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Library Architecture







reading room. The influential University of California library (John Galen Howard, architect, 1911), emphasized a single en­trance (for control) and a second-floor reading room with a desk between it and the stacks. The Baker Memorial library at Dart­mouth (Jens Fredrick Larson, architect, 1928) brought forward the principle of the " open stack" where students were free to select their own books from the shelves. At the same time, they got a realistic idea of other material available to them. As the propor­tion of the stacks to the rest of the library increased, many inter­esting new plans were devised.

A still further development was the attempt to break down the size of the large centralized libraries by dividing them into depart­ments which were separately staffed, as in the case of the Cleve­land library (Walker and Weeks, architects, 1926). The Enoch Pratt Free library (Clyde Friz and Tilton and Githens, architects, 1933), in Baltimore, was designed primarily for the circulation of books rather than their storage.

Another phase of development took place after World War II, particularly in the university libraries. Large enrollments, the extent and variety of the curriculum offered, the emphasis on re­search, the number of departments to be served, as well as the preservation of the materials, brought recognition of the necessity for flexibility. With the " open stack" principle widely accepted, individual places for the scholar to study, called carrels, were included in the stacks, as well as small reading areas throughout, rather than a concentration of seating in a remote central reading room. To achieve the flexibility that permitted carrels, seminar. rooms or stacks to be on the same floor, the multiple tier stacks. tended to give way to the loft-type open floor to permit the inter- changeable use of the standard dimension stacks or movable; partitions. Planning was more frequently modular wherein the, uniform spacing of the columns was determined by a unit of space. which permitted the efficient use of standard metal shelving units. or rooms of reasonable size between the columns.

With the perfection of electric lighting, ventilation and air con­ditioning, dependence on exterior windows was eliminated and solid-block libraries became practical. The student, the book and the teacher could then be brought together as in the Firestone library at Princeton university (1948, O'Connor and Kilham, ar­chitects).

The basic relationships of a library are illustrated in the plan of the library of the University of Louisville (1956, architects O'Connor and Kilham). Coming through the library entrance the user finds the circulation desk, and to the left is the catalogue and bibliography area, which is used equally by the readers and the staff. The entrance and desk of the reference room are close to the catalogues. Back of the catalogue area is the processing section where the staff members concerned with the acquisition, cataloguing and shelving of books are located. To the right is the general studies room, a reading room where books are kept on reserve for beginning students who are, generally, in large classes. It also includes listening rooms where audio tapes and discs may be used. Opposite the circulation desk is a top lighted gallery for the exhibition of pictures and sculpture. A lecture lounge is located off the vestibule so that its traffic will not disturb the rest of the library and so that the room can be used when the library is closed


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