general development plan for
salve regina collegenewpori
john clymer
To my wife, without her
encouragement this work
would never have been
possible
September 1, 1949
Dean illiam Wilson Wurstur
School of Architecture and Planning
Massachusetts Institute of Technology
Cambridge 59, Massachusetts
Dear Dean Wurstur,
I herewith submit ny thesis report, "A General Development
Plan for Salve Regina College, Newport", as partial
fulfillment of the requirements for the Degree of Master
in Architecture.
Respectfully yours,
/
7oh Clymer.
i
TABLE OF CONTENTS
PAGE
LETTER OF TRANSMITTAL
LIST OF ILLUSTRATIONS
11
HISTORY OF THE SCHOOL
AIS OF THE SCHOOL
3
THE PROBLEM
5
APPROACH TO THE PROBLEM
7
PRESENT BUILDINGS AND GROUNDS
8
PROPOSED SITE
12
1EATHER
14
SPACE REQUIREMBTS
15
Academic
18
Living
31
Recreation
35
Religious
41
Administration and Service
44
THE SOLUTION
50
B IBLIOGRAPHY
I
LIST OF ILLUSTRATIONS
Figure 1
Ochre Court (aerial photograph)
2.
Ochre Court, Entrance
3J.
Mercy Hall
4.
Map of Newport and Vicinity
5
-
12
Photographs of the Site
13
Aerial Photograph of Site
14
Tabulation of mWheather Bureau Data
15
Tabulation of Classes
16
General Space Allocations of
General Development Plan
17
Direction of Possible Expansion
ii
HISTORY OF THE SCHOOL
HISTORY OF THE SCHOOL
The foundation of Salve Regina College of Newport
constitutes a unique chapter in the history of Catholic
Education in Rhode Island
Salve Regina College, the first Catholic college for
women in Rhode Island, is a development of the work
begun in 1851 by the Religious Sisters of Mercy with the
opening of Saint Xavierts Acadeny, Providence, the first
Catholic high school for girls in Rhode Island.
Incorporated by the general Assembly of Rhode Island on
March 16, 1954, when the Charter was granted to the Sisters
of Mercy for Salve Regina College.
On March 20, 1947 1r. and Mrs. Robert Goelet presented
their estate "Ochre Court", Newport, to the Bishop of
Providence for the purpose of founding a Catholic College
for Women in Rhode Island.
HISTORY OF THE SCHOOL
The deeds were transfered to the Religious Sisters of
Mercy, Providence.
Salve Regina College of Newport was
opened on September 21, 1947 with a freshman class. (1)
(1) Bulletin of Salve Regina College, Newport, Rhode
Island, Vol. 11, No.1
AIMS OF THE SCHOOL
i
L
5
AIMS OF THE SCHOOL
The College has for its objectives:
1. The complete and harmonious development of the student
in the liberal arts college tradition, spiritually,
intellectually, socially and physically, to form an
integrated personality.
2. The preparation of the individual for her place in the
world as a cultured, Christian woman, capable of making
a real contribution to the community in which she lives. (1)
The College offers a four year course in the liberal arts
and science leading to the degrees of Bachelor of Art, or
Bachelor of Science.
It is the purpose of the school to offer a curriculum that
offers a broad cultural foundation of general education
in addition to vocational and technical subjects.
(1) Bulletin of Salve Regina College, Newport, Rhode Island,
Vol.ll, No.1
-~~*-.I U
4
AIMS OF THE SCHOOL
The courses offered in the humanities, the social sciences,
community service, and the sciences are sufficiently wide
in scope to insure students well balanced educational
programs.
The high ratio of faculty to students provides every
opportunity for closely guided instruction.
It
is planned
to limit the enrollment to about 500 students with a
faculty of about 70.
THE PROBLEM
5
THE PROBLI
The college starting with a few buildings may soon grow
to such an extent that the original buildings can no
longer function as originally intended or are an obstacle
to future orderly growth.
Though the rate and extent of development of the college
can not be forseen in its entirety, there are certain main
features of development that can be fairly well established
and given an architectural expression.
The general developnent plan should be basic only and left
open for future development. (2)
There are several plan elements that are definite.
These
are the general space allocations that must be provided for
regardless of the size of the school#
1. Academic
2. Living
5. Recreation
4. Religious
5. Administration and Service
(2) Klauder, C.Z., and Vise, H.C., College Architecture in
America, Charles Scribnerts Sons, N.Y., 1929, p 25-45.
-~
I
THE PROBLEM
Other fairly well established features are:
1. Farollment of 500 students
2. Faculty of 70
It is the purpose of this thesis to create a general
development plan and carry this planning to a point
where the general architectural character of the buildings
can be seen.
- -1- -
IOPPMIP"-
APPROACH TO THE PROBLE24
7
APPROACH TO THE PRCBLEM
To establish the needs of Salve Regina College several
interviews were had with members of the staff of the
college, principally with Sister Mary James, Dean of the
College.
Sister Mary Lucilla, Dean, Regis College, Weston, Mass.,
was helpful in supplying information about her school
which has an enrollment of about 500 students and a course
of study similar to Salve Regina.
Miss Catherine Noyes, Registrar, Wheaton College, Norton,
Mass.,
offered much information concerning her school
which also has an enrollment of approximately 500.
Other information was obtained from Sister M. Anastasia,
Dean of the College, Saint Mary's College, Notre Dame,
Holy Cross, Indiana.
At both Wheaton and Regis, an inspection was made of the
campus and buildings.
PRESENT BUILDINGS AND GROUNDS
W
IOI
4
8
PRESENT BUILDINGS AND GROUNDS
At one of the interviews with the staff of Salve Regina
College, an inspection was made of the existing school
facilities.
The school consists of "Ocher Court", by
Architect R.M. Hunt, (See figure: 1 and 2) and a remodeled
stable group. (See figure 5)
The Ochre Court building
has on the main floor: the chapel, offices, library,
reception room, dining room, and kitchen, on the second
floor: lecture rooms, and on the third floor: dormitories,
and in the basement; cafeteria, book store, and biology
laboratory.
"Mercy Hall", the remodeled stable group
located about two blocks from Ochre Court, has on the ground
floor: gymnasium, shower and locker rooms, science and
home economics department, and on the second floor: a
dormitory.
It was the desire of the school to keep the Ochre Court
building intact and do as little defacing as possible.
upper floors were left intact except for the large
community toilet and bath facilities installed in an
interior space.
The
-U
9
PRESENT BUILDINGS AND GROUNDS
The rooms used for classes on the second floor are very
inadequate as classrooms with their small windows.
The building itself is a very substantual masonry structure
and would cost approximately $80,000 to demolish.
10
PRESENT BUILDINGS AND GROUNDS
Ochre Court is located on Ochre Point Avenue,
of Webster Street.
at the foot
The site is .approximately 400' x 600'
(from the street to the sea),
and commands a fine view to
the east across the bay and out to sea.
See photograph,
figure 1.
This property is surrounded by other large estates and it
would be virtually impossible to acquire sufficient
property immediately adjacent on which to carry out a
satisfactory expansion program.
It seems that the best the
school can do is to acquire piecemeal, properties in the
neighborhood, not necessarily adjacent to Ochre Court as
in the case of Mercy Hall.
In view of the difficulties presented by the land acquisition
problem it does not seem possible to carry out an economical,
functional campus expansion program in the vicinity of Ochre
Court.
See map of Newport and vicinity.
Figure 4.
ll
PRESENT BUILDINGS AND GROUNDS
It
is important that sufficient land be had to permit the
development and execution of a plan not only for the near
future but also to provide in a general way for unexpected
growth and needs of the school.
It is therefore proposed in this thesis that Salve Regina
acquire other lands, not in the City of Newport, where a
functional physical plant can be developed.
-~
U
PROPOSED SITE
NAVAL
ed sit
kps
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>1~2
KY ~
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~
E3W
Rose
Island
o*
fi
d5Ctl
'glow
AP
got
t
f
it -elp
Aij
lot
dmw
PAO
tow
'W-4PO
i®rt,
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s-
e-
4k*
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rT
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-Ir
<Vx
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-
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.
-
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--
-7.
i --
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t~'
-
-777r
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fig. 13
aerial
photograph of site
12
PROPOSED SITE
te site selected is on the Sakonnet River, approximately
five miles north east of Newport, Rhode Island.
(See figure
4)
This site of approximately four hundred acres, has a ridge
running north and south with the land falling off to the
river on the north and east and a swamp on the west.
Except for the almost vertical bank on the river, to the
east, the land slopes from the ridge at a slope of
approximately ten feet in two hundred feet.
The land projects into the river and commands fine views
to the sea on the south, across the river on the east and
along the river banks to the north.
See photographs of
the site, figure 5 - 12 and U.S.G.S. ,map figure 4..
The swamp area is overgrown with small bushes and trees
indicating that it is probably never completely inundated,
13
PROPOSED SITE
Much of the land has been cleared for farning and the
existing trees are mostly along the dirt road running
along the ridge, and many small trees in the area
between the road and the river.
There is a fine grove of plane trees lining the existing
road at the northern end of the ridge.
See aerial
photograph, figure 13.
There is a good beach along the northern edge of the
property that can be utilized for bathing.
WEATHER
14
WEATHER
The climatic conditions of the site are very similar to
those of the Boston coastal areas.
The prevailing wind are from the north west.
Figure 14, tabulation of data taken from report of the
U.S. Department of Commerce Weather Bureau, Providence,
Rhode Island.
Month
Mean
temperature
Prevailing
sirection
of wind
January
29.4
N.W.
February
28.7
N.W.
March
37.7
N.W.
April
47.2
N.W.
May
58.1
N.W.
June
66.8
N.W.
July
72.5
S.W.
August
70.7
S.W.
September
64.0
N.W.
October
54.0
N.W.
November
43.0
N.W.
December
32.3
N.W.
SPACE REQUIFlMENTS
15
SPACE REQUIPSENTS
In as much as the school has only been operating for two
years, the complete curriculum and space requirements for
an enrollment of 500 students was not known.
The space requirements are based for the most part, on
information gained from schools of similar curriculum
and enrollment.
I
ACADEMIC
J
16
SPACE REQUIREMENTS
The courses of instruction are organized as follows:
DIVISION OF RELIGION AND PHILOSOPHY
Philosophy
Religion
DIVISION OF HUMANITIES
Art
Classical Languages
Greek
Latin
English Language and Literature
Modern Languages and Literature
French
German
Spanish
Music
Speech and Drama
SPACE REQUIREMENTS
DIVISION OF NATURAL SCIENCES
Biology
Chimistry
Mathematics
Physics
DIVISION OF SOCIAL SCIENCES
Economics
History and Political Science
Sociology
DIVISION OF COMUMNITY SERVICE
Commerce
Education
Home Economics
Journalism
Library Science
Nursing
Physical Education
18
SPACE REQUIREMENTS
1.
DETEMINATION OF SPACE REQUIREMEITS FOR CLASSROOMS
In general the formula developed by Packer (3)will
indicate the approximate number of rooms required for
any one instructional division of a college (4).
The number of students
registered in any
instructional division,
e.g., chemistry
Average size of classes
in that instructional
division
x
x
Average number of
hours per week
for each student
Number of
available
hours per week
Number
of roams
required
for that
instructional
division
It is difficult even in carefully planned class schedules
to have all rooms used during 50 to 70 per cent of the available
class periods.
For the laboratories and class rooms having
specialized equipment it
per cent usage (4).
is difficult to provide for 40 to 50
These efficiency factors were taken into
consideration in using the above formula of Packer.
(3.) Packer, P.C., Housing of High School Programs, Bureau
of Publications, Teachers College, Columbia University,
N.Y., 1924.
(4) Evenden, E.S., Strayer, G.D., Engelhardt, N.L.,
Standards for College Buildings, Bureau of Publications,
Teachers College, Columbia University, N.Y., 19 38 ,p 48.
19
SPACE P3QUIRMENTS
The facilities used for instruction are:
1. Class rooms and seminars
2. Laboratories, studios, shop
5.
Athletic facilities
The following areas were used in computing instructional
areas (5):
Ordinary classrooms
25 sq. ft./
Art studios
50 sq. ft./ student
Other Laboratories
45 sq. ft./ student
student
With the exception of specialized laboratories, shop,
etc., used in connection with departments such as
science, etc., all classrooms are available for the
use of all departments rather than being designated for
the exclusive us of any one department.
(5) Evenden, E.S., Strayer, G.D., Engelhardt, N.L.,
Standards for College Buildings, Bureau of Publications,
Teachers College, Columbia University, N.Y., 1938 p 49.
A
20
FIGURE 15
TABULATION OF CLASSES*
Number
of
classes
RELIGION AND PHILOSOPHY
Average
number of
students
in class
Average
niber of
hours per
week per
student
28
20
3
10
4
12
5
3
6
20
25
5
6
3
3
8
4
14
10
5
2
Modern Languages
30
10
3
Speech and Drama
2
10
HUMANITIES
Art.
Rec.
Lab.
Eiglish Language and
Literature
Classical Languages
Misic
Rec.
Lab.
* Based on information obtained at kheaton College.
21
TABULATION OF CLASSES
Number
of
classes
Average
number of
students
in class
Average
number of
hours per
week per
student
SOCIAL SCIENCE
6
15
3
18
17
5
8
18
5
Commerce
6
6
Education
12
25
2
5
8
8
5
10
Journalism
4
5
Library Science
5
4
2
4
5
6
6
2
5
27
Economics
History and Political
Science
Sociology
CO14UNITY SERVICE
Home Economics
Nursing
Physical Education
Rec.
Lab.
Rec.
*Lab.
2
2
2
2
* Included in Natural Science Division Laboratories.
'I
22
SPACE REQUIREMEfNTS
2.
ADMINISTRATIVE
Every full time teacher should have office facilities
where she may keep records, work or hold conferences. (1)
Administrative offices will be provided as follows for
each instructional division:
Division Chairman
300 Sq. Ft.
Department Head
200 So. Ft.
All other full time faculty members
100 Sq. Ft.
3. SERVICES
Rest rooms, corridors, storage, etc., has been taken at
1/3 the total of the administrative and instructional
areas (2).
This space devoted to services is
applicable to the typical academic building with a
central corridor and rooms on both sides.
(1) Evenden, E.S., Strayer, G.D., Engelhardt, N.L.,
Standards for College Buildings, Bureau of Publications,
Teachers College, Columbia University, N.Y., 1938, p 112.
(2) Klauder, G.Z., Wise, H.C., College Architecture in
America, Charles Scribnerts Sons, N.Y., 1929, p 65.
r
25
SPACE REQUIRE=NTS
DIVISION OF HUMANITIES
Instruction Rooms
Sq. Ft.
Art
Classrooms
Studios*
Administration
English Language and Literature
Classrooms
Administration
Classical Languages
Classrooms
Administration
Music
Classrooms
Practice rooms
Administration
Modern Languages
Classrooms
1,000
1,400
400
1,700
600
500
300
500
3,600
800
1,000
Administration
500
Speech and Drama**
Classrooms
Administration
300
200
Office of Division Head
300
Rest, rooms, corridors, etc.
4,000
16,900
Determined by requirements of classes rather then
class size.
'K- Includes facilities of Aiditorium, stage and work
shops.
*
24
SPACE REQUIRMNTS
DIVISION
OF RELIGION AND PHILOSOPHY
Instruction Rooms
Classrooms
Administration
Sq. Ft.
2,000
1,000
Rest Rooms, Corridors, etc.
4,500
NATURAL SCIENCE*
Instruction Rooms
Classrooms
Laboratories
Administration
Sq. Ft.
6,000
12,000
1,500
Rest Rooms, Corridors, etc.
10,000
29,500
* Based on facilities of similar institutions.
SPACE REQUIRETS
DIVISION OF SOCIAL SCIENCE
Instruction
Classrooms
Sq. Ft.
2,100
Administration
800
Rest Rooms, Corridors, etc.
900
3, 800
DIVISION OF CUMMUNITY SERVICE
Instruction
Classrooms
Home Economics Laboratories
Administration
Rest Rooms, Corridors, etc.
*
Sq. Ft.
5,500
2,000
900
21,600
10,500*
Facilities for the Physical Education Department
are listed seperately under Physical Education,
Laboratories for Nursing,
Health and Recreation.
are included in Natural Science facilities. Home
Economics house, 10 students.
26
LIBRARY
There are many arguments for centralization and
decentralization of the college library. (1) The
centralization system seems best for the small college library.
"The cause of the central library is favored by the
conclusion drawn from the arguments on cost, interrelationship,
efficiency, and educational significance". (2)
The number of students to be accommodated by the several
rooms of the library as based on the recommendation
of Larson. (3)
The stack space should be increased 40 percent over the
area required for the ultimate 100,000 volumes so as to
permit expansion within a book classification in order
to avoid the too frequent moving of books. (4)
(1) For a discussion of the administrative and educational
problems of centralization and decentralization, see:
Wilson, L.R., Tauber, M.F., University of Chicago Press,
Chicago, 1945, p 127 - 137.
(2) Miller, R.A., Centralization versus Decentralization,
Bulletin of the American Library Association, XXXlll
(1939).
(3) Larson, J.F., The University Library, Architectural
Forum, June 1931, p 741 - 749.
(4) Evenden, E.S., Strayer, G.D., Engelhardt. N.L.,
Standards for College Buildings, Bureau of Publications,
Teachers College, Columbia University, N.Y., 1958, p 148.
27
LIBRARY
The number of students to be accommodated in carrels in
accordance with Larson t s reccommendations is 60.
But it
seems that this would be a minimum figure, as the demand
usually exceeds the supply.
(1)
Carrels will be provided
as the stack arrangement permits with a minimum at 30.
(1) Burchard, J.E., David, C.W., Boyd, J.P., Planning the
University ILbrary Building Princeton University Press,
Princeton, N.J., 1949, p 47.
28
LIBRARY
Main Reading Room
to accomodate 20% of the students
Sq. Ft.
3,000
Reference Reading Room
700
Periodical Reading Room
900
Reserve Book Reading Room
2,700
Carrels
900
Seminar Rooms
600
Special Collections
900
Stack
Card Catalogue
Administration and work space
7,700
400
1,000
Toilets, Lobbies, Circulation, etc.
27,200
29
AUDITORIUM
For a place of assembly one auditorium accomodating 800
people has been provided.
For schools with an enrollment
up to 2,000 or 2,500 the auditorium should be large enough
to accomodate the entire student body, faculty, and some
student guests. (1)
Functions requiring a seating capacity greater than 800 can
be held in the gymnasium.
A stage, dressing romms, and work space have been provided
for student theatre work.
In as much as no lecture exceeds 60 students, no auditorium
type lecture rooms need be provided.
However one larger
lecture room will be provided to accommodate large gatherings
that might occur.
The space requirements for the auditorium, are those
recommended in "Time - Saver Standards".
(2)
(1) Evenden, E.S., Strayer, G.D., Engelhardt, N.L., Standards
for College Buildings, Bureau of Publications Teachers
College, Columbia University, N.Y., 1938, p 155.
(2) Time Saver Standards, F. W., Dodge Corp., N.Y., 1946, p 265.
30
AUDITORIUM
Seating for 800
Lobby, Check room, Toilets, etc.
Sq. Ft.
7,500
3,000
Projection room
200
Spotlight booth
400
Stage
3,500
Stage workshop and storage
2,500
Costume workshop and storage
600
Dressing rooms and make-up-room
900
Rehersal rooms
Stage Manager Office
1,200
150
19,950
LIVING
31
STUDENT LIVING AND DINING FACILITIES
It is the desisire of the school to limit the enrollment to
500 students.
students*.
Of these students, not over 20 will be day
The student has much to gain by living on the
campus, for the school can offer a much fuller program of
activities*-.-
There are many arguments for and against the large dormitory
and the small dormitory.
For a thorough discussion, see:
Planning of Residence Halls, by H. Hayes.
(1)
The small dormitory was decided on as a means of giving
emphasis to the individual student.
The dormitories vary
in size, accomodating from 30 to 40 students each.
This
small group is of such a size as to make it easily supervised
by the Sister living in the dormitory.
Wheaton College has but 12 day students.
At Regis College, half of their 500 students are day
students and it is difftcult to arrange activities for
these students.
(1) Hayes, H., Planning Residence Halls, Bureau of Publications,
Teachers College, Columbia University, N.Y.C., 1952,
*
*
p 62 - 69.
32
STUDENT LIVING AND DINING FACILITIES
In as much as the entire student body is living in residence,
dining facilities must be provided for all students.
The large dining room is admittedly most economical to operate
but not as inviting as the small dining room. For the social
amenities offered by the small dining room it will be used
instead of the large room.
A central kitchen has been decided upon to service the several
dining areas*.
* Interview with Dean of College.
33
STUDENT LIVING AND DINING FACILITIES
Bed and study rooms (1)
250 single rooms, 120 sq. ft.
125 double rooms, 200 sq. ft.
Sq. Ft.
30,000
25,000
Recreation and social rooms, including
game rooms, guest facilities, etc.
10,000
Dining Facilities
15 sq. ft. per student (2)
Food preparation, storage and serving
approximately 2/3 dining area
Toilets, storage, corridors, laundry
facilities, etc.
7,500
5,000
26§000
105,500
(1) Time - Saver Standards, F.W., Dodge Corp., N.Y., 1946
p 332.
(2) Ramsey, C.G., Sleeper, H.R., "Architectural Graphic
Standards", John Wiley and Sons, Inc., N.Y., 1941,
p 285, third edition.
34
STUDENT LIVING
HOME ECONOMICS HOUSE
This house is operated by approximately 10 seniors, majoring
in Home Economics.
House for 10 students
Sq. t.
2,400
RECREATION
35
PHYSICAL EDUCATION,
HEALTH AND RECREATION
The department of Physical Education, offers every student an
opportunity to participate in a program of activity designed
to help in the development of physical efficiency, Sroup
activity, and an intelligent use of leisure time.
The extent of the facilities offered by this department are
determined by the aims of the department, the site and
climatic conditions.
The department offers a wide range of activities both indoor
and outdoor:
1.
Dance
2.
Individual Activities:
Archery, badminton, body mechanics, equitation,
fencing, golf, recreational sports, swimming, teinis.
3.
Cooperative Activities:
Badminton, dance, recreational sports, riding,
swimming, tennis, volley ball.
4. In as much as the river offers opprotunity for
swimming and boating, facilities for these activities
-ill be provided.
36
PHYSICAL EDUCATION, HEALTH AND RECREATION
Determination of Areas:
For a small school of not more than 500 students, only one
gymnasium is required. (1) The minimm size for the gymnasium
floor is determined by the standard basket ball court
(451 x 901) or the space necessary for the equipment required
by the departmental athletic program.
A gymnasium 66 by 111 feet, will permit placement of three
practice courts across the floor.
At least 10 feet
additional should be provided at each side and at each end. (2)
(1) Time Saver Standards, F.W. Dodge Corp., N.Y., p 552-355.
(2) Evender, ES., Strayer, G.D., Engelhardt, N.L., Standards
for College Buildings, Bureau of Publications, Teachers
College, Cblumbia University, N.Y., 1939, p 165.
37
PHYSICAL EDUCATION, HEALTH AND RECREATION
The swiming pool, should conform to the official
intercollegiate requirements, 75' long and multiples of
71 wide. (3)
The facilities provided will be those recommended by the
college Physical Education Association. (4)
(3) Ramsey, C.G., Sleeper, H.R., Architectural Graphic
Standards, John Wiley and Sons, Inc., N.Y., 1946,
p 268, third edition.
(4) College Physical Education Association, "College
Facilities for Physical Education, Health Education,
and Recreation ". Flushing, N.Y., 1947, p 83.
38
PHYSICAL EDUCATION,
HEALTH AND RECREATION
SPACE REQUIRMENTS:
Indoor Iacilities
Sq. Ft.
Gymnasium
90 x 135
12,150
Corrective Gym
25 x 50
1,250
Court Games
2,800
Fencing
400
Equipnent Storage
400
Swimming Pool
Locker Rooms, Toilets, etc.
7,200
12,000
Offices
900
Class Rooms
960
Corridors,
Storage, etc.
10,000
49,860
59
OUTDOOR FACILITIES
Playing Field
Field Hockey
Archery
Soccer
Softball
Basketball
Volley Ball
Tennis - 6 courts
Riding
Stables, 30 horses
2 Riding Rings (one covered, one open)
Sq. Ft.
400,000
31,000
20,000
456,000
Boat Storage and Lending
Storage for beach equipment
1,200
200
40
STUDENT ACTIVITIES BUILDING*
Dance Hall
Sq. Ft.
5,000
Game Rooms
3,000
Lounge
1,200
Day Student Lounge and Locker Rooms
300
Pantry
300
Student Activity Offices
10 @ 150 sq. ft. each
Alumni Lounge
Rest rooms, toilets, coat rooms, etc.
1,500
600
4,000
15,200
* Based on a study of the facilities of other institutions
of similar size.
RELIGIOUS
41
RELIGIOUS - SPACE REQUIREMNTS
The chapel is the heart of the spiritual life of the college.
Since the parish is the normal unit of Catholic life the
college is organized as a parish,
The buildings devoted to the spiritual needs of the college are:
Chapel
Convent
Chaplain's residence
42
CONVENT
Sq. Ft.
8,000
Individual Rooms for 70 Sisters
120 sq. ft, per person (1)
Individual rooms for 6 visiting Sisters
120 sq. ft. per person
720
Community room
20 sq. ft. per person
1,400
Refectory
1 sq. ft. per person
1,050
Guest dining for 6 persons
120
Parlors
3 @ 150 sq. ft. each
450
Infirmary, two bed and isolation room
300
Room, bath, and office for Mother Superior
360
Work space, laundry, sewing. etc.
500
Kitchen
16,600
Stairs, corridors, etc. (50% of total)
(3)
22,100
l) Liturgical Arts 1936, p 156
2) Time Saver Standards, F.W. Dodge Corp., N.Y. 1946
p 352 - 335.
(3) Hayes, H. Planning Residence Halls, Bureau of Publications,
Teachers College, Columbia University, N.Y., 1932, p 77-78.
45
CHAPEL
Seating for 800
Allowing 7 sq. ft. per person
Sq. Ft.
5,600
Sanctuary
1,800
Sacristy
1,400
8,800
CHAPLAINIS RESIDENCE
1,9500
ADMINISTRATION AND SERVICE
44
ADMINISTRATION
The general administration of the college is composed of
those persons whose duties are concerned with the
administrative, managerial, guidance or operative
functions of the school.
It is with the work areas of this
group that this section deals.
The administration is composed of:
The
The
The
The
The
The
The
The
The
The
President
Vice-President
Dean of the College
Dean of Women
Dean of Freshmen and Director of Admission
Assistant Dean of Women and Counselor
Secretary to the President
Assistant Dean of
clerical help and secretaries
Chaplain
45
ADIGNISTRATION - SPACE REQUREMTS
Office of the President
Secretary and waiting room
Sq. Ft.
500
400
Office of the Vice-President
500
Office of the Dean of the College
300
Dean of Women
500
Dean of Freshman and Director of Admissions
300
The Assistant Dean of Freshman
Two secretaries
300
300
The Assistant Dean of Women and Counselor
300
The Chaplain
300
Conference Room
500
Vault and Storage
200
4,500~
Rest Rooms, etc.
12200
5,700
46
ADMINISTRATION - SPACE REQUIRDENTS
Health Service (1) (2)
Sq. Ft.
Medical Examiner
300
General Office and Waiting Room
600
2 Examination Rooms, dressing booths, toilets
500
INFIRMARY AND ISOLATION
Office
300
Examination Room
200
3, 2 Red Rooms @ 12 x 16 each
600
2 Isolation Rooms
400
Room for Nurse
200
Storage, baths, food service, etc.
700
Corridors, etc.
1,200
5,000
(1) Evenden, E.S., Strayer, G.D., Engelhardt, N.L., Standards
for College Buildings, Bureau of publications, Teachers
College, Columbia University, N.Y., 1938, p 48.
(2) Time Saver Standards, F.W. Dodge Corp., N.Y., p 304.
47
SERVICE*
There are approximately 30 men employed as follows:
chauffers, maintenance, janitoring, cooks, baker, engineer,
night watchman, gardner, etc.
There are approximately 25 women employed as follows:
switchboard, store, dining room, cafeteria, and housekeeping.
SERVICE SPACE REQUIREMENTS
Central Heating
Maintenance, storage, garage, laundry
* Based on the facilities of Regis College.
Sq. Ft.
2,500
5,000
7,500
48
SERVICE
SEWEPAGE DISPOSAL
It is necessary for the school to provide for sewerage
disposal.
The general requirements of the system are
indicated as follows:
"As considerable dilution can be expected from the
Sakonnet River, a high degree of treatment will not
be required but all the floating and settleable
solids should be removed which can be accomplished
with primary sedimentation.
As this area is used
for bathing and shellfishing, chlorination should
be provided to produce an effluent free of diseaseproducing organisms; also to protect the shore and
to insure good mixing with the tidal water, the
outlet should discharge into deep water".*
*
From correspondence with Carleton A. Maine, Sanitary
Engineer, Department of Health, Division of Sanitary
Engineering, State of Rhode Island.
49
SERVICE
SEWERAGE DISPOSAL
The location of the sewerage facilities depends on the
subsuface conditions permiting the installation of the sewer.
The sewerage disposal unit could be located at:
1. The rivers edge at the southern edge of the property if
the sewer can be run along the river bank.
2.
The rivers edge at the northern edge of the property.
If placed here the sludge drying bed could be covered
with glass to prevent oders being carried to the school.
WATER
Water will be supplied by wells.
ELECTRIC SERVICE
Electric service is available at the highway at the southern
edge of the property.
THE SOLUTION
I
rek e at i on
C
ion
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n
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50
THE SOLUTION
GENERAL
The solution is an attempt to create a physical plant in
which the arrangement of areas and buildings not only
satisfies thEP utilitarian requirements of the educational
program, but is also of such character as to be a pleasant
place in which to live and work.
The physical plant is organized to serve the functions of
the several areas comprising the school:
1.
Academic
2.
Living
5.
Recreation
4. Administration and Service
5. Religious
51
AADEMIC
The academic buildings, with the exception of the library and
the laboratory wing of the science building, are one story
structures with classrooms on one side of the corridor only.
The one story scheme was decided upon for several reasons:
1.
Permits use of bi-lateral natural lighting.
2.
Fits well into the country landscape.
3. Less pretentious and more
4.
uian in scale.
Simple construction.
5. Safe with regard to fire.
Bi-lateral lighting seems to be quite well accepted for
elementary school classrooms, and it seems to be just as
desirable on the college level, though it is seldom
employed here.
ACADEMIC
The academic building connected by covered walks, provides
shade in the summer and protection in incement weather.
The buildings are of simple construction with a clear span
from wall-to-wall, forming a very flexable interior space
subdivided by masonry walls into classrooms and movable
partitions into office space.
The library is located conveniently between the classrooms
and the dormitories.
53
LIVING
The student dormitories have been placed along the river on
the east, so as to take advantage of the view.
The dormitories have been designed to accomodate from 30 to
40 students to form small intimate groups.
These in turn are
grouped to form courts which in effect form large dormitories,
yet retain the benefits of the small living unit.
The dormitories are grouped into two areas, each with its own
dining facilities.
The buildings of each group are connected by covered walks.
The dormitories are for the most part, one story buildings
with a few story buildings, where grade conditions permit.
These buildings are of wood frame construction, covered with
wood shingles, typical of the old buildings of the area.
54
LIVING
The dormitories are oriented so that all rooms receive
sunlight at some time during the day.
The dormitory buildings
running east and west, have rooms on the south side only.
The two main dining areas have been further broken up into
smaller dining areas of varying size, to make more pleasant
dining spaces and a variety of areas with regard to size.
A central kitchen services the dining areas.
RECREATION
The recreation facilities have been placed at the northern
edge of the campus for easy accessibility from the academic
area and the living area, and to utilize the comparatively
level ground for athletics.
55
RECREATION
Thie Student Activities Building, is located between the
academic area and the dormitories for easy accessibility from
both areas.
It is placed near the academic group that students
may avail themselves to its faocilities between classes if they
do not wish to return to their dormitories.
ADMINISTRATION AND SERVICE
The administration building and auditorium, have been placed at
the southern edge of the campus for easy access by the public.
The central heating plant, maintenance, 3aundry, etc., have
been placed apart from the rest of the campus for their only
function is to service the rest of the school areas.
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56
RELIGIOUS
The facilities of this group are:
1. Chapel
2. Convent
3. Chaplain's residence
All of these facilities are located at the southern edge of
the campus for easy access to the public and separated
from the academic area and student living, for they are
separate and apart from the other functions of the school.
The convent and the chaplain's residence, have been located
ao as to take advantage of the river view.
FUTURE POSSIBLE EXPANSION
Though it is planned to limit the enrollment to 500 students,
in the light of recent college expansion, it is well to
provide for future orderly growth.
Should extensive expansion of the physical plant be necessary,
the academic group could expand to the west and the living
area expand to the north along the river, (See figure 17).
A
BIBLIOGRAPHY
I
BIBLIOGRAPHY
BOOKS
American School Buildings
American Association of School Administrators
Washington, D.C., 1949
Buchard, J.E., David, C.W., Boyd, J.P.
Planning the University Library Building
Princeton University Press
Princeton, New Jersey, 1949
Caudill, W.W.
Space for Teaching
Texas Engineering Experiment Station
College Station, Texas, 1941
Engelhardt, N.L.
Elementary School Classrooms
Bureau of Publications, Teachers College
Columbia University, N.Y., 1941
Evenden, E.S., Strayer, G.D., Engelhardt, N.L.
Standards for College Buildings
Bureau of Publications, Teachers College
Columbia University, N.Y., 1938
Gerould, J.T.
The College Library Building Its Planning and Equipment
Charles Scribnerts Sons, N.Y., 1932
Hayes, H.
Planning Residence Halls
Bureau of Publications, Teachers College,
Columbia University, N.Y., 1952
Houst0n, R. C.,
Modern Trends in Physical Education Facilities
for College Women, A.S. Barnes Co., 1959.
Hughes, W.L.
The Administration of Health and Physical
Education for Men in Colleges and Universities
Colimbia University, 1952
BIBLIOGRAPHY
BOOKS
Klauder, C.Z., Wise, H.C.
College Architecture in America
Charles Scribner's Sons, N.Y., 1929
Ramsey, C.G., Sleeper, H.R.
Architectural Graphic Standards
John Wiley and Sons, Inc., N.Y., 1941
Time - Saver Standards
F.W. Dodge Corp., N.Y., 1946
Wilson, L.R., Tauber, MF.
The University Library
University of Chicago Press, Chicago, 1945
College Physical Education Association,
College Facilities for Physical Education,
Health Education and Recreation,
Flushing, N.Y., 1947.
PERIODICALS
College Planning; building types study, No. 132
Architectural Record, Vol. 102, No. 6,
December 1947, p 70 - 100
Goucher College Competition, Pencil Points,
Vol. 19, December 1938, p 735 - 750
Harrison, W.K., Better Planning for Colleges
Classrooms, American School and University,
N.Y., 1939, p 288 - 91
Planning a Convent Cell, Liturgical Arts,
3:110 - 11, 1936
Schools, Architectural Forum. Vol. 89, No. 5,
September 1948, p 107 - 118
Schools, buidinga types study, No. 135
Architectural Record, Vol. 103, No. 3, March 1948,
p 118 -,144
Schools, Architectural Record, Vol. 79, No. 6,
June 1936, p 451 - 512
COLLEGE BUILDINGS
Regis College, Weston, Massachusetts,
1949 - 1950
Saint Mary's College, Notre Dame,
Holy Cross, Indiana, Vol. 99, No.1
Salve Regina College, Newport, Rhode Island
Vol. 11, No. 1
'Wheaton College, Norton, Massachusetts,
1949 - 1950, Series XXXVll
DRAWINGS
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