Amended in Board
9/11/07 ORDINANCE o ? / ()fJ- NO. d-\1.-07
"iark Designation of Richardson Hall. Woods Hall. and Woods Hall Annex. Located at oJ.) Laguna Street !U.C. Extension Center, formerlv known as the San Francisco State T eachets Colleae) 3 4 Ordinance designating Richardson Hall la.k.a. Burke Hall. Woods Hall la.k.a. Anderson 5 Ham. and Woods Hall Annex la.k.a. Anderson Hall Annex), located at 55 Laguna Street
6 (U.C. Extension Center, formerly known as the San Francisco State Teacher's School
7 Colleae)i:as a individual Landmark,§ under Planning Code Article 10; and adopting
8 General Plan, Planning Code Section 101.1(b) and environmental findings. 9 Note: Additions are sinf!/e-underline italics Times New Roman; deletions are striket-hrøugh Ualics Times New RBman. 10 Board amendment additions are double underlined. Board amendment deletions are strikethrough norm31. 11
12 Be it ordained by the People of the City and County of San Francisco:
13 Section 1. Findings.
14 (A) Pursuant to Planning Code Section 302, the Board finds that the proposed
15 landmark designation,§ of Richardson Hall. Woods HalL. and Woods Hall Annex at 55 Laguna
16 Street (U.C. Extension Center, formerly known as the San Francisco State Teacher's School) 17 wil serve the public necessity, convenience and welfare
18 (B) The Board finds that the proposed landmark designation,§ of Richardson Hall, 19 Woods HalL. and Woods Hall Annex at 55 Laguna Street (U.C. Extension Center, formerly 20 known as the San Francisco State Teacher's School) is are consistent with the City's General 21 Plan and with Planning Code Section 101.1(b) for the reasons set forth in the document 22 entitled "Board of Supervisors of the City and County of San Francisco, General Plan Policies
23 and Planning Code Section 101.1-General Plan Consistency and Implementation, 55
24 Laguna Street (U.C. Extension Center, formerly known as the San Francisco State Teacher's 25 School)," which is on file with the Clerk of the Board of Supervisors in File No. S~tl.rnlf_. tJ/I?/~~"- BOARD OF SUPERVISORS Page 1 9/12/2007 55LagOr6.doc 1 0 71 ~;ip- and is incorporated herein by reference. The Board finds that the proposed
2 landmark designation,§ is are consistent with the City's General Plan and with Planning Code 3 Section 1 01.1 (b) for the reasons set forth in said document.
4 (C) The Planning Department has determined that the actions contemplated in this
5 Ordinance are in compliance with the California Environmental Quality Act (California Public
6 Resources Code section 21000 et seq.). Said determination is on file with the Clerk of the 7 Board of Supervisors in File No. 07/()B-2- and is incorporated herein by reference.
8 (D) The Board of Supervisors hereby finds that Richardson HalL. Woods HalL. and
9 Woods Hall Annex at 55 Laguna Street (U.C. Extension Center, formerly known as the San 10 Francisco State Teacher's School), which are sited on Dortions of Lots 001 and 001 A in
11 Assessor's Block 0857 and Lots 001i and 002,.in Assessor's Block 0870, ll have a 12 special character and special historical, architectural, and aesthetic interest and value, and
13 that ittheir designation as a-Landmark,§ wil further the purposes of and conform to the
14 standards set forth in Article 10 of the San Francisco Planning Code. 15 Section 2: Designation. The followino three buildinos are herebv desianated as 16 individual Landmarks. and shall be assioned individual Landmark numbers. as set forth below: 17 íßPursuant to Section 1004 of the Planning Code, Richardson Hall (a.k.a. Burke Hall) 18 located at the corner of Laouna and Hermann Streets. with a street address of 55 Laguna 19 Street (U.C. Extension Center, formerly known as the San Francisco State Teacher's School), 20 in the southeast Dortions of Lots 001 3nd 001/\ in Assessor's Block 0857 3nd Lots 001iand
21 002,- in Assessor's Block 0870. is hereby designated as a San Francisco Landmark NG 22 ~under Article 10 of the Plannino Code. This designation was initiated by Resolution No.
23 609 of the Landmarks Preservation Advisory Board on February 21,2007, which Resolution is
24 on file with the Clerk of the Board of Supervisors in File No. 0 7/~?2 and which 25
Bv~RD OF SUPERVISORS Page 2 9/12/2007 55LagOr6.doc 1 Resolution is incorporated herein by reference as though fully set forth. The Administration
2 Wina of Richardson Hall is not included in this Landmark desianation.
3 (B) Pursuant to Section 1004 of the Plannina Code. Woods Hall (a.ka. Anderson Hall)
4 located at the corner of Buchanan and Haiaht Streets. with a street address of 55 Laauna
5 Street (U.C. Extension Center. formerlv known as the San Francisco State Teacher's School),
6 in the northwest Dortions of Lots 001 and 001A in Assessor's Block 0857. is herebv
7 desianated as a San Francisco Landmark under Article 10 of the Plannina Code. This
8 desianation was initiated bv Resolution No. 609 of the Landmarks Preservation Advisorv
9 Board on Februarv 21.2007. which Resolution is on file with the Clerk of the Board of
10 SUDervisors in File No. () 7/ O;J and which Resolution is incoroorated herein bv 11 reference as thouah fullv set forth.
12 (C) Pursuant to Section 1004 of the Plannina Code. Woods Hall Annex (a.k.a. 13 Anderson Hall Annex) located on Haiaht Street between Laauna and Buchanan Streets. with 14 a street address of 55 Laauna Street (U.C. Extension Center. formerlv known as the San 15 Francisco State Teacher's School). in the north Dortion of Lot 001 in Assessor's Block 0857. is 16 herebv desianated as a San Francisco Landmark under Article 10 of the Plannina Code. This 17 desianation was initiated bv Resolution No. 609 of the Landmarks Preservation Advisorv 18 Board on Februarv 21.2007. which Resolution is on file with the Clerk of the Board of
19 SUDervisors in File No. O? /l)~ and which Resolution is incoroorated herein by 20 reference as thouah fullv set forth.
21
22 Section 3. Required Data. 23 (A) The description, location, and boundary of the -three Landmark - site§ consists of 24 the City block loc3ted between H3ight, L3gun3, Horm3nn, 3nd Buch3n3n Streets Lots 001 25
BOARD OF SUPERVISORS Page 3 9/12/2007 55LagOr6.doc 1 and 001/\ in J\ssossor's Block 0857 3nd Lots 001,002,003 in Assessor's Blook 0870 (55
2 Lagun::, 31so rofrrod to 3S the U.C. Extonsion Canter ::nd formerly known 3S the San
3 Fr::ncisoo St3te Te3cher's School). followino:
4 (1) For Richardson Hall (a.k.a. Burke Hall), located at the corner of Laauna and
5 Hermann Streets. the descriDtion. location and boundarv of the Landmark site consists of the 6 outer boundaries of the exterior facades of the buildina. includina the retainino walls adiacent
7 to Richardson Hall alona Hermann and Laouna Streets.
8 (2) For Woods Hall (a.k.a. Anderson Hall), located at the corner of Buchanan and
9 Haioht Streets. the descriDtion. location and boundarv of the Landmark site consists of the
10 outer boundaries of the exterior facades of the buildina and includes the Canarv Island Palm 11 tree (known as the "Sacred Palm"). located adiacent to and to the immediate south of Woods 12 HalL. as a contributino feature to this Landmark.
13 (3) For Woods Hall Annex (a.k.a. Anderson Hall Annex), located on Haioht Street 14 between Laauna and Buchanan Streets. the descriDtion. location and boundarv of the 15 Landmark site consists of the outer boundaries of the exterior facades of the buildina. 16 (B) The characteristics of the Landmark,§ that justify lt their designation,§ are
17 described and shown in the Landmark Designation Report adopted by the Landmarks
18 Preservation Advisory Board on April 18, 2007 and other supporting materials contained in 19 Planning Department Case Docket No. 2007.0319L. In brief, the National Register of Historic 20 Places characteristics that justify the Landmark~s: designation,§ are as follows:
21 (1) Richardson Hall. Woods Hall. and Woods Hall Annex at +!he U.C. Extension 22 Center DroDertv located at 55 Laguna Street, formerly San Francisco State Teacher's College, 23 is are significant under Criterion A of the National Register of Historic Places (Association with 24 events that have made a significant contribution to the broad patterns of our history) as well 25
BOARD OF sUPI:::KVISORS Page 4 9/12/2007 55Lag0r6.doc 1 as Criterion 1 of the California Register of Historical Resources (Associated with events that
2 have made a significant contribution to the broad patterns of local or regional history or the 3 cultural heritage of California or the United States) for their sl association with the 4 development of Normal Schools in California, for their sl association with the expanding
5 role of state and federal government in education in the 1920s and 1930s, and for their sl
6 association with the Works Progress Administration (WPA); and
7 (2) Richardson Hall. Woods Hall. and Woods Hall Annex Tho property is are also
8 significant under Criterion C of the National Register of Historic Places (Embodies the
9 distinctive characteristics of a type, period, or method of construction, or that represent the
10 work of a master, or that possess high artistic values, or that represent a significant and 11 distinguishable entity whose components may lack individual distinction) as well as Criterion 3 12 of the California Register of Historical Resources (Embodies the distinctive characteristics of a 13 type, period, region, or method of construction, or represent the work of a master or possess 14 high artistic values) as aAexample,§ of a transitional style of Spanish Revival architecture as 15 employed by the Office of the State Architect's Office, in particular by George B. McDougalL. 16 (C) The particUlar exterior features that shall be preserved, or replaced in-kind as 17 determined necessary, of the three Landmarks desionated herein are those generally shown 18 in photographs and described in the Landmark Designation Report, which can be found in 19 Planning Department Docket No. 2007.0319L and which is incorporated in this designation by 20 reference as though fully set forth. Specifically, the following features shall be preserved.
21 (1) Richardson Hall (a.k.a. Burke Hall) Berk H311, ::.k.3. Rich3rdson H311.
22 (a) All elements on exterior facades, including those facing the interior courtyard, 23 from the period of significance (1924-1957) (this includes the retaining walls along Hermann 24 and Laguna Streets adiacent to Richardson HalL. but does not include the retaininc walls 25
BOARD OF- ::UPERVISORS Page 5 9/12/2007 55LagOr6.doc 1 adiacent to the Administrative Wino of Richardson Hall nor the freestandino wall alono Haight
2 and Laouna Streets);
3 (b) Massing of the auditorium, stacks, the owl on the auditorium wall facing
4 Hermann Street;
5 (c) Entry portal on Hermann Street, including the sculpture over the entry, the
6 windows, the pediment, columns, and stairs;
7 (d) Metal railing on south side of west wing, facing Hermann Street, with aeolic 8 capitals;
9 (e) Faux bell tower and entry portal at the interior courtyard;
10 (f) Exterior historic windows including the material, configuration, operation, and 11 details; 12 (g) Mission tile roof and related fixtures; 13 (h) Interiors:
14 (i) First-floor double-loaded corridors, including barrel and groin-vaulted 15 ceilngs and decorative plaster wall treatments designed in a Spanish Revival motif;
16 (ii) Mural of an angel above a double door, by Jack Moxom, for the WPA 17 artists' project, and the entire wall where the mural is located.
18 (j) The Administration Wino of Richardson Hall (a.k.a. Burke Hall) is not included in 19 this Landmark desionation.
20 (2) Bark H311, ::.k.3. Rich3rdson H311, /\dministr3tion Wing.
21 (8) 1\11 elements on oxtorior f3c3des, including those f3cing the intorior courtY3rd,
22 from the period of signific3nce (1924 1957);
23 (b) Historic exterior 'Nindo'Ns including the m3teri31, configur3tion, oper3tion, 3nd 24 det3ils; 25
BUARD OF ~uPERVISORS Page 6 9/12/2007 55LagOr6.doc 1 (c) Mission tile roof 3nd rel3ted fixtures;
2 (d) Exterior ûrches 3nd decor3tive tiles 3round and over tho windov.'s. 3 (d~ Woods Hall (a.k.a. Anderson Hall), 3.k.3. VVoods H311.
4 (a) All elements on exterior facades, including those facing the interior courtyard,
5 from the period of significance (1924-1957);
6 (b) Entry at corner of Haight and Buchanan includinglO'v 'l311 3t sidew31k, urns, 7 gril, archway, doors, light fixtures, and pilasters;
8 (c) Entry hall interior shape and original exposed roof rafters and purlins;
9 (d) Entry from interior courtyard including archways with Ionic columns above door, 10 grilwork;
11 (e) Historic exterior windows including the material, configuration, operation, and 12 details;
13 (f) Mission tile roof and related fixtures.,~
14 (0) Canarv Island Palm tree located immediatelv adiacent to and to the south of 15 Woods Hall. known as the "Sacred Palm." 16 (41Ql Woods Hall Annex (a.k.a. Anderson Hall Annex), 3.k.3. VVoods H311 Annex.
17 (a) All elements on exterior facades, including those facing the interior courtyard, 18 from the period of significance (1924-1957);
19 (b) Entry archway on south side with columns and capitals and WPA plaque;
20 (c) Large "bay" window on south side above interior staircase and facing Kadish 21 muraL. 22 (d) Historic light fixtures on exterior facades;
23 (e) Historic exterior windows including the material, configuration, operation, and 24 details; 25
Clerk of the Board BOARD OF SUPERVISORS Page 7 9/12/2007 55LagOr6.doc 1 (f) Mission tile roof and related fixtures;
2 (g) Interior: Interior staircase and mural, "A Dissertation on Alchemy," by Reuben 3 Kadish, done for WPA artists' project.
4 (5) Gymn3sium Building, a.k.3. Middlo H311.
5 (3) 1\11 eloments on exterior fac3dos, including thoso bcing the interior courtY3rd,
6 from tho period of signific3nce (1921 1957);
7 (b) Doublo st3irc3se 3t south side of building;
8 (c) Historic extorior windows including the m3tori31, configur3tion, opor3tion, and 9 details; 10 (d) Mission tile roof 3nd rol3ted fixturos. 11 (e) Intorior: 12 (i) Gymnasium Sp3CO 3nd truss v.'ork;
13 (ii) South entry with trim 3round it 3t top of st3ir. 14 (6) Othor. 15 (a) Froo~t3nding 'h'311 310ng H3ight 3nd L3gun3 Stroots;
16 (b) C3n3ry ISI3nd P31m on upper c3mpus, known as tho "S3cred P3Im";
17 (c) Ext3nt historic exterior doors on sito. 18 (D) Tho following f-03turos do not contributo to the signific3nce of tho 13ndm3rk site 19 and 3re not heroin dosign3ted for presel''3tion. Non contributing fo3tures:
20 (1) Dent31 School building and rel3ted f03tures, including st3irs;
21 (2) /\lter3tions to Middle H311 and the '1\dministr3tion wing of Richardson H311 th3t
22 wero constructed 3fter the period of signific3nco (1957); 23 (3) Throe 3sph31t p3rking lots;
24 (1) Entr3nco g3te 3nd p3rking kiosk; 25
BOARD OF SUPERVISORS Page 8 9/12/2007 55Lag0r6.doc 1 (5) Terr3cing but buildings should not bo 'buried' by ch3nge of gr3de;
2 (6) Site st3irs not leading directly into buildings;
3 (7) Site lighting not on buildings;
4 (8) Site 13ndsc3ping (except for S3cred P3Im).
5 Section 4. The three individual Landmarks desionated herein property shall be subject
6 to further controls and procedures pursuant to the San Francisco Planning Code and Article 7 10.
8
9 APPROVED AS TO FORM: DEli . HERR RA, City Attorney 10
11 By: Marlena G. yrne 12 Deputy Cit Ättorney 13 14 15 16 17
18 19 20
21 22 23 24 25
BOARD OF SUPERVISORS Page 9 9/12/2007 55LagOr6.doc City Hall City and County of San Francisco i Dr. Carlion B. Goodlett Place San Francisco, CA 94102-4689 Tails Ordinance
File Number: 071082 Date Passed:
Ordinance designating Richardson Hall (a.k.a. Burke Hall), Woods Hall (a.k.a. Anderson Hall), and Woods Hall Annex (a.ka. Anderson Hall Annex), located at 55 Laguna Street (U.C. Extension Center, formerly known as the San Francisco State Teacher's College), as individual Landmarks under Planning Code Article 10; and adopting General Plan, Planning Code Section 101.1 (b) and environmental findings.
July 2, 2007 Board of Supervisors - RECEIVED AND ASSIGNED: Board of Supervisors July 31, 2007 Board of Supervisors - CONTINUED Ayes: 10 - Alioto-Pier, Ammiano, Daly, Elsbernd, Jew, Maxwell, McGoldrick, Mirkarimi, Peskin, Sandoval Absent: 1 - Dufty
August 14,2007 Board of Supervisors - AMENDED, AN AMENDMENT OF THE WHOLE BEARIG NEW TITLE Ayes: 9 - Alioto-Pier, Ammiano, Elsbernd, Jew, Maxwell, McGoldrick, Mirkarimi, Peskin, Sandoval Absent: 1 - Daly Excused: 1 - Dufty
August 14,2007 Board of Supervisors - PASSED ON FIRST READING AS AMENDED Ayes: 10- Alioto-Pier, Ammiano, Dufty, Elsbernd, Jew, Maxwell, McGoldrick, Mirkarimi, Peskin, Sandoval Absent: 1 - Daly
September 11, 2007 Board of Supervisors - AMENDED Ayes: 9 - Alioto-Pier, Ammiano, Daly, Elsbernd, Jew, Maxwell, McGoldrick, Mirkarimi, Peskin Excused: 2 - Dufty, Sandoval
September 11,2007 Board of Supervisors - FINALLY PASSED Ayes: 9 - Alioto-Pier, Ammiaiio, Daly, Elsbernd, Jew, Maxwell, McGoldrick, Mirkarimi, Peskin Excused: 2 - Dufty, Sandoval
City and COUlity of San Francisco Printed at 11: 15 AM on 9/12/07 File No. 071082 I hereby certify that the foregoing Ordinance was FINALLY PASSED on September 11, 2007 by the Board of Supervisors of the City and County of San Francisco.
" ~iI( Date Ap roveèl
File No. 071082
City and County of San Francisco 2 Printed mll:J5 AM all 9/12/()7 Tails Report PLANNING COMMISSION Case No. 207.0319L Page 1 55 Laguna Street Lots 001, 001 A in Assessor's Block 0857 Lots 001,002, 003 in Assessor's Block 0870 Landmark Designation of the U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College Resolution No. 17445
SAN FRANCISCO
PLANNING COMMISSION
RESOLUTION #17445
ADOPTING FINDINGS RELATED TO THE RECOMMENDATION OF DISAPPROVAL OF THE LANDMARK DESIGNATION OF U.C. EXTENSION CENTER AT 55 LAGUNA STREET (FORMERL V KNOWN AS THE SAN FRANCISCO STATE TEACHERS COLLEGE) AS A SAN FRANCISCO LANDMARK UNDER ARTICLE 10 OF THE PLANNING CODE.
1. WHEREAS, on February 21,2007, the Landmarks Preservation Advisory Board (Landmarks Board) voted on and passed Resolution #609, initiating the designation of the U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College; and
. 2. WHEREAS, The Landmarks Board, at its regular meeting of April 18, 2007, reviewed a draft of the U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College, Landmark Designation Report for 55 Laguna Street. The Landmarks Board considered the report to be a final U .C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College Landmark Designation Report, with the particularfeatures to be preserved approved at the May 18, 2007 public hearing and incorporated into the final resolution and designation report; and
3. WHEREAS, the Landmarks Board, at its regular meeting of April 18, 2007, passed Resolution #613, Adopting Findings Related to the Recommendation of Approval of the Landmark Designation of the U.C. Extension Center at 55 Laguna Street (Formerly known as The San Francisco State Teachers College) as a San Francisco Landmark Under Article 10 of the Planning Code, and forwarded this resolution to the Planning Commission for their review; and
4. WHEREAS, the Planning Commission has reviewed documents, correspondence and oral testimony on matters relevant to the proposed landmark designation, at a duly noticed public hearing held on May 24, 2007.
THEREFORE BE IT RESOLVED that the Planning Commission hereby recommends disapproval of the landmark designation of U.C. Extension Center at 55 Laguna Street, formerly PLANNING COMMISSION Case No. 207.0319L Page 2 55 Laguna Street Lots 001, 001 A in Assessor's Block 0857 Lots 001, 002, 003 in Assessor's Block 0870 Landmark Designation of the U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College Resolution No. 17445
San Francisco State Teacher's College, 55 Laguna Street, Lots 001,001 A in Assessor's Block 0857 and Lots 001, 002, 003 in Assessor's Block 0870, as a San Francisco landmark pursuant to Article 10 of the Planning Code; and
BE IT FURTHER RESOLVED that the Planning Commission hereby recommends that the Board of Supervisors disapprove the landmark designation U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College, 55 Laguna Street, Lots 001, 001A in Assessor's Block 0857 and Lots 001, 002, 003 in Assessor's Block 0870, as a San Francisco landmark pursuant to Article 10 of the Planning Code.
BE IT FURTHER RESOLVED that the Planning Commission hereby directs its Recording Secretary to transmit this Resolution, the U.C. Extension Center at 55 Laguna Street, formerly San Francisco State Teacher's College, Designation Report, and other pertinent materials in the case file 2007.0319L to the Board of Supervisors.
,,/// Linda L.0¿ D. Avery ?-~~ Commission Secretary, Planning Commission
AYES: Alexander, W. Lee, S. Lee, Antonini,
NOES: Moore, Olague, Sugaya
ABSENT: ADOPTED: June 7, 2007 LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: APPROVED: PAGE 1 of 25 PROPOSED LANDMARK NO.:
HISTORIC NAME: San Francisco Normal School/San Francisco State Teacher's College
POPULAR NAME: U.C. Extension Center
ADDRESS: 55 Laguna Street
BLOCK AND LOT: 0857-001; 0857-001 a; 0870-001; 0870-002; 0870-003
OWNER: The Regents of the University of California Office of the President, Real Estate Services Group 1111 Franklin St., 6th Floor Oakland, CA 94607
ORIGINAL USE: Collegiate level teacher training facility.
ZONING: P
NATIONAL REGISTER CRITERIA:
(A)_X_Association with events that have made a significant contribution to the broad patterns of our history. (B)_Association with the lives of persons significant in our past. (C )_Embody distinctive characteristics of a type, period, or method of construction. or that represent a significant and distinguishable entity whose components may lack individual distinction. (D)_Has yielded, or may be likely to yield information important in history or prehistory.
PERIOD OF SIGNIFICANCE:
1924-1957 The period of significance covers the period from the construction of the first Normal SchoolfTeacher's College building to the closure of the campus by San Francisco State University, the successor institution of the State Teacher's college.
INTEGRITY:
In addition to meeting one or more of the National Register and/or California Register criteria, a property must also retain integrity. Integrity is defined in the California Register regulations, California Code of Regulations, Title 14 Chapter 11.5 § 4852(c), as "the authenticity of an historical resource's physical identity evidenced by the survival of characteristics that existed during the resource's period of significance." Similarly National Register Bulletin 15 defines integrity as the ability of a property to convey its significance." While acknowledging that some degree of subjective judgment is involved in the evaluation of integrity, Bulletin 15 cautions that an integrity evaluation must always be grounded in an understanding of a property's physical features and how they relate to its significance. Both the National and California registers identify seven aspects of integrity that should be considered in evaluating a historic property. These include location, setting, design, materials, workmanship, feeling and association. A property need not meet all of these in order to retain overall integrity.
The San Francisco Normal School/State Teacher's College campus was planned and developed by the Office of the State Architect between 1924 and 1935 as an integrated complex of
I LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 2 of 25 PROPOSEDAPPROVED: LANDMARK NO.: educational buildings intended to meet the educational goals and daily pedagogic needs of the faculty and students. The property demonstrates significance through its continued ability to convey its historic appearance and function as a planned educational complex. The authenticity of each building contributes to the overall integrity of the campus as a group of structures and features on a single lot or site (Article 10 as defined in City of San Francisco Landmark Ordinance).
The development of a new campus in the 1920s and 1930s was a major recognition of the growing role of the Normal Schools as institutions of high learning and reflected the growing concern in the state for establishing high standards and uniform training in teacher education. The creation of state funded and state designed facilities at a collegiate level signified a legislative commitment to education that was substantially above that had existed in the 19th century and was the first step in the creation of a major college and university system throughout California. The San Francisco Normal School campus was developed by the state as one of eight normal schools established in California prior to 1935. Many of the early buildings associated with these institutions have either been destroyed or absorbed into a larger post- 1950s campus environment. Only two complexes of normal school buildings remain that continue to convey the clear sense of a planned campus.
The Normal School/Teacher's College campus retains its historic integrity. The campus plan is fully intact with all of the original buildings present. The only non-contributing building on the campus is the Dental Clinic circa 1970. This building is modest in size and is located at the southwest corner of the campus. It does not intrude on the historic building complex and in mass, volume, and height it does not detract from the historic buildings.
All of the buildings retain their integrity of location and setting. None of the buildings have been moved and no new building(s), other than the Dental Clinic, discussed above, have been added to the campus. The parking lots, current circulation paths and stairs and the landscaping, except for the "Sacred Palm," do not contribute to the historic significance of the site.
The setting and the relationship of the campus to the surrounding neighborhood has remained consistent over time. Hayes Valley is predominantly a residential neighborhood made up of flats and apartment buildings constructed between the late Victorian period and the 1930s. Hayes Valley was not affected by the fire of 1906 and retains a mixture of Victorians and 1920s and 1930s residential buildings. Exemplary of this admixture is a large and imposing Victorian on Buchanan Street and a multi-story 1930s apartment complex at the corner of Buchanan and Haight, both directly across the street from the campus. The Moderne elements in the design of Richardson Hall resonate with the stark Federal Modernism of the nearby Federal Mint, designed in the 1930s by G. Stanley UnderhilL. Although the campus has been sometimes viewed as self- enclosed and unresponsive to the surrounding neighborhood, the prevailing academic architectural ideal was that of a cloistered learning environment that fostered a community of scholars. In this regard the campus embraces the basic conventions of college planning and architecture. At both the northwest and southwest corners of the campus enclave there are large and clearly demarcated entrances that provide access to and from the surrounding environment.
All of the individual buildings retain integrity of materials and overall the campus presents an appearance similar to that which existed in the period of significance (1924-1957). No building within the complex has been compromised by an alteration of exterior roofing materials, cladding, fenestration or major decorative details. The most significant exterior changes that have occurred are the replacement of original double entry doors with metal fire exit doors. The one exception to this is the highly ornate Woods Hall entry which retains its original doors. The courtyard entry to the Administration Wing of Richardson Hall has been altered with the installation of a modern wooden pergola and glazed and metal frame entry doors. A small number of windows have been replaced. However, with the exception of the side windows on the courtyard façade of the LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 3 of 25 PROPOSEDAPPROVED: LANDMARK NO.: Richardson Hall Administration Wing, no window replacements are on major elevations of the buildings.
The major internal public spaces retain substantial integrity of materials. In Richardson and Woods Hall these include the primary entries and circulation spaces including the corridors and stairwells, and major WPA mural installations. The most observable alterations in primary public spaces occur in the Administrative Wing of Richardson Hall, the auditorium in the same building and the gymnasium in Middle HalL. In the Administration Wing partial walls and a long reception area desk have been inserted within the existing architectural volume of the entry. In the auditorium the finishes of the side and back walls appear to have been altered to create a more modern aesthetic in the 1950s. In Middle Hall the interior stair from the gym to upper level classrooms has been removed. In the Richardson Hall entry the changes introduce an altered appearance, but they have litte or no architectural/structural impact and are possibly reversible. Throughout the buildings, doors from the corridors into the classrooms have been replaced, although the openings appear in most cases to be originaL. Interior plaster walls are generally intact, as are cement floors in public spaces and stairs.
The majority of changes in materials have occurred in the secondary classroom and office spaces. In all the buildings these consist of dropped acoustic tile ceilings, modern light fixtures and carpeted floors. However, the configuration of classroom space has been minimally altered in most buildings with original partitions, fenestration, plaster walls and even radiators and shelves, still in place. No investigation has been conducted to determine if the original plaster ceilings and original floor coverings are present under the 1950s alterations. The most extensive classroom changes have occurred in Middle HalL. Street level classrooms were closed off from internal circulation (removal of stair from gym to second level) and basement classrooms appear to have been reconfigured to accommodate new functions.
All of the buildings demonstrate a high degree of workmanship in both exterior detailing and interior treatments. The architectural detailing and sculpture on the exterior of Richardson Hall continue to convey the skiled craftsmanship that was applied to the finishes and decorative elements of the building. The architectural detail and the cast-iron grillwork of the entry to Woods Hall are fine examples of intricate workmanship, as is the detailing of the aedicule on the courtyard side of the entry pavilion. The embellshed entry of Woods Hall Annex also displays fine examples of molded plaster work. In Richardson and Woods Halls and in the Woods Hall Annex the hallways and circulation spaces are articulated with barrel vaults, arched openings, and tiled drinking fountains. The main stair of the Annex, which culminates at the second level with the Reuben Kadish WPA mural, is particularly noteworthy in its treatment of the story and one-half arched stair window with molded plaster benches. Middle Hall exhibits workmanship in its lower entry with an applied medallon and in the alternation of concrete and cast metal work in the second story balcony. Due to its function as a gymnasium it is devoid of interior decoration and its integrity is impaired by the removal of the internal stair.
In terms of both materials and workmanship, the largest loss occurred in the 1950s with the removal or covering of the WPA murals by Hebe Daum Stackpole and Jack Moxom in Richardson Hall and the murals by Maxine Albro and John Gerrity at Woods HalL. The fate of these works of architecturally applied art is unknown. The artists themselves had no knowledge regarding the disposition of their art works.1 It is possible that all, or some, of the works were removed which would have involved the removal and the replacement of the plaster on which the
1 Smithsonian. Archives of American Ar, "Oral History interview with Hebe Daum Stackpole and Jack Moxom, January 9, i 965, Oakland, California,. http:/ww.aasi.edulcollectionsloralhistories/transcripts/stack65.htm.; 6; "Oral History Interview of Maxine Albro and Parker Hall, July 27,1964, Carmel, California, http: ww.aa.si.edulcollections/oralhistoriesltranscriptslalbr064.htm. , 3. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 4 of 25 PROPOSEDAPPROVED: LANDMARK NO.: frescos were painted. Or they may have been covered either with over-painting or a thin layer of plaster. In the case of the marble mosaic on the exterior of Woods Hall, it was either removed or plastered out. To date no investigation has been carried out to ascertain jf the art works are still in the buildings.
The most significant change on the campus may be the introduction of parking lots which replaced landscaping and wood frame classrooms in the center of the block. The parking lots occupy the central campus both at the upper and lower levels of the site. These do alter the original plan of the campus which was intended as open space. However, it does not appear that they destroyed the integrity of an executed internal campus landscape or circulation pattern. From very early in the history of the campus, enrollment far exceeded the projections on which the campus plan was based. Constant student pressure resulting from this impelled administrators to retain some of the "temporary" buildings that occupied the interior of the campus. The 1950 Sanborn shows eight such structures scattered at the center and on the southwest periphery of the campus. Although slated for removal in the 1920s and 1930s campus planning, they were not actually all taken out until San Francisco State moved entirely to the Lake Merced campus in 1957. The removal of the wood structures, which were badly deteriorated, in part realized the intent of the original campus plan, but no coherent designed landscape was installed in their place. Instead the open area was utilized for parking. Over the forty eight years that the campus served as a teacher training and college facility the center of the campus might best be described as a hodgepodge of landscape features, paths and structures installed and retained on an ad-hoc and utilitarian basis.
Despite changes that have occurred over time, the complex of related buildings that are associated with the development of higher education and teacher training in San Francisco State, continue to convey their original appearance, purpose and intent. The site can clearly be perceived to constitute a campus in arrangement, organization and in the physical features of the buildings. Although the parking lots are unattractive and intrusive, they do not obscure the inner- facing orientation and relationship among the buildings. Even more than the exterior, the interior of the buildings continue to strongly convey the educational purpose and function of the complex. The design, arrangement, and hierarchy of interior spaces unmistakably convey the feeling and atmosphere of a designed campus settng and of academic use.
ARTICLE 10 REQUIREMENTS SECTION 1004
Boundaries of the Landmark Site
From the corner of Buchanan Street and Haight Street east along the south curb of Haight Street approximately 413 feet to the corner of laguna Street. South along the west curb of Laguna Street approximately 618 feet to the corner of Hermann Street. Proceeding from the intersection of Hermann abd laguna to the corner of Hermann and Buchanan and then north along the east curb of Buchanan Street approximately 618 feet to the corner of Haight Street returning to the point of origin.
This is the historic boundary of the San Francisco Normal School/State Teacher's College, which includes the non-contributing Dental Building. This boundary is well defined by the surrounding streets. The campus site is 5.86 acres and includes the portion of Waller Street between Buchanan and laguna Streets which was abandoned and discontinued on April 6, 1922, per San Francisco Board of Supervisors Resolution No. 19812.
Characteristics of the landmark that justify its designation
The complex of related buildings that occupies the site at 55 Laguna Street is significant in the history of public higher education in San Francisco and California and in the history of teacher LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 5 of 25 PROPOSEDAPPROVED: LANDMARK NO.: training and education. The buildings display the major characteristics of the historic campus as it was constructed between 1924 and1935 and as it operated for 48 years. The period of significance extends from 1924 to 1957; from the beginning of campus construction to the consolidation of San Francisco State University at its Merced campus location. Description of particular features that should be preserved
The campus organization, plan and association of buildings, Spanish Revival architecture, major entries and interface with the surrounding neighborhood, and architectural details are characteristics that should be retained to preserve the integrity of the historic resource and to allow it to continue to convey its importance in the educational history of the city and the state.
A list of features to be preserved was developed by a committee of the San Francisco Landmarks Board and was approved May 16, 2007 This list is attached as Appendix A.
DESCRIPTION:
The UCB Laguna Extension Center consists of five buildings located on two city blocks. 2 At the time of construction, Waller Street, which bisected the site, was closed, creating a single large building site. The campus is bounded by Haight, Buchanan, Hermann, and Laguna Streets. Four of the buildings, Richardson Hall, Woods Hall, Woods Hall Annex and Middle Hall were originally constructed to house the California State Normal School at San Francisco, one of the first five teacher training institutions in the State of California.
Sited on a steep terraced hill, the buildings form a self-enclosed urban campus at the edge of a neighborhood commonly known as Hayes Valley. The four historic buildings on the site are all designed in a variant of the Spanish Revival style of architecture. The five buildings occupy the periphery of the site with three buildings, Woods Hall, Middle Hall, and the Dental Building, located on the upper terrace, and two buildings, Richardson Hall and Woods Hall Annex, located on the lower. Woods Hall is situated at the northwestern corner of the site and wraps around the corner of Buchanan and Haight Streets. Middle Hall is sited within the campus compound and, unlike the other buildings, does not border the street. A small courtyard/playground and a parking lot are also located adjacent to Middle HalL. On the lower terrace Woods Hall Annex faces onto Haight Street. On the opposite side of the lower terrace Richardson Hall wraps around the corner of Hermann and Laguna Streets. Richardson Hall is separated from the other three buildings by a steep slope in the center of the site and two surface parking lots.
The campus is enclosed behind retaining walls along both Haight and Laguna Streets. The retaining wall is articulated by a regularly spaced pattern of cast cement quoins. The retaining walls and the device of wrapping Woods Hall and Richardson Hall around the corners of the block function to create an inward looking self-enclosed campus. This arrangement also is very much in keeping with the internal courtyard orientation common to many Mediterranean Revival buildings and complexes.
There are two formal entries to the campus, one, located at the corner of Haight and Buchanan Streets, opens into Woods HalL. The other, on Hermann Street, enters through Richardson Hall. The former is recessed in a double story arch. Glazed double doors are set into an elaborate metal grill work with a multi-light arched window above. Wide pilasters flank the entry arch. Originally a WPA marble mosaic decorated the gable end above the entry. The entry to Richardson Hall is defined by a large steel-frame gate of one story. The entry doors are recessed. The entry is framed by austere pilasters and is crowned by a sculpture with an educational motif that is set on the linteL. i Assessor Parcel Numbers 0857-001, 0857-001a, 0870-001, 0870-002, and 0870-003. ,.
LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 6 of 25 PROPOSEDAPPROVED: LANDMARK NO.: A steep slope in the center of the campus separates the buildings on the interior of the campus. Part of this slope has been leveled off to create surface parking lots at the upper and lower leveL.
The Dental Building at the corner of Buchanan and Hermann was constructed in the 1970s and was not a part of the historic Normal School/State Teacher's College campus.
Richardson Hall
Richardson Hall was constructed between 1924 and 1930. L- shape in plan, Richardson Hall consists of two separate wings: a loosely connected Administration Wing on the north and the Training School Wing which consists of an east and south wing joined by a large auditorium in the southeast corner of the building. While the Administration Wing is rendered in a modest variant of the Spanish Colonial Revival style, the Training School combines a dominant Spanish Colonial Revival aesthetic with elements of the Moderne style which was gaining popularity in the 1930s, particularly in the rendering of institutional buildings. These variations in style reflect the different dates of construction of the two wings. The Administration Wing was constructed in 1924 and Richardson Hall in 1930.
The entire building is constructed of poured-in-place reinforced concrete finished in buff-colored stucco with cast concrete detailing. The combination hip and gable roof is clad in terracotta Spanish roof tiles.
The south facade is the primary public face of Richardson Hall along Hermann Street. Terraced up the steep hill, the eastern section of this facade is much higher than the western part. The main public entrance to the building occupies the easternmost bay. The entrance is flanked by a pair of chamfered columns and surmounted by a portico capped by a pair of sculpted figures. The figures flank a book and a lantern, symbolizing learning. A well-executed sculpture of an owl resides over the entry. It presence may refer to Athena. To the right of the entry is a grile in- filled with glass block. Above the entrance is a deeply recessed tripartite window located within a gable roofed pavilion. The use of Ionic capitals in the building may have been intended as a reference to and the Ionian cities as the birthplace of philosophy and academic pursuit. A grid of large steel industrial windows flank the main gate.
The Administration Wing, built 1924, exists as an almost separate building, linked to the Training School Wing by means of a small gable-roofed connector. It is a one-story, H-plan building subdivided into three sections; a central hip roofed pavilion flanked on both sides by gable roofed wings. The two-story building is set back from the retaining wall that surrounds the campus on Laguna Street, creating a narrow concrete balcony area facing the street. Both wings are punctuated by chimneys that provide rhythm to the overall composition.
The central portion of the street facade is composed of seven bays with a band of five tall rectangular window openings. These are flanked on either side by pairs of semi-circular window openings. The rectangular openings are separated by cast cement plaster ornament consisting of a narrow projecting sill and simple capitals. They are fitted with awning sash and the arched openings contain multi-light wood casement sash. The gable-roof wings are each articulated by a large arched window opening surrounded by decorative brick molding and surmounted by faience tie panels.
The west façade of the Administration Wing is oriented toward the interior of the campus. The two gable end wings form a small planted courtyard. The courtyard is partially covered by a wood frame canopy that was added at a later time. Both gable end walls are punctuated by arched windows surrounded by brick molding with a faience tile panel at the top of the arch. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 7 of 25 PROPOSEDAPPROVED: LANDMARK NO.: The south façade of the Administration Wing also faces a small-planted courtyard and is partially obscured by the small gable roofed connector that links it with the Training School Wing. The gabled connector is articulated by three rectangular window openings fitted with wood casement windows with fixed light transoms above.
The interior of the Administration Wing consists of a large lobby, office, a kitchen, lounge and several smaller offices. The most prominent feature of the lobby is a modern wood front desk hidden behind pocket doors. To the south of the lobby are several offices and the corridor connecting the Administration Wing with the Training School Wing. Ceilings are covered with acoustic tile. The connector between the Administration Wing and the Training School may have been the location of a large WPA mural by Hebe Daum Stackpole which has either been covered or removed.
The Training School Wing was added to the building in 1930 and is composed of three sections, an east wing which faces Laguna Street, a south wing which opens onto Hermann and an auditorium located a the interface between the two wings. The north and west facades of the building are oriented toward the interior of the campus.
The east wing has a hip roof. The street façade of the east wing runs along Laguna Street and is visible above the retaining walL. It is punctuated by a grid arrangement of large steel industrial windows with awning sash. These windows end at the projecting gable end of the auditorium.
The south façade of Richardson Hall contains the primary entrance to the building and to the southeast portion of the campus. The entry is a visual focal point of the building. On the upper story the wall steps back in order to create an exterior balcony. The second floor level is articulated with grilles in-filled with glass blocks.
The north facade faces the interior of the campus and features an asymmetrical arrangement of openings and decorative features combining elements of the Spanish Revival and Moderne. Perhaps the most important element is the three-story "belfry" which houses mechanical and venting equipment. A tall tower structure, it is decorated on the lower walls with a geometrical cast concrete grille which repeats a pattern found in the central gable of Woods Hall across the campus. The opening at the top of the tower has a strongly modern feeling and aesthetic. The north façade also features a porthole window, an arcade, and two large multi-light steel industrial windows with awning sash. The window bays are demarcated by flat plaster piers capped by stylized capitals. Both of the courtyard elevations feature deeply recessed windows and have a strong rhythmic pattern articulated by projecting plaster piers and shallow arcades. The west elevation has a small one-story addition at the northwestern corner. The second-story projects slightly beyond the first floor.
The Training School interior consists of circulation areas, classrooms, offices and the auditorium. The first floor has double-loaded corridors that extend the length of the building. This area is the most significant portion of the interior featuring barrel and groin-vaulted ceilings and decorative plaster wall treatments designed in a Spanish Revival motif. A niche fresco above a double door was executed by Jack Moxom for the WPA. Elaborately stenciled ceilings in the hallway were done circa 1980 by Larry Boyce, considered a master of Victorian stenciling techniques.
The auditorium has a gable roof which it shares with the south wing of the building. The auditorium is a dramatic windowless mass perched atop the tall retaining wall at the intersection of the south and east wings. Its varied profile is partially attributed to the clustered utility stacks that rise up from the basement to above the rooflne. Treated as abstract sculptural elements, the chamfered profile of the stacks are one of the more pronounced Moderne elements of the building. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 8 of 25 PROPOSEDAPPROVED: LANDMARK NO.: On the interior the auditorium is a double-height space which slopes down toward a small stage. The auditorium has a curved concrete partial-height wall and unique red-velvet seating which appears to be originaL. The interior was remodeled sometime in the 1950s.
Woods Hall
Woods Hall was built in 1926. The building wraps around the corner of Haight and Buchanan Streets at the northwest corner of the campus. The site is relatively level along Buchanan, but on Haight is steeply sloped. The exterior elevations are very austere on the street side and function to focus the building inward toward the courtyard and campus. It is a two-story-over-basement building. Woods Hall has two main wings linked by an elaborate entrance pavilion. The building is surmounted by a combination hip and gable roof clad in red terracotta roof tile. The concrete walls are covered in stucco. Woods Hall is designed in the Spanish Colonial Revival style with restrained cast concrete ornament.
The entry pavilion is sited at a forty-five degree angle at the corner of Haight and Buchanan. The entry is the building's primary architectural statement and functionally serves as a connector between the north and west wings. The entry pavilion is set back from the street and partially screened behind a concrete wall surmounted by two terra cotta urns. These urns are an important element which emphasize the portal and shape its relationship to the street. The wall conceals a short run of stairs and a modern handicapped-accessible ramp. The entry itself is deeply recessed within a barrel-vaulted vestibule. Pairs of Tuscan pilasters surmounted by plain friezes and molded spring lines flank the vestibule entrance. These moldings visually support the semi-circular arched barrel vault contained within the pediment gable. The careful and individual detailing of the Romanesque capitals are evidence of the fine workmanship that was lavished on the building entry which is suggestive of a Triumphal Arch.
The doors into the building are glazed with cast metal frame. The doors are set behind cast metal screens decorated with a profusion of abstract floral motifs culminating in a crest composed of an open book. The entry gable was the location of a WPA marble mosaic done by Maxine Albro. This mosaic, which is covered or has been removed, reflected the floral motif with the open book that is found in the entry gates.
The exterior street facades of Woods Hall are quite simple, consisting primarily of stucco-finished concrete walls punctuated by small casement windows on the upper level and wood-frame double hung windows on the lower leveL. These are deeply punched into the walls. At the sidewalk level there is a series of retaining walls and grates that allow light into the basement windows. The north wing connects into the neighboring Woods Hall Annex on the east.
Contrasting with the almost defensive character of the north and west facades are the amply fenestrated south and east facades that face toward the inner courtyard. Both wing facades are relatively similar and modestly treated. Both have stucco-finished concrete walls articulated by a regular grid of door and window openings on the first and second floors. The windows are mostly wood awning sash. There are some replacement aluminum windows.
The angled entry pavilion's rear elevation is the most prominent feature on the courtyard side of the building. The gable end is occupied by an arched opening, technically called an aedicule, which is inset with a geometric grid, a motif later repeated in the belfry of Richardson Hall. Pilasters frame the opening. Casement windows are found at both the first and second floor levels.
The interior of Woods Hall is primarily composed of classrooms and offices with an embellished formal entry and single-loaded corridors. The lobby is the most architecturally important interior LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 9 of 25 PROPOSEDAPPROVED: LANDMARK NO.: space of Woods HalL. Octagonal in plan, this double-height space retains its original exposed roof rafters and purlins. The ornamental cast-iron entry gate and the large barrel vault of the main entry are clearly visible from the octagonal lobby. This space was decoratively treated with an applied canvas mural by Bay Area artist, John Emmett Gerrity. Completed as a WPA commission, the mural covered all eight walls of the octagonal space.3
The classrooms of Woods Hall open off the long hallways of each wing and largely retain their original plan. The interiors of the classrooms have been altered over time to accommodate changing educational needs. Some of the rooms have dropped ceilings which may cover the original plaster. In addition to classrooms, the interior contains a series of offices that have also experienced some interior alterations particularly in regard to finishes.
Woods Hall Annex
Built in 1935 as an addition to Woods Hall, Woods Hall Annex maintains the Spanish Colonial Revival style of the earlier buildings on the campus. It was built by the WPA as a part of the federal governments depression era public works programs. The Annex has plaster-covered concrete exterior walls and a side gable roof clad in terra cotta tile. Similar to other buildings on the campus, the walls that face the street are sparsely fenestrated, while the south wall, facing the courtyard, is amply fenestrated with full-height windows which allow light into the classrooms along this side of the building.
The most important architectural feature of the north elevation on Haight Street is the projecting entry pavilion. This entry pavilion features a cast stone arch supported by two Romanesque columns. The main entry is flanked on either side by cast-metal light fixtures. The original doors have been replaced by contemporary metal doors. The second level is largely blank with the exception of four window openings fitted with wood casement windows. Concrete retaining walls and grates provide light and air to basement windows below grade. Part of the north façade is now obscured by olive and fichus trees.
Facing the interior courtyard, the south façade of the building responds to the steep slope of the site. The entry on this side has a large transom window. Directly above the entry is a large steel multi-light industrial window that projects outward from the wall on concrete brackets. A grid of regularly spaced fenestration dominates the rest of the south façade.
The first and second floors contain distinctive interior architectural features and materials. The main, first floor, corridor is embellished with ample cornice moldings and door/window surrounds executed in stucco in the Spanish Colonial Revival mode. The main corridor has several niches originally used as water fountains. These feature marble bases, tile backing and arched moldings above. The north wall of the main corridor has an ornate cornice molding running the length of the building. This feature is interrupted by a large arched opening flanked by square piers. Midway along the north wall of the corridor the main entry is capped by a lobed niche.
The main corridor on the second floor is not as elaborately finished as the first floor, although it has some distinctive materials and features including chamfered ceiling moldings, a running cornice molding, large square piers and small arched water fountain niches with ceramic tile backing, marble base and an eyebrow molding. The second floor corridor also has an arched barrel vault midway along its length.
3Smithsonian Archives of American Art. "Oral History Interview with John Emmett Gerrity," Berkeley, California,
January 20, 1965,3. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 10 of 25 PROPOSEDAPPROVED: LANDMARK NO.: At the second floor landing of the stair there is an important WPA mural, titled "A Dissertation on Alchemy," painted in 1935 by muralist Reuben Kadish. This is one of two extant WPA murals at the site. It is considered one of the best examples of Kadish's work.4
Along the south wall on both floors are classrooms. Like classrooms in other buildings they retain their original plan but have undergone alterations to floor coverings and ceilings height.
Middle Hall
Middle Hall, the first building constructed on the campus in 1924, is a gymnasium that originally incorporated some offce and classroom spaces on the second leveL. It is designed in the Spanish Colonial Revival style with stucco finished concrete walls, small recessed fenestration and a gabled terracotta tile roof. Similar to other buildings on the campus, grade changes on the site led to the building's distinctive form with the west façade being one-and-a-half stories. Middle Hall is both smaller and less elaborate in design and plan than the other campus buildings. The only building within the Normal School complex that does not abut the street, it forms an L with Woods Hall creating a sheltered courtyard space between the two buildings.
On the south elevation the building has two levels. The first level has a central arched entryway which is flanked by projecting buttresses and is surmounted by a decorative plaster medallion. A double concrete stair with concrete balustrades provides access to the second leveL. The second level is dominated by a bank of three industrial steel windows. A wide balcony runs the full-length of the upper elevation. It is surrounded by a low concrete wall with intermittent curved iron openings.
The fenestration on the north façade of Middle Hall is similar to the front elevation with three groups of steel sash industrial windows centered on the façade. This wall also has a mural dating from the1980s. The west facade features a shed roof addition at the upper level that was not part of the original design. There are three steel industrial windows centered on the gable above it.
The east end of the building houses a "pavilion" with classrooms that have a separate entry on the upper courtyard leveL. Originally a staircase led from the gymnasium to the first floor level, but it has been removed. This wing of the building no does not have direct access into the gym.
The interior of Middle Hall consists of a large gymnasium and a series of classrooms and offices. The gymnasium occupies the principal volume of space within the building. The original open steel trusses, wood paneling, and multi-light steel sash windows are still in place. Following the acquisition of the Lake Merced campus of the college, the gymnasium was converted into a library. As part of recent renovations, two new computer classrooms were added on the second floor leveL. The classrooms, like those in other buildings have been altered with dropped acoustic tile ceilings and floor coverings.
Dental Clinic
The Dental Clinic, located at the northeast corner of the campus, is a modern building that is not associated with the San Francisco Normal School I State Teacher's College. It was constructed circa 1970. It is a two and one-half story structure of stucco and wood. Architecturally the building makes some attempt to reference the Spanish Colonial Revival style of the campus buildings.
4 Smithsonian. Archives of American Ar. "Oral History interview with Hebe Daum Stackpole and Jack Moxom. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: APPROVED: PAGE 11 of 25 PROPOSED LANDMARK NO.: WPA Murals and Other Architectural Decoration
The Teacher's College was the location of several architectural mural projects executed under the auspices of the Works Progress Administration (WPA), one of the relief programs established by the Roosevelt administration during the Great Depression.
Of the several murals that were completed on the campus, two are still extant. One of the murals, "A Dissertation on Alchemy," designed by Reuben Kadish is located in the Woods Hall Annex. The other, an angel by Jack Moxom, is located in Richardson HalL5 Both are located in public space.
The Kadish mural is divided into six panels, each portraying alchemy and science through a series of figures and symbols. The central panel portrays a large shattered egg shape entity with a highly stylized spiral emitting from its interior. Kadish had originally planned a mural portraying the splitting of the atom and this central form may be a more abstract reworking of that idea which had been considered too radical by WPA officials. In its composition and color the work shows the strong influences of David Siqueros, with whom Kadish studied, as well as the influence of European Surrealism.6
Moxom's fresco portrays a single angel with large wings that fill the recessed wall space above a door. Executed using traditional fresco technique, the angel references a subject matter associated with the Spanish Revival style of the building. However, it has a robustness, especially in the round face and outsized feet, that draws on the Mexican muralists of the period. According to Moxom, in a 1965 interview, this angel may have been one of several that he painted in the door niches of Richardson HalL7
Campus Landscape
Surrounding the entire campus is a concrete sidewalk and a series of plantings, including olive, ficus and bottlebrush trees. The campus contains a series of paths and staircases that provide circulation between the upper and lower terraces. On the upper terrace, a formal courtyard is located in a small alcove formed by Woods and Middle Halls. In addition, a series of stepped courtyards are formed along the southern face of Woods Hall and the Woods Hall Annex down to the parking lot that occupies the northeastern corner of the campus. The upper and lower terraces are separated by an ivy-covered sloped area. Plantings in the center of the campus include a Canary palm tree known as the "Sacred Palm." Named by San Francisco State students in the early 1940's, the tree signified a place to gather and represents a visual and conspicuous landmark on the campus. There are other large, healthy trees located on the campus, including two large ficus trees as well as olive and oak located on the lower south end parking lot against Richardson Hall.
During much of the history of the campus wood-frame buildings from the early post earthquake period continued to occupy space within the campus. Although slated for removal under the campus plan, this was not accomplished until the 1950s. This undoubtedly interfered with the realization of a completely coherent central landscape. In the 1960s and later, parking lots were terraced into the central slope.
STATEMENT OF SIGNIFICANCE:
S Ibid. 6 Ibid., 20. 7 Ibid., 12. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 12 of 25 PROPOSEDAPPROVED: LANDMARK NO.: The Laguna Street campus of the San Francisco Normal School/State Teacher's College is significant under Criterion A of the National Register of Historic Places and Criterion 1 of the California Register of Historical Resources for its association with the development of Normal Schools in California. The normal school movement in the United States was a major educational reform effort that originated in the 1820s and that culminated in the creation of fully accredited four year college programs designed to educate and train teachers. The goal of the normal schools was to produce teachers who would provide a high quality, standardized education in the public schools systems of the country. The San Francisco campus is one of two remaining Normal School/State Teacher's College building complexes in the State of California.8 It is a vivid reminder of an important phase in the development of higher education and the ideals of universal public education.
The campus also is associated with the expanding role of state and federal government in education in the 1920s and 1930s. The development of the campus in San Francisco, as well as other campuses in the state, exemplifies the more comprehensive role that state government was taking in regard to the state's system of higher education in this period. The passage of authorizing legislation for state teacher's colleges, expansion of funding for these institutions, and the increasing centralization of college governance was exemplified in the new campus complexes designed and built by the state for the schools. The campuses of the 1920s and 1930s were forerunners of the expansive system of public colleges and universities that the state developed in the 1950s and 1960s.
It also is significant under Criterion N1 for its association with the Works Progress Administration (WPA). The WPA and its affilated Federal Ars Project (FAP) were major relief and recovery programs initiated by the federal government during the Great Depression. Employing artists, architects, engineers, writers and theater professionals, the WPNFAP employed hundreds of professionals and craftsman. It initiated building and art programs throughout the country. Some of the most important, and best recognized, work of the program was in the form of public art murals installed in public buildings. The mural projects had the express objective of bringing art to a broad and diverse audience and democratizing a form of cultural that was often seen as the exclusive province of an economic and social elite.
Several aspects of the Laguna Campus are associated with this major public works programs. The Woods Hall Annex building, described below, was built by the WPA in 1935. At least five WPA mural commissions were installed in the buildings, each by a different artist. Two of these murals, one in the Woods Hall Annex and one in Richardson Hall are still extant. It is possible that others were plastered or painted over and are present on the property. It should be noted that a substantial amount of public works money and person-power was directed toward the design, building and enhancement of schools at all levels of education. In this regard the Laguna Campus is also representative of the WPNFPA programs.
Backqround
The Laguna Street Campus was constructed between 1924 and 1935 to house the San Francisco Normal School, one of the first five normal schools in the state and one of eight teacher training facilties established in California prior to World War II. In 1922 the Normal School was renamed the San Francisco State Teacher's College and in 1935 it became San Francisco State University. The Laguna Street campus served as a home to these state institutions for 48 years until 1957.
8 The other surviving example of a California Norml School/State Teacher's College is a i 935 complex ofhuildings on the San Diego State University campus. These buildings are listed in the National Register of Historic Places and the California Register of Historical Resources. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 13 of 25 PROPOSEDAPPROVED: LANDMARK NO.: The campus is located on two city blocks in an area of San Francisco commonly known as Hayes Valley. The area is named after Colonel Thomas Hayes, who acquired a160 acre tract of land in the vicinity in 1849. Hayes' land was roughly bounded by the intersections of Fulton and Polk streets (east), Laguna and Turk streets (north), Webster and Oak streets (west), and Market Street (south). At first sparsely populated, the neighborhood developed as a residential area during the late 19th century.9
The site of the campus was originally occupied by the Protestant Orphan Asylum. Founded in 1851, the Protestant Orphan Asylum was the first orphanage established on the West Coast. Founded in a small cottage on Folsom Street, the orphanage was given $30,000 by the Common (City) Council to buy land and construct a new building on Laguna Street. Completed in 1854, the large two-story brick building had a capacity to care for 250 orphans.10 According to the 1893 Sanborn Fire Insurance map, a one-story wood-frame schoolhouse was located just south of the orphanage.
Although Hayes Valley did not burn in the fire that swept through much of the south part of the city following the earthquake of 1906, the masonry Orphan Asylum was badly damaged by the quake itself. Other buildings associated with the orphanage either dated from prior to the earthquake or were built shortly after. These included the chapel, a one-story woodworking building, several storage sheds, a laundry building, and a laundry/heating plant.
The San Francisco Normal School, located on Powell Street, was destroyed in the 1906 fire. After briefly resuming classes in Oakland, the Normal School was moved to the grounds of the Orphan Asylum where it was initially housed in the chapel building. To the north, a row of wood- frame classroom structures was built along Waller. Classrooms were also built at the corner of Hermann and Buchanan Streets.
As a result of the general survival of the neighborhood, the Laguna campus retains many elements of its original setting, including the residential side streets still occupied by Victorian houses and flats, or in-filled with flats and apartments of the same vintage as the schooL.
The Normal School Movement
Until the early 19th century there were no formal educational training programs or standards for entering the teaching profession. In urban areas, teachers were recruited from the ranks of secondary schools and among college graduates. However, in many rural and frontier areas, teachers had only rudimentary education themselves before taking up the profession of teaching. In general secondary teachers were drawn from among the graduates of liberal arts colleges and were not considered to need any specialized training in pedagogy until later in the 19th century. The term "Normal" school is derived from the French "ecole normal" and implies the implementation of standardized teaching norms. It was the objective of the normal school movement to improve the quality of teacher training and to establish standards and norms for elementary school education. Less directly, but also important, were the objectives of raising the status of the teaching profession, increasing salaries and providing a means for "respectable" employment for women of modest means and financial resources.11 Many reformers also wished to introduce European educational innovations, such as the kindergarten, into American schools.
9 Mordley, M., C.E. Offcial Map of Hayes Valley Tract, n.d. 10 Page and Turnbull. "Historic Resources Evaluation: UCB Laguna Extension Campus, San Francisco, California." Unpublished report, May, 2004, 22. i i Roland, Carol. "The Kindergaren Movement in California: a Study in Class and Social Fellnísm."
Unpublished Ph.D. disserttion, University of California, Riverside, 1980, 102. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 14 of 25 PROPOSEDAPPROVED: LANDMARK NO.: The earliest programs geared to preparing individuals, primarily women, as teachers were established in private secondary schools. The first public program was instituted in Massachusetts in 1839.
A number of educational reformers took up the cause of improving the quality and increasing the quantity of American teachers. Important figures in the history of American education such as Henry Barnard and Horace Mann strongly advocated for the expansion of normal school education, particularly to meet the needs of elementary schools.
Normal Schools in California
The first normal school west of the Mississippi was established in St. Louis in 1857. In California public concern regarding the lack of professionally trained teachers led to a call for the establishment of New England style normal schools to prepare teachers for the public schools. The first effort in this direction was the establishment of Minns Evening Normal School in San Francisco.12 The evening school, which met once a week, was under the direction of the San Francisco School System which required prospective and practicing teachers to attend. However, many teachers, educators and reformers felt that this was a first, but insufficient, effort and they continued to call for the establishment of a full-time program that could adequately prepare teacher's for their task.
With the support of the State Superintendent of Schools, Andrew Jackson Moulder, notable educational figures and groups such as John Swett and the California State Teacher's Institute, the California legislature passed an enabling bil in May, 1862, that provided for free teacher education in the State.13 This legislation set up a state board with the authority to accept buildings, furniture and facilities from the San Francisco Board of Education and to award diplomas and certificates.
San Francisco was a natural choice for the first state supported Normal School given the precedent of the Minns program and the fact that the city had the largest school district in the state at the time. The local school district provided facilities for instruction in existing buildings but made no move to provide the San Francisco Normal School with its own building or campus. This situation continued from 1862 to 1871 by which time the pressure of enrollment and the often inadequate conditions of the temporary buildings led to action to provide a permanent facility. This decision resulted in a fierce competition among several cities to secure the State Normal SchooL. In 1871 the State Superintendent of Schools selected San Jose as the site of the first permanent campus. This decision was both a response to the heavy lobbying campaign of the city, and a reflection of the view that a Bay Area location might leave the Normal School overshadowed by the "State University" at Berkeley.14
However, teacher-training courses continued to be taught in San Francisco as a part of the publicly funded Girls' High School under the auspices of Principal John Swett. Swett was a noted California educator and strong supporter of the Normal School movement as well as of increased
professional opportunities for women. is The program was geared to prepare its graduates to embark on a post-graduation career in elementary teaching. However, the program experienced some problems combining the classical high school curriculum with the more vocationally
12 Merlino, Maxine, "A History of the California State Norml Schools: Their Origin, Growth, and
Transformtion into Teachers Colleges," unpublished Ed.D. disserttion, University of Southern California, 1962, 169. 13lbid.,44. 14 Ryan, Edwin. "History of Manual Training Teacher Education in California State Normal Schools." Unpublished Ed.D dissertation, University of California, Los Angeles, 1964. IS Roland. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 15 of 25 PROPOSEDAPPROVED: LANDMARK NO.: oriented normal school training. Although it graduated a number of young women, the program operated somewhat at odds with a more general trend toward raising teacher training to the post- secondary leveL. The Girl's High School program was terminated in 1874.16
The 1880s saw a significant expansion of the normal school system. Population growth and expansion within the state placed increasing pressures on local school systems and created an increasing demand to make teacher training more accessible in some of the rural areas of the state. In 1881 a Southern California Normal School was established in Los Angeles. In 1887 a school was opened in Chico on land donated by General George BidwelL. 17 At first these institutions were viewed as branches of the school at San Jose, but by 1887 legislation was passed making each an independent school under the direct governance of the State Board.
In 1899 two more normal schools were added to the state system, one in San Diego and one in San Francisco. Although the San Francisco School Board displayed a somewhat apathetic attitude toward the re-establishment of a normal school within the city, the State legislature provided authorization and funding and the school was opened in rented quarters in July, 1899. With limited funding, the San Francisco Normal School struggled with inadequate physical faciliies for its first several years.
The leadership of the San Francisco Normal School was placed in the hands of Frederick Burk. Burk was an important educational figure in California who enjoyed a national reputation. He graduated from the University of California in 1883 with a Bachelor of Letters degree. He taught in both public and private schools to finance his post graduate work at Stanford. receiving his MA in 1892. In 1896 he began studies for the Ph.D. under the tutelage of G. Stanley Hall in Massachusetts. When he returned to California he served as Superintendent of Schools for Santa Barbara in 1898-1899. He then accepted an offer to become President of San Francisco State Normal School shortly after the Legislature authorized its creation. He served as President until his death in 1924.
Undeterred by the "old, barren-looking" facilties that were provided,Burk saw new opportunities in the urban location of the school.18 San Francisco had excellent secondary schools from which the Normal School could draw recent graduates. Long an advocate of more stringent entry standards for normal schools,Burk instituted admissions standards equivalent to those of the University of California. In this regard he was a pioneer both in the in the state and country.
Burke and his faculty also made substantial curriculum changes. Arguing that the normal school was:
...a technical school, ranking in character with schools of medicine, engineering, law and trade-learning...Thus the San Francisco Normal School stands for a sharp distinction between general or academic scholarship and technical or professional training special to teachers. .. 19
Burk introduced courses on educational philosophy and its practical application in the classroom. San Francisco Normal School taught no general academic courses. They ~ioneered in introducing seminar based classes and practice teaching into the program. 0
16 Ryan, 47.
I7Merlino,90., 18lbid, i 73. 19 Ibid, 175. 20 Ibid, 186 LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: APPROVED: PAGE 16 of 25 PROPOSED LANDMARK NO.:
San Francisco Normal School quickly established itself as a center of educational debate and a progressive voice promoting higher standards for both teachers and students. Among the state's normal school facilities San Francisco and Los Angeles took on more prominent roles as research institutions. San Francisco began publishing a series of bulletins based on faculty research and observation. In 1912 it launched a more widely circulated series of monographs on educational issues. Between 1910 and 1913 it initiated experiments regarding individual differences and the learning process. San Francisco Normal School also introduced the concept of evaluating student achievements within a specific area without regard to age or accomplishment in other subjects. In 1914 they introduced the first post-graduate course and in 1917 they added special elementary and secondary diplomas in music, physical education and playground athletics.21. In addition to training large numbers of teachers in the Bay Area, San Francisco Normal School was a center of educational innovation and debate both within the state and in the larger professional educational world.
Many of the ideas pioneered at San Francisco Normal School, particularly those related to professional standards and excellence, and training curriculum were embodied in series of major education and government policy debates from 1900 to 1919. The debates centered around defining the proper role and future of the normal schools. This debate began with a report prepared for the Governor of California that summarized the status of the five State Normal School campuses. This study revealed wide differences in orientation, curriculum and standards among the campuses.22 This in turn led to several years of discussion regarding Normal School governance, the relationship of the schools to the University of California, and the proper balance between general academic education and professional training in the normal school curriculum. In the words of educational historian, Maxine Merlino, these debates .... .gradually impelled the normal schools to become teachers colleges and also provided the initial impulse which transformed the Los Angeles Normal School into the southern branch of the state university." 23 This debate came to a head in 1919 when the legislature appointed a special committee to investigate "the problem of meeting the needs and furnishing support for the schools and educational institutions of the state." The report, commonly known as the Jones Report, recommended that the normal schools be transformed into teachers colleges with full collegiate status. This recommendation was passed into legislation in May, 1921. This action elevated teacher education to the post-secondary level and was the culmination of a long reform effort. It also functioned to create eight acknowledged collegiate level institutions which eventually became the California State University system.24 In keeping with its change in status, the San Francisco Normal School changed its name to San Francisco State Teacher's College and, again, in 1935 to San Francisco State College.
The LaQuna Street Campus
When the Powell Street Normal School building was destroyed in the earthquake of 1906, classes reconvened temporarily in Oakland, but within a short time the Normal School moved to more permanent quarters in the Chapel of the Protestant Orphan Asylum in Hayes Valley. The Orphanage building was severely damaged in the quake, but other buildings were left unharmed. The "new" campus, in addition to the Chapel, consisted of a row of one-story classrooms along Waller Street, a two-story building on Buchanan, and a U-plan, two-story Mission Revival style classroom building at the corner of Buchanan and Hermann Streets.25
21 Ibid, 312. 22 Ibid, 211.
23 Ibid.
24 The Los Angeles Normal School was the only one of the normal schools to became part of the University of California. 25 Page and Turnbull, 23. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: APPROVED: PAGE 17 of 25 PROPOSED LANDMARK NO.:
The schools new status as a college and its expanded liberal arts curriculum encouraged the development of new and more adequate faciliy. Initially, Bay Area architect, Bernard Maybeck was retained to develop to develop a concept plan. The Maybeck plan, however, was abandoned at an early concept stage and was never implemented.26 Instead the school turned to the Office of the State Architect in Sacramento to prepare a master plan for the campus.
The State Architect's Office had begun as a small operation located within the California Department of Public Works with oversight of state building construction. During the teens and early 1920s the offce substantially increased in size, employing a number of young architects and designers, some of whom went on to establish successful private practices and acquire notable regional reputations. 27 The offce began to assume more responsibility for the design and construction of state funded facilties including mental hospitals, facilities for the developmentally disabled, fish hatcheries, state office buildings and state courthouses. With the passage of the Field Act in 1933, they assumed plan-check authority over local school building design.
In carrying out its work, the Offce drew on a wide variety of popular styles. Buildings in the 1920s were executed in period revivals style including examples of Tudor, Norman and, as in the case of the San Francisco Teacher's College, Spanish RevivaL. The massive Courts and Library and Unruh buildings adjacent to the State Capitol were executed in the Classical Revival Style. In the later part of the 1930s, the office began to design more Streamline Moderne offices and facilities that were modeled on what might be termed New Deal government modern. Excellent examples of this type are also found in the area of the State CapitoL. A number of buildings designed in the period 1915-1940 by the State Architect have been recognized with listing in the National Register of Historic Places or formal determinations of eligibility under section 106. Some of these include the Library and Courts Building, Sacramento, the Cal Trans, Veterans Affairs and Legislative Offce buildings, Sacramento, and the original San Diego Teacher's College campus.
State Architect George B. McDougall initiated a Master Plan for the San Francisco campus which was to be developed in phases as funding became available.26 The proposed new campus of the State Teachers' College was described as being "beautiful, imposing, healthful, and efficient." The new campus was planned to eventually accommodate 800 student teachers and 400 elementary school students." 29
The campus was planned to have two prominent entrances arranged on a northeast-southwest axis. In keeping with the traditions of Spanish architecture and in response to the notion of a self- enclosed educational environment, the buildings were oriented inward on a central courtyard plan. In addition, each of the buildings had smaller courtyard areas designed to provide places of outdoor study, repose and student interaction.
The buildings designed by the State Architect were realized over a period of ten years between 1924 and 1935. Although each is individual in its design and detailing, they are all executed within the Spanish Revival style and form a coherent architectural and aesthetic complex.
26 Ibid. 27 At least two notable Sacramento architects of the 1920s and i 930s, Charles Dean and Arthur Widdowson, began their careers in the State Architect's Offce. Both produced buildings that have been listed in the National Register. 28 Page and Turnbull, 28.
29 Ibid. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 18 of 25 PROPOSEDAPPROVED: LANDMARK NO.: The buildings are described in some detail under the Description Section of the Landmark application. Only their chronology is reviewed here. The first building to be completed was the gymnasium, known as Middle HalL. In 1924 the Administrative Wing of Richardson Hall was initiated to house a kindergarten training faciliy. In 1926 plans were underway to construct a science building, Woods HalL. In 1930 the auditorium and classroom wing, known as the Training Wing, of Richardson Hall were added to the campus. Finally, with the assistance of the WPA, the Woods Hall Annex was completed in 1935.
Despite this aggressive building program enrollment constantly exceeded the capacity of the campus. The 800 student limit of the campus was exceeded before construction of the complex could be completed. As a result, the older Victorian and post-earthquake buildings which were to have been removed under the campus plan remained and continued to be used for classrooms. Over the years they became increasingly dilapidated and were widely viewed as fire hazards. One of San Francisco State's earliest protests came in 1938 as a result of crowded conditions, when students demanded that something be done about the inadequate facilities.
By the late 1930s school administrators had begun a campaign to acquire one of the last large parcels of land in San Francisco near Lake Merced at the western edge of the city. Development of the western campus began in the 1940s. For nineteen years the school maintained both a "downtown" campus at 55 Laguna and the larger campus at Lake Merced. In 1957 all operations were consolidated at the Lake Merced campus. The downtown campus was transferred to the University of California, which used it as an extension program site until 2001.
Of the several normal schools that were constructed, the only surviving campuses are those in San Diego and San Francisco. Other early normal school buildings were lost to fire and subsequent State College campus growth, or remain as isolated buildings within the context of predominantly 1950s and 1960s campus environments. Both of these surviving campuses were designed by the State Architect in the Spanish Revival Style of architecture. Both were also conceived as campuses; that is as an interrelated group of buildings which all supported the educational function of the institution. Both were designed on a central court yard plan to promote student and faculty interaction in a cloistered environment. Both campuses received WPA assistance during the depression. The ori~inal San Diego Teacher's College has been listed in the National Register of Historic Places. 0
Works Progress Administration (WPA)
In 1935, President Franklin D. Roosevelt initiated a work relief program under the umbrella of the National Recovery Act (NRA) called the Works Progress Administration (WPA). Cities and towns around the nation welcomed this relief program which updated public infrastructure and helped to jumpstart the economy. Workers were provided by the community and the wages were paid by the federal government. At it peak, the WPA employed 3.5 milion workers and administered a budget of eleven billion dollars.31 During the first few years of the program over $200,000,000 worth of contracts were let to thousands of unemployed architects, contractors and suppliers. Although funds were used for a variety of projects, school construction was a priority, along with post offices, bridges, dams and transportation infrastructure. Many of the schools built were in smaller communities that had long been under-served." Lasting until 1942, the Works Progress Administration was responsible for the construction of some 116,000 buildings, 78,000 bridges, and 651,000 miles of roads and the improvement of 800 airports.32 .Under the WPA programs for
30 California State University, San Diego. "HistoryofSDSU," http:/ww.sdsu.edu/carnpusinfoo/history.htrnl. 31 Page andTurnbull, 33. 32 Ibid. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 19 of 25 PROPOSEDAPPROVED: LANDMARK NO.: the employment of artist and craftsman were also established.33
During the 1920s and 1930s there was a growing debate among artists regarding the purpose of art. Influenced in part by the political atmosphere of the times. the economic collapse of the 1930s, the rise of European fascism, Union activity in the U.S. and increasing radicalism in literary and artistic circles, there was a broad discussion of elitism and Eurocentrism in the American art world and a call for a more democratic and distinctively American art. Many artists and others felt that art should be made more assessable to the masses and should speak more directly to political and social issues.
While this discussion had been going on in the art world in such groups as Steiglitz Studio 291 and among the Ash Can school artists throughout the 1920s, it entered the public arena with the creation of the New Deal relief programs. The Federal Arts Prograpm and other arts programs sponsored a wide variety of artistic expression including sculpture, painting and lithography, photography, writing and theater. Part of the stated purpose of incorporatin~ the arts into the public works programs was to make art more accessible to a larger public. 3 In its attempt to reach more people a significant portion of the programs' resources were expended in the creation of murals in public building. Holger Cahill. the national director of the FAP, placed a major emphasis on art in public buildings where it could be viewed by people from all walks of life. The popularity of mural art also was spurred by the wide exposure that the work of the Mexican muralists, Diego Rivera, David Siqueros, and Jose Orozco had in the U.S. in the early 1930s. Both Riveria and Siqueros worked and lectured in American cities, particularly San Francisco and New York.35 The introduction of art and art teaching into the schools also was an important aspect of FAP's mission and it is not accidental that many mural commissions were let for the embellishment of public schools and other educational facilities. San Francisco Teacher's College was an institution that brought together many of the WPA's goals at one site.
WPA in San Francisco
In addition to its support of many artists who later acquired national and international reputations, the WPA gave broad opportunities to local artists and artisans in all parts of the country. Divided into regional administrations, it reached into many art schools to find talented people who could be given opportunities for artistic expression. San Francisco was one of the first cities to receiving funding for local projects under the WPA. Thanks to the tireless efforts of Mayor Angelo J. Rossi, the first two projects to be undertaken were the completion and grading of an underground drainage system and the surfacing of a road at Lake Merced and a road through McAllen Park at Persia and La Grande begun in October 1935.36 In addition to the numerous road and landscape projects, the WPA contributed to several prominent buildings in the city, including a remodeling of Civic Auditorium, and construction of the Police Stables at Golden Gate Park, West Portal and Bernal Heights Libraries, Aquatic Park, the San Francisco Zoo, improvements at Laguna Honda Hospital and the installation of the well-known murals at Co Tower. it
San Francisco State Teacher's College was a center of intense WPA activity in the city. The
33 The New Deal actually instituted at least four different programs for the support of arts and artists. Of these the Federal Arts Project (F AP) under the WP A was the largest and best known. Other program included the Public Works of Art Project (PWAP) of 1933, the Treaury Relief Ar Program (TRA) of 1935 and Federal One of 1935. Although the term of employment differed from program to progrm all had the general purpose of democratizing ar and making it more widely available to the general public. 34 Saab,Joan. For the Milions: American art and culture between the wars, Philadelphia: University of Pennsylvania
Press, 2004, 4. 35 Ibid, 41. 36 Page and Turbull, 34. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 20 of 25 PROPOSEDAPPROVED: LANDMARK NO.: WPA was responsible for the execution of the Woods Hall Annex building and produced a wide range of mural art throughout the site. Two of these murals are stil extant, a large wall mural by Rueben Kadish in the Woods Hall Annex and an angel done by Jack Moxom in a doorway niche in Richardson Hal1.37 However, at least four other frescoes/murals were completed in the buildings.38 The fate of these murals is unknown and no investigations have been conducted to ascertain if they are still in the buildings.
The artists responsible for the WPA murals at the Teacher's College included Reuben Kadish, Hebe Daum Stackpole, Maxine Albro, Jack Moxom and John Emmett Gerrity. The extant murals are described in detail in the Description Section of the Landmark application. These murals and the other mural work that was done at the property are discussed here in the context of the artists' careers and other work.
Rueben Kadish executed the mural known as "A Dissertation on Alchemy," which is located at the top of the stairwell at the east end of the Annex building. The building was part of the college's science facility and the mural drew it subject matter from that association. Kadish originally designed a mural for the building which illustrated the Lawrence Livermore Laboratory and the first atom smasher. However, Timothy Pflueger and the Art Commission found the interpretation to radical and asked for it to be redesigned.39 Kadish, like many artists of the 1930s, had strong leftist political leanings and produced a number of controversial works including a politically charge work at the City of Hope tuberculosis center.
Kadish was trained at the Otis Art Institute in Los Angeles. In Los Angeles he worked under the tutelage of the well-known Mexican political muralist, David Siqueros. When Siqueros was unable to fulfill a commission in Morelia, Mexico, he turned over the project to Kadish and his fellow artist Philip Goldstein, who completed a mural entitled "The Struggle again War and Fascism." During WWII Kadish was an art correspondent for LIFE magazine. He went on to become an art and design teacher at the Newark School of Fine Art and Industrial Design, the Brooklyn Museum of Art and the Cooper Union in New York City. He was associated with the New York art scene of the 1950s where he was part of an artistic community that included Jackson Pollack and his old associate Philip Goldstein (aka Guston). On the side, he was a part owner of White Horse Tavern, a well-known artists hang out in the city. Kadish died in 1992.
Other surviving murals by Kadish include "City of Hope," (1936) Duarte, California, which has recently been restored, "Struggle Against Terrorism, îriumph of Good over Evil," and The Inquisition, "all at the University Museum in Morelia Mexico (1934-5). In his later career Kadish turned to sculpture as his primary medium of expression.
Hebe Daum Stackpole executed a large wall mural at the Teacher's College which was associated by subject matter with the kindergarten training done at the college. According to Stackpole the mural measured two hundred by fifty square feet and took nearly a year to complete.4o The subject was small children playing. The location of the mural is somewhat unclear. In a 1965 interview Stackpole recalled placing the mural in the connection between the kindergarten and another building. This is probably the small connecting hallway between the Richardson Hall Administration Wing and the auditorium/class room wing of the building. According to her description there was a mosaic at the bottom of the mural which was done by
37 Smithsonian Archives of American Art, Interview with Hebe Daum Stackpole and Jack Moxom.The Turnbull eport on 55 Laguna Street attbutes the niche fresco to Hebe Stackpole, but in this extended oral history interview with both Stackpole and Moxom, the angel is clearly attibuted to the later. 38 Smithsonian. Archives of American Ar. "Oral History interview with Hebe Daum Stackpole and Jack Moxom, 14- 19. J9.lbid. 40 Ibid, 12. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 21 of 25 PROPOSEDAPPROVED: LANDMARK NO.: Maxine Albro. Jack Moxom described the murals as occupying a "tiny corridor where the athletes would tear down for showers.. .the corridor was a classic with a beamed ceiling and all the wall around covered by perfectly delightful drawings of children.,,41
Stackpole was a Dutch immigrated who attended the California School of Fine Arts from 1931-33. There she studied sculpture under Robert Stackpole (no relation) and fresco painting under Roy Boynton. She assisted Suzanne Scheuer in painting the WPA mural in Coit Tower in 1934. In 1934 she was commissioned to do the mural at the Teacher's College. She later married photographer Peter Stackpole and seems to have only intermittently pursued her art.42
Maxine Albro executed an elaborate mosaic mural over the entry to Woods HalL. The mosaic, assembled of marble pieces was designed by Albro and then installed by a team of assistants under her direction. The mural covered the entire gabled pediment with a composition on a floral motif with two figures studying.under a tree. It is one of the few examples of marble mosaic that was done under the WPA program. Albro and her assistants also added a mosaic element to Hebe Daum Stackpole's mural at the campus (see above).
Albro studied at the California School of Fine Arts and spent a part of a year at the Student League in New York. She also worked in Mexico with Paul O'Higgins, an American assistant to Diego Riveria. Although she never studied directly with Rivera, she had substantial opportunity to observe him at work. When she returned to the U.S. she was selected to work as an assistant at Co it Tower where she spent six month working on the WPA murals there.
Albro continued to pursue her work as a painter and as a muralist after the 1930s. Her work is in the collections of the University of Arizona Art Museum, the Oakland Museum and the San Diego Art Museum.
Jack Moxom painted one of the extant frescos in the buildings, a single angel in a niche over a door in Richardson Hall. In a 1965 interview, Moxen recalled having painted other single angels over doors and also a large ("several hundred feet" mural in the Iibrary.43 The subject matter of the library mural was children, but, according to Moxom, portrayed differently than those of Hebe Stackpole. Moxom also alludes to the mural and some of the angels having been painted OUt.44
A large mounted canvas mural was done in the entry to Woods Hall by John Emmett Gerrity. It was executed according to color theories that Gerrity was experimenting with at the time. The mural took approximately four years to finish; Gerrity taking a leave of absence to work on paintings for the Worlds Fair. It is unclear if the mural was taken down or possibly painted over.
Gerrity was a self-taught painter associated with the early San Francisco modernist movement. In the 1920's his work was widely shown in the Bay Areas, including an exhibition at the Palace of the Legion of Honor. He was a member of the Bohemian Club and taught at the California School of Fine Arts.
The two remaining murals, the frescos by Jack Maxam and Rueben Kadish are excellent examples of WPAlFPA art. They exemplify the range of styles and subject matter encompassed by the public works projects. Moxom worked in a highly traditional fresco style employing a subject matter common in historic fresco work. But in the broad faces and exaggerated feet of the figure Moxom drew heavily on figurative conventions of the Mexican muralists of the era. Kadish's work shows the influence of the Mexican muralists as well as European surrealism. It is
4lIbid. 42 Ibid, 7. 43 Ibid,12.
44 Ibid. LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 22 of 25 PROPOSEDAPPROVED: LANDMARK NO.: a highly unique and personal expression in both content and style. The association of the mural work with the Teacher's College fulfilled a number of goals of the public arts program of the New DeaL. It exposed an urban student population to works of art in their daily environment, and implicitly it functioned to heighten the aesthetic awareness of those who would be teaching in the public schools.
In his book, The New Deal for Artists, Richard McKenzie estimated that over 2500 murals were done by the FAP alone. Although WPA art fell into disfavor in the 1950s as Abstract Expressionism rose to the fore in the art world and as the House Unamerican Activities Commission pursued artists and writers with left wing political connections, there is litte doubt that the depression era public arts programs produced an enormous legacy in the form of public monuments and fostered the careers of many artists who would have found no other form of support during the depression. Among the alumni of the WPA were such notable artists as Ben Schahn, Marsden Hartley, Reginald Marsh, Wiliam De Kooning, Maurice Stern, Rockwell Kent and Jackson Pollock. San Francisco has a limited number of WPA murals, some of which have been recognized both as representations of an important historic government program and as works of art. The San Francisco Teacher's College murals are important in both of these regards. The Rueben Kadish mural not only stands alone as an example of public mural art, but is also an integral part of the Annex building which was constructed by the WPA as a part of its support of educational institutions. Although the artists who produced these works are not as well known as some who worked for the WPA, they are representative of the San Francisco and Los Angeles art communities that existed in the 1920s and 1930s, and all had established regional reputations.
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REFERENCES:
Bustard, Bruce. A New Deal for the Arts. (Seatte: University of Washington Press, 1977).
California State University, Chico, "Chico Facts," http:// www.csuch.edu/pub/facts.htm
State University, San Diego. "History of SDSU," http:/ww.sdsu.edu/campusinfoo/history.html.
Chandler, Arthur. The Biography of San Francisco State University .(San Francisco: Lexikos Press, 1986).
The Franciscan: San Francisco State College Yearbooks: 1928, 1929, 1932, 1937, 1939, 1947, 1948, 1949,1950 and 1954.
Kostura, William. "Hayes Valley Housing: Historic Context Statement," unpublished manuscript, 1995.
McKenzie, Richard. The New Deal for Artists. (Princeton: Princeton University Press, 1973).
Merlino, Maxine. "A History of the California State Normal Schools: Their Origin, Growth and l, LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: APPROVED: PAGE 24 of 25 PROPOSED LANDMARK NO.: Transformation into Teachers Colleges." Unpublished Ed.D. dissertation, University of Southern California, 1962.
O'Connor, Francis V. Art for the Millons: Essays from the 1930s by Artists and Administrators of the WPA Federal Art Project. (Greenwood, Connecticut: New York Graphic Society,1973).
Page and Turnbull. "Historic Resources Evaluation: UCB Laguna Extension Campus, San Francisco, California." Unpublished report, May, 2004.
Ryan, Edwin. "History of Manual Training Teacher Education in California State Normal Schools." Unpublished Ed.D. dissertation, University of California, Los Angeles, 1964.
Saab,Joan. For the Milions: American art and culture between the wars. (philadelphia: University of Pennsylvania Press, 2004)
Smithsonian.Archives of American Art. "Oral History interview with Hebe Daum Stackpole and Jack Moxom, January 9, 1965, Oakland, California. http :/ww.aaa.si.edu/collections/oralhistories/transcripts/stack65.htm .
. " Oral History Interview of Maxine Albro and Parker Hall, July 27,1964, Carmel, California. http :ww.aaa.si.edu/collections/oralhistories/transcripts/albro64.htm .
. " Oral History Interview with John Emmett Gerrity, January 20, 1965, Berkeley, California. http :ww.aaa.si.edu/collections/oralhistories/transcripts/gerrit65.htm .
Roland, Carol. "The Kindergarten Movement in California: Study in Class and Social Feminism." Unpublished Ph.D.! dissertation, University of California, Riverside, 1980.
Upton, DelL. Architecture in the United States. (New York: Oxford University Press, 1998).
Woodbridge, Sally B. and John M. Woodbridge. Architecture San Francisco. (San Francisco: Americanlnstitute of Architects, 1982).
San Francisco Architectural Heritage, Vertical Files, collected material in the records of the organization. Files consulted: "George B. McDougall" and "W.P.A."
Maps and Municipal Records:
City of San Francisco, Offce of the Assessor-Recorder
City of San Francisco, Planning Department, "Historic Resources Inventory"
Sanborn Map Company, City of San Francisco 1950
RATINGS: The buildings at 55 Laguna Street were the subject of a "windshield" survey in 1976. This early survey considered only the architectural qualities of a property and did not evaluate significance under any other National Register criteria. In that survey only Richardson Hall, Woods Hall and Woods Hall Annex were evaluated. Under the methodology of that survey, the three buildings LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED: CASE NO.: PLANNING COMMISSION VOTE: PAGE 25 of 25 PROPOSEDAPPROVED: LANDMARK NO.: were assigned a numerical ranking of "3" defined deemed to be highly architecturally significant and within the top 1 % of the City's building stock. However, this survey has not been officially recognized by the San Francisco Planning Department as a valid register of historic resources for the purposes of the California Environmental Quality Act.
The buildings are not included in any adopted local survey.
In 1995 Woods Hall and Woods Hall Annex were surveyed as a part of a Section 106 mandated survey of the Hayes Valley Neighborhood. The buildings were assigned a status code of 7N1 in the CHRISS database of the State Office of Historic Preservation. This code is defined as "needs to be reevaluated.
The buildings are not listed in the California Register of Historical Resources.
The buildings are not listed in or formally determined to be eligible for listing in the National Register of Historic Places.
PREPARED BY:
Portions of this Landmark Nomination were prepared by Vincent Marsh, Lerner and Associates, San Francisco. Additional documentation, revisions and edits were prepared by Carol Roland Nawi, Ph.D., Roland-Nawi Associates.
ADDRESS: Roland-Nawi Associates 956 Fremont Way Sacramento, CA 95818
ATTACHMENTS: 523A_X_.523B_X_,523L_ Context StatemenUncluded in Statement of Significance 1LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 1 of 22 PROPOSED LANDMARK NO.:
Figure 1. Aerial view of San Francisco Normal School/State Teacher's College Campus, 55 Laguna Street, San Francisco. 2LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 2 of 22 PROPOSED LANDMARK NO.:
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Figure 2. Site Plan 3LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 3 of 22 PROPOSED LANDMARK NO.:
Figure 3. Overview of campus. Woods Hall is in foreground, Middle Hall in the center and Richardson Hall in the background left. 4LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 4 of 22 PROPOSED LANDMARK NO.:
Figure 4. Richardson Hall front elevation on Hermann Street, view north. 5LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 5 of 22 PROPOSED LANDMARK NO.:
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Figure 5. Richardson Hall, ground plan of 1930 Training School Wing with auditorium. 6LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 6 of 22 PROPOSED LANDMARK NO.:
Figure 6. Richardson Hall courtyard elevations. 1924 Administration Wing is left, Training School Wing is to the right, view southeast.
Figure 7. Richardson Hall auditorium at corner of Hermann and Laguna Streets, view northwest. 7LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 7 of 22 PROPOSED LANDMARK NO.:
Figure 8. Woods Hall front elevation at corner of Buchanan and Haight Streets, view south. 8LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 8 of 22 PROPOSED LANDMARK NO.:
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Figure 9. Woods Hall 1926 ground plan, first floor. 9LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 9 of 22 PROPOSED LANDMARK NO.:
Figure 10. Woods Hall courtyard elevation, view northwest. 10LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 10 of 22 PROPOSED LANDMARK NO.:
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Figure 11. Woods Hall Annex front elevation, Haight Street,l- view south.
i! 11LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 11 of 22 PROPOSED LANDMARK NO.:
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) :~...~ I 1 I ---a ~....i-.,l COMil'o,,---== ,. _.~. - . :c:.a- .. .i..'.~ l4.~.. .. -- .n ln ;.... r 0'... .~ 1ri:¡ Orul.A ~. 4: -".'L .... Figure 12. Woods Hall Annex 1935 ground plan. 12LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 12 of 22 PROPOSED LANDMARK NO.:
Figure 13. Middle Hall front elevation, view northeast.
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Figure 14. Middle Hall rear elevation, view south. 13LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 13 of 22 PROPOSED LANDMARK NO.: ~ 'j
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Figure 15. Middle Hall 1924 ground plan. Upper drawing of main floor, lower drawing basement classrooms. 14LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 14 of 22 PROPOSED LANDMARK NO.:
Architectural and Buildinq Details: ~. - ~
Figure 16. Richardson Hall Statuary over Figure 17. Richardson Hall, main entry. Administration Wing. window with inlaid mosaic tiles.
Figure 18. Richardson Hall fenestration Figure 19. Richardson Hall interior barrel vaults and pilaster detail, north façade. stairwelL. 15LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 15 of 22 PROPOSED LANDMARK NO.:
Figure 20. Richardson Hall interior, original Figure 21. Middle Hall interior, gymnasium. seating.
Figure 22. Woods Hall entry pavilion exterior. Figure 23. Woods Hall entry pavilion, interior. 16LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 16 of 22 PROPOSED LANDMARK NO.:
-
..l. _,...... !...... _ .....'1--.. J Figure 24. Woods Hall aedicule with inset Figure 25. Richardson Hall "Belfry" tower geometric grille. with geometric grille. 17LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 17 of 22 PROPOSED LANDMARK NO.: Figure 26. Woods Hall typical corridor.
Works Proqress Administration Art Work and other architectural decoration:
Figure 27. Richardson Hall, Angel Fresco by Jack Moxon, 1935. 19LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 19 of 22 PROPOSED LANDMARK NO.:
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Figure 30. Woods Hall mosaic mural by Maxine Albro, 1935. This mural is either covered or was removed in the 1950s. 18LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 18 of 22 PROPOSED LANDMARK NO.:
Figure 28. Woods Hall Annex, "Dissertation on Alchemy" by Ruben Kadish, 1935. 20LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 20 of 22 PROPOSED LANDMARK NO.:
Figure 30. Richardson HalL. Victorian stenciling executed by Peter Boyce circa 1980.
~ ¡¡. 21 LANDMARK DESIGNATION REPORT LANDMARKS BOARD VOTE: DATE: APPROVED:" CASE NO.: PLANNING COMMISSION VOTE: APPROVED:
PAGE 21 of 22 PROPOSED LANDMARK NO.:
Figure 31. San Diego State Teacher's College campus as designed by the State Architect's Office 1935. One of two remaining Spanish Revival style Teacher's College complexes constructed by the State of California. This campus has been listed in the National Register of Historic Places.