for SCHOOL & COLLEGE BUILDINGS Volume 6 of the Indiana Limestone Library--Series B 1924 INDIANA LIMESTONE QUARRYMEN S ASSOCIATION SEE PAGE 22 FOR COLLEGE BUILDING SHOWN ABOVE Digitized by the Internet Archive in 2020 with funding from Columbia University Libraries https://archive.org/details/indianalimestone00indi_1 Indiana Limestone School & College Buildings VOLUME VI SERIES B INDIANA LIMESTONE LIBRARY FIRST EDITION SEPTEMBER, 1924 Copyright 1924 Indiana Limestone Quarrymen’s Association BEDFORD, INDIANA INDIANA LIMESTONE QUARRY VIEW f ' | ’HE above illustration shows a typical quarry view in one of the larger quarries which produce the now famous INDIANA OOLITIC LIMESTONE formerly called Bedford Stone. The stone, it will be noted, is not quarried by blasting, but is cut in huge blocks from the solid ledge by machinery. No explosives are used, except¬ ing for the removal of the over¬ burden or waste top rock where it occurs on top of the Oolitic stone ledge. The building stone is then quarried by what is known as the channeling process. Chan¬ nel cuts are made in the solid ledge from 4 to 6 feet apart and from 8 to 1 2 or even 14 feet in depth. These cuts may be of any length from 20 to 100 feet or more, according to the length that it may be desired to quarry at a single operation. The size of these huge blocks of stone can be gained by a comparison with the men in quarry hole. This remarkable ledge of limestone is from 40 to over 70 feet in depth in various sections of the deposit, all of reasonably fine, close grained and fairly uniform texture, thoroughly sound and possessing every desirable structural quality. There is no appreciable stratification; the stone having a remarkably uniform strength in all directions, is always treated as a freestone. In the lower view, steam channeling machines are shown. The larger illustration shows a view in a large quarry, where both steam and double elec¬ tric channeling machines are used. The upper view shows clearly the channel cuts that have been made preparatory to splitting these huge blocks of stone from the quarry ledge. Machinery is also used throughout for the sawing, planing, turning and for many of the cutting operations em¬ ployed in converting these huge rough blocks of stone into the beautiful cut and carved mate¬ rial for school and college build¬ ings. This industry is one of the most highly developed and important quarry industries in the world, the stone being shipped from its central loca¬ tion in the southern part of Indiana, to the cutting plants for work in all sections of the country. Indiana Limestone Library 4 CLASSICS BUILDING, UNIVERSITY OF CHICAGO, Chicago, III. SHEPLEY, RUTAN & COOLIDGE, Architects T HE USE OF STONE, especially Indiana Limestone in School and College buildings, is a subject of prime importance to everyone interested in the building of any structures for edu¬ cational purposes. A consideration of the materials to be used is just as impor¬ tant as a consideration of the style, or type, of design to be employed. In fact, the consideration of both these factors should proceed from the inception of the plans. When considering the planning of a school, whether it be the grade school or the college or university building, the importance of the building itself and its lasting impression on the youthful mind and also upon the character of the student cannot be entirely overlooked. In fact this should be given more con¬ sideration than has often been the case. Architects who have specialized in school buildings and school boards who have studied the subject during the last decade, have given this factor in the prob¬ lem a lot more consideration than was formerly the custom. See statements of Architects quoted on pages 56 and 57. The element of beauty must not be overlooked but what is even more im¬ portant is the element of truth. Sound, worth-while permanent material, intelli¬ gently used in an economical way, is much more important than applied decoration in any form. This goes hand in hand with a logical treatment of the design along lines that are expressive of the pur¬ pose and character of the structure, as a seat of learning, a result never satis¬ factorily achieved by designs that were not logical or appropriate to the character of an educational institution. 5 TUCK HALL, DARTMOUTH COLLEGE, Hanover, N. H. tiricn waits with Buff Indiana Limestone trim CHARLES A. RICH, Architect GARRETT BIBLICAL INSTITUTE, Evanston, Ill. HOLABIRD & ROCHE, Architects An interesting example of the use of Quarry-run Indiana Limestone laid up as a smooth finish Random Ashlar. See pages 42 and 69 for other examples of this class of wall facing 6 Entrance Bay TECHNICAL SCHOOL for WINDSOR &. WALKERVILLE, Ontario, Canada CAMERON & RALSTON, Architects The building must have dignity, but at the same time this should always be expressed in a scholastic way, in keep¬ ing with the best traditions of the design of educational institutions, in order to achieve the best, most logical and there¬ fore most satisfying results. The miniature Court House, the en¬ larged residence, or the factory or ware¬ house type of school building, will not serve the purpose as well as the more appropriately designed structure, and these types, unfortunately prevalent in some sections at present, are doomed to disappear as time goes on. Apart from the character of the build¬ ing as a school or college, there is also the importance of these buildings as civic assets and the part which they play in giving an outward expression of the civic pride of the community. Outside of the home, there is no other class of building in which the country as a whole is so vitally inter¬ ested, and no other building that the community as a whole is so dependent upon as a cradle of future development and growth. In progressive localities, the planning and equipment of these buildings is no longer entrusted to the inexperienced. The best trained specialists are now quite generally employed. Entrance Bay W. H. BALLARD SCHOOL, Hamilton, Canada WARREN & McDONNELL, Architects 7 LIBERAL ARTS BUILDING, UNIVERSITY OF COLORADO, Boulder, Col. DAY & KLAUDER, Architects The two buildings on this page provide an inter¬ esting contrast in the use of Indiana Limestone trim with walls of local stone. The upper building, designed in the Italian style, has walls of a split local stone laid up in a very rugged manner, ap¬ propriate to the locality. The lower building, showing an interesting Gothic treatment, has walls faced with a slaty- shale, varying in color tones of gray, green, blue and brown. In both instances a delightful contrast is pro¬ vided by the light color- tone of the Limestone trim. On the opposite page two fine school buildings A WING of the RESIDENCE HALLS at CORNELL UNIVERSITY, Ithaca, N. Y. DAY &. KLAUDER, Architects See page 20 for other views of this group of classical style are illus¬ trated, showing an inter¬ esting contrast between the two types of wall construction. The upper building having brick walls with all of the architectural embellishments, including columns, entablature and cornice, and the door and window trim, lintels, etc., of Indiana Limestone. The lower building, which is an all INDIANA LIME¬ STONE structure, is an exceptionally fine example of classic style high school building. These two buildings also show an interesting contrast between a three- story colonnade without base and a two-story “order” set above a base¬ ment story. 8 ft SOCIAL SCIENCE BUILDING, UNIVERSITY OF NEBRASKA, Lincoln, Neb. COOLIDGE & HODGDON, Architects Brick 1 vails with architectural members of Indiana Limestone EAST HIGH SCHOOL, Des Moines, Iowa PROUDFOOT, BIRD &. RAWSON, Architects Built of Buff Indiana Limestone These specialists know from their experience, the true value and economy of the best materials but unfortunately, the shortage of school accommodations and the apparent need for lowest cost will sometimes influence school boards to require architects to specify cheap substitute materials that are always more or less unsatisfactory in the long run. If there is any building that is perma¬ nent in the scheme of our social fabric, it is the school. Therefore, it is of the utmost importance that only truly per¬ manent materials be used, material that will not only last but age gracefully and give to the building a hallowed appear¬ ance, a mellow age, free from shabbiness and the inevitable effects of time on 9 DETAIL VIEW of COMMERCE AND FINANCE BUILDING INDIANA UNIVERSITY, Bloomington, Ind. ROBERT FROST DAGGETT, Architect DETAIL VIEW of EADS HALL, WASHINGTON UNIVERSITY, St. Louis, Mo. COPE & STEWARDSON, Architects See Views of other buildings at this University on pages 26 and 46 On this page, two interesting examples of the use of INDIANA Limestone trim for buildings of Collegiate Gothic style are shown. The upper building has walls built of rock- face Random Rubble of brownish pink granite with cut trim of Buff Indiana Limestone. The lower building has walls faced with a Random Ashlar having irregular end joints, laid up of the rough-sawed “Quarry-run” Limestone, with the cut trim of Buff Indiana Limestone. Another view of the Commerce and Finance building is illustrated on page 12, showing this style of design in con¬ trast to one of Colonial or Georgian classical style, having brick walls with the basement story, portico and all trim of Indiana Limestone. Other examples of the use of the rough-sawed finish “Quarry-run” INDIANA Limestone Random Ashlar work are shown on pages 28 and 42, and by frontispiece on page 2. 10 the less permanent manufactured sub¬ stitutes for natural stone facing or trim for walls of school and college buildings. Unlike the commercial structure; the hotel, the bank, or apartment building; the school is seldom torn down and replaced by a more modern structure. At best they are remodeled on the interior by the installation of better and more up-to- date sanitary and mechanical equip¬ ment. Many of the schools built forty and fifty years ago are still in use and many of the colleges built a hundred years and more are still doing good service. There is no objection to this, so long as the buildings are both well designed and properly built; the interiors appro¬ priately renovated and the equipment replaced from time to time, in order that the sanitary, lighting and heat¬ ing equipment be kept up to date with the develop¬ ment of these very necessary conven¬ iences, that are es¬ sentially impor¬ tant features of all school buildings. The exterior, however, cannot be changed to any extent and it should be as nearly right in the first place as it is possible to make it. Stone or an appro¬ priate combination of stone and brick are unquestionably the best materials for this purpose. The school with frame walls was only a makeshift and is no longer considered except in small rural locations, but even there a building with masonry walls is most desirable, both on account of the fire hazard, and on the score of ultimate economy. The cost of heating, paint¬ ing, repair and other maintenance items will in a comparatively short period of years show a saving in favor of the more perma¬ nent masonry structure. The desira¬ bility of using stone wherever possible for edu¬ cational buildings, is attested by the preference given to this material over centuries of time, ever since learning became an established fac¬ tor in the develop¬ ment of the human race. If, for no other reasons, the use of stone is de¬ sirable to give a certain scholastic character and dig¬ nity to school and college buildings. From time im¬ memorial the prin¬ cipal seats of learn¬ ing have been as¬ sociated withbuild- ings of stone, as there is no other ma¬ terial so appropriate as this natural product, which forms the basic struc¬ ture and foundation of the earth itself, standing for strength, solidity, perma¬ nence, honesty and structural integrity, all of which are attributes on which our educational system is based. Entrance Bay SMITH HALLS QUADRANGLE HARVARD UNIVERSITY, Cambridge, Mass. SHEPLEY, RUTAN & COOLIDGE, Architects 11 MASSACHUSETTS COLLEGE OF PHARMACY, Boston, Mass. KILHAM & HOPKINS, Architects Brick u>alls with BuJ) Indiana Limestone trim COMMERCE &. FINANCE BUILDING, INDIANA UNIVERSITY, Bloomington, Ind. ROBERT FROST DAGGETT, Architect Random Ashlar field work of walls built of sawed Quarry-run Indiana Limestone, with trim of the Buff Limestone The two buildings illustrated on this page show in contrast two entirely different styles of architectural design, and types of construction; see descriptive notes on page 10. 12 When substitute products are em¬ ployed, the element of commercialism is at once introduced into the outward ap¬ pearance of the structure, with a conse¬ quent loss of dignity and character. The all-stone school, originally the highest type, is still the most satisfactory type. The only one really satisfactory substitute is the brick school with sufficient stone trim to provide the medium in which a suitable expression of an appropriate exterior architectural design can be executed. There is no mate¬ rial more suitable and economical for this pur¬ pose than Indiana Limestone, and at the same time this is the most readily available in all sections of the country. Often a local stone may be used to advantage for the field of the walls trimmed with the more easily worked Indiana Lime¬ stone, but in most in¬ stances an entire facing of Indiana Limestone will be found to be as low or lower in cost, on account of the machine methods that can be, and are, em¬ ployed in the working and quarrying of this natural stone. There is no other stone that is so easily and so economically worked, or in which the most elaborate or delicate detail can so readily be executed, and for that reason no other stone so satisfactory for architectural trim, as well as for the facing of walls built of brick, hollow tile, concrete, or any other form of masonry. In Indiana Limestone the architect or school builder of today has available in unlimited quantity a better stone than was used by the Pharoahs of Egypt in the building of their Pyramids and Temples, a better stone than was used by King Solomon for his famous Temple, and a better stone than, much of the stone employed by the Gothic builders in the building of the many beautiful Cathedrals of Europe; with the further advantage of low cost due to the most modern and economical, mach¬ ine-production methods that are employed. It is not necessary to put at work a great multitude of stone cut¬ ters, hewing out stones and shaping them for their position in the building at tremendous expenditure of ordinary hand labor. Skill has devised many methods of putting steam and electric power and com¬ pressed air to these tasks, leaving only the final work of the cutter and carver to be done by hand, generally with the aid of the modern air-hammer. Today all of the saw¬ ing, turning, shaping, moulding and other rough work is done by machine, including even the rough¬ ing out of carved detail for the cutters and carvers; which is done by various machine processes; leaving only the fin¬ ished cutting and sculptured ornament to be executed by hand. Many of the so- called “hand finishes” on plain surfaces, are now executed entirely by machine. DETAIL of FRONT ELEVATION, NORTH DALLAS HIGH SCHOOL, Dallas, Texas WILLIAM B. ITTNER, Architect 13 1 HUNTER NORMAL COLLEGE, New York City Built of Buff Indiana Limestone C. B. J. SNYDER, Architect It has tritely been said that all useful things should be beautiful. When the exteriors of useful structures are executed in Indiana Limestone ac¬ cording to any design appropriate to the type and character and locality of the particular structure, they are always beautiful. The beautiful light color-tones and interesting texture of this fine natural product insure that result to all users of The Nations Building Stone, truly The Aristocrat of Building Materials. 14 The work of the stone cutter and carver has thus been lifted from the class of arduous toil, and the skilled mechanic in these trades made more of an artist-artisan who places the final and distinctive touch of hand work on the product; the touch that is so neces¬ sary to give to the stone that life and beauty of hand execution that can never be given to a product either executed and finished wholly by machine, or cast in a mould. There still remains in all of the best work of today that human touch of the artist that existed in the finest work of all time. The masons of the Pharoahs of Egypt, the masons of Classic Greece PORTICO, HAMILTON TECHNICAL INSTITUTE Hamilton, Ontario, Canada WITTON & WALSH, Architects PORTICO, EAST WATERLOO HIGH SCHOOL Waterloo, Iowa M. B. CLEVELAND, Architect and of Rome, the great Gothic and Renaissance builders, all left the im¬ print of their personality on the work of those times and so do the cutters and carvers of today, no matter how close the models of the architect-designer may be followed. Thus, living works that are worthy of the age and of the people, are continually being executed both to serve the needs of mankind and to delight the eye as well. Many of the numerous fine Indiana Limestone school and college buildings illustrated, will exemplify this fact. 15 KENT CHEMICAL LABORATORY SHEPLEY, RUTAN & COOLIDGE, Architects ~n~m TTTTS p( tunk RYERSON PHYSICAL LABORATORY SHEPLEY, RUTAN &. COOLIDGE, Architects Two of the fine group of Indiana Limestone Buildings at the University of Chicago For Views of other buildings in this group see pages 5, 22, 29, 39, 60 and 69 16 It is an interesting coincidence that in accordance with the Biblical and Masonic traditions of the building of King Solomon’s Temple, the stone was all cut and finished ready for setting at the quarries and was transported in the finished state to the building site, in this respect similar to the prevailing method employed at the present time in the Indiana Limestone industry for all types of buildings, including schools and colleges. The limestone is usually cut and finished, including all of the carving and sculptured work in its complete form, according to the architect’s detail drawings, ready for erection at the building, either at the cut stone mills locat¬ ed in the quarry district, or at the cut stone plants which are located in nearly every large city. With highly developed mach¬ ine production at both points, there is no delay awaiting the cut¬ ting of stone, such as there was with the old slow hand-cutting method. The stone required for the largest operation can invariably be quarried, be cut and delivered at the building site before the excavation, foundation and other work preparatory to the erection of the super¬ structure, can be completed. Any replacements needed through breakage can promptly be obtained, there is no delay in waiting for a new piece to be manufactured. Beauty of form as well as of orna¬ ment can more readily be imparted to structures faced or trimmed with Indiana Limestone than when built of any other material. This is a satisfying beauty that one does not tire of, a beauty that is permanent because the structure built of this material ages so gracefully with the passing years. The only effect of time is to enshrine the building with a hallowed aspect of mellowed beauty, free from the shabby appearance inevi¬ tably acquired by less enduring man¬ made substitutes. Apart from its use for all-stone faced buildings and cut stone trim, there are certain grades of Indiana Limestone such as the Variegated, the “QDlh Quarry-run and Rustic that can be used to advan¬ tage in the rough- sawn form for masonry work, as later described, especially for the masonry filling in of the field work of walls, that are trimmed with Cut Stone produced from one of the regular grades of Indiana Limestone. When the stone is used in that manner it is often possible to obtain a beautiful, dignified all-stone-faced structure at ap¬ proximately the same cost as for one having the walls faced with brick and trimmed with Limestone. Examples of this form of construction are illustrated on pages 2,6,12 and 28. This method of use is further described on pages 33-35. Central Bay of GORE HALL DORMITORY at HARVARD UNIVERSITY, Cambridge, Mass. SHEPLEY, RUTAN & COOLIDGE, Architects 17 Detail View of CENTRAL PAVILION of this Handsome Group of INDIANA LIMESTONE Buildings 18 CENTRAL COURT and ADMINISTRATION BUILDING WELLES BOSWORTH, Architect Two Views of Ike Massachusetts Institute of Technology, Cambridge, Mass. One of the finest groups of Indiana Limestone College Buildings of classic Grecian design. Compare these With the Gothic design buildings forming the equally handsome group of entirely different character, at Chicago University, shown on pages 5, 22 and 69 T HROUGHOUT all ages the great seats of learning have always been housed in monumental structures, usual¬ ly either built of, or profusely trimmed with natural stone. (Seepage48) This custom has prevailed in nearly all countries and to such an extent that the very idea of higher learning has become associated with venerable old stone buildings, mellowed with time and hallowed alike by the personalities of the great men who taught there and the equally great scholars that were turned out as a result of their teaching. 19 BAKER TOWER and RESIDENCE HALLS, at CORNELL UNIVERSITY DAY & KLAUDER, Architects BOLDT HALL, CORNELL UNIVERSITY, Ithaca, N. Y. DAY &. KLAUDER, Architects A Very handsome group of dormitories, hating walls of shale with Buff Indiana Limestone trim The somewhat similar style Princeton University building on opposite page has Walls of local ledge stone with Limestone trim 20 WESLEY FOUNDATION BUILDING, UNIVERSITY OF ILLINOIS, Urbana, Ill. HOLABIRD & ROCHE, Architects Built entirely of Indiana Limestone PYNE HALL, PRINCETON UNIVERSITY, Princeton, N. J. DAY & KLAUDER, Architects Built of local ledge stone with Indiana Limestone trim, see detail View page 50 Stone was used wherever possible be¬ cause in the execution it permitted the use of a style, at once heroic and roman¬ tic, dignified and venerable, more rich and imposing and without the domestic quality of brick. Every effort was made to give these educational structures a character that would express the im¬ portance of their function and serve as a lasting inspiration to the student body. No one can help but admire these mag¬ nificent buildings, magnificent not always in point of size or scale, but in the ro¬ mantic and picturesque irregularity of carefully studied detail, honest crafts¬ manship and lasting construction. 21 HUTCHINSON HALL and MITCHELL TOWER at UNIVERSITY OF CHICAGO SHEPLEY, RUTAN & COOLIDGE, Architects f ff rr m. jPT * 4 , • m HARPER MEMORIAL LIBRARY, UNIVERSITY OF CHICAGO, Chicago, III. COOLIDGE &. HODGDON, Architects Two beautiful examples of Gothic design in the fine group of Indiana Limestone Buildings at that UniOersity. Other buildings are shown on pages 5, 16, 39, 60 and 69 22 LIBRARY BUILDING, COLUMBIA COLLEGE, New York City Considered by some Lhe masterwork. oj this great firm of designers McKIM, MEAD & WHITE, Architects LANDELL HALL, LAW SCHOOL at HARVARD UNIVERSITY, Cambridge, Mass. COOLIDGE & SHATTUCK, Architects The buildings illustrated on this and opposite pages shou) in contrast fine examples of Gothic and Classical Style College buildings, built entirely of Indiana Limestone They serve today as the inspiration for some of the best work of our most able architects who specialize in school and college work and quite rightly so, as they constitute worth while examples of good style and a worthy tradition on which to base the design of the modern school or college building. In America, where the latest develop¬ ment of the modern free state and mu¬ nicipal educational systems have taken place, there is also to be found a most interesting development from its earliest humble beginning to the more perma¬ nent and beautiful school buildings of the present time. 23 »sa W. H. BALLARD SCHOOL, Hamilton, Ontario, Canada WARREN &. McDONNELL, Architects Built of Red Brick with Buff Indiana Limestone trim f E !•*! ABINGTON HIGH SCHOOL, Philadelphia, Pa. Built of local ledge stone with Indiana Limestone trim HEACOCK &. HOK1NSON, Architects 24 SCHENLEY HIGH SCHOOL, Pittsburgh, Pa. EDWARD STOTZ, Architect An example of Indiana Limestone School, with smooth-rubbed finish FARRAGUT SCHOOL, Joliet, III. J. D. CHUBB, Architect The American colonist finding timber plentiful and to be had for the clearing of the land, built largely of frame con¬ struction, but as the cities were estab¬ lished, masonry construction was used for schools wherever it was feasible, both on account of the importance given to these buildings and on account of the fire hazard. Still these buildings had to be low in cost, the country was not wealthy then and there was not enough money to build more lavishly, and in consequence, the little red brick school became a familiar object in the cities and even on the more or less rural landscape. 25 NORTH BUILDING, WASHINGTON UNIVERSITY, St. Louis, Mo. COPE & STEWARDSON, Architects Roc kf ace Granite Walls With Indiana Limestone, trim; see description on page 10 PHYSICS BUILDING, UNIVERSITY OF IOWA, Iowa City, Iowa PROUDFOOT, BIRD &. RAWSON, Architects One of the fine all Indiana Limestone buildings at Iowa State College; See other buildings illustrated on pages 27, 31, 38 and 75 GYMNASIUM, INDIANA UNIVERSITY, Bloomington, Ind. ROBERT FROST DAGGETT, Architect Wall of rockfacc Indiana Limestone with smooth finish trim 26 SCHOOL OF ENGINEERING BUILDING, IOWA STATE COLLEGE, Ames, Iowa Built entirely of Indiana Limestone PROUDFOOT, BIRD & RAWSON, Architects Here and there where local stone was available, it was used as masonry in a simple manner with little or no elabor¬ ation in the way of cut stone. In fact the cornices, entrance features and other trim of both brick and stone schools of that early period were generally of wood. With the rapid growth of the new country, more and still more schools were necessary. There was never any money for really fine structures and in consequence the plain factory-like school of brick came into being and still re¬ mains in use in a great many localities. LIBRARY BUILDING, BOWDOIN COLLEGE, Brunswick, Maine Gothic style College Library with Brick, and Indiana Limestone walls HENRY VAUGHAN, Architect 27 gPi'Cf MAIN BUILDING, EVANSVILLE COLLEGE, Evansville, Ind. MILLER, FULLENWIDER & DOWLING, Architects An example of the rough-sawed Quarry-Run Indiana Limestone laid up as a Random Ashlar With irregular broken end joints LANGLEY HIGH SCHOOL, Pittsburgh, Pa. Walls of rockface sandstone with Rustic Indiana Limestone trim These two buildings show an interesting comparison of rough-sawed Limestone Random Ashlar and sandstone Rubble Work McCLURE &. SPAHR, Architects 28 f 4 * i SCHOOL OF EDUCATION BUILDING, UNIVERSITY OF CHICAGO, Chicago, Ill. SHEPLEY, RUTAN & COOLIDGE, Architects Happily with the continued prosper¬ ity and the accumulation of wealth more attention was paid to the cultural side of our countries development. A greater interest in art and the artistic developments in all lines of activity soon developed, and along with this, more atten¬ tion was paid to the appropriate design of school buildings. Today most of theordin- ary grade schools are designed with the idea of some distinctive and appropriate archi¬ tectural expres- sion:-Colonial, Collegiate Gothic, Classic, Western, or whatever it may be, this calls for the use of a medium in which the architectural elements and ornamental detail can be executed. For that purpose there is no material more suitable, more lasting and durable or more economical in the long run than Indiana Limestone. Hence, the very extensive use of this material for the trim of brick walls, of all better class school buildings, as shown by the numerous fine examples of brick trimmed grade, high school and college buildings that are illustrated in this volume. This combina¬ tion is a most pleasing one as the color-tones of this stone blend well with light colored buff or grey brick, just as they give a most delightful contrast to the ordinary red brick, or to the brown or reddish brown and other darker colored brick, that are so frequently used for the walls of school and college buildings. GRADE SCHOOL at Baldwin, N. Y. TOOKER & MARSH, Architects The two buildings illustrated on this page, show the two extremes of the Wide range of use for Indiana Limestone in school and college buildings; the upper View a handsome all-stone, college building and the lower View a small semi-rural brick school made attractive with Indiana Limestone trim. 29 ELIZA FOWLER ASSEMBLY HALL, PURDUE UNIVERSITY, La Fayette, Ind. VONNEGOT & BOHN, Architects Indiana Limestone in combination with Brick, and Terra Cotta PATTON GYMNASIUM, NORTHWESTERN UNIVERSITY, Evanston, Ill. GEORGE W. MAHER, Architect An example of the adaptability of Indiana Limestone in the execution of a somewhat unusual, so-called Western type of design The designer or sculptor is not hampered with a restricted medium when Indiana Limestone is used. There is no other material in which all types of Archi¬ tectural treatment and all classes of sculptured detail and ornament can so readily be executed with most satisfying results. Indiana Limestone enables the designer or sculptor to put whatever class of feeling into the work, that he may desire. The Nation’s Building Stone 30 The best European traditions have been more closely followed in American college buildings, than in schools. Some of the earlier colleges were built of brick, but stone has been extensively employed in most of later colleges, at least for trim, if not for the entire facing of the walls. Numerous examples of both all Indiana Limestone college buildings and of the many buildings trimmed with this See Historic Notes on edu stone are illustrated in this volume. The fine all-stone group of the Chicago University is one of the most notable and consistent examples, illustrated on pages 5, 16, 22, 39, 60 and 69. Yale, Princeton, Cornell and Iowa are other good examples, showing both all Indiana Limestone buildings and the use of this material as trim for walls built of local ledge stone. onal development, page 48 ADMINISTRATION BUILDING, IOWA STATE COLLEGE, Ames, Iowa PROUDFOOT, BIRD & RAWSON, Architects McKINLEY HIGH SCHOOL, Chicago, Ill. * MUNDIE & JENSEN, Architects Buff Brick Vlith Indiana Limestone (rim 31 EAST HIGH SCHOOL, Columbus, Ohio HOWELL <&. THOMAS, Architects Fine example of modern school built entirely of Indiana Limestone The higher type of all-stone school patterned more after the college building, is coming into more general use, especially for high schools and other important schools that form a part of a civic center or monumental city plan. OMAHA HIGH SCHOOL, Omaha, Neb. CHEMISTRY BUILDING, CORNELL UNIVERSITY, Ithaca, N. Y. GIBB & WALTZ—DAY & KLAUDER, Associate Architects Walls built of local shale with Variegated Indiana Limestone trim Built entirely of Indiana Limestone JOHN LATENSER &. SONS, Architects 32 MAIN BUILDING, UNIVERSITY OF TENNESSEE, Knoxville, Tenn. MILLER, FULLENWIDER & DOWLING, Architects Compare this stone trimmed brick, building and tower with the all-stone Random Ashlar building at EoansCille College shown on page 28 and frontispiece page 2 Both buildings are of somewhat similar design, by the same Architects HIGHLAND PARK HIGH SCHOOL, Highland Park, (Detroit) Mich. W. D. BUTTERFIELD, Architect The two buildings on this page show an interesting comparison between the use of local stone and brick for field Work of Walls, in combination with Indiana Limestone trim VERY RECENT development in the use of Indiana Limestone which gives to the school or college build¬ er a wider choice in the selection of stone and in the general character of the exterior treatment as well, is the rough-sawed “GDlfr (Sotljir,” “Variegated,” “Rustic” and “Quarry-run,” grades of this stone, which are now available in sawed strip form for use by Masons. These grades employed as a Random Ashlar facing, or in some other infor¬ mal, or irregular coursed ashlar jointing scheme, for the field work of walls, com¬ bined with the Cut Stone trim of one of the regular grades of Indiana Limestone, make possible many delightfully appro¬ priate masonry effects, that are neater and more clean-cut than any ordinary form of rubble or rock-faced Random Ashlar of local field or ledge stone. At the same time these forms of wall con¬ struction are not so formal in effect as the regular coursed Cut Stone ashlar. 33 DETAIL VIEW of CENTRAL HIGH SCHOOL, Minneapolis, Minn. W. B. ITTNER, Architect View of Central Bay of the High School illustrated on page 6 2, shouing more clearly the Indiana Limestone Quoins, window trim, parapet, entrance arcade and balustrades 34 Entrance Bay NORTH DALLAS HIGH SCHOOL, Dallas, Texas W. B. ITTNER, Architect Showing the finely carted Indiana Limestone trim of Central Bay and Main Entrance feature of this building Note the pleasing contrast of the light colored Limestone and the Brickwork, laid in Flemish-bond with a light color mortar This rough-sawed-four-side material also places the all-stone faced school within the range of moderate cost school buildings. Using the rough- sawed “(@lh Qkitljir” Indiana Limestone as a Random Ashlar or as Range work, the all-stone school may now be built at almost the same cost as the brick faced school with trim of stone or terra cotta. This gives the Architect and School Board a wider range of choice in select¬ ing the exterior treatment, especially for grade and intermediate schools,where formerly the all-stone building was not always considered economically advis¬ able, regardless of how desirable it might otherwise be, on account of its location and the condition of its site. 35 EAST WATERLOO HIGH SCHOOL, Waterloo, Iowa M. B. CLEVELAND, Architect BLOOMINGTON HIGH SCHOOL, Bloomington, Ill. A. L. P1LLSBURY, Architect Two distinctly different interesting examples of Indiana Limestone trim The fine array ot school and college buildings illustrated in which Indiana Limestone has been employed, should, we feel, be convincing proof of the fact that this stone is the very best and most appropriate material to use at least for the trim of educational buildings of all types, and for the entire facing of the walls wherever the design, location and condition of site make it desirable, and whenever the funds permit it to be employed to that extent. In either way it is always real economy to use Indiana Limestone regardless of any moderate increase in the cost. The Aristocrat of Building Materials HIGH SCHOOL, Waterloo, Iowa W. B. ITTNER, Architect RIVERSIDE HIGH SCHOOL, Milwaukee, Wis. VAN RYN & DE GELLEKE, Architects Examples of this informal class of work, using the rough-sawed “Variega¬ ted” Okrtljir” or “Quarry-run,” grades of stone for the wall facing, are shown by the buildings illustrated on pages 2, 6, 12 and 28. The examples of Random Ashlar facing shown on pages 42 and 69, while not built from these grades, are similar in treatment and general ef¬ fect, excepting that in these buildings the facing being produced as Cut Stone, is somewhat more accurately jointed. With Cut Stone, the mortar joint is usually only X /Y wide, whereas with the rough-sawed stone masonry a joint Yi' or more in width is the usual practice. LIBERAL ARTS BUILDING, UNIVERSITY OF IOWA, Iowa City, Iowa PROUDFOOT, BIRD &RAWSON, Architects One of a fine group of Indiana Limestone buildings at this University SCHOOL OF AGRICULTURE BUILDING, IOWA STATE COLLEGE, Ames, Iowa PROUDFOOT, BIRD &. RAWSON, Architects One of the equally fine group of Indiana Limestone buildings at this College NATURAL SCIENCE BUILDING, UNIVERSITY OF IOWA, Iowa City, Iowa PROUDFOOT, BIRD &. RAWSON, Architects Other Indiana Limestone buildings at these two Iowa Colleges are illustrated on pages 26. 27, 31 and 75 38 5 * ft ■ II 1 I t "1 « GEOLOGICAL BUILDING, UNIVERSITY OF CHICAGO, Chicago, Ill. HOLABIRD & ROCHE, Architects Showing an interesting Variation in design from other buildings in this fine Gothic group Quite a few substitutes for natural stone have been and are constantly being marketed. This is only natural on account of the extensive demand for this material. None of these substitutes, however, can compete in the way of appearance after the newness has worn off, none of them will age so gracefully and beautifully as Indiana Limestone, or present such a rich and handsome appearance. None of them are so last¬ ing and durable, or possess equal structural merit. The only possible argument that can be advanced for their use, is that in point of first cost, they are cheaper. However, even that does not always apply and in the long run, they are more expensive and very much less satisfac¬ tory both in appearance and weathering qualities. Where the work is detailed with reasonable simplicity, Indiana Limestone on account of the machine production methods that are employed, will cost very little more than any sub¬ stitute for it that could be used. Cheapness in first cost is a fallacy and should never enter into the con¬ sideration of an exterior material for such important structures as school and college buildings. To say that the school must be sanitary and fireproof and well lighted is not enough, it should have character and be beautiful as well. The school should serve as an inspiration to all builders in the community, which is ever an appeal for better and more rational school building designs, better material and more lasting construction. 39 COLLEGE OF THE IMMACULATE CONCEPTION, Brooklyn, New York G. E. STEINBACK, Architect The illustrations of the four Catholic Colleges on this page and on pages 41, 42 and 43 show four distinctly differ¬ ent types of construction. The college on this page is of French transitional Gothic style, built of brick, heavily trimmed with INDIANA LIME¬ STONE. The College on opposite page 41, is an all INDIANA Limestone building of a beautifully delicate and chaste English adaption of a Conti¬ nental Scholastic Gothic type. The College on page 42 shows an adaption of the more rugged and earlier type of Continental Gothic, having plain walls, built of a sawed finish Indiana Limestone laid in a style of Random Range work. In contrast to this college, the school on page 43 shows a richly carved all INDIANA Limestone building of the decorated French Gothic style. Each of these buildings are a good example of the partic¬ ular style of design. Entrance Detail CRESTON JUNIOR HIGH SCHOOL Grand Rapids, Mich. H. H. TURNER, Architect 40 UNIVERSITY OF DETROIT (Catholic), Detroit, Mich. See description on opposite page OSCAR C. GOTTESLEBEN, Architect TNDIANA LIMESTONE as a build- JL ing material embodies all of those structural characteristics that make it the most desirable material to use for the architectural features of schools, whether they are of Collegiate Gothic, either simple or elaborated Classic, or of quite Modern non-stylistic design. The use of a beautiful light colored natural stone like iNDiANALiMESTONEis always an assurance of permanent good appearance and is an economy in the long run, even where its use involves an appreciable increase in the first cost over manufactured substitutes for stone. This happily, however, is not the case, as in most localities and in most instances, with the average run of school building design, this fine natural stone can be obtained almost as low in cost as several of its substitutes. The School Director, Superintendent or Building Committeeman cannot over¬ look the fact that he is a custodian of the public funds and must spend them wisely. Building cheaply to fit within an inadequate appropriation seldom brings credit either to the committee or the community. Where the appropria¬ tion is obviously inadequate for a sub¬ stantially built structure of good mate¬ rial, it is best to build properly as much of the building as possible within the limits of the appropriation, and defer building the remaining part until additional funds are available. 41 ROSARY COLLEGE, River Forest, Ill. An interesting example of range work, with sawed finish. C. W. KALLAL, Architect RALPH ADAMS CRAM, Associate See notes on page 40 THE DETAILING OF CUT STONE, ASSOCIATION SERVICE The detailing of cut stone is a highly technical matter and most architects are glad to avail themselves of the service which this Association is prepared to render, where a restudy of the design is necessary, in order to reduce the cost of the structure to fit within an appropriation. If any further information on any subject pertaining to Indiana Limestone and its use for school or college buildings is desired, or if any apparent difficulty should arise in con¬ nection with the use or proposed use of this material, a communication addressed to the Service Bureau of this Association will be appreciated. If we can be of any assistance to Architects or School Boards, in the answering of any tech¬ nical or other questions, helping you solve any structural or other building problems which may arise, or by supplying further copies of any other literature, please consider that we are at your command. INDIANA LIMESTONE QUARRYMEN’S ASSOCIATION Service Bureau, P. O. Box 500, Bedford, Indiana 42 i $ Ifc'wRT 1 1 O' 1 HL , -| ST. EDMONDS SCHOOL, Chicago, III. Built of Variegated Indiana Limestone H. J. SCHLACKS, Architect Reducing the cost by eliminating ap¬ propriate stone trim; or by substituting less permanent and satisfactory mate¬ rial therefor, in order to make some little reduction in the aggregate cost of the structure, generally gives an unsatis¬ factory result and in time an appearance which the committeeman or the official in charge, will not be proud a few years later to acknowledge he was partly res¬ ponsible for. There is, however, one way that the cost of school buildings can often be legitimately reduced,which is by cutting out any unnecessary ornament or over-abundance of ornamental detail and by detailing all the architectural trim in a manner that will facilitate economical machine production. Frequently substantial savings can be effected in this manner without any serious modification of the Architect’s design, or detriment to the appearance of the finished building. This Association now maintains a Service Bureau to advise with School Boards and their Architects on matters of that kind, the services of which are rendered free of charge. 43 SCHOOL OF JOURNALISM, COLUMBIA UNIVERSITY, New York City McKIM, MEAD & WHITE, Architects The two buildings illustrated on this and opposite pages are representative examples of the fine group at this University that are built of brick with Indiana Limestone trim above a basement story of granite INDIANA LIMESTONE or BEDFORD STONE I N ANSWER to the quite natural query of anyone not familiar with this material, “What does the term Indiana Limestone designate?”, it maybe briefly stated that this refers to the handsome light colored building stone that is so extensively used in all parts of the United States and Canada, for schools and colleges and for all sorts of monumental buildings, including banks, churches, libraries, post offices, and government buildings, etc. By reason of its use in so many of the finest structures during the past sixty years, Indi¬ ana Limestone, or Bedford Stone, as it was formerly called, has become universally famous as a building material throughout the entire country. It is now recognized as the most important of natural building materials and on account of its wide range of usage in all kinds of structures, from houses to the finest monumental buildings, it is justly termed “The Nations Building Stone.” Indiana Limestone is a natural stone, not a manufactured product. It is a fine, even textured OOLITIC, or non-crystalline massive limestone of beautiful soft color-tone, ranging in the various grades from a some¬ what grayish buff, on through silver gray to a medium toned gray of slightly bluish cast. The massive deposit forming the ledges in the hills of Southern Indiana, from which this fine, easily worked, yet durable and permanent stone is quarried, constitutes one of the most wonderful and probably the most useful of building stone deposits in the world. An interesting booklet, Volume I of the Indiana Limestone Library, which fully describes the stone, its characteristics, forma¬ tion, color-tone, texture and structural quali¬ ties, will be sent free upon receipt of postal request. 44 McKIM, MEAD & WHITE, Architects m KENT HALL, COLUMBIA UNIVERSITY, New York City THE INDUSTRY’S EQUIPMENT AND FACILITIES Indiana Limestone is in no sense a local product but has a country-wide distribution, and constitutes about 35% of all the building stone used throughout the United States. Stocks of it are car¬ ried by Cut Stone trade in all large cities and in many of the smaller towns. The organization and equipment of this industry has been continually improved during recent years, and is now on a remarkably high plane. New and improved labor saving machinery is constantly being installed and the facilities for prompt and effi¬ cient service and low cost production are unequalled by any other quarry industry in America or abroad. A regular shipment of over 100 car¬ loads per day can readily be handled during the building season, and the stone for any number of large operations can usually be quarried, milled and shipped before the other preliminary work, foun¬ dations, etc., can be built ready for the walls of superstructure. Very ample stocks of both regular and special grades are maintained at the quar¬ ries. The industry is noted for the prompt handling of large contracts, and the school builder in placing a contract for Indiana Limestone with any capable Cut Stone Contractor, may rest assured that the erection of stone work will be as free from delay as it is possible to have it. INDIANA LIMESTONE QUARRYMEN’S ASSOCIATION Bedford, Indiana 45 EAST SIDE HIGH SCHOOL, Cincinnati, Ohio GARBER & WOODWARD, Architects RIDGLEY LIBRARY, WASHINGTON UNIVERSITY, St. Louis, Mo. COPE &. STEWARDSON, Architects Granite walls with Indiana Limestone trim. Other buildings of this group are illustrated on pages 10 and 26 UNIVERSITY OF TENNESSEE, Knoxville, Tenn. MILLER, FULLENWIDER &. DOWLING, Architects The main building of this group is illustrated on page 33 MADISON JUNIOR HIGH SCHOOL, Rochester, N. Y. GORDON &. KAELBER, Architects 46 WOMAN’S INSTITUTE BUILDING, INTERNATIONAL CORRESPONDENCE SCHOOLS, Scranton, Pa. VV. F. LOWNDES, Architect CROSSETT AVENUE SCHOOL, La Grange, Ill. CHILDS &. SMITH, Architect* Two examples of Limestone trim, showing different triple-window treatments 47 THE DEVELOPMENT of SCHOOLS and COLLEGES from ANCIENT TIMES A brief historical outline of the progress of education, with notes on the schools of the Ancients and those of Classical, Medieval and Renaissance times from which the Modern Schools, Colleges and Universities were developed. C OMMENCING with the earliest historic records in Egypt, the Archaeologists find that such schools of learning that existed were associated with the priesthood and were therefore housed either in the monumental stone Temples or in the equally monumental Palaces of the ruling dynasty. It is interesting to note that the Egyptians with their keen knowledge of the relative values of building material were exten¬ sive users of Limestone. Many of the fine temples, which with¬ out doubt housed the scholars of ancient Egypt, were built of Limestone, just as their Tombs, their Pyramids and other impor¬ tant structures were built largely of this readily worked and most satisfactory material. Stone was not available to the Assyrians and Babylonians, who therefore built largely of brick, but with the advance of eastern civilization into Syria, Phoenicia and the Biblical Coun¬ tries, and later at Carthage, the use of Limestone for Temples and Palaces forming the seats of higher learning in these countries the same as in Egypt, is also found. Thus, in all the earliest historic records of the very beginning of our modern edu¬ cational system, we find the magnificent and often stupen¬ dous stone Temples, as the first schools or colleges. Taking the next step from the ancient civilizations of Egypt and the Syrian countries, to Greece, we again find that when the schools of Classic Greece were established, they, too, were housed in monu¬ mental buildings of stone, in this case mostly marble; which is a metamorphosed Limestone; simply because marble deposits happened to be more prevalent in that country. Here we find the great Philosophers and Scholars of Greece teaching their classes within the wonderfully beautiful classic structures at Athens and elsewhere in the cities of that highly cultured and glorious civilization. With the ancient Greeks, the supremacy of the state was generally unquestioned. With them the highest life was one of cultured leisure in which one’s energies were mainly concentrated upon the pursuit of knowledge for its own sake, rather than to apply it to any useful purpose. The Greek schools, however, do not date from the great Hellenic age, but from the later Macedonian or Hellenistic Period. There were no schools at first, but there were three kinds of Professional teachers who taught the more fortunate of the youth of ancient Greece—reading, writing, arith¬ metic, music, literature and athletic sports. A secondary or higher educa¬ tion was developed during the latter half of the 5th century B. C. when the first schools at fixed places were established by the Philosophers, who conducted schools, or rather taught classes at the various public gymnasiums. Plato at the Academy and Aristotle at the Lyceum, gave three or four year courses. Plato’s school became the first college and growing out of this the University of Athens, a Phil¬ osophical school, was established, which became the center of higher culture. Following this the University of Alexandria was founded, as a religious as well as Philosophical school, and when the intellectual hegemony of Greece for a time passed from Athens to Alexandria, this was the great center of higher learning and culture. The found¬ ing of colleges at Syracuse and Corinth followed those at Athens and Alexandria. Early Roman education was given entirely in family and public life, there were no schools, the youth being taught by their parents. In ancient Rome, schools began as a result of their intercourse with the Greeks, the first school being established at Rome about 230 B. C. Other early Roman schools were the state schools established a little later, during the Empire, at Carthage, Milan and Constantinople and still later at Treviso. In classic Rome we also find the development of these seats of learning associated with the finest monumental structures of stone, and in that city we find the first real school building devoted entirely to collegiate purposes. These ancient Roman schools were very like the modern ones, just as our laws in so many of their provisions, are based upon the laws of the Emperor Justinian. Entrance Detail at KIRKWOOD HIGH SCHOOL, Kirkwood, Mo. WM. B. ITTNER, Architect NOTE: Geologically, the Limestone of Egypt, is a much later formation, less strong, less pure and very much inferior as a building material to the massive and remarkably fine deposit in Southern Indiana, which was formerly called BEDFORD STONE but now universally known as INDIANA LIMESTONE, an abbreviation of its geological designation, as Indiana (Oolitic) Limestone. 48 Across the Alps in Europe, or in Gaul as it was then called, colleges patterned on the early Roman schools were founded during the succeeding century at Poitou, Narbonne, Toulouse and Tours, in what is now France, and at Lerida in Spain. Thus during the centuries that followed, customarily referred to as the Byzantine period of Roman culture, and the spreading of that culture to the westward and to the north into Gaul, accompanying the military expansion of the Roman empire, we again find the seats of learning housed in structures built largely of stone, wherever that material was available. Limestone in one of its various forms was the generally preferred material wherever available, on account of its known permanence, its easy working and structural qualities. Monasticism was founded in Egypt by the Copts at the beginning of the 4th century and rapidly spread into and through the civilized parts of Europe. During the latter part of this period the monastic system of education was established and developed. The first English school was established at Canterbury at the end of the 6th Century and schools at York and Winchester then followed. The public schools that were established in the several civilized countries during the early A. D. centuries, disappeared during the following centuries, due to the Barbarian inroads and subjugation of the western races. With the disappearance of the schools established under the Roman domination, the seats of learning passed entirely to the Monasteries, which had by this time become well established and all during the dark early middle ages which followed, the light of knowledge was kept burning in the Monasteries and Convents. Along with the complete control of education by the Monasteries there was naturally a further extension of these religious cults or Orders all over the countries of Europe, and the building of numerous convents and monasteries. Again stone, frequently limestone very much like the limestone that we now use for building purposes in America, constituted the preferred, if not the principal building material, both for the monastic school, convent or other educational structure and for the churches and cathedrals. In central Europe the first revival of intellectual activity after a lapse of about 250 years, was along toward the close of the 8th century, during Charle- manges’ time, when the Palace School and the Bishops’ and Monastic schools were established by Charlemanges’ order throughout the Carolingian Empire; just 200 years after the first schools were established in Britain. Later these Bishops and Monastic schools had external schools for regular pupils, who were not interested in studying for the ministry or for monastic orders, but desired a secular education. During this so-called period of scholasticism from the end of 8th, on into the 14th century, the Monastery and Monastic schools which had spread all over Europe, were the only source of higher culture and thus were the cradles of learning, controlling the destinies of the races in so far as the transmission of knowledge was concerned. It was only natural during this period that religion should take such a prominent part in the peoples’ life and it was the result of this deeply religious education that culminated in the building of the great cathedrals and other fine churches. Thus, the great enthusiasm that existed during the latter part of this and the immediately following Gothic period, in the building of the numerous magnificent Cathedrals is readily accounted for. Limestone, on account of its easy working qualities, was the favorite material of the great Gothic builders. Many of the finest Cathedrals of France and elsewhere on the continent and in England are built of Limestone. The Portland stone of England is quite similar though of a later deposit geologically, to the Oolitic Limestone of southern Indiana. The earliest Universities, in a limited sense as we understand that term today, came into being in the 12th century and arose from the Monastic schools by the spreading desire for secular education, which was a spontaneous manifestation of the mediaeval impulse and the desire for knowledge in the arts and sciences. Each of these earlier Universities was a specialized school of study. At Paris, the greatest of the Mediaeval colleges, it was Philosophy and Theology; at Salerno, Medicine; at Bologna, Roman Law. The German Universities were of later origin, Prague and Vienna being established during the latter half of the 14th century. These schools gradually supplanted the Cathedral seminaries. When later expanded after they were firmly established, there were generally four faculties in all of these early schools; Arts, Theology, Law and Medicine. With the Renaissance, the 14th century showed great intellectual activity; and the further establishment of schools and universities; with Italy in the forefront, as the feudal system still existed across the Alps in Europe. These educational institutions of the Renaissance we also find housed in fine structures, built largely of stone. Thus the earlier traditions of housing the principal seats of learning in fine stone buildings was carried on through the middle ages, the home of the scholar, ever being associated with lasting structures of stone. This brings us to the founding and establishment of the modern College and University. Again the tradition of building these structures of stone was very generally followed. We find examples of this all over Europe and on the British Isles. It is only necessary to mention Oxford, Cambridge, Dublin, Glasgow and Edinburgh to call to mind some of the venerable colleges of Britain and the many equally venerable colleges on the continent of Europe, that are built of stone. Only in the low countries where good building stone was either not available or scarce, was brick, that very useful but commoner masonry material, resorted to for the exterior of these important educational structures. The next step was the founding of the grammar schools and the development of the monastery schools into a larger system of schools for the training of the masses, rather than only the select few who, during the previous centuries were able to attend the Monastic colleges, or the Universities, that had been established. The forerunner of our present day public school system was the Protestant schools and reformatories that were established in the 15th and 16th centuries, the school systems founded during the latter part of this period being the first of the more liberal educational system of the present day. University life fell into decadence during the 16th and 17th centuries, but the end of the 17th century saw a revival of university life, which was an important step in the progress of learning and culture. It was not until late in the 18th and during the 19th centuries that full control of the public schools was taken over and these schools maintained by the state, in accordance with the present system of free public schools. 49 PYNE HALL, PRINCETON UNIVERSITY, Princeton, N. J. DAY &. KLAUDER, Architects A fine example of the use of local ledge stone in combination with I ndiana Limestone trim. See also the view of this building on page 21 . 50 !JS& DETAIL VIEW of BAY WINDOW and ENTRANCE, IDA NOYES HALL, UNIVERSITY OF CHICAGO, Chicago, Ill. SHEPLEY, RUTAN & COOLIDGE, Architects Showing smooth machine finish Random Ashlar of Indiana Limestone Sec also the view of this building on page 69 51 THEODORE ROOSEVELT SCHOOL, Wyandotte, Mich. B. C. WETZEL &. CO., Architects JAMES ALLISON INTERMEDIATE SCHOOL, Wichita, Kansas LORENTZ SCHMIDT & CO., Architects These two buildings show the contrast between light and dark colored brick With Indiana Limestone trim. The “(01b (Sntljir” and “Quarry-run” grades of Indiana Limestone, which are especially suitable for the Field-work of walls designed in any informal style. Old Gothic. This grade of INDIANA LIMESTONE is unselected as to color and texture, and embraces the gray, buff and variegated stone, varying in texture from fine to coarse, but generally of fairly coarse texture, some pieces containing shelly formations, white or crystalline streaks and tight crow-feet, etc., that do not affect the structural soundness of the stone. It will generally be found to include greater variation in color-tone and texture than the “Quarry-run.” The Old Gothic grade is not usually recommended for cut trim and moulded work, but principally for plain sawed wall facing, Random Ashlar work, etc. In combination with Old Gothic, the “Variegated” grade may be used for trim with good effect. Quarry-Run (short - length stock). This is the material that usually is lowest in cost and is the grade recommended as an alternate to the Old Gothic, for Random Ashlar work. See pages 2, 6, 28 and 78 for illustrations showing this kind of stone work- 52 HIGH SCHOOL, Bethlehem, Pa. CENTRAL HIGH SCHOOL, Muskogee, Okla. DAWSON, KEDIAN & VALVER, Architects SARAH SCOTT SCHOOL, Terra Haute, Ind. JOHNSON, MILLER, MILLER & YEAGER, Architects Three schools, all showing distinctive and entirely different treatments of the Indiana Limestone trim RITTER & SHAY, Architects 53 MEMORIAL TOWER, DORMITORY QUADRANGLE, UNIVERSITY OF PENNSYLVANIA, Philadelphia, Pa. COPE & STEWARDSON, Architects Just one of the many fine buildings at University of Pennsylvania that are heavily trimmed with Indiana Limestone. See School of Law Building on page 61 There is no finer material for the trim of brick walls. There is no other ma¬ terial that affords an equal medium for the executing of architectural detail. The Aristocrat of Building Materials gives distinction to plain brick walls. 54 PREVOSTS TOWER, part of the very interesting group of Dormitory Buildings at the UNIVERSITY OF PENNSYLVANIA, Philadelphia, Pa. The Memorial Tower which is shown on opposite page is another part of this group. COPE &. STEWARDSON, Architects These two towers which form a part of one of the earliest examples of the elaborate English Collegiate Gothic style in America, are still one of the finest examples of that style executed in a combination of Limestone and Brick. 55 THE DESIGN OF SCHOOL BUILDINGS Referring more particularly to the grade or elementary schools in an article on school design, in the April, 1921, issue of Architecture, Mr. Alfred Busselle, a prominent eastern architect, makes the following interesting statement on the proper design of school buildings. “There is probably no prob¬ lem in an Architect’s practice that more calls for the quality of fitness of the design to express an emotional idea than that of the schoolhouse. If, as we claim, each building tells a story and creates a distinct impres¬ sion, surely there can be no wider or more important field than that which so nearly affects the forming minds of children. It is not desirable, from any point of view, that children should spend much of their lives in buildings which are only dis¬ tinguished from factories by the presence of the American Flag, or which are of a grandiose type -—wholly exotic. . . . “Architects, in designing schoolhouses, have too often, and I might almost say gener¬ ally, worked along the easiest lines and have been taken up by the consideration of cubic feet of air, number of changes per minute, square feet of glass area, etc., and have lost sight of any spiritual factor in their problem. The architect, in attacking a school problem, often first trans¬ forms himself into an engineer, and afterwards clothes the ma¬ chine in such scanty architectur¬ al draperies as may allow him with reasonable grace to write ‘Architect’ on the drawings. “I am speaking of the usual moderate-size building with rea¬ sonable amount of ground. In such cases it is possible to impart something of the domestic char¬ acter and associate it closely with our best American tradition without sacrifice of mechanical efficiency or excellence of plan.” This spiritual factor, or so-called character, which Mr. Buselle refers to as so important, can best be given to the school building by an appropriate design, free of unnecessary ornamentation, honestly erected in good materials. There is no better material for the trim, or for the entire exterior of schools, than Indiana Limestone, which although the low¬ est in cost of natural stones, is truly The Aristocrat of Building Materials. Another prominent architect, Mr. Wm. Roger Greely, of Kilham & Hopkins, in writing for the Architectural Forum, on this subject, makes this very interesting statement on appro¬ priate school design and its relation to cost: “A schoolhouse is a contriv¬ ance to protect children from the inclemency of the weather while they are being educated,” and then goes on to state the essentials such as walls, floors, roof, partitions, windows, stairs. “Since it costs about as much to protect children from cold, wind and rain as it does to edu¬ cate them and about $1.00 of the taxpayer’s money is spent to maintain buildings for every dollar spent to pay teachers, it is necessary that great care be exercised in the incorporation of the ornamental elements or beautifying factors in school de¬ sign. The architect is even under the restraint of efficiency, cost, etc. His design dare not require the expenditure of an appreciable sum for purely orna¬ mental detail or his costs will be thrown out of balance. It there¬ fore behooves the designer of schools to employ materials simply treated, which of them¬ selves provide the pleasing ele¬ ments of beauty.” Indiana Limestone is the material that best sat¬ isfies this requirement inso¬ far as the exterior walls are concerned. While many will differ with the viewpoint that a school is to such a large extent simply a utilitarian structure or education fac¬ tory, the efforts of even those who claim to enter¬ tain such views to add the elements of beauty to their work is both fortunate and a subtle acknowledgment that they always recognize its presence, as at least de¬ sirable, if not a very neces¬ sary element. In fact, Mr. Greely further on states, “There can be no possible difference of opinion in regard to the advan¬ tage of beautiful school buildings over ugly ones,” and “that the present conditions govern¬ ing construction call for beauty of the simplest type, adapted closely to the most economical forms of construction.” A requirement which Indiana Limestone so admirably fulfills. Detail of ENTRANCE FRONT, LIBERTY MEMORIAL HIGH SCHOOL, Lawrence, Kan. WILLIAM B. ITTNER, Architect 56 NORWOOD SCHOOL, Birmingham, Ala. WARREN, KNIGHT & DAVIS, Architects ATTRACTIVE SCHOOLHOUSES AND COMMUNITY PRIDE AND PATRIOTISM (From an article on school building, in American School Board Journal.) The spirit of community progress fostered by the many civic and commercial bodies found through¬ out the United States usually seeks its expression in tangible things. The citizen who is actuated by a touch of local patiiotism points with pride to the handsome business blocks and spacious factory plants, to well paved streets and parks. If he has an appreciation for the finer impulses and ambitions of the community he will point out the hospitals and churches, and the schools if there are any attractive schools to be pointed out. The citizen who is proud of the economic studies his town is mak¬ ing, and does not forget the char¬ itable tendencies of the people, can¬ not well overlook the intellectual aspirations as exemplified in digni¬ fied and well-equipped schoolhous¬ ing. Material success, after all, must find its ultimate expression in something besides fine business and industrial structures. These are the means to an end, and the end is an intelligent, orderly and con¬ tented citizenship. Thus, the unit of population, be it large or small, city or village, that makes claim to being a worthy integral part of a great nation, must demonstrate a recognition of the agencies that train for citizenship. These agencies are expressed in a series of good school buildings, Entrance Detail CORLETT SCHOOL Cleveland, Ohio W. R. McCORNACK, Architect and no unit of population without them can make any pretense to being progressive. Nor are any of the public build¬ ings found in the average community, such as city hall, courthouse or library, more capable of impressive architectural design than a school- house, more particularly a high school building. And none could express the intellectual aspirations of the people more fittingly than the com¬ munity’s leading institution of learning. Whatever may be said of econ¬ omy in public expenditure, it fol¬ lows nevertheless that in construct¬ ing school buildings some regard for exterior design should be observed. This does not signify that any ex¬ travagance should be engaged in, but neither does it mean that such a structure must be reduced to the plainness of a factory building. The average citizen is agreed that public buildings should be dignified in outline and form. They should prompt respect for government and authority. A schoolhouse should not only present grace and dignity as far as exterior outline is con¬ cerned, but should bear the touch of art as well. On the whole, it should be an inviting structure that pleases the eye and at the same time dignifies the cause of education and citizenship. While a monumental character may be considered appropriate for high schools and colleges, an important point in the design of grade or other elementary schools is that a certain domestic quality should not be neglected. The current preference for varied adaptions of the Collegiate Gothic style and of the American Colonial in preference to other classic types, as the styles being generally the more informal and more spiritual and homelike in character, is a manifestation of this tendency. 57 DAY &. KLAUDER, Architects OOLITIC HIGH SCHOOL, Oolitic, Ind. ELMER E. DUNLOP CO., Architects ADMINISTRATION BUILDING, MERCERSBURG ACADEMY, Mercersburg, Pa. 58 F. E. MARSH SCHOOL, Joliet, Ill. JOHN D. CHUBB, Architect The two buildings show in contrast the appearance of the machine-tooled and rock-face finishes on Indiana Limestone ELIZA KELLY SCHOOL, Joliet, Ill. HOEN, WALLACE & WEBSTER, Architects 59 COBB HALL, UNIVERSITY OF CHICAGO, Chicago, Ill. HENRY IVES COBB, Architect HIGH SCHOOL, Bedford, Ind. ELMER E. DUNLAP CO., Architects Indiana Limestone is equally appropriate for the large City College and the small town High School Building 60 LAW SCHOOL, UNIVERSITY OF PENNSYLVANIA, Philadelphia, Pa. COPE & STEWARDSON, Architects HATCH SCHOOL, Oak Park, Ill. CHILDS & SMITH, Architects Indiana Limestone is equally appropriate for the trim of the large college and the ordinary intermediate or grade school building 61 CENTRAL HIGH SCHOOL, Minneapolis, Minn. See also detail View of this building on page 34 W. B. ITTNER, Architect FRANKFORD HIGH SCHOOL, Philadelphia, Pa. J. HORACE COOK, Architect REED COLLEGE , Portland, Oregon A. E. DOYLE, Architect Six school buildings showing different treatments of the Indiana Limestone trim are illustrated on this and opposite pages 62 ACADEMY HIGH SCHOOL, Erie, Pa. W. B. ITTNER, Architect PRESCOTT SCHOOL, Lincoln, Neb. F1SKE & McGINNIS, Architects EASTERN HIGH SCHOOL, Washington, D. C. FiCe different arrangements of window grouping SNOWDEN ASHFORD, Architect are also shown on these two pages 63 WASHINGTON HIGH SCHOOL, Milwaukee, Wis. VAN RYN &. DE GELLEKE, Architects BAY VIEW HIGH SCHOOL, Milwaukee, Wis. VAN RYN & DE GELLEKE, Architects The upper illustration show the blending in color-lone of Indiana Limestone with light colored brick and the lower illustration the pleasing contrast with dark colored brick, ‘ n two school buildings designed by the same Architects OTHER LITERATURE OF INTEREST TO SCHOOL BUILDERS A fairly complete list of the many fine School and College buildings in all parts of the Country that are either faced or trimmed with INDIANA LIMESTONE, has been prepared as a supplement to this volume. This list is being constantly revised and will be mailed to anyone interested upon receipt of postal request. Specifications covering the cutting, handling and setting of the stone; specification for Random Ashlar masonry facing; construction details; data on mortars; and other technical information, is available in the various other publications of the Association which will be mailed upon request. Volume 1 of the Indiana Limestone Library, describing the physical and structural properties of Indiana Limestone, or Bedford Stone as it was formerly called, and containing a description of the quarrying and milling processes, will also be sent to anyone interested. Address SERVICE DEPARTMENT, P. O. Box 500, BEDFORD, INDIANA INDIANA LIMESTONE QUARRYMEN’S ASSOCIATION 64 NORTH INTERMEDIATE SCHOOL, Saginaw, Mich. N. S. SPENCER & SON, Architects BARBOUR INTERMEDIATE SCHOOL, Detroit, Mich. MALCOMSON & HIGGINBOTHAM, Architects JEFFERSON INTERMEDIATE SCHOOL, Detroit, Mich. MALCOMSON &. HIGGINBOTHAM, Architects Three interesting treatments of grouped windows with Indiana Limestone trim 65 , v iSt v \ i M PPPIl - AiV PWI II "■ !:i 1 hi | . 1 i i i i Tf - U'" y DUNHAM LABORATORY of ELECTRICAL ENGINEERING, YALE UNIVERSITY, New Haven, Conn. H. G. MORSE, Architect This building shows an example of “RANGE” Ashlar work of smooth tooled finish Indiana Lime¬ stone. “RANGE” or “BLOCK in COURSE” work is less formal in effect than COURSED ASHLAR but not quite so informal in treatment and appearance as RANDOM ASHLAR work, examples of which are shown by the college buildings illustrated on pages 2, 6, 12 and 28. Both forms of Ashlar field-work may be built of the rough sawed finish “©lii (Solljir”. “Variegated,” “Rustic” and “Quarry-run” grades of INDIANA LIMESTONE. An example of very rough sawed or “Ripple-face” finish is illustrated on page 78. 66 Detail View of a Portico ST. MARY’S of the LAKE THEOLOGICAL SEMI¬ NARY, Area, Ill. Joseph w. McCarthy, Architect A very fine example of the use of INDIANA Limestone trim with brick walls, in group of college buildings de¬ signed in an adaption of the Colonial style. Two other fine ex¬ amples of somewhat similar types of Lime¬ stone trimmed brick designs,^are shown by the college buildings illustrated on pages 9 and 12. Note also the two fine examples of the use of Indiana Lime¬ stone trim in college buildings of Italian style ^illustrated on pages 44 and 45. ST. MARY’S of the LAKE THEOLOGICAL SEMINARY, Area, III. JOSEPH W. McCarthy, Architect 67 CASS TECHNICAL HIGH SCHOOL, Detroit, Mich. MALCOMSON & HIGGINBOTHAM, Architects HYDE PARK HIGH SCHOOL, Chicago, 111. A. F. HUSSANDER, Architect 68 p A IDA NOYES HALL, UNIVERSITY OF CHICAGO A fine example oj Random Ashlar Wall trealmenl at Chicago University. SHEPLEY, RUTAN & COOLIDGE, Architects See detail View, Page 51 SCHOOL OF EDUCATION BUILDING, UNIVERSITY OF ILLINOIS, Urbana, Ill. HOLABIRD & ROCHE, Architects Showing also the use of coursed Ashlar in a building of similar type at Illinois University 69 PRATT SCHOOL of NAVAL ARCHITECTURE and MARINE ENGINEERING a part of MASSACHUSETTS INSTITUTE of TECHNOLOGY, Cambridge, Mass. WELLES BOSWORTH, Architect A fine example of simple classic treatment see other Views of this group on pages 18 and 19 Part of GARRETT BIBLICAL INSTITUTE GROUP at NORTH¬ WESTERN UNIVERSITY, Evanston, Ill. HOLABIRD &ROCHE, Architects An example of smooth finish Random Ashlar of Indiana Limestone. Com¬ pare this with the rough- sawed finish Random Ashlar in the Evansville College and Indiana University buildings on pages 28 and 12. Showing in contrast a large college building of formal classic design and a smalt one having an informal Random Ashlar treatment, both built entirely of Indiana Limestone 70 WREXHAM TOWER & Adjoining Buildings, HARKNESS MEMORIAL, YALE UNIVERSITY, JAMES GAMBLE ROGERS, Architect An example of Indiana Limestone trim in combination With Sandstone and seam-face Granite 71 ■NA’Eim SCHOOL BUILDING COSTS On the subject of cost, it is only proper to mention that the cubic foot or square foot costs seem to be of lesser importance in school buildings;—the unit figure of importance is the cost per school room or cost per pupil provided for, and it is astonishing how com¬ paratively little is added to the cost per pupil or per school room, by adding sufficient cut stone trim around the windows and entrances, to convert a factory-like wall of brick into an enclosure having a pleasing archi¬ tectural character and a dignified expression of culture, that which, apart from its effect on the pupils, has an inspirational and gratifying effect on the community at large, who are the possessors of the structure. In modem schools with flat roof the cubage per pupil may be slightly under 500 ft., but more usually is between 600 and 800 for grade schools and for high schools will average around 1,000 cu. ft. Thus an increase as high as 2c in the cu. ft. cost of a school building will add only $10.00 to $20.00 per pupil, less than the cost of teaching that one pupil for half of a single year. Entrance Bay of CLASSICS BUILDING, UNIVERSITY OF CHICAGO, Chicago, Ill. SHEPLEY, RUTAN &. COOL1DGE, Architects CHOOLl .lburn high Detail of Central Bay MILLBURN HIGH SCHOOL, Millburn.N. J. GUILBERT &. BETELLE, Architects Since the investment in a school building will usually average around $300.00 per pupil provided for, such an increase in the cost of the building per pupil, will therefore amount to only a very small percentage, of the total cost for building and equipment. If a school does not at least stand second to the church or town hall in expressing worthwhile character, what may be expected of the other buildings of the country? If these buildings set the proper standard, the bank, the more important stores, the homes and last but not least, the factory or work shop, will usually in turn to some extent follow the example set. Often commercial or industrial buildings and factories have been the first to set the pace, because the leaders of industry have recognized the value of appropriate character and dignity in building design. This should not be. The school, like the church, should always lead in the setting of high ideals. The unknown but lasting impression that is unconsciously made by it on the child’s mind is of the greatest importance. 72 Entrance Detail at MEDINA HIGH SCHOOL, Medina, N. Y. W. B. 1TTNER, Architect Entrance Detail at MARSHALL SCHOOL, South Orange, N. J. GUILBERT & BETELLE, Architects On this and on opposite page, four school ^entrance features are illustrated, one of these being of Gothic and three of Classic design. Two Classic style entrances are illustrated on this page, one showing a treatment con¬ sisting of free standing col¬ umns supporting an entabla¬ ture with balustraded balcony above, and the other consisting of an arched opening set between pilasters with flush entablature and plain parapet wall above. The first gives a lighter and more open effect and the other a heavier and more massive appearance. On page 35 an entrance front having carved ornament of great delicacy and refine¬ ment is shown. On page 18 a colonnaded treatment of entrance in pure Grecian Classic style is shown. On page 67 another type of colonnaded entrance is shown. Detail Bay Window Trim, BOSSE HIGH SCHOOL, Evansville, Ind. J. C. LLEWELLYN CO., Architects On pages 2, 51 and 74 entrances having still different Gothic treatments are illus¬ trated. The intricate carved orna¬ ment on the Summit High School, and carved quatrefoil ornament on the Bosse High School, page 74; the delicate tracery and pierced canopy work on the Classics Building, and the chaste simplicity of the Milburn High School entrance, on opposite page, all of distinct¬ ly different types, show the individual character of each type of treatment, and some of the varied effects that are possible in the execution of carved ornament in INDIANA Limestone. Still other effects are shown by the treatment of the detail and carved ornament of the entrance features, illus¬ trated on pages 7, 11, 15, 18, 34, 35, 40, 48, 56, 57, 76 and 77, and by the beautiful interior work on page 79. 73 IflMfilfcT.rfiL'iLV.B! HHU ' t se* Detail View of SCHENLEY HIGH SCHOOL, Pittsburgh, Pa. EDWARD STOTZ, Architect The smooth rubbed finish as used on this building is considered the best by some Architects for cities where there is usually con¬ siderable soft coal smoke in the atmosphere. It will resist accumu¬ lating grime and stay clean longer, also can be cleaned down easier than the somewhat rougher surface fin¬ ishes that are generally used. (left) Entrance Detail BOSSE HIGH SCHOOL, Evansville, Ind. J.C. LLEWELLYN CO., Architects (right) Entrance Detail SUMMIT HIGH SCHOOL, Summit, N. J. GUILBERT & BETELLE, Architects sS>, * See Notes in reference to these entrance details on page 73 74 HARRIS HALL, NORTH¬ WESTERN UNIVER¬ SITY, Evanston, Ill. COOLIDGE, & HODGDON, Architects SCHOOL |OF LAW BUILDING, UNIVERSITY OF IOWA, Iowa Citv, Iowa PROUD-” FOOT, BIRD & RAWSON, Architects The buildings on this page show an interesting comparison between two ways of using a two-story column treatment, the one having columns set above a lew basement with attic story above, and the other with the columns set above the first story without attic above. 75 ■AH.- • MAXWELL HALL, ADMINISTRATION BUILDING, INDIANA UNIVERSITY, Bloomington, Indiana GEORGE W. BUNTING, Architect These two illustrations show an interesting contrast between the coursed rock-face Indiana Limestone in the older building above, and the rough-sawed finish Random Ashlar of Quarry-run Indiana Limestone, at left, in the most recent building at this same University. In this building the rough-sawed finish Random Ashlar field work is combined with cut trim of Buff Indiana Limestone. Entrance Detail COMMERCE AND FINANCE BUILDING, INDIANA UNIVERSITY, Bloomington, Ind. ROBERT F. DAGGETT, Architect See general Clew of this building, page 12 76 CATHEDRAL SCHOOL, Wichita, Kansas LORENTZ SCHMIDT &. CO., Architects Built of Indiana Limestone, backed up with Hollow Tile /A £ m r A The supplying of Indiana Limestone to School Builders: Indiana Limestone is regularly shipped in both the rough and finished state to all parts of the United States and Can¬ ada. It is supplied prin¬ cipally through the cut stone trade; by that we mean the cutting plants, both in this producing district and the plants or cut stone yards that are located in all large cities and in many of the small¬ er towns. Millions of cubic feet of it are used each year, and there is not a State in the Union which does not have a multitude of pub¬ lic and private buildings, both great and small, built of this fine natural stone. Detail of CENTRAL BAY, THEODORE ROOSEVELT HIGH SCHOOL, Wyandotte, Mich. B. C. WETZEL &. CO., Architects While there are a great many large cutting plants located in the Indiana Limestone district, only a comparatively small part of the total volume of work is handled by these plants. On account of the regular demand for this material there is never any delay in awaiting the quarrying operations, as ample stocks of the regular grades are usually carried by the stone yards already referred to. The Indiana Limestone Quarrymen’s Association has nothing to do with the sale of the product but will at all times be pleased to put prospective users in touch with the concerns who can promptly serve their requirements. 77 HARKNESS MEMORIAL RESIDENCE HALLS, YALE UNIVERSITY, New Haven, Conn. JAMES GAMBLE ROGERS, Architect Detail view showing shot-sawed, or ''Ripple-face" finish Indiana Limestone in one of the Courts 78 (above) INDIANA LIMESTONE Interior in the HARPER MEMORIAL LIBRARY BUILDING at UNI¬ VERSITY OF CHICAGO. The exterior view of this building is shown in color on front cover. (at left) Detail view of the beautifully carved INDIANA LIMESTONE SCREEN at the far end of this dignified interior. COOLIDGE & HODGDON, Architects There is no other stone so well suited for sculptured detail and elaborately carved interior work, as well as for exteriors, and no other stone that can so readily and so economically be worked in this manner. Indiana Lime¬ stone is truly the Aristocrat of Building Materials. 79 HIGH SCHOOL Kearny, N. J. GUILBERT & BETELLE Architects This Volume, like the school which is illustrated above, is DEDICATED TO THOSE WHO SEEK KNOWLEDGE:— A knowledge of the best and most economical material to use for school buildings. Indiana Limestone Quarrymen s Association iHHHlHHMHiHttHHi Nation's building stone J. P. BLACK-MEAD-GREDE-CO. CHICAGO A product that will age gracefully and assure you buildings of Dignity, Beauty and Permanence:— Schools and Colleges that you will justly be proud of as a credit to the Nation and to the progress of your Community The NATION S BUILDING STONE IS IDEAL for SCHOOLS