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P32110 Save Wright.Indd EDUCATION | ADVOCACY | PRESERVATION THE MAGAZINE OF THE FRANK LLOYD WRIGHT BUILDING CONSERVANCY THE MAGAZINE OF FRANK LLOYD WRIGHT BUILDING CONSERVANCY SPRING 2017 / VOLUME 8 ISSUE 1 IN THIS ISSUE Wright and Education Guest Editor: Dale Allen Gyure editor’s MESSAGE wright and education “Our schoolhouses look like factories as one passes them going through American towns and villages! Unimaginative, they look more impotent spiritually than any good factory; so many prison houses for the young Western mind are the Greek abstractions still being taught there.” (Frank Lloyd Wright, 1958) Quotations such as this reveal Wright’s passion for education and the design of learning environ- ments. This shouldn’t be surprising, since he was surrounded by and involved with education for most of his life. His activities with the Taliesin Fellowship are well-documented, but his contact with education actually began much earlier. Wright’s mother, Anna Lloyd Jones, had been a teacher before her marriage to William Cary Wright, and education was extremely important to the entire Lloyd Jones family. Wright recalled that “Education was Sister Anna’s passion even while very young. All this family was imbued with the idea of education as salvation.” According to Maginel Wright ABOUT THE EDITOR Barney, Wright’s younger sister, “Education obsessed [Anna], and she would teach anyone who showed even the vaguest desire to learn.” His other sister Mary Jane followed in her mother’s foot- Dale Allen Gyure is professor steps and taught elementary school in Wisconsin and Illinois. of architecture at Lawrence The real foundation of Wright’s educational experience, however, was formed through the family’s Technological University and a member of the Frank Lloyd connections with the Hillside Home School. His aunts Jane and Ellen Lloyd Jones—nicknamed “Aunt Wright Building Conservancy Jenny” and “Aunt Nell”—were lifelong teachers who organized and ran the school on the Jones board of directors. His property at Taliesin in Wisconsin. The sisters formed the Hillside Home School in 1887 as an early published works include Frank experiment in progressive education for children ages 5 to 18. Lloyd Wright’s Florida Southern College and The Chicago All of these formative connections guaranteed that Wright would be extremely interested in educa- Schoolhouse, 1856-2006: High School Architecture and tion throughout his life. This aspect of his career, however, isn’t as well-known as some of his other Educational Reform. endeavors. The essays in this issue of SaveWright explore new avenues of interpreting Wright’s archi- tectural projects for education, focusing on built work—from the elementary school level to Florida Southern College—unbuilt proposals, and comparisons with other educational communities and theorists in an attempt to better understand how his educational history and philosophy manifested itself in his designs. Dale Allen Gyure Guest Editor CONTENTS Cover photo: Esplanades at Florida Southern College, photo © Mark Hertzberg SaveWright is a biannual publication of the 1 President’s Message: A Progressive Philosophy Frank Lloyd Wright Building Conservancy. Guest Editor: Dale Allen Gyure 2 For the Neighbors: A History of Wright’s Wyoming Valley School Executive Editor: Susan Jacobs Lockhart Managing Editor: Joel Hoglund 7 Florida Southern College and Progressive Education Copy Editor: Linda Botsford Designer: Debra Nemeth 12 Frank Lloyd Wright and the Urgency of (Art) Education, ca.1930 The mission of the Frank Lloyd Wright Building Conservancy is to facilitate the preservation and 16 Frank Lloyd Wright’s Rosenwald School For Hampton Institute maintenance of the remaining structures designed by Frank Lloyd Wright through education, advocacy 20 The Live Moment: John Dewey and Frank Lloyd Wright on and technical services. Continuity and Education tel: 312.663.5500 email: [email protected] 23 Building Owner Resources: Stopping Water Penetration in a web: savewright.org Wright Usonian © 2017, Frank Lloyd Wright Building Conservancy 25 Executive Director’s Letter: Reflections on a Milestone Year president’s MESSAGE a progressive philosophy As Jack Quinan notes in his article in this issue, Frank Lloyd Wright was, by his own admission, an indiffer- ent classroom student. Further, it is well known that Wright did not complete college, leaving the University of Wisconsin after less than two and one-half semes- ters of study, little if any of it devoted to engineering or the other technical aspects of architecture. But in Wright’s view, as expressed by author Eeva-Liisa Pel- konen, conventional education paled before the expe- riential; individual creativity was to be prized over the “system of so-called education” against which Wright railed. that have so far been mentioned. Yet, even Wright the visionary had to rely, on occasion, on the technical It would be tempting to conclude that Wright’s rebel- skills of his apprentices and associates such as Wes lion against educational norms had its genesis in Peters and Jack Howe. We thought a bracing dose of necessity, generated by his lack of formal educational reality would likewise be of benefit here, providing achievement and by his plans, regardless, first to cre- to homeowners and others with Wright-like houses ate the Hillside Home School of the Allied Arts and valuable practical teachings with respect to issues of then the Fellowship—both educational institutions. house maintenance. It is a part of the Conservancy’s Nonetheless, that conclusion appears facile. Whatever educational mission that we find of great importance, his underlying motivations, the articles in this issue by and for that reason, plan for the continuation of such Pelkonen, Quinan, Peter Rött, Dale Allen Gyure and articles in future issues of SaveWright. Michael Desmond reveal not only Wright’s rejection of conventional educational and allied architectural As a final matter, I wish to note, with great apprecia- principles, but his replacement of those principles with tion, the work of Joel Hoglund and the Conservancy an articulated progressive educational philosophy with staff that has led to the publication by Princeton roots in the works of Tolstoy, Whitman and Dewey Architectural Press of the latest and extensively revised that he incorporated into his theories of organic archi- edition of the Conservancy’s book Wright Sites: A tecture. Such a thought-out construct could hardly be Guide to Frank Lloyd Wright Public Places—a valu- characterized as a mere excuse for academic medi- able reference for each of us to treasure. Good reading ocrity. Nor could his built and unbuilt educational to you all. designs have sprung from less considered theoretical underpinnings. Edith Payne There is one article in this issue, Daniel Chrzanowski’s President Frank Lloyd Wright discussion of his successful efforts to stop water Building Conservancy penetration in his Wright-designed home, the Dobkins Former Owner, House, that does not fit with the theoretical themes Richardson House Ron Scherubel Guest Editor 1 PHOTO FROM THE MILWAUKEE JOURNAL, MARCH 1958 PHOTO FROM THE MILWAUKEE PHOTO FROM THE MILWAUKEE JOURNAL, MARCH 1958 PHOTO FROM THE MILWAUKEE The Wyoming Valley School opened in January 1958. For the Neighbors: A History of Wright’s Wyoming Valley School BY PETER RÖTT By 1956, Frank Lloyd Wright’s fame was worldwide and he had received every honor the architectural profession could bestow upon him. ABOUT THE AUTHOR Construction was finally beginning on the Guggenheim Museum in New York, he was battling to see his Monona Terrace Civic Center move ahead in Madison, Wisconsin, Peter Rött is co-owner and and he was in the midst of publicizing his new Mile High “Illinois” skyscraper. Design principal of Isthmus Architec- for his Annunciation Greek Orthodox Church in Wauwatosa, Wisconsin, was just ture, Inc., a Madison-based ar- completed and there were another 34 active projects on the boards. Wright scholar chitectural firm specializing in Bruce Brooks Pfeiffer claimed, “At least nine […] projects would begin construction sustainable preservation. Rött in 1956 or soon thereafter.” One of these was the Wyoming Valley School in Spring joined the Taliesin Fellowship in 1978 at the age of 20 and Green, Wisconsin. in 1985 was the first recipient The Town of Wyoming’s school board was seeking to consolidate its six existing rural of a Master of Architecture de- gree granted at Taliesin. Rött school districts into one joint district. On January 17, 1956, the town held a public was a principal with Taliesin hearing on the proposal at the County Courthouse in nearby Dodgeville. The time Architects and director of op- had come to discontinue the traditional system of one-room rural elementary schools. erations for the Madison office Several factors conspired to prompt talk of consolidation. The cost of maintaining mul- responsible for the comple- tiple buildings, each with its own operating costs, and the difficulty in getting teachers tion of Monona Terrace. He is secretary for the Seth Peterson were the main factors. The fact was that in 1956 multiple schools in this family farm Cottage Conservancy and a community were serving only 67 children. 2013 recipient of the Wright Spirit Award. Creating a new single district would permit Wyoming to continue to provide qual- ity education more efficiently at a reasonable cost. If a new, larger school were to be considered, it would have indoor toilets and a common kitchen. These amenities would serve the community’s needs for a gathering place in addition to the school use. The 2 When asked about his gift, Wright said, “It was time we did some- thing for the county. It’s just one of the things I plan to do around here to make this a wonderful valley.” He said he had no direct connection with the school district. “I’m just a neighbor,” he said. The caption to this photo in the March 1958 Milwau- kee Journal read: “Groups of pupils leave their school, which seems to grow out of the hillside.” single school could have a hot lunch program and could take part in the (new at the time) milk program for schoolchildren.
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