Flexible Space, Supple Minds: Mid-20th Century Modern Schools in Eugene, Oregon 1945-1968

Winston S. Churchill High School Source: Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163.

Morgan Albertson and Hayli Ballentine University of Oregon AAAP511: Introduction to Historic Preservation December 7, 2015

Eugene Mid-20th Century Modern School Context 1

Table of Contents

Part 1: Introduction

Part 2: Mid-20th Century Progressive Education and Design – The Evolution of American School Architecture

Part 3: Eugene, Oregon School System

Part 4: Overview of Mid-20th Century Modern Schools Architectural Styles & Details Eugene, Oregon

Part 5: Eugene, Oregon School Architects

Part 6: Location and History of Remaining Mid-20th Century Schools in Eugene, Oregon

Part 7: Relevant Questions and Reflections

Part 8: Conclusion

Appendices

Bibliography

Eugene Mid-20th Century Modern School Context 2

1. Introduction

A historic context is a strategic planning document used to help identify and evaluate a

community’s historic resources within a broader historical framework. The following paper

serves as the “historical background” for the Eugene Mid-20th Century Modern School Facilities

Historical Context. This portion of the context focuses on the historical trends, events, and

developments that influenced how and why schools were built from 1945-1968 in Eugene,

Oregon. During this time period, school construction and facility expansion were dictated by

changing demographics, education reform, new construction methods, and new building

standards. Historical revival styles were rejected and instead schools were designed to

accommodate new reforms sweeping the education system; form followed function.

The history and construction of each school in Eugene from 1945 to 1968 is briefly

discussed in this document to provide guidance for evaluating and protecting these potentially

significant historic resources in the future.

2. Mid-20th Century Progressive Education and Design - The Evolution of

American School Architecture

Public education in the United States has typically developed in response to larger,

national historical patterns. These changing school trends are often then reflected in school

building architecture. Over the last two centuries, this relationship between public school reform,

architectural innovation, and public school design has greatly influenced the evolution of simple,

single room schoolhouses to complex, thoughtful campuses. The modernization of school

Eugene Mid-20th Century Modern School Context 3

buildings has consistently been used to advance public education as school improvement

campaigns were also typically associated with improved teacher training and curriculum reform.

Modern education began in the U.S. in the 19th century with the emergence of the

“graded school,” where students of similar age were grouped together and taught at different levels. 1 Before 1900, early American education took place in small, rural non-descript one-room

schoolhouses or urban factory-like schoolhouses, where the fundamental teaching strategy was

strict recitation and textbook learning. School architecture was uniform and straightforward, not

much thought was put into creating suitable learning environments. It wasn’t until the second

half of the 19th century that education received regular government funding and political support, which led to greater importance placed on school design and appropriate facilities. 2 At this time,

architecture was influenced by public funding, urbanization, modernization, and the health

movement.3

By the turn of the 20th century, an education reform movement had developed in reaction

to disorganized programs, unhealthy facilities, and a growing population. The proponents for

progressive education argued that public schools should provide "education for life" by focusing

on the individualism of students and the changing expectations of well-rounded students in the

modern world.4 Traditional academic subjects such as language, mathematics, history, and

science were augmented with physical education, health education, and vocational education.

New, larger school buildings were constructed to accommodate increasing student enrollment

and the diversified curriculum. For the first time, these new schools included gymnasiums,

1 Gislason, Neil, “Building Paradigms: Major Transformations in School Architecture (1798-2009),” The Alberta 2 Ibid, 235. 3 Ibid, 238. 4 Weisser, Amy, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” Journal of Planning History, vol. 5, no. 3 (2006): 200; Cremin, Lawrence A., The Transformation of the School: Progressivism in American education, 1876-1957 (New York: Random House, Inc., 1961), 259. Eugene Mid-20th Century Modern School Context 4

auditoriums, cafeterias, locker rooms, clinics, laboratories, and workshops; plus they had

improved lighting, ventilation, safety, and sanitation.5 The exterior facades typically exhibited

historical styles such as Greek Revival, Romanesque, and Gothic Revival. At this time, great

emphasis was placed on elaborate school architecture to make education more attractive and

appealing to the general public.6 Schools were increasingly thought of as "civic monuments" to demonstrate the country's dedication and investment in children and education.7 The progressive

education movement established the importance of school architecture and its ability to convey

the value and purpose of public education, a trend that would continue well into the 20th century.

Progressive techniques continued to be regularly adopted in the 1920s and 1930s. After

World War I, growing centralization of the school system resulted in the consolidation of school

districts and increasing standardization of public education.8 By 1931, there were 127,531 school

districts in the country, however, a survey of school architecture revealed the inadequacy of

school facilities where convoluted school layouts and small classrooms were not conducive to

new teaching techniques. 9 Educational reformists, such as John Dewey and Richard Neutra, began advocating for schools to foster greater communication, curiosity, and creativity.10

Progressive education and flexible learning environments were gaining popularity and becoming more widely accepted. Architects and school administrations began questioning whether rigid, classical revival school buildings could inspire children and prepare them for the future or if modernism would be more effective and encouraging of the new ideas.

5 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 200. 6 Ibid, 203. 7 Ibid, 200. 8 Cremin, Lawrence A., The Transformation of the School: Progressivism in American education, 1876-1957 (New York: Random House, Inc., 1961), 274. 9 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 207. 10 Ibid, 201. Eugene Mid-20th Century Modern School Context 5

Despite the new energy and effort put into school reform, there were many existing

obstacles to overcome in order to implement this new “ideal school.” A National Education

Association survey from 1935 showed that 687,611 students were attending school in

condemned buildings and many others were only attending school part-time because of the lack

of school facilities in their communities.11 However, despite the pressing need for new school construction and maintenance, very little building work was completed during the years of the

Depression and World War II. The few schools that were built during this time explored how to apply modernism to school buildings. The Crow Island School in Winnetka, Illinois was designed by Larry Perkins and built in 1941. It was organized into a central administration and assembly hub which then was surrounded by extending classroom wings, classrooms were L- shaped to accommodate academic and non-academic learning, and all classrooms had access to the outside.12 The Heathcote Elementary School in Scarsdale, New York was built in 1941 and

had a similar layout to the Crow Island School but was designed with considerable community

input, as well as collaboration between the architects and teachers.13 While rare, experimental

examples, these designs and architectural theory would influence the next 30 years of school

design and construction.

Following World War II, the U.S. experienced a population boom and fear of the

“communist threat” was growing. 14 Public school enrollment increased across the country, and

schools were suddenly forced to accommodate numbers of new students they had never seen

before. In addition, public education garnered national significance because it was viewed as a

11 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 207. 12 Ibid., 209. 13 Ibid, 212. 14 Ogata, Amy F., “Building for Learning in Postwar American Elementary Schools,” Journal of the Society of Architectural Historians, vol. 67, no. 4 (December 2008): 562. Eugene Mid-20th Century Modern School Context 6

tool to improve society and combat global competitors. The country immediately sprung into

action and in 1950 spent $1,133,00,000 on educational facilities.15 Most of this school growth took place in suburban areas, which were experiencing a massive influx of new residents.

Previously, most educational standards were often set in urban schools, however at this time, cities were suffering from a declining population, decrease in tax revenue, and aging building stock.16

Post World War II schools built circa 1945-1970 utilized new building technologies and materials that were developed and introduced during the war. Emphasis was placed on practical, efficient, and affordable design and construction. Open floor plans and simple exterior facades with limited ornamentation became very popular. Three types of floor plans emerged between

1940 and 1960: long fingerlike corridors, compact clusters, and open plans.17 Previous

experimental designs by Perkins were extremely influential in bringing modern design to school

buildings, as well as architectural publications and the Museum of Modern Art (MoMA).

The three major publications; Architectural Forum, Architectural Record, and

Progressive Architecture, all printed special issues on school design in 1945.18 MoMA managed a travelling exhibit entitled "Modern Architecture for the Modern School," from 1942-1946 followed by another exhibit "Modern Buildings for Schools and Colleges" from 1947-1951.19 In

1957, the Henry Ford Museum sponsored a 2-railway car travelling exhibit entitled "Schoolroom

15 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 209. 15 Ibid, 212. 16 Ibid, 212 17 Ogata, “Building for Learning in Postwar American Elementary Schools,” 563. 18 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 208. 19 Ibid. Eugene Mid-20th Century Modern School Context 7

Progress U.S.A."20 The exhibit had three main goals; to stimulate interest amongst young

Americans in the teaching profession, to pay tribute to the American teacher, and to increase interest in schools and school facilities.21 The exhibits showcased new modern architectural forms, which included a lack of ornamentation, nonsymmetrical plans, and smooth industrial finishes.22 Building off of principles explored by Perkins, another influential designer was

William Caudill who published "Toward Better School Design," in 1954. This extensive reference work details the theory behind modern design and school architecture as well as guidance on how to implement modern school design to fit the new needs education.23

3. Eugene, Oregon School System

Pre-1945:

In Oregon, these national school trends took place with a regional variation. The City of

Eugene has always been considered a leader in education in the state because its citizens have

continuously showed interest and enthusiasm for education since the first school was built in

1856.24 However, the Eugene school system experienced economic hardship during the depression and was forced to closed some schools, cancel specialized classes, raise non-resident tuitions, and reduce salaries.25 Despite these lean economic times, Eugene continued to pursue

educational reform. Emphasis was placed on curriculum improvements, teacher training, and the

20 No Author, "Students Leading in Streams of Visitors: Hundreds View Schoolroom Progress," The Gadsden Times, April 4, 1957. 21 Ibid. 22 Ranzetta, Kirk et. al., “Portland Public Schools: Historic Building Assessment,” (Portland, OR: Entrix, 2009), 3- 17. 23 Caudill, William W, Toward Better School Design, (New York: F.W. Dodge Corporation, 1954), Introduction. 24 Lawson, Herman, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, (Eugene, OR: School District 4J, 1985), i. 25 Ibid, 40-41 Eugene Mid-20th Century Modern School Context 8

implementation of health services.26 Just like other schools in the country, Eugene rejected rote learning and rigid curriculum to focus more on the individual student.27 In Eugene during this

time, a new report card system was introduced, projectors and other visual aids were installed in

classrooms, and mental health and guidance counseling became a regular part of school

curriculum and administration.28 In addition, beginning in 1935, Eugene school enrollment was on the rise and schools were beginning to become overcrowded.29 At this time, there were 15

elementary schools, two junior high schools, and three high schools in Eugene.30 Unfortunately,

due to limited funds, no new schools were built during the Depression and World War II, from

1935-1944, in Eugene.31

In 1941, school enrollment in Eugene increased 11 percent, the greatest ever seen in the

school system and overcrowding of the existing school facilities became a major issue. 32 The community of Eugene acknowledged the problem and in 1943 voters approved a special district levy of $100,000 per year for the following five years to fund the construction of a new high school.33

From 1935-1944, Eugene continued to experience increasing school enrollment. By

1944, every school in Eugene was overcrowded; the Dunn School had no choice but to hold

26 Lawson, Herman, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, (Eugene, OR: School District 4J, 1985), i. 37-8 27 Ibid, 38 28 Wright, Sally and David Pinyerd, “Eugene Modernism 1935-1965,” (Eugene, OR: Eugene Planning and Development Department, 2003), 8.1. 29 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 46. 30 Wright, Sally and David Pinyerd, “Eugene Modernism 1935-1965,” (Eugene, OR: Eugene Planning and Development Department, 2003), 8.1. 31 Eugene School District 4J, “Facilities Long-Range Plan,” (Eugene, OR: Eugene School District 4J, 2013), 5. 32 Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4. “History of the Eugene Public Schools: 1959 Annual Report.” Lane County, Oregon. Box 1. 33 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 74. Eugene Mid-20th Century Modern School Context 9

classes in its front hall.34 In that same year, the county superintendent held a general meeting of

all school districts in the area to conduct a survey on growth and forecast building needs. Based

on the results of the survey, a University of Oregon professor, Dr. Carl Huffaker, recommended

that the school districts undergo some form of reorganization.35 In response to this recommendation, Santa Clara, River Road, Willagillespie, Garden Way, Dunn, Stella Magladry, and Spencer Butte districts consolidated with the Eugene District No. 4.36 Consolidating schools

cut costs and accommodated the increasing population in large, central school facilities;

consolidation was a trend that would continue for the next 20 years.

Following World War II, Oregon experienced rapid population growth and school

enrollment continued to increase. Many school districts across the state struggled to house the

increasing number of students in existing schools.37 Spurred on by this skyrocketing enrollment,

the following decades, in Oregon, and particularly in Eugene, were filled with exciting

educational reform and school building experimentation.

1945-1958

Eugene exemplifies national and state trends in mid-20th century school design. The

Eugene School District No. 4 truly illustrates how education reform and modern design were integrated to produce inspirational and practical school buildings that could accommodate the individual needs of a growing student body.

From 1945 to 1959, school enrollment continued to grow rapidly because of consolidation, migration from other cities and states, and the baby boom brought on by the end

34 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 75. 35 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 75. 36 Ibid, 76. 37 Ranzetta, “Portland Public Schools: Historic Building Assessment,” 3-7. Eugene Mid-20th Century Modern School Context 10

of the war.38 In 1945, school enrollment was 4,672 which grew to 13,619 students in 1959.39

Thus, the Eugene School District No. 4 continued to acquire more sites, build new schools, and hire additional teachers. During this time, school funds were secured through serial levies and bond issues. These new schools were often built in open, undeveloped areas which would then stimulate residential development in the surrounding area.40 Most of this development took place in the northern, northwestern, and southern portions of Eugene. By the 1950s, Herman Lawson, the school district administrator, described the situation as "construction became a way of life... buildings were going up right and left and older buildings... had additions built."41 In addition to the construction, Eugene School District No. 4 was also dedicated to advancing curriculum and instruction, and a lay advisory committee was established to monitor and recommend improvements.42

In total, Eugene School District No. 4 constructed 15 new schools from 1945 to 1959.43

In 1959, the various school efforts made based on population increase, technology improvements, and education reform became consolidated and formalized in the debut of 'The

Eugene Project.'

1959-1968

In 1959, the city of Eugene launched a school initiative called the "Eugene Project," as a response to President Dwight D. Eisenhower's call for increased imagination and innovation in the nation's public school system, spurred on by the increasingly hostile competition with

38 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 79. 39 Ibid, 82. 40 Ibid, 82-83 41 Holt, Kathleen and Cheri Brooks, eds., Eugene 1945-2000: Decisions that Made a Community, (Eugene, OR: Xlibris Corporation, 2000), 276-277. 42 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 98. 43 Eugene School District 4J, “Facilities Long-Range Plan,” (Eugene, OR: Eugene School District 4J, 2013), 5. Eugene Mid-20th Century Modern School Context 11

Russia.44 This program was spearheaded by the newly selected superintendent, Millard Z. Pond, who had extensive experience improving education nationally.45 The Eugene Project was developed based off of the following Comprehensive Statement:

"A community commitment to the task of further increasing the high quality of education

by a more adequate utilization of the talents and time of teachers and students and an

increasing thoroughness in the assessment of the bodies of knowledge which now

exist."46

Eugene strove to develop a leadership role in school pedagogy. The board of directors, administrative staff, and teachers visited 45 locations throughout the U.S. to gather information about how to implement education reform in Eugene.47 When the project started, the population of Eugene was approximately 70,000 people and the school census of 1959-1960 identified

20,500 school age children in the district. By this time, fourteen smaller districts in Eugene had

consolidated into the Eugene School District No. 4, which covered more than 130 square miles.

There were two high schools, five junior high schools, and 22 elementary schools at this time.

The Eugene Project also utilized the resources of the University of Oregon by employing

consultant services from the university and organizing special workshops and classes on campus.

The goal of the Eugene Project was to improve school curriculum and school facilities to not

only reflect the national trend of progressive education but for the city to become a leader in

modern education.

44 Wright, “Eugene Modernism 1935-1965,” 8.5. 45 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 107. 46 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4, “Eugene Project: Comprehensive Statement,” Box 5. 47 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 111. Eugene Mid-20th Century Modern School Context 12

The project proposal included a variety of features such as the use of recent educational

findings on a district-wide basis and the incorporation of selected current educational practices of

an "experimental nature" into basic instructional program. 48 The project also proposed to utilize the most current, effective, and efficient styles of instruction, which included extensive use of team teaching, the addition of teacher assistants to classrooms, and better “time utilization.”49

Teachers would also have more work space for class planning.50 Instruction would take place in

various sized groups and teaching aids such as television were to be used.51 The technological

equipment used in school laboratories and administration was to be improved.52 Counseling services were increased, foreign language offerings were expanded, and additional night-time functions for the libraries and laboratories were explored.53

One of the goals of the project was to ensure that "new building features and renovations of existing facilities will be correlated with instructional and administrative innovations. All new buildings will be flexible and adaptive in design."54 As the project progressed, the school district

continually assessed their existing instructional facilities and student capacity to direct future

planning.55

48Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “Eugene Project: Comprehensive Statement.” Box 5. 49 Ibid. 50 Ibid. 51 Ibid. 52 Ibid. 53 Ibid. 54 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “Eugene Project: Comprehensive Statement.” Box 5. 55 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School Plant Specialist. “An Inventory of Instructional Facilities.” 1966. Box 6 Eugene Mid-20th Century Modern School Context 13

4. Overview of Mid-20th Century Modern Schools Architectural Styles & Details

Eugene, Oregon

In 1953, the state of Oregon compiled a reference book to showcase modern

school building design suitable to each regional area of Oregon such as the dry, cold winters of

Eastern Oregon, the rainy Oregon coast, and the foggy Oregon valleys.56 The intention was to solve the climatic differences of each region through design while still providing an efficient use of space, daylighting, and ventilation.57 Typical materials used throughout Oregon for school construction were wood, brick, reinforced concrete, stucco, asphalt, plywood, acoustical tiles, plaster, aluminum, drywall, glass, and fiber board.58

Mid-20th century modern schools aimed to be streamlined buildings that cultivated efficient and effective learning. Architects, school administrators, and teachers, together, took an interest in developing a methodology that could be applied in various situations, with the goal “to make every new school a better school,” while considering the “environment, education, and economy.”59 New schools built were meant to facilitate new educational methods and

curriculum, engage students and teachers, and still fit within the community budget.60 School

buildings were to accommodate both the physical and emotional needs of each individual student

with safety features, proper sanitation, good acoustics and sound proofing, suitable lighting and

ventilation, adequate heating, plus enough sheltered space to accommodate both “work and

play.”61 The ideal school was non-confining, inspiring, friendly restful, secure and colorful.62

56 Oregon State Department of Education, Oregon School Building Design, (Salem, OR: State Department of Education, 1953), introduction. 57 Ibid. 58 Ibid, 1-163. 59 Caudill, William W, Toward Better School Design, (New York: F.W. Dodge Corporation, 1954), preface, 18. 60 Ibid, 18. 61 Ibid, 3. Eugene Mid-20th Century Modern School Context 14

Typically, every single detail of these schools was planned and scrutinized by the

architects and school administration. They considered abstract concepts such as the needs of the

curriculum, the flexibility of the space, and social dynamics while also defining the more

concrete, physical characteristics such as classroom arrangement and seating, corridor

arrangement, heights of ceilings, depths of classrooms, sun control, breeze control, noise control, airflow and ventilation, lighting, reflectivity of surfaces, surface finishes, expansibility of space, circulation, storage space and built-ins, and landscaping.63

The schools built in Eugene from 1945-1968 were typically one-story tall with a

horizontal, sprawling emphasis, often punctuated by tall vertical chimney stacks. Finger plans

were used throughout the district, where classrooms were separated by courtyards and extended

off of a central hub or spine of administrative spaces, creating an E-, H-, or L-shape.64 School buildings typically had flat roofs, although in Oregon low-pitched gable roofs were often the regional preference.65 Most of these schools also had non-load bearing partition walls, folding walls, and moveable cabinets to accommodate flexible learning as lesson plans and activities changed.66 New, standard mass-produced materials were used in these schools such as steel,

plywood, aluminum, and glass but some schools still utilized more traditional, local materials for

exterior finishes like wood cladding, brick veneer, and board and batten siding.67 Fenestration

was typically ribbons of metal frame windows with louvered panels. Historical ornamentation

was rejected and instead school buildings relied on the fenestration and fusion of different

natural exterior finishes to create an interesting and beautiful façade.

62 Caudill, William W, Toward Better School Design, (New York: F.W. Dodge Corporation, 1954), preface, 3. 63 Ibid, 29-184 64 Ranzetta,“Portland Public Schools: Historic Building Assessment,” 3-17. 65 Ibid, 3-19. 66 Ibid, 3-17. 67 Ibid, 3-17. Eugene Mid-20th Century Modern School Context 15

The Eugene Project established the “Principles to be Followed in Planning, Designing,

and Constructing School Buildings,” in 1964 and also assembled an Advisory Committee on

School Buildings.68 The ten principles describe how all school buildings were to be designed to

“accommodate and encourage the educational program” and ensure the greatest simplicity and

functionality, which was to be accomplished through research on “proven building design” prior

to planning.69 The buildings were to be effective and aesthetically pleasing while using the

simplest materials as possible. The highest quality mechanical equipment, within the budget,

was used to “assure minimum long-term operational and maintenance costs,” and so that

buildings could be used year-round.70 Both initial cost and long-term maintenance were also considered when selecting construction materials. Finally, buildings were designed so that future additions could be made without impacting the existing features.71

The research undertaken, as dictated by these principles, evaluated national educational

trends. These trends included creating classrooms capable of accommodating individual and

group learning, facilitating efficient and regular movement of students within the classroom and

to other classrooms, use of a wide variety of instructional aids such as tapes and slides, and

flexible curriculum to allow different levels of learning.72

While many of the schools built during the Eugene Project share similar characteristics with the schools built between 1945 and 1958, the Eugene Project also explored cluster type

68 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. No Author, “Principles to be Followed in Planning, Designing, and Constructing School Buildings,” April 27, 1964. Box 6. 69 Ibid 70 Ibid. 71 Ibid. 72 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Office of the Superintendent, “Educational Specifications for Elementary Schools,” March, 1965. Eugene Mid-20th Century Modern School Context 16

structures, which had the potential to improve adequate ventilation and airflow, plus provide

easier access for students to get outside.73 Also unique in Eugene at this time was the joint

school-park site planning, which integrated parks and school playgrounds to decrease

unnecessary duplicated development.74

A draft contract from 1963, discusses how the Eugene School District No. 4 was

responsible for the development of the “educational specifications” for new school buildings but

they also expected the architect to take part in the entire process.75 In 1966, the Advisory

Committee on School Buildings commented that one of the architects they were working with had struck a “nice compromise between quality and economy, and kept in mind possible reductions in maintenance.”76 This same committee also recommended in 1964 a protocol for naming all schools built in the future. High schools were to be named after “deceased national or international persons of permanent significance other than presidents of the United States,” junior high schools would be named after presidents of the United States, and elementary schools would be named after “prominent deceased local persons of significance, or as a location or distinguishing landmark.”77

73 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “Summary of the Lay Advisory Committee on School Buildings Meeting of May 27, 1965.” Box 6. 74 Lawson, A System of Uncommon Schools: The History of Eugene School District 4J, 1854-1985, 117. 75 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Pond, Millard, “Eugene Public Schools, School District No. 4, Lane County, Oregon: Contract.” January 27, 1964. 76 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Correspondence from C.H. Strong (chairman) to School District No. 4 Board of Directors “Re: Fox Hollow Elementary School.” May 6, 1966. 77 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Correspondence from the Advisory Committee on School Buildings to Superintendent Dr. Millard Pond. January 22, 1964. Eugene Mid-20th Century Modern School Context 17

From 1945-1968, the Eugene School District No. 4 made great progress in

accommodating the needs of their community and student body. The following section describes

all of the schools that were built or renovated during this time in Eugene, as well as the architects

who worked on them.

5. Eugene, Oregon School Architects

Hamlin and Martin

Clare K. Hamlin graduated from the University of Oregon with a degree in Architecture in

the mid-1930s.78 In 1948, Hamlin joined with B. King Martin to form Hamlin Martin79, though

Martin’s name was not written on school plan title blocks until 1953.80 Martin majored in architecture at the University of Oregon and was a flight engineer for a B-29 in World War II where he earned the distinguished flying cross.81 Hamlin and Martin successfully earned the

largest amount of school design commissions, approximately 14, for the Eugene School District

No. 4 in the 20th century with many of their innovative designs still present in Eugene schools

today.

Stafford, Morin and Longwood

John Stafford began what would become Stafford, Morin, and Longwood in Eugene in 1945.

In 1957, Ken Morin became a partner while James Longwood was working at the firm as an

78 No Author. “School of Architecture and Allied Arts Student Drawings, 1925-1955.” Architecture and Allied Arts Library, University of Oregon. 79 No Author, “B. King Martin Obituary,” Musgrove Mortuary and Cemeteries, Accessed November 2015. https://musgroves.com/obituary.cfm?name=B.%20KingMartin 80 Eugene School District 4J. District Facilities Plans Collection. Eugene, Oregon: School District 4J Facilities Office. “Laurel Hill Elementary School,” Architectural Drawings by Clare K. Hamlin, 1952. 81No Author, “B. King Martin Obituary,” Musgrove Mortuary and Cemeteries, Accessed November 2015. https://musgroves.com/obituary.cfm?name=B.%20KingMartin Eugene Mid-20th Century Modern School Context 18

associate and became a partner in 1961. Stafford taught at the University of Oregon from 1960-

1962 and ultimately left the partnership in 1962. All three architects were graduates of the

School of Architecture at the University of Oregon and earned commissions for three schools in

the Eugene 4J district.82

Lutes and Amundson

John Amundson was born in Washington and served in the U.S. Navy during World War II.

He returned to the Pacific Northwest and graduated with honors from the University of Oregon

School of Architecture in 1951. Upon graduation, Amundson accepted a Fulbright Scholarship to

study city planning in Liverpool, England for two years. In 1957, Amundson formed a

partnership with Don Lutes to become Lutes and Amundson. Their partnership lasted until 1973.

Lutes, a fellow distinguished University of Oregon graduate and later adjunct faculty member,

remembers his partner “as an excellent architect whose designs were user-oriented. When he was

designing schools, he would get teachers and everyone involved in the design. They became part

of the building before it was even built.”83 During their partnership, Lutes and Amundson

designed four schools, two of which were high schools (Sheldon and Churchill).84

Wolff and Zimmer

George Melville Wolff graduated from the University of Oregon with a degree in architecture. In 1927, he opened his own office after working for two Portland firms. During the

Great Depression, like many other unemployed architects, Wolff found employment with the

82 Dan Wyant, “Team Effort Won Contest,” Eugene Register-Guard, March 2, 1961, Microfilm, Knight Library, University of Oregon. 83 Beth Hege, “Noted Architect Amundson dies,” Eugene Register-Guard, February 21, 1995, Microfilm, Knight Library, University of Oregon. 84 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Churchill High School,” Architectural Drawings by Don Lutes and John Amundson, 1965. “Sheldon High School,” Architectural Drawings by Don Lutes and John Amundson, 1963. Eugene Mid-20th Century Modern School Context 19

Works Progress Administration.85 Norman Zimmer began working for Wolff and Phillips in

Portland as a draftsman with no formal architectural education. He went on to complete his

education in architecture by studying at night and attending the Portland Art Museum and Art

School, eventually earning his license in 1952. Phillips retired in 1952 and Zimmer was

promoted to partner in 1953 to create Wolff and Zimmer.86 The firm earned four commissions to

design the following 4J schools: Cal Young Middle School (demolished), Colin Kelly Middle

School, River Road School, and Roosevelt Middle School.87

Stearns, Mention, and Morris

Robert Mention is a graduate of the University of Oregon School of Architecture and studied briefly with Frank Lloyd Wright. Mention began with the firm Beardsworth and Stearns and moved from Eugene to manage the Bend extension office of the firm before partnering with

Stearns and Morris.88 By 1966, the Stearns, Mention and Morris partnership had been established and Mention moved back to Eugene to manage an office for the new firm in the Willamette

Valley region.89 The architects designed only two schools in the Eugene 4J district, Gilham and

85 Richard Ellison Ritz, Architects of Oregon: A Biographical Dictionary of Architects Deceased – 19th and 20th Centuries (Lair Hill Publishing, 2003), 437-8. 86 Ibid., 452. 87 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Cal Young Jr. High School,” Architectural Drawings by George Wolff and Norman Zimmer, 1960. “Colin Kelly Middle School,” Architectural Drawings by George Wolff and Norman Zimmer, 1945. “River Road Elementary School,” Architectural Drawings by Wolff and Phillips, 1953. 88 No Author, “Eugene Architecture Firm Opens Branch Office Here,” The Bend Bulletin, September 10, 1960, Accessed November 2015. https://news.google.com/newspapers?nid=1243&dat=19600910&id=p65YAAAAIBAJ&sjid=UfcDAAAAIBAJ&pg =5041,4941835&hl=en 89 No Author, “Partner to Move,” Eugene Register-Guard, April 27, 1966, Microfilm, Knight Library, University of Oregon. Eugene Mid-20th Century Modern School Context 20

Crest Drive Elementary90, however, their designs for the schools possess a unique aesthetic that

sets them apart from the other schools designed during this time.

Wilmsen, Endicott, and Unthank

Charles Endicott was a graduate of the University of Oregon School of Architecture and

Allied Arts. He taught at the school for a few years after graduating before establishing a

partnership with Robert Wilmsen in 1948.91

Robert Wilmsen was born in South Dakota and attended the University of Minnesota for two years before moving west and ultimately graduating from the University of Oregon School of

Architecture and Allied Arts in 1941.92 He began an independent practice in Eugene in 1946

before joining with Endicott two years later. In 1959, Wilmsen was appointed by Oregon

Governor Mark Hatfield to a 5-year term on the Oregon State Board of Architecture Examiners,

and held the Chairman position from 1962 to 1963.

DeNorval Unthank, also a graduate of the University of Oregon School of Architecture

(1952), became a partner in 1960 and the firm was renamed Wilmsen, Endicott, and Unthank. He

designed numerous public and private buildings across the state, and in 1980 was named a

Fellow of the American Institute of Architects in recognition of more than 20 local and regional

design awards. Additionally, Unthank was a visiting lecturer at the University of Oregon from

1965-1972, and an Associate Professor of Architecture from 1972-1980.93

90 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Gilham Elementary School,” Architectural Drawings by Stearns, Mention and Morris, 1966. “Crest Drive Elementary School,” Architectural Drawings by Stearns, Mention and Morris, 1963. 91 Ritz, Architects of Oregon, 123. 92 Ibid., 433-436. 93 Ibid., 400. Eugene Mid-20th Century Modern School Context 21

The most notable Eugene buildings that their firm built are the Kennell-Ellis Studio Building

(1947), the Lane County Courthouse (1959), and Park Blocks.94 From 1963 onward, the firm had

an office in Portland and Eugene. In 1973 the partners reincorporated as WEGROUP Architects

and Planners to showcase their collaborative nature. The firm was committed to integrating

contemporary works of arts into buildings. The Wilmsen-Endicott firm specialized in civic

planning and facilities. Projects ranged from campus plan schools and small courtyard campuses

for medical offices, to full-scale master planning for public institutions.95 Wilmsen, Endicott and

Unthank won commissions for the following 4J schools: Frances Willard School and Kennedy

Middle School.

Hayslip, Tuft, Hewlett, and Jamison

Stewart Tuft graduated from the University of Oregon School of Architecture in 1930. After

WWII, he worked for Freeman & Hayslip, and was made partner in 1948. In 1952, the firm became Freeman, Hayslip, Tuft & Hewlett when Palmer Hewlett was added as a partner, and then in 1958 became Hayslip, Tuft, Hewlett & Jamison. In 1959, Hewlett and Jamison left the partnership and it became Hayslip & Tuft until 1965 when it dissolved. Stewart Tuft and his partners became well known for their designs across building types, but were noted for being

“specialized in school design."96

Balzhiser, Seder, and Rhodes

Grant Seder began his education at the University of Illinois in 1942, but his education was interrupted in 1943 by World War II. While in the military, he was able to complete an

94 Ritz, Architects of Oregon, 433-436. 95 Ibid., 433-436. 96 Ibid., 395. Eugene Mid-20th Century Modern School Context 22

academic year at Harvard before returning to Illinois to complete a degree in Architecture.97

Seder worked in Chicago for one year after graduation before moving to Eugene. He began his

career in Eugene with Wilmsen and Endicott and after one year, entered into a partnership with

Tom Balzhiser. Balzhiser and Seder added Richard Rhodes to create a partnership that lasted

until 1967.98 Balzhiser, Seder, and Rhodes were commissioned to complete two schools in the 4J

district: Fox Hollow Elementary and Edgewood Elementary Schools.99

6. Location and History of Remaining Mid-20th Century Schools in Eugene, Oregon

The Eugene 4J school district has a large portion of school buildings remaining from the

mid-20th century. Many of them have been poorly maintained and significantly altered in ways

that have reduced their integrity. Of the remaining school buildings built between 1945 and

1969, there are plans to demolish two within the next year, while two more are at risk for

demolition within the next three years. With the struggles coming out of the Great Depression

and the spike in growth of Eugene in the post World War II years, these remaining school

buildings tell a story of how the city adapted to necessary changes in the educational field.

Described in chronological order based on the year they were built, the remaining schools are

detailed below.

97 Adrienne Donovan-Body and Andrew Fisher, “Lew Williams Chevrolet Dealership,” National Register of Historic Places Registration Form, Accessed November 2015, pg. 12. http://www.nps.gov/nr/feature/monthlyfeatures/LewWilliamsChevroletDealership.pdf 98 Ibid. 99 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Fox Hollow Elementary School,” Architectural Drawings by Tom Balzhiser, Grant Seder, and Richard Rhodes, 1966. “Edgewood Elementary School,” Architectural Drawings by Tom Balzhiser, Grant Seder, and Richard Rhodes, 1962.

Eugene Mid-20th Century Modern School Context 23

In October of 1945, the site at 850 Howard Avenue was chosen for the first school to be built

in Eugene in 21 years. The junior high school was named in honor Colin P. Kelly, a World War

II pilot, as well as countless other young pilots that were a part of the war efforts. While

construction was underway, the student population had to be accommodated elsewhere and a

half-day schedule was arranged at Wilson Jr. High School. The students that would soon attend

Kelly went to school from 7:15am to 12:15pm with the Wilson students attending in the

afternoon. As a result, the Kelly students and teachers were able to devote their afternoons to

developing extra-curricular activities.100 After a year and a half of sharing space at Wilson, on

January 27, 1947, Kelly middle school was officially opened. The community was very proud of

this new school and rallied significant support from all over the state. In April 1947, the school

held an official dedication ceremony that attracted nearly 1,000 people from the local community

and all over the state. The school was presented with the propeller of a Boeing B-17 aircraft that

can still be seen above the main entrance.101 The original school design was done by Wolff and

Phillips of Portland Oregon and was constructed of red brick and wood at a cost of

approximately $430,000.102103 It featured a library, a girl’s and a boy’s gym, a cafeteria, a shop, and 10 classrooms.104 As enrollment increased and additional funds became available, the school

100Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 94. 101 Ibid. 102 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 95. 103 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Colin Kelly Middle School,” Architectural Drawings by George Wolff and Norman Zimmer, 1945. 104 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4. Eugene Mid-20th Century Modern School Context 24

was expanded multiple times throughout the 1950s in order to accommodate additional students

and teachers.105 As of December, 2015, Kelly Middle School retains much of its original

appearance, though the exterior cladding and paint colors have likely changed. This school

stands as an important reminder of Eugene’s ability to come together as a community for the

betterment of the education of children.

Harris (Camas Ridge) Elementary school was one of four schools constructed from the same

design (along with Adams, Howard, and Washington Elementary) in an effort to conserve

money, while still creating new spaces for students. Designed by Eugene architect Clare K.

Hamlin, Harris (and the three other identical designs) were intended to be originally built with

four classrooms, a multipurpose room, health room, teachers’ room, kitchen, and boiler room.

There were expansions that Hamlin pre-designed for subsequent years in order to spread out the

financial impact of construction.106 When Harris opened in February 1949, it housed only a first and second grade with a total of 85 students that moved from Edison and Dunn elementary schools and expanded each year to accommodate additional grade levels.107 In September of

2009, Harris Elementary combined with Eastside Alternative Elementary to form Camas Ridge

Elementary housed in the original Harris building.108

105 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 95-97. 106 Ibid., 60. 107 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 61. 108 Anne Williams, “Eastside Holds its Final Graduation Ceremony but Looks Ahead to a Shared Future with Harris,” Eugene Register-Guard, June 18, 2009, Eugene Register Guard Online, Accessed November 2015. http://special.registerguard.com/csp/cms/sites/web/updates/15647692-55/story.csp Eugene Mid-20th Century Modern School Context 25

Adams Elementary School was designed by Clare K. Hamlin and was one of four schools

built from the same design.109 It was named due to its location on Adams Street in Eugene,

though the current address is 950 West 22nd Avenue. Adams was built to relieve over-crowding

at Willard elementary, and as a result, experienced significantly less community attention than

Kelly Middle School. Many of the students and teachers had come directly from Willard, and in

many cases, still had loyalties to their original school. Adams had trouble creating its own

identity until new teachers and students without ties to Willard were the majority. When it

opened in January of 1950, Adams had four classrooms but up to 18 room expansions were

included in Hamlin’s original design. The school was added to each year and by 1959, had 16

classrooms, an activity room, and a library.110 While the original entrance along Adams Street is no longer utilized and a later-constructed entrance that is not synonymous with the original design is used along 22nd Street, there are large portions of the school that retain its original

character.

Bailey Hill Elementary School originated in the mid to late 19th century with the earliest building on record constructed in 1894.111 The school is named after a settler, John Bailey, who

arrived in Oregon in 1870 and eventually owned a homestead in the area that the school was

built. Although the school was expanded several times beyond the one-room structure of 1894,

by the early 1940s the school lacked sufficient funding to support its current students and asked

to be consolidated with Eugene School District No. 4 in 1946. This change gave Bailey Hill

109 Eugene School District 4J. District Facilities Plans Collection. Eugene, Oregon: School District 4J Facilities Office. "Adams Elementary School," Architectural Drawings by Clare K. Hamlin, 1949. 110 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 42. 111 Ibid., 44. Eugene Mid-20th Century Modern School Context 26

access to the funding necessary in 1949 to add a classroom, library, multipurpose room, kitchen

and lunchroom, health room, teachers’ room, office, gym, indoor toilets and a septic tank

hookup.112 In 1966, all but the expanded portions built in 1949 were demolished and a brick and

wood frame structure designed by Lutes and Amundson was constructed.113 114 The current status of this school is unknown, but is believe to be presently vacant. Additional research is necessary to determine the condition and occupancy of Bailey Hill.

Howard Elementary School, the third of the four schools from the same design by Clare K.

Hamlin, is located next to Colin Kelly Middle School to the east at 700 Howard Avenue. As with the other structures constructed from the same design, Howard began in 1949 as a structure that housed only four classrooms and was expanded on to reach a total of 17 classrooms as well as an expanded library, a kindergarten facility, and a covered play shed by 1959.115 As of 2015,

Howard Elementary School is being “replaced”116 by a new structure and will be demolished in

2016.117 The historic structure has suffered from lack of maintenance and no longer features the

original cedar siding, but instead sheets of plywood siding. The windows, doors, and other

112 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 44-45. 113 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 93. 114 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Bailey Hill Elementary School,” Architectural Drawings by Don Lutes and John Amundson, 1946. 115 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 62. 116 Eugene School District 4J, “Facilities Long-Range Plan,” (Eugene, OR: Eugene School District 4J, 2013), 5. This term is used to refer to the method of building an entirely new school structure on a different part of the school site and tearing down the historic building upon the new building’s completion. 117 Ibid. Eugene Mid-20th Century Modern School Context 27

character defining features have not been well-maintained and have been repaired in a manner that is inconsistent with the historic materials.

Roosevelt Middle School, originally called Roosevelt Junior High School, began in 1925 at what is now Agate Hall at the University of Oregon.118 In 1950, a new building at 24th Avenue and Hilyard Street designed by Wolff and Phillips was opened and featured 24 classrooms, a cafeteria, and two gymnasiums.119 In 1954, there was an addition designed by Wolff and

Zimmer, a 1957 and 1965 addition designed by Clare K. Hamlin and B. King Martin, and a 1968 addition designed by William W. Wilson.120 There have been later additions after 1969 that were

not researched for this document.121 As of 2011, much of the character of the historic building is intact, although an addition in front of the original east façade obscures the character-defining ribbon windows.

River Road School began as its own school district in 1914 with a four-classroom craftsman style structure. When that building burned in 1926, a mission revival structure took its place and faced River Road directly. In 1945, the River Road School District was consolidated into Eugene

School District No. 4 and expansion would soon be necessary. The students remained in the

1926 building until 1953, when the newly designed Wolff and Phillips structure was

118 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 98. 119 Ibid., 98. 120 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Roosevelt Jr. High School Addition,” Architectural Drawings by George Wolff and Norman Zimmer, 1954. “Roosevelt Jr. High School Addition,” Architectural Drawings by Clare K. Hamlin and B. King Martin, 1957/1965. “Roosevelt Jr. High School Addition,” Architectural Drawings by William Wilson, 1968. 121 Ibid. Eugene Mid-20th Century Modern School Context 28

completed.122 In 1956, additional land was purchased and Wolff and Zimmer completed an

addition the same year. Also that year, the 1926 structure was deemed inadequate for further use

by the school system, and was thought to have major fire and traffic hazards and was

subsequently demolished. The land was sold to the United States National Bank.123 As of 2015, the school is named River Road/El Camino del Rio elementary school and has been scheduled to be replaced.124 The present condition is unknown, but likely suffers from lack of maintenance,

though a large portion of the character defining features may still be in place. A survey should be

conducted prior to the inevitable demolition of the historic building within the next two years.

Frances Willard Elementary School originated in the late 19th century before evolving into

the Frances Willard Elementary School in 1954. After 1916, the school was located at 13th Street and Olive Street and served as a junior high school until 1925 when Wilson and Roosevelt were opened.125 In 1954 the structure at 13th and Olive burned in a fire, and new land at Lincoln Street

and West 29th Avenue was purchased for a new building to be designed by Wilmsen and

Endicott.126127 The new building opened in January of 1955 and featured an office area, a gym, a

122 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 71. 123 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 71. 124 Eugene School District 4J, “School Improvement Bond,” Eugene, OR: Eugene School District 4J, 2015, Accessed November 2015. http://www.4j.lane.edu/communications/bond/ 125 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 89. 126 Ibid. 127 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. Eugene Mid-20th Century Modern School Context 29

library, a multipurpose room, a kitchen, and 18 classrooms.128 In 1960, architects Wilmsen,

Endicott and Unthank designed a two classroom addition. In 2009, a finger of the school burned,

but the rest of the school remains.129 The school is suffering from visible lack of maintenance and is in need of attention if any character defining features are to be retained. As of 2015, the structure houses the Village Charter School.

North Eugene High School became a reality in 1955 with the passage of a bond for a much needed second high school in Eugene. Eugene High School would be renamed to South Eugene, and the new school would be called North Eugene High School and would be located at 200

Silver Lane. Architects Hayslip, Tuft, Hewlett and Jamison designed the original structure, which featured an array of modern facilities for students and teachers including a library, a business education space for typing and other courses, cooking and sewing rooms, science laboratories, music rooms, woodworking and metal shops with power machinery, an arts and crafts laboratory, counseling alcoves, an auditorium, a split-level girls and boys gymnasium, a cafeteria and kitchen, and a faculty and student lounge.130 Each classroom had direct access to a

window with daylight and the hallways and other spaces have skylights. There were many

courtyards throughout the school, some of which have since been infilled to provide more

“Frances Willard Elementary School,” Architectural Drawings by Robert Wilmsen, Charles Endicott, and DeNorval Unthank, 1955 128 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 219. 129 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Frances Willard Elementary School,” Architectural Drawings by Robert Wilmsen, Charles Endicott, and DeNorval Unthank, 1955 130 Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “North Eugene High School [pamphlet].” Box 4. Eugene Mid-20th Century Modern School Context 30

classroom space.131 In 1966 a large expansion designed by Clare K. Hamlin and B. King Martin

was completed.132 As of 2011, the school retains much of its character defining features along

the front façade including exposed rafter tails under the eaves, light red brick, a continuous

ribbon of vertical windows, and the unique shape of the auditorium roof. In a bond measure in

2017/2018, there are plans to “replace or completely renovate” North Eugene High School,

which could mean demolition of an outstanding example of a state of the art mid-20th century

educational facility.133

Jefferson Junior High, now called Jefferson Middle School, located at 1650 West 22nd

Avenue is situated on the land that served as Eugene’s airport from 1920 until the school district

bought the land in 1954. Architects Clare K. Hamlin and B. King Martin, in their first and only

contract to design the original plans for a middle school, were awarded the contract and

construction was completed in 1957.134 They did three major additions to the school in 1959,

1961, and 1968.135 The building now houses the Arts and Technology Academy and as a part of the May 2013 bond measure, the structure will be renovated and will have additions completed in the coming years.136

131 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 107. 132 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “North Eugene High School Addition,” Architectural Drawings by Clare K. Hamlin and B. King Martin, 1965. 133 Eugene School District 4J, “Facilities Long-Range Plan,” (Eugene, OR: Eugene School District 4J, 2013), 13 134 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 93. 135 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. 136 Eugene School District 4J, “Arts and Technology Academy Schedule,” Eugene, OR: Eugene School District 4J, 2015, Accessed November 2015. http://www.atarebuild.com/schedule/ Eugene Mid-20th Century Modern School Context 31

Twin Oaks Elementary school, located at 85916 Bailey Hill Road in far southwest Eugene, is

still located in rural setting. The school began as early as 1884 as a one room school that

expanded in 1927. The community raised funds for additions to the 1927 two-room structure.137

In 1953, the Twin Oaks school voted to consolidate with Eugene Public Schools and in 1957,

after Le Bleu, Oak Hill, Pine Grove, Bailey Hill and Stella Magladry schools also consolidated, a

new structure was necessary to accommodate all of the students. On Monday, December 1st,

1958 the new Twin Oaks School designed by Clare K. Hamlin and B. King Martin opened to students. The school, although facing some minor changes on the exterior, appears to retain most of its character defining features. Some maintenance is likely required, however at this time, the school is not at risk of demolition.

Ellis Parker Elementary School is presently located at 3875 Kincaid Street, and while the school building still stands, the name is no longer attached to the site. The school, designed by

Clare K. Hamlin and B. King Martin, was built in 1959.138 It is named after Ellis Parker, an

individual with a significant impact on schools in the Eugene area in the early 20th century.139

The structure began with eight classrooms, a library, multipurpose room, gym, kitchen, and

offices with a total of ten classrooms added in 1961 and 1964.140 As of 2015, the site is home to

137 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 77. 138 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Ellis Parker Elementary School,” Architectural Drawings by Clare K. Hamlin and B. King Martin, 1959. 139 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 122. 140 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 211. Eugene Mid-20th Century Modern School Context 32

the Charlemagne French Immersion Elementary School. The school appears to retain some of its character defining features, but insufficient historic photographs were located to support this conclusion.

Meadowlark Elementary school was designed by Clare K. Hamlin and B. King Martin and built in 1960.141 It was constructed of concrete block with wood siding and originally began with

a library, resource room, gym, multipurpose room, and ten classrooms. Additions throughout the

1960s expanded the classroom count to 22.142 Meadowlark, located at 1500 Queens Way closed in 2012 and reopened as Buena Vista Elementary School, a Spanish Immersion School. There was remodeling done to the building in 2014 and without a survey of the school, no comments can be provided regarding the current condition of historic features.

The land for Spencer Butte Middle School was purchased in December 1957.143 Architects

Hayslip, Tuft, Hewlett and Jamison designed the structure and construction began at the end of

1959. The school was completed in 1960, and in 1965, architects Morin and Longwood designed a large addition to be added to the south of the original structure accessible by breezeway.144

Spencer Butte is located at 500 East 43rd Avenue in southeast Eugene. As of 2011, the school

appears to retain a large portion of its character defining features although some of the

141 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Meadow Lark Elementary School,” Architectural Drawings by Clare K. Hamlin and B. King Martin, 1960. 142 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 135. 143 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District No. 4, “History of the Eugene Public Schools: 1959 Annual Report,” Lane County, Oregon. Box 1, pg. 123. 144 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Spencer Butte Jr. High School Addition,” Architectural Drawings by Ken Morin and James Longwood, 1965. Eugene Mid-20th Century Modern School Context 33

replacement materials, especially evident in the windows, do not appear to be consistent with

historic features.

Silver Lea Elementary School is located at 250 Silver Lane, next to North Eugene High

School. It was built in 1961 and designed by Stafford, Morin and Longwood.145 It began with

eight classrooms, a gym, multipurpose room, library, and resource room and expanded in the

1960s to 20 classrooms.146 The school is constructed of wood with vertical siding147 and as of

2011, appears to retain a large portion of its character defining features. The school is no longer

called Silver Lea, but is now called Corridor Elementary/Yujin Gakuen Japanese Immersion

School.

Edgewood Elementary School is located at 577 East 46th Ave and was designed by

Balzhiser, Seder, and Rhodes.148 The school, completed in 1962, is separated into seven

buildings that are interconnected with covered breezeways. It is set back from the road and

obscured by trees, preventing any comments about its present condition and integrity.

Sheldon High School is located at 2455 Willakenzie Road and was the third high school built

in Eugene. It was designed by Lutes and Amundson, cost $2.2 million to build, and was

completed in 1963. The architects grouped buildings by use so that academic spaces and non-

145 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Silver Lea Elementary School,” Architectural Drawings by John Stafford, Ken Morin and James Longwood, 1961. 146 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 103. 147 Ibid. 148 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Edgewood Elementary School,” Architectural Drawings by Tom Balzhiser, Grant Seder, and Richard Rhodes, 1962. Eugene Mid-20th Century Modern School Context 34

academic spaces would not interfere with each other.149 Flexible wall systems were integrated to

allow class space to be increased and decreased, as needed. Additionally, they used fewer

windows in an effort to make classrooms more versatile for daily use. Sheldon High School is

constructed of wood and concrete, and when constructed, featured nearly 5 acres of building

space.150 As of 2015, the school is located directly adjacent to the Sheldon Community Center;

however, the integrity of the historic structure is unknown and would require surveying.

Crest Drive Elementary School is located at 1001 Crest Drive and was completed in 1963.151

Designed by the firm Stearns, Mention and Morris, its design resembles the aesthetic of Gilham

Elementary School, designed by the same firm. At the time of this writing, the school is vacant, however, due to changes being made at Jefferson Middle School/Arts and Technology Academy, the Family School will move from its current location at Jefferson to Crest Drive for beginning in 2016.152 As of 2011, the school was in visible need of maintenance, and while the original footprint has been largely retained, the exterior materials are of lesser quality than what the school would have been built with.

Spring Creek Elementary School was built in 1964 and is located at 560 Irvington Drive. The school was designed by Morin and Longwood153 and originally had 12 classrooms, which were grouped into quadrants, a gym, a library, a cafeteria, a faculty workroom, a health room, and

149 No Author, “City’s Interest Focuses on Sheldon High,” Eugene Register Guard, December 2, 1962, Microfilm, Knight Library, University of Oregon. 150 No Author, “City’s Interest Focuses on Sheldon High,” Eugene Register Guard, December 2, 1962, Microfilm, Knight Library, University of Oregon. 151 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Crest Drive Elementary School,” Architectural Drawings by Stearns, Mention and Morris, 1963. 152 Josephine Woolington, “Eugene School Board votes 6-1 to relocate Family School at former Crest Drive Elementary site,” Eugene Register Guard, June 17, 2015. 153 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Spring Creek Elementary School,” Architectural Drawings by Ken Morin and James Longwood, 1964. Eugene Mid-20th Century Modern School Context 35

offices. In 1965 and 1966 an additional four classrooms were added.154 By 1977, the school had

an expanded to a total of 22 classrooms. As of 2011, the buildings, which are grouped together

by breezeways, appear to retain the original shape and character along Irvington Drive. Further

investigation is necessary to make additional conclusions.

Monroe Middle School, originally named Monroe Junior High, is located at 2800 Bailey

Drive. Designed by Lutes and Amundson and completed in 1965155, the school features separate

portions of classroom space, a library, gymnasiums, a cafeteria, and offices surrounding a central

courtyard. There were 18 classrooms at the time of original construction in 1965, with four

additional classrooms added the following year.156 As of 2015, Monroe retains a great deal of its

integrity throughout the interior and exterior of the complex.

Kennedy Middle School is located at 2200 Bailey Hill Road. It was designed by the firm

Wilmsen, Endicott and Unthank and constructed in 1965.157 The school was originally

constructed with 11 classrooms, a cafeteria combined with an auditorium, two gymnasiums, a

library, and offices. Two years after it was completed, six classrooms and a large group area

were added.158 The school is separated into separate sections that are connected by breezeways

154 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 107. 155 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Monroe Middle School,” Architectural Drawings by Don Lutes and John Amundson, 1965. 156 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 119. 157 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Kennedy Jr. High School,” Architectural Drawings by Robert Wilmsen, Charles Endicott, and DeNorval Unthank, 1965. 158 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 35. Eugene Mid-20th Century Modern School Context 36

and pathways. As of 2011, Kennedy Middle School retains much of its character defining

features and is an example of unique school architecture in Eugene.

Churchill High School was designed by Lutes and Amundson in 1965 and was constructed

with concrete blocks, concrete columns, and a concrete T roof structure.159 160 There were movable vinyl fabric covered gypsum walls, movable lights and heat ducts, minimal use of windows to allow for flexible interiors and reduce heat gain, and was built at a cost of $18.19.161

As the fourth high school in Eugene, located at 1850 Bailey Hill Road, Churchill was a state of the art facility that integrated all of the latest ideas about providing the best education as possible. From the brochure released when the school opened, Churchill “attempts to recognize that education is a dynamic process in which changes in curriculum, instructional methods, instructional personnel and its time and space framework may be expected.” 162 Churchill, unlike

many other schools, has retained much of its original footprint. The unique dome shape of the

gymnasium that is visible from West 18th Avenue is intact. However, the exterior facades have

been significantly altered from the original construction and no longer resemble the original

design. Churchill is not within the district’s bond plans for the next 10 years, and as such, is not

at high risk of demolition.

Gilham Elementary School is located at 3147 Gilham Road in north Eugene. Constructed in

1966 and designed by Stearns, Mention and Morris, the school is separated into three unusually

shaped clusters that contain four classrooms each. There is one large, circular centrally located

159 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Churchill High School,” Architectural Drawings by Don Lutes and John Amundson, 1965. 160 Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “Winston S. Churchill High School [pamphlet].” Box 4. 161 Ibid. 162 Ibid. Eugene Mid-20th Century Modern School Context 37

cluster that joins the others and houses the gymnasium, library, cafeteria, health room, special

classes, and the offices.163 It was expanded at a later date, likely later than 1969.164 The newer

section is incongruous with the original design, and is merely attached to the original structure by

a breezeway.

Fox Hollow Elementary School is located at 5505 Mahalo Drive on the southeastern edge of

Eugene. It was built in 1967 and designed by the architecture firm Balzhiser, Seder, and

Rhodes.165 Fox Hollow was home to Charlemagne French Immersion School for several years

until June 2015 when Charlemagne relocated to what was once Ellis Parker Elementary School.

Fox Hollow is presently vacant, and as of November 2015, the district had no plans for its future

aside from furniture storage.166 As of 2011, the school retains much of its historic building materials and overall appearance, with light colored brick and standing seam metal along the top of the exterior walls.

Awbrey Park Elementary School was designed by Morin and Longwood and completed in

1968.167 It is located at 158 Spring Creek Drive near River Road in far north Eugene. It is the

only Eugene school in the 4J district that is contained almost entirely in a structure shaped as a

circle, with one additional building situated directly to the east. While no historic photos of the

163 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 131. 164 No records were located that give a specific date of this remodel, though further investigation at the Eugene 4J Facilities archive may provide this information. 165 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Fox Hollow Elementary School,” Architectural Drawings by Tom Balzhiser, Grant Seder, and Richard Rhodes, 1966. 166 Ibid. 167 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. "Awbrey Park Elementary School," Architectural Drawings by Ken Morin and James Longwood, 1968. Eugene Mid-20th Century Modern School Context 38

school were located for this reference, as of 2011, the structure appears to retain much of its

character defining features and original materials.

McCornack Elementary is located in southwest Eugene at 1968 Brittany Street. It is

constructed of concrete blocks and was completed in 1968. The school was designed by Michael

Rosenberg,168 and when constructed, had eight classrooms, five portables, a cafeteria, a gym, a library, and offices.169 As of 2011, McCornack Elementary School is in good condition and

appears to retain much of its historic integrity.

7. Relevant Questions and Reflections

Why are schools not being maintained properly?

There are several public schools in Eugene that could potentially be eligible for listing on

the National Register of Historic Places. Unfortunately, these important resources are not being

maintained properly and as mentioned in the beginning of Section 6, many of these schools have

been significantly altered in ways that have reduced their integrity as a result. Despite a building

boom in the late 1990s, population changes and building maintenance continue to be a

challenge.170 As of 2013, an estimated $217 billion is needed to bring the nation’s existing

school infrastructure up to working order.171 How can school districts be encouraged to take care

of their existing and often historically significant buildings and halt this negative cycle?

168 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “McCornack Elementary School,” Architectural Drawings by Michael Rosenberg, 1968. 169 Eugene School District No. 4, “Eugene Project Records, 1959-1977,” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. School District 4J, “School Profile: 1977,” Lane County, Oregon, Box 4, pg. 55. 170 Weisser, ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture,” 213. 171 Mary Filardo, 2013 State of Our Schools Report (Center for Green Schools, United States Green Building Council, 2013), 7. Eugene Mid-20th Century Modern School Context 39

According to Caudill’s “Towards Better School Design,” architects during mid-20th century considered the “first cost vs. maintenance cost.”172 If the mid-20th century modern schools were built to have a long lifespan and easy maintenance, why are they in such a state of disrepair?

How have later changes affected the integrity of the original design?

Since 1968, some schools in Eugene have enclosed the interior courtyards of schools with roofs to create more teaching space rather than adding to the exterior perimeter. For example,

North Eugene High School has enclosed its interior courtyard that was once an open-air courtyard. Additionally, schools have significantly altered interior spaces and surrounding services such as playgrounds and vehicular access to the building. Changes have been made as needed for technology upgrades with little to no regard given to the original design. Will some of these schools be ineligible for listing on the National Register of Historic Places as a result? How will that affect the preservation of the schools and the local community?

Why are historically significant schools being demolished in Eugene?

There are several schools built between 1945 and 1968 that have been demolished, and in some cases, a new school constructed on the same site with the same name. How will this affect how the original school is remembered? Is it possible that the history of the original building will be lost? The Eugene 4J district bond measures of 2013, 2014, and future measures are continuing this practice of school demolition and these valuable school buildings are at risk. The 4J Bond

Information for 2013/2014 states that “[t]he bond will replace or renovate four of the district’s

172 Caudill, Toward Better School Design, 105. Eugene Mid-20th Century Modern School Context 40

oldest, most inefficient school buildings.”173 If the district’s “oldest schools” were properly maintained, would they still be the “most inefficient?”

The following mid-20th century modern schools have been demolished and are worth

noting for reference purposes:

• Cal Young Middle School – Originally built in 1953 and designed by Wolff and

Zimmer. A new school on the same site and bearing the same name was

constructed in 2006 and the historic building was demolished.174

• Washington Elementary School – Designed by Clare Hamlin and B. King Martin

and completed in 1950, Washington was one of four schools in Eugene

constructed from the same design. Bertha Holt Elementary School was

constructed on this site in 2005 and the Washington building was demolished.175

• Willakenzie Elementary School – Designed by Clare Hamlin and B. King Martin

and was completed in 1963. The school closed in 2004 and was later

demolished.176

• Laurel Hill Elementary School – Built in 1952 and designed by Clare Hamlin and

B. King Martin. The demolition date is unknown.177

173 Eugene School District 4J, “School Improvement Bond,” Eugene, OR: Eugene School District 4J, 2015, Accessed November 2015. http://www.4j.lane.edu/communications/bond/ 174 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Cal Young Jr. High School,” Architectural Drawings by George Wolff and Norman Zimmer, 1960. 175 Ibid., “Washington Elementary School,” Architectural Drawings by Clare K. Hamlin, 1949. 176 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Willakenzie Elementary School,” Architectural Drawings by Clare K. Hamlin and B. King Martin, 1963. 177 Eugene School District 4J, District Facilities Plans Collection, Eugene, Oregon: School District 4J Facilities Office. “Laurel Hill Elementary School,” Architectural Drawings by Clare K. Hamlin, 1952.

Eugene Mid-20th Century Modern School Context 41

This is not a fully inclusive list as there may be other demolished schools for which

information was not located for this context.

8. Conclusion

The educational history of Eugene, Oregon schools have consistently followed national

trends in curriculum reform and architectural design. From 1945 to 1968, schools in Eugene

were built in the modern style with limited decorative elements and emphasis was placed on the

function of space.

In the 1960s, population started to decline and school enrollment slowed in Eugene; 1968

marks the last year a school was built under the ‘Eugene Project.’ While schools have continued

to be built and existing schools renovated, there has not been such a movement towards

curriculum and school facility reform since the end of the ‘Eugene Project.’

Many of the schools built from 1945-1968 are significant for the role they played in local

and national education reform. They are also significant for their architecture because they are

examples of how modernism was integrated into school design. Each school discussed in

Section 6 needs to be individually surveyed to determine if it retains integrity from this period. If

a school has unique modern architectural features and retains integrity from the period of

significance, it will most likely be eligible for the National Register of Historic Places.

The intention of this document is to provide guidance for evaluating and protecting these potentially significant historic resources in the future. To complete this context, detailed guidance to determine if these properties are eligible for the National Register, an assessment of potential threats to the resources, and management strategies will also need to be included.

Eugene Mid-20th Century Modern School Context 42

Eugene Mid-20th Century Modern School Context 43

Appendix 1 – North Eugene High School Pamphlet

Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “North Eugene High School [pamphlet].” Box 4.

Eugene Mid-20th Century Modern School Context 44

Eugene Mid-20th Century Modern School Context 45

Eugene Mid-20th Century Modern School Context 46

Eugene Mid-20th Century Modern School Context 47

Eugene Mid-20th Century Modern School Context 48

Eugene Mid-20th Century Modern School Context 49

Eugene Mid-20th Century Modern School Context 50

Appendix 2 – Churchill High School Pamphlet

Eugene School District No. 4. “Eugene Project Records, 1959-1977.” Eugene, OR: University of Oregon, Special Collections, Manuscripts and Archives, Box 163. Eugene School District No. 4. “Winston S. Churchill High School [pamphlet].” Box 4.

Eugene Mid-20th Century Modern School Context 51

Eugene Mid-20th Century Modern School Context 52

Eugene Mid-20th Century Modern School Context 53

Eugene Mid-20th Century Modern School Context 54

Eugene Mid-20th Century Modern School Context 55

Eugene Mid-20th Century Modern School Context 56

Appendix 3 – Heathcote School

Weisser, Amy. ““Little Red School House, What Now?”: Two Centuries of American Public School Architecture.” Journal of Planning History, vol. 5, no. 3 (2006): 211. Accessed November 13, 2015. http://jph.sagepub.com.libproxy.uoregon.edu/content/5/3/196.

Eugene Mid-20th Century Modern School Context 57

Appendix 4 – Crow Island School

No Author. "Crow Island School, Winnetika, Ill." Architectural Forum 75, August 1941, 79-92.

Eugene Mid-20th Century Modern School Context 58

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