pick-up Truck, Tractor, Mowers 17,000.00
Furniture 3,000.00
Pool Furniture 8,000.00
Tools
Miscellaneous Tools and First Aid Equipment 4,000.00
Materials
Wood, Mortar, etc. 3,000.00
52,7000
PLANNING ASSOCIATES - Education and Recreation Consultants 1 PAGE 44
VII CONCLUSION
This plan and program report was prepared by the consultants as a guide for the Town and
School District to ultimately establish a specialized town-wide school-park, education, recreation
and conservation complex. In the process, many meetings were held with the various interested
citizens in conjunction with the officials from all areas of the Town to formalize the plan and pro-
gram results as herein interpreted by the consulting team.
1
The recommendations have been Y
completed after a thorough analysis of the Town and its corn-
g
munities. Based upon this analysis, specialized recreation activities and facilities have been
recommended which the Town can best provide to all residents in the ensuing years in a practical
and logical manner.
to
The report interprets the basic requirements of the residents of the Town and its villages, and
describes the quality and quantities of the various types of facilities which can be provided. It
also calls attention to some of the managerial and operational problems involved in such a complex .`
The concept, evolved during the study, of providing a year-round complex considers both
natural and human requirements. The investment in property, plant, andpersonnel cannot justify
q P P h', 1 Y �,
ra limited seasonal use. The special facilities should add a unique attractiveness to the complex t
4; for all residents throughout the year.
For purposes of this study, only desirable and suitable facilities which could be contained r
within the limits of the complex were considered for inclusion in the program and plan. These �'
facilities were incorporated because of: is
• The ease in transportation to the area being adjacent to the Boston Post Road, a
main east-west artery in the Town.
• The resource characteristics available within the property.
• The town-wide requirements for all-day and evening type specialized facilities.
• The necessity for more open space within the Town with a 33% deficiency.
4 • The possibility of several other sites for other specialized uses, such as ice
skating, boat launching ramps, etc.
• The close location of several other important scientific study areas for cooperative
work.
• The historical and geological importance of the shore and its salt marshes. ti
• The importance of water for boating to the Sound for all residents and students within
the Town.
• The proximity of residential and commercial encroachment already disturbs some of '
k the ecological balance.
• The large number of children who can be participating in programs in the area because of
of the adjacent school .
I�
- • Security of equipment, buildings and supplies becomes or is possible in a concentrated
complex. 'k
R i
PLANNING ASSOCIATES - Education and Recreation Consultants PaGE 45 ll,
• The lack of many basic specialized facilities in the Town.
It is the consultants' belief that the Hommocks Complex represents one of the few balanced
and compatible recreation, education, and conservation complexes in the country that can be
geared to resident and student needs.
PLANNING ASSOCIATES - Education and Recreation Consultants PAGE 46
1
ksw
rtramses
APPENDIX - PREVIOUS STUDIES AND REPORTS - -Comprehensive Recreation Survey 1961 =3
Interim Report of the Hommocks Area
Prepared by: Hommocks Study Committee, February 10, 1965 -
Subject: Use of Town-owned Property in the Hommocks Area for: School Site, Town Hall
Site, or Recreation Facilities.
Summary: To construct a school and have its recreation facilities integrated with Flint Park
and other Town-owned land.
Open Space Program for Westchester County
repare�d by: Westchester County Planning Department, 1965.
Subject: Acquisition of Park Lands.
Proposed Marina - Hommocks Area
Prepared by: Hommocks Study Committee, October 28, 1965. ,
Subject: tudy of the Feasibility of a Marina in Little Harbor Sound.
.t
Comprehensive Master Plan for the Town of Mamaroneck
Prepared by: RaymondTMay, Planning Consultants, 1966. .<
Junior Naturalist Report
prepared by: J. Zappa la, 1966.
Subj ct:!xperiments Made in the Hommocks Area.
Articles: The Daily Times, Mamaroneck, New York
—Prepared by: Various writers.
Subject: A Weekly Journey in Nature's Trails (material supplied by the Mamaroneck Nature
Council).
ri
Summary: Observations and experiments conducted while exploring.various natural areas in
K Mamaroneck, such as the Hommocks area.
rs
Report of Field Survey Committee
Prepared: June, 1965.
t Subject: Hommocks School Site and the Surrounding Areas.PI
Summary: A list of all types of vegetation, landmarks, and wildlife observed, was prepared.
Hommocks - Conservation Area Report
Prepared b : Steve Wolf, Summer, 1967.
Su ject: ommocks Area.
h Traffic Analysis for the Middle School
Prepared by: Automobile Club of New York, Inc.
Sv�ject ETngress and Egress; Sidewalks and Loading and Unloading Facilities for the new
Middle-School .
lsmumumma
14 PLANNING ASSOCIATES - Education and Recreation Consultants 1 PAGE 47