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School of Architecture, Rice University

NEW

SCHOOLS

FOR NEW

TOWNS

2 Table of Contents

4 Foreword

Technology

6 Introduction

9 The Automobile
10 Drive-In Education
12 The Motorized Carrel
14 The Shoulder Carrel

16 The Town Brain

1 7 Education in the New Town Within
the Old Town

24 Education in the New Town: 1990

Intermix
34 Introduction
38 The Mainstream
42 The Open Hand
44 The Tower of Learning
46 Education in the New Town :1 970

58 Conclusion

d)4

4 Foreword The Rice Design Fete is an arena for the

exploration of new planning and architectural
ideas. It brings together a group of practicing
architects, specialists from other fields, and
architectural students who during two weeks
of concentrated effort try to develop new
concepts. This year's Fete, "New Schools
for New Towns," dealt with the opportunity
that new towns present as laboratories for
approaching educational and school building
problems in better ways. Ideas are the proper
business of a foundation and consequently
EFL, concerned with research and
development of new school building
concepts, was pleased to join The School of
Architecture at Rice University in organizing
and financing this Design Fete.

Six teams, each headed by a practicing
architect, were given programs for new
towns and for their education systems.
These programs were drawn up by
professional educators specifically for the
Fete and reflect different climatic, economic,
geographic, and social conditions as well as
the differing educational ideas of the various
consultants. The programs range from the
renewing of a town within an older city to the
creation of a new town around a major
university campus.

A project sponsored by Educational Facilities Laboratories, Inc.
Rice Design Fete IV Director: William Cannady, AIA, Architect

New towns have fewer traditions to bind them
to convention, but none to date, either in the
United States or in Europe, have been radical
or even particularly venturesome or
experimental in their educational planning.
A new town presents an unmatched
opportunity to explore new educational
approaches and new ways of housing
education without the constraints of
continuity. If these approaches succeed, they
can stimulate new school planning answers
for older communities which may be more
inhibited in seeking answers to their problems.

The work of the architects and educators
who contributed to the Design Fete ranges
from the possible to the exotic, but cutting
through the differences in their work were
two underlying themes:

2. The schools cannot go it alone — the lines
between education and life, like the chain link
fences between the school and its community,
are too sharp today. A new kind of intermix
between education and the community is
long overdue.

Design Fete participants showed surprisingly
little Beaux Arts resistance to accepting,
indeed, embracing the automobile, billboards,
the transistor, and industrialized building
systems. All the participants were more than
ready to utilize contemporary technology and
communication techniques to serve the public
purposes of education.

This report is an effort to communicate some
of the concepts and some of the excitement
of the Design Fete.

1. While the influence of technology on
education and school building is increasing,
in the next few decades, this influence will
explode. Technology will exert an influence
on education out of all proportion to the
influence it presently exerts. Indeed, one of
the major issues with which education is
now grappling is learning to use the existing
technology of our society for building, for
communications, and for serving its other
purposes.

Educational Facilities Laboratories

6 Technology/Introduction

"It may well be that what we have hitherto

understood as architecture, and what we are

beginning to understand of technology, are

incompatible disciplines. The architect who

proposes to run with technology knows now

that he will be in fast company, and that in

order to keep up he may have to discard his

whole cultural load, including the professional

garments by which he is recognized as an

architect. If, on the other hand, he decides not

to do this, he may find that a technological

culture has decided to go on without him."

Reyner Banham 1

1. Banham, Reyner. 1960. "Theory and Design in the
First Machine Age." Frederick A. Praeger, New York.

8 (Continuation) Technology/Introduction

The educational programs which were
developed in the Design Fete relied
heavily upon technology as the basis for
implementation. Whether utilizing existing
technological refinements or looking to the
future for probable advances and
developments in technology, RDF IV architects
and educators apparently felt more at ease
than many of their contemporaries in
harnessing technology to create new
systems for education.

Their findings fall into three general areas:

1. Technology and Mobility

Mobility proved to be a major facet in
developing new forms of education.
Contemporary mobility has proved to be an
enemy of most conventional school systems.
Much concern was evidenced first, in the
matter of how new town residents would
travel from one place to another; and, second,
in the matter of what the residents would
be able to accomplish while commuting.
Proposals for mobility in education range
from an extension of the automobile and
enlargement of our present understanding
of its potential to completely automated,
computerized personal mobile study carrels.

3. Technology and the Systems Approach

In some of the proposed new plans for
education a systems approach is used, with
the assemblage of many interdependent units
of varying degrees of complexity to form a
new instructional synthesis. The systems
approach is made feasible by technology and
electronics.

2. Technology in Pop Culture

Design Fete architects repudiated the
traditional pristine architectural approach —
which tends to be that of the classically
beautiful building freestanding in a
meticulously-landscaped park setting. Rather,
their schemes attempted to inject meaning
into existing elements of non-Utopian
everyday life, pressing into service such
elements as billboards, television, the
automobile, the transistor radio, the computer,
the parking lot, and the shopping center —
all for the development of more
meaningful education.

9 Technology/The Automobile

The individually-owned automobile, that bane
of conventional planning, is here to stay —
despite many urban planners' dreams of
totally effective mass transit.

Many Design Fete solutions for new towns
were related to the normal use of the
automobile as it exists today, and as it
will exist for the predictable future.

The architect-planners related their education
systems to the automobile in the following
ways:

1 . Freeways gave automobiles easy
accessibility to education facilities.

2. Large-scale billboards and advertising
media on freeways directed drivers to
educational facilities.

3. Facilities for learning were located
whenever possible on freeway access roads,
with parking areas immediately adjacent.

4. In planning for the future, automobiles
were to be equipped with a series of "auto
links" — radio, tape decks, telephones,
television, and other devices — to make
possible learning while commuting.

Design Fete architects who used the
automobile as an implement for education
emphasized that future facilities not accessible
by automobile will not succeed, and that
commuting time should become, whenever
possible, learning time.

Architect Robert Venturi's concept is directly
related to the normal use of the automobile —
that which exists today. His plan includes:
The freeway for rapid accessibility.
Large scale billboards and advertising media
to inform motorists where to get off.

Access roads to transport motorists to a
parking lot directly in front of their destination.
Small-scale billboards and signs for further
instruction and information.

This approach towards the private automobile
suggests a new, fresh and pragmatic concept
for urban planning and design.

Cedric Price proposed a system of Auto
Links, which would consist of a range of
equipment available for private hire or
purchase from the Education Authority.
This would include radio, TV, tape decks,
telephones, and other devices. Price suggested
that their use may be equated with
education for safety.

10 Technology/Drive-In Education

Because accessibility is one of the major
determinants for survival of institutions in
today's society, educators and planners
would do well to apply the same criteria of
accessibility to facilities for learning as
shopping center developers apply to
facilities for commerce.

The following facilities for learning emerged
when the automobile was thus considered:

1. An educational "service station" located
on a convenient drive-up corner lot in the
individual neighborhoods. The service station,
designed to serve small clusters of 40 or so
family units, was equipped with educational
television facilities and other aids to learning.

2. A series of "drive-in study units" to be
located within the neighborhoods, and similar
in structure to drive-in bank facilities.
The units would be connected to a central
education computer bank, and would include
an adjustable remote control console and
video screen.

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Vreeland's drive-in study unit

12 Technology/The Motorized Carrel

A mobile study carrel, controlled by computer
and incorporated with a central system to
form one aspect of the public transportation
for a new town, was proposed by architect
Paul Kennon.

Each resident of a new town, from age three
up, would be issued a motorized carrel.

These mobile units would dock at individual
homes, plugging into specially designed
outlets so that they would form extra study
rooms at the home.

While in transit, the carrels would run along
electrical tracks, and would require no
attention from the occupant, once the
destination was indicated. Thus, all
commuting time could be study time, and
the carrel would be equipped for individual
study, data retrieval, thought, and rest.
Because it is computerized, the carrel could
also be programmed for trips to the Learning
Resource Center, to the shopping center, and
on other errands around the new town.

The Carrel Car is a proposal for the year
2000. American inventors and developers
are now working to perfect electric vehicles
whose speed, entry, and exit is controlled
by the system. This type of transit system is
expected to be in effect within the next 25
years, forming a new evolutionary step
in urban transportation.

r

SECTION A A

SECTION BB

The carrel unit, above, is designed for persons
study, and is computer-directed for carefree
transit. The unit is designed for one person
and includes a chair which reclines
to form a couch.

14 Technology/The Shoulder Carrel

tDUCATON NOW

CARRCLS

PROPOSED

— M*-fl

In this proposed view of education in a new
town, residents assemble for individualized
study in a group setting, wearing their shoulder
carrels plugged into outlets incorporated in
the structure of the schoolroom.

The shoulder carrel is a private, air
conditioned, electronically controlled booth
mounted on the student's shoulders, and
designed for use either at home or in school.
The carrel may be plugged into normal
convenience outlets, and has its own short-
term independent power supply as well.

As designed by architect Charles Colbert to
supplement teaching in a new town, the
shoulder carrel brings to the student a vast
library of data, electronically retrieved. With
its individual instruction, the carrel is in
direct competition and contrast with
person-to-person teaching.

The carrel weighs about 20 pounds, and
incorporates such instructional media as
UHF-VHF TV, tapes, records, computer
connections, two-way radio, telephone,
slide projectors, and screens.

1.

PLAN

2.

FRONT ELEVATION

3.

SIDE ELEVATION

4.

REAR ELEVATION

1

VENTILATOR

?

BATTERIES. RECHARGEABLE

3

COMPUTER. MEMORY

4

CABLE STORAGE. WIRE CHASE

5

TAPES. RECORDS

6

TV CONTROLS

7

RADIO

8

COMPUTER PANELS

9

RECORDING

10

ENVIRONMENT CONTROLS

11

TVS

1?

VIEWER W/CLOSERS

13

ON-OFF PANEL

14

SPEAKER

The shoulder carrel somewhat resembles a
diver's mask, and may be worn by a student in
the home or in a special classroom, for
individual study or work under the guidance
of a teacher.

Detailed drawings of the shoulder carrel,
above, show how this teaching aid, designed
by architect Charles Colbert, incorporates
mechanisms for electronic data retrieval with
those for the comfort of the wearer.

The Shoulder Carrel

16 Technology/The Town Brain

Education which does not keep pace with
advances in technology is not realizing its full
potential — in an era in which man has achieved
instant interchange of information between his
earth and the moon.

With the development of telecommunication
devices — systems for long-distance
transmission, collection, and interchange of
information, an education system may be
formed which is independent of classrooms
and lecture halls.

In planning an education program for the Rice
Design Fete, educators John Tirrell and Albert
Canfield proposed a Town Brain to transmit
learning to town residents of all ages.

Under their plan even children under the age
of three years would receive telemetered
instruction transmitted from the Town Brain
to receiving sets within the home. Portable
"footlockers" of information for specific areas
of learning would provide education in the
home, at work and in shopping and play
areas. The footlocker is comparable in some
respects to the shoulder carrel discussed
elsewhere — except that it is carried by the
learner, rather than worn. The footlocker
contains slides, tapes, and printed matter to
supplement learning in specific areas. As one
area of study is completed, the learner would
check out another footlocker to cover another
area of study.

Children ages 5 through 16 would study
within the home, using the Town Brain as the
source from which to retrieve information, and
would continue to check out footlockers of
material for study. Recreational time would
be spent in cultural-recreational centers, and
in specialized facilities in service centers and
in industry.

The young adult through the age and learning
level of the baccalaureate degree would also
spend most of his time in study within the
home. In addition, he would acquire skills for
occupations and those for lifelong recreational
activities in special centers outside the home.

In the Town Brain system, graduate study is
undertaken at state universities. Employed
adults receive continuing education programs
in home study and educational center activity.
The home console, which commands a vast
library of information, instantly retrievable via
the Town Brain, is the major influence and
implement for education, from birth to death.

Home study through portable packages
(footlockers or attache cases) of learning
materials, two-way communication terminals or
consoles at the household level, specialized
facilities for occupationally related training in
major institutions and service agencies, and
the assistance of older groups in training
younger ones — together provide the model of
a generalized educational process necessary in
these times of knowledge explosion, changing
job requirements and world competition.

17 Technology/Education in the New Town Within the Old Town

Depressed areas of older cities may be tuned
up and injected with new optimism and vigor
when a dynamic education system instills new
life into the community.

In depressed areas, educational attainment is
generally low.

Distrust of established institutions is prevalent.

Apathy is a by-product of poverty.

Effective systems of education in such areas
must reach out to the people in a friendly
yet casual manner. The system must be placed
within easy access of all residents, preferably
within the individual neighborhoods, so that
residents need incur no expense for
transportation.

Architects suggest using the familiar, the
available, and the commonplace to supplement
formal structures for education. Whenever
possible, existing elements should be utilized
within the framework of the community,
overcoming the usual obstacles of undue
expense and long-term delays necessary for
wide-spread use of sophisticated equipment,
acquisition of land to provide sites for
structures, and passage of bond issues to
pay for the program.

Photographs on the following pages illustrate
architect Thomas Vreeland's suggestions for
the rehabilitation of a depressed area within
a large city. His scheme involves the use of a
familiar, easily identifiable symbol (in this
case, the "Open Hand,") to identify even to
the illiterate every component in his system.
With the exception of the control center, the
depository and media for airing all
presentations, films, and tapes, all units are
relatively inexpensive, easily available, and
flexible enough to be moved as population
shifts and as educational requirements for
the community change.

18 (Continuation) Technology/Education for the New Town Within the Old Town

COMPONENT

NOMENCLATURE

0

individual hand-carri

ed unit

ca

individual study unit,

mark 1

individual study unit

D

mark 2

' '

portable conference

mobile teaching unit

II I

U-UJ

child care center

a

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UU= I

prefabricated home (

i

I

I

|

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;enter

prefabricated adult I

_i_

I

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I

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earning center

l_L

drive-in study unit

frnTnl

voc-tec shop

L

control

The chart above illustrates types and quantities of elements to be utilized for facilities for new education methods
in a depressed area of 50,000 inhabitants living within the confines of a large urban area. Emphasis is placed on building
a system from easily obtainable items, including transistor radios and convoys of VW traveling schoolrooms, to
supplement the information beamed by the central heat control system.

DESCRIPTION

QUANTITY UNIT COST TOTAL COST

battery-powered, transistorized
radio receiver only

7500

1

7,500

cable-connected to central computer bank
remote-control console, video screen, card and tape
reader soundproof, lightweight, transportable enclosure

300

2000

600,000

identical to mark 1

except for weatherproof enclosure

450

2500

1,275,000

aluminum weatherproof construction

16' diameter, lightweight cylinder, transportable

fixed center-pedestal table, 15 seats, blackboard

300

500

150,000

motorized truck

equipped to project pre-recorded video-tape programs

driver operated

100

3000

300,000

12 'x 60' mobile home body
tandem-coupled side by side, forms 24' x 60'
instructional space
can also be used singly

154

5000

770,000

SCSD school construction system, fully demountable
integrated lighting, ceiling, thermal control and
partition systems
complete with fixed equipment

300,000 s.f.

18/ s.f.

5,400,000

Roux-Dorlut incremental, multi-story building system
walls, floor and ceiling factory assembled into
transportable cell

1,200,000 s.f. constructed space: 960,000 s.f. residential;
140,000 s.f. commercial; 100,000 s.f. educational

100,000 s.f.

8/ s.f.

800,000

cable connected to central computer bank
adjustable remote control console, video screen
treadle operated

50

1500

75,000

Mes-Tex pre-engineered building system

steel rigid frame, galvanized steel ribbed roof and

wall panels

shed only (shop equipment supplied by sponsoring

industry)

125,000 s.f.

4/ s.f.

500,000

central computer bank

monitoring and programming center

1

10,000,000

10,000,000

PROJECT COST 19,877,500

-

20 (Continuation) Technology/Education for the New Town Within the Old Town

A giant "brain" is proposed to feed information to
residents of the depressed area. Through the central
tower, left, information is fed to the public via transistor
radios, telephone-booth type learning units, closed
circuit television in classrooms, and closed-circuit
screens in traveling school buses which take learning
to the neighborhoods. The "brain" is estimated to
cost approximately $10,000,000 to construct, but other
elements in the scheme are most economical. The brain
is expected to free many teachers from routine classroom
duties so that they may participate in individual tutorials.
In the photograph at right, technicians within the "brain"
beam information to hundreds of outlets within
the community.

The portable conference unit is designed to occupy a
minimal amount of space, and is easily transported
from one small site to another, as need directs. The
unit is intended as a gathering place for all residents,
housewives, teens, working men, and small children. Its
purpose is to provide a meeting place for
the interchange of ideas.

t is intended that components in the Vreeland scheme
or a depressed area supplement existing school
tructures, which will still be utilized (above).
Components in the plan were selected with feasibility
nd economy as the chief considerations.

Architect Vreeland's scheme utilizes a modified version
of the school bus; however, instead of transporting
students to education facilities, the bus brings education
to children in their own neighborhoods.

. , , ,

- ': * . ■

The school system maintains a convoy of roving,
electronically equipped and programmed buses, similar
to the Volkswagen bus. As the familiar traveling ice cream
conveyor seeks its customers, the proposed school bus
seeks its learners in a Pied Piper fashion.

22 (Continuation) Technology/Education for the New Town Within the Old Town

The smallest unit in the Vreeland scheme is a transistor
radio which pre-schoolers will use to receive information
from central control. The one-program radio is to be
given to each pre-schooler in the community, or sold at
cost. Other commonplace artifacts to be pressed into
service in the scheme include drive-ins, converted to
information centers, vending machines, corner telephone
booths, and portable buildings.

This education unit is modeled after a telephone booth,
and can be manufactured for about $2500. Some 750 units
would be utilized in the depressed community of about
50,000 persons, and would be placed on street corners
directly in the neighborhoods so that the residents could
use them for information retrieval and programmed
presentations. Within the booth are a seat, a video
screen, and a remote control connected to the area's
"central control."

Any vacant lot in a community may become a school
campus overnight, as transport trucks, helicopters, and
cranes create instant schoolhouses. These schools may
be shifted to other locations as the population moves.

24 Technology/Education in the New Town:1990

Architect Cedric Price placed maximum
emphasis on electronic technology as he
amassed a Kit of Parts for a decentralized
education system, based on John Tirrell and
Albert Canfield's educational program for a
projected new town which will be feasible
by the year 1990.

The parts form a complex network of facilities-
for education, most of which are non-
structural, and are incorporated into existing
facets of urban areas.

The suggested Kit of Parts is as follows:
(TB) THE TOWN BRAIN Central production and
servicing for Educational Facilities (EF)
(IESC) INDUSTRIAL/EDUCATIONAL
SHOWCASE Displays to explain industry to
the public.

(CESC) COMMERCIAL/EDUCATIONAL
SHOWCASE Displays and Information related
to normal shopping facilities, together with
tuned-up Post Office, Banking, etc. Services
are often dispensed in self-service machinery.
(AL) AUTO LINK Education facilities are made
available to private cars with radio, two-way
telephones, and charts.

(RTS) RAPID TRANSIT SERVICING Education
facilities in buses, trains, etc., including
informational panels.

(HSS) HOME STUDY STATION is a major

element placed within existing homes, or

added to them, to permit the home to replace

the schoolhouse for most educational

communication.

(ITT) INFANT TEACH TOY A portable

elementary school, easily relocated to serve

a shifting age group.

(OAS) OPEN AIR SERVICING Enables

additional educational feeds from movies and

television, presented in public parks.

(LC) LIFE CONDITIONER The Life Conditioner

Box and the Life Conditioner Tent both contain

learning facilities.

(IESC) External projection screens would be used in
Cedric Price's plan for a new town, and industry would
itself serve as an instrument of education by explaining
on the screens its processes and products.

(IESC) Industries would make public demonstrations to
reinforce the lessons learned from telemetered material.
Above, a chemical plant spells out its operations for
every passerby.

Self-contained vending machines.

(CESC) Equipment required to tune up existing

commercial properties:

Mechanical plant-lifts, jacks, small cranes etc., capable

of supporting and displaying goods not normally available

for inspection.

Portable show cases, stands, etc.

System of lightweight variable shelters with localized

heating and lighting capable of providing links between

individual stores — a citizens' arcade.

Citizens' Arcade

26 (Continuation) Technology/Education in the New Town:1990

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(RTS) Backs of seats become miniature carrels for study aboard
vehicles, so that the commuting time of the student is not wasted.

(RTS) Each vehicle would include a chart showing its
location within the total transportation system.

(HSS) Self-contained cubicles can be "plugged in" to
existing housing. Each cubicle would contain electronic
equipment similar to that used in the Carrel Car and
the Shoulder Carrel.

Infant Teach Toy

28 (Continuation) Technology/Education in the NewTown:1990

(OAS) Public parks can become giant arenas for education — architect Cedric Price calls this innovation OAS, or open-air
servicing — when portable television and movie projectors are set up to show educational and recreational material.

(LC) The Life Conditioner Box straddling the expressway.

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SEMINAR 8 TUTORIAL

ARRIVAL
DISTRIBUTION &
HUMAN SERVICING

1

1

PEDESTRIAN
MOVEMENT

ATOM

L

C. BOX 9n

IN LEVEL ^U

The structure of the LC Box is of three types:

1. The small cell concentrated Educational
Facility which consists of the three extendable
double decker steel trusses with infill volumes
capable of foundations on sloping ground.

2. The central access and cross-feed area
which is of varied structure dependent on the

siting of the box and is likely to consist of a

continuous loadbearing reinforced concrete

construction.

3. The large variable volume section which

is framed steel construction with simple

footings.

30 (Continuation) Technology/Education in the New Town: 1990

CEDRIC PRICE

The light load volumes contained between the "learn
trusses" have, through their form of lateral in-fill
construction, a large capacity for rapid volumetric
variation combined with the availability of variable
vertical links (staircases).

CEDRIC PRICE

ATOM

L. C. BOX

LONG SECTION

Cedric Price's Life Conditioner Box is a major component
in his Kit of Parts for education. The box straddles the
expressway, and provides educational facilities for all
age groups, with special access and areas for small
children. Three areas of learning are provided: inquiry
and feedback facilities, tutorials and group discussion,
and individual self-pace and programmed investigation.

At roof level six projection screens can be raised to
provide long, medium, and short distance viewing. In
addition, an open-air view auditorium is located on
variable seat decking on part of the roof of the LC.

|

□

SOCIAL ACTIVITIES (_)

VIEWING SCREENS 1 I

SERVICE AREA V/i

ARRIVAL/ 1/ \l

DISTRIBUTION &
HUMAN SERVICING

f 1 OUTDOOR AMPHITHEATER

^H INTENSIVE LEARNING

PRIMARY SELF-PACE
LEARNING

R.T.S.

FREIGHT DELIVERY

VERTICAL MOVEMENT
GOODS & PEOPLE

32 (Continuation) Technology/Education in the New Town: 1990

LC Tent consists of a 16' x 16' x 16' unit
space frame 336' x 336' and is suspended
from four steel posts with a clear height of 60'

Partial foul weather protection is provided by
means of sky-blinds fixed to the space deck.

Four service and media towers are sited
against each of the supporting posts. The
ground deck, as it carries little or no piped
services can be of varied levels. Services from
the towers are threaded through the space
deck as required by the short-medium life
enclosures below. The enclosures are built
and demolished as required and provide
facilities for workshops. A small experimental
auditorium and the sort of anonymous, well-
serviced volume of spaces that will become
increasingly required by the local community
(10,000-20,000) are included.

At first it is envisioned that one LC Box and
one LC Tent will be required by each group of
20,000 citizens. At later phases the relative
number of LC Tents will increase.

Price, in explaining his plans for this new

town says,

"The concept of a finite town totally conceived

at a single moment in time is considered both

intellectually derelict and socially

irresponsible.

Such a concept in the past may well have
produced a settlement capable of defense
but in recent times has produced little more
than medieval piles capable of only the most
limited pre-ordained growth and change.

Increased individual mobility and personal
independence enables an extension of the
range of self-choice activities open to all.

Mobility of labor and the rapid spread of
invisible servicing (e.g. water, Medicare, TV,
gas, credit cards, wired power) are additional
generators of an increasingly fragmented —
both spatially and in time — society.

The built environment is likely to become an
increasingly restrictive and abrasive content
of total life if continuing attention is paid by
the administrators and their consultants
(architects, planners, and romantic social
scientists) to its assumed permanence rather
than to its shortening socially relevant life.

Too often, the consultants grasp desperately
at some generally acceptable activity that can
be located in "buildings" and thereby justify
an urbanistic structuring and communication
theory based on the assumption that "growth"
(i.e. socially healthy activities) is most
likely to provide a locationally static "fix"
around which the town can grow indicating in
such growth physical infra-structuring caused
by such healthy activities. Architecture should
realize its immense potential to demand its
own technology rather than stand at the end
of the "spin-off" queue with the ever-open
hand. The provision of educational facilities,
in physical terms, should not be tailored to
any particular requirements made by any
particular authority.

Rather, such provision should enable a range
of educational patterning to evolve which is
wider than previously possible. In architectural
and planning terms, this requires an avoidance
of the providing of a single or comprehensive
physical dispenser unit."

34 Intermix/Introduction

"Most present-day schools may be lavishing

vast and increasing amounts of energy

preparing students for a world that no longer

exists."
Marshall McLuhan

36 (Continuation) Intermix/Introduction

Architects and educators participating in the
Design Fete repudiated the accepted practice
of isolating facilities for education from others
in the community. Rather, they created an
INTERMIX of education with working, living,
playing, and moving from one activity to
another.

Intermix is the result of erasing the borders
which zone learning into schools. A grand
Intermix of education and every other facet of
daily life creates vitality, excitement,
convenience, involvement, and exchange
of benefits.

ZOA/£D

MWjlJCM

WM

INTERMIXED

The statement of A. E. Parr which follows
and which Robert Venturi quoted at the Design
Fete illustrates why intermix is an important
concept for planning and education. Intermix
establishes a fresh and clear direction for
planning educational facilities in new towns
and perhaps in older towns as well.

"A brief recollection of certain urban
experiences of a child born when the century
was born.

Until I reached the age of five we lived a short
commuter distance outside of a town of about
75,000 on the west coast of Norway. Not as a
chore, but as an eagerly desired pleasure, I
was fairly regularly entrusted with the task of
buying fish and bringing it home alone. This
involved the following: walking to the station
in five to ten minutes; buying ticket; watching
train with coal-burning steam locomotive pull
in; boarding train; riding across long bridge
over shallows separating small-boat harbor
(on the right) from ship's harbor (on the left),
including small naval base with torpedo boats;
continuing through a tunnel; leaving train at
terminal, sometimes dawdling to look at
railroad equipment; walking by and sometimes
entering fisheries museum; passing central
town park where military band played during
mid-day break; strolling by central shopping
and business district, or, alternatively, passing
fire station with horses at ease under
suspended harnesses, ready to go, and
continuing past centuries old town hall and
other ancient buildings; exploration offish
market and fishing fleet; selection offish;
haggling about prices; purchase and return
home.

I do not intend to claim that this was usual
for a four-year-old boy on his own. Rather was
it due to very unusual parents. The point is
that such experiences were possible and
permissible at that time while they would be
utterly unthinkable today, due in no small
measure to the hazards introduced by
automobile traffic, among other causes.

When I was five we moved into the town itself,
and I started to kindergarten and elementary
school soon after. The days would go as
follows: Off to school with other children
joining the morning stream of white-collar
pedestrian males ranging from clerks to
shipowners, usually not walking with our
elders but unavoidably exposed to overhearing
adult conversation and observing adult
behavior; soon passing a small botanical
garden and greenhouse and a large building
housing a substantial museum of natural
history and a fair museum of history and
ethnography; passing, also, a great
architectural variety of residences; then the
railroad terminal and the building opposite
which houses the fisheries museum previously
mentioned, and also, on higher floors, a
museum of decorative arts, a small city art
gallery and the exhibition halls of the art
association; past the central park with the
music stand to the school, which shared a
block with the fire station, city prison and an
historic but still functioning public building.
These were the days of two work periods with
a long mid-day break. During the break the
morning route was reversed, with stops to
listen to the military band, to pay visits to
museums (in my case) and to seek other
adventures. At this time the stream would
include some women, and it would cross a
flow of blue-collar workers moving in the other
direction. In the afternoon the pedestrian
procession would go back again, but now a
considerable number of wives on errands of
their own, starting out with, or more or less at
the same time as their husbands, and
proceeding to the same parts of town,
sometimes accompanied by their children,
there being no afternoon elementary school.
When spending free time in our own
neighborhood, I had only about 300 feet to
walk to watch activities in a booming shipyard,

about 1 ,000 feet farther along came the public
aquarium; and immediately beyond that was
the seawater moat protecting the naval station,
where sticklebacks nested in the seaweeds;
sculpins, gobies, and small flounders darted
about and could be watched for hours. In
another direction it was about 300 feet to ferry
stairs where I could fish, about 600 feet to a
large dock and coal depot, and many rocky,
still-vacant lots to explore. There were also
frequent visits, unaccompanied, back to the
natural history and the history museum. This
is actually only a very incomplete list of how
things were around 1905-7.

The child's daily orbit has been even more
sharply curtailed than its mobility. It seems
the ideal of all urban designers to place the
schools as near the homes as possible and
with the simplest route between them, at the
same time as urban growth is pushing
residential precincts and school districts
farther and farther away from the centers of
history and of current affairs. A child's
exposure to the life of the city two to four
times daily has become a thing of the past.

Sixty years ago the orbits of men and women
were also essentially the same. Automobile
transportation has greatly increased the
mobility of both, but has also separated the
orbits of housewives from those of husbands
and of women workers in business, industry,
government and the professions. This reduction
of urban experience shared in common by
women and children also reduces their ability
to communicate with each other.

The individualistic architectural diversity on
the way to school has for most children been
replaced by a walk, if not a ride, within the
monotonous anonymity of new housing
developments, and the twice daily autonomous
plunge into the heartland of urbanity has
become a rare and guided event during the
early years of life."

2. "The Child in the City: Urbanity and the Urban
Scene," A. E. Parr, LANDSCAPE, Spring, 1967

38 Intermix/The Mainstream

The mainstream concept places educational
facilities directly in the forefront of daily
community life — rather than isolated and
sequestered behind the schoolyard fence.

One new town solution which epitomizes
the mainstream concept is a linear town built
along an Educational Concourse which
directly integrates education with the daily
life in the town. Along the concourse in Paul
Kennon's project are distributed all the
activities of the community — schools, shops,
offices, industry, and housing.

The concourse idea was proposed as the
ordering element of the new town to create a
confluence of people, ideas, and goods, as
well as an opportunity for involvement with
the life of the town. The concourse provides an
intermix of activities and movement of people,
an open space for people of all ages and
backgrounds, and a place where each
individual has a choice of moving along
random or selected paths of learning
experiences. Planned as a university town,
the concourse concept erased all traditional
distinctions of "town and gown," and created,
instead, a "gown-town," because classroom
walls and larger walls between the community
and the academic way of life would not exist.

Schools are now serving as the generators
of new towns. In California, for instance,
where many new community colleges and
state universities are being constructed,
commerce, industry, and housing follows
directly in the wake of construction. It is
logical, then, to include all facilities in
integrated planning for a new "gown town."

Such planning could eliminate alienation
between town and gown and break down the
educational, social, physical, psychological,
cultural, economic, and political walls between
student and resident. The concept attempts
to reduce traditional tension between town and
gown by focusing on common interests and

obtaining the best education possible for each
member of the community. The plan expresses
the climate of the university and capitalizes
upon the presence of a major educational
facility in the community by using its human
and physical resources, and utilizing the
facilities of the university for recreational and
cultural activities, for the benefit of community
residents of every age.

Traditional alienation between town and gown is
eradicated when a new town and a university are built
integrally, and facilities for education and every other
phase of human life are placed along a giant Educational
Concourse. The flow of movement includes not only
university students, but town residents of all ages.

The emphasis is on cooperative planning
between the university and the town, capturing
the feeling of intense activity and movement
from the very young to the senior citizen — all
on their way to some purposeful activity outside
the home, so that the town expresses
education, including research and
development, as its principal and most
highly valued activity.

Educational facilities in the new town which architect
aul Kennon designed are located so that there is
novement through them, rather than just past them.
The town residents are thus included, and invited
o join classes.

The Grand Intermix of activities along the educational
concourse might include an IBM laboratory, a shoestore,
a kindergarten, and a college history classroom in
close proximity along the concourse. Thus there is a
degree of interaction among diverse activities, and
resulting stimulation of the passerby.

40 (Continuation) Intermix/The Mainstream

Community facilities, from churches to clinics, are located within the framework of the concourse

Paul Kennon's solution involves new town residents
in education because facilities are placed so that they
encounter learning invitations in the path of their daily
life. The Education Concourse, above, is planned much
like a super shopping mall, and has all the bustle, and
activity of the mall.

;KX

A

Ml

life

3

VII segments of Valley's structure relate to the central Education Concourse

42 Intermix/The Open Hand Concept

To boost learning experiences in depressed
areas of cities, Architect Thomas Vreeland
proposed a fluid system which was designed
specifically to enter the daily life of the
residents — directly in the decaying
neighborhoods where they lived.

To bring facilities to the attention of the
people, the symbol of the Open Hand was
used, communicating to the people that
education is helpful, is to be trusted, and
that the facility displaying the hand
welcomed the resident.

The Open Hand, in Vreeland's scheme,
appeared on all manner of facilities used in
everyday life. The program sought out the
commonplace, the familiar and reliable facilities

that the people were accustomed to viewing
as they went about their daily rounds.
Cigarette machines, telephone booths, drive-
ins, all were pressed into service, identified
with the Open Hand symbol, as tools for
learning.

Education was thus able to enter day-to-day
life as a familiar, useful, and easily acceptable
part of the community. The general spirit of
the scheme was to show the people that
education had come down from its pedestal
— as it must, if it is to cope with the new
problems of the ghetto and urban chaos.
Most important, the Open Hand communicates
to the people that education is NOT aloof and
worthy of mistrust.

The Open Hand symbol, placed on highly familiar objects
within the community, leads and invites the residents to
the educational facility.

43 Intermix/The Tower of Learning

As education assumes an increasingly
important role, the facilities which house
education will approach the scale of
commercial buildings, and will be intermingled
with them, rather than sequestered on neat,
isolated campuses.

The image of the schoolhouse will then
become that of a bold highrise structure
similar to that of corporate headquartering,
and located in the heart of the urban area,
intermixed in the mainstream of life. The
central location of education reflects the
importance of providing education for all
citizens in the new town designed by
architect Charles Colbert.

History shows that men build to express the
values they consider most important. Architect
Colbert maintained that the headquartering
for education must be as imposing as that of
big business, to express the importance of
education in the structure of the new town.

A commanding high-rise building proclaims
the position of education in a new town designed
by Charles Colbert. He proposed that facilities
for education be given equal stature with
those for business.

"The coupling of the ageless and
yet desired with the possibilities
of the future have been
compared and hopefully
melded" — Colbert.

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44 Intermix/Education In The New Town: 1970

The educational facilities for Robert Venturi's
new town were based on a program prepared
by Carol Lubin and Ronald Haase, which used
libraries as the backbone of the educational
system. Electronic technology was utilized to
pipe information into many decentralized
education nodes and education was available
to every resident of a new town, on a 24-hour
per day basis.

Communicating systems can enrich every
area of life, and education thus can take place
in the home, in the factory, in the
neighborhood, anywhere.

In his scheme for a new town, Venturi placed
educational facilities along a central strip
which has all the conventional elements of
existing American city landscapes.

The strip is lined with mini-structures easily
adaptable to changing needs of the system,
and is dotted with billboards and signs
promoting education in the same manner
in which commodities are promoted.

A Meeting room

Up to 100 persons for block
meetings, etc.

B Work room can be adapted for music
practice or arts and crafts, etc.

C Lounge

D Utility core

E Computer based learning carrels
are located within utility core
and can be coin operated

Facilities could be used at any
hour by individuals or families
who do not want to work by
themselves in their own home
and do not want to go to the
neighborhood center for some
reason.

Industrial service stations which
are similar in program but less
architectural are plugged within
each plant.

Neighborhood service stations
also contain child care facilities.

Robert Venturi's new town has four distinct
facilities for the learner:
1. The Educational Service Station is
located on street corners within individual
neighborhoods, and is planned to serve
clusters of about 40 houses. This "service
station" has connections for television and
other facilities to assist persons who wish to
study outside of their home but do not wish
to travel to one of the larger centers listed
below. The service stations are open day
and night.

SERVICE STATIONS

serving clusters of 40± families

2. The Neighborhood Learning Resources
Center, with facilities for non-graded education
through the conventional boundaries of the
second grade, is provided for each
neighborhood of about 500 families.
The Center has facilities for adult classes, for
community meetings, for health care extension
programs, and for day and night care of
children so that their parents may participate
in programs of interest to them.

NEIGHBORHOOD

LEARNING RESOURCES CENTER

F Child care center
Day and night nursery
facilities for a maximum
of 12 small children

G Outdoor play area

H Semi-sheltered play
pavillion

I Recreation and crafts
areas

J TPC: Teachers' planning and
conference room

K Serving kitchen
Food supplied
from town LRC

L Entrance

M Adm.

N T.

O Gallery

P Medium alcoves

Q Big alcoves

R Resources center

Reading visual and auditory
equipment areas contain
spaces for the individual as
well as the group

S Individual carrels for resource area to be
used by adults as well as students

T Resource check-in area

U Plug-in capacity for
mobile resources

V Computer-assisted learning carrels
for 1 to 3 students

W Seminar type discussion spaces can also be
used by the community for social, political,
or religious assembly

500 families/neighborhood

1500-2000 residents

150 children, grades N/K-2 (x, 75 simultaneous enrollment factor = 120±)

32

46 (Continuation) Intermix/Education In The NewTown:1970

3. The Town Learning Resources Center,
provided for each township of 12,000 residents,
has facilities for ungraded learning in what
would conventionally be grades three through
eight. This Center also houses facilities for
adult education, and has some facilities for
younger age levels. In addition, there are
extensive facilities for community recreation,
entertainment, and for the arts.

A Dispensing kitchen

Plug-in capacity for mobile i

E

TPC: teachers' planning and
conference room

F

Gallery

G

Big and medium alcoves

H

Niches

I

Well

J

Education arcade - open 24 hours

computer assisted adult reading listening alcoves

Possibly coin opearted or leased weekly or monthly

TOWN LEARNING RESOURCES CENTER

3000 families

10,000 - 12,000 residents

1800 students, grades 3-8 (x.75 simultaneous enrollment factor = 1350)

32

UL

Computer assisted student reading • listening alcoves for 1, 2. or 3 students

(50% of all learning space)

grouped to allow seminar discussions of 12-15 (25%)

or large groups of 50-60 (25%)

Computer devices 1) allow learning at student's own pace

2) porvide access to vast information retrieval systems

3) reflect the thinking of programmers who are
experts in their fields

4) possess inherent instantaneous self-correcting
mechanisms that eliminate the 'homework
return gap'

To physical education center/
health center and theater located
in town park and recreation area

Q Open

R Service, parking

R Service for shops

T Main Street
2 Lanes

V On street parking

W Small shops, accessible both sides

X Commercial strip

Contains reception storage,
distribution and work space
for resource materials and device
(books, A. v., TV. and computer)

Additional carrels can accommodate
open enrollment N/K-2, a facility
which serves as a hedge against
possible social or economic segregatio
patterns and as a specialized facility
for advanced or handicapped students
at these grade levels.

48 (Continuation) Intermix/Education In The New Town:1970

4. For the complete town —
which is composed of eleven
townships of about 20,000
residents each, there are two
Senior Learning Resources
Centers, which provide
facilities for studies at the
high school level. One Center
specializes in arts and
humanities, and the other in
science and technology, yet
students in either school may
take courses from the other
school by means of television.

In addition to the above
facilities, there are also
educational nodes located
within industrial concerns
so that employees may utilize
work breaks to pursue their
studies if they wish.

SENIOR LEARNING RESOURCES CENTER AND CITY FACILITIES

20,000 families

75,000 residents

16,000 students, grades 9-12 (x.75 simultaneous

enrollment factor = 12,000 students) accommodated

in two high schools of 6000 students each

(one of which is shown above)

2000
SCALE

Town loop
Service road
4 lane elevated thruway
Plug-in area
Parking
School busses

School busses from all four sur-
rounding neighborhoods plus town
Flexible zone: Green buffer
Commercial
Institutional
Parking
Typical sub-school for 1500
students divided into four houses
of 375 students. The houses each
have their own control and
distribution area tied into central
resources and devices.
A special theater seating groups of
250 to 1500 will be provided in
each SLRC. In the science high
school, the theater will be
media-oriented, serving as a
'planetarium'. In the arts and
humanities high school, the theater
will be more performer oriented,
serving as a concert hall and
drama auditorium.
Commercial also including work
areas and data processing centers
where projects for science/math,
arts/industry, and communications
(music, drama, journalism,
languages, etc.) can be VIEWED
FROM THE STREET
Computer assister learning
elements can receive information
from programming centers located
in large cities or major universities
besides retrieval from the Media
City Information Storage and
Distribution Center.
Commercial with student commons
facilities which include dining,
social, exhibit, activity, and
shopping spaces
Commercial

Civic and big commercial
Sub-school A
Sub-school B
Sub-school C
Sub-school D
Physical education center
Participation, rather than
spectator oriented
Performing center
Motel
Theater
NLRC
TLRC

50 (Continuation) Intermix/Education In The New Town: 1970

Strip Commercial

Gridiron
Villi Ridicule

ciam

Mini-Structure

Meol-Structire SCALE

TOWN PLAN

In Robert Venturi's plan for a new education-
oriented town, there is one Town Learning
Resource Center for each township of 12,000
residents, six Neighborhood Learning
Resource Centers, and a Neighborhood
Educational "Service Station" for each
cluster of forty families.

52 (Continuation) Intermix/Education In The New Town: 1970

The new town will accommodate some
120,000 residents. An interesting feature of
the planning for this town is that the freeway
system runs directly through the center
of the town. Facilities for transportation,
commerce and education are thus
irreversibly intermixed along
the central strip.

6 LANE MEDIA FREEWAY

MIDDLE PATUXENT RIVER
Ci

CITY LEARNING RESOURCE
CENTER

CITY LEARNING RESOURCE
CENTER

Vj1 ^- '

ROCKY GORGE RESERVOIR

SITE PLAN

12,000 POPULATION

MEDIA POPULATION 150,000

1 TOWN LEARNING

RESOURCE CENTER
6 NEIGHBORHOOD

LEARNING RESOURCE CENTERS

NORTH

PATUXENT RIVER

The generally-deplored billboard can be used as a tool
for education by placing the messages of education in
the path of the public.

The learning centers are parallel mini-versions of the
out-of-doors strip.

54 (Continuation) Intermix/Education In The New Town: 1970

The learning centers are parallel mini-versions of the
out-of-doors strip.

Learning centers are always connected because they are
within the Educational-Commercial strip.

A commercial educational strip arrangement for a
new town provides a constantly diverting route for the
pedestrian and the motorist. Rather than denying the
existence of and the necessity for the freeway and the
attendant jumble of buildings and automobiles, architect
Robert Venturi mingles education facilities directly with
those for commerce — along a town-bisecting freeway —
and creates a varied smorgasbord of attractions to
compete for the attention of the pedestrian or motorist
learner.

56 Conclusion

At the conclusion of the Rice Design Fete's
twelve days of intensive research, many
questions remained unanswered. Among them:
Can individual motivation and initiative for
independent study be assumed? Can social
involvement be achieved with a highly
individualized program for education? In what
manner may a system of study be provided
for use in the home? Will industry assume its
share of responsibility in proposed new
education systems?

We are convinced that answers to the foregoing
may be found in the new towns of today and
tomorrow. It is our conviction, furthermore,
based on findings of Rice Design Fete IV,
that: New Towns need not be fettered to
the drab conventions of traditional forms of
education . . .

New Towns can be living laboratories for
advance in education. . .

New Towns can offer exciting prospects:
Education for LIFE . . .
Education for GROWTH . . .
Education which encompasses

communities . . .
Spans lifetimes . . .
And betters each individual resident.

New education, in brief, will be characterized
by two major changes:

1. TECHNOLOGY: Proposals in the Design
Fete relied upon educational technology,
urban planning technology, building
technology, and organizational technology.
Every applicable form of technology was
harnessed to provide total education for the
resident of the new town.

It became evident that transportation will play
a major role in education solutions for the
future — as it did in solutions to New Town
problems. New aspects involved, first, the
transportation of the learners to the educational
facility (as in the case of the drive-in
information bank), and, second, the
transportation of educational facilities to the
people (as in the case of the traveling bus
with its programmed courses.)

2. INTERMIX: As technology makes significant
changes in education, it follows that new
forms of schools will evolve. Education as
formalized programs neatly docketed within
set hours will be replaced by social and
educational restructuring with facilities
available on a 24-hour basis, on the street
corner, in telephone booths, in the home,
within industry, in libraries, in private
automobiles.

The walls between learning and life will vanish.

And the schoolhouse will disappear — or linger
as a memorial to pre-electronic learning.

William Cannady, AIA
Director, Rice Design Fete IV
School of Architecture
Rice University

57 Design Fete Participants

Charles Colbert, FAIA, Architect and Planner, New Orleans, Louisiana

Students: Ronald Cox (Texas A and M University), Peter Eichenlaub (University of Houston)

James Farrar (University of Arkansas), Roy Lowey-Ball (Rice University)

Bill Merriman (Rice University), Hans Rott (Rice University)

Paul Kennon, AIA, Associate Director, Rice University School of Architecture, Houston, Texas
Students: Davis Chauviere (Texas A and M University), Joe Champeaux (Rice University)
Grant Fehr (Rice University), Bill Longfellow (University of Texas), Charles Lord (Tulane University)
Joe Milton (Rice University), Jeffry Ryan (Rice University)

58 (Continuation) Design Fete Participants

Cedric Price, MA AA, Dip. ARIBAI London, England
Students: Thomas Burke (University of Houston), James
Gwin (Rice University), Jack Kemp (University of
California), Carl Landow (Rice University), Bill Martin
(University of Tennessee), Bob Timme (Rice University)

UUitn &t£%*Za^

Niklaus Morganthaler, Architect, Atelier 5, Berne,
Switzerland; Students: George Emmons (Rice University)
Thomas Forman (University of Illinois), Doug Harvey
(Rice University), Bruce Levine, (Rice University), Guy
Rollins (Rice University), Thomas Simpson
(University of Tennessee)

Thomas Vreeland, AIA, Chairman, Department of "
Architecture, University of New Mexico, Albuquerque,
New Mexico; Students: David Colby (Rice University)
Doss Mabe (Rice University), Patrick McClernon
(University of New Mexico), Dan McGown (Rice
University), Trenton Wann (University of Texas)

Robert Venturi, AIA, Venturi and Rauch, Philadelphia, >•
Pennsylvania; Students: Phil Belanger (Rice University)
Paul Farmer (Rice University), Albert Filoni (Harvard
University), Harry Quffee (Rice University), Danny
Samuels (Rice University), Marvin Rosenman
(Columbia University)

60/Research Participants

CONSULTANTS AND PROGRAM SPECIALISTS

Architectural Programming: William M. Pena,
AIA, Caudill Rowlett Scott, Architects
Planners Engineers, Houston, Texas, and New
York, N.Y.; Ben H. Evans, AIA, Director of
Research Programs, The American Institute of
Architects, The Octagon, Washington, D.C.

Delineations: Walter Bell, AIA, Architect,
Houston, Texas; Franklin D. Lawyer, Norman
Hoover, and David Griffin, Caudill Rowlett
Scott, Architects Planners Engineers, Houston,
Texas and New York, N.Y.; O. Jack Mitchell,
Associate Professor, Anderson Todd,
Professor, School of Architecture, Rice
University, Houston, Texas

Environmental Medicine: Lee E. Farr, M.D.,
Professor of Nuclear and Environmental
Medicine, The University of Texas, M.D.
Anderson Hospital, Houston, Texas

Programming: Joseph Bechard, Principal, Troy
High School, Troy, Michigan; Eugene Howard,
Charles F. Kettering Foundation, Dayton, Ohio

Psychology: Edwin P. Willems, Ph.D.,
Department of Psychology, Rice University,
Houston, Texas

Sociology: Mary Ellen Goodman, Ph.D.,
Department of Sociology, Rice University,
Houston, Texas

Structures: Nat W. Krahl, Ph.D., School of
Architecture, Rice University, Houston, Texas;
Kenneth Zimmerman, Walter P. Moore and
Associates, Engineers, Houston, Texas

Urban Design: Jerzy Soltan, Chairman, School
of Architecture, Graduate School of Design,
Harvard University, Cambridge, Massachusetts

ADVISERS

Harold B. Gores, President, Educational
Facilities Laboratories, Inc., 477 Madison
Avenue, New York, N.Y.; Jonathan King,
Vice-President and Treasurer, Educational
Facilities Laboratories, Inc., 477 Madison
Avenue, New York, N.Y.; William W. Caudill,
FAIA, Caudill Rowlett Scott, Architects
Planners Engineers, 3636 Richmond Avenue,
Houston, Texas

EDUCATORS

Albert A. Canfield, Ed.D., Vice-President,
Oakland Community College, Bloomfield Hills,
Michigan; Ronald W. Haase, AIA, Architect,
New York, New York; Dorothy M. Knoell,
Programmer, State University of New York,
Washington, D.C; Carol Ft. Lubin, Programmer,
Simon Enterprises, Inc., New York, New York;
Judith P. Ruchkin, Programmer, School of
Education, College of the City of New York,
New York, New York; Cyril G. Sargent, Ed.D.,
Professor of Education, College of the City of
New York, New York, N.Y.; John E. Tirrell,
Ph.D., President, Oakland Community College,
Bloomfield Hills, Michigan

RESEARCH STAFF

Editor, William Cannady, AIA

Associate Editor, Ann Mohler

Art Director, Charles Schorre

Visual Communications, Frederick Gardner

and Robert Sobel, AIA

Photography, Laurin McCracken and

Douglas Peel

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