NPS Form 10-900 OMB No. 1024-0018
United States Department of the Interior National Park Service National Register of Historic Places Registration Form
This form is for use in nominating or requesting determinations for individual properties and districts. See instructions in National Register Bulletin, How to Complete the National Register of Historic Places Registration Form. If any item does not apply to the property being documented, enter "N/A" for "not applicable." For functions, architectural classification, materials, and areas of significance, enter only categories and subcategories from the instructions.
1. Name of Property Historic name: __Immaculate Heart of Mary School______Other names/site number: ______Name of related multiple property listing: N/A (Enter "N/A" if property is not part of a multiple property listing) ______2. Location Street & number: _10 Lincoln Avenue______City or town: _Rutland City______State: _Vermont___ County: _Rutland__ Not For Publication: Vicinity:
______3. State/Federal Agency Certification As the designated authority under the National Historic Preservation Act, as amended, I hereby certify that this nomination ___ request for determination of eligibility meets the documentation standards for registering properties in the National Register of Historic Places and meets the procedural and professional requirements set forth in 36 CFR Part 60. In my opinion, the property ___ meets ___ does not meet the National Register Criteria. I recommend that this property be considered significant at the following level(s) of significance: ___national ___statewide ___local Applicable National Register Criteria: ___A ___B ___C ___D
Signature of certifying official/Title: Date ______State or Federal agency/bureau or Tribal Government
In my opinion, the property meets does not meet the National Register criteria.
Signature of commenting official: Date
Title : State or Federal agency/bureau or Tribal Government
1
United States Department of the Interior National Park Service / National Register of Historic Places Registration Form NPS Form 10-900 OMB No. 1024-0018
Immaculate Heart of Mary School Rutland County, Vermont Name of Property County and State
______4. National Park Service Certification I hereby certify that this property is: entered in the National Register determined eligible for the National Register determined not eligible for the National Register removed from the National Register other (explain:) ______
______Signature of the Keeper Date of Action ______5. Classification Ownership of Property (Check as many boxes as apply.) Private: X Public – Local
Public – State
Public – Federal
Category of Property (Check only one box.)
Building(s) X
District
Site
Structure
Object
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United States Department of the Interior National Park Service / National Register of Historic Places Registration Form NPS Form 10-900 OMB No. 1024-0018
Immaculate Heart of Mary School Rutland County, Vermont Name of Property County and State
Number of Resources within Property (Do not include previously listed resources in the count) Contributing Noncontributing _____1______buildings
______sites
______structures
______objects
______1______0______Total
Number of contributing resources previously listed in the National Register ___N/A______6. Function or Use Historic Functions (Enter categories from instructions.) ______Education/School______
Current Functions (Enter categories from instructions.) ______Work in Progress______
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______7. Description
Architectural Classification (Enter categories from instructions.) ______Modern Movement/International Style______
Materials: (enter categories from instructions.) Principal exterior materials of the property: Brick______Glass block Aluminum Marble Concrete
Narrative Description (Describe the historic and current physical appearance and condition of the property. Describe contributing and noncontributing resources if applicable. Begin with a summary paragraph that briefly describes the general characteristics of the property, such as its location, type, style, method of construction, setting, size, and significant features. Indicate whether the property has historic integrity.) ______Summary Paragraph
The Immaculate Heart of Mary School is an International Style two-story, steel-framed building clad in glazed brick with a rear, one-story gymnasium ell. The fenestration, flat roofs, and minimal decorative features are streamlined and emphasize horizontal lines punctuated by a few strong vertical elements like the three entries. It is accented by glass block panels, ribbon windows, and a monumental, two-story, glazed aluminum frame curtain wall at the main entry. The school is located on a moderately dense residential street of single-family homes west of downtown Rutland and is adjacent to the 1891 High Victorian Gothic Immaculate Heart of Mary Catholic Church on its north and a large Italianate style house to the south. The trim on the windows, glazed wall panels, canopies, and eaves is aluminum. The window sills are marble; and the foundation is concrete block. A large parking lot and driveway surrounds the building on three sides with the front, west façade landscaped with grass and a few trees. The well-preserved building retains integrity of location, design, setting, materials, workmanship, feeling and association.
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______Narrative Description
The Immaculate Heart of Mary School was built in 1951 in the International Style, and designed by the Manchester, NH firm of Dirsa and Lampron. The “T”-shaped, two-story steel framed building with a one-story rear ell has a flat roof with no eave and is clad with gray glazed brick. The 120’-long front façade of the main block faces west on Lincoln Avenue and is set back behind a narrow strip of front lawn that slopes up from the sidewalk, shaded by a few street trees. On the front lawn a statue of the Virgin Mary within a concrete alcove is surrounded by bushes. It is a memorial erected by a parish family for their child. It will soon be re-located by the parish.
Form and plan The building’s plan is fairly simple with four large (34’ by 22’) corner classrooms on each floor plus one center rear classroom on the second floor in the main block as well as smaller offices, restrooms, lockers, and maintenance spaces near the center on both floors. A center north-south corridor ends in stairs at the north and south ends and the main west entry stair hall intersects this corridor in the center. A large (56’ by 73’) one story rear ell is nearly centered on the main block though slightly offset to the north. It contains a large two-story gym/auditorium with an adjacent stage and kitchen within the rear of the main block first floor. The main block’s three original doors (west, north and south) lead to staircase landings that provide access to the first floor, which is half a level below the entry level, as well as to the second floor that is half a level above. The rear gym ell has a rear door and exit stair contained in a small vestibule added to the rear elevation. The gym floor level is another half level below the main block first floor level.
Exterior The seven-bay brick front façade is unadorned except for the fenestration which comprises the dominant design elements. The long horizontal banks of hopper windows topped by glass block panels on both stories are broken in the center by the verticality of the striking two-story entry pavilion framed by short projecting concrete wing walls making it seem recessed. The entry pavilion has brick walls flanking the central monumental two-story glazed curtain wall of four- by-seven fixed-pane window units accented by aluminum mullions and frame. The integral glass and aluminum double leaf door is part of the glazed wall and its pattern. The only added “ornaments” are the functional sleek aluminum letters welded to the mullions spelling “Immaculate Heart of Mary School” and a thin simple aluminum cross on the roof above the entry bay. The entry is fronted by a set of concrete steps that extend the width of the entry bay.
The three long window bays on each side of the entry bay have a continuous gray marble sill and visually continuous window opening recesses punctuated by recessed mullions. The outer two window bays on both sides each have a panel of twenty-four by eight glass blocks over four hopper windows. The hopper windows, originally aluminum framed, have all been replaced with vinyl-clad windows in the same configuration. There is still some aluminum trim on the window frames. The slightly shorter inner window bays flanking the entry bay each have a panel of eighteen-by-eight glass blocks over three hopper windows. All the bays are separated by a broad, vertical aluminum-clad mullion. On the first story, the line of windows has only a very thin strip
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of aluminum trim at the top edge of the glass block panel. The plane of the windows and glass block panels is slightly recessed from the face brick wall above. Where the wall projects above the windows, the thin steel beam supporting and tucked behind the face brick forms the lintel for the windows below. The steel is punctuated every few feet by a square of wood. The steel is only visible by looking up from the windows and allows the face brick to appear to float around the window recesses. On the second story, the window bays also have a very thin aluminum trim piece at the top of the glass block panels. From the trim an angled aluminum trim piece covers the recess under the face brick. The roof wall juncture with no eave overhang has a simple aluminum coping that forms a wide band at the top of the wall and abuts the angled trim piece at the top of the window recess. The coping has periodic square aluminum tabs perhaps covering the connection between strips. An additional aluminum cap has been added at the very top of the wall and overhangs the original coping a bit. This was added when the roofing was replaced about ten to fifteen years ago.
The two 56’ side elevations of the main block (north and south) have no fenestration except the central entry bay which is lit only by panels of glass block as well as side lights of glass block flanking the centered steel double leaf doors. The doors are up one concrete step forming the landing. In addition to the visual vertical element of the two-story glass block entry bay, there is a small very simple, flat roofed, aluminum-clad canopy cantilevered over each door. The canopies contain a recessed light. Although the two side elevations were originally identical, currently on the north there is an added simple steel door at the northeast corner which provides at grade access to an ADA ramp constructed in the last twenty years within the northeast classroom.
The rear (west) elevation of the main block has seven windowed bays across the second story and two on either side of the gym ell on the first story. These window bays match the style of the front bays and have the same glass block and hopper window elements. On the second story, all are long bays of twenty-four by eight glass block panels over four hopper windows except the central one which is shorter with an eighteen by eight glass block panel over three hopper windows. On the first story the outermost bays are longer, twenty-four block panels with four hopper windows. The gym ell is not centered so the two inner window bays are different lengths. On the south the inner bay has an eighteen by eight glass block panel over three hopper windows. On the north the inner bay has only a six by eight glass block panel over one hopper window. The top of the rear elevation wall is capped by an added aluminum flashing above the original aluminum coping that matches the front and sides. On the center of the main block roof are three ventilators with metal bell-shaped roofs. The flat roofs are membrane.
The one-story rear gym ell has a flat roof and is clad in the same gray glazed brick of the main block. While on the exterior the ell is a normal single-story height of about 9’, the gym floor level is a full story below grade – which is a half story lower than the main block first floor level. The result is that these are high, clerestory windows on the interior of the gym. The north and south elevations of the ell each have regular fenestration of four equally spaced steel windows. Each window is divided into four stacked horizontal lights flanked by four small lights. The bottom center light is operable. The glass is frosted but many of the panes have been replaced with various types of translucent glazing. The rear (west) elevation has no windows and has a
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centered shed roofed vestibule with a door facing north. The vestibule does not appear to be original.
The main block has a concrete block foundation that comes up to the first floor window sills which are about 2’ above grade on the front elevation and nearly at grade on the rear. The gym ell has a concrete block foundation that is at or below grade. On the north elevation or the main block, a semi-circular concrete block planter is built against the building between the two doorways.
Interior The interior of the school, like the exterior, is largely unadorned and is characterized by the use of practical, mid-20th century materials. The walls are all painted concrete block. The floors are asphalt or linoleum tile. All the interior doors are flush solid wood doors with a natural finish and most have a fixed half-light. A main central corridor on both the first and second floors runs south to north between the two side stairways. It is intersected in the center by the main front entrance hall and staircase. From the entry level on the west façade to the second floor landing the stair hall is open and lit by the dramatic, though simple glazed two-story glass and aluminum curtain wall surrounding the front glass doors.
The three sets of concrete stairs have rubber treads and simple square stock steel railings with slender square newels and capped by a wooden handrail. The wider central stair has an added steel railing down the center of the stairs.
The four corner classrooms on each floor plus one center classroom on the rear (east) of the second-floor hall are all 34’ by 22’. All classrooms were originally configured the same with green chalk boards on two walls, one wall of windows/glass block panels, and the fourth wall with a closet having a solid maple door and a wide recess accented by a maple wood lintel and containing either a shelf or mounted coat hooks. In the southeast and southwest classrooms on the first floor, the recesses still have what appear to be original folding doors across them. The maple wood folding doors are in three pivoting pairs each supported on a steel foot. The northwest first floor room was initially used as a chapel and has no chalkboards. Some of the chalkboards in the other classrooms have been replaced with white boards. The northeast corner classroom on the first floor has a large wooden ramp built within it, leading from the added at- grade exterior door and occupying most of the space. The southwest classroom on the first floor has a small washroom and janitor closet on the fourth wall without the recess closet detail. This may have been a later alteration. The main difference amongst the classrooms is the window configuration. The four classrooms in the front (western) corners (two on first floor and two on second floor) as well as the two rear (eastern) corner classrooms on the second floor have two long window bays with twenty-four by eight glass block panels over four hopper windows each. The two long window bays stretch the entire length of these rooms. The northeast corner classroom on the first floor has one long window bay starting at the north wall with a twenty- four by eight glass block panel over four hopper windows and one short window bay with a six by eight glass block panel over one hopper window. The rest of the eastern wall is painted concrete block. The center east second floor classroom has one long window bay with a twenty- four by eight glass block panel over four hopper windows and one shorter bay with an eighteen
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by eight glass block panel over three hopper windows. Each classroom retains its original aluminum pendant light fixtures with prismatic, drum-style glass shades.
The center part of the main block on the first floor has smaller rooms serving as restrooms, a locker room, and an office along the front. The front façade window bays are intersected by thin interior walls creating the smaller rooms. In the rear (eastern) side of the first floor there is a central stage area that opens to the gym/auditorium ell. Very small service spaces are adjacent to the stage along the corridor. On either side of the stage, which is at the same level as the rest of the first floor, are halls leading to the rear ell with a half flight of steps down to the floor level of the gym/auditorium. The stage is simply a carpeted room with painted concrete block walls that is open on one side facing the gym but still has original footlight bars that pivot down into the floor when not in use. There is now a railing across the front of the stage and a small curtain at the top of the opening to the gym/auditorium. Two original lighting bars still hang up above the stage from rafters attached to the ceiling. Across the short rear hall to the south of the stage is a space vertically divided between a small, low-ceilinged kitchen on the gym floor level and accessed by a door off the rear hall and above it another low-ceilinged storage space accessed by a narrow short set of steps off the main block corridor.
The center part of the main block on the second floor has the open stair hall to the front entry flanked by a smaller room serving as an office on the south and several rooms on the north including a janitor’s closet, storage room and a restroom. Another restroom on the rear (eastern side of the central second floor hall is between the central classroom and the southeast classroom. Like the first-floor small rooms, the window bays are intersected by thin interior walls to include some windows in multiple rooms.
The rear ell gym/auditorium is one large c.3500 sf., open simple space that is nearly two stories high. It has a concrete floor painted as a basketball court. There are basketball hoops at the east end and above the stage opening on the west end. The four windows on the long walls (north and south) are high clerestory windows that abut the ceiling. At the eastern end an off-centered exit door leads to a north-south running rear stair exiting to the parking lot contained in a small rear addition.
Site and Surrounds The building and its ell are surrounded by a large paved parking lot on the rear that extends all the way to Nichols Street and by driveways on the north and south leading in from Lincoln Avenue. On the north, the driveway divides the school building from the 1891 Immaculate Heart of Mary Church. The church is a Gothic Revival style building of rusticated gray marble trimmed with lighter dressed marble and fronted by a monumental corner steeple as well as a smaller corner turret. The church, school and parking lot are within a small city block bounded by Lincoln Avenue on the west, Nichols Street on the east, West Street on the south and Grant Avenue on the north. In addition to the driveways leading to Lincoln Avenue, the parking lot has a large two-way driveway entrance from West Street and two entrance driveways from Nichols Street. The church property at one time included the entire block. The driveway from West Street is flanked by two large residential houses fronting West Street. One house on the corner of Nichols Street is used for offices now. North of the church, the northwest corner of the block has
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a residence fronting Lincoln Avenue that serves as the rectory and office. Along Grant Avenue, behind the rectory are a small parking lot with a shed and a two-car garage that is accessed directly from Grant Avenue. The large church and school parking lot has a wide grass landscaped strip along Nichols Street ornamented with a few small trees and shrubs. Nichols Street is lined with late 19th and early 20th century homes across from the church property. One of the larger duplexes (12-14 Nichols Street) had served as interim classrooms while the Immaculate Heart of Mary School was being built as well as the convent home to the Sisters of Notre Dame who came to teach at the school. ______8. Statement of Significance
Applicable National Register Criteria (Mark "x" in one or more boxes for the criteria qualifying the property for National Register listing.)
A. Property is associated with events that have made a significant contribution to the X broad patterns of our history.
B. Property is associated with the lives of persons significant in our past.
C. Property embodies the distinctive characteristics of a type, period, or method of X construction or represents the work of a master, or possesses high artistic values, or represents a significant and distinguishable entity whose components lack individual distinction.
D. Property has yielded, or is likely to yield, information important in prehistory or history.
Criteria Considerations (Mark “x” in all the boxes that apply.)
X A. Owned by a religious institution or used for religious purposes
B. Removed from its original location
C. A birthplace or grave
D. A cemetery
E. A reconstructed building, object, or structure
F. A commemorative property
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G. Less than 50 years old or achieving significance within the past 50 years
Areas of Significance (Enter categories from instructions.) __Architecture______Education______
Period of Significance __1951 - 1969______
Significant Dates ___1951______
Significant Person (Complete only if Criterion B is marked above.) ______
Cultural Affiliation ______
Architect/Builder Dirsa & Lampron, Manchester, NH (architects) Wright and Morrissey, Burlington, VT (General Contractor) Dezero & _Randall, Rutland, VT (plumbing) Lyman A. Russell Corp, Rutland, VT (Heating & Ventilating) Frank T. Cody, Hanover, NH (electrical)
Statement of Significance Summary Paragraph (Provide a summary paragraph that includes level of significance, applicable criteria, justification for the period of significance, and any applicable criteria considerations.)
The Immaculate Heart of Mary School was built in 1951 by the Roman Catholic Diocese of Burlington, Vermont, along with the local parish as a new parochial elementary school in Rutland. It was designed by the Manchester, NH firm of Dirsa and Lampron. It is significant locally under Criterion C as an example of both a Mid-Century Modern style school in the state and more particularly, of the International Style of architecture that is rare in Vermont. Its simple lines, modern materials such as concrete, aluminum and glass, and spare details such as a flat roof, strong horizontal bands of windows and glass block, and a vertical, two-story glazed entry bay are hallmarks of the style. It is an unaltered representation of Dirsa and Lampron’s interpretation of the International Style which they
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used in dozens of schools, religious and secular, in the region. This was one of their earliest schools and a comparatively fine expression of their modernist aesthetic. It is also significant locally under Criterion A as an example of the use of modernist architecture by the Catholic Church for its new schools and churches of this period. It represents the expansion of the Catholic school system in parallel to the expansion of the public-school system to address the demand of the post-World War II baby boom. It is an example of the second generation of graded parochial schools that were built in the 1950s and 1960s. It meets Criteria Consideration A as a religious property erected by the diocese, but its primary significance is its architectural style and its importance in the history of education in the state. Its level of architectural integrity is rare for International Style buildings in a state where the climate often dictated alterations to flat roofs, modern materials like concrete and aluminum, and large expanses of glazing. ______Narrative Statement of Significance (Provide at least one paragraph for each area of significance.)
Criterion C: Architecture
The Immaculate Heart of Mary School was built in 1951 by the Roman Catholic Diocese of Burlington, Vermont, along with the local parish as a new parochial elementary school in Rutland. It was designed by the Manchester, NH firm of Dirsa and Lampron which was frequently hired by the Catholic Church in both Vermont and New Hampshire to design its schools and churches in the 1950s and 1960s. It is significant locally under Criterion C as an example of both a Mid-Century Modern style school in the state and more particularly, of the International Style of architecture that is rare in Vermont. Its simple lines, modern materials such as concrete, aluminum and glass, and spare detail elements such as an eaveless flat roof, strong horizontal bands of windows and glass block, and a vertical, two-story glazed entry bay are hallmarks of the style.
Modernism
Following World War I, Americans tended to be attracted to the traditional and familiar details of Colonial and other revivals of historic architectural styles and experimented with the less formal but still nostalgic Arts and Crafts style. These were the pervasive styles found in new American residential developments and in much institutional and commercial architecture of the early 20th century. Notable exceptions to the norm in America were Louis Sullivan (1856-1924) and Frank Lloyd Wright (1867-1959), whose projects in the Midwest created new forms in the fledgling skyscraper and in the Prairie School of design, respectively. By contrast, in Europe the trauma and physical destruction of the built environment resulting from World War I led to radical social and artistic changes in many facets of life, including architecture. Architects such as Le Corbusier (1887-1965) in Switzerland and Walter Gropius (1883-1969), Ludwig Mies van der Rohe (1886-1969), and Marcel Breuer (1902-1981) in Germany developed an architectural style that was an intentionally stark departure from traditional forms and Victorian or Revival ornament. Emphasis was on honesty of form and material, and a simplicity of design expressed best by Mies van der Rohe’s famous statement that “less is more.” The Bauhaus School in
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Germany, which operated from 1919 until 1933, trained many European architects, artists, and designers in the tenets of Modernism.
The European Modernist architectural movement, known later as the International Style, was slow in its arrival in the United States. Starting in the late-1930s, high–style modernist American architecture was practiced by stylistic leaders heavily influenced by the Bauhaus school and Le Corbusier in Europe. With Hitler’s rise to power in the 1930s and the establishment of a regime that targeted “degenerate art” such as that produced at the Bauhaus, the main architectural practitioners and teachers, including Gropius and Mies van der Rohe, were forced to emigrate to the United States. Gropius became the director of the Harvard Graduate School of Design in 1937, and Mies van der Rohe became the director of the architecture department at the Illinois Institute of Technology in 1938. Breuer joined Gropius at Harvard in 1937. American architects practicing modernism emerged from the architecture programs at colleges and universities which had begun to embrace the minimalist and stripped-down approach to design.
In New Canaan, CT, a group of architects including Breuer, known as “The Harvard Five” lived and worked to disseminate their own form of International and also Wrightian/post-International style architecture. Phillip Johnson (1906-2005), Landis Gores (1919-1991), Eliot Noyes (1910- 1977), John M. Johanson (1916-2012), and Breuer were the core group, but other architects lived and practiced there as well, including Allan Gelbin (1929-1994), who had been an apprentice to Frank Lloyd Wright, and Carl Koch (1912-1998) who had taught at Massachusetts Institute of Technology (MIT). Near Boston, the modern work of Gropius and architects from the Harvard program was focused in a few Middlesex County, MA, communities where they lived and practiced. Gropius and a group of his students formed The Architects Collaborative in 1945, and were responsible for many of the modern housing developments and homes in the region as well as major works of non-residential modernism. In addition to Gropius, the original group included Norman C. Fletcher (1917-2007); Jean B. Fletcher (1915-1965); John C. Harkness (1916–2016), Sarah P. Harkness (1914-2013); Robert S. McMillan (1916–2001); Louis A. McMillen (1916- 1998); and Benjamin C, Thompson (1918-2002).
Architectural historian Carter Wiseman wrote of their influence: ...no school of architecture except the Beaux‐Arts itself could claim to have produced so many architects who would have such a pervasive impact upon their society. So powerful was the educational experience in that place and time that even those graduates … who did not go on to fame contributed with zeal to the propagation of the faith they absorbed under their Harvard mentors.1
The Massachusetts Institute of Technology (MIT) School of Architecture, also in Cambridge, MA, produced many noted modernist architects as well including Edward Durrell Stone (1902- 1978), I.M. Pei (1917–2019), as well as Gordon Bunshaft (1909–1990) and Louis Skidmore (1897–1962), both of Skidmore, Owings & Merrill. MIT graduates Walter Pierce (1920–2013) and W. Danforth Compton (1920–1955) had an impact on the residential architecture of Boston’s
1 Carter Wiseman, Twentieth-Century American Architecture: the Buildings and Their Makers (New York, New York: Norton, 2000), 139. – as quoted in Brian Knight’s, Survey of Modern Architecture in Burlington, 2011.
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suburbs with their modernist development of homes with standard, interchangeable parts at Peacock Farm.2 Their instructor, Carl Koch, developed the Techbuilt house.
New building materials began to be used in American construction during and after World War II that made many of the modernist designs possible. In her 2012 study of Mid-Century Modern design in New Hampshire, architectural historian Lisa Mausolf wrote: “Wartime shortages of building supplies such as wood, rubber, steel, iron and aluminum led to adjustments to typical building practices and innovations. Plastics, aluminum and concrete were all advanced during the war years. These technological developments also had influences on modern styles after the war. The Late Moderne style featured smooth, streamlined stone and aluminum. The Miesian [or International] style utilized standardized components of glass, aluminum and steel. Brutalism and New Formalism modes emphasized the expression of concrete including pre‐cast and cast‐ in‐place units.”3
In the words of architectural historians Carlos J. Dunn & Sarah K. Cody, “Mid-century modern design embodied the Nation’s ideals of progress and optimism, as Americans left the war behind and looked forward towards the future.”4 It is no surprise then that it was embraced in institutional and commercial construction to express and advertise businesses, opportunities for recreation, or the cutting edge thinking of a college, school, congregation, or museum. The stark International style suited new, large commercial, industrial, and institutional buildings, as exemplified by Mies van der Rohe’s Seagram Building (1958); Lever House (1951) by Skidmore, Owings & Merrill – both in New York City; and Story Hall at Harvard (1948) by Gropius and The Architects Collaborative.
Despite the architectural trends of modernism sweeping the academic and more urban architectural world, Vermont and New Hampshire remained staunchly traditional. New England architectural firms often had to mix traditional style – typically Colonial Revival – with the occasional modernist commission in order to meet the needs and desires of their clients. Relatively little high-style modern architecture penetrated the commercial or institutional realms except on the college campuses themselves such as Bennington, Marlboro, Goddard, Middlebury, Windham, Vermont State colleges, and the University of Vermont in Vermont, as well as Dartmouth College and Colby-Sawyer College in New Hampshire. However, some notable examples of modernist Vermont buildings outside these campuses include the innovative International Style St. Marks Church (1941) in Burlington designed by Freeman French Freeman in conjunction with its priest, Father William Tennien5; Julian Goodrich’s International Style
2 Yardley, William, Walter Pierce, Modernist Architect, Dies at 93, New York Times March 16, 2013. 3 Mausolf. Mid-20th Century Architecture in NH: 1945-1975. Survey report prepared for New Hampshire Employment Security. December 2012, p. 46. 4 Dunn, Carlos J. Dunn & Sarah K. Cody. “Designation Report for Bay Harbor Continental Apartments Bay Harbor Islands, Florida.” For Miami-Dade County Regulatory and Economic Resources Department Office of Historic Preservation, March 18, 2015. 5 Coffin, Howard. An Inland See. Barre, VT: Brown & Sons for the Roman Catholic Diocese of Burlington. 2001, p.76. According to Coffin: “Tennien instructed the Burlington architectural form of Freeman, French, & Freeman to ‘forget everything you know about designing churches,’ adding, ‘never lose sight of the fact that the most important thing in a church is the altar.” This philosophy dovetailed quite well with the raw “form following function” guiding principal of the International Style. The cross shaped building had the altar at the center, something that would become more common after Vatican II in 1962. Also: Andres, Glenn M. & Curtis B. Johnson. Buildings of Vermont. Charlottesville: University of Virginia Press. 2014, p.142-143: “The innovative design created a national
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Capital Apartments (1951) in Montpelier; International Style Union Mutual Headquarters (1958) by Freeman French Freeman, and the Brutalist Style Federal Building/ US Post Office (1963) by Julian Goodrich both on State Street in Montpelier.
Another area where there was more experimentation by clients with modernist style architecture was in elementary and high schools as well as religious buildings – many of which were built during the post-World War II period. The prosperity that began with the war and continued in the post-war period was also a sharp contrast to the pre-war depression economy that led many school districts and religious congregations to postpone improvements or expansions. This included places of worship and parochial schools. The Catholic Church in particular expanded its parish school system throughout both the Vermont and New Hampshire dioceses. Many parishes built their first new schools in the 1940s and early 1950s. Starting in 1938 the 4th Bishop of Burlington, Matthew Brady, strongly encouraged some rural parishes to build their first ever church. Father Tennien, who later guided the design of the modernist St Marks in Burlington, had first designed St. Anthony’s Church (c. 1940), a modern fieldstone church in East Fairfield.6
St. Anthony’s Church, East Fairfield, VT The massive, simplified, symmetrical form of this church with a short, integrated belfry projecting from the peak of the large gable roof became common among parish churches built in the 1950s and 1960s. Examples include two by Dirsa and Lampron, the architects of the 1951 Immaculate Heart of Mary School in Rutland, VT. The churches were Our Lady of the Lake Church (1954) in Leominster, MA and St. Francis of Assisi Church (1955) in Windsor, VT which was slightly less symmetrical than the Leominster church.
Left: Our Lady of the Lake (1954), Leominster, MA & right: St. Francis of Assisi (1955), Windsor, VT
stir. It was published in Liturgical Arts (August 1943), Architectural Forum (July 1944), Time Magazine (August 1944), and the New York Times (Sept. 4, 1949) where it was called ‘perhaps the prototype of the future setting of the sacrifice.’” 6 Coffin, Howard. An Inland See. Barre, VT: Brown & Sons for the Roman Catholic Diocese of Burlington. 2001, p.75.
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Immaculate Heart of Mary School (1951), Rutland, VT
Dirsa and Lampron
Harvard and MIT architecture programs had strong modernist voices in their renowned professors and in their students who practiced regionally. The influence of these strong proponents of modernism went well beyond those that studied directly under them. By the late 1940s and through the 1950s, architectural firms throughout New England and eventually the country started practicing in the modernist styles when their clients allowed. This was true even of firms headed by architects who may have studied in Beaux Arts-based architecture programs in the 1930s. The architects of the Immaculate Heart of Mary School, Mitchell Dirsa (1913- 2008) and Joseph Lampron (1912-2002), both studied under Eric T. Huddleston (1888–1977) at the University of New Hampshire (UNH). Dirsa and Lampron, who formed a firm in 1946, both graduated in architecture from UNH in 1934. Huddleston founded the architecture program at UNH in 1918 and ran it until it was suspended for World War II. Along with many of Huddleston’s students, Dirsa and Lampron participated in the Historic American Buildings Survey program in New Hampshire which the professor supervised. According to Mausolf:
Many of New Hampshire’s leading architects of the mid-20th century studied under Professor Huddleston. Between 1918 and 1944, 130 men and women earned architectural degrees from UNH. Of these, eighteen [such as Dirsa & Lampron] became owners of architectural firms in the state.7
Many of these firms had a large impact on the buildings – primarily public and institutional – constructed in the region in the middle decades of the 20th century through their prolific work. Examples were Dirsa and Lampron as well as Irving Hersey Associates, which for a time included Huddleston as a partner. Despite the modernism that marked the work of many of his
7 Mausolf. Mid-20th Century Architecture in NH: 1945-1975. Survey report prepared for New Hampshire Employment Security. December 2012.
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students, Huddleston designed primarily Colonial Revival style architecture including on the Durham Campus of UNH which he was largely responsible for between 1918 and 1950.8
Joseph Felix Lampron was born in Nashua, NH, in 1912. He attended Nashua High and UNH, graduating with a degree in architecture in 1934. According to his 1956 listing for the American Institute of Architects (AIA), he married in 1942 and had two children at that time. He served as a Naval Architect from 1938 through 1945. He worked at the Naval bases in Portsmouth, NH, where his professor, Eric Huddleston also occasionally had commissions, and in Brooklyn before forming a partnership with Mitchell Dirsa in 1946. The offices of the firm Dirsa & Lampron & Engineers were in Manchester, NH. Lampron was a registered architect in Maine, Massachusetts, New Hampshire, and Vermont. He died in South Burlington, VT on April 28, 2002.9
Mitchell Paul Dirsa was born in 1913 in Beverly, MA. He attended Exeter High School and UNH, graduating with a degree in architecture in 1934. He was also a licensed engineer. He served as an architect-engineer in the US Army Corps of Engineers from 1941 to 1942. He married in 1942 and according to his 1956 AIA listing, had five children at that time. He was employed by Hussey Manufacturing Co. of North Berwick ME and Gibbs and Hills in New York City before partnering with Lampron in 1946. In addition to being a registered architect in Maine, Massachusetts, New Hampshire, and Vermont, he was a licensed engineer in Maine and New Hampshire. He died in Haverill, MA, on August 22, 2008.10
The firm Dirsa and Lampron was well known to the Diocese of Manchester and the Diocese of Burlington and designed a number of schools and a few churches between 1948 and the 1960s in both Vermont and New Hampshire. Joseph Lampron, at least, appears to have been a Catholic based on his funeral arrangement.11 The firm’s listings in the AIA directories of 1956, 1962 and 1970 show an evolution of style in the representative works they chose to submit for inclusion. In 1956 with the firm not quite ten years old, they listed two 1949 projects in Claremont, NH, that were Colonial Revival style: St. Mary’s Gymnasium and the Barnes, Rouillard & McPherson insurance office building. The rest of their listed projects were modernist designs: the 1951 Manchester Water Works in Manchester, NH; the Immaculate Heart of Mary School in Rutland, VT; as well as two modern Catholic churches: the 1954 Our Lady of the Lake Church in Leominster, MA and the 1955 St Francis of Assisi Church in Windsor, VT. In 1962 and 1970, all the projects they listed were modernist and continued to include the older 1951 Water Works project. In the 1970 listing their representative works included four public high schools from the 1960s in addition to the Water Works.
8 Michaud, Peter. Rollinsford Grade School. Strafford County, NH. Nomination for the National Register of Historic Places, 2015 (Listed on 9/29/15). According to the nomination: “In 1928, Huddleston founded the New Hampshire Society of Architects. In 1948, he was instrumental in the charter of the American Institute of Architects in New Hampshire and served as the first president for both organizations. In 1953, at their convention in Seattle, Huddleston was the first architect in New Hampshire and in Northern New England to be elected to the American Institute of Architects College of Fellows.”
9 Bowker. AIA Historical Directory of American Architects, American Institute of Architects (website http://public.aia.org/sites/hdoaa/wiki/Wiki%20Pages/Find%20Names.aspx), 1956, 1962, 1970. 10 Ibid 11 “Joseph F. Lampron 1912-2002,” Obituary, published online on April 28, 2002 courtesy of McHugh Funeral Home and Cremation Service. (Legacy.com)
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They had confirmed commissions of five Catholic schools and two Catholic churches in Vermont.12 In addition to those mentioned above, these include the 1951-2 Holy Angels School in St. Albans; the 1956 Catholic Central High School in Bennington; the 1961 Notre Dame School (now called Good Shepherd) in St. Johnsbury; the 1964 St. Margaret Mary’s Church (St. Columban parish) in Arlington; and the 1966 Catholic Central High School in St. Albans. They designed a 1963 modernist addition to the St. Barnards Central High School in Fitchburg, MA. Hallmarks of their school designs of the 1950s and 1960s include long horizontal bands of glazing - often combining windows with panels of glass block; contrasting vertical elements in the two-story glazed aluminum curtain walls of the entrances; and simpler clerestory steel or aluminum windows on the lower profile gym ell or wing. The 1951 Immaculate Heart of Mary School was the earliest and perhaps the most elegant expression of the firm’s modernist aesthetic using all of these elements.
Left: Catholic Central High School (1956), Bennington, VT & right: Good Shepherd School, St. Johnsbury, VT
Historic 1969 view of Central Catholic High School (1966), St. Albans, VT
In New Hampshire their confirmed Catholic school commissions include the 1957 addition to the St. Mary’s School in Claremont as well as the gym mentioned above, the 1962 Bishop Brady High School in Concord, NH, and the 1963-64 Immaculata Girls High School in Manchester, NH.13 Their New Hampshire churches include the 1957 Annunciation Greek Orthodox Church
12 Unless otherwise noted, documentation for attributions of projects to Dirsa and Lampron were through newspaper articles. These are listed in the bibliography (Section 9). 13 Documentation of the Concord and Manchester school commissions were provided by the archives of the Roman Catholic Diocese of Manchester, NH. Email correspondence Lyssa Papazian and archivist Dennis Pedley, February 2020.
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in Dover and the 1977 Louis de Gonzague Church in Nashua. They were also the architects of the 1958 Holy Cross Church in East Templeton, MA14.
Although more Catholic School commissions in New Hampshire have not been confirmed, they are likely because a 1964 newspaper account of one of their commissions also mentioned that the firm worked extensively with the Manchester Diocese to develop Catholic Education15. In all, Dirsa and Lampron’s confirmed commissions to date in 2020 include six churches and ten parochial schools.
In the 1960s Dirsa and Lampron also started designing a number of public-schools including: the 1960 Memorial High School in Manchester, NH; a 1964 gym added to the Keene High School; the 1964 Kinswood Regional High School in Wolfeboro, NH; the 1966 South Range School in Derry, NH; the 1966 Timberlane regional High School in Plaistown, NH; the 1967 Merrimack Valley Regional High School in Penacook, NY; the 1967 Exeter Area Junior High School in Exeter, NH; and the 1967 Dover High School, in Dover, NH.
Other commissions of the firm include a 1954 women’s’ dormitory (likely McLaughlin Hall) at the University of New Hampshire campus in Durham; the 1958 Panagoulias Building in downtown Nashua, NH; the 1959 Nashua Home for the Aged; the 1960 Pine Road Fire Station in Nashua; the 1962 Vagge Village, a publicly funded elderly housing complex in Nashua; the 1964 JFK Apartments in Concord, NH; and the 1965 Ledge Street Housing in Nashua.
Criterion C The Immaculate Heart of Mary School is an early example of the International Style that was favored by public and parochial school districts in their post-World War II educational expansion in Vermont and New England. It represents the style in its use of modern materials such as glass block, steel and aluminum as well as in its stripped-down visual components and simple, strong horizontal and vertical lines. In the Educational Resources of Vermont MPDF, changes post 1945 are discussed in the context of the many physical alterations schools have undergone in the last 50 years. The Immaculate Heart of Mary School, which ended its regular use in 1969, is relatively untouched. Even among the many extant school buildings of this period throughout the state and region, this school’s well-preserved stylistic qualities stand out as a great expression of the International Style. It also stands out among the remaining known works of a firm that had a large role in the context of parochial and later public-schools of Vermont and New Hampshire. It is significant under Criterion C as a notable and well-preserved example of a distinct architectural style not common to Vermont, and as an example of the work of a regionally important architectural firm. This building is also significant as a fine example of an important type of educational resource in Vermont – the second generation of graded parochial schools of the 1940s through 1960s. The main alteration for code upgrade was the construction of an ADA ramp in the northeast classroom and the unobtrusive addition of an exterior door and a rear exit vestibule. The change of the original aluminum hopper windows to more modern vinyl-clad windows was done within the visual vocabulary of the style if not in materials and preserves the rhythm and proportions of the fenestration.
14 Holy Cross Parish website https://www.holycrossparishet.org/history.html 15 Burlington Free Press. “600-Pupil Catholic Junior-Senior High School Planned in St. Albans.” Sat. March 21, 1964, p. 7.
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Criterion A: Education
The Immaculate Heart of Mary School is significant locally under Criterion A as an example of the expansion of the school system in Vermont in response to the post-World War II baby boom. It also represents of the use of cutting-edge modernist architecture for the many schools built in the 1950s. In particular, the Catholic Church which, like many municipalities, was expanding its parochial school system, often chose modernist designs for its new schools as well as for its new churches of this period. Dirsa and Lampron were a firm well known to the Diocese of Manchester and the Diocese of Burlington and designed a number of schools and churches between 1948 and the 1960s in both Vermont and New Hampshire.
A Brief History of Schools in Vermont
The establishment of schools was a specific provision in the 1777 constitution of the Republic of Vermont. By the time Vermont became a state in 1791, schools at all levels of education had been established including local primary and “common” schools; regional or county academies and grammar schools for more specialized or secondary education; and the University of Vermont established by the state that year as well. The local schools were organized according to the general school law of 1782 that provided for the division of towns into school districts and a system of local supervision and taxation. The small, one-room schoolhouses were erected by the townspeople on dedicated land – often the least productive lots. All children in the district could attend but the schools were supported in any of a number of ways such as subscription, lottery, rental of lease-lands set aside for schools, or direct taxation depending on the choice of the town or school district. The schoolmaster or teacher had to accommodate all ages in the one room of the schoolhouse. There were no standards to adhere to so there was flexibility and therefore tremendous variation among the education and facilities these district schools provided. Although there were provisions for siting county grammar schools, these secondary schools when established were more often private. Towns could determine their own school taxation and policies of how much education would be provided.
As part of the early 19th century general interest in the quality of education, The Society for the Improvement of the Common School was formed in 1845. The same year, a state statute required the examination of both teachers and school superintendents. By 1856, the State Board of Education was established to oversee the school system. During this same period, 1840-1860, there was a substantial increase in the number of Vermont schools opened. These included more academies and higher college enrollment. According to the Statement of Historic Contexts for Educational Resources of Vermont, “The rise in the number of academies in Vermont during the 1840s and early 1850s coincided with the rise of public education. Brattleboro (1841) and Windsor (1844) made the first attempts to establish graded secondary schools partially supported by public taxation. By 1860 eleven towns had public high schools.”16 In 1864, the school tax was lifted from pupils and all town residents supported the schools through their taxes. In 1870, Vermont state legislation was passed on compulsory school attendance. (It would not be until the
16 Gilbertson, Elsa and Susannah C. Zirblis, with the UVM Graduate Program in Historic Preservation. “Educational Resources of Vermont” National Register of Historic Places Multiple Property Documentation Form, 1993, p. E4.
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end of the 19th century that secondary education was mandated and provided free to taxpaying families.) A State Superintendent of Education was established in 1874 to coordinate and manage the more than 2000 school districts serving about 75,000 pupils statewide.17
By the 1880s, educational reformers and others were very critical of the district system which included some very poorly run and ill-equipped schools. They advocated even more centralized control of schools. Despite efforts at public dissemination of information on model schools and standards of operation and construction as well as local advocacy by state education officials, few towns would abandon their district systems in favor of town-control. In 1892, the state finally acted with legislation that left towns no choice. That year, a school reform law was passed abolishing the district system and making the towns as a whole unit responsible for the education of all children in the town.
The reform movements of the late 19th century promoting graded schools coupled with the 1892 law abolishing the district system led to a great many new and renovated schools in the 1890s. There were many national and state publications that included school design advice. The move toward fewer school districts led to the construction of larger new school buildings or the need to enlarge older ones. Schools with multiple classrooms to provide a graded system based on similar ages were established and often were two- or three-story buildings using a symmetrical design. Some were ornamented with a tower or belfry and with grand entries. In 1900, towns with populations of 2500 or more were required to provide a high school, and some of these were built together with the graded school.
By 1904, the State Board of Health also became involved in the regulation of school buildings and set standards for sanitation, lighting, plumbing, and ventilation. Large banks of windows were added to older school buildings and those constructed new around this time had banks of large windows as a distinguishing feature as well as elaborate ventilation systems. Alterations to schools after this time had to comply with the law and so changes that removed windows had to add them elsewhere. The Board of Health established a school rating system based in part on the facilities.
By the 1910s and 1920s, many older schools – some having been modified many times - were replaced with newer facilities that met all the standards. A number of the schools built during this era managed to remain compliant and so continued in use into the later 20th century. Some of the early 20th century schools were simple frame buildings with few details especially in smaller towns and more rural areas. Others were more elaborate and included masonry buildings designed in the popular Classical Revival style.
Vermont’s population which reached its lowest point in 1920 according to the US census records, remained fairly stable until World War II. In a few areas like the Connecticut River Valley around Springfield and Windsor, active industries expanded and geared up for wartime production and populations there spiked. After the war, Vermont state government offered incentives for veterans to return to the state and also started increasing state aid for education and
17 Stone, Arthur F. The Vermont of Today. New York: Lewis Historical Publishing Co., 1929, Vol. I, p.364.
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infrastructure.18 The post-World War II baby boom that had such an impact throughout the United States, also had an effect in Vermont and led to pressure on many school districts whose student population had been stable for decades. By the end of the 1940s, increased availability of state aid allowed many new schools to be built to supplement or replace older and smaller school facilities across Vermont. In areas that were affected by post-war economy changes and federal activity, federal aid for schools was also available through the Impact Aid program.19
According to architectural historian Lisa Mausolf’s 2012 Context study, Mid-20th Century Architecture in NH: 1945-1975: School designs of the period incorporated new materials and construction methods. While a few school designs clung to historical detail, the International Style was the dominant stylistic influence on New Hampshire schools in the Post War/ Baby Boom period. By and large the school buildings displayed stark rectangularity, simple massing, a frank expression of structural elements, and the abundant use of glass, aluminum mullions and Kalwall translucent panels.20
This was also true of Vermont schools built during this period. The basic stylistic vocabulary of the International and Mid-Century modern styles was also cost effective for thrifty New England school districts. While most new schools built in the 1950s and 60s were modest examples of Mid-Century Modern style, some stand out as elegant, expressions of the International style. Many of the more high-style were part of the Catholic school system, such as the 1951 Immaculate Heart of Mary School. Architects Dirsa and Lampron, who designed many parochial schools in this period, used glass block panels as well as a glazed aluminum frame curtain wall in several of their school designs including the Immaculate Heart of Mary School, the 1956 Catholic Central High School in Bennington, VT, the 1961 Notre Dame (now Good Shepherd) School in St. Johnsbury, VT, and the 1966 Catholic Central High School in St. Albans, VT. The firm used these same elements in their public-school commissions, many in New Hampshire. In their 1960 Memorial High School in Manchester, NH, the firm used Kalwall panels as well. Dirsa and Lampron were adept at using the style that became so prevalent in mid-century school construction. The Immaculate Heart of Mary School has all the hallmarks of a particularly fine example and is one of the firm’s purest expression of the International Style .
Brief History of the Roman Catholic Diocese and Catholic Parochial Education in Vermont
The history of the Roman Catholic Church in Vermont is rooted in the French explorations and settlements of the 18th century in the northern parts of the state near Canada where the church had been established in the 17th century. In the 1830s, the first few Roman Catholic churches were built by small groups of Catholics throughout the state. These shared the services of only a few itinerant priests based out of Burlington. Historian Zadock Thompson wrote in 1842 of the
18 Sherman, Michael, Gene Sessions, and P. Jeffrey Potash. Freedom & Unity: A History of Vermont. Barre, VT: Vermont Historical Society.2004, p.489. 19 Kaestle, Carl F. Federal Aid to Education Since World War II: Purposes and Politics. in Jack Jennings, ed., The Future of the Federal Role in Elementary and Secondary Education (Washington, D.C.: Center for Education Policy, 2001). 20 Mausolf, Lisa. Mid-20th Century Architecture in NH: 1945-1975. Survey report prepared for New Hampshire Employment Security. December 2012, p. 46.
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prejudice experienced by the growing number of Vermont Catholics because most of them were immigrants from either Ireland or French Canada and seemed foreign to their neighbors of English and American heritage. He noted the enormous increase in the Catholic population between 1830 and 1840.21 By the 1850s five priests served the nearly 20,000 Vermont Catholics and the Diocese of Burlington was established in 1857 with the installation of Vermont’s first Bishop, Rev. Louis De Goesbriand. At that time there were 10 Roman Catholic churches in the state. One of the earliest established parishes and churches was in Rutland where there was a large concentration of Catholics, many of whom had come to work in the stone industry.
The 1864 change in the way public education was funded in the state combined with the strong district school system gave rise to the opportunity for the Catholic residents of the west section of Rutland to petition the town for one district school to be specifically run as a Catholic School. This petition was successful and in 1865 a new school was indeed built to house Rutland’s #7 District School staffed and run by Catholic priests. However, this was an anomaly in the state and most parochial education was provided by the parish churches themselves. In the much larger and older St. Peter’s Roman Catholic parish in central Rutland, one of the state’s first full time parochial schools was opened in 1857 – the same year Vermont became a Diocese.
During the 1850s and 1860s, a handful of other Catholic Schools were opened in Burlington, Winooski, St. Albans, Swanton, and St. Johnsbury. Initially in Burlington, the schools and an orphanage were run by the Sisters of Charity, the Ladies of the Immaculate Heart, and the Sisters of Providence. Bishop De Goesbriand responded to the fast-growing Irish and French-Canadian Catholic populations of Vermont by recruiting new priests and orders of nuns directly from Ireland and France to help open and minister to new parishes across the state. The French- speaking Sacred Heart of Mary parish (later Immaculate Heart of Mary) in Rutland was established by De Goesbriand in 1869. During the 1870s, there was an enormous increase in parishes, new churches and new schools. The Catholic schools of the 1870s were mostly staffed by the Sisters of Mercy, Sisters of Charity, and the Sisters of St. Joseph who would become the mainstay of Catholic School teachers in the state for the rest of the century. Most of the school buildings were very similar to the non-parochial schools being built throughout the state at the time though a few were similar to residential architecture such as the first St. Peter’s School in Rutland, later used as the rectory. The Sisters of Joseph, who managed most of the southern Vermont Catholic schools, ran the Rutland School as well as Mount St. Joseph’s Academy there. Some of the northern parishes which established schools had French-speaking nuns as teachers. The parochial schools built in the 1880s tended to be larger than their secular counterparts because they often served a larger school population than just a single school district. Some were larger because the school building included a convent or residential facilities. Other schools had convents adjacent in separate buildings bought and renovated or built for the purpose.
By 1892, Vermont had 46,000 Catholics in a Diocese that had grown tenfold since its inception. There were seventy-eight churches served by fifty-two priests. The state’s eight Roman Catholic academies and sixteen parochial schools were run by seven different orders of teaching nuns.22 Bishop John Stephen Michaud, Vermont’s second, who succeeded De Goesbriand in 1892,
21 Thompson, Zadock. History of Vermont, Burlington, VT: Chauncey Goodrich (for the author), 1842, Part II p.202 22 Diocese of Burlington. 1853-1953: One Hundred Years of Achievement by the Catholic Church in the Diocese of Burlington, Vermont. Burlington, VT: Diocese of Burlington, 1953.
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continued the expansion of parishes and institutions including colleges and hospitals and presided over an era of considerable prosperity for Vermont’s Catholics. There was an expansion of earlier academies to provide more opportunities for Catholic high school education. A second- generation wave of churches and schools in established parishes were often constructed in this period around 1900. An example was the second Sacred Heart of Mary Church in Rutland, built in 1894 in the High Gothic style and designed by prominent Vermont architect George Guernsey. The parochial school buildings of this time resembled the larger secular graded schools that were built in response to the 1892 abolishment of the district school system. They had banks of windows and served multiple graded classes, like the 1899 St. Francis de Sales Academy in Bennington. Several new parishes were created at this time as well which in turn built new churches. Many of these newly created parishes, like the Polish language St. Stanislaus Kostka of West Rutland in 1904, were created by ethnic minorities within larger Catholic communities with priests and nuns brought from Europe.
The parish expansion and era of construction continued during the 1910s, 1920s & 1930s under the Vermont Diocese’ third leader, Bishop John Joseph Rice. New schools continued to be built – at least ten parishes built their first schools in this period and several others built new school buildings to replace the first-generation schools from the 1870s and 1880s. As with the similar trend in public-school construction, the schools of this era were built to meet the high light and ventilation requirements by the state. The Neo-Classical design – such as that used in the 1924 St. Stanislaus Kostka School in West Rutland - was popular and easily accommodated symmetrical banks of windows. In addition to the standards for school facilities, the state was pushing for secondary schools and required advanced training for teachers. The Catholic Church would also follow these trends. Bishop Rice pushed for the construction of high schools such as the Central Catholic High School in Burlington that opened in 1916 followed by other Catholic high schools in Brattleboro, St. Albans, Rutland and Montpelier. He also advocated for more training of teacher-nuns in order to meet the stricter state standards. He encouraged the Sisters of Mercy in Burlington to establish Trinity College for women in 1925 which provided teacher training.23 According to the 1953 Diocese Centennial history, by 1938 Vermont’s 102,857 Catholics comprised approximately one third of the state’s entire population.24 Although this percentage may seem incredible, it must be remembered that the 1920s and 1930s represented a time when the statewide population was at a historic low. While for decades Vermonters had been leaving hill farms for the west or more urban areas, European immigrants continued to arrive in the state to work in its robust industrial sectors. Vermont’s fourth Bishop, Rev. Matthew Brady, who was consecrated in 1938, introduced an era of greater supervision over the charitable groups and schools of the diocese. He established the Diocesan School Office and a State Superintendent of Schools which coordinated Catholic Education in the state. Bishop Brady also advocated for rural parishes that didn’t have churches to build their first ones. Twelve new such churches were built in small towns during his tenure.
Brady’s successor in 1944 was Bishop Edward Francis Ryan who continued the push for more first churches and first schools. He also turned to Europe to convince more religious orders to
23 Coffin. An Inland See. 2001, p.54-55. 24 Diocese of Burlington. 1853-1953: One Hundred Years of Achievement by the Catholic Church in the Diocese of Burlington, Vermont.
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come to Vermont to serve in these new churches and schools. He brought several new orders of nuns and friars including the Redemptorist Fathers who came to Bradford in 1946 and the Sisters of Notre Dame who came to Rutland in 1948 where they established the first Immaculate Heart of Mary school. The increase in demand for Catholic education throughout the state continued especially in the post-World War II baby boom. Under Bishop Ryan new high schools were built in Bennington, Barre, and Newport, and new elementary school opened in Rutland, Swanton, St. Albans, Montpelier, and Fair Haven.25 The centennial history of 1953 chronicled every parish in the state and documented 24 parish elementary schools, three private Catholic elementary schools, six high schools and five private Catholic academies serving nearly 12,000 students statewide.26 Like the 1951 Immaculate Heart of Mary School in Rutland, most, if not all, of the post-World War II schools were designed in the International or Mid-Century Modern style.27 However, the majority of these mid-century schools were more conservative in their use of modernist style elements.
The peak of the Roman Catholic parochial school system in Vermont was 1959 according to the 2001 diocese history by Howard Coffin, An Inland See.28 That year 14,309 students were enrolled in Catholic schools. In the recollection of Fr. Wendell Searles, a diocesan vicar general speaking in 1999: There were ten high schools and twenty-seven grade schools.29 The decline started after that. In particular, after a court case in 1961 found it unconstitutional for towns to tuition students into Catholic high schools, that was no longer a possibility for parents in towns without their own high school.30
Another major factor in the sudden decline of enrollment was the expense of running the schools. The key to the practical success and feasibility of the parochial system had been the church’s reliance upon the orders of nuns as the teachers and staff to these schools. All the orders had taken a vow of poverty and were provided very modest group housing and board in facilities in convents set up in the parishes. Running the schools was their service and calling and so the personnel costs were relatively low. In the 1960s the orders began to decline with fewer and fewer girls and women entering until by the 1970s, many convents had closed and fully paid lay teachers needed to be hired to run the schools. The orders throughout the state declined sharply after the 1960s as suggested by one nun in a 1999 interview who noted that there had been no
25 Coffin. An Inland See. 2001, p.91-92. 26 Diocese of Burlington. 1853-1953: One Hundred Years of Achievement by the Catholic Church in the Diocese of Burlington, Vermont 27 As of this writing (February, 2020) research has uncovered only examples of Mid-Century Modern and International Style schools from the 1950s and 1960s in New Hampshire and Vermont. This strongly suggests that only a handful of firms were given most or all of the commissions, working closely with the Manchester and Burlington Dioceses. 28 Coffin, Howard. An Inland See. Barre, VT: L. Brown and Sons Printing for the Roman Catholic Diocese of Burlington, 2001, p.137. 29 ibid 30 Towns in Vermont are required to provide access to a high school education. Those towns that do not provide their own high school and do not belong to a union high school, often choose to provide a per-student tuition fee for town students to attend the high school of their choice. This includes private schools and before the 1961 ruling, also included parochial schools. This system was one reliable source of students for some Catholic High Schools before 1961.
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new sisters to enter her order in three decades.31 For many parishes, this created the crisis of needing to charge tuition for the first time. Some declined to do this and closed while others did charge a minimal fee and steadily lost students over time.
The steep decline in teachers and students led Bishop Joyce to appoint a task force chaired by John Donoghue of Burlington to study the state of Catholic education in Vermont. The results suggested that without state aid, the schools would continue to close. Despite direct appeal from the Bishop, the state declined to help based on the concept of separation of church and state recently reaffirmed by the 1961 court case. The local public schools were already feeling the brunt of the added schoolchildren coming from closing Catholic schools and this stress on local school systems continued. Perhaps the most poignant example of how fast the tide turned for Catholic schools was the brand new $1,000,000 Catholic Central High School built in 1966 in St Albans to serve 600 students from the region. It was closed just three years later in 1969 due to financial issues and lack of students. A 1969 article about the closing noted that from ten Catholic High Schools, in 1967 there were only four still operating in 1969. Four closed in 1967 alone. These closings sent a shock wave through the local public-school systems which had to scramble to accommodate hundreds more students before the per-student state aid caught up in a year or more after each closing.
According to Coffin’s history, in the 1990s, there was an upsurge in the demand for Catholic education in the State and a few new schools were created.32 An example is the Bishop John A. Marshall School in Morrisville, a private regional school that claimed to be the first new Catholic school in 50 years when it opened in 1994.33 A few that had closed in the late 1960s later re- opened, like St. Michaels’(K-12) in Brattleboro and St. Mary’s elementary school in Middlebury. But in the 2000s the decline resumed and the Vermont parochial system consolidated considerably. According to the Diocese in 2016, there were only fourteen Catholic Schools (including two high schools) left open, four of which had opened in the 1990s.34 Today in 2020, there are twelve remaining schools including two high schools and one K-12 as well as a new online academy. The Diocese website says there are 2,300 students in Vermont Catholic schools statewide in 2020.
Sacre Coeur de Marie/Sacred Heart of Mary/Immaculate Heart of Mary Parish
The French speaking Sacre Coeur de Marie parish of Rutland was started in 1869 by Vermont’s first Bishop, Louis De Goesbriand who brought Rev. Louis G. Gagnier to establish a church for the French-Canadian community.35 A few years earlier, a survey of Catholics in Rutland, found fifty French-Canadian families so the Bishop, who had himself sometimes given mass in French in southern Vermont, formed the parish to serve them. Initially meeting in rented spaces, the
31 Coffin, Howard. An Inland See: A brief history of the Roman Catholic Diocese of Burlington. Burlington, Vt: The Roman Catholic Diocese of Burlington, 2001, pp. 166-168 32 Ibid 33 School website: www.bjma.org 34 Website of the Burlington Diocese in 2016: http://www.vermontcatholic.org/ 35 Elwert, Eleanor J. and James P. Mongeon. “Le Sacre Coeur de Marie.” Rutland Historical Society Quarterly. Volume XXII, No. 3. 1992. Much of the parish history is based on this article.
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parish soon raised the funds to build a church on land next to the priest’s house on recently laid out Lincoln Avenue. A wood framed church 100’ by 50’ and with a centered front bell tower was constructed in 1870. By 1888, the initial fifty families had grown into a congregation of two- hundred-sixty-three families. A new pastor, Rev. Norbert Proulx, came that year and worked with the parishioners to buy more land and build a bigger church. Noted Vermont architect, George Guernsey was hired and produced a High Victorian Gothic design for the church. The foundation was laid in 1891. In early 1894, the new 150’ by 60’ church of rustic gray marble was finally ready. The church has two asymmetrical towers and is trimmed in contrasting white marble. This church still serves the congregation. A house for the new rectory had been purchased behind the church fronting on Nichols Street.
Early on there had been a school for French-speaking children in this parish from 1870 to 1886 when there were French-speaking nuns. But after that a French-speaking school was only an aspiration of the parish. According to a 1992 history of the parish by Eleanor J. Elwert and James P. Mongeon: “The dream of a French Catholic school had not been forgotten, as a fund for that purpose continued to grow. The Great Depression forced a change in that plan since there was not enough money to undertake major construction. In addition, an entire generation of children had grown up for whom French was a foreign language. Becoming "American" was important to children who did not identify with French Canadian culture. In fact, the church and parish were now frequently referred to by the English translation - Sacred Heart of Mary.”36
By 1948, the parish officially stopped providing mass in French and changed its name to “Immaculate Heart of Mary.” After World War II, the parish had finished paying for a major church redecoration in 1938 and funds were available to start building a school. Father Vezina, the parish priest, headed this effort but died in 1947, leaving his life savings of $13,500 to the parish. Bishop Ryan of the Vermont Diocese brought an order of nuns – the Sisters of Notre Dame – to Rutland to start a school for the parish. In 1948, with the recent purchase of a sixteen- room house next door to the church to serve as a convent and school, four nuns opened a kindergarten and first grade for forty-eight students37. The following year, they taught one- hundred-four children with two new grades added. In the school year 1950 to 1951, a total of six nuns taught one-hundred-eighty-five children in grades kindergarten through fifth. They had to use the church basement in addition to the convent house.
The parish priest of the time, was Father Alfred L. Desautels, a Vermonter of French-Canadian ancestry, who took up the effort to build a new school in earnest. In letters to the Diocese, Father Desautels worked with both the Chancellor, Rev. Bernard Flanagan, and Bishop Ryan to secure an architect upon raising enough money to start. They selected the architectural firm, Dirsa and Lampron of Manchester, NH, who had worked with both the Vermont and New Hampshire Dioceses on other projects. Flanagan authorized Desautels to go ahead with the architects to draw up plans in December of 1949.
36 Elwert and Mongeon. “Le Sacre Coeur de Marie,” p.47. 37 Howard, Wanda. “History of Immaculate Heart of Mary Parish: Part 2 on Building of the New School”. Our Sunday Visitor: Vermont Edition, July 27, 1952. The first four nuns were: Sister Mary Patricius, Superior; Sister Mary Charitas; Sister Mary Imelda; and Sister Mary Michaelena.
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The site for the new school was to be the location of the convent/school house bought in 1947 so Father Desautels also worked with the Diocese to arrange for an alternate school convent location while construction was underway. The first plan was to move the house to the corner of Nichols Street and Grant Avenue which was estimated to cost over $7000 and then need considerable renovation. In 1950, Desautels wrote of a large suitable house that wouldn’t need renovation and was for sale on Nichols Street across from the rectory. However, he expressed concern that if the seller knew the Diocese were interested the price would double. He arranged for a former parishioner to make a private inquiry on her own and secure a sale that way. Flanagan authorized this approach and they ended up buying the house at 12-14 Nichols Street for $15,000. The convent and school were able to re-locate to this house so the old house could be removed in anticipation of the new construction.
The architectural plans were finished in March of 1950 and went out to bid that month. The bids received were discussed with the Diocese and a contract for $142,669 was awarded to the lowest general contract bidder, Wright and Morrissey of Burlington. Dezero and Randall of Rutland got the $9,133 plumbing contract, the Lyman A. Russell Corp. of Rutland got the $11,057 heating and ventilating contract, and the Frank T. Cody Co. of Hanover, NH, got the $6,711 electrical contract. The building was built in short order and the first classes were held in April 1951. The school accommodated over two-hundred pupils in grades kindergarten through sixth and were taught by seven nuns. The building of this school building helped increase the parish membership from 1900 in 1951 to 2500 in one year. The Bishop came and blessed the school in the fall of 1951.
A 1952 article on the construction of the school by Wanda Howard noted that Father Desautels contributed his life savings toward the project.38 There had also been some money available from an old organ fund that had been accumulating. The goal of the local fundraising campaign was $100,000 which was estimated to be half the total cost. The initial drive brought in $63,500 locally. The total cost ended up being about $194,000 including the hard and soft costs and a $75,000 note was taken. The article noted that the parishioners continued to contribute towards paying down the principal on that note so that it was already down to $47,000 in 1952.
Photo of the key-presentation ceremony at the newly constructed school (Rutland Herald, April 26, 1951)
38 Howard, Wanda. “History of Immaculate Heart of Mary Parish: Part 2 on Building of the New School”.
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The new school building contained nine classrooms, a library, the principal’s office, a teacher’s room, lavatories and the large gym/auditorium with stage. The exterior was clad in a “mottled gray facing brick which harmonized with the gray marble of the church building.” According to Howard: “Its glass block and aluminum ribbon windows present the featured highlight of the architectural plan.”39 The interior walls were painted cinder block; the flooring was asphalt tile and the ceilings were coated in fireproof acoustical plaster.
Interior view of a classroom in 1952 from the Howard article
The Immaculate Heart of Mary School only served the parish for 18 years. It closed in 1969 after a decrease in the numbers of available teacher/nuns led to the need to hire more lay teachers whose salaries had to be paid for by charging tuition. This in turn led to a loss of students so that the school could not be sustained. After it closed as a parochial school, it served a number of uses as a rental over the next decades including as overflow for various public-school programs, Sunday school classes, a temporary location for court activities and for some social service program offices.
Criterion A
The Immaculate Heart of Mary School is significant under Criterion A as it embodies and continues to convey the development history of the Catholic School system in Vermont. It is representative of the many new schools – public or parochial – built in the post-World War II period to address the baby boom. The well-preserved glass and brick-clad school building with marble and aluminum trim embodies the history of Vermont school construction incorporating stringent health requirements for light and air and the use of the International style in the mid- 20th century.
39 Ibid
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______9. Major Bibliographical References
Bibliography (Cite the books, articles, and other sources used in preparing this form.)
Beers, F. W. Atlas of Rutland County. New York: 1869 & 1884.
Bowker. AIA Historical Directory of American Architects, American Institute of Architects (website http://public.aia.org/sites/hdoaa/wiki/Wiki%20Pages/Find%20Names.aspx), 1956, 1962, 1970.
Coffin, Howard. An Inland See: A brief history of the Roman Catholic Diocese of Burlington. Burlington, Vt.: The Roman Catholic Diocese of Burlington, 2001.
Diocese of Burlington, Vt. 1853-1953: One Hundred Years of Achievement by the Catholic Church in the Diocese of Burlington, Vermont. Lowell, Ma.: Sullivan Brothers Printers (Diocese of Burlington, Vt.), 1953.
Elwert, Eleanor J. and James P. Mongeon. “Le Sacre Coeur de Marie.” Rutland Historical Society Quarterly. Volume XXII, No. 3. 1992.
Gilbertson, Elsa and Susannah C. Zirblis with University of Vermont Graduate Program in Historic Preservation. Educational Resources of Vermont. National Register of Historic Places Multiple Property Documentation Form. Vermont Division for Historic Preservation. 1993
Guyette, Elise. “Gathering and Interactions of Peoples, Cultures, and Ideas Immigration to Vermont: 1840 to 1930.” Flow of History (website: www.flowofhistory.org) Note: article adapted from Guyette, E.A. (1992). “Behind the white veil: A history of Vermont's ethnic groups. In Many cultures, one people: A multicultural handbook for teachers.” Middlebury: Vermont Folklife Center, 17-27.
Hance, Dawn D. The History of Rutland, Vermont 1761-1861. (Pub. By Rutland Historical Society.) Rutland, Vt: Academy Books, 1991.
Hannon, Rev. Patrick T. Historical Sketches on West Rutland, Vermont: Celebrating Its Centennial 1886-1986. Ed. By Victor A. and Ethel P. Sevigny. Rutland, Vt.: Academy Books, 1986.
Howard, Wanda. “History of Immaculate Heart of Mary Parish: Part 2 on Building of the New School”. Our Sunday Visitor: Vermont Edition, July 27, 1952.
Johnson, Curtis (Ed.) & Elsa Gilbertson (Asst. Ed.). The Historic Architecture of Rutland County. Montpelier, VT: Vermont Division for Historic Preservation, 1988.
Sections 9-end page 29
Kaestle, Carl F. “Federal Aid to Education Since World War II: Purposes and Politics.” in Jack Jennings, ed., The Future of the Federal Role in Elementary and Secondary Education. Washington, D.C.: Center for Education Policy, 2001.
Rutland Historical Society records
Sanborn Fire Insurance Maps of Rutland & West Rutland 1884-1938 (corrected to 1960)
Sherman, Michael, Gene Sessions, and P. Jeffrey Potash. Freedom & Unity: A History of Vermont. Barre, VT: Vermont Historical Society, 2004.
Smith, H.P. & W.S. Rann (eds.). History of Rutland County, Vermont. Syracuse, N.Y.: D. Mason & Co., 1886.
Stone, Arthur F. The Vermont of Today. New York: Lewis Historical Publishing Co., 1929.
Stone, Mason S. History of Education, State of Vermont. Montpelier, Vt.: Capital City Press, c. 1936.
United States Census records
Warzocha, Father Frank. Saint Stanislaus Kostka, West Rutland, Vermont: 1904-1989. West Rutland, Vt.: St. Stanislaus Kostka Roman Catholic Church, 1989.
Newspaper articles
Burlington Free Press:05/08/1950; 06/04/1951; 08/11/1951; 11/01/1952; 08/18/1955; 12/03/1960; 05/20/1961; 03/21/1964; 05/26/1965; 04/30/1969; & 07/15/1969
Nashua Telegraph: 06/21/1958; 12/18/1959; 12/19/1959; 06/17/1960; 06/24/1960; 07/29/1960; 11/03/1966; 07/29/1977; & 09/10/1977
Portsmouth Herald: 08/07/1953; 02/18/1954; & 11/10/1967
Rutland Daily Herald: 10/27/1949; 03/24/1950; 04/26/1951; 09/17/1951; 06/16/1954; 08/24/1956; 02/10/1958; 05/19/1969; 06/06/1969; 03/10/1970; 08/17/1972; 09/11/1973; 05/15/1974; 12/30/1977; 01/11/1992; 08/16/2005; & 08/01/2019
Other sources Historic overview from the website of the National Catholic Education Association http://www.ncea.org/about/HistoricalOverviewofCatholicSchoolsInAmerica.asp
Website of the Burlington Diocese: http://www.vermontcatholic.org/
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Website of the Manchester Diocese:
Archival records of the Burlington Diocese and the Immaculate Heart of Mary parish, courtesy Rev. Msgr. Bernard W. Bourgeois, Gary Belock, and Kathleen Messier
Archival records of the Manchester Diocese, courtesy Archivist Dennis Pedley
______
Previous documentation on file (NPS):
____ preliminary determination of individual listing (36 CFR 67) has been requested ____ previously listed in the National Register ____ previously determined eligible by the National Register ____ designated a National Historic Landmark ____ recorded by Historic American Buildings Survey #______recorded by Historic American Engineering Record # ______recorded by Historic American Landscape Survey # ______
Primary location of additional data: _X_ State Historic Preservation Office ____ Other State agency ____ Federal agency ____ Local government ____ University _X_ Other Name of repository: _Diocese of Burlington, archives; Diocese of Manchester archives______
Historic Resources Survey Number (if assigned): ______
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______10. Geographical Data
Acreage of Property ___.62 acre______
Use either the UTM system or latitude/longitude coordinates
Latitude/Longitude Coordinates Datum if other than WGS84:______(enter coordinates to 6 decimal places) 1. Latitude: 43.609073 Longitude: 72.975387
2. Latitude: Longitude:
3. Latitude: Longitude:
4. Latitude: Longitude:
Or UTM References Datum (indicated on USGS map):
NAD 1927 or NAD 1983
1. Zone: Easting: Northing:
2. Zone: Easting: Northing:
3. Zone: Easting: Northing:
4. Zone: Easting : Northing:
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Verbal Boundary Description (Describe the boundaries of the property.)
The property includes the school fronting on Lincoln Avenue and immediately surrounding grounds.
Boundary Justification (Explain why the boundaries were selected.) The property represents the school itself, significant in its own right architecturally and historically. Its present parcel was recently subdivided from the church property surrounding it.
______11. Form Prepared By
name/title: __Lyssa Papazian organization: Historic Preservation Consultant for Housing Trust of Rutland Co. street & number: _13 Dusty Ridge Road______city or town: _Putney______state: Vermont___ zip code: 05346 [email protected]______telephone:___802-579-3698______date:___March 7, 2020______
______
Additional Documentation
Submit the following items with the completed form:
• Maps: A USGS map or equivalent (7.5 or 15 minute series) indicating the property's location.
• Sketch map for historic districts and properties having large acreage or numerous resources. Key all photographs to this map.
• Additional items: (Check with the SHPO, TPO, or FPO for any additional items.)
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Photographs Submit clear and descriptive photographs. The size of each image must be 1600x1200 pixels (minimum), 3000x2000 preferred, at 300 ppi (pixels per inch) or larger. Key all photographs to the sketch map. Each photograph must be numbered and that number must correspond to the photograph number on the photo log. For simplicity, the name of the photographer, photo date, etc. may be listed once on the photograph log and doesn’t need to be labeled on every photograph.
Photo Log
Name of Property: Immaculate Heart of Mary School
City or Vicinity: Rutland City
County: Rutland State: Vermont
Photographer: Lyssa Papazian (unless otherwise noted)
Date Photographed: 09/20/2019 (unless otherwise noted)
Description of Photograph(s) and number, include description of view indicating direction of camera:
1 of 16. Front (west) façade, main block, looking east, 12/10/2018 by L. Scangas
2 of 16. Lincoln Avenue, looking southeast with Immaculate Heart of Mary Church and Immaculate Heart of Mary School on left, 02/25/2020
3 of 16. Front façade and south elevation, looking northeast with Immaculate Heart of Mary Church beyond, 03/04/2020
4 of 16. North elevation and front façade, looking southwest, 03/04/2020
5 of 16. South and rear (west) elevations main block and south elevation gym ell, looking northwest with Immaculate Heart of Mary Church beyond
6 of 16. North and rear (west) elevations main block and gym ell, looking southwest, 03/04/2020
7 of 16. Front façade detail, looking northeast
8 of 16. Front façade detail, looking southwest, 02/25/2020
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9 of 16. North elevation detail with north entry and canopy, looking southwest, 02/25/2020
10 of 16. Rear (east) elevation detail of window bays, looking west
11 of 16. Interior of main entry hall, looking west from second floor landing, 02/25/2020
12 of 16. Interior north stair, looking north from second floor landing, 02/25/2020
13 of 16. Interior second floor central hall, looking north
14 of 16 Interior southwest second floor classroom, looking north, 02/25/2020
15 of 16. Interior southeast first floor classroom, looking north
16 of 16. Interior gym with stage, looking northeast
Paperwork Reduction Act Statement: This information is being collected for applications to the National Register of Historic Places to nominate properties for listing or determine eligibility for listing, to list properties, and to amend existing listings. Response to this request is required to obtain a benefit in accordance with the National Historic Preservation Act, as amended (16 U.S.C.460 et seq.). Estimated Burden Statement: Public reporting burden for this form is estimated to average 100 hours per response including time for reviewing instructions, gathering and maintaining data, and completing and reviewing the form. Direct comments regarding this burden estimate or any aspect of this form to the Office of Planning and Performance Management. U.S. Dept. of the Interior, 1849 C. Street, NW, Washington, DC.
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