K.'-.-
A,
N E W
Q UA
CO RN E L L
A Thesis.submitted
of
the
D R A N G L E
F O R
U N I V E R S I T Y
in partial fulfillment
requirement s for the
degree of
Master of Architec ture at the
Massachusetts Inst itute of Technology
August 15,
1957
Dean Pie tro Bel lus ch
Dean of the School of Archi tecture and
P lanning
000..eO0
*e.*90; * 9
Professor Lawrence B. Anderson
Head oythe Departmen ty6 Arc,hi tecture
Earl Robert"'F a's burgh
Bachelor of Architecture, Cornell University,9 June
1954
323 Westgate West
Cambridge 39, Mass.
August 14, 1957
Dean Pietro Belluschi
School of Architecture and Planning
Massachusetts Institute of Technology
Cambridge 39, Massachusetts
Dear De-an Belluschi,
In partial fulfillment- of the requirements
for the degree of Master of Architecture, I should
like to submitimy thesis entitled, "A New Quadrangle for Cornell University".
Sincer
-"!>
y yours,
/
/Z
/-7xIe~
Earl Robert Fla'nsburgh
gr11
D E D I C A T I O N
To my wife,
Polly
A C KN O WL E DG E ME N T S
The development of this
thesis has been
aided by many members of the s taff at both M.I.T.
&nd Cornell University. W ithou t their able guidance
and generous assistance this t hesis would not have
been possible. I would li ke to take this opportunity
to acknowledge the help o f the following:
At M. I. T.
Dean Pietro Belluschi
Prof. Herbert L. Beckwith
Prof. Albert Bush-Brown
Prof. W. H. Brown
And the Special Visiting Critics.: Reginald C. Knight,
Paul Rudolph, Minor u Yamasaki, and Imre Halasz.
At Cornell University
Vice-Pres.
John E. Burton
Vi ce-Pres.
J. L. Zwingle
Dean Thomas W. Mackesey
Dean Franci s E. Mineaka
AssIt Dean Lovell Hulse
Prof. H. D. Albright
Prof. Willi am W. Austin
Prof. Frederick W. Edmundson
Prof. F. 0. Waage
Mr.
John W. Humphries
I would also like to acknowledge the help of
Mr. Raymond Howes, Assistant to the President
of the American Council on Education.
T A B L E
C O N T E N T S
O F
Title of Thesis
..
Letter of Submi ta
0e*
. .
...
...
Dedication.....
Acknowledgement
.......
Table of Conten S.
.v
11
.111
IV
aind vi
land 2
Abstract..........
Introduction**....
..
.h.
.. . . . . 3
The Major Forces E ffecting t he Developmen t
of Collegiate Arch itecture
I.The Change In the Edu cational Philosophy
of American Higher Ed ucation Since 1870..4
2.
Financing of Higher Education..........31
The Philosophy of Education at CorneII.........46
The Co Il ege of Arc h itecture.
The Department of Ar t.......
...................
55
The Department of Fine Arts.
The Department of Music.....
The Department of Speech and
A New Quadrangle f or Cornell University
1. The University Loca tion........
. . . . . .64
2. The Heart of the Un iversity.... . . . . .. 68
3.
The Problem............
.0
*.70
00
4. The Selection of a Site.
.. 75
5. The Site.........
.. 76
.....
6. Present Land Use.
.. 76
0
.
.. 78
7. Proposed Land Use
...
8. Natural Features of th
.. 80
Si
...
0
...
0
9. Structural Featur es of the SI
10. Landscape Restric tions
.
..
..81
.. 81
..
00.0
II. The Climate...... 0 00
.. 0
12. Student Traffic F l ow. 0
.. 83
..0
.
...
0
.. 0
..
..83
..
..0
.. 86
...
..
.
13. The Program Requi remen
14.
The Design Aim
Footnotes...
....
0
.. ....
......
.
.
.
.94
.0
Bibliography.oso.*. .O..
......
...
.. .
.
.97
Design Plates (To be added)..................106
A NEW QUADRANGLE. FOR
CORNELL UNIVERSITY
M A S T E R
IN
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NEW/ QUADR
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C O R N EL L
U N I V E R S I T Y
A B S T R A.C T
a. Title: A NEW QUADRANGLE FOR CORNELL UNIVERSITY
b. Name of Author: Earl Robert Flansburgh
Bachelor of Architecture
Cornell University, June 1954
c. Submitted for the degree of Master of Architecture
in the Department of Architecture on August 15, 1957
d. Abstract of Thesis:
The problem of this thesis is the creation of
a new quadrangle for Cornell University. This quadrangle is to be surrounded by a College of Architecture
withifts Department of Art and the Departments of Fine
Arts, Music and Speech and Drama in the College of Arts
and Sciences.
The design of this new outdoor space and the
but Idings wh ich surround
It is based on the anticipated
needs of the University for 1970.
The new buildings created by this thesis wi 11
be located at the north end of the main quadrangl e at
Cornell. To the south of this site is a majestic view
of the Col lege of Arts and Sciences screened by tall
elm trees. Directly north of this site Is the Fal
Creek Gorg e 150 feet deep with cascading waterfal Is.
The view to the west overlooks Cayuga Lake and
the rollin g farm land beyond.
I.
With this beautiful site special
attention has
been given in t he design to the carefu I placement
of the bul Idings to take advantage of the glories of
nature.
As a background for the development of this
thesis a careful study was made of the forces influencing collegiate architecture with particular
attention to those which have Influenced Cornell.
It Is important here as in all architecture for
the architect to understand the special philosophy
and needs of the society he is attempting to serve.
2.
a.
'I
I
N T R O D U C T I O N
Located in the rolling hi IIs of upstate New
York is one of the Iargest and least "livyed" of
the Ivy League unive rsities.
and most diverse of
stitutions,
It is the youngest
these historic eastern
in-
Cornell Un Ive rs Ity.
This thesis is concer ned with th e future planning of Cornell Univ ersi t
and specif Ica II y with
the planning of the Col leg e of Archit ecture and its
Department of Art an d the departments of Fine Arts,
Music and Speech and Drama in the Col lege of Arts
This
and Sciences.
thesis
estimated requiremen ts for
is based o n the
the Univer sity in 1970.
As background for the study of the problem at
Cornel I this thesis also p roposes to show the major
forces effecting the devel opment of C ol legiate
Architec ture
in Amer ica.
Collegiate architecture,
like all other forms of ar chitecture, is not proa vaccum, f ree of
duced in
rather
outside in fluences but
i s sensitive to the various ch anges in our
society.
The forces which direct the course of
our educ ational
idea s also
influence the direction
of our collegiate architecture.
3
THE MAJOR FORCES EFFECTING THE DEVELOPMENT OF
COLLEGIATE ARCHITECTURE
THE MAJOR FORCES EFFECTING THE DEVELOPMENT OF
COLLEGIATE ARCHITECTURE
I.
The Change in the Educational Philosophy of
American Higher Education Since 1870
The American University system
at the close
of the Civil War was based upon the traditional
English concept of higher education.
The major
cour ses offered by every university or college were
the classics and ma t hema tics.
Most of these
schoo Is in 1870 were small
deno minational inst itu tion s.
The remaining few
were aided by the state or privately endowed.
None
,.
however, had
ga ined a. great reputation.
Pres Ident Andrew Di ck son Wh ite of Cornell University
said
in 1874, "As to Uni ver sities, our prevailing
sect system has fal led i
two hundred and fifty
year s to develop one whi ch ranks with institutions
bear I ng that name in other great cifilized nations,
some of them younger than a multitude of American
colleges.
When
.
."
Cornell
was
White and Ezra Cornell,
traditional
founde d
in 1865 Presiden t
the foun der s, ignored the
concepts of Engl I sh educat ion
and
4
accepted instead the system th at was then develop.
Ing
in Germany.
sized the
This Germanic
lecture system, the
graduate work, and scientific
system Cornell
engineering,
philosophy emphafree elective progra m,
research.
offered courses
in
Under thi s
agriculture,
and veterinary me dicine on
level with the traditional
cou rses
the
same
in the classics
and mathematics.
Cornell
to
became the first
introduce courses
in
engine
non-technical school
ering.
The f i rst
courses in American History an d Oriental
eastern modern
languages were
also offered h ere
in this freer educational atmo sphere.
ers
t
said,
these courses were n ot
persons of any one
This earned the
and far-
religion or
As the found-
dominated by,
of no
religion". 2
univers i ty the reputation of "god-
less nesst?i n the sectar i an pulpits and journals of
the day.
This Iack of adherence to the tra ditional
educ at iona I philosophy had its effect on Cornell's
a rch Itectur e .
Rather than acc epting the fashion-
able Coloni a I Georgian style,' Cornell
adop t the c o n temporary archite cture of
choose to
the day.
The
first three buildings on the campus, Morrill,
McGraw, and White Halls by a Syracuse architect,
5
Archimedies Russel, were designed in an "adeptation of the Florentihe style".
3
(see pages 7
and 8)
Cornell was not the only university effected
by the German philosophy of education.
Charles W.
Eliot studied university education in Germany just
prior to assuming the presidency of Harvard in
1869.4
Harvard adopted the elective system of
course selection in 1884, and graduate courses in
law and medicine were established in the same
decade.5
During this period Harvard rather than continuing its Colonial Georgian style adopted the
contemporary architecture of the era.
Following
the Civil War, Memorial Hall was erected in a
brick Gothic style, undoubtedly influenced by the
Ruskinian
ideas popular in England at the time.
In
1878, H. H. Richardson was employed to design'Sever
Hall
in the simplified Romanesque style. 6
Several
other halls followed in the diverse styles of the
last half of the 19th Century.
John Hopkins University was founded in 1876
emphasizing research and advanced work.
The
6
Map of Cornell University showing three original
buildings: Morrill, McGraw and White Halls
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seminar, another German educational method, was
first introduced to this country by the University
of Michigan in 1871.
With increased emphasis on science and engineerinstitution
ing came a new type of educational
unknown before, the technical
institute.
Among the
most prominent were, Massachusetts Institute of
Technology founded in 1900, and Case Institute
founded in 1880.
From 1880 to 1900 Cornell constructed several
buildings following its established pattern of
using contemporary architecture.
Unfortunately,
America was going through a period of particularly
low architectural
taste, and several
attempted with little success.
Franklin Hall
example of one of the architectural
these fashions.
styles were
is an
scars left by
(The proposed plans for the north
end of the main quadrangle include the removal of
Franklin Hall.)
The German philosophy of increased diversity
of subject matter and emphasis on science was not,
however, universally accepted.
One of the best
examples of this reluctance is found at Princeton
9
University.
In the late 1890's the Princeton administration decided that a consistent architectural
was necessary.
style
The comments of Dean A. F. West of
the Princeton Graduate School concerning Princeton's
indicate the reason English
philosophy of education
Tudor Gothic was choosen.
He said the Princeton
curriculum would develop in "the primary form of
organization found in our earliest colleges.. .
inherited from the collegiate
life of the University
of Cambridge". 8
It is interesting to compare the development
of the architecture at Princeton by Cram, Goodhue
and Ferguson influenced by the Anglo-Saxon theories
of education with the architecture at Carnegie Tech
by Palmer and Hornbostel
influenced by the German
philosophy.
Ralph Adams Crqm was the principal
architect
for the extensive Princeton Gothic development from
the early 1900's until
1928.
He designed the
Graduate College, Campbell Hall,
Chapel.
and the famous
He believed that collegiate architecture
should return to "our own racial
style that was
10
9
developed while we were yet consistent Christians".
There was no recognit ion her e of the development
of steel
as a buildin 9 material nor that science
was a part of every m an's daily exist en ce.
Cram was the cra f tsman of Gothic architecture.
He had the classical taste which gave sophistication
and beauty to his bui dings.
(see pa ge 12)
The
publication Architect ure said of the architects at
Princeton, and it app l ies particularl y to Cram,
"It is a matter of co ntinued gratitude to the
university and to the architects at Iarge that we
should have here in A m erica a number of men so well
fitted to design in a foreign style w ith subtle
adaptations to Americ an needs as have been the architects of the various bu ildings upon the university
campus."
10
While Princeton wa.s being bui It in its historic
"foreign
style", Carnegi e Tech,
300 mIles away, was
being constructed along much dif feren t lines.
Designed by Palmer and Hornboste I, it reflected the
industrial
age.
Within
Its trim wall s the accuracy
and logic of science wer e emphas i zed.
restrained decoration on
There was
the academic buildings
designed in a simple direct style, a Greek key
ti
The Graduate College at Princeton University
Yo,
413
lij
Carnegie Institute of Technology
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frieze just below the roof ove rhang and a light
cornice to accent the edge of the roof.
The on ly tie with traditi onal archit ec tu re
appeared in the administration building w hi ch received gian t doric columns and pilaster s trips .
(see page I3)
At
the turn of the century Cornell
under the
guidance of W. H. Miller, one of the earliest
architectural
stud ents at the uni versity, recovered
from the two decad es of tasteless architecture.
Miller designed th e main library and Boardman Hall
in the style of H. H. Richardson.
ings were more the
These two build-
influence of R ichardson's
powerful designs than the result
of the educational
-philosophy of the university.
The library w as started in I889 and compl eted
in 1891.
Its 173 foot tower and
beautiful chi mes
have been the hall mark of the uni versity.
II
Hall was designed in 1891.
Stimson Hall at Cornell refl ect s the
scientific clarity
Tech designs.
large glass
Boa rdman
spir it of
that was part of th e Ca rneg ie
Stimson,
also designed by Miller,
areas and simple window detailing.
has
Its.
14
interior
is a nervous system of gas, hot and cold
water, and air supply facilities all within a
complete
order.
When
after
soon
It was completed
1900 it was the most modern scientific building
in America.
The rise in the numbers of scientific
and the increased interest
schools
In science also produced
a rise in the speciali zation of stud en t s ma de
possible by the freer
elective syste mn.
Thi s di s-
turbed some educators who were conce rned by the
lower value students w ere giving the
I ber a
education.
These educators did n0 t wish a retur n to t he perscribed program advoc a ted by Dean We st at Princeton
but rather suggested that the proper empha s i s be
placed on the traditi 0 nal subjects.
In an article ap pearing in the Educational
Review in 1911, Abbot Lawrence Lowel I of Harvard
gave a convincing arg uement for the
tion of the professio nal man.
liberal educa-
Using scientific
research methods he an alyzed the suc cess of the undergraduate professional
schools of law and medicine.
He found that the students who majored in mathematics
did particularly well
in law school.
The
studen ts
15
who majored in chemistry (a n atural pre-med major)
usually did not do as wel I in medical
those who majore d in the classics.
that
school as did
He concluded
too much empha s is had been placed on the c our se
and not enough o n th e excellence of work.12
Lowe I I was
join ed in his su pport of
education by Tho rs te in Veblen
publ I she d in
in America"
to supportin g the liibera
1918.
libera
in his "Higher Le a r I ng
Veblen
in addit ion
educat ion attacked th e
governing boards of the universi ties which were composed more and mc re of bu sinessm en.
Veblen
lal d
the blame fo r the increa s ed spec ialization on t he
governing bo ards and
thei r purit an utilitarian Idea
that educati on wa s a mean s to an end and rarely
just "good for a man"* 13
It
is
d iff icult to assess the effect these
opinions by such outstanding men as Lowel I and
Veblen had on the architecture of the time.
How-
ever, there was a retrogression to the class Ic and
traditional archI tectural
styles during the years
from just before World War I until the depre ssion of
1929.
This
architecture
retrogression by schools which had adopted
influenced by the
scientif ic era, Harvard
16
and Cornell, and schools which had no attachment
to traditional
educational philosophy,
M. I .T.,
was undoubtedly encouraged in some degree by the
opinions of these scholars.
During this period Cor nell built its first
Gothic buildings.
The Bake r Men's Dormitories
designed by Day and Klauder were completed just
prior to the U. S. entry into World War I in 191 7.
None of the efficiency of p lanning or simple
details seen in Stimson Hal I is present here.
Small
rooms and cut up corr idors were the result of
this "foreign style".
The towers in the com-
position do, however, form a striking oufline ag a inst
the sky and the lake in the background.
(See
page 18)
One of the
most'dramatic results of the
creased industri al development
in-
in the United States
was the growth o f interest in the role of the
businessman in industry and commerce.
At the turn
of the century H arvard founded a progressive gri@uate school of b usiness.
In 1924 a competit ion was
held to design a new home for this school.
The
program for this
design
competiVtion, i~mpilted- that .;ai
14
Ins the Georgian style would be desirable.
17
Baker Dormitories at Cornell University
4
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This competition was won by McKim,
Mead,
and White
with a design in that s tyle.
This progres s ive school clothed in a traditional
style indicated ac cording to the Architectural Forum
in 1927 that some of Lowell' s ideas about a more
The
liberal education had been a dopted by Harvard.
Forum said, "The b ulIdings f or the Graduate School
of Business Admin i s tration, Harvard University,
were developed in
accordance with the definite idea.
that businessmen are to take a larger share in the
community which ha s been in the past so much in the
hands of the lear ned profess ions,
training must
thus to lead, the r
a narrow technica
course
course
and if
they are
include more than
in
in some speciality of
business."15
The most sta r f l ing reversal of previous tren ds
was seen
in the new camp us built for M.I.T. along
the Charles River .
This
project by Williams Nell es
of the sirhBosworth completed in 19 13 has little
16
.6 The great Greek Ionic
plicity of Carnegie Tech
and Doric columns on
its main facades are more
indicative of a clas s Ica I university than
technical
a great
ins titu te.
19
On October 29, 1929, the giant house of cards
that busi ness and industry had built during the
post-war
era of the "roaring twenties", collapsed.
Depressio
n settled over the building industry.
For fifteen years because of economic ills or
the preoc cupation with World War'||
little con-
struction took place on American college campuses.
When
this moratorium was lifted in 1945 the world
of higher
education had undergone some startling
changes.
The end of the prosperity of the 1920's
did not end the progress of scientific development nor the emphasis on science and engineering in
American education.
The importance of science and
engineeri ng had been dramatically demonstrated
during th e war years.
As the young pilots and
gunners m ates streamed back to the campuses under
the G. I. Bill
it becam e appa rent that the courses
in greate st demand were those giving some sort of
technical or profes s ional tra in ing.
Ther e were sev er l new t ypes of engineering:
chemical,
aeronauti cal,
and nuclear.
Cornell
open-
ed divisi ons of che mical engi neering In 1938,
aeromauti cal engine ering and
1945.
engineering physics
Sc lence had, In spi te of the warnings of
20
in
Lowe I I and Veblen, become much more speci al ized
to meet
the enormous demands of industry.
There
were also new schools dealing with spec ial ities
within business management;
schools of industrial
and labor relations (founded at Cornell
in 1945)
and hotel management (founded at Cornel 1 in 1950).
Since World War 11
industry has ca rrIed on an
extensive campaign of advertisements and recruiting
to interest talented young people in eng ineer ing
and science.
As a result of this
inten sive cam-
paign the expanded teaching facilities at almost
every engineering school are not meetin g the demand
of industry.
The American Council on Education
estimates that 30,000 to 40,000 enginee rs a year are
needed by industry. 17
In 1954-1955 all American
institutions of higher learning granted 22,527
engineering degrees of all kinds.
This increased emphasis on enginee ring produced
the first pure architectural expression of the
Industrial Age on an American campus.
Illinois
al
In 1943 at
Institute of Technology the fi rst education-
building using exposed structural
by Mies Van der Rohe.
steel was built
This was part of a new campus
designed i'nthe style of ultimate sophisticated
21
simplicity.
The
campus
entire
plah
and every build-
19
ing were
a 24 fool
based on
This first building at
Metals Research Building.
(See page 23)
module.
iIT was a Minerals and
Pencil
Points summarized
the effect of this building , "Consider what might
have happened If
the architects
design problem on
had approached this
the basis of 'style'.
Could the
Gothic or Saracenic approach have produced as good
a research laboratory?" 2 0
This was a building
designed in the industrial
age for that age.
(See
page 24)
The
style of Mies
is
exquisite when done by the
originator, but It has proved to be a difficult
expression to imitate.
It is a cold strict order
with a rigid discipline, and any attempt
promise .this order
In
to com-
has failed.
the post-war
years Harvard recovered from
its retrogression of the Business School and constructed a Graduate Center
in
of
International
the
industrial
Walter Gropius.
age,
the
(See page 25)
another
expression
born
Style of
This Graduate Center
incorporated the work of centemporary artists as well
as architects.
The construction of
this project
22
The Plan of ItT
.4.
.. . .
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The Minerals and Metals Research Building at I IT
I
0-
The Harvard University Graduate Center
R E IT
creation
-r
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-
eeting
5
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-
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ood ng - retent
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.
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,9
JARVIS
STREET
Cle0
LAS
q
AtATO
N
25
50
100
was consistant with Harvard's philosophy adopted In
the 19th Century of educating the
the middle of
students to meet the diverse needs of industry.
produced
The post-war needs of engineering
lIT designed in the simple direct order
and
functionalism of the industrial world.
The nee ds
for modern leaders
in law and science p roduced the
Harvard Graduate Center., less ordered a rchitect
lIT but richer In artistic
urally than
amen it Ie S.
Both these projects were pure 20th Cent ury arch
itecture with no ecclectic tie to forms of the past.
During this period the ideas of Harvard and I IT
were being
adopted by other
This was
true
for engineers Cornel
I has
campuses.
at Cornell.
To answer
the demands
constructed six new engineering buildings.
The
re
have been only three other buildings built for
purposes
Instruction
during
the
same
period.
Although these buildings have been designe d
by such well
and Will
are not
known
architectural
firms as Perki ns
and Skidmore, Ownings and Merrill,
in
a pure architectural
ecclectic modern.
form but
They have neither
the y
rather
the direct purity
26
of
IIT nor
the careful
planning of space
the
There has been some
Harvard Graduate Center.
attempt to blend
of
these new buildings wi th the
existing
architecture on the campus.
example
s Phillips Hall with two wi ngs of crisp
and a thir d wi ng construct-
brick an d aluminum panels
ed of a I ocal
This
sandstone cailed "Corn eli
thi rd wing of "Corne I I stone"
manner o f the Baker Dormi tories
with the precise
(See
pag
A notable
Iaid
Stone".
in the random
is not in keeping
lines of the brick and
aluminium.
e 18)
I t is hoped that t he strength in diversity
which -has characterize d Cornell's educational phi Ilosophy since its found ng will
f different styles are to be
in its architectu re.
used as
the
they have
been throughout the history of
university, e ach
itself and relate
rather
than
b ilding should stand for
to I s neighbor by composition
by co mprom
The philosop
hy of
se.
scientific education has b een
reflected for man y years
college campuses.
soon be incorporat ed
in the architecture of 0 ur
Recen tly, science and engineering
have contributed new forms to architecture.
The
27
Kresge auditorium at M. I. T.
by Saarinen and the
"Cow Palace" in Raleigh, N. C. are two examples of
new forms.
With new forms have come improved methods of
construction in the lift and tilt-up slabs.
The
latter was used in three dormitories for Drake
21
University by Eero Saari nen in 1953.
The architecture on our American campuses
seems to be in harmony w ith our educational philosophy of emphasis on sc ience and technology.
In contrast to the philo sophy of s uch tradi tionaIIsts as Dean West,
our educational process
undergoing constant chan ge.
s
As Wa Iter Grop us
said in the Architectura I Review i n 1948
.
.
modern man has made the important discovery tha t
there is no such thing a s finality
or etern a
truth".
The future philosop hy for hig her educa t on will
cover several broad area S.
1.
Industry, unabl e to get a e
and technicians it
the en
g nee rs
needs from univ e r si ties w
continue training progra ms within
I ts plant s
This
will mean that the colle ge trained e ngi neer w ill
be used more and more for executive positions.
This will
result in more emphasis
in training a man
28
22
how to think rather than simply to handle figures.
This process of exp ressing greater
well
rounded indivi dual
than
interest
in
the
the narrow technical
in
specialist 'has alre ady had some effect on our educational program.
1. T.
M.
has
recently
incorpor-
ated a program requ Iring all undergraduates to take
20 peracet
department.
of
the i r courses
Corne
in the humanities
l I has strengthened Its program
of electives to be taken outside the engineering
college.
2.
will
ThI s b roadened educa tional philosophy
resul t in a more elegant collegiate archited-
ture within
the order establi shed by society.
There will be more rich decor ation such as Paul
Rudolph's in hi s Wellseley Coliege Arts Center.
3.
Col leg es and univers ities are already plan-
ning limits on the number of students they will
accept when the combination of increased population
in the colle ge age group and
the
Increased per-
centage of stud ents finishing high school meet in
three or fou r y ears.
Even some state institutions
have dec ided on Iimits.
Corn ell
limit en rol Imen t to 13, 500.23
the pres sure on the
Is determined to
This will
increase
sta tes to provide more higher
29
New York 2 4and Massachu-
educational facilities.
setts 25are already maki ng plans in th is direction.
This will
mean
increase
d construct ion of college
and univer sity building s and even new campuses.
Al though these new camp uses will
have few traditional
ties it is doubted that any out s tan ding architecture
will resul t as state ed ucationa
usually bu lt
on
a mini
faci Ii ties
are
mum budg e t with the
maximum of requirements .
4.
With limited e nrol limen f and a great di-
versity of programs mor e emphas is will
be placed on
President Lowell's idea s of qua IIty of work rather
than cours e of study fo r entran ce into graduate
schools.
This
is
alrea dy the c ase in Law, Arch-
itecture, and Business.
As our
archi tecture develops
in its div erse forms th is standard of qu al ity
should al so be a guide.
5.
Inc reased dive rsity of students and curr-
Icu Ium ha v e a Iread y had 'their effect on diverse architecture for college campuses.
architects must exercise
responsibility for
discipline rather
With this
a greater
new freedom
sense o f
construction based on o rder
and
than cliche and caprice.
30
THE MAJOR FORCES EFFECTING THE DEVELOPMENT OF
COLLEGIATE ARCHITECTURE
2.
Financing of Higher Education
The financing of higher education in America
stems from two traditions: private endowment and
government aid.
Our earliest colleges were largely organized
through the efforts of a few individuals, frequently
ministers, who donated quarters for the college
(Jefferson
at the University of Virginia),
libraries
(John Harvard at Harvard) or land for college
buildings and funds to main.tain
Cornell at Cornell).
the college (Ezra
This idea of personal
endowment still exists although individubl donations
are usually
sm al
ler compared to the high cost of
education.
Personal contributions have had a great effect
on collegiate architecture as many gifts have been
in the form of bulIdings built to conform to the
desires of the donor.
The University of Virginia
founded in 181 9 was fortunate to have a benefactor
such as Thomas
Jefferson who was rich in taste and
artistic telen t.
His plan for the University has
endured as one of the most outstanding examples of
31
university planning
(See page 33)
in America.
The men who followed Jefferson
of philanthropy were often richer
others for
but dependent upon
in this field
in worldly goods
taste and artistic
talent.
The
industrial
revolution
in America as
it
developed in the late 19th Century created new
financial giants.
These men made their money from
the oil fields of Pennsylvania and the
ires and
rails that crossed the plains to the fu r and
lumber
trade with the northwest.
To meet the n eeds of an expanded system of
higher education, educators called upon these men
of wealth.
Their
distinct patterns:
con tributions followe d two
aid to an existing college or
university or esta blishment of a new educational
institution.
The latter was the case w ith Cornell
University.
Ezra Cornell, founder of the univers ity, made
his fortune in the Western Union.
With t he aid of
Andrew Dickson Whi te, Corne II established the
university on 300 acres of his farm and donated
$500,000 to endow the small
financial
university.
support came at t he outset from
The other
the
32
Jefferson's Plan for the University of Virginia
(increased by McKim, Mead and White 1898)
N
P, -- ROTUNDA OR, LIbkAY
D - .EFECTO.Y.
M - MECH ANICAL LA5OAATOY.
OLD DUILDING5 Of THOMAS JEffER.ON.
BY N*KIM MEAD & WHITE.
NEW BUILDINGS BY
] RQPOSEDDEVEIOPM.NT BY WK,,M.&W.
E RI.STORATION
c
[
A
-
P
-PH YSICAL
LABOkATO.Y
- SITES FOR PkOPOSED DUILDING3,
X
ACADEMIC
721
BUILDING.
I
LI
<L
-4
z
II
-3
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BLOCKPLAN
UNIVERSITY OF VIRGINIA, CHARLOTTESVILLE, VA.
1898
.
T
Morrill-Land-Grant Act.
The first
three buil dings, Morrill,-McGraw,
and White, were designed
in great haste primarily
for their utilitorian val ue.
in March
They were authorized
1866 and under c onstruction
in October
1866.
the university developed,
As
individual con-
tributions were made for individual buildings.
Chapel
a nd Sage College were
con tribu
tions of
ed West
Sibley i n 1870.
with
the
guide.
first
the res ult of the
Henry W. Sag e.
27
Sage
Hir am Sib ley dona t-
In the ca se of
Sibley a S
f hree building s exped ency was the
Sage Cha pel and Sage College were designed
in accor dance wi th President White's
idea of
having a north fuadrangle of stone and a south
quadrang le of br Ick.
The bui Idi ngs which followed
generally conformed to this arra ngemen t.
Mos t colleges and universit ies were bu i t in
this piece -meal fashion.
which rece ived all
There
Nere,
howev er,
their endowme nt from one
a few
source.
Carnegie Institute of Technology described in part
one owes Its unity of design to the single phi Ian28
The Uni versity
thropic gi ft of Andrew Carnegie.
34
of Chicago was founded in 1890 b y a g Ift of $5 000,000
Tb th is or Iginal co n trib-
from John D. Rockefeller.
ution he added $34,000,000 befor e his death.
It was
Rockefeller t s request that the styl e of the un Iversity be English Perpendicular Go th Ic in brick.
Since its founding the universit y has never de v Iated
from this style.29 Even today the new dormitor es
which are contemplated for the s ite o f Frank L oyd
Wrightts Roble house are to be "Moder n Gothic"
The Duke family of North Ca rol ina gave
$40,000,000 for the endowment and con struction of
Duke University in Duram, North' C arol na.
$40,000,000 was added by James B
death.
Duke argued, "
.
.
Another
Duke at h Is
that what we ca ll
Collegiate Gothic best fitted ou
itions and aspirations for an
education al
trad-
in piring env Ironment
at the same time meeting the man fotd pract I cal
requirements of a modern univers ty" * 30
Collegiate Gothic was the p eferred style of
large donars before 1930.
As Wi
I1am Harla n Ha Ie
wrote In an article "Old Castles for New Colleges"
In the Architectural Forum in 1931,
a sign
of enlightenment
to domate
a
it has become
library, dorm-
35
tower
Itory or memorial
g ory out
kely to
and get
as much personal
"Th Vs our colleg es are
of the bu ilding.
become museums of gil t and glory r ather
t an work places of simpl ic I ty and directnes
The
growth of Income an d e xcess profit
taxes
since the 1930's encouraged men of wealth wh o had
not already done so to plac e their money des t ined
for philanthropic p urposes i n s pecial funds or
foundations, i.e. Ford Foun d at i on and Rockef el ler
Foundation.
It is from the s e f ounda-tions that the
large grants come today.
In ma ny cases, thi s has
not removed the mon ey from the control of on e man.
There are still man y men who either control personal funds in the excess of a mill
have control of
on doll ars or
ind ustrial funds in excess of that
amoun t.
These men are not the aristocrats of the 19th
Century but rather
the busi nessmen. and industrial-
Ists of the 20th Ce n tury.
longer cherish the roman tic
Most of
these men no
idea of education
beneath the majesti c spires of a Gothic church.
In their minds Is the eff icien t space which is adaquately
hea ted and I Igh ted wi th a functional plan.
36
These men directing thei r personal,
industrial,
or foundation funds have been responsible for such
buildings as the M.I.T. Chape I and Auditorium
(Kresge Foundation),
Corne III
Olin Hall (Olin
and the three chapels at Brandi s
Manufac turing),
All are in the
Univers ity (Brandis Foundation).
traditi on of contemporary archit ecture.
As we move forward in archi tecture, 0 nI y the
most narrow of c ritics could
to the era
turn
Our
say
that we s hou Id re-
of the Gothic and Classic revivals.
education is now in
the Iiberal German,
trad ition rather than the Eng lish,
Men
scientif ic
classic ideal.
trained In t he varied ide as of the 20th Century
educ ation within 20th Century buildings are not
I Ikely to turn t o architectur e of the 15th Century.
Even though the control of money is still
in-
fIuenced by indi viduals as it was in Jefferson's
ti me ,
ab ly .
the effect of that mone y has changed considerThere
are
approximatel y 650 public and 1200
pr Ivate institut Ions of highe r learning in the
United S tates
col leges and
9
2
today.
un i ver s it
I t Is es tim ated that
the se
es wi l I need $800,000,000 In
addition to all funds now received from all
sources
37
to do an
of operation
instruction for each year
from 1954 th 1963.
contributed E y in
dividuals
and
last fi sca
years contr
to al I programs,
$250,000,000 f
social,
major
inter nat
source
The amount
industry is not
61 ma jor foun da tion s In the U.S.
recorded, bul
their
job of
adaquate
0
nal,
n
ibut ed approxima te y
i.e. educational,
etc.34 As foundations ar e the
of Ia rge amounts of money it appea rs
that funds.fc r co I lege educat Ion and constructi on
wil I have to come from new so urce s in addition to
the contribut ion s of
individual s and foundation s.
One sour ce may be from t he v ar iouS levels of
government.
Unfor tunately, the h s tor y of govern-
ment has not
been enriched by con tr ibut ions of
architectural ma sterpieces.
The first rea I contribut io n to higher education
by the federal gov ernment was
Grant Act of 1862.
This
act
i n the Morrill-Land
pr ovided
30,000 acres
of public land in the western t erritories for every
member of Congress from a giv en state who founded
a university befor e 1874.
this endowment
gave
Ei gh teen s tates added
to the state universities and three
it to private
ins titutions
(Massachusetts
38
to
Massachusetts
Institute of
Jersey
Technology, New
to Rutgers University and New York
to Cornell
This act was augmented by additional
University).35
appropriations to land-grant
institutions
in 1890,
36
1907, and 1935.
The Morrill Act encouraged the establishment
of state
supported Institutions, even after the
provisions of
these state
of our
the act had expired.
Unfortunately,
institutions although they are now some
largest centers of higher education, have
been hampered by limited budgets and political
difficulties in producing truly effective architecture.
The Federal Government
in the Servicemants
Readjustment Assistance Act of
1944, the "G.I.
aided 2,200,000 veterans of World War
obtain
that
a college education.
this program was
During
Bill,"
Il to
the
twelve
years
in effect, and particularly
during the first four, our college facilities were
taxed to the maximum.
New facilities were not
generally added however as the enrollment of many
39
universities under the G.I.
templated future enrollment
Bill was not the conCornell had a maximum
of 15,000 students during Its peak load, and its
contemplated future growth is only 13,500 by 1970.
This federal program w as renewed after the
Korean conflict and 750,000 men have taken advantage of this program to obt ain a college education. 37
Although both these program s have been influential
in the development of educa tional policies and have
been a great aid to both the students and the
schools concerned,
they hav e only indirectly influ-
enced collegiate architectu
The largest form of federal aid to construction
has had a negative effec t.
Und e r the Federal
Housi ng Administrati on c er ta in funds have been provided for loans to col leges for the construction
of new dormitories.
Thi s agenc y is one of the most
conserv ative federal bra nches e Specially in its
policy for approving Ioans.
Univers ity of Miami
Th e dormitories for the
are a good e xample.
When this
univers ity built its new campus following World War
it incl uded dormitor ies for its students adjacent
to
the campus.
The dormitory project was
fin
anced
40
II
The federal requirements stipulated
through the FHA.
that the
dormitories should be designed as apartments
rather than as student facilities to allow for public
ren tal I f the university was forced to close.
Un Ivers Ity of Miami
depression and had
The
had been established during the
survived the worst of that
financial crisis, but this had no effect.
Alth ough
many FHA projects have not had as peculiar requ Irements as this, the conservative attitude of thi s
agency most closel y connected with collegiate a rchitecture is not a great stimulus to contemporar y
design.
The Federal g overnment has been active
in con-
tributions to coil eges of agriculture for research,
but no money Is ev er given here for construction.
Other
The buildings must be suppl ied by the states
grants are given on a simil ar basis for the
s tudy of
national. defenseconnected science projects, and
research in atomic energy.
It appea rs
education
are
in the manner
that If our
to continue
institutions of higher
to educate American
youth
to which we are now accustomed, much
41
more aid must come from some of the above sources.
This
future aid will
have varying effects on
CoIl eglate Architecture.
con tr i bu tor-
I. Industry and the Individual
The modern businessman ha s accep ted moder n architecture for its functi on al simp Iicity an d because
he has been under the iIlus ion that it Is cheaper
than other forms of arc hitectur e.
Until now econ-
omy in modern architect ure has been possible but
not frequent.
If
the i ncreased
interest in the
richness of architectur e contin ues with its
attendent higher costs, the bus inessman-educator
may seek a reversion to our pre sent style of architecture for college ca mpuses.
One problem with donations from ndustry
already troubling some school s.
The
s
ndustri al ist
will give money willing Iy for eng inee r ing and
scientific buildings bu t is frequently reluctant to
endowmen t, and even
donate funds for dormit or Ies
Many times buildings
liberal arts classroom space
are donated without end owmen t for their maintenance.
This adds to the univer si ty'
s
physical plant but
draws from its endowmen t.
42
The
type of
buil dings
for this new Quadrangle
considered in the design
at Cornell
Is not likely to
draw one single donor but will have to rely on the
philantropic gifts from a number of sou rce s.
The individual contributor may s ti l1 offer an
occasional reactionary attempt b y con tr ibu ting a
personal monument In Gothic or G eorg ian even at the
cost of $37.
per square foot.
It is more probable,
however, that the enlightened pa tron of the arts will
donate more contemporary or even pace setting buildings such as the Jewett Art Cent er at Wellesley.
2. Government Support - Muc h attention has been
given recently by the federal an d state governments
to the problem of the crises in American education.
There is a long standing ideolog ical debate about
government interference with edu cation, controls,
and other political problems.
In the next few years
the crisis will undoubtedly over come the reservations,
and the federal government will
offer
some
support
to higher learning.
Government
understanding of
con temporary arch-
itecture has increased greatly In the past few years
especial I
y as the result of the successful fore ign
building program of
the Sta te Department.
It is
43
hoped that when federal aid to our institution s of
higher learning is given that the enlightened view
of the State Department
is
accepted as a guide for
our federal policy.
One type of federal legislation which would aid
the preparing of any pla n s for new c onstruction
would be loans or grants to be g iven
to universities
and colleges to prepare m as ter pl an s of their
institution s
Thi s woul d be e x treme ly valuable
whether the cons truct ion follow ing t he master plan
was governm ent sponsored or pri va te Iy financed.
There have been
too many c a ses
of the siting
of building s without adaquate r oom f or expansion and
not
in the proper location for the s tudents they
serve.
The development of plan s for expansion of a
university require the same con si der ation as the
plans for
any other
community.
44
THE PHILOSOPHY OF EDUCATION AT CORNELL
THE PHILOSOPHY OF EDUCATION AT CORNELL
Cornel l's educational
philosophy may best be
summerized by the though ts of two of her distingEzra Co rnell, founder of the
uished leaders.
University, said, "I wou Id found an institution where
any person can find inst ruction in any study".
Cornell embodies th is diversification In its
curriculum today.
There are fourteen distinct
divisions of the Univers ity in Ithaca and one in
New York City and one in Buffalo.
deal with every phase of
These divisions
human existence from the
minute world of micro-bi ology to the universe of
astronomy.
Education is open to both sexes,
and
students come from every country in the world.
With the diversity and freedom that Cornell
offers there is also an obligation.
Prof. Carl
Becker. a distinauished historian on the faculty
for many y ears,
su mmeri zed this, "Corn e I
al low s a
maximum of freedom and reli es co nf Ident Iy upon the
sense of r esponsib
ilIty for mak Ing good u se of
it" 39
Freedom and re sponsibility describe the Cornell
program.
It is thi s reliance on the student rather
46
than on the restricted curriculum that has contributed to Cornell's growth as a great university.
47
THE COLLEGE OF ARCHITECTURE
THE COLLEGE OF ARCHITECTURE
The College of Architecture relies upon the
same precepts of freedom which are the mai n spring
of the University.
architectural
general
There is no "style" or type of
training at Corhell but rath er a broad
training which encourages the deve lopment
of the individual
student.
The discipline is that
of sound architecture rather than the disc ipi ne
of a set
style.
The College was established I n 1871
large
through the efforts of Andrew Di ck son White,
first pr esident of the Universit y.
t he
Man y of hi s
books st ill are part of the exte ns ive library.
The College has four organi zed and
al
degre e programs.
three inform-
A five year course for a pro-
fessiona I Bachelor of Architectu re degr ee, a four
year cou rse for a Bachelor of Fi ne Arts degree, a
two year graduate program with a Mas ter
in City or
Regional Planning degree, and a Mas ters of Landscape Ar chitecture course.
All
these p rograms
requ ire certain subjects to be studi ed by the student.
Degrees of Master of Fine Arts, Doctor of Philosophy
49
(in City or Regional
Planning) and Master of Arch-
itecture have informal programs based primarily on
the desires and previous training of students.
The College Administration
The administration of the College consists of
the
Dean , an Ass istant Dean,
and
se veral
Dea n was
secr etaries.
an Administrative Aid,
The office of the Assistant
created recently to ease some of the admin-
Istrat ive respon sibilities of the Dean.
In addition to guiding the course of the
Col Iege, the pre sen t Dean and Assistan t Dean both
tea ch.
and
The Dean
leads seminars in City Planning,
the Assistan t Dean teaches the entire History of
Arc hi tec tu re.
The students and
the admin istration of the
College have always en joyed a c lose relation ship.
The Design Department
The Design Department is responsible
for the
Design sequence of courses taken by every architectural student.
Freshman Design
involves simple form design
50
problems; followed by elementary architectural
projects.
The second and third year design classes study problems which are progressi vely more
is ins tructed by vi siting critics
The fourth year
who are
They are
usually distingu
problems for
year of
exposure
the student S.
to new
choice of
s find this
to the constant
ideas.
term of
the fifth
divided into two opti ons.
either a series of small
join
Many student
study the most r ewa rding due
The fall
is
Ished practicing architects.
fre edom in their
complete
given
difficult.
the graduate class
year
The
design course
student may
problems or
take
he may elect
to
in City Planning for a term
of City Planning Design.
The
the
thesis for
the Bachelor's degree occupies
spring term of the fifth year.
The Architectural History, Structures, Office Pract Ice
and Descriptive Geometry Departments.
These departments
two men who teach all
usually center
around one or
the courses concerning that
subject.
The Architectural History sequence consists of
51
six terms of
instruction covering the
to the present.
great detail from pre-historic times
A
survey course
subject in
s tudents
is also offered for
out-
side the College.
These courses
aid of slides.
are given primaril
y through the
The College has an ex tens ive
collection of both color and black an d white slides
Last year 10,000 colored s lides were
in glass.
moun ted.
The
structures
sequence
exception of one course, all
College.
These courses are
is,
with
taught w
designed
with the
thin the
e specially for
architects.
Office Practice consists of one
te rm of work-
ing drawings, one of specification wr t ing, and one
of general office practice.
Descriptive Geometry
the freshman
is given
fo
r two terms in
year.
The City and Regional
Planning Department
'This is a graduate department within the College
of Architecture.
20 to 30.
The graduate classes average about
This program brings together not only
52
Landscape Architects and Architects but also economists, civil engineers, sociologists, and many
others.
This diversified group within the College
serves as a stimulus to the student body.
Most of the courses in this program are given
in small
seminars.
In addition to classes given
in the College these students also take subjects
in the Business School and the School of Industrial
and Labor Relations.
53
THE DEPARTMENT OF ART
I
,ev,
THE DEPARTMENT OF ART
This department is a semi-autonomous branch of
the College of Architecture.
tectural
ts
students
largest
space
Although all
take cour ses
requiremen ts
arch-
in this department,
are for
students of
a r t.
The program in art
is developed
jointly by
the
College of Architectu re and the College of Arts and
Sciences.
No attempt is made to develop the com-
mercial artist, but t ime is devoted to the mastery
of life, form, mass, and color.
This
serves
as an
excellent foundation for later specializaition.
The instructors in this program are all active
art is ts.
55
THE DEPARTMENT OF FINE ARTS
I
OF.
iol
A
U
THE DEPARTMENT OF FINE ARTS
The Fine Arts Department offer's two type
courses:
elective survey courses for the
of
s
In te rested
student majoring in another subject a nc organ ized
programs for students majori ng in Fin e Arts.
student majoring
The
in Fine Art s also ta ke s cour sed in
Music, Literature, and Visua I Arts.
Instruction
in the Depa rtment of F ine Arts
primarily devoted to the his tory of a rt.
of art is under the Departme nt of Art
Is
The practice
I n the College
of Architecture.
Although courses coveri ng all
pe r i ods of art
are available, particular at tention Is given to the
post-impressionists.
Enrollment records show student s from the
Oolleges of Arts and Sciences, Archi tecture, Engineering, and Home Economics take thes e courses most
frequently.
57
THE DEPARTMENT OF MUSIC
THE DEPARTMENT OF MUSIC
The Music Department provides extensive courses
In Music theory, Music history, and applied Music.
Applied Music includes the individual
study of
Instruments or voice under an instructor as well as
such group work as choirs, bands, and orchestras.
These courses are open to all
certain basic musical
students.
Some require
talents, but others do not.
In addition to offices, classrooms, and practice
rooms, this department requires space for listening
to recordings.
The Department of music draws the majority of
its students from the Colleges of Arts and Sciences,
Architecture, and Home Economics.
59
THE DEPARTMENT OF SPEECH AND DRAMA
m
I~j
THE DEPARTMENT OF SPEECH AND DRAMA
The Department
of Speech and Drama is divided
i n to thr ee sec t i on s
i ng, and phone t i cs
public speaking, speech train-
and dramatic production.
The basic course
in public speaking is popular
with stude n ts in the Engineering College and In the
unc lass IfIe d division.
Advanced courses
in
arguement
and public address are also offered.
Speec h training is designed to correct defects
resul ting f rom both physical
A speech c inic is
and emotional problems.
als o operated by the department.
Dr ama tic producti on gives a series of courses
in the pro duction and writing of plays.
Many of
the studen ts active in this field of speech and
drama part cipate in t he Dramatic Club and the student
musical- drama organiza tions.
These activities pro-
vide a Iaborat ory for student practice.
of this
The center
dramat ic activ Ity is Willard Straight Hall,
the stud en t un ion.
The enrol lment
sections
In
the basi c courses in all
is Iarge and di verse.
the se
According to enro ll
ment records, stu dents from eve ry undergraduate
college take publ ic speaking 10 1.
The more
advanced
61
courses consist of smaI ler groups drqwing students
primarily from the Co llege of Arts and Sciences.
In
all
the above
dep artments
the emphasis
on freedom and the divers e program.
The
is
value of
thi s lack of complete spe cialization has been def ended by many Cornellians, b ut the philosophy was we II
summerized by George Howe the late Dean of Yale's
College of Fine Arts, "A specialized course of
training may be compared to a tree.
Specialized
knowledge is the root and I trunk which support the
whole structure and draw nourishment form the ear th.
Related knowledge in many fields is the system of
branches which extends its leaves to receive the
light,
the air, the rain, from the surrounding
atmosphere.
So, even if time were no object,
a h un-
dred specialized courses might lead in the end to
produce only a forest of dry poles".
62
A NEW QUADRANGLE FOR CORNELL UNIVERSITY
A NEW QUADRANGLE FOR CORNELL UNIVERSITY
1.
The University Location
The University occupies over 800 acres of land
northeast of Ithaca, New York
(See
student population is 10,106
1956)
number
page
and
65).
The
the faculty
Ithaca has a popu lation of only
1,698 (1956).
29,000.
The campus is located on a hill over-looking
the city and Cayuga Lake.
As Kenneth Roberts wrote,
the students, "look perpetual ay down in their comings
and goings, on a deep valley a nd a narrow blue Lake
that stretches off into infin ty, and a distant
wall of farm-checkerboarded h lI
slopes,
across
which move baby cloud shadows, toy thundershowers,
and diminutive
snow squalls
in their respective
seasons.n39
The campus
Gorge
is bounded on the south by Casc adi IIa
and divided from
north by Fall Creek Gorge.
These dramatic stre ams
with their numerous waterfalls,
and quiet
pools, provide
A profusion of
spectacular cli ffs,
beautiful
trees border
the gorges. (See page 66)
inated by the
on the
the women's dormitories
boundries.
the paths
Iine
and
The University is do
173 foot tower on the
library.
D own
64
The University Location
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long avenues of trees or
tower
2.
is
a landmark
up the
and center
library
of
the
slope this
campus.
The Heart of the University
The heart of' the campus
is the College of Arts
and Sciences Quadrangle, referred to as the "Main
Quad" in the jargon o f the students.
This Quadrangle
is surrounded by the oldest buildings on
the campus.
The western three wet e built in 1868, Morrill,
McGraw,
and White and were used by the first students
at the University. (See page 69)
The Main Quadran gle is approximately 1000 feet
long and 350 feet wid e.
numerous
It is cris-crossed by
are the unordered results of
pa ths which
the traffic of genera tions of students.
In addition
to
t he original
three buildings,
s surrounded by the Library,
the Main Quadrangle
i
Boardman Hall
(soon
to be replaced by an addition
the Library),
Stimson Hall, Goldwin Smith,
Hall,
Rand Hall,
The first
Sciences
the
to
Lincoln
Sibley Halls, and Franklin Hall.
four are us ed by the College of Arts and
in addition to parts of McGraw and White
and all of Morrill.
Li ncol n,
Rand, and Sibley Halls
68
The Arts and Sciences College Quadrangle (The
Main Quadrangle) and the Library Slope
**Woo
II
___________________N
ow.
'
were u sed formerly by the College of Engineering
before
it was moved to a new quadrangle
Frank Iin Hall
is being used on
in 1956.
a temporary basis
by the College of Architecture.
3.
The Problem
The College of Architecture was established
at Corne II within three years of the opening of the
Un i vers Ity in 1868 .
This Coll ege was the personal
project of the fir st president of the University,
Andrew D ickson Whi te.
He cont rib uted generously
to its Iibrary and endowed one of Its professo rsh ips.
Tod ay this Co liege, one o f t he finest in the
country, occupies the two top flo ors o f one of
original universit y dormitorle s,
Whi te Ha II.
the
It
also use s the seco nd hand faci lit ies o f a 19th
Century Electrical Engineering bu SIdin g, Frank IIn
Hall.
Neither bui Iding was in ten ded f or this pre-
sent use,
and the space provided is in adaquate .
F acu I ty office space is at a premIum,
and prof e ss-
or s f requently have office s of le ss than 80 sq uare
feet.
The facilities are
almost
equally div
Ided
between the two buildings making the work of the
70
staff especially difficult.
The Department of Art was
housed for
(raised
two floors of Morse Hall
in the first
fourty years
in
1955)
the for mer Chemical Engineering bui Iding which bu r ned
I915
in
from a height of four fl oors to two
1955 th is department moved to Frank IIn Hall.
quarter s are virtually the
same as those
al though they are even older.
Hal I
In
In
ts new
in Mo rse
neither
case
could t he facilities be called adaq ua te.
Bo th
Drama a re
the Departments of Music
and Speech and
scattered in several part s of
the
ca mpus.
They al so lack faculty, library, an d practice facilities.
for
lis tening
Many of
ors
There are no adaquate class rooms desig ned
to music in the Depar tment of Mu sic.
the offices of
are a ten minute
the Speech a nd Drama
In s truct-
walk from thei r professor s and
classes
Th e Department of Fine A-rts has
collect ion of prints and casts which
properl y display because of
the
an ectensive
it cannot
lack of space.
of the Fine Arts classrooms, "temporary"
yearsi
s at
the end of the museum of
t icul ar ly poor acoustics.
One
for many
casts with par
The College of Architect ure
71
and the Department of Fine Arts teach cou r se s covering the history of art and architecture, ye t there
is little coordination of program and con tac t between
students due to the wide separation of there departmen ts.
All
the faci IItie s in each of these departments
are strained to the maximum.
No space
Is available
for future expans ion w hich will be necessary as the
student body grow s.
T he present student enrollment
in Architecture Is 250 ,
the
anticipated enrollment
by 1965 is 350.
Arts and Sciences will expahd from
2700 to 3000.40
There
is no place to put
these
students In the p re sen t buildings.
This problem beco mes more complex when examined
from the perspect ive o f the University as a whole.
The increased emp has is on engineering and science has
necessitated more and more space for the teaching of
mathema tics.
The Co IIege of Arts and Sciences could
use all of White Ha II for this purpose.
The math-
ema tics departime nt now occupies the bottom two floors
of White Ha I 1.
Th e in creasing pressure for general
classroc m space
in
will
the College of Arts and Sciences
force the Graduate School of Public and Business
72
Administration to move out of McGraw Hall.
current proposal
F rank lin Hall.
deta i
is
that
this College move
The
into
(This is discussed in greater
below).
In this game of mus ical chairs the College of
Archi tecture which only two years ago moved some of
its f ac ilities to Frankl in Hall from White Hal I will
now mov e all
its f~cilit ies to Sibley (See map
page 66I)
The Sibley Building s were original ly constructed in s everal
Ing.
stages for
the College of Engineer-
A Ithough on paper there is ample
foot age for all the arch itectural
facil ities,in
act ua Iity much of that is not usable.
di t ion of the buildings is not good.
the o r i ginal
foot,
i n 1871
square
The conT he
cost of
buildings, less than $3.00 a square
to 1902,
Is an indication of the
quaIli t y of construction.
In
contrast
to a well
built building of the same era, Goldwin Smith Hall
built with a much simpler plan cost $4.50 per
square foot.
To summarize the problem:
new facilities are
needed for the College of Architecture and the De73
partmen
ts of Fine Arts, Music, and Speec h and Drama
their present requirements.
to meet
faci lit les will
become
The present
inadaquate as the student
enrollment increases.
The more liberal program being taken by the
engineering students
students
will
taking electives
increase
in Art,
Music, and Speech and Dra ma.
number
has
in enrollment wi
of women.
been forced
percentage of
F ine Ar ts,
Elect ive courses
Architectu re also.
are now contemplated for
increase
the
The Col
in recent
The
II include a greater
lege of Ar ts and Sciences
years to turn away many
qualified women applicant s because of a shortage
of
dormitory space.
dormitorie s will accompany
New
pansion.
the planned university ex
the percentage of women
will
increase
i
the number
Any increase in
n the stud ent population
of student s majoring
in
Art as the r@ajorlty of Ar t ma jors a re women.
Al I these facts comb
for
these branches of the
There
ne to make new facilities
Un vers i ty mandatory.
is also a grea tn eed fo r a student
museum to supplement
the'
Whi te Art Museum which has
only a moderate amount of space available.
The
74
White Museum would be used for the permanent
University collections and the student museum
for traveling exhibits.
The faculty of Fine Arts could administer
this museum as they do the present White Museum.
This student museum should be easily accessable to the majority of students to be enjoyed
during breaks between classes.
4.
The Selection of a Site
The logic al location for any new construc-
tion involving Departments in the College of
Arts and Scien ce s is on or near the Main Quadrangle, the cen ter of this college.
The Colle ge of Architecture, an autonomous
college as far
It
as its program is concerned,
encourages stu den ts to take electives in the
College of Art s a nd Sciences, however.
Department of Art
The
in the Col lege of Architecture
requires its stud ents to take 54 units of electives,
18 of wh ich must be taken in the College
nce s .
of Arts and Sc I eienes40
With such close ties to the College of Arts
75
involving the College
and Sciences any development
of Architecture must be
located on or near
the
Main Quadrangle.
5.
The Site
In conformance with these requirements the
site
se
lected for this thesis is the north end of
the Mai n Quadrangle ,
Sibley Hal Is, Rand
the area
Hall,
now occupied by the
Lincoln Hall,
the Mech-
an Ical Laboratories , and Franklin Hall.
(See page
77)
Morrill, McGraw, and White were the ori gIna
bu i ldings.
White Hal I sever'ly
fo r the proposed buil dings.
bu i Idings could well
more
useful
Cornell
6.
the s ite
limits
Al though these
three
be removed and replaced wI th
p
classroom space,
history prevent
this
their deep roots
In
considerati on.
Present Land Use
The present land use at Cornel I,
e specially
that of the Graduate School of Busi ness
Administration has a direct
elopment of this site.
and Pubi Ic
bear ing on the dev-
The present pla ns call for
76
The Site for A New Quadrangle for Cornell University
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Cornell University, Ithaca,
the moving of this school
Franklin Hall.
from McGraw Hall
A hiew addition
Franklin to accommdd6le
to
is planned for
the Business Library
(See page 79)
This location is not suitable for the
students who use
graduate
school.
the
students
this school there are also
in
many undergraduates
In addition to the
w ho
"double register" in
their undergraduate p rogram and take this course.
The majority of
are
in
stude nts who "double
the Colleges
Sciences,
lations,
of
Engineer ing ,
register"
Agriculture, Arts and
Industrial and Labor Re-
and Law.
The location
this school
in Franklin Hall
woul d place
in close p roximity onl y to
in the College of Art s and Science s.
far as possible from
s tudents
It is as
the students in Ag ricul ture,
Hotel Administra tion, Engineering, Indu stri al
and Labor Relations, and Law.
7.
Proposed Land Use
To improve the circulation to the School of
Business and Public Administration it should be
78
Existing Land Use:
Classrooms, Libraries and Laboratories
Dormi tories
Administration
O
Student Activities and Athletics
Present Proposal for Business School Location
Colleges having students "Double Registered"
in the Business School
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Proposed Land Use:
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Use
New Dormitory Use
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HO0L OF MUWiESS AND Pu" AVUS
CORNELL UiSVEnSSTY
located in a more central
Ideal
spot on
the
The
campus.
location is a site now occupied by Sage Hall.
(See map plans of e xis ting land use and proposed
land use)
Sage Hal 1, a womens' dormitory, does not
conform to the rest of the womens' dormitories at
Cornell.
It could easily be replaced by a new
dormitory opposite Clara Dickson Hall
menst
dormitory are a.
in the wo-
Sage Hall was built
in 1872
and Is an expensive building to heat and maintain.
It is a twenty minu te walk from Sage to the womens'
athletic fields anc the proposed womens t sports
building.
The removal of Franklin Hall wou Id also make
possible fuller use of the proposed s ite
for
the
new buildings menti oned above.
8.
Natural Feature s of the Site
The proposed s ite for these new buildings
would have a variet y of man-made and natural
views.
The Main Library and several bui Idings of the
Quadrangle viewed through the
seen from this site .
presentation)
(See
co
stately elms can be
lored photograph s in
To the wes t of the site is the best
80
campus
To
view of Cayuga Lake.
Is
the north
the
Fall Creek Gorge and the suspension foot bridge
the
Igh above
rush Ing waters.
The site s Iope s ge nfly from ea s t
xcept for a s harp
to we st
oca-
behind the p resent
rise
ion of Lincol n Hal I an d along East Avenue.
The
the east by
roposed devel opmen t is limited on
ast Avenue, o n the sou th by a larg e grove of elm
rees,
venue,
on the west by t he new locat
and on the
Re spect
I e ty of
vi ew s
a n y des
gn.
9.
Structural
or
nor t h by the
the
will
site
Sibley Halls show
the lacation of
10.
The
general
foundations and, as
available
greatly
taken on the
approximately forty feet below
for
the
var-
influence
Features of the Site
A record of borings
(See page 82)
Creek Gorge.
Fal
beauty and
natural
from the
on of Cen t ra I
soil
seen
site of the
sub-surface rock
the ground surface.
condition
above, bed
is
rock
good
is
If necessary.
Landscaping Restrictions
81
Test Barings on the Site of A New Quadrangle for
Cornell University
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.*w Th.sT HoLLS
eAVL.
LOAM
7"~F?
So~
ST.oTST"LL
SOU
z~.
I
LAY
"-C
5cWtsoflS
e~
~I
"RLAY
Any tree or shrub whi ch will grow in the
northern part of the Unite d States may be used
for landscaping on this si te with one exception.
The American Elm, now prev alent on the campus,
has been suffering from Du tch Elm disease.
It
Is recommended that this tree be eliminated from
any landscape plan.
II.
The Climate
Ithaca
has pleasant
mild winters.
classes are
months of
The
The
The climate
is such that many
the Spring Term.
spaces
last
two
(See page 84)
temperature extremes
are:
January
+
250
Low average
July
+
720
High average
average percipitation
working
and relatively
held outside during the
Because of
12.
summers
the
is
3.06 inches per month.
pleasant weather,
outside
should be provided where possible.
Student Traffic Flow
The student traffic flows in several directions
across
the Main Quadrangle as is shown by the time
83
Open Air Classes In the Spring
sot
y
%
s'-
I'
I-
worn paths.
ments
through
There are cer tain large group moveThe ma jor
this space.
traffic
paths are:
a.
From Go Idwin Smit h through the Morrill,
McGraw and White area to t he mens' dormitories
and the fraterni ty houses.
b.
Diagona lly across the quadrangle from
the a ib rary to the
SibI e y.
Thi s
between Lincoln
and
This has been created by the girls goin g
to an d from their
c.
space
From the
is the result
dormitories.
library to Goldwin Smith Hall.
of
students
in
the College
of
Ar t s an d Sciences circulating from the library t0
the ir m aIn classro om building.
M nor traffic
a
routes:
From the Physics and Chemistry building
East and West acro ss the Quadrangle.
b
Students from the Quadrangle walking
across the suspens ion bridge.
c.
Minor direct traffic
between
the Arts
College buildings.
85
13. The Program Requir ements
Listed below are
the required areas for the
College of Architectur e with its Department of Art
and the Departments of Fine Arts, Music,and Speech
and Drama in the Colle ge of Arts and Sciences. These
requirements have been developed with the help and
cooperation of Dean Thomas W. Mackesey of the College
of Architecture, Dean Franc.is E. Mineka of the
College of Arts and Sc iences and Professors F. 0.
Waage of the Departmen t of Fine Arts, William W.
Austin of the Departme nt of Music, and H. D. Albright
of the Department of Speech and Drama.
THE COLLEGE OF ARCHITECTURE
Required Space for Architecture and Planning
Administration
sq. ft. net
Dean's Office
Conferenc Roop
Assistant Dean
Administrative Aid
General Office
Work Room
Waiting Area
400
600
200
100
500
200
150
2150
Dra fingRooms
Freshmen
(100
5000
students)
86
Drafting Rooms (Continued)
Draft i~~ooms (Continued)
General 300 students)
Graduate (30 students)
*Auxiliary (30 students)
15000
1600
1600
23 ,200
*Auxiliary drafting space is for students
outside the College of Arch itecture
Library
Reading Room and Stack Space
Librarian -
work
Map Files
Rare Book Room
4000
200
400
200
4800
Classrooms
Lecture Room (300 seaits)
4 Lecture Rooms (75 seats)
4 Seminar Rooms @ 400 sq. ft.
3000
4800
1600
9400
Off ices
Design Office
Structural Office
History Office
2O:)Off ices @ 150 sq.
f t.
300
200
200
3000
3700
Planning Department
300
600
ft
3200
15 Graduate Studios @ 100 sq. f t. I500
5600
General Office
4 Offices @ 150 sq. ft.
2 Drafting Rooms @ 1600 sq.
General
Slide Room
Model Shop
800
500
87
General
( Continued)
200
1500
1000
1800
1200
900
800
700
300
100
9800
Photo Shop and Dark Room
Materials Display (Clean)
Materials Laboratory (Dirty)
Exhibition Space
3 Jury Rooms @ 400 sq. ft.
Current Drawing Storage
Archives Storage
General Storage
Receiving and Shipping
Handyman
Net Total -
58,650 sq. ft.
11,730 - 20% al lowance
stairs ,
for corridors,
toilets, etc.
70,380
Required Space
for
the Department of Art
Administration
300
4000
300
4600
Department Office
10 Studio Offices @ 400 sq. ft.
Reception and General Offices
Studios
4 Painting Studios (40 studen ts
per class) @ 2000 sq. ft.
8000
*Auxiliary Painting Stud 1o (30
students)
1500
2 Painting Studios for Architect ura 1
Students @ 3000 sq. f t.
6000
Graduate Studio (30 stu den ts)
1500
Sculpture Studio - divided
into
three parts: General
Life
Ceramic
2000
19,500
*Auxiliary Painting Studio is for
students outside
the College
88
Required Space for the Department of Art (Continued)
Net Total - 27,000 sq. ft.
5,400 - 20% allowance for corridors,
stairs, etc.
32,400
THE COLLEGE OF ARTS AND SCIENCES
Required Space for the Department of Fine Arts
Administration
Department
Office
5 Offices @ 200 sq. ft.
300
1000
1300
Classrooms
Lecture Room (250 seat s)
Lecture Room (75 seats
2 Classrooms (30 seats each)
2900
1200
600
4700.
General
1000
800
2000
800
4600
Exhibition Space
Print Storage
Museum of Casts
Slide Storage
Net Total
-
10,600 sq. ft.
2,120 - 20% allowance for corridors,
stairs,
etc.
12,720
Required Space
for
the Department of Music
Administration
Department Office
12 Offices @ 400 sq.
General Office
ft.
300
2400
400
89
Administration (Continued)
400
3500
Music Committee
Classrooms
2000
Lecture Room (20 0 seats)
900
3 Class rooms (30 students each)
6 Music Li sten in g Rooms (H 5 students)
1350
4250
Practice Rooms
20-25 Piano Rooms @ 125 sq. ft.
15 Individual Practice Rooms
Choir Practice (125 stu dents
2500
1500
1250
5250
General
r( Retordrkibrary
Sheet Music Storage
Library Reading Room and
Librarians Off ice
Instrument Storage
Lounge
Net Total
-
2000
1000
Stack space
3000
300
500
500
7300
20,300 sq. ft.
4,060 - 20% allowance for corridors,
.stairs,etc.
24,360
Required Space for the Department of Speech and Drama
Administration
Department Office
Director of Theater Office
Director of Clinic Office
General Office
15 Offices for Faculty @ 200 sq.
300
300
300
200
ft.
3000
4100
90
Required Space for the Department of Speech and Drama
(5ont inued)
Classrooms
4 Speech Classrooms (30 students each)
2400
1000
Speech Classroom (50 students)
3 Seminar Rooms (20 students eqch)
1600
5000
Library
Reading Room and Stack Space
Film Library
Office of Director of Film
Program
Librarian
1000
400
200
200
1800
Practice Rooms
5 Individual Practice Rooms @ 10 0 sq. ft.
500
400
4"Playback" Rooms @ 100
2500
Laboratory Theater
3400
General
For Laboratory Theater:
Lighting Storage
Costume Storage
Costume Workroom
Scenry Storage
Scenry Shop i.(
Make-up Classroom
Make-up Dressing Room
Dressina Rooms 2 @ 500 sq. ft.
Projection Boo th
500
1000
500
1000
1000
500
500
1000
100
6100
Net Total - 20,400 sq. ft.
4,080 - 20% allowance for corridors,
stairs, etc.
24,480
91
Require Space for The Student Museum
Gal lery
General Exhibition
Spec ia I Exhibits
10,000
1,000
1I,000
Administration
Museum Office
Framing and Repairing
General Storage
Rece-iving and Shipping
Net Total
-
400
1000
1000
600
3000
14,000
1,000 - allOwance for stairs and toilets
92
14.
THE DESIGN AIM
*
To create a series of buildings surrounding a space
*
To endow this space with restrained drama
and richness which will
not over-power the
beauties of nature
*
In creating this space to recognize the
power and ma jesty of the existing quadrangle
To surround this space with architecture
of a simple well ordered character with ai
subtle variety of interior spaces
.
To form a composition which will have unity
within itself and relate to the campus as
a whole
93
FOOTNOTES AND B1BLOGRAPHY
F O O T N O TE
S
I. Andrew Dickson White,
Boston 1874)
Advanced Education,
2. Standard Press Summary of Cornell History,
Office of Public Information, Cornell University
3. K. C. Parsons, The History of Campus Planning
at Cornell, (1952, an unpr inted manuscript) p. 6
4. Allbett Bush-Brown,"Cram and Gropius: Traditionalism
and Progressivelsm', The New England' Quater lv,
Vol. XXV, No. I March 1952
5. A. Lawrence Lowell, "College Studies and Professional
hTbgdb'ctFonallRetIew, XL 1i, October
Training*",
1911, p. 217-23G1
6. Sigfried Gi edIon,Space, Time and Arch Itecture,
Cambridge, 1954 p. 312
7. Bush-Brown, p. 7
8. Bush-Brownp. 8
9. Bush-Brown, p. 6
p.
l0./%Architecture, XXIV, (1911),
11.
Parsons, p. 5
12.
Lowell, p. 217-233
113
13. Thorstein Veblen, The Higher Learning
New York, 1918), p. 66
14. American Architect, CXXVIlj,(January
15. Architectural Forum,
p. 49-52
XLVIII,
16. Architectural Review, 1I,
In America,
1925),
p. 69
(October 1927),
(September 1913)
p. 239-241
94
17. The Strength to Meet Our National Need, Editor
Charles G. Dobbins, p. 32
18. The World Almanac, (New York 1957), p. 54
19. Philip C. Johnson, Mies Van Der Rohe, (New York
1953), p. 137
20. Pencil Points, XXV, (June
1944), p. 57
21. Progressive Architecture, XLI,
(April 11955) p. 59
22. Architectural Review (London),
p. 127
(September 1948),
23. F. F. Hill, What Size Cornell, An Address before
the Cornell University Council, October 1, 1954
p. 13
24. New York Times, May 5, 1957 and following
25. Christian Science Monitor, July 19,
1957
26. Parsons, p. 6
27. Parsons, p. 7
28. Architecture, XIII,
(1906) p. 104-107
29. Architecture, LVIII, (October
30. Architecture, LXIX, (1934),
1928), p.199-204
p. 127-142
31. Architectural Forum, LIV, (June
1931), p. 729
32. The World Almanac, p. 539
33. The Closing College Door, Booklet prepared by
the Advertising Council as a public service
34. The World Almanac, p. 544
35. Encyclopedia Britannica,
p. 874
Vol XXII,(Chicago 1953)
36. Strength to Meet Our National Need, p. 49
95
37. The World Almanac, p. 753
38. Cost da:ta on Anabel Taylor Hall constructed In
1952 In the"Collegiate Gothic" style. Source:
The Department of Buildings and Grounds at
Cornell University
39. Cornell Illustrated, A pamphlet published by
The Public Information Office at Cornell, p. I
40. Hill, p. 13
96
B I B L IO G R A P H Y
The reference list below includes material
consulted in the background study for this
thesis.
Although some of this material was not
used in the final draft,
it is recorded here
for the reference of those who may have occasion
to use it.
97
Books
Encyclopedia Britannica, XXII.
Britannica Inc. 1953
Chicago: Encyclopedia
Space, Time and Architecture.
Gledion, Sigfried.
Cambridge: Harvard University Press, 1954
Gledion, Slgfried. Walter Gropus, Work and
Teamwork; New York: Reinhold Publishing Corp.,
1954
Hamlin, Talbot, Forms and Functions of 20th Century
III
Architecture Vol.
An Architects'
Hegemann, Werner and Peets, Elbert.
New York: The ArchHandbook of Civic Art.
itectural Book Publishing Co., 1922
Hofstadter, Richard and Hardy, C. DeWi t t. The Dev-
Educa t ion in the
New York:. Col umb Ia University
elopment and Scope of Higher
United States.
Press, 1952-
Johnson, Philip C. Mies Van der Rohe. New York:
The Museum of Modern Art, 1953
Langer, William L. An Encyclopedia of World History.
Boston: Houghton Mifflin Co., 1948
Lynes, Russell.
The Tastemakers. New York:
Harper and Brothers, 1954
Snow, Louis Frank lin; The College Curriculum in
the United States. New York; Teachers College,
Columbia University, 1907
Veblen, Thorstein. The Higher learning in America.
New York: B.W. Huebsch, 1918
White, Andrew D. Advanced Education. Boston: Office
of Old and New, 1874
White, Andrew Dickson. Autobiography of Andrew
Dickson White. New York:
The Century Co.,
1905
98
Articles
in Newspapers
July 19,
Christian Science Monitor,
1957
New York Times, May 5, 195 7
Articles
in Periodicals
(I isted in groups according
to source)
Architecture
(1905),
"Dormitor y for Williams College", XII
p.142 pla tes LXXIX,LXXX
"Competition, The George Washington University,
Washington, D.C."' XII, (1905),p.107, plates
CIV, CV, CVI, CVII
"Colonial Club, Princeton, N.J.", XII
p.I10-l1l
"McCach Hall,
p.127-129
Princeton, N .J.",
"Yale University Library", X11
LXVII-LXIX
"Carnegie
Tech",
X111,
(190
6
(1905)
(1905)
XII
(1905)
),p.1
04
plates
-l0
"Competition of the Union Theological
XV, (1907),
p.2-8
7
Siminary",
"Pat ton Hal I, Princeton, N.J.", XV, (1907)
Plates It-I
"'79 HaIl,
XVI l-XIX
Princeton, N.J.",
"Hamil ton Hall",
XV,
"Competition
the Western
for
(1907),
Pennsylvania, Pittsburg,PA.",
plates XLII-XLIII
"Cadet Barracks,
West
Point",
(1907),
plates
plates XXIII
University of
XVII,
XIX,
(1908)
(1909)
99
plate. VI
"School
of Mines, University of Pittsburg", XX,
(1909) Plate CV
"Editorial" on Compet ition for new Buildings
at Union Theological Seminary, New York.,
XXII, (1910) p. 131-1 32, 139-143, plates
LXXIX-LXXX.Vll
"Walker and Russell Sage Labora tories", XX Ill,
(1911) p.50 , plates XXXII-XXXIV
"Nassau Hall, Princeton, N.J." XXIV, (191 I),p.
129-130, plates LXXXV-LXXXVI
Princeton, N.J.",
p,146-147, plates CVIl*CVII
"Pyne Dormitories,
(1911)
XX IV,
"Grace Chapin Hall, Williams College" XXVII
(1913) p. 146,-Plates LXIV-LXVIII
,
"Gradua te College, Princeton, N.FJ.", XXVIII,
(1913), p. 281-283, plates CX-CXXII
(1915),
"Taylor Ha II, Vassar College", XXXII,
p. 237, p. 230-232, plates XCIX-Cll
"WH H. Walker Gymnasium, Stevens Institute of
Technology, Hoboken, N.J .", XXXV, (1917),
plates VIII-X
"Harvard Business School Compe tition",
(1925) p. 227-30
LI,
"Chicago Theological
p. 199
(1928),
Seminary", LVIII,
"The Princeton Chapel",
LVIII,
"Chapel of Trinity Col lege,
LXIX, (I934), p. 91
"Duke
p.
University,
p.2 5 7
(1928),
Hartford, Con n .",
Durham, N.C.",
127
The American Architect
"Baltimore College Competition",
(Aug. 13, 1924) p. 133-138
LXIX,
(1934)
CXXXVI,
100
"Harvard Business
(Jan.
28,
1925),
Competition", CXXV I I,
School
p. 69-74
"Proposed Engineering Group Cornell Universitt",
CXXXI, (Feb. 20, 1927), p. 243
"Hark neww Hall, Ya le University", CXXXIII
(Apr i I 5, 1928) p. 435-449
,
"Washington Un I ver sit y, St. Louis, Mo.",
CXXXIII, (June 5, 1928) , p. 757-767
"Residential Halls, Cornell Un iversity, Ithaca,
N.Y.", CXXXIV, (Aug. 5, 1928), p. 153-163
"Jordan Building, Butler University, Indi anapolis,
Indiana", CXXXV, Jan. $, 1929), p. 1-26
The Architectural Forum (The Magazine of Building)
"Dormitory Group,- Cornell Univers ity", XXVI I,
(Sept., 1917)
"Student-Alumnae Hall, Mount Holyoke College,
South Hadley, Mass.", XXVII, (Nov. 1917),
plates 94-96
"New Buildings at M.I.T.", XXVII,
p. 151-164
Dec. 1917),
"University of Colorado Buildings, Bou Ider,
XXXI, (Sept., 1919), p. 71-80
Co lo. *
"Recent Dormitories at Smith Col lege", XXXVIII,
(Apri 1, 1923), p. 183-186
Entire issue on College Architecture, XLIII,
(Dec. 1925), all pages and plates 89-104
"Educational Influence of Collegiate Architecture", XLIII, (Dec ., 1925), p. 321
Entire Issue on Colleg
(June, 1926) all page
Architecture,
XL IV,
101
"Harvard Graduate School
istration", XLVX, (Oct.,
of Business Admin1927), p. 308-332,349-352
"University Expansion as Typified at Harvard"
1928), p. 4 8
LXIX, (Jan.,
"Expression and the Collegiate Style", LIV,
(June, 1931), p. 653
"Harvard University-Lowell House",
1934),
"The
LIV, ( June,
p. 657
Editors Forum"t , LIV,
( June,
1931),
689
P.
"The Planning of Colleges and Universities", L IV,
( June 1931), p. 691
"Old Castles for New Universities", LIV,
( June, 1931) p. 729
"Ca Ihoun College, Yale University", LX,
1934), p 321
"Metal s and Minerals Building at
LXXIX, (Nov., 1943), p. 88-90
(May,
IlIT",
"B Iack Moun tain College, North Carolina", LXXXII,
( june, 1945) ,p. 128-129
"University of Miami",
p. 76-87
"Senior
Dormitory
LXXXIX,
( July,
for M.I.T.", XCI,
1948),
(Aug., 1949),
p. 62-69
"Sa a r4)n Challenges the Rectangle", XC IX,
(july, I953), p. 126-133.
The Architectural Review
(London) "Monumental i tyt W. Grop Ius,
1948) p. 127
104,
(Sept.
The Architectural Record
"Washington University, St. Louis", XXXVIlI,
(1915), p. 65
"New Homes of John Hopkins", XXXVII,
p. 48)
(1915)
102
"Three New Buildings at the University of
(1917), p. 128
Chicago", XLI,
"The Memorial Quadrangle at Yale College"
XLI1,
p. 150
(1918),
Architectural
Review
(U.S.)
"Competitive Designs
for
Improvements at
the
U.S. Military Academy, West Point", X,
(1903), plates XXXI*XLII
"The Recent Architectural Development of
Brown University" XI, (1904), p. 173-176
"Competitive Design for the Library at
Yale Universi ty,
(1905),
New Haven Conn."
XII,
plates LI-Ll1
"The Works of Guy Lowell", XIII,
(1906),p.13
Penns yIvan
"Competition for Western University of
XV,
(1905),
p. 117-120
"Competition for
Rearrangement
of Minn.", XV, (Aug.,
1908),
of University
p. 129-132
"Boston College Competition", XVI,
p 60-65
"New Buildings at M.I.Y.,"
XX,
(1909),
(1913),
"Building the New Technology", XXIII,
p. 84-92
"Dormitories
Mass.",
ff
XXVI,
p239- 241
(1916)
for Wellesley College, Wellesle y,
(1919),
p.
7
-
10
Educational Review
"College Studies and Professional Training",
A. Lawrence Lowell, XLII, (Oct. 1911), p.217-233
103
ia",
The New England Quarterly
"Cram and Gropius", Bush-Brown, XXV (Mar., 1952)
Pencil Points
(New Pencil Points)
"Stevens Institute of Technology",
p. 636-639
X, (19290,
"Early College and Educat ional Buildings in
Northeast", XV (1934), p. 597-612
"California Military Academy", XVIII,
1937), p. 436-437
( July
"Art Center for Wheaton College", XIX
(Sept., 1938), p. 551-565
"University of Texas Library",
p. 613
XIX, (Oct.1938)
"Goucher College Campus Competition", XIX,
(Dec.
1938),
p.
736-750
"The Architectural Cen ter",
p. 54-68
XXIv,
( July 1943)
"Residence and School for Norses-Bellevue
Hospital, N.Y., N.Y.", XXV, (April 19 4 4 ),p. 6 9 -72
tMa ry Fisher Hall, Go ucher Col lege",
(July 1943), p. 54-68
"Metals and Minerals
(June 1944) p. 57
Building at
XXIV,
IT" , XXV,
"Great lakes Naval Training Station, Great
Lakes, 111.", XXV, (June 1944), p. 63
Progressive Architecture
Iann Ing a New College Campus", XXX (Aug. 1949)
p. 45-65
ttP
104
"Student Union for College of Pac ific",
XXX, (Oct., 1949), p. 49-52
"Science and Pharmacy Building, Drake
University",
"Dormitories, Drake University", XL I,
(april,
1955) p. 97-106
rsi ty, Detroit, Mich.",
1955 ) p. 44-102
"Wayne Unive
(April,
"Campus Buildings, M.1 .T. and Col.
XLII, ( July 1955), p. 74-106
XLI
A & M",
Ridbl ications (Misc.)
The Closing College Door. pub. by the
Advertising Council N.Y., 1957
Cornell Illustrated, pub. by the Office
of Publi c Information, Cornell University
Cornell University Announcements
I. College of Architecture
2. College of Arts and Sciences.
His tory of Plannihg at Cornell an unpublished rm
anuscript by K.C. Parsons, 1952
The Strength to Meet Our National Need,
pub. by the Am. Council on Education
What Size Cornell? an address by F.F. Hill
recv Rekov6sthof the University, Oct. 1, 1954
before the Cornell University Coun ci I
105