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EF 000 273New Schools for New Education. A Report from Ann Arbor.Educational Facilities Labs., Inc., New York, N.Y.Pub Date [601Note-59p.EDRS Price MF-$0,50 HC-S3.05Descriptors-. Architectural Character, *Architecture, Building Design, Component Building Systems, DesignNeeds, *Design Preferences, *Flexible Facilities, *High School Design, School Buildings
A summary is presented of 0 conference of architects and educators concernedwith the architectural implications of Images of the Future, a booklet offering ideasfor the qualitative improvement of the nation's secondary schools. In the conferenceproceedings emphasis is given to implications concerned with the maturity of studentsand the flexibility of facilities. Also included is a series of new design proposals forhigh schools along with graphic illustrations which supplement the proposals. (FS)
U S DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE
OffICE Of EDUCATION
THIS DOCUMENT HAS SEEN REPRODUCED EXACTLY AS RECEIVED fROM THE
PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION UR POLICY
isTIEW SCHOOL'S FiCDER, lqinAT ICMTC.A.TION 0
a reportfrom ann arbor
AN00o
t eduoi-tional faoilities la'ooratories
EDUCATIONAL FACILITIES LABORATORIES, INC.
_ _
BOARD OF
is a nonprofit corporation established by the Ford Foundationin 1958, with an appropriation of 4.5 million dollars, to helpAmerican schools and colleges with their physical problems bythe encouragement of research and experimentation and thedissemination of knowledge regarding educational facilities.
DIRECTORS / chainnan / Milton C. Mumford, presidentLever Brothers Company
vice chairman / Alvin C. Eurich, vice president and directorThe Fund for the Advancement of EducationClay P. Bedford, presidentKaiser Aircraft and Electronics CorporationJames C. Downs, Jr., presidentReal Estate Research CorporationHenry Dreyfuss, industrial designerMorris Duane, attorneyDuane, Morris & HeckscherHarold B. Gores, presidentEducational Facilities Laboratories, Inc.Frederick L. Hovde, presidentPurdue UniversityJames L. Morrill, consultantThe Ford FoundationWinthrop Rockefeller, Winrock Farm,Morrilton, ArkansasFrank Stanton, presidentColumbia Broadcasting SystemThomas J. Watson, Jr., presidentInternational Business Machines CorporationBenjamin C. Willis, general superintendent of schoolsChicago, IllinoisErwin S. Wolfson, chairman of the boardDiesel Construction Company, Inc.
OFFICERS / presidentsecretary and treasurer /
/////////r
//
/ Harold B. GoresJonathan King
EXECUTIVE STAFF / staff associateeditorial associate /
consultant /research associate /assistant treasurer /
consultant /research associate /
/ John BeynonEvans ClinchyRobert M. Dillon, AIABarbara HopkinsArnold J. KueselFrank G. Lopez, AIARuth D. S. Weinstock
Library of Congress Catalog Card No. 60.53250
NEW SCHOOLS FOR NEW EDUCATIONCONTENTS
PART 1 CONFERENCE SUMMARY10 Dr. Trump and the NASSP Report11 Conference Proceedings12 Major Issues Raised at the Conference
14 Perkins and Will, and the "Q-Space"17 Caudill and The Case of the Busted Box21 Don Barthelme and The Fugger Furor
25 Don Barthelme Voices Some Skepticism26 Chip Harkness and The Transitional School28 Colbert and Nelson, and their Perception Core30 John Lyon Reid and his School of the Future
PART 8 Anciirmacrrun.A.L1 PRESENTATIONS34 Wayland, Massachusetts, Senior High School
The Architects Collaborative, Architects
38 Proposed Metairie Park High SchoolColbert & Lowrey & Associates, Architects
42 Design for a Community Oriented High SchoolEberle Smith Associates, Architects
46 Adaptation of Mills High School to NASSP ReportReid, Rockwell, Banwell & Tarics, Architects
50 A High School Design for Student InitiativeDonald Barthelme, Architect
54 Conference Participants
57 Credits
The architectural implications of Images of the Future, by J. Lloyd Trump
Based on the architectural workshop conducted by The Lniversity of Michigan
Educational Facilities Laboratories, 477 Madison Avenue, New York 22, New York
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On October 19-21, 1959, a conference of architects and educators was held at the Univ2rsity of Michigan,
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The occasion was the presentation by ten ofthe country's leading school architects of aseries of new design proposals for high schools.These schemes were inspired by a documententitled IMAGES OF THE FUTURE, other-wise known as THE TRUMP REPORT. This smallbooklet was the work of Professor J. LloydTrump of the University of Illinois, Directorof the Commission on the Experimental Studyof the Utilization of the Staff in the SecondarySchool of the National Association of Second-ary-School Principals (NASSP).
Supported by the Ford Foundation and theFund for the Advancement of Education, a dis-tinguished group of educators had worked formore than two years with Dr. Trump to evolveideas for the qualitative improvement of thenation's secondary schools. Their most impor-tant suggestions may be summarized as follows:
I. REORGANIZATION OF INSTRUCTION: Mostinstruction should be ordered so as to providemore opportunity for individual study, moreparticipation in small discussion groups, andincreased attendance at large classes given bygifted teachers.
2. REARRANCEMENT OF CURRICULUM ANDCLASS SCHEDULES: In the high school of thefuture these elements should be much moreflexible. There should be less reliance on thestandard 40-45 minute period, and adult super-vision should be available as needed.
3. CHANGES IN STAFFING PATTERNS: Muchgreater utilization of instruction assistants,clerks, general aides, and other types of rela-tively unskilled educational labor is foreseen.There should be greater reliance on teamteaching and the highly skilled specialist.
4. MORE }XTENSIVE USE OF TECHNOLOGICALAIDS: Clean), we are at the beginning of aperiod in which televisbn, tape recordings,teaching machines, and electronic devices ofall kinds will be enormously significant.
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Some of these notions may sound fairly radi-cal, but it should be emphasized that nearlyall of them are actually in use in Americanhigh schools today. The report is, in fact, theproduct of men actively engaged in grapplingwith the overwhelming problems of secondaryeducation in our time. The Trump Commis-sion is no band of dreamy theorists broodingaway in ivory towers. Its members are mainlyhigh school principals who took time out fromtheir demanding jobs to participate in itswork. IMAGES OF THE FUTURE is theirsincere attempt to envisage what the educa-tional form of the American secondary schoolof tomorrow may be like.
Educational form invariably has architec-tural implications. The officers of EducationalFacilities Laboratories and the Department ofArchitecture at the University of Michigansoon realized that these implications ought tobe explored, and they quickly agreed upon theidea of holding a workshop conference to dothis. Funds were made available, and, withthe enthusiastic collaboration of the Univer-sity's School of Education, the enterprise wasundertaken.
With THE TRUMP REPORT as an educationaland architectural program, each architect wasasked to imagine what the physical form of thefuture American high school might be like.There was no limit on the design tools to beemployed nor on the manner of presentation.Some architects brought blueprints and photo-graphs of buildings already completed orunder construction, others brought sketchesand slides, while one showed a rather elaboratemodel. An hour and a half was allotted for eachpresentation and the comments which aevoked. Most of the sessions resulted in livelydiscussions, and these were recorded on tapeand later transcribed. This record, along withthe graphic presentations submitted by thearchitects, is the basis of the present report.
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Group Organization
Teaching-Learning Experience-
Space Allocation
Time Division
ALarge Group Instruction
Introduction
Motivation
Explanation
Planning
Group Study
Enrichment
Generalization
Evaluation
Auditorium, little theater,cafeteria, study hall, classrooms
joined via television or remodeling,
other large room
about 40 per cent
Small GroupDiscussion
Groupexamination of
terms andconcepts and
solution ofproblems
Reach areas ofagreement anddisagreement
Improveinter-personal
relations
Conference room,classroom
about 20 pjercent
Individual Study
Read, Self-appraise
Listen to records and tapes
View, Question, Analyze, Think
Experiment. Examine
Investigate, Consider Evidence
Write, Create, Memorize
Record, Make, Visit
Library, laboratories, workshops,
project and materials centers,
museumsinside or outside the
school plant
about 40 per cent
Q--ORGANIZATION OF INSTRUCTION
from IMAGES OF THE FUTURE by J. Lloyd Trump, Director,
Commission on the Experimental Study ol .he Utilization of the Staff in the Secondaty School
CONFERENCE SUMMARY p.Anui 1
Dr. Trump and tb.eNASSP REPORT
10
The conference opened with i! talk by Professor Trump himself. Com-menting briefly on the recommendations of his committee, he remarked thatfor high school students three new types of space appear to be indicated:A. Spaces where individuals can keep their materials, study, use teachingmachines, read, draw, listen to music, write, and engage in manifold otheractivities. At present the only place which a student can call his own is a steellocker, and a locker "is not a very good place to study, develop a spirit ofinquiry, and exercise independent responsibility for learning." Students musthave places with priva,:y and accessibilityprobably about 300-350 such areaswould be needed for every 1,000 students.B. Spaces where 12-15 people can gather for small group discussions. Forthis purpose the typical 30' x 30' classroom is costly and wasteful. In a schoolwith 1,000 students about 15-20 such spaces would be tequired.C. Spaces where large groups-100, 200, 500, or more, depending on the sizeof the schoolcan meet. For 1,000 students, 5 spaces for large groups mightbe needed. One might be a cafeteria and one an instruction center (formerlycalled an auditorium) . The center should permit presentations to two to fourgroups or to a single group depending on the arrangement of its constituentspaces. Shops, libraries, art areas, and laboratories will, of course, also have tobe provided, but will be changed to serve students in the new patterns ofinstruction.
"Secondly," said Dr. Trump, "we need space for teachers." This require-ment is ignored in many modern buildings. The traditional teacher's desksimply will not do any longer. Teachers need individual cubicles for privacyand must also have spaces for small group meetings. Furthermore, clericalhelp must be easily available, facilities for making instructional aids must bepresent, and books and other kinds of materials must be on hand.
Finally, there must be much greater emphasis on the accommodation oftechnological aids. Television, tape recordings, and teaching machines arerelatively recent inventions, and it is difficult to predict the course of theirfuture development. Obviously some degree of flexibility must be built intoour schools to provide for this factor.
PROCEEDINGS
Cells and Bells Layout
Ten different architects were found to approach THE TRUMP REPORT in tendifferent ways, and it is therefore not surprising that the presentations to theconference showed enormous variation. While summaries are inevitablya bit unfair, they have to be attempted, and so, with a grateful acknowledge-ment to the conference rapporteur, Dr. Ralph Gerard of the University'sMemal Health Research Institute, here are abridgements of the reports.
1. Chip Harkness, of The Architects Collaborative, Cambridge, Massachu-setts, showed the evolution of the Wayland, Massachusetts, High School, nowunder construction and probably the closest approximation in the countrytoday to a high school designed along the lines recommended in the report.With drawings, blueprints, and photographs, he demonstrated various stagesin the planning development of this school. It is only fair to say thai bcWs heand Superintendent Anderson think of ',his school as a transition. It is notyet a "Trump high school," but it is a move in that direction.
2. Bill Brubaker, of Perkins and Will, Chicago, emphasized the need foispace suitable for individual study. As one possible solution, he showed hisfirm's development of the Q-Space ("Q" for quest).
3. Bill Caudill, of Houston, Texas, stressed adaptability. 'W:di a series ofmagnificent cartoons he showed the teacher breaking out of her trNiitional,boxlike space and entering a classroom which could be converxr.: toa varietyof uses.
4. Phil Daniel, prom Los Angeles, proposed that modern mathernatia beapplied to educational problems in new and radical ways. Outlining sonicpossible problems which might be solved with game theory and value theory,he suggested the utilization of computing machines. We may term his ap-proach the experimental.
5. Don Barthelme, from Houston, Texas, focused primarily on the edu-cational problem. Noting th many of our present customs have arisen forthe convenience of administrators, he offered a school in which the pupilwould take first place and in which the courses of studies would be integratedto an extraordinary degree.
6. John McLeod, of Washington, D. C., concerned himself especially withthe school as an instrument for the transmission of learoing. Accordingly hepresented two schools done by his firm in Hagerstown, Maryland, which weredesigned for maximum use of educational television. His analysis of theseschools clarified many of the questions raised by this particular visual aid.
7. John Lyon Reid, of San Francisco, viewed the future school primarilyas loft space. After sl- wing the possibility of converting two existing schoolsto the Trump plan, he demonstrated a school in which the various spacesadvocated by Trump were almost completely achieved. So thorough was hisinvestigation that he was able to state that a Trump-style school would prob-ably be somewhat more costly per square foot than the conventional building.It would, however, offer a greatly strengthened educational program.
12
MAJOR, ISSUES
MUTT CONK
Total Flexibility Layout
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8. Charles Colbert, from New Orleans, emphasized the educational processtaking place in a "Trump school." Viewing the school as a gigantic tool forlearning, he was one of several architects who remarked that Trump wastaking the best of the typical college organization and putting it into thesecondary school.
9. Eberle Smith, of Detroit, proposed a school which was notable for itsclose integration with the community. The conference was much interestedin his observation that THE TRUMP REPORT seemed to call for a school with adifferent relationship to its social and economic base than the ones to whichwe have been accustomed.
10. Samuel Homsey, of Baltimore, stressed the importance of creatingvolumes which would be congenial for teachers and learners. With slides ofthe Tatnall School in Wilmington, Delaware, he demonstrated some stepsin this direction.
In the course of the discussion it became clear that two issues were upper-most in the minds of the conferees: maturity and flexibility. Both of theseare slippery words and require some definition.
MATURITY refers to stages in the physical, mental, and social growthof the student. Educators have long recognized that children develop atdifferent rates in different fields, but for a variety of reasons there has beena strong tendency to treat all children alike. Don Barthelme remarked thata random group of individuals labeled as possessors of school diplomas willvary enormously though they may have taken the same courses, have attendedthe same study halls, and even have come from similar family backgrounds.The key to the situation lies in the varying degree of maturity among thestudents. Because of this factor they have reacted to the high school experi-ence in many different ways.
THE TRUMP REPORT is an optimistic document in that it assumes a greaterdegree of intellectual maturity in the ordinary student than most educatorshave hitherto been willing to grant. The justification for this assumption iscontained in the remarkable work done in numerous experimental programsall over the country. Perhaps the bPst known of these is the ADVANCED PLACE-MENT PLAN by which superior students can earn college credit for equivalentwork taken while still in high school. This scheme enables them to avoidthe customary duplication of the freshman year and effectively breaks thelock step which has so long been the curse of American education. In mostcases the plan involves a substantial amount of independent study, and itclearly places a premium on the responsibility assumed by the individualstudent. THE TRUMP REPORT obviously contemplates the extension of thiskind of approach to a much greater number of students. It seems fair to saythat it presents a new concept of intellectual maturity.
INDIVISLIALCIIIIICLIS
Planned Variability Layout
FLEXIBILITY is a more complicated idea; it is a word whose meaningis extremely elusive. It is also a word which can awaken spirited reactions.After hearing other architects and educators extol the virtues of this notion,Don Barthelme commented, "Flexibility is a myth, an expensive dream, asnare, a delusion, and only a word with which to fill the mouth. It's hightime we architects spoke truthfully and advised our clients to save theirmoney, and to save the damage done to good planning in its name." Theseremarks provoked equally spirited rejoinders. Douglas Haskell of theARCHITECFURAL FORUM observed that in his experience as an editor hehad "watched a parade of certitudes come across the screen for many years,"and that all of these had had to be modified in the course of time. JohnLyon Reid announced that he had admired Barthelme's presentation greatly,but that he was "in complete, unequivocal, and total disagreement witheverything you said about flexibility." It should be noted that both Barthehneand Reid are outstanding designers who have done distinguished work inthe school field and that Haskell is a widely respected editor. Obviouslyflexibility is a word which presents semantic difficulties. Admitting that theterm is perhaps ultimately undefinable, we still need a working definitionand the following paragraph is therefore offered to this end. As used by thearchitects at the conference, flexibility appears to have these components:
1. Expansibility for exterior building changes. This quality has to do withthe capacity of a building to accommodate additions to the original structurewithout undue expense. An expansible building must obviously use amodular structural system.
2. Convertibility for interior changes. We need schools in which the interiorspaces can be altered at will in accordance with the changing needs of teachersand students. Essentially two orders of convertibility are needed: convert-ibility at the immediate wish of the teacher and convertibility by mainte-nance men. Clearly all kinds of partitions and spatial dividers are appropriate.This requirement very clearly implies that structural systems dependent onbearing walls will be inadmissible.
3. Versatility to accommodate a variety of functions. The most commonexample is the high school gymnasium which can be adjusted to accommodateall kinds of sporting events and formal or informal dances as well. Thisprinciple must now be extended to the other spaces within the school build-ing. Our technology is advancing so rapidly that we need laboratories whichcan be used for education in several different technological disciplines. Anentirely new attitude toward the installation of mechanical equipment isindicated.
Not all of these components of flexibility will, of course, be equally neces-sary in every case, but architects and educators will have to consider themall in designing the high school of the future. To neglect such considerationswould be an almost criminal abdication of responsibility. 13
Perkins and Will and THE Q-SPACE
"We all agree," said Chin les Bi nbaker, "that learning is something thathappens quietly in one person." With this notion in mind, the office ofPerkins and Will has produced a suggestion for a space which the studentcan call his very own. It is known as the Q-Space---"Q" for quest. This is aplace where each student can keep a few thingshis own books, posters, notes,and sketches. For most students it would probably be book oriented, but itmight also contain machinery or even lab equipment. Obviously theseQ-Spaces can be grouped in numerous ways, and it becomes possible tosecure a variety of relationships with the teacher's desk or studio. Moreover,as Brubaker observed, if students can have individual places such as this,there is no longer any reason to segregate them by grades or ages. Each yearthe student should become more independent and more self-directed until,as a senior, his methods of \yolk are very much like those of a college freshman.
Questions about the (2.-Space came thick and fast. Bill Clapp wanted toknow if it was to be used by only one student, and Brubaker quickly answered:"Right. That means it's not going to be used too efficiently. Obviously thebright students and some senior students are going to spend a good deal oftime there. For paying the price and providing this space, it looks as if youmight get a pretty good return on your investment by letting each student seewhat his neighbor does and having personalities and individual charactersexpressed openly instead of being all hidden in steel lockers." Bill Clapp alsonoted that the school day might have to be extended, and Dr. Trump observedthat some individuals need a "highly structured situation" more than doothers.
There were numerous comparisons to the various kinds of facilities pro-vided in professional programs at the college le\ el. Brubdkcr himself re-marked that a good many of the things he was discussing were being done
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in law st hools, and Walter "Faylor noted the «mx en tional i equit einem thateach at chitectui al student should have his own deska notion haul to sellto university administrators.
Paul Fitts wanted to know about the level of noise tolerable in the Q-Spa«-.and Bi ubaker teplied that "where the general over-all amustical perfumeis high enough, you get a noise level that masks out individual sounds." Thesense of the meeting was that the problem of sound was chili( uk but soluble.
The discussion grew quite warm when Frank Carioti invited the educatorsto take off their gloves and express some frank opinions of the Q-Space. Re-ferring to the architects, he said they were agreeing that the student bodycould be split up into groups of one and that contact between individualscould still be maintained. Physically, it would be impossible to do this. "Whatis your reaction to this?" he challenged. "Are you just accepting the conceptof the individual student in a Q-Space? Can you get to him? What are theholes in it?"
These remarks provoked much comment on the subject of individualversus group creativity. Dean Olson remarked that a new publication onthe dynamics of instructional groups would stress the individualization oflearning, and Bill Clapp said that a great many creative tasks were accom-plished by groups.
Superintendent Anderson summarized the reaction of the educators nicely:"It is highly desirable, I think, for youngsters to learn to work independentlyas early as humanly possible. Group work is essential, too, but I feel it's beena good bit overdone. But I'm not complet .ly sold on the idea of the Q-Spaceas the way to do it. I look upon a laboratory as individual work space. Thisdoesn't mean that students are isolated from other people, but it does meanLhey can work independently. These are serious questions we have today,and the individualization of education is probably the major problem thatwe are going to be faced with over the next decade." The real question, headded, is HOW we are going to achieve this much desired individualization.
Anderson also noted that both educators and architects were talking aboutimposing a college pattern at the high school level. College students, he felt,are ready for instruction based on large group lectures, small seminars, andindividual study. He bluntly asked: "Does the high school student have thesocial maturity? I think of some suburban communities where I could seethis, but I'm not sure in many of the high schools whether or not they havethe emotional and social maturity to be on their own to this extent."
Other educators likewise raised doats as to the universal applicabilityof the Q-Space. Mary McMullen of the San Diego High 3cliool stated shewould like to have Q-Spaces for those students who were mature enoughto use them, but she certainly would not want spaces for all of them. In short,the Q-Space appeared to be a promising avenue of approach rather than afinal solution.
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Bill Oau.dill and. THE CASE OF THE BUSTED BOX
In the architectural profession and among school-men, Bill Caudill is well known for his graphic abilityand his sparkling sense of humor. It was, therefore, nosurprise to the conference that his presentation wasbeautifully and amusingly illustrated. Cauthll's owncomments on the accompanying series of drawings areso much to the point that they are quoted, at length,on page 18.
Once again the discussion revolved around the issueof maturity. Johan Eliot remarked that he wasbothered "by the simple observation that except atthe graduate level in the university, the carrel is notgenerally popular. Where it is popular with the under-graduate, it usually betokens a student of graduatepotential." Eliot went on to note that a level of mentalconcentration which is able to function in isolation isobviously mature and that many high school studentsvoluntarily seek each other out to study. Very oftenthe individual student will turn on the radio to obtaina background of sound; he seems to want a situationin which he can see his fellowsan arrangement whichwill reinforce the collective studying impulse.
Jim Mac Connell added that one of the major prob-lems is that we now have more types of people andlevels of comprehension than ever before, and HowardJones stated that the fundamental problem was: "Whatdo you want that you don't now have in the typical
classroom? Are there some aids for study and learningthat we don't have?" He doubted that there was a needfor television in every individual area, but did men-tion the requirement of a larger number of learningmaterials. The increased individaalization of instruc-tion means the elimination of the single textbook.Mac Connell also mentioned the need to take intoaccount the rapid changes in our entire society. Ex-perience in California has shown that far too manyfacilities for agricultural education al t being built ata time when decreasing numbers of the populationare being employed in this field. In Honolulu halfof the agricultural teachers have to be "retreaded"because there are no jobs for them.
Professor Trump quite rightly pointed out that"when we talk bout independent study, we are notthinking only of a youngster in a study carrel with abook or listening to tape. We are also thinking ofhim in a variety of independent study activitiesinshops, or science labs, or perhaps outside the schoolitself." Like many others at the conference, he alsoemphasized the enormous differences between indi-vidual students and the need ior greatly strengthenedguidance programs. All the educators seemed to agreeon the necessity of looking at students as individualsand of adapting school programs to their manifoldneeds. More than ever MATURITY looks like a key wordfor the high school of the future. 17
18
"'Hie di awings simply point out that the 1-to-25ratio and the box which houses this group is sac" edin the minds of most educators and architects. Andwhen you start busting up the box and the size of the25 group, you've got problems. On tli- other hand,a cluster of these precious classroom boxes simplywon't do the job of housing an up-to-date program,regardless of how they are arranged, whether strungout in rows on one side of a hall or on both sides of ahall, or whether grouped in three's or four's or simplyput back to back. It seems that what we're really look-ing for is large loft space that can be converted at willinto innumerable small spaces of different sums. Dr.Trump's report certainly drives home this concept.As a matter of fact, for decades educators have beendreaming of a truly functional, convertible, loft-typeteach ing space.
"A school built in 1895 on 140th Street in New YorkCity was an attempt toward this quality of convert-ibility. In this school, sliding partitions made it pos-sible for the entire area covered by six classrooms aodtheir connecting corridor to be thrown opcn for as-sembly purposes. Hundreds of churches built in thetwenties also had this sort of arrangement. The firstschool our firm ever did had large sliding doors allow-ing two classroom spaces to be thrown together. Sothe problem isn't new. Unfortunately neither arcthn solutions. Most of the movable partitions todayhave the same flaws as those built Pt the turn of thecentury, the main flaw being that they are not goodsound barriers. It should be pointed out here thatthere are a great number of educators and school archi-tects who believe that it is not necessary to have sound-proof partitions. They argue that in an up-to-dateelementary school classroom, where generally two orthree 'little classes' are going on at the same time, thereseems to be no sound problem. These same peoplealso say that teachers keep their doors and windowsopen a great deal of the time; so the best soundproofedpartitions would not keep extraneous noise from goingthrough the doors and windows into the classrooms.Our own firm has had considerable experience indesigning these so-called open plan classrooms. The
best known example is the high school at CollegeStation in which there are not only no doors, butthere are no partitions on the corridor side. The firmhas built at least ten open plan elementary schools.It should be said here, too, that the majority of theseseem to work quite satisfactorily. This does not weanthat we believe sound interference is ,io problem. Itsimply means that some of (An clients have been will-ing to tolerate the sound in orde- to have flexibility.In fact, we're very careful not to Yecommend openplan classrooms. However, we do believe that if theclient wants them and honestly believes they willwork, they generally do.
"There exists today another problem that we didn'thave a few years ago. It's simply this: the classroom isbecoming noisier and noisier each year. One reasonis that there is a tendency toward the activity type ofclassroom where students are learning by doing insteadof learning by listening. Where there is ihtercom-munication among students, there seems to be a highersound level. But the activities that have raised hesound levels in classrooms the most are those havingto do with audio aids such as television, tapes, discs,movies, and radio. For some reason or other, theteacher or the class demands that the volume be turnedmuch higher than the ordinary speaking level.
"You may gather from these remarks that there isa wide difference of opinion as to the feasibility ofusing movable partitions. Nothing could be truer.The problem isn't simple. There are no pat answers.There is a diversity of opinion even among the experts.
"We can't agree on solutions, but I think we can allagree that the sacred box is busted.
"The last drawing suggests a new kind of learningspace, at least new to the public schools, but certainlyfamiliar to boys and girls who have a nook in theirattic, garage, or barn which they can call their ownand in which they can pursue creative learning activi-ties. It advocates the use of an enormous barn; good,cheap space that provides a large number of nooks,crannies, and cubicles for independent research proj-ects. In essence, this barn for learning is a place inwhich to exercise creativity."
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Don Barthehne obseiN ed: "ConN ciltiollallV, thepupil in our secondary schools is presented with agioup of uni elated bodies of informationlabeled'History' or 'French or 'Biology'and asked to ti ails-fer his attention li um one to another when a hellrings." lie went On to note that the tight «impart-ments in which we have placed knowledge haN e anUnmediate and disastrous effect upon learning. Apremium is placed upon not caring, since ill 50minutes a bell will 1 ing, and iloiveN er interested thestudent may be in biology, he must proceed to thestudy of something else. The good teacher is defeatedby the system and the interested student is frustrated.To be successful in this kind of environment,- saidBarthelme, "the student must make of himself a kindof machine. His highest functions are gathering, re-taining, and repeating information. His peculiarlyhuman functionsthought, for instanceare madesecondary. His goal is simply completion of thecourse.- To overcome these difficulties Barthehne pro-posed what he called THE SI MATIONS METHOD. 'WhileDon gave several fine examples of this approach, noth-ing could be more illustrative of its radical qualitythan his staff memo. (See pages 22 and 23)
Let us examine the problem further. Barthelmeargues most persuasively for his own method. "Underthis system the student is placed in a situation in whichaction is required. He is presented with a set of cir-cumstances which locate him in time and space, witha description of the problem he faces in this particularsituation, and with a set of specifications which outlinewhat must be accomplished by his solution. The dura-tion of the problem is four weeks; at the end of thattime he presents his solution, which is then evaluatedby a panel of teachers. He is then given the nextsituation.
21
MEMO II 13:
The SALVATION OF The house OF FLIQQER:
SITUATION: The year is 1558. A crisis hasarisen in the great German banking firm of theHouse of Fugger. Huge sums advanced to CharlesV without adequate security, equally largeamounts loaned to the Hapsburgs, and generallyrash fiscal policies have brought this once distin-guished firm to the brink of ruin. Various mem-bers of the partnership are now anxious toliquidate their holdings; dissolution of the enter-prise appears imminent. The bulk of the firm'scapital is frozen in debts on which the partnerscannot demand payment, for these loans havebeen made to the ruling monarchs of Europe,upon whose favor the firm is dependent if it isto continue its operations. A meeting of theBoard of Directors has been called; the last hopeof the firm resides in young Count Albert Fugger,who has been intrusted with evolving an over-allpolicy to meet the threat. You are this man.
PROBLEM : Evolve a broad general policy orplan for the salvation of the House of Fugger.CONDITIONS: as follows]. No proposal which ignores the honor of theHouse of Fugger, or reflects upon or compro-mises that honor, will be considered acceptable.2. Preservation of thp kicuse of Fugger as anen-tity, and of the size and scope of its operationsat their present level, are to be considered vitalaims.3. No proposal that does not demonstrate athorough grounding in and understanding of theprevailing world situation, including a knowl-edge of major political alignments, stresses towhich these are subject, and likely shifts in theexisting power structure, together with a knowl-edge of how these came about, will be consideredacceptable by the Board of Directors.4. No proposal that violates existing socialmores, institutions, customs, laws, and habits ofthought, that is, no proposal which could notoccur to a creative sixteenth century banker, willbe considered acceptable.5. All proposals must be supported logically andin detail, with appropriate documentation: if aproduct, by a working model or other facsimile;if a new alignment of existing rules to the finan-cial benefit of our House, by evidence that thevarious Powers can be successfully combined; ifa new area of endeavor, by documents supportingthe choice.
6. Two drafts of the proposal must be presentedto the Secretary of the Board, one in English,the other in either French, German, or Spanish,these being the languages of the various members.In addition, an oral presentation must be made,of sufficient persuasiveness to sway the Board tothe implementation of your plan.BACKGROUND: The first transaction . . . ofwhich we have record was in 1487 when JakobFugger II (1459-1526) made a loan of 23,627florins to Siegmund, Archduke of the Tyro/,against the security of a mortgage on the silvermines of Schwaz. On this modest foundationJakob II affectionately called "The Rich"built the House of Fugger, for a hundred yearsthe preeminent financial institution of Europe.Jakob's operations were many and diverse, butthey all followed an essentially simple pattern:the loan of ready cash, at high rates of interest,against guaranteed sources of revenue of the kindonly princes, kings, and emperors had at theirdisposal. In its heyday, the Fugger firmalwaysa family partnershipdealt with nearly all thedynasties of Europe. It financed the purchase oftitles and benefices, provided funds for the gor-geous ceremonies so essential to the exercise ofauthority at that time, raised the money thatbought the election of emperors, and enabled thepotentates of Europe to fight the wars that shapedthe history of states and religions.
(From the Fugger News:etters)
NOTE: Because of its failure to meet this crisis, and for other reasons, the House ofFugger did in fact decline after 1559. By 1655 Count Albert Fugger was reduced toselling the family library, which was purchased by Ferdinand III, for 15,000 gulden.
24
"The problems themselves are so constructed as torequire the mastery of a given amount of material ina number of different fields for an adequate solution.As one situation follows mother, the level of difficultyand the amount of kir dge required for an ade-quate solution are in, . ,al. At the same time, theareas of knowledge whicn are being investigated withthe situation as instrument change as the problemschange; emphasis in one situation may be upon mathe-matics, chemistry, shop, and art, in another uponhome-making, physics, music, and English.
"The bright student cannot already know theanswer from his previous or outside reading or experi-ence. There is no answer in this sense. Nor can thelagging student decide, the moment the situation isannounced, that he is hopelessly at sea, for from thebeginning all of the students are equally unsure ofways and means. Each problem, typically, will imme-diately generate a number of ideas, which will befound upon examination to be inadequate. Thus thestudent discovers the need for programming, or work-ing out his own approach to the solution. As the situa-tion is studied, and it is found that facile solutions arenot admitted, he becomes aware that a really adequatesolution requires a great deal of knowledge which hedoes not possess.
"At this point he turns to the teachers, to whom heis immediately in a new relation. The teacher becomesa resource person who possesses information that it isabsolutely essential that the student have. The pupil'sproblem is now to get the information out of theteacher, whereas previously it was the teacher's prob-lem to get the information into the student. And thestage is set for learning. For the first time everythingthe student does relates, not to the dimly perceived
completion of the course, but to the immediate pres-ent. Everything he learns has a bearing upon the prob-lem; and his progress through the day becomes, nota lockstep from compartment to compartment, buthot pursuit of a carefully defined goal. Instead ofhaving learning proceed in a linear pattern (worldhistory from the pyramids to the present) with eachline parallel to but never touching every other line,we have a series of waves advancing on a broad frontin a concerted effort, each reaching a little farther thanthe last,
"Here instruction is supplied at the point of use;it is needed rather than gratuitous. Instead of beingsomething that belongs to the instructor and ismeasured out in carefully segmented doses, knowledgebecomes the property of the student; he has seized it,worked with it, used it; it becomes his own. The modeor vehicle of his learning has been selected by him;that is, he has programmed his own path to the solu-tion of the problem, he has determined what he needsto know. He learns at his own speed; he combines withothers, arguing the merits of various solutions. Hisown interests and values are reflected in his work. Theproblem is held in common with others, but the solu-tion is his own."
Having designed a system which would overcomesome of the things which bothered him, Don was readyto go to work on the problem of the school and itsarchitecture. His superb presentation of a schooladapted to THE SITUATIONS METHOD will be found inthe latter part of this booklet, but before the readerturns to these pages, it is appropriate to comment onthe discussion which he provoked by his skepticismabout the concept of flexibility.
Don Bartlaelme voices SOME SKEPTICISM
It's something that all the educatoissay,"Yes, we must have flexibility," andmost of the architects say, "Yes, wellgive you ftexibility," and then they spendan ungodly percentage of their timeworrying about flexibility, which theyleally know they can't accomplish any-how because every means or device theyhave in their pack or kit has somegreater disadvantage than the gains thatwould come from it. Meanwhile, theypiejudice their plan; they group thingstogether and make out that this is goingto work and lose better opportunities.It's not only that you can't have it, butit leads you astray.
Donald Bar thelme
Obviously Don's FUGGER problem, as set forth in the preceding section,gives the student credit for a high degree of maturity. His school, on theother hand, is designed around a rigid grid which he himself thought wasnot flexible. He was asked by Harold Gores to elaborate on "the snare anddelusion of flexibility." His answer is emphasized in the margin.
As mentioned prc.riously, this statement did not go unchallenged. DougHaskell stated that it was foolish to let go of such a good idea as convertibility,but Phil Daniel came to Don's defense with some trenchant remarks to theeffect that architects frequently put flexibility into a school only to haveteaching staffs ignore it completely. Only too often movable partitions remainfixed in place. Haskell, however, returned to the attack with the observationthat "the program of building America on which we embarked for a longperiod of time, as if we were all pioneers in a wilderness and forever buildingit all new, has shifted." Haskell went on to point out that sint:e NVorld War IIwe have redeveloped old buildings and other facilities and will certainlycontinue to do so. Because of competition liom the Russians we will not beable to put unlimited resources into new buildings, and therefore convert-ibility (or flexibility) is a desirable quality. Walter Taylor of the A.I.A.seconded Haskell's comments and, like Daniel, reiterated that flexibilitywas ultimately undefinable.
Archibald Shaw entered the discussion to defend Barthelme against thecharge of inflexibility. "You took as given," he said, "the nature of people,how people learn, and the assumption that in considerable numbers theyare going to come to a given center which we call a school. The one thingthat you have left very flexible, as I obser e it, is the organization of thislearning." He added that the only solutions which Don proposed "lend them-selves to an extremely flexible organization."
Barthehne himself remarked that allowance for flexibility in the organiza-tion of the learning process was his main point. If this could be managed,the structural system of the building itself was of small account. In any event,it was clear that all the participants in the conference felt that they owed hima debt of gratitude for scrutinizing this troublesome word so closely. It isalways a healthy thing to challenge an established precept, and thanks toDon, everyone began to look at flexibility a lot more closely. 25
Chip Harkness
and
THE TRANSITIONAL SCHOOL
By common consent the Wayland High School in Massachusetts, designedby The Architects Collaborative in 1958-59, and now being constructed, isthe nation's closest approach to a "Trump school." Its genesis is thereforeof considerable interest. The story throws much light on the vexing questionof flexibility.
According to Chip Haikness, his firm was brought into the building pictureat Wayland in January, 1958, at a time when Superintendent Anderson andhis educational consultants had already been working on plans for a newhigh school for six months or more. The questions which were put to TheArchitects Collaborative are illuminating. These questions are quoted along-side to indicate the awareness of future problems possessed by the WaylandSchool Board and to put the building in its social setting. In general, saidHarkness, the Boayd wanted to know how his firm would go about planninga school "which would not be a strait jacket for a preconceived educationalprogram." He added that he thought The Architects Collaborative had beenasked to do the job precisely because they had no preconceived notions.
In the course of their discussions with the Wayland School Board, partnerDon Mitchell came up with an analysis of school types illustrated on pages11, 12, and 13. Type 1 he called a cells and bclls school, a structure in whichthere are a group of compartments for learning, usually around 30-35 pupilsfor each room; these individual units may be hitched together in variousways, and the result will be good or bad depending on the skill of the architectin doing the hitching. Type 2 he called a totally flexible school. While totalflexibility has much to be said for it, it has also certain inherent problems.Total flexibility is almost by its very nature more expensive than limitedflexibility, and the acoustical problems which it presents are as yet far fromsolved. Total flexibility is also, said Harkness, "perhaps an abdication oa thepart of the educational people from determining what type of program theywant."
i
Did we think that the ideal teachingsituation was in all cases a teacher-pupilratio of 1:35, and if this is not the idealteaching relationship, what is this goingto mean in tei ins of plant planning?Would we, in working on a job, wishto be given the program spelling outthe exact sizes and relationships of allthe rooms, a.hich we would thii juggletogether in Ine usual fashimi?What would be the effect of audio-visual akls, television, told such en theplant?
asked ofThe Architects Collabmative
As a transitional kind of expediency, Mitchell proposed a third approachwhiLh he referred to as planned variability. By this he meant that many ofthe recommendations of THE TRUMP REPORT would be a direction for theprogram. A school with planned variability would have large, medium, andsmall group rooms to provide a variety of relationships for students andteachers; through scheduling, a flexibility in the total plan could be achieved.This is the approach finally adopted at Wayland, and it is clearly reflectedin the building itself (described more fully in Part 2 of this report).
The discussion provoked by Harkness's presentation was lively. The useof individual study areas in the design was one of the chief points of interest,and in response to an inquiry on this point, Superintendent Anderson stated:
"This is a very involved question because the concept of this educationalprogram is highly individualized and geared to independent study, in whichthe school operates a minimum of eight hours a day, with youngsters in allprobability assigned to no more than five of those eight hours. A cafeteria isassigned as a place to eat and as a common room, where youngsters can goat any time during the day. The laboratories are set up so that no classeswould ever be held in them; they are individual work stations.... The re-source areas and the libraries are open to any youngster. Over half of thestudent population could be accommodated in the areas outside of givenclassroom instruction at any given time."
Cy Sargent of Harvard also emphasized the assumption of the plan that atransition period was in order. This scheme, he felt, was as far as the com-munity and faculty were prepared to go, and the enthusiastic support of bothgroups was, after all, a necessity.
Having stressed the transitional quality of the school, Anderson went onto discuss the startling number of Trump devices which are now in use atWayland even before the new building is open. This is a high school whichhas made much use of large group instruction and in some areas has alreadyreached 20-25 per cent in small group instruction. Anderson stated that thereis good evidence that in science they will not be running regular siLc class-room groups at all. Another important feature of the Wayland educationaleffort is the attempt to break down subject lines. Thus there is much inter-change of teaching teams between English and Music, between Science andMath, and so on. Mary McMullen, a high school principal herself, wanted toknow: "How have you achieved this approach with your professional staff,before getting the building built? ... In many areas the teacher wants to goahead but comes up against a stone wallwe haven't the space for large groupsor we haven't the facilities." Anderson replied that they had only been ableto do so by making drastic alterations in an overcrowded SO-year-old structure,and the audiehce was left wondering: If Wayland can do this much withan old building, what will they accomplish with a new one? 27
28
Colbert and Nelson
and th.eir
PERCEPTION CORE
This particular presentation was the product of a close collaboration be-tween architect and educator, and it clearly demonstrated the concern ofboth professions with the question of flexibility. In Colbert's own accountof their joint venture, he stated that he and Roland Nelson, Headmaster ofthe Metairie Park Country Day School, had tried to find "areas of mutualassent." Their first assumptions were that the school should be divided intothree departments and that each of these should be composed of three grades.In order to bring the areas of knowledge together, they proposed a perceptioncore and this notion was truly at the heart of their scheme. Here is the placewhere the school comes together as a whole or as a unit. It involves theinterplay of work and recreation with emphasis on creativity.
A few other features in the background of this extremely interesting ideamust be mentioned. Colbert and Nelson based their school on an individual-ized student program and stressed quality rather than quantity in education.They felt that all students should be exposed "in depth" to the highly skilledteachers envisaged by the Trump Commission. In this connection they dis-regarded the medium of television; "It is these teachers who can motivate thestudents strongly and help in the germination of the perception process."Personal contact is therefore essential.
Nelson is at present headmaster of a college preparatory school, and thebuilding illustrated in Part 2 of this booklet is largely, but not totally, aprep school. In most cases it will not provide terminal education, althoughit could certainly do so. Also important is the fact that the school has threeunits of three grades; every element in the program is divisible by three sothat the entire scheme has a mathematical consistency. Everywhere in thisdesign the idea of order is very strong. The core itself is formed by the inter-section of four concrete trusses so that the plan takes the form of a Greekcross which is, in Colbert's own words, "the essence of order."
Some of them don't have an oppor-tunity to cook with Mom because Momdoesn't know how to cook. Yet manywill marry young men strugglingthrough college or graduate school. Sowe've had quite a demand for cookingand sewing.
Roland Nelson
The presentation evoked a number of important questions. Bill Clapp re-marked that the plan glorified departmentalization, and was answered thatthe problem of compartmentalization was one of the main reasons for theperception core. Here there will be demonstrations of the work of all classareas, and in addition, formal scheduling of interdepartmental activity. JohanEliot noted with alarm that Nelson was still ushig the old term "domesticscience," and asked if the headmaster "really meant it." Nelson made therather amusing reply that he did, since many of his girls were overprivileged.
For the most part, however, the discussion revolved around the issues offormalism and order, ideas ordinarily at the opposite pole from the conceptof flexibility. Chip Harkness was worried that the formality of the Greek crossplan would act as a strait jacket on the further development of the school:"It is true, for example, that there are three divisions which require thesame amount of space and make up with an entrance scheme a fourth equalarea, and if it is true now, will it always be true? . .. What happens whenyou have a few more students? If you make a change in a scheme as formalas this, aren't you destroying the exterior expression of the thing?"
In reply Colbert admitted that his school was formal in plan, but deniedthat this was so in the vertical dimension. "We're two-dimensionally firm andthree-dimensionally capricious," he stated, and added that the design hadcertain innate flexibilities. Still, compaLtness was a worthy objective, andwith the concentration of structure along the concrete trusses, an appreciablesaving in cost would be possible.
There was evidently a real split between Superintendent Anderson, whowas worried about the idea of compactness, and Colbert. In reference to thelatter's contention, Anderson remarked: "There is one thing which has alwaysbothered me. I'm very much concerned when I go into a school and get asense of a g .-!at many people in one place. I'm afraid of the compact schoolfor this reason, and I've been in thousands of compact schools. This is whyI think that we have to begin to utilize more area; four or five hundredyoungsters just fill up so much space. The crowded conditions which existaround our schools have not been healthy for education. This is why I'vesteered very far away from compactness in education."
Colbert responded: "I am tired of 60-acre campuses that look like parkswith no kids except on the remote horizons; a few are usually concentratedaround one activity center. I think it's time that we built good schools in ourcities." Archibald Shaw joined Harkness and Anderson in concluding thatthe school was an "overstressed expression of formalism," but Colbert himselfposed a nice question when he answered: "The separation between formalismand order is awfully narrow."
To accommodate the variety of creative minds in architecture and edu-cation, the definition of flexibility must obviously be inclusive rather thanexclusivebroad rather than narrow. 29
John Lyon Re 1c1
and his
SCHOOL OF THE FUTUR,E
Like the designers of 1 he Architects Collaborative, John Lyon Reid ob-smed that there are three general types of school building programs onwhich architects customarily woik: "One is what you might call the 'breadand butter' program; the perfectly conventional, tried and true statementof educational needs, to which the architect is expected to fit his housing.Another one is what you might call the 'forward-looking, thoughtful, ex-planatory kind of piogram, such as we saw in the very first presentation wehad herethe Wayland High School.... The third one is 'way out in thefuture,' a space platform to be used as a navigational aid for charting courseson thr .urbulent sea of education. This last is the kind ot program the archi-tect i Actically never, except in rare instances, has an opportunity to work on."It was, however, as exactly such a program that Reid interpreted THE TRUMPREPORT. This document he said, is, "imaginative and forwari looking ...completely free of inhibitions and negative habits." Reid's comments on oneaspect of school plant planning that has generally been ignored are printedalongside.
He also noted that very often a school planned around a conference tablewill not work out in practice. Adjustments must be made in the buildingif it is to carry out its original program, and yet teachers are often reluctantto go along with innovations which they themselves have suggested. MaryMcMullen and several others touched on this point in earlier discussions.Reid therefore devoted considerable time to demonstrating the manner inwhich an existing building, the NIills High School in California, could berevamped to bring it into accord with the recommendations of THE TRUMPREPORT. He also, however, presented a scheme developed specifically for theconference (see Part 2). The nattne ot this space was inspired by the Trumpproposal; it provides a maximum of flexibility to permit experimentationin teaching.
Education is a creative, thoughtfulmethod of learning and is a fluid ac-tivity. A fluid might be said to take Oleshape of its container. If Mei is hue, Ithink we might also say that the con .faiber should change its shape whenlequivd.
John Lyon Reid
In the totally flexible school all sol ts of technological pi Akins ale en-c otuncred, and most of the disc ussion of Reid's pi oposal tinned on these.Chief among them was tl,e Will( ult question of amustic 5, which was upper-most in th .. mind of Russell \i. 1Ie stated: "Most of us who teadi aleawaie that as ,nudi learning takes pia( e by ci itic al hearing as by criticalseeing. I think ti,,, some of us should pause olu e in a while and rememberthat in terms of 1)h.siul.#1(.1ical handicap, abnormalities sudi as supei hearingor deficient hearing are at a,It the same matio in our student populationas visual defects."
This was an exceedingly trent hant obsenatio., sinc e Reid had predicatedhis partitionless sc hoof on the idea of a uniform 61-63 decible noise levelthroughout. Don Barthdme also noted that the noise level "has a psycho-logical pressure working on ;our students all the time, and they'll know thisat the end of the clay." The obst:r.ver could not help wondering if total struc-tural flexibility did not raise as inoly problems as it solved.
Chip Harkness likewise questionea #he concept of total flexibility in thefollowing terms: "In thinking it over, it s..ems to me that you have deviseda system in this loft construction that is morc or less optimum bay spacingand of a necessity flat-ceilinged and flat-floored.. .. When you divide thisspace into smaller spar es as recommended by THE TRU: IP REPORT, do you getthe optimum large room?" Harkness went on to ask if a stiium type of floc rmight be advisable and inquired if in this case flexibility 1.,ight not beform of compromise.
Reid replied in the negative: "I don't believe it's a form of con.m-omise.With the stadium type of floor, you have something that is fixed. 'c)!t justhave to let it stand as a sloping floor area for all time unless you are willingto fill it and cover it over. The flat floor, I think, is part of that flexibilitywhich I certainly would like to maintain."
Here, as elsewhere, there was evidently room for honest difference ofopinion on the meaning of flexibility. The enth e conference, in fact, under-lined the disagreements among architects and educators on the meaning offlexibility. At the conclusion of the meetings the word had probably beenunclei much closer scrutiny than it ordinarily receives.
In retrospect the agreement which the conference achieved on major i,uesis remaAable. Despite semantic problems and differences in approac_fi, botharchitects and educators were able to reach a consensus on thc nature oftheir challenge. It was clear to everyone that enormous changes are under wayin the basic nature of the American educational system; how to accommodatethem is the pressing question. In this area there is room for legitimate differ-ences of opinion. The presentations at the conference were evidence of greatcreativity amonp. architects and educators, and the variation in their formis cause for real'hore. 31
ARCHITECTUR.ALJ PRESENTATIONS PART 2
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WAYLAND, MASSACHUSETTS, SENIOR HIGH SCHOOLDesigned to meet a gradually increasing en-rollinent and a highly individualized programgeared to independent study, The WaylandSenior High School, which opened this fall,represents a test case for THE TRUMP REPORT.Incorporated into the plan are a number ofTfiE TRUMP REPORT recommendations withvestigial classrooms which act as transitionalties to an (already) advanced teaching pro-gram. The school, which opened to 450 pupils
34 in the fall of 1960, is designed for the use of
850. The planning will allow for expansionto 1,200 pupils, with only minor modificationsof the basic scheme (the addition of anotherserving line in the cafeteria). This planningalso permits either a transition or a growthfrom one type of teaching plogram intoanother. At the opening, the pupils will bescheduled: 10 per cent large groups, 80 percent middle-size groups (classrooms), 10 percent seminars. Later scheduling will placethe pupils into groupings as follows: 20 per
cent large groups, 60 per cent middle-sizegroups (classrooms), 20 per cent seminars.The long-range Warming calls for schedulinginto: 30 per cent large groups, 40 per centrniddle-sze groups (classrooms), 30 per centsminars. Each of these arrangements presup-poses individual study time. This program isconsid!red "a natural development of theeducational process as it exists at the presenttime m Wayland, and a logical continuationof elat system."
"I he alchitectural solution deries Iloni anew approach to secomlary education: -Thiswhole approac IC as the architect explains, "isone of not simply making a school buildingwith some big rooms and some small looms.I think it represents an entilely different atti-tude, first of all towaids teachers, giving thema possibility of expanding their potential:and secondly, towards students, treating themnot only front a disciplinarian point of view,but trying to bring out of them their bestcapabilities."
With 90 acres of a former gravel gum ry andswamp as a background, the architects setthe academic buildings onto a raised, arti-ficial podium so that the visual environment.both inside and outside the buildings. washighly controlled. The magnitude of theschool was minimized and humanized by thesubdividing of the plan into five academicunits: Math & Sciences, Social Studies 8.: Busi-ness, Languages, Arts Center, and Admin-istration, with the adjacent dome for Physi-cal Education. Reflecting the planning ofthe interiors, the podium plan consists of aseries of varied spaces relating one to anotherrather than to a series of corridors. The in-tent was the design of a circulation patternwhich would separaterather than funnelthe pupils in their progression through eachbuilding and the complex of buildings. Re-flecting the educational program of a con-centration by the pupil in an educationalarea, the five academic blocks are devoted to
The Architects Collaborative,Architects in Charge of Design:John C. Harkness and HerbertK. Gallagher; Edward J.Anderson, Superintendent ofSchools; W. Maxwell Griffin,Principal; Karginan, Mitchelland Scrgent, Educational Con-sultants; Souza and True,Structural Engineers; Reardonand Turner, Mechanical Engi-neers; N.D.C. Construction,Inc., Contractors.
died «nu entiation,' lathei than "school-within-a-school" or "gi,ide-ler el" gionpings.Celinal in each died ale the lefeleine andstall spaces. lellecting the spn it of (I) substi-tuting the libiar's usefulness for piecious-ness, (2) making instruction aml guidancea«essiblemd (3) allocating work space forthe team-teacher plogram. Included in thisnucleus. also, are the student study booths.Sited so that they might be used by indi-ridual or united areas are the large grouprooms: a 125 pupil lecture hall bemeenMath & Sciences and Social Studies & Busi-ness. a 150 pupil lecture hall between SocialStudies & Business and Languages. a 350 seatLittle Theater in the Arts Center availableto all, but unifying Languages and Arts Cen-ter. The cafeteria acts as a Commons orstudy/meeting room. Each area has class-rooms in the traditional sense; each has «in-ference or seminar rooms. Interchangeabilityof classrooms and conference rooms can beaccommodated by a minimum of non-load-bearing partition changes. The laboratoriesof Math 8: Sciences and the Arts Center aredesigned primarily for hulk idual imestigo-tion rather than classroom situations. Uniqueto this school is the use of the Arts Center.The educational program includes industrialarts, home economics, and arts and crafts, notin terms of isolated techniques, but as integ-ral parts of an artistic educational and !kingexperience.
While each alea has its individual chalac-teristics, all are unified by materi.ds and alilt-slab, integral or erhang. l'he Arts Center,most remote from the podium ent,ance, islarger in scale (two floors) and Irmted witha high «mered entrance. Planned expansionbeond the 850 pupil design base will be bygrowth towards the river (North) and expan-sion of the cafeteria facilities.
The alc hitectural plan is the result of thestudy of. and the selection from. three basictypes ol schools emisioned by the ardlitectsand illustrated on pages I I, 12md 13 olthis book.
1Gelts and BellsA gioup of «impartmentsfor learning, basically 30-35 pupils per room,«ninected achitecturally by interior or ex-terior corridors.
2Total FlexibilityA major sparc subdi-vided as needed"perhaps an abdication onthe part of the edmational people from de-termining what type of program they want.'"
3 Planned rallabibly A combination oflarge, medium, and small group rooms. whichallows a variety of relationships for the stri-dent and teacher, and through scheduling, aflexibility in the total plan.
"fo The Architects Collaborative, Type 3represented the optimum solution to THETRUMP REPORT and the needs of Wayland,Massachusetts.
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Tlw Physical Education Center was designedwith the laminated wood dome for maximumspace within a minimum budget. The pro-gram emphasires individual and group par-ticipation by the students rather than a«mcentration upon interschool basketball.The building provides an indoor dirt track,portable floonng, and portable bleachers.These last two items make the structureusable for town meetings and other schoolactivities as well as for the school athleticprogram. Permanent facilities in the domeinclude exercise rooms and locker rooms forboth boys and girls.
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PROPOSEDColbert dr Lowrey & Associates,
METAIRIEAi chitects; Roland H. Nelson,
Over-all Site Plan
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PARK HIGH SCHOOLHeadmaster "I believe," says the architect, "that architec-
ture has a part to play in education and, ineffect, environment does educate. In thelealning process, a great deal of what welearn we are not conscious of; the first phaseof learning is perception; we perceive first ineither the subconscious, or unconscious, orsome not yet understood threshold of knowl-edge. I believe that creative associations startat this subliminal level and that architec-ture educates through subliminal association.Architecture must teach an understanding,appreciation, and value of thingsthings, be-cause they are the results of human efforts.... I think that architecture, first of all, mustbe human and deal with human values. Sec-ond, architecture must be dynamic, that is, ofour time. It must attract and make the kidsjump up and down once in a while. Yet, Ithink architecture must have an environmentthat soothes some of the tensions of the twen-tieth century life that we face." 39
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First Floor Plan
Using the ordered backgrounds ef a Greekcross plan and a below grade, square court,the architect proposes a ferception Corethe central and uni4:ying elerneet ul thisschool for 324 studc:-.,.. here, in the core,is the interplay of recreation, dedication, ac-complishment, and pride, of examples, ofinterest. In the surrounding courts arc the"things of man" interrelating by proximityto the departmental education areas and con-centrating by sectional terracing on the Per-ception Core. The core, itself an area for con-centration, has on its perimeter spaces forthe display and exhibition of student works.Visually a part of the total court area, thecore is pirsically connected to the laboratoryspaces and the dining room by the soffit and,when desired, by sliding glass walls.
Upon descending into the lower space by thecorner stairs, or when walking between the de-partmental laboratories or to the dining room,the student is subliminally exposed to the de-signed spaces and the "things of man" therein.
Court Plan
Thr ...ater. the rockets, the autos are locatedshow the interaction of departments. By
exhibiting this overlapping of activities, the-L.nnrtmental organization is11W...1a%; -
tempered.
The school is primarily a collegc prepara-tory school, not a terminal schoo.. As such,it is divided into three grades, and threedepartments: science-math, hum.mities-socialstudies. and foreign languages. Using an in-dividualized program, the student elects amajor in one of the departments and spendsthe greater portion of his school time in thechosen area. He receives inst' uction, however,in the other two areas. This tri-departmentalorganization with intereepartmental com-munication is symbolized in :he Greek crossplan. Each department is contained in oneof the crossarms. The Perception Core, withits courts on the lower levd and the libraryon the first floor, acts as a meeting ground.This program represents an application to aspecific school situation of many recommen-
Section
dations of THF riz UMP REPORT. Maintained,, however, are the traditional 36 student class-rooms in which students are directly exposedto a motivating teacher. This is but one ofthe four types of instructional groupingsutilized by each of the three departments.Other teaching methods are: (1) large groupsof 108 students attend lectures, motion pic-tures, and television presentations in thespace created by the combining of three 36student classrooms; (2) seminars of no morethan twelve, and preferably four, studentsare scheduled for discussion and intensifiedwork of a specialized nature in smaller spaces;and (3) the student studies in a two-man car-
I rel or confers with his teacher in the nearbyteacher's office. Scheduling is done at twolevels. The master schedule of the entireschool is relatively simple and changes littlefrom year to year. Scheduling within a par-ticular department of the individualized pro-grams requires a monthly evaluation of thestudent and changing of his program coin-
mensurate with his ability and maturity.Required for this operation is an IBM ac-counting system housed in the Administrationcrossarm.
The structure, with an over-all length of 256feet, hangs within a framework of four post-tensioned, pre-stressed concrete trusses, 16feet high and 18 inches wide. At the fourpoints of intersection, the load is carried bybillet stainless steel columns. "The resultantGreek cross," says the architect, "is the es-sence of order, giving some dynamism tospace instead of a homogeneous mass be-tween two planes." In the enclosed space of38,900 square feet, one-third of the area islecture, onesixth is carrels, one-fifth is lab-oratories, one-tenth is library, and one-tenthis decentralized administration. Outdoor lec-ture space, lawn areas, and athletic areassurround. The courts contain 62,500 squarefeet of space, outdoor extensions of the de-partmental laboratories, and the subliminalteaching "things of man."
The Perception Core
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461
DESIGN FOR A. COMMUNITY ORIENTED HIGH SCHOOL
Placed in the core of the suburban com-munity, this proposed high school integratesitself with the community life. For, sur-rounded by the business and commercialcenters, the civic center and industry, andintimately connected with the cultural cen-ter, the student is, minute by minute, incommunication with the adult life. Thisplanning for the advanced maturity of thestudent was inferred from THE TRUMP REPORTby the architect. Also basic in this inference
Eberle Smith Associates, Architects
is the idea that the educational facilities areno longer only the school building and itsgroundsa departure from the usual conceptof high schools with chain fences isolatingtheir 15 or 60 acres from the rest of the com-munity. A corollary to the placement of theschool for the benefit of the students is theusefulness of the building for the membersof the community. An additional advantageis the proximity of the school to the com-munity consultants.
Common Actwity Level
In plan, the school does not just sit amid thecommunity buildings. The ground floor pro-vides such facilities as noght be of immediateuse to the citizens: adult and special educa-tion classes; community socia; and meetingrooms; and civic workrooms. On this level,too, are the community contact offices of theadininistration, such shops as might requireheavy equipment. the cafeteria, and, in th:central communication core, the televisionand radio studios and laboratories. The lastmentioned, the central communication core,reflects itsclf vertically iato the library andr:source centers placed on the second andthird floors; student lounges and vertical cir-
Individual Study Level
culation (physical communication) are on thecore's periphery.
Fulfilling the recommendations of THE TRUMPREPORT, the educational spaces are allocatedto allow for large group spaces (lecture hplls),conference spaces for small grow, and indi-vidual study areas, with a close affinity of allthree.
The uppermost, or third, floor has been de-signed as a major space (in reality, four largespaces in a like number of Greek crossarms),subdivided as required for predetermineduses. Only such spaces as might require soundand/or visual isolation have partitions to the
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ceilings. Otherwise, the space is left open,treated as one huge teaching area. It may,however, have part'al partitions for visualprivacy. The craft workshops and labora-tories on this floor are considered individualstudy areas. Correlation of these teachingfacilities, the lecture halls, the conferencerooms, the librai-i J nd the individual workspaces, is dr_m:c by the centralized staff andcommunity consultants. The greater portionof the space allotted for individual studyareas is located on the second floor, againrelating to the centralized communicationcore and the offices of the teaching and con-sulting staffs.
Lecture and Workshop Level
The potential of invention, the possibilityof adapting or improvising mechanical andelectronic equipment, makes the central com-munication core the vital resource link ofthe school building. The student, in his car-rel, might ha re at his immediate disposal,by pressing a buton, a visual or aural reviewof any type of leiture nreviously recorded ontape. He might, also, have direct communi-cation with any lecture or student through-out the circuit. The carrel is designed as anoffice for !he student, a place he might callhis own or share with another student.Grouped togener, several carrels might form
-.4
a study unit. The student's principal learn-ing instrument is the monitoring televisionset in his carrel. In the larger activity spaces,laboratories, or arts and crafts, etc., eachstudent has a monitoring television so thathe might watch demonstrations. The sametelevision technique allows communicationbetween lecturer and student, and betweenstudents in the !Pcture halls.
The two upper floors of the building areglass enclosed, but surrounded by a screenfor sun control. Exterior promenade deckscomplete the square of the Greek cross plan.The interior, two-floor library looks ontointerior courts.
Adjacent to this building, and a part of thecommunity core complex, is the gymnasium-pool and auditoritm. structure. Again, tiedintimately with the community life, the audi-torium is a part of the cultural center, whilethe gymnasium and pool and the athleticfields become part of the total communityrecreational center. Architecturally, throughtotal planning and vertical scale, and edu-cationally, through the utilization of com-munity consultants and the provision of com-munity spaces, this high school is a corewithin the core of the community, integratedinto its daily life, supplying the students witha total education for living.
45
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John Lyon Reid & Partners,Architects; Burton Rockwell,Architect Partner in Charge;Alexander Tarics, StructuralEngineer Partner in Charge;Royston, Hanarnoto & Mayes,Landscape; G. M. Richards,Mechanical Engineer; DanielFitzroy, Acoustical Engineer;William Laib, ElectricalEngineer.
ADAPTATION OF MILLS HIGH SCHOOL
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MILLS HIGH SCHOOL / EXISTING PLAN PLAN ADAPTED TO NASSP REPORT
A Auditorium H Homemaking P Girls' Gym a Instructional Areas T Resource CentersB Administration J Science Q Special Exercise Large Group Meeting T I LibraryC Classrooms K Kitchen R Boys' Lockers Small Group Meeting T 2 CraftsD Teachers' Dining Room L Library S Girls' Lockers General Administration T 3 PrintingE Cafeteria M Music U Student Store Offices T I Dark RoomsF Fan Rooms N Boys' Gym V Health Room Exhibition T 5 HomemakingG Shops 0 Swimming Pools W Mechanical Projection Room T 6 Science Laborainries
Listening Booths T 7 Business Machines
Design a school which must implement anexisting educational system and, also, adaptto changing teaching methods and growth oleducational philosophy. Specifically, fulfillthe existing educational needs ol San Bruno,Gilifornia, and plan Ior the program require.ments of IMAGES OF THE FUTURE.An architectural solution to these problemsis proposed in the flexibility of the loft-spaceprinciples of John Lyon Reid; the schoolanalyzed is the recently built (1958) MillsHigh School. This secondary school was de-signed to house approximately 2,000 studentsat the ratio of 33 students per classroom. The(generally) square building is sited on 47acres of flat land, surrounded by playfieldsand parking areas. The perimeter of thebuilding is, basically, glass fronting on thelandscaping of exterior spaces and three in-terior courts. Two large academic areas arejoined by the administrative offices at thesouth end of the major court and by thegymnasium-auditorium unit to the north. Anoutdoor pool is flanked by the locker roomswhich also have direct access to the gym-nasia and the playing fields. Based on today'sconventional program, one major block ofclassrooms includes the academic classroomsand the library; the other contains shops,home-making, music, science, and ofeteria.The whole is contained in loft spaces, whereinnothing except the columns and the few par-titions, housing the fan rooms and blowerunits, the toilet rooms, and the transformervault, are permanent. With 28 loot squarebays, light wells puncture the ceiling on 14foot centers. These are topped by 5 footsquare prismatic light blocks with light tubesdirectly under the plane of the blocks. Thiscombination of light sources, controlled bya photo-electric cell, supplies natural and/orartit.cial light from the same source and di-rection. The light well is, also, the source ofthe ventilation system, supplying 11 airchanges an hour. Access to the overhead
Thoject Pavilions
utility space is gained by lifting the acousticceiling panels. This allows easy rearrange-ment of any of the utilities and the eventualinstallation of television cables, if and whena television system might become desirable.The flat floor and the parallel ceiling withvirtually all of the utilities suspended aboveare basic in this concept of flexibility. Theyallow the opportunity of thinking fully intwo dimensions in the available free space.The movable partitions, of baked enamelfaced steel with an insulating mineral woolcore, are bolted to the aluminum ceiling gridand the floor. This system, being completelyindependent of the interior columns, in-creases the flexibility of the total loft space.The exterior curtain wall, like the interiorpartitions, permits change; doors and win-dows are interchangeable, as are the solidpanels. This flexibility within a disciplinedorder allows the opportunity of remaking theplan to the requirements of any changes ofcurriculum.
The loft plan, simultaneously, imposes a dif-ferent problem: the interior classroom. Thesehad been designed by this same office in anearlier school, Hillsdale High School of SanMateo, California. Favorable reports of, andeven preference for, interior classrooms havebeen voiced by Hillsdale's teachers. This ap-
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parent disadvantage became an advantage ofthe flexible loft school.
As practically all partitions can be movedand the spaces altered, the Mills High Schoolwas selected by the architects as a model forthe drastic alterations of a conventionalschool into a "Trump High School." Theydid not EAR OUT the partitions; they RE-MOVED them and REUSED them to enclose suchvaried spaces as are required by THE TRUMPREPORT. The revised plan illustrates the re-sults: all student work spaces are on theperiphery of the building, allowing the stu-dents views of the outside. Each pair of workspaces shares a divisible 80 seat group spaceand a resource center. Teachers' offices andsmall meeting rooms sit freely in the loftspace, visually framing the exhibition andmuseum space which extends the length ofthe loft unit. The physical education plant,the auditorium, and the cafeteria were notrevised, nor were the shops which are in thecategory of work spaces. The teachers' officesare in proximity to the work spaces because"they (the teachers) too, are sharing thelearning process." Other open administrativeareas for the teaching assistants and clerksmake these personnel easily available to thestudents whose carrels are in the nearby workareas.
Loft Systemsleft- Mills High School
rightHypothetical .Sy stern
As adjuncts to the total loft space, projectpavilions are supplied elsewhere on the siteto meet the requirements of the group under-takings of 8-20 students. Three expressivelyindividualized structures have been designedto house these highly individualized kinds ofactivity. Each includes a work area, a grouparea, and a work craft shop resource area. Inaddition, a kitchen is provided to minimizetime lost because of meal trips to the mainbuilding.
THE TRU MP REPORT is visualized as only oneof many possible educational changes betweennow and 1990, at which time the schoolsbuilt today and 15 years ago will be in theirprime of life. Whether such buildings can beadjusted to meet these changes will dependupon their flexibility. As quoted of Mr. Reidin the Architectural Record, "The functionof the arthitect, then, is the design of a sys-tem, not the design of specifically programmedspace. . . . We believe that this system maybe regarded more as an instrument than as abuilding in the traditional use of the word;it is an instrument of education. . . . Theadvantages of the school's flexibility can beassessed only when significant changes ofprogram require the plant to adapt itself tosuch changes." (Architectuial Record, Febru-ary, 1960.)
Pursuing farther the benefits of the flexibleloft space, Mr. Rcid has proposed a moreopen, hypothetical school. Its cross section isillustrated on this page. A loft space raisedabovc the ground, the school has no interiorpartitions, no fixed elements except the col-umns between the floor and the acousticplane at the seven foot level. For easy access,all utility lines are suspended in the five footplenum below the floor; both direct and in-direct lighting are installed at the seven footlevel. The problem of visual distraction istheoretically solved by the configuration ofthe ceiling; the solution of sound control ismore exactingly treated: each 30' x 30' spaceis considered as an acoustic unit within thetotality of the entire space. The ceiling form,the acoustic treatment of this and other planarsurfaces the carpeted floor, and the air cur-tain co nbine to insulate the smaller spacesfrom t.ansmitted sound. The acoustic treat-ment does not eliminate sound, but attenu-ates the transmitted sound into a backgroundnois2, against which an individual within thesm.!l space can hear or be heard, but bywhich he should not be distracted.
hese last-mentioned ideas, being the explo-ration of principles rather than the design ofa specific school, are presented to instigatefurther study.
49
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A HIGH SCHOOL DESIGN FOR, STUDENT INITIATIVE
Donald Barthelme, Architect.
50
A school? Perhaps. But, in the words of thearchitect, "It is not a school building at all.It is not a unit as such, but a lot of units, anorganism with parts an ant colony, or aseries of beehiveswith a panoramic patternof people finally providing the architecture.. . . Buildings should get out of the way ofpeople; they should provide beginnings, notendings. However, we ask them for szimula-tion and excitement, both real and quiet, forvariety and contrast, for color, for form, in-terest, and proportion, so tl. t our activitiesand our lives are enhanced thereby."
That this concept has been followed in theplanning, a look at the result will show. Fivegreat domes rise in glistening relief againstthe sky, puncturing a domino grid. Thedomes themselves have no scale familiar tohumans, being skydomes without the every-day.scale of ordinary spaces. But, at the en-trance, the three unloading shelters reducethe scale to human size. Here, the theaterprovides one visual terminus, and the gym-nasium the other.
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Inside the main entry are the cafeteria and aplace of many uses, the Center Maze. Thismaze is designed as a living space, growingdominolike or shrinking, to reflect the lifegoing on within, a space in which things areabout to happen. The space, in varied formand dimension, evolves in quick sequencewith unexpected changes of pace. There areno corridors, only spaces between things.Here the student lounges; seating in conver-sation areas along the way provides for longarguments and serious discussions, all mixedwith the gossip and chatter that make teen-agers what they are. An enclosure againstsuch sound and vision is the "egg," a spacefor lectures or demonstration, for televisionor radio, for audio-visual work, and for any-thing where distraction should be excluded.Three reference desks, functioning as re-source areas, with books and maps on theirtops, grow from the maze into the work sta-tions, supplied from the central library stacksunderground. The stacks service the desks bymechanical lifts. Demonstrations arranged inthe stack area can be lifted to the auditorium"egg." Alongside the reference counter arethe locker alcoves and the carrels, small en-closed spaces for listening to tapes and rec-ords, for small group television viewing andlanguage laboratory use.On the perimeter of the maze, the teacherspecialist and the general teacher have theirown stations, sufficiently large to house theirown materials and to provide seating for 10-12students of a discussion group. The net prod-
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uct is the bustle of activity or individualeffort and direction, all withi;i an educa-tional framework which permits and encour-ages the unexpected, the unplanned, and theinspiration of the moment. Overhead, thegrid orders the complexity below--of maze, ofmovement, of momentary reflection.
Home base for the stwient is in the workstation, at a table locat ed in proximity to hisfellow students. The dome is no study hall,but a work room similar to a drafting roam,where different and diffuse problems aresolved daily. Here is the developing space forTHE SITUATIONS '.1ETHOD which the architectproposes as tit,. educational system. Strewnwith models, reference material, and parts ofpresentation', the space becomes alive as stu-dents work in their exciting manner. Ther,is a puls , a sense of things being accom-plished. 'vlost demonstrations are provided bymobile laboratories, but areas exist for indi-vidual testing, and experimenting. Here, too,the instruction assistants, the teachers, andthe community consultants come, movingfrom table to table, first in criticism, then, asgroups gather. in general discussion. Here,also, are thme assigned to consulting andremedial programs, helping. demonstrating,and working directly at the point of applica-tion. Suggestions spring unplanned; ideasfbwer and die; inspirations on the part ofboth teacher and student electrify the air.Typewriter pools and accounting stations areused for the tying down and presenting ofstudent solutions.
Section Showing Operation of Lifts
From each work station there is a portal, anopening, an escape to the outdoors and to thefield laboratory for work in the sciences andshops and with living things. These fieldsoffer, as well, a chance for wandering downthe garden path, for courting in the spring.Basketball draws its followers; and others,differently inclined, work out a situation inplay form.
The great domes were chosen because, al-though practical and economical endosures,they connote the skydome of all outdoors.Contrasting in size and pattern, they risefrom a steel grid. The grid, too, is economi-cal, and for the same basic reason: the use ofrepetitive mass-produced members. Speed oferection is a by-product; imaginative use, anecessity. The grid is spotted by top lights,shaded from the sun. The diurnal change ofthe outside is mirrored on the interior. Pro-tected by time delay mechanisms, the artificiallights come on when required. The same day-light sprinkles the dome interior throughsmall pinpoints pressed into each of its sec-tions. Filtered through suspended horizontalscreens, the light might be controlled at theaperture by a device such as a camera shutter.
The essential feature of Mr. Barthelme's plan-ning, THE SITUATIONS METHOD and its inherentflexibility of program, is coupled with his con-cepts of living spaces. Together, they providea medium foi an educational system "withfreedom and opportunity, where we seek notwhat we know, but what we can find out."
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ARCHITEGI'S MAKING PRESENTATIONSDONALD BARTHELME, FAIAHouston, TexasCHARLES W. BRUBAKERPerkins & Will, ArchitectsChicago, IllinoisWILLIAM W. CAUDILLCaudill, Rowlett, Scott & Associates, ArchitectsHouston, TexasCHARLES R. COLBERTColbert, Lowrey & Associates, ArchitectsNew Orleans, Louisiana
PARTICIPANTS FROM OUTSIDE ANNEDWARD ANDERSONSuperintendent of SchoolsWayland, MassachusettsHENRY S. BISSEXNewton High SchoolNewtonville, MassachusettsFRANK CARIOTI, Vice PresidentDave Chapman, Inc., Industrial DesignChicago, IllinoisWILFRED F. CLAPPState Department of Public InstructionLansing, MichiganWALTER L. COOPER, SuperintendentJ. Sterling Morton High School & Junior CollegeCicero, IllinoisHAROLD B. GORES, PresidentF.ducational Facilities LaboratoriesNew Yolk, New YorkWILLIAM T. GRUHNProfessor of EducationUniversity of ConnecticutStorrs, ConnecticutDOUGLAS HASKELL, EditorArchitectural ForumNew York, New York
PARTICIPANTS FROM
PHILLIP J. DANIELDaniel, Mann, Johnson & Mendenhall, AI chitectsI.os Angeles, CaliforniaJOHN C. HARKNESSI he Architects CollaboiatiseCambridge, MassadmsettsSAMUEL E. HOMSEYVictorine & Samuel Homsey, AichitectsWilmington, Delaware
ARBOR
JONATHAN KING, SecretaiyEducational Facilities LaboratoriesNew York, New YorkJAMES D. LOGSDON, SupelintendentThorton Township High School & Junior CollegeHarvey, IllinoisJAMES D. MacCONNELL, Dire-torSchool Planning LaboratorsStanford UniversityPalo Alto, CaliforniaMRS. MARY I. McMULLEN, PrincipalWill C. Crawford High SchoolSan Diego, CaliforniaROLAND H. NELSON, HeadmasterMetairie Park Country Day SchoolMetairie, LouisianaARTHUR H. RICE, EditorThe Nation's SchoolsChicago, IllinoilCYRIL G. SARGENT, Professor of EducationHarvard Graduate School of EducationCambridge, MassachusettsPAUL W. SEAGE.R..,Pwfessor of Education andSchool Billding Planning Cann ltantIndiana I IniversityBloomington, Indiana
THE UNIVERSITY OF MICHIGANLESTER W. ANDERSONAssociate Professor of Education and Consultant,Bureau of School ServicesSTANLEY E. DIMONDProfessor of EducationLEONARD K. EATONAssociate Professor of ArchitectureJOHAN W. ELIOT, LecturerSchool of Public HealthPAUL M. FITTSProfessor of PsychologyROBERT S. FOXProfessor of Education and Director,University SchoolRALPH W. GERARDProfessor of NeurophysiologyMental Health Research Institute andDepartment of Physiology
A. BENJAMIN HANDLERProfessor of PlanningHOWARD R. JONESProfessor of Educational AdministrationSchool of EducAtionZ.. THEODORE LARSONProfessor of ArchitectureCHARLES F. LEHMANNAssistant Professor of EducationJAMES A. LEWISVice President for Student AffairsR. B. LYTLE, JR.Assistan: Professor of ArchitectureWILLARD C. OLSON, DeanSchool of Education
JOHN W. McLEODMcLeod & Ferrara, A ichitectsWashington, D. C.JOHN LYON REIDReid, Rockwell, Banwell & Tat ks, A rthi tutsSan Francisco, CaliforniaEBERLE M. SMITHEberle M. Smith Associates, Inc., ArchitectsDetroit, Michigan
ARCHIBALD B. SHAW, EditorOverviewNew York, New YorkHERBERT L SMITH, JR.Associate EditorArchitectural RecordNew York, New YorkWALTER A. TAYLORDirector of Education & ResearchAmerican Institute of ArchitectsWashington, D. C.ELLSWORTH TOMPKINSAssociate Secretary for Administrative ServicesNational Association of Secondary-School PrincipalsWashington, D. C.GEORGE TRAMONTINSchool improvement ProgramThe Graduate School of EducationThe University of ChicagoChicago, IllinoisT. LLOYD TRUMPProf.zssor of EducationUnhersity of IllinoisUrbana, Illinois
WALTER B. SANDERSProfessor of Architecture andChairman, Department of Architecture
ALPH A. SAWYERVice President for ResearchDONALD C. SMITHAssociate Professor of Child HealthROBERT L WILLIAMSAdminktrative DeanOffice of Vice President and Dean of FacultiesRUSSELL E. WILSONAssociate Professor of EducationPHILIP N. YOUTZ, DeanCollege of Architecture and Design
general supervision /
project supervisor /text part 1 /
part 2 /graphic layout /
photographs /
Walter B. Sanders, Professor of Architecture and Chairman,Department of Architecture, University of MichiganC. Theodore Larson, Professor of Architecture
Leonard K. Eaton, Associate Professor of ArchitectureRobert B. Lytle, Jr., Assistant Professor of ArchitectureR. B. Lytle, Jr.
p5 Dave Cornwall, p19 James Warneka, p34 Fred Stoneall others by the architects making presentations
by permission of the publis'ser, a quotation from theArchitectural Record, February, 1960 appears on p49
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