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ARCHITECTURAL IN THE CURRICULUM 3

ARCHITECTURAL ENGINEERING IN THE CURRICULUM: The Case Study on AE and its Relationship to

MARCI S. UIHLEIN University of Illinois at Urbana-Champaign

ABSTRACT

This paper studies the curricular development of an early architectural engineering program in a department of architecture seeking to add to the discourse on the position of technology in architectural education. In 1891 the first known university program for Architectural Engineering was started at the University of Illinois in conjunction with the architecture program. In essence, it is an early example of an intentional specialization of architectural education to focus on the teaching of technology. This program will be used as a case study to investigate its origins and how its creation influenced the teaching of architecture. Was this curricular focus on architecture and engineering in 1891 at the University of Illinois unique or did other architecture programs have architectural engineering components? Did the architecture program at Illinois change once this additional focus was added? Where is architectural engineering today? To begin to answer these questions, this paper will study the relationship between architecture and architectural engineering at the early stages of this program and briefly outline what followed.

KEYWORDS architectural education, architectural engineering, , history

INTRODUCTION and architectural engineering at the early stages of one program, that of the University of Illinois. The term ‘architectural engineering’ inherently An overview of architectural engineering in addresses technology in architecture. The field, it schools of architecture will provide context to this appears, began to come together as a discipline program. In addition, a broad look at AE in the United States in the 1890s when programs will be used to gauge the tone of universities sought to create curricula with architecture’s approach to technology. architectural engineering as its focus. The first program was formed in conjunction with a school RICKER’S PROGRAM of architecture. The questions that arose from the discovery of this program will be the focus of The University of Illinois was chosen for study this study. Was this curricular focus on because it appears to be the original self- architecture and engineering in 1891 at the identified architectural engineering program; it University of Illinois unique or did other was created in conjunction with an architectural architecture programs have architectural program; and the ease of access to the records. engineering components? Did the architecture This university was one of the early architecture program at Illinois change once this additional programs as well. An examination of the two focus was added? Where is architectural curricula provides an opportunity to seek answers engineering today? to questions such as: What was the division between technology classes in the two types of To begin to answer these questions, this paper programs? Did this change with the arrival of an will study the relationship between architecture architectural engineering curriculum? A

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comparison of the two programs can provide scientific side because it has been my insight into both educational areas and their aim to send out graduates who were well development. grounded in the principles of scientific .6 N. Clifford Ricker’s Development The Illinois Industrial University (later to become An example of this is Ricker’s introduction of the University of Illinois) began an architecture graphic statics to the program in 1878, believed program within the College of Engineering in to be first in any architecture program. However, 1868. This was the second formal architectural Ricker understood the importance of . As program in the United States behind the he stated in the same discussion, “Correct taste Massachusetts Institute of Technology in the and power of designing form the keystone in the university system.1 N. Clifford Ricker enrolled in education of the …”7 The structure of the program in January 1870 and studied under a the University of Illinois’ architecture curriculum Swedish architect, Harald M. Hansen, who can thus be examined through the multiple himself had studied at the Bauakademie, in emphases of design and technology. Berlin. Through his own personal endeavors, Ricker graduated in March 1873. His was the Architecture at Illinois first architecture degree conferred by a university In the 1871 Annual Circular, the architecture in the United States. Upon graduation, Ricker curriculum was described as very similar to the was approached by Regent John Milton Gregory program with the addition of to become an instructor in the program. Ricker “, the principles and styles accepted the appointment with the condition that of Architecture, the , and he was to travel and study in Europe for six plans and estimates for of all kinds.”8 months. Upon his return to the campus, Ricker Hansen’s influence can be seen in the later and advanced quickly. By 1875, he was a full more articulated ‘Course of Study.’ The professor and appointed dean of the College of differences between the civil and architectural Engineering in 1878. Ricker was the sole program started to increase and architectural instructor for the School of Architecture for the design was added to the final year of the next decade. He not only taught but revised the curriculum. In the 1873-74 academic year, when curriculum.2 The architecture program became Ricker began as an instructor, the intent of the very much his own. program went from training someone for the ‘ of Architect’ to an elaborated list of Ricker found inspiration for his architectural three objective points. These goals included philosophy from the German polytechnical model ‘knowledge of scientific principles,’ of the Baukademie, where he had briefly studied, ‘furnishing…an extensive, varied, and thorough and the ‘Russian Tool System’ led by Victor Della course of practice,’ and ‘knowledge of Vos, which he saw at the 1873 Vienna construction.’9 Courses that were devised to Exposition. He incorporated these educational meet these new intentions included ‘Elements of models into his curriculum.3 The German Construction,’ ‘Heat and Ventilation,’ and ‘Shop polytechnical model was a common influence in Practice’ modeled after the Russian program.10 In early architectural education that would addition, two terms of design courses were eventually be replaced by the ubiquitous Beaux added for a total of three. Arts pedagogy.4 Nonetheless, Ricker’s program has been described as ‘practical,’ technical, and In a report to the AIA in 1887, Ricker expressed meeting the needs of a ‘speculation-based real some frustration with the need for economy that estate economy.’5 Whatever the case, the tone required to take classes with other of the adjectives gives an indication that Illinois’ units in the college. As he stated, “The technical architecture program placed emphasis on instruction proper must therefore be arranged understanding technology. Ricker with reference to this fact,…” which meant that commented on this perception, the courses could not be specialized for the educational needs of the architects.11 Ricker’s Possibly the aesthetical side of the revised architectural course structure, with minor education of the architect has been less exceptions, remained a combination of fully developed than the practical and mathematics, physics, shop practice, languages, ARCHITECTURAL ENGINEERING IN THE CURRICULUM 5

history-architectural and otherwise, drawing, program contained mathematics (Algebra building construction, and architectural design through Integral Calculus), languages, drawing, until the fall of 1893. The multiple goals of architectural history, sanitary construction, and architectural, practical, scientific training as well construction methods, which included shop work as educating well-rounded intellectuals can be for wood, stone, brick, and metal. Many courses seen in the examination of the list of classes. were also similar in the fourth year. Both bodies of students were to take further drawing The First Architectural Engineering Program (architectural perspective), ‘Heating and In 1891, N. Clifford Ricker started architectural Ventilation’, ‘Superintendence, Estimates, and engineering at the University of Illinois. In the Specifications, and design. The architecture 1890s, one of the primary factors that appeared students went on to have more drawing/water to be influencing Ricker’s decision to start the color classes, modeling, and the ‘Esthetics of program was a significant change in building Architecture.’ The architectural engineering construction that was occurring with the advent of students added three courses in building the skeleton frame in the decade prior. The structures, “Masonry Construction, proximity of the program to Chicago may have Analysis, and Bridge Design.”15 also been a contributor to its creation. In any case, it was clear that a new type of construction Some observations about the initial program can was going to be incorporated into the field and be made. Keeping to Ricker’s idea that these needed to be learned. Among other things, the students serve the architecture profession, the architectural engineering program captured this amount of architectural design was equal in both change and its description stated as much. It programs. Architectural , at the onset, was “…for those who wish to acquire a thorough were to understand the creation of a building as knowledge of iron and steel construction as it is well as the architects being trained beside them. now executed in architectural structure.”12 Additionally, the ‘engineering’ courses were for building structures. Therefore, this architectural The term architectural engineering existed before engineering program was really about one type of Ricker’s titling of the curriculum, but it was not engineering. Also, note that the structural design found often and no clear definition seemed to be of buildings is being learned through the eyes of in use. He wrote of the choice of the term and bridge design or bridge engineering. This is said that it was a natural description of the course demonstrated by the lack of building structural of study and work.13 The careers that could be design courses elsewhere. In fact, in the civil gained from this education were stated in the engineering curriculum only one course can be course catalogue, “The especial purpose of this found directed towards buildings and it was the course of study is to qualify graduates for the same course as taken by the architectural profession of architecture, and particularly as students: ‘Roofs.’ Instead, the bridge courses architects, structural draughtsmen, and had to serve the need and add to the structural computers, as well as superintendents of focus. Bridge engineers were very familiar with construction.”14 (Emphasis added.) Ricker was the use of iron and steel, so knowledge of these the Dean of the College of Engineering when he materials was gained through these courses. created this degree program. He had first-hand knowledge of what civil and other engineers were Changes to the Curricula doing at the time. This program was for In the 1893-94 course catalogue, a change to the architects and it was the engineering needed to architecture course list appeared, just two years create architecture, hence architectural after the architectural engineering program came engineering. into existence. The second year of mathematics was removed for the architecture students. Two What did the original architectural engineering classes were developed for the architecture course contain? In 1891, it was very similar to students as simplified versions of mechanics, the architectural course at the University of which moved from analytical mechanics to Illinois. It was a four-year program. The first applied, and material studies, which went from three years were identical with the exception of resistance to strength of materials. This change ‘Hydraulics’ being added to the third year of the gave Ricker the opportunity and the resources to architectural engineering students. The base tailor these science courses for architects, as he

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had desired earlier, but also it gave him room to In the 1895-96, there were some subtle, but add a few design and drawing courses as he noticeable changes to the curricula. One major described them.16 change was the dropping of shop courses for the architecture students. These courses were still A letter to the Board of Trustees of the University included, however, for the architectural of Illinois from Ricker revealed the intent behind engineers. The removal of shop classes for the the change. The first is his observation that architects indicates a separation for the architectural students seem to be mathematically architectural students from first-hand knowledge or artistically inclined, but rarely both. He of construction. In Ricker’s early description of described those architecture students that were the classes, he indicated specific intentions: poor in math, “This is simply the result of the fact that the two lines of intellectual work are quite 1. To acquire a knowledge of tools and incompatible, just as much as theology and real manual processes. estate, or poetry and business.”17 This line of 2. To distinguish between good and thinking indicates a separation in the perceived bad work as inspector. talents of students and at a very early stage in 3. To learn peculiarities of materials, architectural education. More importantly, modes of working with them, etc., Ricker’s changes indicated that he believed that very essential to a .20 these two types of architects—the design and technical—should be educated differently. Each of these goals related directly to construction methods and material studies. The Another reason Ricker gave for the change was loss of these courses meant the architecture that architects in practice did not use such students in this program were further removed mathematics. It was ‘…condemned as practically from the construction process and limits. Another useless by the architectural profession and is change was the drop in the number of forgotten as quickly as possible after the architectural design courses for the architectural examinations are over….”18 This instance engineers. demonstrated a correlation between the pull of academia and practice with practice being used Cumulatively, the changes to the two programs as a motive to change an architectural were significant. The architectural engineering curriculum. Ricker had previously expressed his program, which began to allow for studies on iron intent to provide a practical education for and steel construction for architects, became architecture students and continued to modify the more specialized and focused on engineering. curriculum to do so. The architecture program, which would be described today as a very technical curriculum, A separation between technical and creative moved to more fully include design, but architects had begun to occur at the institutional relinquished some of the practical knowledge of level. Some mathematics had been removed materials and construction. The architectural and some of the engineering courses were engineering program, which was intended to train reduced in complexity. Courses were added to architects, was losing its connection to the provide more ‘valuable professional studies.’19 architectural design process, while remaining The architecture program description was focused on building engineering. A clear divide modified to encapsulate the changes to the was opening between the two programs. focus. The ‘scientific principles of construction’ remained and the ‘principles of design’ were Ricker, when determining the educational paths added. Architecture students continued to study of architects at University of Illinois, voiced his physics, chemistry, ‘Stone, Brick, and Metal ideas of the design architect and the technical Construction,’ ‘Heating and Ventilation,’ and architect and began to concretize this separation sanitary construction. The focus of the in the curricula. While this is an example of just architectural program shifted, but still included one program, in the realm of architectural solid technical education. The architectural education, Ricker’s program had a long reach. In engineering program experienced few changes 1896, the University of Illinois educated 25 and remained very similar to the original percent of the 273 architecture students in the program. United States and in 1911, one-fifth of the 1450 ARCHITECTURAL ENGINEERING IN THE CURRICULUM 7

students.21 However, in both cases, the number architecture and diverging from it in either the of architects being trained at a university was third or fourth year….”25 Architectural quite small when compared to the field and those engineering programs were in roughly ten trained through non-academic models. Like that percent of the architectural programs. The other of architectural education, the impact of two programs were run independently. This was architectural engineering was just beginning. a decrease in the number of programs from 1912, but an increase in the partnering with THE AE IN ARCHITECTURE schools of architecture, from two to six.26 Also, within that time span the number of graduates In addition to the program at Illinois, architectural increased from 112 in 1913 to what Roth engineering programs begin to appear estimated as close to 850 in 1921. Roth also elsewhere. In 1897, MIT designed an AE noted that there was no standardization of the program, but this time it was centered around the architectural engineering curriculums. In all training for engineers on architecture. By 1912, cases, however, architectural engineering the number of architecture programs had referred to the study of architectural structures. increased to around thirty and the number of architectural engineering had increased to In the following decade, A Study of Architectural eleven.22 In 1914, the Association of Collegiate Schools by Bosworth and Jones found that the Schools of Architecture established a ‘standard number of architecture schools was fifty-two and minima for a course in Architecture’ with which its that the number of architectural engineering members needed to abide.23 The document programs had increased to twenty-four or nearly described requirements for the university, forty-five percent of the architectural programs.27 breadth of subject matter, and prescribed the A fifth of all architectural students were enrolled proportions which the program was to spend in in the architectural engineering specialization. each area. For architecture programs it was 25 Programs at this time seemed to have separated percent time for design, 14 percent for into two specialties, the ‘architectural or design construction, 7 percent for History, and 14 option’ and the ‘architectural engineering or percent for drawing. Also included is a construction option.’28 Bosworth’s study also description for architectural engineering found that the amount of construction addressed programs, which “Owing to the heavy by either varied by school and by specialty, with engineering and allied requirements it is not no clear distinction able to be made. Neither possible to exact the same amount of architecture programs nor architectural architecture and drawing as in the above for engineering had standard educational aims. architectural students.”24 The distribution of time for these programs was required to be 14 percent The ‘pure’ architecture programs were noted as for design, 30 percent for construction, 6 percent de-emphasizing the teaching of technology. As for history, and 10 percent for drawing. the authors noted, “It is interesting to observe Noticeable is the inclusion of architectural that schools in the United States have shown a engineering. This demonstrates that architectural tendency in general to minimize construction in engineering programs were prevalent enough the so-called straight architectural courses.”29 within schools of architecture that it was Many schools appeared to be quite happy to appropriate to included them in the standards. have civil engineers teach these courses, The percentages of design and construction are perhaps for this reason. However, when valued differently in the two programs, but both architects taught them, the value of the course course works included each and did not eliminate was seen to increase as was the case with either. certain schools that are noted for having, “…unified courses with a definitively architectural In 1920, Edward A. Roth, a practicing objective.”30 The message is mixed with a lack of architectural of Philadelphia, set out to enthusiasm for the courses in general, but a define the field in which he then practiced. In praising of those courses that can incorporate 1921, he determined that there were eight higher architecture and construction holistically. educational institutions that had architectural engineering programs and six of the programs Architectural engineering programs continued to were, “…run in parallel to the course in general focus on structural technology and were labeled,

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‘structural options.’ Students who were found to architectural engineering and that the term be be technically inclined had an uninspiring abandoned completely.38 These criticisms distinction. Those who found themselves in the occurred even while a sizeable portion of architectural engineering programs, as the registered architects held an architectural authors suggested, may be, “…the students who engineering degree. The association of have ‘trouble’ with design are shunted off into the architectural engineering programs with schools structural option.”31 This study noted the increase of architecture has taken a pronounced turn and in the architectural engineering programs, the a decline is inevitable. By 1960, only nine such apparent separation of design and construction, AE programs remained in place.39 recognized successful methods and personnel to teach technology, and confirmed a ARCHITECTURAL ENGINEERING TODAY marginalization of students with technical skills. Today, Architectural Engineering is almost Another major research effort into architecture entirely the domain of engineering schools. In occurred with The Architect at Mid-Century. It 1993, a subset of the American Society of Civil was a study conducted by the American Institute Engineers’ (ACSE) was formed and called the of Architects on the profession, education, and Architectural Engineering Division. This division registration of architects to gain a significant later became the AEI, or Architectural understanding of the field and to mark the half- Engineering Institute which is one of the eight century. The study noted that in 1950, there institutes of ASCE. Celebrating the tenth remained twenty-four architectural engineering anniversary of the AEI, the opening editorial of programs, and that there were 1748 students their Journal delineated their interests: enrolled in these programs with this being approximately eighteen percent of the students.32 The AEI promotes an integrated, The number of architectural schools had multidisciplinary approach to the design, increased to sixty-two. Also noted, “The 1950 construction, and operation of buildings, Survey determined that 13.6 per cent of all whereby engineers of various disciplines degrees held by registered architects were in can unite, interact, and share knowledge architectural engineering.”33 in an effort to advance the state of the building industry.”40 (Emphasis added.) The report acknowledged the importance of technical knowledge and construction.34 There In its brief history, the Institute has become an appeared to be a desire to wrestle technology advocate for Architectural Engineering programs education back into architecture. Architectural in engineering schools and successfully created engineering, however, was not the place for an architectural engineering specialization for the these needed courses and there is a distinct professional engineering licensing exam and difference in tone towards the field in this study. written architectural engineering program criteria When addressing architectural engineering, the to be included in the engineering accreditation authors demonstrated a general disdain. evaluation documents. These are significant Architectural engineers were described as, steps in the much defined world of engineer. At “…handicapped by their incomplete training…” the same, this indicates an entrenchment of the and that the name, “…leads to public confusion architectural engineering field in engineering. and encourages graduates to aspire for Architectural engineering programs now provide registration as architects.”35 It concluded that the educational opportunities for engineers to term architectural engineering was both become familiar with not only a larger breadth of ‘ambivalent’ and shorthand for ‘practical’ architecture but also more iterative and creative architecture as opposed to ‘decorative.’36 As the design than pure engineering programs. All of reported continued that there is a place for such this training is a benefit to engineers that go on to programs, but that, “…their graduates cannot take part in and for the architects properly seek professional careers in that work with them. architecture….”37 The argument is taken further with one of the report’s suggestions. One of the detailed recommendations advised that the word ‘architectural’ be removed from the phrase ARCHITECTURAL ENGINEERING IN THE CURRICULUM 9

CONCLUSION programs left architecture programs, what happened to the technological course work? From this brief investigation, it can be concluded Were some integrated back into the architecture that there have been pedagogical discussions on schedule or were they removed? What imprints the technical education of the architect for over a remain in the education of the architect from century. This can been seen in Ricker’s these programs? A detailed analysis of several recognition of skill sets of his students and his curricula would bring more insight into this. effort to create educational programs to suit them as well as meet the needs of the architectural The second area of influence of architectural community. While he created a program to engineering is in the field of practice. The specialize in building structures, he also lessened Architect at Mid-Century found that 50 percent of the concentration on construction for the the architecture firms surveyed designed their architects. The existence of the architectural own structure in 1950 and, at the same time, engineering program gave Ricker the room to around 14 percent of licensed architects were add and remove classes from the architecture trained as architectural engineers. While the curriculum. After the initial launching of the figure is unknown, this number would be hard to program, architectural engineering did increase in be believed today. Perhaps architects will never number significantly and in conjunction with return to designing their own structure nor should architectural programs. Ricker’s program was not they, but this does mean that there has been a an anomaly. change of who does the work and how are they educated. The loss of architectural engineering Though architectural engineering courses once from the field of architecture means that had a large presence within schools of architects have little say in the education of such architecture, it appears though that the field itself engineers, whereas sixty years ago they did. never found an easy home. Edward Roth These two points, the potential footprint of remarked on this in his article on the subject. Is architectural engineering in architectural an architectural engineer a “ education and in the field of practice, indicates whose function is principally to assist the work of that architectural engineering has ties to both the architects” or “an architect…who is a specialist in making of the architect and architecture. The the design and supervision of a certain type of history and loss of architectural engineering in structures?”41 In 1932, A Study of Architectural architecture needs further investigation. School, reflected some conflicted views. Perhaps, its impact is only starting to be Courses of study were divided into ‘architecture’ understood. and ‘construction’ specialties and students were ‘banished’ from design to architectural REFERENCES engineering. Building technology education was found to be important, but uninteresting and in 1 J. Ockman and R. Williamson, Architecture School: decline. In the 1950s, the pairing of architecture Three Centuries of Educating Architects in North and architectural engineering was seen as even America (Cambridge: MIT Press, 2012), 72. less of a match and the modification or removal 2 of architectural engineering programs began. Turpin C. Bannister, "Pioneering in Architectural Architectural engineering today is supported as a Education, Part II," Journal of the American Institute of minor Institute by the ASCE where it struggles to Architects 20, no. 2 (1953): 76. gain acceptance, despite all the groups’ efforts. 3 Roula Geraniotis, "The University of Illinois and German Architectural Education," Journal of Architectural engineering is a technical approach Architectural Education 38, no. 4 (1985): 15-16. to the design and construction of buildings. Ockman raises this point as well. While mostly removed from architecture schools, the impact of these programs on architectural 4 Ockman and Williamson, Architecture School: Three curricula may still remain. If the University of Centuries of Educating Architects in North America Illinois can again be used as an example, the (Cambridge: MIT Press, 2012), 67-89. architectural engineering program now exists as 5 an optional specialization in the graduate Ibid., 84. education. When the architectural engineering

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6 Turpin C. Bannister, "Pioneering in Architectural 23 Association of Collegiate Schools of Architecture, Education, Part II," Journal of the American Institute of "Minutes of the Third Annual Meeting of the Architects 20, no. 2 (1953): 78. Association of Collegiate Schools of Architecture," (1914), 2. 7 Ibid., 77. 24 Ibid., 4. 8 Illinois Industrial University, Fourth Annual Circular of Illinois Industrial University, 1870-71 (Urbana, IL: 25 Edward A. Roth, "The Genesis of Architectural Flynn & Scroggs Printers and Book-Binders, 1871), 24. Engineers," Architecture and Building 53, no. 9 (1921): 70. 9 Catalogue and Circular of the Illinois Industrial University (Urbana, IL: Illinois Industrial University, 26 Commission for the Survey of Education 1874), 34-35. Registration American Institute of Architects, The Architect at Mid-century: Evolution and Achievement, 10 Roula Geraniotis, "The University of Illinois and edited by T. C. Bannister, vol. 1 (Reinhold, 1954), 270. German Architectural Education," Journal of Architectural Education 38, no. 4 (1985): 16. Ockman 27 F.H. Bosworth and Roy Childs Jones, A Study of raises this point as well. Architectural Schools (New York: Charles Scribner's Son, 1932), 188-89. 11 N. Clifford Ricker, "Report to the AIA Committee on Education," The Building Budget 3(1887): 124. 28 Ibid., 76. 12 University of Illinois, Sixteenth Report of the Board of 29 Ibid., 30. Trustees of the University of Illinois (Urbana, IL: The 30 Ibid., 26. University, 1891-1892), 80. 31 Ibid., 80. 13 N. Clifford Ricker, "N. Clifford Ricker to Edward A. Roth," in Department Subject File, 1910-1959; Record 32 Commission for the Survey of Education Series 12/2/1, Box 10 (University of Illinois Archives, Registration American Institute of Architects, The 1921). Architect at Mid-century: Evolution and Achievement, edited by T. C. Bannister, vol. 1 (Reinhold, 1954), 270. 14 University of Illinois, Catalogue of the University of Illinois, vol. 1891-92 (Urbana, IL: The University, 33 Ibid. 1892), 80. 34 Ibid., 141. 15 Ibid., 80-81. 35 Ibid., 271. 16 Seventeenth Report of the Board of Trustees of the 36 Ibid. University of Illinois (Urbana, IL1893-1894), 136-37. 37 Ibid. 17 Ibid., 137. 38 Ibid., 446. 18 Ibid. 39 Associated Collegate Schools of Architecture, 19 Ibid. "Minutes of the 45th Annual Meeting of the ACSA," 20 N. Clifford Ricker, "Report to the AIA Committee on Journal of Architectural Education 15, no. 2 (1960): 51. Education," The Building Budget 3(1887): 124. 40 Paul Rielly, "Ten Year of the Architectural 21 Turpin C. Bannister, "Pioneering in Architectural Engineering Institute," Journal of Architectural Education, Part II," Journal of the American Institute of Engineering 14(2008): 61. Architects 20, no. 2 (1953): 77. 41 Edward A. Roth, "The Genesis of Architectural 22 Commission for the Survey of Education Engineers," Architecture and Building 53, no. 9 (1921): Registration American Institute of Architects, The 70. Architect at Mid-century: Evolution and Achievement, edited by T. C. Bannister, vol. 1 (Reinhold, 1954), 270.