UNITED STATES COAST GUARD ACADEMY Houston, Texas ).~ ··· by Clark R. Edgecomb 111

~ Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Bachelor of Architecture in the Department of Architecture and Allied Arts of Texas Technological College

1966 TABLE OF CONTENTS

LIST OF ILLUSTRATIONS CHAPTER . Page · I. History of the Coast Guard Service------II. History of the Coast Guard Academy------7 rii. Military Academy Architecture------10 United States Military Academy United States Naval Academy United States Coast Guard Academy United States Air Force Academy IV. The Problem and its Requirements------18 The Client The Scope The Site ·Financing Parking Publio Visitation Regimental Organization Curriculum Class Distribution v. Building Requirements------28 VI. The Solution------36 Plot Development Cadet Area Cadet Dormitory VII. The Conclusion------44 APPENDIX BIBLIOGRAPHY LIST OF ILLUSTfu\TIONS

t. United States Military Academy Chapel 2. United States Militar y Academy Campus Plan 3. United States Naval Academy Chapel 4. United States Naval Academy Library 5. United States Naval Academy - Aerial View 6. United States Naval Academy Campus Plan 7. United States Coast Guard Academy Campus Plan 8. United States Coast Guard Academy Administration Buifding 9. United States Coast Guard Academy Chapel . 10. United States Coast Guard Academy Chapel- Interior

11. United States Coast Guard Cutter EAGLE 12 . United States Air Force Academy Campus Plan 13. United States Air Force Acad emy - Aerial View 14. United States Air Force Academy Chapel 15. United States Air Force Academy Chapel Plan 16 . United States Air Force !caderny - General Views 17. Aerial View of Site 18. Aerial View of Site

19. - 28. Photostats of the Problem

PREFACE The mission of the U.S. Coast Guard Academy is, "To graduate young men with sound bodies, stout hearts, and alert minds, with a liking for the sea and its lore, and with that high sense of honor, loyalty, and obedience which goes with trained initiative and leadership; well grounded in seamanship, the scie~ces, and the amenities and strong in the resolve to be worthy of the traditions of commissioned officers in the United states Coast Guard in the service of their country and humanity." The United States Coast Guard Academy was not the first of the service academies, but like its counter­ parts, it has played an important role in the growth and improvement of the training of officers for our services. As our nation has grown, so have our service academies. The Coast Guard Academy has had a growth rate of expanding proportions. T'oday, its facilities are undergoing an extensive program of reconstruction, in order to provide for the increasing number of applicants. The construction of a new academy to reflect the new, and honor the past accomplishments of its history and development would seem to be valid. Just as the construction of the Air Force Academy reiterrates the science of the aerospace age, so should the architecture of the Coast Guard Academy reveal the sense of the sea and t he age in which we live. There is though, a major difference which cannot be overlooked in making a comparison. The Air Force Academy, like its benefactor, the Air Force, was born into this age and shares only the traditions of it. The Coast Guard Academy was born with our Nation and its traditions are deep and tied strongly to the sea. Therefore, with this in mind, a new academy reflecting the rich traditions of its heritage, but embracing the technology of today, should be built to provide our nation with a continuing supply of officers with a love for the sea, a search for knowledge, and an eye on the future.

CHAPTER I HISTORY OF THE COAST GUARD SERVICE

"The Coast Guard, a part of the Armed Forces of the United States, is the principle federal agency for maritime law enforcement and marine safety. 11 1 The history of the Coast Guard begins with the history of the United States. In 1790, by the hand of the Secretary of the Treasury, Alexander Hamilton, the Revenue Cutter Service was founded for the suppression of smuggling and the collection of tariffs. The first American Congress accepted twelve lighthouses built by the colonies along the Atlantic coast and authorized ten light, fast, 50 foot two-masted schooners to carry out the duties of t he Revenu·e Cutter Service.

K. E. Williams, Running Light (New London, 1965), p, 2. -2- The control of the lighthouses and the management of the cutter service were operated independently under the Treasury Department until in the early 1900•s they were made a part of. the pre~ent day Coa~t Guard Service. The Coait Guard was tae only seagoing force the United States had prior to the Quasi war with France in 1798. It was during this conflict that the service first served with the Navy Department, establishing a precedent which still exists today. The Revenue Cutter service as it was known at this time, accounted for the capture of 16 of the 20 French raiders along the coast and the West Indies. The service saw action again during the war of 1812 and recorded a distinguished record of service to our country. One of the outstanding incidents was the conflict between the Cutter EAGLE and the British Brig DISPATCH. At the conclusion of the war the service returned to its duties of stopping piracy and stamping out the slave trade. The service was instrumental in the control and capture of the pirate strongholds in the Gulf coast. In 1836, when the Seminole Indians were on the warpath the service was sent to help. They aided in the first amphibious landing of the combined u.s. Forces on the Florida coast to rescue the besieged Fort Brook. It was not until the Mexican war did the United States begin experiments in the use of steam driven cutters. Although the original sidewheelers were of poor construction, -3- some did see service. The first shot from a naval vessel during the Civil War was fired from the Cutter HARRIET LANE in blockading a southern port. As before, the Revenue Cutter Service fought under the Navy during the Civil war period. In 1831 the cutter Service was given the duties of search and rescue by the Treasury Department. The GALLATIN was ordered to cruise the coastal waters in search of persons in distress. Then in 1837 the patrol of winter waters was added to the already long list of seagoing duties and law enforcement work. As time went on, the authority to police harbors and control cargo loading was extended to the service. Finally in 1915, with the list of activities ever increasing and the conflic· of duties between similar coastal rescue services, the Revenue Cutter Service and the Lifesaving Service were combined under the present day United states Coast Guard Service. The First World war saw the Coast Guard engaged in antisubmarine patrol work, port security and the escort of convoy vessels. The Prohibition period plUnged the Coast Guard into one of its largest law enforcement efforts. The control of rum runners gained the service much publicity by its efficient coastal patrols. New developments in icebreaking techniques and -4- oceanographic research were advanced by the service prior to the advent of World War II. Aircraft also became an ever increasing aid in search and rescue activities along with the installation of radio-direction­ finding stations. The Pearl Harbor disaster and the advent of World War II placed the Coast Guards facilities and men under the Navy's jurisdiction and command. The Coast Guard's cutters and planes searched out Nazi submarines, patrolled the frozen coast of Greenland, and initiated the search and rescue of the survivors of torpedoed ships. During this time Coast Guard research developed the use of amphibians for the Pacific campaign. The shore Patrols landed by one man German submarines. Techniques in the use of landing craft assaults was enhanced by the services knowledge of surf conditions and their reactions. In the years following the war the service again resumed its basic duties. It was during this time tnat the loosely knit fabric of responsibilities and authority of the service was reviewed and a long range program was undertaken to tie the ends together. In 1949, the u.s. Code Title 14 was enacted by Congress to set down the services f.unctions, responsi bil1 ties and s pheres of activity. The basics of the code were sound, but it failed to lay down any details of operation, funding or programming of the cooperating agencies. Finally in 1962, under an inter-departmental study of the service, -5- a document containing the rules and missions were set down. This document brought to the Coast Guard the ability to make alterations and repairs to its facilities which today provide an irreplaceable service to man's safety at sea and in our coastal waters.

COAST GUARD DUTIES The duties of the individual officers, as outlined in the Coast Guard Regulations, are many and varied, but may be classified under the several headings as shown in the outline below:

1. Law Enforcement (a) prevent smuggling (b) enforce customs, navigation, immigration, quarantine, and motorboat regulations (c) enforce the whaling treaty and the conservation laws concerning the North Pacific seal and otter fisheries {d) enforce regulations concerning Merchant Marine requirements for licensing, safety equipment and selection of crew (e) port security details 2. Promotion of safety and Life at Sea

(a) maintenance of a system of aids to navigation (b) ice patrol (c) weather patrol (d) training of seamen and yachtsmen in safety procedures 3. Protection of Life and Property (a) removing of obstructions and derelicts (b) icebreaking activities (c) supervising loading of explosives and dangerous cargoes -6- 4. Search and Rescue

(a) providing assistance to vessels and aircraft in distress (b) patrolling waters under travelled air routes (c) providing relief and assistance during times of flood and other disasters 5. Wartime Duties Maintain a state of readiness so as to function efficiently under the Navy in time of war.

(a) convoying supply ships (b) transporting troops (c) anti-submarine warfare (d) port security beach patrol ~;~ amphibious operations 6. Special Duties (a) state Department cruises (b) special duties in Alaska (c) research work (d) patrolling marine regattas (e) oceanography CHAPTER II HISTORY OF THE UNITED STATES COAST GUARD ACADEMY

Established in 1876 to provide career officers for the nations oldest armed service afloat, the Academy is the bedrock of the Coast Guard Service. Patterned along basically the same lines as the other major service academies, West Point, Annapolis, and the Air Force Academy, the Coast Guard Academy differs in only one respect, it provides the majority of officers for the service itself as where the other academies provide for only a minority of their officer strength. With the beginning class of nine cadets in its founding year, the Academy convened as the Revenue Cutter Services School of Instruction. The Revenue Cutter DOBBIN served as the training vessel and a shipyard loft at New Bedford,Massachusetts served as winter quarters. The DOBBIN was a two-masted top sail schooner and the fore­ runner of a long line of training vessels to be used

-7- -8- by later cadets. In 1878 the corps enlarged slightly. The cadets were given a two year course in technical and professional studies and were placed aboard t~eir new training vessel the CHASE. The CHASE remained as the Academy's training ship and classrooms until 1907. Between the period from 1890 to 1893, the Academy was disestablished because of economic difficulties in the nation. During this time cadet officers were drawn from the graduates of Annapolis. A short time thereafter the Academy was again put into commission because of necessity, and the corps was back on its feet. In 1900 the Academy changed its location to Curtis Bay, Maryland where in 1907 the CHASE was replaced by the steamer ITASCA. Also added at this time was a two-story wooden building which was used for classroom instruction. This building remains today as a part of the Coast Guard Yard. The advent of a three year course of instruction in 1903 enabled the Academy to meet the need of greater training in scientific fields. Then in 1906 a permanent staff of instructors was hired. The Academy moved to New London, Connecticut in 1910 to make its permanent home on the site of the Revolutionary war fort and old Army post of Fort Trumbull. The ALEXANDER HAMILTON relieved the ITASCA in 1914 as the training ship for the Academy. The advent of the First World war brought about several changes in the Academy. -9- The name was changed to the 11 Revenue cutter Academy", and the curriculum was latered to allow cadets to train Navy recruits. Then in 1915 the name was again changed to the "coast Guard Academy" with the merger of the Revenue Cutter Service and The Lifesaving Service. Because of the great demand for officers brought about by the war, two classes were graduated simultaneously from the Academy in 1918. The Academy having expanded to such a large extent that its existing facilities were unable to handle the load, accepted a grant in 1932 by the people of New London of an additional 45 acre tract overlooking the Thames River. Two million dollars were appropriated for the construction of new facilities. The opening ushered in the four year curriculum which distinguished between an engineering and line officer, and adopted a multi­ phased course of instruction in order to produce officers of greater capabilities. The present day curriculum of the Coast Guard Academy is a long way away from that of the DOBBIN. It has become a well-balanced combination of cultural, engineering scientific and professional subjects. Thus the Coast Guard Academy has become one of our respected educational institutions, standing as a symbol of ever increasing standards and service with which to meet t h e demanding needs of the expanding Coast Guard and a growing Nation. CHAPTER III MILITARY ACADEMY ARCHITECTURE

In any investigation into the architecture of military and institutional facilities, basic premises must te established on which any criticism or appraisal can be made. The major factor governing this type of complex is the inherent discipline and order of design which is associated with military life and activity. Although the rules and regulations set down a sense of taughtness, flexibility can be taken as will be seen in later examples. The second factor in the analysis of a piece of architecture is the consideration of the period in history and the technology in which the structure was erected. Man's knowledge of structure and materials was highly restricted during his early times, but great advances have been made, and new trends and thoughts developed today.

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A third factor in an institution of military function is the impression which the facility presents to the public. As a governmental structure and symbol of strength, security, and defense, the architecture must convey an aura of monumentaltiy and strength. \il th these factors in mind, a discussion of the present facilities of the Armed Services for the training of officers can be analyzed. Since architecture is studied in chronological order so that proper developments can be analyzed, the discussions of the academies will be listed in order of their date of founding. 1E! United states Military Academy In March of 1802, the United States Military Academy was established at West Point, New York, on the Hudson River. West Point was the first of the service academies and hails as its father, George washington. In a Message to Congress in 1797 , washington said:

"The i~stitution of a military academy is also recommended by cogent reasons. However specific the general policy of the nation may be, it ought never to be without a stock of military knowledge for emergencies. (The Art of war) demands much previous study, and •••• {knowledge of that art) •••• in its most improved and perfect state is always of great moment to the security of a nation •••• For this purpose an academy where a regular course of instruction is given is an •••• expedient which different nations have successfully employed. "2

In a letter written two days before his death, ~ashington

2united States Militar~ Academy catalogue (West Point: Military Press, 1965 , p.S. -12- again reiterated the need for an academy to Alexander Hamilton, later to be the father of the Coast Guard Academy. "The establishment of an Institution of this kind · upon a respectable and extensive basis, has ever been considered by me as an object of primary importance to this country; and while I was in the Chair of Government, I omitted no opportunity of recommending it, in my public speeches and other wa~s, to the attention of the Legislature."3 The facility as it stands today is composed of 16,011 acres. The major buildings of the academy date from the earliest in 1820 to the most recent in 1964. The earliest building was the superintendent 1 s quarters which was designed by an unknown architect in the colonial style. As the facilities enlarged, various styles of architecture were erected, such as Greco-Roman, Tudor, Classic, and Gothic. The latter is the most prevalent with its heavy _granite masonry giving an imposing, massive, feeling of strength and security to the complex. The dormitory and academic facilities are the only grouping of buildings which seem to carry the regimentation of military training with an assembly court in the center of the Central Barracks and the rest to the complex radiating in a succession of rectangles. The domi nant structure of the campus i s the Gothic s tyled Cadet Chapel (Protestant) located on the hillside 300 feet above t he post proper.

:3!J?ll.' p. 6.

Post Proper United States Military Academy West Point, N.Y. • • • 1965 •••

LEGEND 1. South Gate 9, Catholic Chapel 17. Cullum Hall 25. South Barracks A. Air Cadet Memorial 2. Hotel Thayer 10. Services Building 18. T hayer Hall 26. Headquarters, USCC B. Wirt Robinson Memorial 3. Visitors' Information Center 11. Field House 19. Library 27. Central Barracks c. Sedgwick Monument 4. Smith Rink 12. North Athletic Fields 20. Museum 28 . . Washington Hall D. Battle Monument 5. Michie Stadium 13. First Class Club 21. Bartlett Hall 29. North Barracks E. Washington M onument 6. Fort Putnam 14. Ordnance Laboratory 22. Headquarters, USMA 30. Gymnasium F. Kosciuszko Monument 7. Cadet Chapel 15. Trophy Point 23. Hospital 31. Superintendent's Quarters G. Patton Monument 8. Delafield Pond 16. Fort Clinton 24. New South Barracks 32. Commandant's Quarters H. French Monument I. T hayer Monument -13- The general site arrangement of West Point is not tied together as a total complex because of the random placement of the building over a period of years. However, a sense of unity is achieved through the building styles, structure,and the overall visual effect.

~United States Naval _Academy In 1845 under the direction of the Naval Secretary, George Bancroft, the Naval Academy was founded. Located at Annapolis, Maryland, the academy began its growth on the site of old Fort Severn. The Academy was in a state of change in its curriculum and facilities until 1899. In that year, Congress appropriated funds to erect a permanent complex of buildings to house the midshipmen. The buildings were designed by Ernest Flagg, New York, in granite in the French Renaissance style. Located on t h e Severn River, where the river flows into Chesapeake Bay, the Ac ademy adjoins the colonial city of Annapolis, Maryland, which is rich in examples of Georgian architecture. The complex is arranged around a u-shaped quadrangle called the Yard. The focal point of the Yard is the Chapel with its Renaissance dome. Flanking the Chapel on the southeastern side is the large granite dormitory, Bancroft Hall, which is composed of six interconnecting wings. Directly across

TEXAS TECH UBRARY U.S. Naval Academy Chapel C. W. Wlonok The Main Library The U.S. Naval Academy (') .... -<

(/) c: "'< z "' =i "'z mc I z ~ )>,... )> n )> c m ~ -14- the Yard from the dormitory complex is the academic. grouping. The quadrangle as a whole then opens on to the severn River. The Naval Academy, unlike West Point, was laid out with a master plan to follow and expand upon. The academy was designed with a major and minor axis created by the Chapel and dormitory and academic complexes. Grouped around the Yard complex are the related facilities; gymnasium, athletic fields, and officer's housing. Although some flaws occur in the placement of some of the newer buildings, the facility seeems to be well planned in its functional relationships and planning.

~United States Coast Guard Academy The present site of the Academy was acquired in 1910 I and was the previous site of Fort Trumbull. The facility as it stands today was built in the traditions of Georgian architecture. Georgian architecture (English Renaissance phase) is described in Sir Bannister Fletcher's History of Architecture as a derivative of Palladianism, which gave it a celebrated dignity, grace, charm, and unity of expression. :t·is a spare, light style with slender components. In America, Georgian architecture came during the Colonial phase(six­ teenth-nineteenth century) and settled in the Virginias area. Entering the Academy's main gate ( 1) , you see the parade ground (2), in front Billard Hall gymnasium (10), the rigging loft (11), the heating plant and the of Hamilton Hall (3), the adniinistration building. Next is Chase Hall (4), where greenhouse (12), Jones Field stadium (13), the pistol and rifle range (14), the the cadets live, and Satterlee Hall ( 5), where they have classes. From the rear of athletic field (15), the drill hall (16), the infirmary (17). On the Thames River Hamilton extends the library ( 6) , containing over 46,000 volumes. Behind it is are a seaplane ramp (18), Cadet Boat Club (19), and the Eagle at the Academy McAllister Hall (7), the engineering building. From Yeaton Hall cadet classrooms docks (20). At the right is t}te Memorial Chapel (21). At the left is Munro and armory (8), a counterclockwise swing takes you to the t~nnis courts (9), Hall, the enlisted mens' barracks (22) and the Cadet Recreation Hall (23).

U. S. ~. G. ~. Eagle

The Coast Guard Academy's every part of the Eagle - on training and messing. Crew 295-foot cadet training barque deck and aloft. He must be able quarters are located forward. Eagle was built in 1936 by to locate every one of the 154 Blohm and Voss, Hamburg, Ger­ lines in the dark. He must learn The galley, scullery and wash­ many. She was one of three the hard way, with brass polish rooms are located under the ships built that year to serve as and chipping hammers, that the forecastle, and officers ward­ training vessels for German Na­ maintenance of a ship, even a room and staterooms are located val Cadets. sailing ship, is a never-ending under the quarterdeck. Store­ task. He also finds that vigi­ rooms and repair shops com­ She started her career in lance and an alert attitude are prise the platform deck. Engine September, when commissioned qualities that constitute a good spaces and fresh water and fuel Horst Wessel by the Germans. watch at sea. tanks are on the hold deck. During the early part of WWII, she was converted into a cargo The upperclassmen on the The Eagle is built of German ship and was used principally cruise are given the jobs with steel on the transverse framing in the Baltic, transferring sup­ added responsibility: Officer of system. Details of construction plies and passengers between the Deck, Engineering Officer, are very similar to American East Prussia and Germany pro­ Communications Officer - jobs practice of the same time. When per. She was credited with that would normally be carried this vessel was built, the fully shooting down three Russian out by officers or senior petty welded technique had not yet planes. officers. been developed. In general, the seams are riveted and the butts Acquired in 1946 The Eagle's economy of op­ are welded. Fittings are gener­ eration is an important feature, ally bolted on, while strength In 1946 a U. S. Coast Guard but more important is her value members such as knees and crew was sent to Bremerhaven as a training vessel. She is not gussets are welded into the to claim her as a war repara­ only ideal for teaching seaman­ frame. tion. Upon her arrival in the ship, but she also offers many There are two full length United States she was renamed opportunities for the develop­ steel decks, a platform deck be­ Eagle - taking her American ment of leadership and initia­ low these, and raised forecastle name from a long line of fam­ tive not afforded by a more pro­ and quarterdeck. The second ous U. S. Revenue Cutters. saic vessel. deck has a 3-inch pine deck cov­ ered with dexotex. The platform During the month of June Cadets Sleep in Hammocks deck and the tank tops are steel. each year, cadets of the first and Cadets live in the second deck third classes board the Eagle Has Modern Machinery and her two accompanying mod­ amidships in two large compart­ ern Coast Guard cutters, and ments, each of which sleeps The main propulsion machin­ depart on a two-and-a-half about 90 men in hammocks. The ery consists of an 8-cylinder, 4 month cruise to Europe or the hammocks are stowed during stroke cycle, direct reversing Caribbean. When they return the day to provide space for diesel engine, which drives the to New London in mid-August, propeller through a single re­ the second and 44SWab" classes duction gear with a 2.9 :1 ratio. make a short cruise in the West­ Length, overall ...... 295 ft. At 580 rpm, the air started ern Atlantic. Length, at waterline...... 281 ft. main engine is rated at 750 Beam, greatest ...... 39.1 ft. horsepower. When the vessel is 44 In the few short years that Freeboard ...... 9.1 ft. under sail, a special Sailing the Eagle has been at the Coast Draught, fully loaded...... 17.0 ft. clutch" permits the disengaging Guard Academy, she has visited Displacement, fully of the propeller drive shaft from 28 foreign ports and many loaded ...... 1816 tons the reduction gearing, allowing more on the Atlantic seaboard. Ballast (iron pigs) ...... 344 tons the propeller to run freely as the Fuel Oil ...... 24,215 gals. vessel moves through the water. Life Aboard the Eagle Water ...... 56,140 gals. The electrical power is fur­ A cadet's life aboard the Height of foretruck ...... 150.3 ft. nished by three diesel driven Eagle is a mixture of hard work, Height of maintruck...... 150.3 ft. 75 kw generators. The fresh pleasure, and sightseeing. On Height of mizzentruck .... 132.0 ft. water system consists of eight his first cruises, he stands the Fore and Mainyard...... 78.8 ft. tanks with a total capacity of watches and performs the du­ Sail area ...... 21,350.8 sq. ft. 56,000 gallons, and an evapora­ ties that enlisted men carry out Motor (M.A.N. Diesel) .... 750 hp. tor with a rated capacity of aboard the average Coast Guard Speed, under power ...... 10 knots 2500 gallons of fresh water per cutter: helmsman, lookout, sig­ Speed, under sail up to 17 knots day. The fuel oil system has five nalman, messenger, oiler, and Anchors ...... 3,860 Jbs. storage tanks with a total ca­ others. He must be familiar with pacity of 23,000 gallons. -15- The original buildings of the Academy are executed in red brick with the typical stark white mouldings and trim. This detailing was carried out in much the same manner as the English version of this type of architecture. Typical of this style is the home of President Thomas Jefferson, Monticello, which echoes much of the same character of the Ooast Guard Academy. The arrangement of the buildings on the site has followed much the same trend as the Military Academy, with later structures being placed in random fashion with little or no relation to the rest of the facility. The four original buildings, Chase Hall (dormitory), Hamilton Hall (administration), McAllister Hall (engineering class­ rooms), and Satterlee Hall (general classrooms) comprise the basic pseudo-quadrangle facing the parade ground and entrance. As at West Point, the Coast Guard Academy Chapel is located on the highest point on the site. The Chapel is also carried out in the Georgian style. It is constructed of oversized red brick in the Williams­ burg style with white marble eaves. The spire serves as a housing for a lighthouse lamp wnich acts as a beacon to guide mariners to the safe refuge in the harbor.

~United States !!! Force Academy The rising dominance of aviation prior to, during and after World War II, clearly demonstrated the future -16- role of air power in the defense of the free world. Upon the separation of the Air Force as an individual branch of our Armed Services, proposals began to be made with regard to an Air Academy along the lines of the other service academies. With the signing of legislation in April of 1954 by President Dwight Eisenhower, plans for the Air Force Academy began. The site selected was a 17,500 acre plot of land seven miles north of Colorado Springs, Colorado. It is located at the base of the Rampart Range of the Rocky Mountains. Commissioned to undertake the task of designing the new facilities for the new academy was the architectural firm of Skidmore, owings, and Merrill. Th e concern as to the preliminary architectural design of the buildings and the site layout of the Academy created hot debate in Congress and wide spread public interest and opinion. The basic objection to the preliminary architectural plans was the simplified, rectangular shapes of t he proposed buildings and the large expanses of glass. Finally through consultation, a series of resubmitles were made and Congress approved the design and appropriated the funds needed for the erection of the Academy. The Academy was constructed with the materials (solar glass, aluminum, and steel) of the aerospace age. It was erected with all the means of its modern technology. The main cadet and academy area is laid out on a modular deck with the buildings incorporating this -17- modular system into their structure. The straight line sharpness and squareness of the facility embodies tne philosophy of any military machine in its rigidity and orderliness. The Cadet Chapel dominates the Academy as do the chapels at the other service academies. The design of this structure in itself probably aroused more criticism and eyebrows than did the design of the rest of the Academy. The seventeen prefabricated A-frame spires create a striking contrast with the mountain range behind as well as with the Academy proper. This quality coupled with the sterility of its surrounding deck and the placement of the Catholic and Jewish faiths in the below deck level are still argued. In drawing any conclusions as to the validity of the final solution to the Air Force Academy would be a never ending· struggle, ·but it can be said that the complex has brought to the public a keen awareness of architecture and its future relation to man and his environment.

:t ...... !; .•••••

' Upper level (top) is Protestant cha~i; below are Catholic, J ewish ·- ·- -~ :: ~- - --.·- - CADET GYMNASIUM

MITCHELL HALL, Cadet Dining Holt ARNOLD HALL, Cadet Social Center

VANDENBERG HALL, Code! Dormitory CHAPTER IV THE PROBLEM AND ITS REQUIREMENTS

\

This thesis will be the design of a new academy for the United States Coast Guard, founded in the traditions of its present facilities, but built with its future in mind. Making an investigation and producing any design solution involves the consideration and accumulation of many factors and requirements. Within this chapter an examination of the scope and limiting factors will be discussed.

~ Client The United States Coast Guard Academy, maintained by the Federal Government, and conducted within the authority of the Department of the Treasury, will serve as t he client for this problem. The Scope The nature of a problem of this type makes it broad in its scope as we have seen in the study of the previous

-18- -19- academies. the planning of a facility of this type entails many of the same problems as the design of a complete city and its related services. Because of this, and the factor of time, I have elected to concentrate my efforts on the design of the cadet area proper. Studies of the related facilities and services for the Academy will be given consideration and their placement on the site will be made. --The Site The present site of the United states Coast Guard Academy is at New London, Connecticutt on the Thames River, an area rich in the traditions of the sea. It lies between the cities of New York and Boston. Because of the expanding scope and size of the Academy, the present site does not allow for proper expansion. The present location on the Eastern seaboard was a natural one, because of the concentration of the nation's population and economic resources. The southwestern area of the United states has, over the past few years,become an increasingly important link in the growth of our nation. The placement of a service academy in this area is not a move without precedent as is seen by the recent erection of t he United States Air Force Academy in Colorado. The placement of the American space research and control facilities i n Houston also points out the improtance the .Federal Government gives to this area of the country. -20- Today, Houston is the largest city in the South, and sixth in the nation, with a population of over a million and a half. The port of Housto~now ranking third in the nation in tonnage, makes the city unique in its relation to the sea and the world market. Houston has an annual temperature high of 93 degrees and a low of 45 degrees, with an annual rainfall of 45 inches. The cultural arts of the city are not neglected with the recent construction of two new auditoriums for the performing arts. The actual area which will contain the new academy was the site of the recently abandoned san Jacinto Ordinance Depot. This area ls now under development as an industrial complex, called Jacintoport. Consisting of 4,500 acres, the site is bordered on the north by the city of Channelview, on the east by a swamp delta of the San Jacinto River, on the south by the Houston ship channel, and on the west by industrial complexes. Also on the southern perimeter is the San Jacinto Battlefield con­ taining the San Jacinto Monument and the Battleship Texas. Access to the site by automobile is from the north via u.s. Interstate Highway 10, the main artery between Houston and Beaumont and New Orleans. By water, the site can be reached through the Houston ship channel. Because of the site's previous use, several facilities are in existance such as a railfoad spur, cargo and barge dock, gas, water, and electricity. A dense forest of pine and oak draped in Spanish moss cover the site in a blanket of soft greenery. SAN JACINTO MONUMENT

-21- Financing In 1960, Congress made available to the Academy an appropriation of twenty million dollars a year for the next several years. This money would be used for the expansion and construction of its facilities. Parking The problems created by the automobile and the spaces required for its storage have become an increasing design factor. In the past, parking has been placed in outside "lots", which tended to spoil the design of the buildings. In view of this, the placement of cars should be on a level lower than grade level or below the ground completely to allow an uninterrupted view of the building without obtrusive elements in between. The parking requirements for the Coast Guard Academy will fall under the following catagories: 1. Faculty- With the use of an underground system of service, the parking of faculty and service vehicles will be placed off of the service corridor in underground parking areas. These areas will be related to the various facilities above and will vary in size according to the function of that facility. 2 . Public - The restriction of the public from the Academy proper will consolidate t h e parking of these vehicles in a central area from which conducted tours will begin. This 11 lot" will be placed 3 feet below grade level in an area not immediately visible from the approach to the Academy. The area will contain space for the parking of 350 cars and adequate landscaping to blend the area into the site. 3. Cadet - Cadets are restricted from having automobiles until their senior year. For those few vehicles, a space will be proveded off of the service corridor under the cadet dormitory. -22- Public Visitation Public interest in any complex of this nature, runs high as seen by the interest generated at the Air Force Academy. Since this is a military installation, a certain degree of security and restriction is required, but because of the nature of the installation, the public will have to be able to view it with a certain amount of ease. The public attractions such as the EAGLE, museum­ planitarium, information center, and cadet Chapels will be placed in an arrangement that will allow the visitor to walk to and through without violation the security of the rest of the complex. On weekends and during vacation periods, there will be conducted tours through the whole complex. Regimental Organization The new Academy will house 1139 cadets. The regiment is divided into a series of units of various size according to the Coast Guard Manual of Organization. On the following page will be found a diagram showing the division of the regiment, n~ber of cadets per division and the associated command positions. Curriculum The curriculum of the Academy is divided into a four year program, leading to a degree of Bachelor of Science. Its purpose is: (1) to provide by precept and example, an environment which produces young men to fulfill the mission of the Academy; (2) to p~ovide an educational background -23- which will contribute to the constant search for knowledge so necessary for the future effective administration of the United States Coast Guard; (3) to provide training which will enable graduates to assume their immediate duties as junior officers. During the first two years, the cadets follow the same program of basic required courses. At the beginning of the third year, cadets have a choice to branch into an academic area of individual interest, one following courses emphasizing Engineering-Science, the other following a sequence of courses emphasizing Management­ Social Science. The following is the present curriculum of the Coast Guard Academy as outlined in its 1966-1967 catalogue of Courses. A. First Year (Fourth Class) Class Hr. Lab Hr. 1 • Summer Term Techniques of Science 4 0 Orientation and Professional Indoctrination 3 0 Practical Seamanship 0 12 History of the u.s. Coast Guard 2 0 Military Indoctrination 0 10 Physical Education and Sports 0 9 Hygiene 1 0 2. Fall Term Mathematics I 4 0 Physics I 3 1 1/2 English I 3 0 Nautical Science I 3 2 Graphics I 1 2 Introduction to Marine Engineering I 2 0 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 -24- 3. Spring Term Class Hr. Lab Hr. Mathematics II 4 0 Physics II 3 1 English II 3 0 . Navigation I 3 2 Graphics II 1 2 Introduction to Marine Engineering II 2 0 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 B. Second Year (Third Class)

1 • Summer Term Long Practice cruise Summer Leave 2. Fall Term Mathematics III 3 0 History I 3 0 Physics III 3 3 Chemistry I 3 3 Navigation II 3 2 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 Spring Term Mathematics IV 3 0 History II 3 0 Physics IV 3 3 Chemistry II 3 3 Mechanics 3 0 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 c. Third Year (Second Class) Engineering-Science Area 1 • Summer Term Practical Training at shore installations Short practice Cruise Summer Leave -25-

2. Fall Term Class Hr. Lab Hr. Government 3 0 Thermodynamics 3 0 Ma-r;hematics V 3 0 Electrical Engineering I 3 1 1/2 Weapons Systems I 3 2 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 3. Spring Term Electrical Engineering II 3 3 Oceanography 3 1 Strength of Materials 3 1 1/2 Fluid Mechanics 3 0 Area Elective I 3 1 1/2 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 Management-Social Science Area 1. Summer Term- same as engineering area 2. Fall Term Government 3 0 Psychology 3 0 Economics I 3 0 Electrical Engineering I 3 1 1/2 Weapons Systems I 3 2 Physical Education 0 3 Cadet Administration and Military Indoctrination 0 2 3. Spring Term Management I 3 0 oceanography and Meterology 3 1 Electrical Engineering II 3 3 Economics II 3 0 Area Elective I 3 1 1/2 Cadet Administration and Military Indoctrination 0 2 Physical Education 0 3 D. Fourth Year (First Year) Engineering-Science Area 1. Summer Term Long Practice Cruise Summer Leave -26- D. Fourth Year - continued Class Hr. Lab Hr. Engineering-Science Area 2. Fall Term Law I 3 2 Economics I 3 0 Naval Architecture 3 3 Power Engineering I 3 3 Nautical Science II 2 0 Area Elective II 3 1 1/2 Physical Education 0 1 Cadet Administration and Military Indoctrination 0 2 3. Spring Term Contemporary Literature 3 0 Management I 3 0 Communications 2 0 Area Elective III 3 3 Free Elective I 3 0 Free Elective II 3 0 Physical Education 0 1 Cadet Administration and Military Indoctrination 0 2 Management-social Science Area 1. Summer Term- same as Engineering Area 2. Fall Term Law I 3 2 Management II 3 2 Comparative Government 3 0 International Relations 3 0 Nautical Science II 2 0 Area Elective II 3 1 1/2 Physical Education 0 1 Cadet Administration and Military Indoctrination 0 2 3. Spring Term Contemporary Literature 3 0 Maritime History 3 0 Communications 2 0 Area Elective III 3 3 Free Elective I 3 0 Free Elective II 3 0 Physical Education 0 1 Cadet Administration and Military Indoctrination 0 2 -27- Class Distribution The method of class enrollment at the academy differs from that of most educational institutions in that each class of cadets is divided into sections (20-25 cadets per section). The men in each section have all their classes together. Each section has a leader who musters his section and marches it to the classroom. This duty is rotated daily. CHAPTER V BUILDING REQUIREMENTS

In this chapter a listing of the spaces required in all the buildings and facilities will be given, but as was stated, my thesis problem will be concerned with the design of the following areas: 1. Plot Development 2. Cadet Area 3. Cadet Dormitory The objectives and analysis of the design solutions of these areas will be discussed in the next chapter. The following list of area requirements is to familiarize one with all the other spaces required in the solution of a complete academy design. Building Requirements A. Academic Building 1. Classroom Building a. Sci~~ce area - Chemistry, Physics

-28- -29- Building Requirements - continued Administrative Offices Offices - lO professors Toilet and Lounge Facilities Classrooms - 6 Chemistry Laboratory - 3 Physics Laboratory - 3 Optics Laboratory - 1 Research Laboratory - 1 Equipment and Chemical storage Auditorium b. Humanities Area English, History, Government, Psychology, Economics, Languages, Finance, and Public Relations Administrative Offices Offices 10 - professors Toilet and Lounge Facilities Classrooms - 10 Language Laboratory - 1 Auditorium c. Mathematics Area Administrative Offices Offices 10 - professors Toilet and Lounge Facilities Classrooms - 6 Computer Section Auditorium d. Professional Studies Area Nautical Science, Navigation, Weapons Systems, Military Law, Communications . Administrative Offices Offices 25 - professors Toilet and Lounge Facilities Classrooms - 6 Navigations Lab - 1 Communications Lab - 1 Pilot Simulation Lab - 1 Auditorium **Note, other classrooms and lab facilities w.ill be located in specific buildings relating to a certain area of training such as gunnery and sailing. -30- 2. Engineering Building Administrative Area Offices 21 - professors Toilet and Lounge Facilities Classrooms - 6 Mechanics Laboratory - 2 Thermodynamics Laboratory - 1 Materials Laboratory - 2 Graphics Laboratory and developers Electronics Laboratory - 1 Electrical Engineering Laboratory - 4 Computer Center Nuclear Reactor Area Power Engineering Laboratory Auditorium Storage Areas 3. Chapel Ministerial Offices Conference Rooms Toilet and Lounge Facilities Chapels a. Protestant - Major Chapel b. Catholic - Minor Chapel c. Jewish - Minor Chapel Reading Room 4. Auditorium Staging Area Seating Area - 2500 Projection Room Ticket Office and Lobby Toilet and Lounge Facilities Rehearsal Areas Property Storage Area Set Workshop and Storage Area Loft Band and Choir Offices Band and Choir Storage Room Practice Rooms 5. Infirmary Ward Rooms for 25 persons Private Rooms for 25 persons Surgical Rooms Examination Rooms a. Medical b. Dental X-Ray Room Laboratory -31- 5. Infirmary - continued Doctors Offices - 4 Nurses Stations Toilet and Lounge Facilities Waiting Room Administrative Offices 6. Student &ctivities and supply Building Ballrooijl Bowling Alley - 6 lanes Game Room Pool Room Conference Rooms - 5 Alumni Offices a. Directors Office b. Administrative Office c. Record Storage d. Conference Room Soda Fountain Area - capacity 150 T. v. Room Academy Newspaper Office a. Editor's Office b. News Room c. Teletype Room d. Storage Student Council Offices Post Office Bookstore Supply Store- Academy Issue Amateur Ham Radio Station Movie Theater - 300 capacity Photography Laboratory Print Shop Tailor Shop Barber Shop Cleaning Shop Data Processing Center 7. Armory and Gunnery Area Rifle Range - 20 Positions Pistol Range- 15 positions Rifle and Ammunition Storage Toilet and Lounge Facilities Rifle and Pistol Team Rooms Visitin~ Team Room Armorer s Room storage Room Range Offices - 3 Professors Gunnery Uisplay Battery -32- 8. Athletic Fields Football a. stadium - capacity 20,000 b. Practice Field - 4 Baseball a. Stands and field - Capacity 500 b. Practice Fields - 3 Softball - in conjunction with baseball (hardball) Tennis courts - 10 Soccer Fields - 2 Track and Field Volleyball - 8 9. Field House Athletic Offices Gynmasium - 3 Locker Area Toilet and Shower Facilities Whirlpool and Steam Area Squash Courts Swimming pool and related facilities Water Polo Pool Wrestling Gym Weight Lifting Area Boxing Area Handball Courts Gymnastics Area Tennis Courts Volleyball Courts 10. Administration Area Staff Offices a. Commandant of Cadets b. Assistant Commandant of Cadets c. Director of Admissions d. Company Officers - 6 e. Director of Social Amenities f. Board of Directors Room g. Comptrollers Office h. Plant and Personal Offices 1. Admissions and Registrars Offices Computer Processing Area Machines Record Office Conference Area Toilet and Lounge Facilities -33- 11. Library Administrative Offices Librarians Office stacks - 100,000 volumes Lounge Area Documentary Section Periodicals Area - 350 issues Naval History and Research Data Area Reference Room Microfilm File .Exhibit Area Study Carrels - 50 Reading Room Toilet and Lounge Facilities Book Repair and Storage Area 12. Dormitory Facility 10-Company Areas, 2-Battalion Areas Company and Battalion Offices Armory and Rifle Storage Rooms - 500, 2-man suites Storage Area Snack Bar Cadet Wardroom Lounge Gang Showers and Toilet Facilities 13. Dining Hall Seating Area- 1200 capacity Kitchen Area Storage and Refrigerator Area Loading Dock Bakery 14. Observatory and Museum Observatory - 5 1/2" Refracting Telescope Classrooms - 2 Administrative Offices Planitarium Museum a. Museum Area b. Offices c. storage d. Auditorium Toilet and Lounge Facilities -34- 15. Marina Area Offices of Boating Instructors Storage Areas a. 50 Fiberglass Dingles b. Racing Sculls - 5 Docking Areas a. Sailing Ship Eagle b. 15 Ravens c. 20 Knockabouts d. 10 Yachts e. Monomoys f. Power Boats 16. Officer's Quarters Admiral's Quarters Guest House Officers Quarters - 100 pRofessors a. Marries Quarters - 90 b. Single Apartments - 20 Enlisted Mens Quarters - 20 Instructors Recreation Areas and Parks Pool Officer's and Faculty Club Washing and Cleaning Facilities Gas Station ' . 17. Physical Plant 1•1ain tenance Building a. Gas Station b. Lubrication Area c. Painting and Body Work Area d. Vehicle Storage •nd Motor Pool Boiler Room a. Chiller Room b. Generation Area c. Boiler Room d. Offices e. Master Control Room f. Pump Room Fuels Storage Area Fire Station a. Truck Area - 5 Trucks b. Ambulance Area c. Offices and Fire Control Center d. Toilet and Lounge Facilities e. Sleeping Area -35- 17. Physical Plant (continued) Police Station a. Offices b. Radio Room c. Cell Area - 2-2 man cells d. Garage Area Grounds Maintenance Area a. Offices b. Equipment Storage c. Maintenance Area d. Planning Department Shops a. Carpenter's Shop b. Electricians Shop c. Welders Shop d. Painter's Shop e. Plumber's Shop f. Lumber Storage Central ,,varehouse and Storage Area a. Offices b. Supply Desk c. warehouse Area Telephone and Communications Building a. Offices b. Radio Room c. T.V. Relay Studio d. PBX Area e. Circuitry Room f. Repair Shop 18. Parade Grounds Parade Area Reviewing Stands Grand Stands - 2000 capacity CHAPTER VI THE SOLUTION

rn arriving at an architectural design solution, research into the organization and design of the present academies was found to be of great benefit. The develop­ ment of the site and campus layouts is the first basic step in arriving at a totally integrated solution. The.refore, I will discuss the solution from the largest component, the plot development, then through the cadet area arrangement and finally through the smallest component, the dormitory. Plot Development The selected site contains 4,500 which has been partially developed by the Navy. I therefore, tried to utilize some of the existing roadbeds in the development of my street system. There will be a major loop street Which is intended to carry the majority of visitor and personnel traffic. This loop will follow a meandering course,

-36- -37- opening onto vistas of various significance. The major view will occur as the loop approaches and passes the cadet complex. At the northern boundary of the site will be a service loop which will remove the service flow of traffic from the public flow of traffic. A system of interconnecting arteries will penetrate the various areas and connect into the loop. The plot can be divided into six major areas: the entry area, the cadet area, manuvers area, personnel area, recreation area, and boating recreation area. These areas are arranged on the plot according to their functional and environmental needs. The major entry area is located in the northwestern corner of the site. There will also be a minor entry in the center of the northern boundary. The major entry will be situated in the present location of the old sites entry and administration area in order to utilize the facilities which still exist. U.S. Interstate Highway 10 passes directly to the north of the entry port. Access to the port will be via a side service road. The entry area will contain a port sentry station and a public information center. The manuvers area is located in the densely forrested area bounded by Carpenter's Bayou on the south and west,and

by the property line on the north. The m~nuvers area is isolated from the rest of the complex in an area of rugged -38- terrain. This area will be used for manuvers and the running of obstacle courses. It will also contain the rifle range. The personnel housing and service center area is located near the center of the site. This is a plateau area, overlooking the cadet area and water way. This area is divided by the major loop at its northern tip. The housing section lies to the south of the loop, with the service center to the north. The housing sector contains dwelling facilities for the staff and instructional and administrative personnel. The service center contains a shopping center complex, hospital, fire station and etc. The two recreational areas lie to the south of the site on a sandy and lightly forrested terrain. The general recreation area is the largest of the two and contains two golf courses, a club for officers and one for non-commissioned officers, pools, tennis courts, baseball and football fields, and etc. The second area lies to the south near the channel. The pre-dredged slip used by the Navy during the sites prior function will be converyed into a marina for the personnel, and beaches and picnic areas will be developed along the channel. The cadet area, being a separate part of my design program, will be discussed in the next heading. The remaining portions of the site, except for the cadet area, will be used for green belt buffer zones, physical plant facilities, and historical monuments. -39- Cadet -Area The cadet area is located on a finger-like projection at the eastern border of the site. It is bounded on the east by Lost River, which is an oxbow lake of the SanJacinto River farther to the east. The southwestern boundary is created by Carpenters bayou. The eastern tip extends into the Houston Ship Channel. The northern property line closes in the remaining side. Directly across the channel from the site, lies the Battleship Texas and the San Jacinto Monument. The physical condition of this area is much the same as the rest of the site. The area is heavily forrested at the northern extremity and then lightens out as you move to the southern tip. The maximum elevation of 40 feet occurs at the northern end and t~en slopes down to the channel. The exceptions to these elevation changes are the knolls at the southern tip and southwestern side. The basic organization of the cadet area was solved in relation to contour of the site. The cadet area is laid out in a series of five basic levels, moving in a counter-clockwise direction, on and around which the buildings are arranged. Ent_ering from the west via the major loop, the Chapels are the first structures which one sees. As we move in closer, and finally approach the parking area, which until now has been blocked from view by a rise, our view is opened up to encompass the entire facility.- The first two buildings encountered, -40- are the planetarium-museum and administration buildings. It is at this point that the public is restricted from entering the rest of the complex with out authorized personnel permission and from which the conducted tours begin. In the harbor basin directly to the east of these two buildings lies the EAGLE, a three masted sailing vessel which is used by the cadets for summer training cruises. It is this element and the chapels which create the major focal points of the complex. As we continue our movement from the administration area, we move up to the auditorium at an elevation of 5 feet above high tide. Moving to the height of the auditorium plaza, we encounter the parade field with the academic grouping at the far end. The Academic level rests at an elevation of 10 feet above high tide. The academic building and library are at slight angle to the parade ground, because of the cur­ vature of the site. The academic building consists of two wings, one contains the science and humanities area and the other the engineering area. Situated to the north is the library which empties out onto the dining hall and park level. The dining level is at an elevation of 20 feet and is connected by two ramps on each side of the library. The dining hall is located at the northern portion of the level and lies at the same angle as the academic grouping. -41- Passing between the dining hall and library is the main circulation walk. To the southeast, it extends into a park area similar to th~ Kissing Rock area of West Point. To the northeast, it ramps up 5 feet to the cadet durmitory area. The cadet dormitory, assembly area and recreation hall are situated at this next level. The cadet dormitory, which will be discussed in the next sub-heading, lies on the northern edge of the level with the assembly area directly in front of it to the south. Two ramps extend down from either end of the assembly area directly to the parade ground. East of the dormitory lies the recreation hall. At this point the land again rises to the next level which contains the chapels in one sector and the athletic facilities in the upper sector. The chapel walk moves in an arc from the dormitory level out to the promontory just above the administration and parking area. The chapels are arranged around a circular pool at various angles to compliment thier position and provide for proper massing. Extending directly north from the recreation hall are the tennis courts, which lead on to the gymnasium. The cadet complex as a total arrangement, has a basic central composition of au-shaped quadrangle, with the dormitory, classroom buildings, and chapels forming its sides. The U then opens onto the EAGLE and the administration area. The view then extends on to the Battleship Texas and the san Jacinto Monu111ent. The other related elements -42- are placed within or radiating from this arrangement according to their function and mass. This system of grouping seems to follow the same basic arrangement of the other military academies. The relationship created, works well for a complex of this type and function. It also creates a feeling of fortification which seems to be an inheritant quality in military installations throughout history. Cadet Dormitory Situated at the top of the quadrangle, the 1140 man dormitory is the center of cadet life and activity. Divided into two elements, the facade extends for a total dimension of 625 feet, on an east - west axis. Rising six stories above ground level, the building presents an impressive mass to the total complex. Arranged according to the regimental structure of the academJ the dormitory is divided into two U- shaped sections, which open to each other. Connecting the opening is the area containing the regimental headquarters, battalion and regimental staffs quarters and the supervisors quarters. Each of the U - shaped sections is symetrical in plan and contains 500 cadets which constitutes one battalion. Each floor houses 100 cadets with 2 platoons on each leg. The bottom of the U contains the company staffs quarters and a lounge. -43- vertical movement is carried on in two areas. The major moving elements are the stairs, located at the four corners of the dormitory complex. Four elevators and four fire stairs are located at the tips of the u's and extend uown into the lounge and regimental staff areas. Also in this area, is located the mechanical equipment for each wing, thereby allowing vertical movement of the necessary physical ducting and piping. The toilet and gang shower areas are situated at each end of the wings. A central laundry collection room is also located in each wing. The rooms house two cadets each. They contain 200 square feet of floor space and are equipped with a lavatory, a central closet, two chest-of-drawers and two study desks with shelving space. The furniture is designed to work in a built-in manner, but is movable for cleaning and in­ spection purposes. The dormitory structure is constructed in reinforced concrete set out from the building, with precast aggregate panels forming the enclosure benneth the wind orr areas. The structural bays have a modular bay of 25 feet along t h e face of the building. Assuming a live leas of 70 psi, a couffer system of 30 inch X 12 inch pans are used with a 2! inch floor slab. The required column area is 96 square inches. The design of the dormitory facility presented a problem, in that the space required to house a group of this size could not be handled in a low one or two story horizontal structure without arriving at a building of -43- enormous length. Therefore, by shortening this length tri th the addition of extra floors, and by wrapping it around in a rectangular form, a more desirable proportion was achieved. The aesthetics of this building and the others of the area required a character of strength, security and discipline inherent in any military complex. By moving the structure out , exposing it , then constructing it in concrete on a modular system, I believe that I have obtained this feeling of strength, security and discipline without making them obtrusive. CHAPTER VII CONCLUSION

A problem of this type and scope as seen in the past examples of the military academies has been confined to two periods of time, technology, and architectural thought. In the first period, which occurred during our nations birth and initial growth, architectural thinking developed along the principles and character brought over from Europe by the Colonists. Th e second period in the construction of a major military complex occurred in the past decade, and employed what was considered to be the latest in architectural technology and thinking. All the major service academies were constructed during the first period with the exception of the

Air Force Academy. The major drawback on t~layout of these complexes, was the fact that they lacked a comprehensive master plan _by which expansion could follow

-44- -45- a specified pattern. It is this random placement of function and facilities which leaves an incomplete quality to certain areas of these academies. What then has been done in the second period to overcome t his fault? I believe that at the Air Force Academy, nothing, but yet quite a lot has been accomplished to remedy t his situation. A master plan was developed with certain areas for expansion included, but the concern over planning overshadowed the concern for site relationships. The placement of a deck in an area rich i n natural s cenery was in direct opposition to the fundamental p reble~ of the complex into the site. It was my purpose to take from these examples the outstanding qualities and apply them to my problem. I feel that through integration with the site, coupled with a high degree of functional relationshi ps , that a complex of good design was achieved. I do be~ieve though , that in a problem of t his scope, total cooperation, not only between the architects thems elves, but also between the architect and the mechanical engineers, structural engineers, electrical engineers, landscape architects, consultants, and contractors is essential in producing architecture of any notable significance. APPENDIX TREASURY DEPARTMENT Addre•• reply to: SUPERINTENDENT UNITED STATES COAST GUARD U .S . COAST GUARD ACADEMY NEW LONDON. CONNECTICUT 06320

I 8 November I 965

~r. Clark Edgecomb 2414 5th Aapt. 133 Lubbock, Texas 79401

Dear Hr. Edgecomb:

I am enclosing public information handouts on the U. S. Coast Guard Academy which you may find helpful in preparing your thesis on this subject. I am also enclosing a plan of development prepared in 1960 ~rrp1:ea by the firm of Taylor, Lieberfeld and Heldman. Since 1960 we have accomplished about 5~k of the plan.

Commander, U. S. Coas Chief, Plant and Personn

ENCL:

(1) PIO handouts (2) TL & H plan

Keep Freedom in Your Future With U.S. Savings Bonds TREASURY DEPARTMENT UNITED STATES COAST GUARD ACADEMY

ADDRESS RPLY TO: SUPERINTENDENT U.S. COAST GUARD ACADEMY 19 November 1965 NEW LONDON. CONNECTICUT "spi 5720

Mr. Clark Edgecomb 2414 5th Apt. 133 Lubbock, Texas 79401 Dear Mr. Edgecomb: In reply to your letter to Commandant.(PTP-2) which was referred to my office, I am enclosing four of our basic pamphlets which should answer your questions as to general campus layout, curriculum, history, and traditions of the Academy. Your letter to the Superintendent has also recently been answered by Commander Long, the Academy's Chief of Plant and Personnel. I understand that he included a master plan of the Academy which should be of assistance to you in your project. · A more comprehensive treatment of the traditions of the Academy is available in the Cadet publication "Running Lights" which is basically used for indoctrination of the fourth class, or Swabs aa we call them. This publication is published on a commercial level at a cost of $1.20. If you would be interested in purchasing this and will forward the $1.20, I will be glad to purehase and forward a copy to you. I hope that this information fills your needs, Mr. Edgecomb. Your interest in the Coast Guard and the Academy is appreciated.

Sincerely yours,

Mttchael J. Lieutenant Grade Pu'hlic Inf Officer TREASURY DEPARTMENT UNITED STATES COAST GUARD ACADEMY

ADORKS8 R£l'LY TO; SUPERINTENDENT spi U.S. COAST GUARD ACADEMY NEW LONDON, CONNECTICUT 5720 27 December 1965

~. Clark Edgecomb 2414 5th Apt. 133 Lubbock, Texas 79401 Dear Mr. Edgecomb: · In reply to your letter of December 19, 1965, ! ·:have enclosed a copy of "Running Lights" as you have requested. The information on the Cadet Reg:Lmental set-up is on pag·e 72. As regards your inquiry as to the enrollment of the Academy, there are presently 660 Cade~enrolled. The sizes of the classes at present are 1966 - 115; 1967 - 111; 1968 - 201;1969 - 233. However, the Academy is in the process of expanding • Present plans are to increase• the enrollment so that by September of 1968 the total enrollment will be 833. Recent legislation allows the Academy to increase to 1,000, though there are no present plans to attain this number. Attrition of Cadets has decreased the graduating class to about 55% of the entering class. However, it is planned to reduce attrition so that better than 60% of the entering class graduates. In keeping with the increase of Cadets, the Academy is in the middle of a building program which will include an additional wing on Chase Hall, the Cadet Barracks, to be complete in late 1967. I hope, Mr. Edgecomb, that this information will be of assistance in your project. Please do not hesitate to refer any further questions to my office. Sincerely TAYLOR, LIEBERFELD AND HELDMAN, INC.

201 PARK AVENUE SOUTH, NEW YORK, N. Y. 10003 OJlBOOlf 3-8280 Planning Services

February 15, 1966

Mr. Clark Edgecomb 2414 5th St.; Apt. 133 Lubbock, Tex. 794001

Dear Mr. Edgecomb:

We are happy to cooperate with you on your thesis design problem. For this reason, we are enclosing a copy of the study we made at the Coast Guard Academy some years ago.

Unfortunately, this is one of two remaining office copies, so we must request its return just as soon as it has served its purpose. I am sure you will understand this necessity.

I hope the report proves useful.

Sincerely,

RT:jad

Enclosure: One report 30 WEST MONROE STREET Skidmore,Owin~s &: Merrill ARCHITEcrs/ ENeiNEERs CHICAGO .I ~~INO I S 60603

February 21, 1966

Clark Edgecomb, Archite cture 2414 Sth Street Apt. 133 Lubbock, Texas 79401

Dear Mr. Edgecomb,

Enclosed is a twenty-eight paged pres s release on the Air Force Academy. We are sending this in an&We r to your request of February 9th.

I trust that this will serve your needs. Chartered by the Republic of Texas 1840

CHAMBER OF COMMERCE BUILDING P. 0 . BOX 53600 • HOUSTON, TEXAS 77052 TELEPHONE CApitol 7-5111 , AREA CODE 713

March 1, 1966

Mr. Clark Edgecomb Texas Technological College Lubbock, Texas

Dear Mr. Edgecomb:

Unfortunately there is not very much material available relative the old San Jacinto Ordinance Depot.

This property has been sold to private interest and is currently under development as Jacintoport, a major planned industrial area. Infonnati.on about Jacintoport is enclosed.

If we can be of further assistance in the future do not hesitate to let us know.

Sincerely,

RHB/jf

BIBLIOGRAPHY Banning, K. Annauolis Today, revised by A. Stuart Pitt. 5th ed. Menas~a, Wis.: George Banta Co., 1961. Dallas Horning News, The. Texas Almanac 1966-1 967, 110th ed. Dallas, Tex.: A. H. Belo Corp., 1965. Department of the Air Force. United States Air Force Academy Cataloguef 1§65. Wash.,D.C.: U.S. Gov 1 t. Printing Office, 96 •

Department of the Air Force. At the Ram~arts. Wash., D.C.: u.s. Gov't. Printing Office, 19 5. Department of the Air Force. Facts Sheet. wash., D.C.: u.s. Gov't. Printing Office, 1955. Department of the Army. United States Military Academy catalogue, 1965-1966. wash., D.C.: u.s. Gov't. Printing Office, 1965. Department of the Army. West Point. Wash., D.C.: u.s. Gov't Printing Office, 1965. Department of the Navy. United States Naval Academy Catalogue, 1965-1966. Wash., D.C.: U.S. Gov't. Printing Office, 1965. Department of the Treasury, u.s. Coast Guard, Coast Guard Histog:• wash., D.C.: U.S. Gov't. Printing Office, 195 •

Department of the Treasury, U.S. Coast Guard. U.S. Coast Guard, a study of its ori~in, responsibilitiest relation­ ships and d1rection. Was ., D.C.: Gov't Prin ing Office, 1963. Department of the Treasury, u.s. Coast Guard. United States Coast Guard Academy. Wash., D.C. : Gov't. Printing Office, 1965.

"Final Schematics for the Air Force Academy," Architectural . Record, (July 1956), 192-1 96. Landis, L.C. The Story of the u.s. Air Force Academy. New York; Rinehart and Co., 1966. Report to the United States Coast Guard Academy. New York, N.Y.: Taylor, Lieberfeld, and Heldman, Inc., Planning Consultants, 1960. Smith, D.H. and F. w. Powell. The Coast Guard. Baltimore, Md.: Lord Baltimore Press, 1929. Temko, Allan, ttThe Air Academy Chapel," Architectural Forum, CXVII (Dec. 1962), 75-77. " •••• United States Air Force Academy,n Architectural Forum, (June 1955), 100-109. vlilliams, K.E. Runnin~ Light 1965-1966, Vol. XXXVI, New London, Conn., 1 65.