FINE Z 733 .1315 1920 CORNELL UNIVERSITY LIBRARY FINE ARTS LIBRARY UNIVERSITY OF ILLINOIS BULLETIN Issued Weekly y Vol. XVII MARCH 15, 1920 No. 29 ,■-'•. - , , ' (EpteKd as sedjfid-d*" matter Pecanbet 11. 1912, at tSe post office at Urjjana, Illinois, under the ^ct of August 24. 1912. Acceptance for mailing at the special rate of postage piovided fol- in section 1103,ActQfOctober3, 1917, authorized July 31, 1918.), , , THE RIGKER LIBRARY OF; ARCHITECTURE BY N. C. CURTIS PUBLISHED BY THE UNIVERSITY OF ILLINOIS URBANA '/I®, Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924070446145 CORNELL UNIVERSITY LIBRARY 3 1924 070 ONE OF PIRANESrS COMPOSITIONS Plate 14 of "Ouvres Choisies" THE RICKER LIBRARY A FAMILIAR TALK TO Students of Architecture IN The University of Illinois BY N. C. CURTIS 1920 "L' amore di qualunque cosa e figliuolo d'essa cog- nizione. L'amore e tanto piu fervente, quanto la cognizione e piu certa." ("THE KNOWLEDGE OF A THING ENGENDERS LOVE OF IT; THE MORE EXACT THE KNOWL- EDGE THE MORE FERVENT THE LOVE.") Leonardo da Vinci. CONTENTS CHAPTER I.— Character and Importance of the Ricker Library of Architecture. CHAPTER II.— The Early Literature of Architec- ture. CHAPTER III.— Modern Architectural Books. CHAPTER IV.— A List of General Works on Archi- tecture Recommended to Architec- tural Students. APPENDIX (A) —A List of Old and Rare Books Contained in the Ricker Library. APPENDIX (B) —General Classification of Books on Architecture and Related Subjects According to the Dewey Decimal System, With a Graphical Indica- tion of the Relative Content of Each Class in the Ricker Library. ILLUSTRATIONS Page A Composition by Piranesi Frontispiece Portrait of Dr. Ricker 8 View of the Interior of the Ricker Library. ... 20 A Composition by Hulot. From d'Espouy. . . . 26 Restoration of the Altar of Zeus at Pergamos . . 32 Drawing by Letarouilly 36 A Mediaeval War Engine, after Viollet-le-Duc 46 A Doorway, East Borshan, Norfolk 72 INTRODUCTORY NOTE During the past year the Library Com- mittee of the College of Engineering in the University of Illinois has concerned itself with the difficult problem of how our students may be brought to a realization of the im- portance of reading, on their own initiative, good and useful books, especially the techni- cal literature of the course in which they are enrolled and are presumed to be primarily interested. The College of Engineering possesses very full and valuable collections of books in every one of its special departments of study, and it is the constant hope of the instructors that students will employ these documents to their utmost advantage. The importance of purposeful reading as a factor in education does not need to be demonstrated, but it is sometimes necessary to recall it to mind. It is with the hope that students of architecture may be led to drink more deeply of the Pierian Spring and thereby avoid the dangers of meager draughts, that this some- what limited discussion of the books in the Ricker Library of Architecture has been prepared. Urbana, Illinois, 1919 N. C. C. DR. NATHAN CLIFFORD RICKER RePEODUCED FEOH a mosaic portrait IX THE RiCKER LiBEABT BY Professor Wells THE RICKER LIBRARY A FAMILIAR TALK TO STUDENTS OF ARCHITEC- TURE IN THE UNIVERSITY OF ILLINOIS By N. C. Curtis CHAPTER I. In his lecture on the study of architecture, Mr. Reginald Blomfield makes the following remark: "The reading of books will not make an architect; his proper study must always be buildings." By this statement we may take him to mean either the reading of books alone, or the reading of them in the wrong way. But it must be remembered that the lecturer is an Englishman and that his obser- vation was addressed to students of the Royal Academy. In every part of England, as in other European countries, there are to be found historic buildings which exemplify every phase of architectural development; edifices which are monuments, and about which architectural history has been written and numerous monographs made. They are, in fact, the solid foundation of historic re- search. Here in America our case is different; and especially is it different in Illinois. Much as we may value and admire what we have inherited in the way of architecture from our Colonial forefathers, English, Dutch, French, and Spanish, we cannot think of these posses- sions as being architecturally comparable to the historic monuments of the Old World; at least, not in the same sense of independent style. The distinction is at once apparent. Over there architectural students have their material ready at hand; they are surrounded by the great buildings of the past and may see all and know all at small expense in money and comparatively little in time. Over here many of us will never be able to contemplate those great conceptions of genius except through the eyes of the transcriber. How shall we see otherwise then, except we surround ourselves with books, pictures, drawings, casts, and descriptions.^ Therefore, how to know books, how to use them, how to make the most of them, become important questions. In this connection the value of museum collections should not be overlooked. The University maintains several collections which have a distinct bearing upon architectural study. Especially useful are the Museums of Classical Archaeology and Art and of Euro- pean Culture located in Lincoln Hall. These contain among many other things, casts' of Greek, Roman, Romanesque, Gothic and Renaissance sculpture, costumes, reproduc- tions of paintings, and numerous originals, as 10 well as models of other historic antiquities. We are fortunate in having at the Uni- versity of Illinois one of the great architec- tural libraries of the country: The Ricker Library of Architecture. In a published description of the aims, ideals, and resources of the' School of Architecture at Illinois, printed for the departmentin 1913, S.F.Kim- ball, in referring to the library, says this: "The really invaluable resource of the school is its superb collection of architectural books. The solid ranges of folios, which must serve as a substitute for the surroundings of students in Paris or Rome, are probably sur- passed in but a single architectural school of America. The Avery Library of Columbia is thought to be the most complete of all spec- ial libraries of architecture, and is undoubtedly the first in America for research in architectu- ral history. It may be doubted, however, whether even the Avery Library is superior to the library at Illinois for serving the prime function of a school collection, the furnishing of precedent and inspiration for design." Since that time the Ricker Library has been greatly augmented and now numbers about 8,000 volumes. It has not only main- tained its character as a first rate working library for undergraduate students, but has also developed resources for research that compare very favorably with those of the 11 Avery Library. In other respects the com- parison drawn then still obtains, the Ricker Library holding its rank of second place in the number of titles catalogued, among special architectural libraries in America. Other seminar libraries of the University also contain a great amount of material which is valuable to the student of architecture. The Ricker Library, moreover, has this characteristic, which offers peculiar advan- tages: the books are all placed in open stacks and cases in one large, well-lighted hall, and are easily accessible. Nothing is locked in a forbidding stack-room which only the privil- eged may enter. You may browse at will and make your choice. Consider for a moment what this opportunity means and do not forget to make a proper use of your liberty, remembering the due respect that should be accorded fine books. All books should be carefully handled, for age, authority, and rarity which correspond to age, learning, and position in man, are qualities that should command the highest respect. Few students of architecture realize the vital importance of the purposeful use of the library as a part of their training. Is it not a fact that at the end of your four years' course of study, you do not know as much about the great volumes contained in this library as you ought to know; that you have not made the 12 best use of your privileges and opportunities? And whose fault is it, if not your own ? This opportunity will occur to but few more than once. In the course of years even though one or two individuals may return for further study and research or may be able to build up a fair private library for their office use, yet the majority will accumulate only a few of the most useful works, together with a collec- tion of plates of contemporary buildings. Whatever your case may be, while you are here you should learn to know the better and more useful books, also remembering: that, even though reprints are made, yet on account of rarity and* high cost, many of the most important architectural folios are scarcely obtainable and are not to be consulted out- side of great libraries. You should then be conscious every day of the rare opportunity that is within your grasp as you pass so often under that splendid mosaic inscription which marks the entr.xnce to the Ricker Library.* On every side of you are folios recording the labors of curious and painstaking in- vestigators in every land, monumental records of scrutinizing appraisal and erudition, the work of the archaeologist, and those splendid conjectural restorations of marvellous bril- *A dedicatory panel in g'ass and encaustic mosaic designed and executed by P.ofessor N. A. Wells and set up over the portal of the Ricker Library. 13 liaiicy and power which seem to be within the special province of the French. As archi- tectural students you should know something about the authors of these books, and especial- ly about the pensioners of the French Academy at Rome; how their unusual genius for architectural research and interpretation is discovered and how it is fostered and educated. You sliould be interested in finding out how their investigations are conducted and what governments and scientific societies have been instrumental in bringing discoveries to light. Questions like these stimulate the intellectual curiosity and you soon find your- self eager to learn, not only about the great buildings of the past, but also about men and books in your profession. Let the writer propose to you a few questions which you ought to be able to answer and discuss before you graduate, if you have made something of your oppor- tunities. Suppose you were asked to choose for yourself the most useful and inspiring book that the designer of buildings can have at his elbow in his office. What would be your answer remembering that you may select only one out of all the hundreds of great books on architecture? Remember too, that the answer is not one of personal opinion but of fact. Or again, suppose you were asked to choose the best book for a teacher 14