should be made to understand that this knowledge is part of his cultural foundation, and not material to be used irresponsibly in modern building. He should be told that the “styles” in the present century have no longer any chronological or structural significance; they merely refer to the type of ornament with which the structure is decorated. No one can prophesy in the presence of a skeleton steel frame whether the building, when hatched, may be Classic, Romanesque, Gothic, or one of the 57 varieties of the Renaissance. For this reason it seems to us that possibly in the proper study of ornament lies the solution of the whole problem of creative design.
A knowledge of historical ornament is a necessary cultural acquisition, but the hand of the architect trained exclusively in the tracing of historical ornament can only with the greatest difficulty guide his pencil to new forms, and in the stress of office practice he will ever find his hand mechanically reverting to the familiar acanthus, the unending fret, the Renaissance arabesque, or the Adam festoons. Therefore, great stress and much time should be spent in considering the purpose of ornament, and in learning to design living ornament. Actual leaves, flowers, fruits, animals, and geometrical shapes should be brought into the classrooms, and the student should be taught to arrange and conventionalize these to apply for beautification to such parts of his building as are suitable for ornamentation. Furthermore, the function of ornament in relation to repose and stress should be carefully brought out.
Other subjects in the curriculum can only be touched upon. Already great improvement has been effected by eliminating waste of time in the study of Calculus beyond its elements, and we believe that Physics and Inorganic Chemistry could be required for admission, and could be eliminated from the curriculum. The subject of Applied Mechanics could be restricted to Statics. This would clear the way for the introduction of other subjects for which the architect has crying need in the practical pursuit of his profession. Simple Surveying with field work should be included, and a course in Interior Decorating, to consist of the study of textiles, marbles, metals, glass, tiles, etc. This could well come in the fifth year, in which year should also be included a course in the Business of architecture, with examination of the accepted methods of promotion and soliciting business. No man is better fitted than the architect to handle and direct the complex problems arising in the design of industrial buildings, and unless the student is prepared in his college course to solve the problems he, individually, and the profession in general, will see this lucrative and important branch of work en
tirely slip through their fingers to repose in the grasp of the engineers and the contractors. The greatest improvements already effected in industrial plants, such as the saw-tooth roof, have been made by architects. Industrial design should be taught as a combined engineering, social and aesthetic problem. The student should be shown that industrial buildings can and should be made beautiful, and that in this branch of work he is, if he is doing his work well, rendering a great service to society. With the design of industrial plants is collaborated the science of housing, and lectures and reference reading, at least, should be given, preferably in the fifth year, covering this most important matter. A very necessary part of industrial design and housing is the actual visiting and study of the best examples in the locality.
For advanced students courses should be included in city planning and in landscape gardening. In connection with the latter, practical courses in Applied Botany and Arboriculture should be given.
3. Experience. After graduation, under the present system, two or three years in actual office work are often wasted years for the young architect. In these years he is supposed to learn the practical side of architectural practice. This the faculty has told him it is impossible to acquire at college. Months spent in the drudgery of tracing full-size details and other work better suited to the intellectual level of the office-boy spell low wages, and often discouragement to the young architect. More serious yet, during this same time he is apt to forget a great deal of the theoretical knowledge that he has so laboriously acquired through lack of opportunity to apply it. There should, therefore, be inducted into the course actual experience in an architect’s office. This should be required work, extending through the major part of two of the long vacations. The architectural offices where this experience is to be acquired should be accredited offices, with their names printed in the college catalogues. We believe this experience most important, not only for the success of the student after graduation, but also for his better comprehension of his undergraduate work.
The class of individuals with whom the architect in his practice is in the most constant and intimate connection is the contractor. Under the present system of education, this personage and his organization, who consummate the architect’s plans, is never mentioned, nor is any study made of his relationship. Largely in consequence of this ignorance, the relationship, which should be one of sympathy, becomes one of distrust and often open hostility. Furthermore, the architect, through his ignorance of the business, or, as it is rapidly becoming, the profession of contracting, is placed at a
A knowledge of historical ornament is a necessary cultural acquisition, but the hand of the architect trained exclusively in the tracing of historical ornament can only with the greatest difficulty guide his pencil to new forms, and in the stress of office practice he will ever find his hand mechanically reverting to the familiar acanthus, the unending fret, the Renaissance arabesque, or the Adam festoons. Therefore, great stress and much time should be spent in considering the purpose of ornament, and in learning to design living ornament. Actual leaves, flowers, fruits, animals, and geometrical shapes should be brought into the classrooms, and the student should be taught to arrange and conventionalize these to apply for beautification to such parts of his building as are suitable for ornamentation. Furthermore, the function of ornament in relation to repose and stress should be carefully brought out.
Other subjects in the curriculum can only be touched upon. Already great improvement has been effected by eliminating waste of time in the study of Calculus beyond its elements, and we believe that Physics and Inorganic Chemistry could be required for admission, and could be eliminated from the curriculum. The subject of Applied Mechanics could be restricted to Statics. This would clear the way for the introduction of other subjects for which the architect has crying need in the practical pursuit of his profession. Simple Surveying with field work should be included, and a course in Interior Decorating, to consist of the study of textiles, marbles, metals, glass, tiles, etc. This could well come in the fifth year, in which year should also be included a course in the Business of architecture, with examination of the accepted methods of promotion and soliciting business. No man is better fitted than the architect to handle and direct the complex problems arising in the design of industrial buildings, and unless the student is prepared in his college course to solve the problems he, individually, and the profession in general, will see this lucrative and important branch of work en
tirely slip through their fingers to repose in the grasp of the engineers and the contractors. The greatest improvements already effected in industrial plants, such as the saw-tooth roof, have been made by architects. Industrial design should be taught as a combined engineering, social and aesthetic problem. The student should be shown that industrial buildings can and should be made beautiful, and that in this branch of work he is, if he is doing his work well, rendering a great service to society. With the design of industrial plants is collaborated the science of housing, and lectures and reference reading, at least, should be given, preferably in the fifth year, covering this most important matter. A very necessary part of industrial design and housing is the actual visiting and study of the best examples in the locality.
For advanced students courses should be included in city planning and in landscape gardening. In connection with the latter, practical courses in Applied Botany and Arboriculture should be given.
3. Experience. After graduation, under the present system, two or three years in actual office work are often wasted years for the young architect. In these years he is supposed to learn the practical side of architectural practice. This the faculty has told him it is impossible to acquire at college. Months spent in the drudgery of tracing full-size details and other work better suited to the intellectual level of the office-boy spell low wages, and often discouragement to the young architect. More serious yet, during this same time he is apt to forget a great deal of the theoretical knowledge that he has so laboriously acquired through lack of opportunity to apply it. There should, therefore, be inducted into the course actual experience in an architect’s office. This should be required work, extending through the major part of two of the long vacations. The architectural offices where this experience is to be acquired should be accredited offices, with their names printed in the college catalogues. We believe this experience most important, not only for the success of the student after graduation, but also for his better comprehension of his undergraduate work.
The class of individuals with whom the architect in his practice is in the most constant and intimate connection is the contractor. Under the present system of education, this personage and his organization, who consummate the architect’s plans, is never mentioned, nor is any study made of his relationship. Largely in consequence of this ignorance, the relationship, which should be one of sympathy, becomes one of distrust and often open hostility. Furthermore, the architect, through his ignorance of the business, or, as it is rapidly becoming, the profession of contracting, is placed at a