THE ROYAL COLLEGE BUILDING Research on changing spaces and structure of the building 1903 - 2019
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Pranjal P. More I 2018-2019 I Master of Architecture I University of Strathclyde, Glasgow
on changing spaces and structure of the building
THE ROYAL COLLEGE BUILDING Research on changing spaces and structure of the building Acknowledgements Pranjal P. More Regi. No.:201870579 Department of Architecture, University of Strathclyde, Glasgow
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Acknowledgements
I would like to express my sincere gratitude to my supervisor Prof. Branka Dimitrijevic for the continuous support and guidance. She gave me the opportunity to work on Royal College Building which is the oldest building of our campus and have the invaluable experience to research closely with Royal College Building. I am particularly grateful to the Estate Services of the University of Strathclyde who provides me recent Plans, elevations of the building and a book based on University of Strathclyde. Many thanks to the archives section department in the Andersonian Library who provides me historical information, old plan for the Royal College and old photographs of the building. Finally, I am thankful for my parents for their unequivocal support and friends for keeping up the spirit of working.
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Declaration
AB 420 Dissertation 2017/18 BSc Honours Architectural Studies
Name:
Pranjal P. More
BSc Honours Architectural Studies with International Study MArch/Pg Dip Advanced Architectural Design MArch Architectural Design International
Signed:
Declaration Date:
07.03.2019
“I hereby declare that this dissertation submission is my own work and has been composed by myself. It contains no unacknowledged text and has not been submitted in any previous context. All quotations have been distinguished by quotation marks and all sources of information, text, illustration, tables, images etc. have been specifically acknowledged.
I accept that if having signed this Declaration my work should be found at Examination to show evidence of academic dishonesty the work will fail, and I will be liable to face the University Senate Discipline Committee.�
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Table of Contents
CHAPTER THREE .......................................................................... 30
Abstract ......................................................................................... 6
DOCUMENT COMPARISON ......................................................... 30
List of Tables and Maps and Plans ............................................... 7
Comparison between Plan 3.3 and Plan 3.4: ......................... 35
CHAPTER ONE ............................................................................. 10
CHAPTER FOUR............................................................................ 42
INTRODUCTION ........................................................................... 10
OTHER INTERVENTIONS .............................................................. 42
Motivation .............................................................................. 11
Evaluation of the Royal College Building ............................... 49
Aims ......................................................................................... 12
Future interpretation abstract ............................................... 51
Objective ................................................................................. 12
Bibliography ................................................................................ 52
Research questions ................................................................. 12 Methodology........................................................................... 13 Research Methodology ........................................................... 14 CHAPTER TWO ............................................................................ 15 HISTORY OF ROYAL COLLEGE...................................................... 15 Glasgow ................................................................................... 17 University of Strathclyde ........................................................ 19 Start of the University ............................................................ 20 The Royal College .................................................................... 22 Construction of Royal College Building .................................. 23 Teaching and the classrooms ................................................. 26 5
Abstract
the pride of the university and is one of the oldest building in the campus. The royal college building was built in 1903 and since that time building has undergone many changes in use, internal organisation and use, addition and subtraction of spaces and departments, faรงade of the building. Many changes happened to the Royal College building in terms of spaces almost after every decade. Another interesting story about the Royal College is that it was named after changing the name five times.
The college of Strathclyde was made in central Glasgow in 1964 from the merger of two advanced education schools, Andersonian college and Commercial College. The Andersonian began in 1796 as Britain's first school to offer specialized based advanced education to the two ladies and craftsmen, while the Commercial College's opening scholarly night in 1847 was led by Charles Dickens. By the 1950s, the two universities still offered understudies 'useful knowledge' in designing and business subjects and propelled them into nearby work as indicated by family customs, (Brown, Mclvor and Rafeek, 2014) The University of Strathclyde is a public university located in Glasgow, Scotland. University has many separate buildings and serves as individual by their name. The Royal College building is
The function of the building remains the same from the beginning, but it has seen a lot of changes and addition of spaces. Change for easy access and addition of internal rooms, here as a result a complex circulation route. By recommending solutions for adaptations I believe this building will serve the easiest access to the students, staff and to the newcomers. It needs to be developed sustainable strategy by recommending adaptive solutions for the spaces, noise from heating pipes hang over the ceiling and internal look of the building and maximizing use of the building by student and staff. The motive of this dissertation is to compare changes due to adaptations over years and to provide sustainable adaptations for the Royal College building including improved circulation and noise proofing building.
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List of Tables and Maps and Plans
Table 1 Map 1
Table shows Process of Methodology The development of University of Strathclyde
Plan 3.2
Level 1 Plan of Royal College Building, 1905
Plan 3.3 Plan 3.4
Level 1 Plan of Royal College Building, 1885 Level 1 Plan of Royal College Building, 2011
Plan 3.5 Plan 3.6 Plan 3.7
Ground floor Plan of Royal College Building, 1905 Level 2 Plan of Royal College Building, 1985 Level 2 Plan of Royal College Building, 2011
Plan 3.8 Plan 3.9
First floor Plan of Royal College Building, 1905
Plan 3.10 Plan 3.11 Plan 3.12 Plan 3.13
Level 3 floor Plan of Royal College Building, 1905 Plan 3.10 – Level 3 Plan of Royal College Building 2011 Second floor Plan of Royal College Building, 1905 Level 3 floor Plan of Royal College Building, 1905 Level 4 Plan of Royal College Building, 2011
Author Book- University of Strathclyde campus development Strathclyde University records drawings by Estate dept. Royal College Building, 1985 Strathclyde University records drawings by Estate dept. University of Strathclyde Archives Royal College Building, 1985 Strathclyde University records drawings by Estate dept. University of Strathclyde Archives Royal College Building, 1985
Page no. 13 Page no. 21
Department of Estate service University of Strathclyde Archives University of Strathclyde Archives Department of Estate service
Page no. 39 Page no. 40 Page no. 40 Page no. 41
Page no. 33 Page no. 33 Page no. 34 Page no. 36 Page no. 36 Page no. 37 Page no. 38 Page no. 38
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List of illustrations Figure 1
Draft Elevation of the Royal College Building
Strathclyde University records drawings by Estate dept.
Cover page
Figure 1.1
Elevation of the Royal College Building (Sketch view)
University of Strathclyde archives
Page no. 10
Figure 1.2
Perspective elevational view of the Royal College Building (Sketch view) The war memorial on the stairs in the foyer of Royal College Figure shows timeline of University of Strathclyde Glasgow city picture view The Charter of the University of Strathclyde Increasing graph of the admitting students in the university Rehearsal for laying foundation stone for the Royal College laying the foundation stone of the Royal College Building
University of Strathclyde archives
Page no. 11
Book- John Anderson’s Legacy
Page no. 15
By Author Google image Book- John Anderson’s Legacy Book- UoS Campus Development
Page no. 16 Page no. 17 Page no. 18 Page no. 20
Book- UoS Campus Development
Page no. 24
Book- The University Experience
Page no. 24
Examination hall, College of Commerce,
Book- The University Experience Book- The University Experience
Page no. 25 Page no. 25
Book- The University Experience Book- The University Experience
Page no. 27 Page no. 27
Figure 2.1 Figure 2.2 Figure 2.3 Figure 2.4 Figure 2.5 Figure 2.6 Figure 2.7 Figure 2.8 Figure 2.9 Figure 2.10 Figure 2.11
Scottish College of Commerce Librarianship class, 1946-7 Royal College Lecture Students are doing their best in their free time to look at studios
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Figure 2.12 Figure 2.13 Figure 3.1 Figure 4.1 Figure 4.2 Figure 4.3 Figure 4.4 Figure 4.5 Figure 4.6 Figure 4.7 Figure 4.8 Figure 4.9
Personalized space that is familiar to everyone today Andersonian Library, 1957 Current Royal College building view Elevation of Royal College Building, 1905 Internal corridor of the Royal College Building Internal corridor shows ceiling pipes Internal corridor shows series of columns Natural lighting in corridors Main entrance of Royal college building West side exist of Royal college building East side exist of Royal college building Shows open ceiling in between
Figure 4.10 Figure 4.11
Shows heavy ceiling pipes Shows ventilation heavy pipes
Book- The University Experience
Page no. 28
Book- The University Experience Google image University of Strathclyde archives Author Author Author Author Author Author Author Author
Page no. 28 Page no. 30 Page no. 42 Page no. 43 Page no. 44 Page no. 44 Page no. 45 Page no. 46 Page no. 46 Page no. 46 Page no. 48
Author Author
Page no. 48 Page no. 48
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CHAPTER ONE INTRODUCTION
Figure 1.1 - Elevation of the Royal College Building (Sketch View), University Strathclyde Archives
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Motivation
Studying at the University of Strathclyde was my dream and it came true. After, coming in September 2018 I was busy with exploring my new university and buildings in the campus with the help of hand map. When the first time I came across George Street road, I was amazed by a spectacular, massive more than a 115year-old building which was the part of my university. Historical and old architectural buildings have always been a motivation for me since childhood and taking photographs and making videos of them and researching about their history was the real inspiration for me. After reading about the 'Royal college building' I was surprised that is if more than 115 years old and did not change its function and still stands tall as a pride of the University of Strathclyde, maintained its identity within the surrounding context. The history and background of the building convinced me to research 'The Royal College Building'. Figure 1.2 – Perspective elevational view of the Royal College Building (Sketch View), University Strathclyde Archives
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Aims The aim of this dissertation is to analyse the quality of adaptations and suggest interventions in the fabric of Royal College Building. Indicate potential improvements: Develop recommendations for future adaptations and interventions.
Objective A. Document adaptations a. Plans b. Comparison c. Description B. Identify types and quality of adaptations a. Subdivision of big rooms b. Introduction of mezzanine floor c. Circulation d. Addition of floors e. Addition of departments C. Other Intervention a. Infrastructures b. Water c. Lightings
d. Ventilation e. Toilets f. Finishes g. Ceilings h. Utility Services D. Write recommendation based on the observations about the quality of adaptations and other interventions.
Research questions A. What was the quality of previous adaptations and other interventions in Royal College Building B. How potential improvements can be made with respect to the architectural benefit
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Methodology
Explore
Understand
History of Royal College Building
-Original circulation of the Royal College Building
-Collection of Old photographs
- Original features, Original concepts, Floor plans, Circulation, building system
-Thoughts/memories of people about Royal College Building
Solve -Observation -Sustainable Adaptation techniques Circulation,Interior,Noise
-Adaptation techniques
Utilize -Old (original) plans
Adaptation
-Old pictures to compare
-New intervention techniques
- New plans
-Comparision between old building system and new
-Current thoughts of people about the building
Table 1 – Table shows Process of Methodology 13
Research Methodology The first chapter illustrates the basic introduction to research. In this part, I have written the problem statement and research questions to understand the scope of the research. This dissertation aims to compare changes due to adaptations over the years and to provide sustainable adaptations for the Royal College building including improved circulation and noise proofing building. I presented key inspiration photographs that provided the visual motivation for the results of this research. The visual reaction provided the overall idea of the concept between old and new adaptation. The second chapter contains the historical information about Royal College Building. It will elaborate the beginning of the University, the reason behind the starting of the University and about the Royal College is that it was named after changing the name five times. In addition to this chapter will give the information about the consecutive construction of buildings present on the campus of the University of Strathclyde with the help of campus maps with highlighted buildings blocks with respect to their year of construction. Especially the construction of Royal College Building and its adaptations happened over years.
The third chapter focuses on the adaptation of the Royal College building in terms of the structure has been carried out from 1905. I have received the plans of the Royal College in three states one is 1905, 1985 and 2011. These adaptations are demarcated via plans using colour code and overlays for each adaptation happened in the plan of the respected year received from University of Strathclyde archives and the Estate building services. The comparisons have been made to explain further. The fourth chapter of this dissertation involves argument about the other interventions need to happen in the Royal College building mainly, internal area of the Royal College building. Especially, the services and utilities. This chapter will start from writing observation has been seen in the Royal College building through pictures. The fifth and the last chapter of this dissertation involves the conclusion of the chapter third and fourth. Basically, it will be answer for the research questions described in ‘Introduction’ chapter.
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CHAPTER TWO HISTORY OF ROYAL COLLEGE
Figure 2.1 – The war memorial on the stairs in the foyer of Royal College. The sculptor was Kellock Brown. It commemorates the sacrifice of 615 members of the College who gave their lives in the great war of 1914-18, (Butt, 1996)
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16 Figure 2.2 – Figure shows timeline of University of Strathclyde
developed as a magnificent city making supreme items. (Brown, McIvor and Rafeek, 2004)
Glasgow It was a city that was still buzzing with engineering, shipbuilding and making things in the 1950s. It was a city in which engineers could be proud and helpful. The staple overwhelming ventures whereupon the entire of the west of Scotland had depended since the centre many years of the nineteenth century were in the sharp decrease, causing enormous unemployment that was to add to the national retreat of the late 1970s and mid-1980s. it was this vanishing economy that the Royal College had been explicitly created to serve. In this way, in contrast to most of the new colleges of the 1960s, which were made in green-field destinations neighbouring littler provincial focuses and market towns, the period in which the college of Strathclyde was framed was not a 'golden age' for its region be that as it may, in reality, a time of bringing wretchedness up in economy and society. Glasgow
Figure 2.3 – Glasgow city picture view, (Google.com, 2019)
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Figure 2.4 - The Charter of the University of Strathclyde, 1964. After the merger of the Royal College of Science and Technology and the Scottish College of Commerce in May 1964, the Charter was sealed at Balmoral Castle by Queen Elizabeth II in August. This is the constitutional basis of the University, (Butt, 1996)
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University of Strathclyde The University of Strathclyde in Glasgow is both new and old. It was brought into the world as a sanctioned British college in 1964, making it very youthful, rising at the season of colossal college development in Britain in the 1960s. The Anderson school was conceived in 1795, amid the chaotic business and modern extension activated by the rise of the cotton business. It turned into Anderson's college in 1828, Then, the Glasgow and west of Scotland specialized school in 1887, 'royal' in 1912, and the Royal College of science and technology in 1956 (yet was informally alluded to as the Royal College or the 'tech'). In 1964 the Royal College and the Scottish College of Commerce blended, and the new organization was sanctioned as the University of Strathclyde. Each College conveyed to the new University distinctive aptitudes, diverse students and separating conventions in learning. The University of Strathclyde was the first new university in Scotland. Sir Samuel remained a principal at Strathclyde University until he retired until 1980. (Brown, McIvor and Rafeek, 2004)
The Scottish College of Commerce, recommended by the robins committee, merged with the college in 1964 to form the 'University of Strathclyde. The Royal College building has since served as the University of Strathclyde's central building. (Brown, McIvor and Rafeek, 2004) The new vice-chancellor's thinking was centred on a vision of the University of Strathclyde as having great significance for the Scottish economy and the wider world. The close involvement of the royal technical college in the industry and the need to apply better science and technology to society's needs were logically combined, and he was therefore committed to a new academic agenda, commonly referred to as the "technological university." (Brown, McIvor and Rafeek, 2004) "Strathclyde University Charter, 1964. The charter was sealed by Queen Elizabeth II in August after the merger of the Royal College of Science and Technology and the Scottish College of Commerce in May 1964. That's the university's constitutional basis. (Brown, McIvor and Rafeek, 2004)
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Start of the University John Anderson (1726 - 1796) was a professor of oriental languages at the University of Glasgow (1754) and natural philosophy (1757). He was a physicist who was interested in practical or experimental physics. When he visited Glasgow, he mixed with men of science, politics and learning from his colleague Adam Smith to entertain Benjamin Franklin. He lived in a time of excitement and change. Anderson was radical in his views, he started his adult life as part of the Glasgow consensus of the modern Enlightenment. He gave most of his wealth "to the public for the good of humanity and the improvement of science" in his testament of 7 May 1795, through which he founded a university. He stipulated in detail that this institution, with its four faculties (arts, medicine, law and theology), thirty - six professors, a governing body of eighty - one trustees of tradesmen, artists, medical professionals, clergy, lawyers and other professions, was supervised by a committee of visitors composed of the lord provost and senior bailies of the Glasgow corporation, leading churchmen, lawyers, and the school's lawyers. The university of Strathclyde was a pioneer of women’s higher education. (Brown, McIvor and Rafeek, 2004) 20 Figure 2.5 – Timeline of the student admitting in the university, University of Strathclyde,1984
21 Map 1 - The development of University of Strathclyde, (Brown, McIvor and Rafeek, 2004)
The Royal College The history of any major learning centre, especially one such as the University of Strathclyde, which has been linked to the lives of its people for generations, can be written from many points of view. An academic history would celebrate the great discoveries that have been made, the prizes won and the sense of connection to the wider field of science. In the 1940s and 1950s, the Royal College attracted students from similar backgrounds, although the core came from affluent middle - class families in western Scotland, many of whom had an engineering heritage. However, even during this period, by the end of the 1950s, there was a significant cohort of students from abroad, from Norway, India, North America and elsewhere, trying to represent approximately 20 percent of the total student population. In attracting such students to Glasgow, the reputation of technology and advice from experienced contacts were crucial. (Brown, McIvor and Rafeek, 2004) • •
•
•
•
•
Till the 1960s, it was a history of the male, white middle class, with several, usually extraordinary, women, working classes and members of minority groups entering the elite bastions of the older universities of Britain. Those who were university students and staff over the last 50 years have experienced a significant change in education and social history. The broader university community is complex and the organizational, safety and assets staff have made the modern campus a major global phenomenon in the urban fabric. Cities were once divided into commercial, industrial, retail and residential areas. There is now an educational area-a large area in most modern cities where many universities and colleges dominate entire areas of the built environment, revitalizing abandoned neighbourhoods and transforming downtown centres. (Brown, McIvor and Rafeek, 2004)
This was claimed to be the very first technological university in Britain. Its rise represents a larger history of most of the social, educational and economic history of Britain.
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Construction of Royal College Building At the end of the century, the revival of the city's economy led the governors to revive the idea of public appeal, although charities to the building fund have continued to increase since 1898. The property at the corner of George Street and Montrose Street was bought for 14,000 pounds in 1900 and an architect was appointed. The following companies were invited to participate in an architectural competition by 5 October 1900: (Butt, 1996) 1. 2. 3. 4. 5. 6.
Clark and bel Honeyman and keppie James miller James salmon and son Thomson and Sandilands T.I. Watson
The new building was approximately estimated at 160,000 sq. Ft by obtaining space schedules deemed necessary by the heads of departments. Detailed instructions were then given to the competing architects to work within an initial budget of ÂŁ 120,000, and their designs had to be delivered by 19 April 1901 to a specific
space requirement of 154,510 sq. ft. James Miller withdrew from the competition and the rest of the designs were shown at the college. The study board was then asked to prepare a detailed report on the two best and an expert "measure" to estimate the selected costs. (Brown, Mclvor and Rafeek, 2004) The study board strongly supported the design of David Barclay, which laid out room plans of 164,526 sq. Ft at an estimated cost of ÂŁ 154,667 with another 69,728 sq. ft. of corridors and staircases. The governors duly appointed Barclay to build the royal college building on June 17, 1901. The red sandstone came from Dumfriesshire quarries and it was thought that it would be easy to keep the acres of white tiles clean in the corridors. (Brown, Mclvor and Rafeek, 2004) There was no other University in Scotland that offers such a full, varied and practical course of study in mechanical, electrical and civil engineering, construction, metallurgy and mining, chemical industries, both in the daytime and evening classes in Glasgow and west of Scotland. (Brown, Mclvor and Rafeek, 2004) King Edward VII and Queen Alexandra visited the college on 14 May 1903, and the king laid the new building's "memorial stone." All building fund subscribers and representatives of public bodies were invited. There were 2,600 seats, and 1,500 tickets were issued to students, employees and families.
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Figure 2.6 – Image shows rehearsal for laying foundation stone for the Royal College, (Butt, 1996)
Figure 2.7 – King Edward VII laying the foundation stone of the Royal College
Building
at
the
south-east
corner
Street/Montrose street on May 1903, (Butt, 1996)
of
George
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It took years to complete the royal college building. In September 1904, the first section was almost complete, but it was not ready for the 1905 - 6 session. After a slow start, rapid progress was made, and by September 1908 this centre block on George Street was completed and occupied. (Brown, Mclvor and Rafeek, 2004) The third section of John Street, estimated to cost £ 26,000, was launched and an additional wing was planned on John Street (the fourth section). These sections were completed in session 1908 9 and 1909 - 10, five years after the occupation of the first section. Thus, ' the kingdom's largest educational building was completed ten years after the public appeal was launched, and the governors were debt - free. The total area of the floor was 308,600 sq. Ft or more than 7 acres. In 1912, the truly beautiful complex became the royal technical college. As the new building became operational from 1905, new classes, including special holiday classes, were added year after year. (Brown, Mclvor and Rafeek, 2004)
Figure 2.8 – Examination hall, College of Commerce, 1946-7, Note: The importance of female students, (Brown, McIvor and Rafeek, 2004)
Curran was appointed head of the Royal Science and Technology College of Glasgow in 1959. His actively campaigning work to raise college to university designation was critical, but so was his work as the principal of the university from his foundation in 1964 to his retirement in 1980. (Brown, Mclvor and Rafeek, 2004)
Figure 2.9 – Scottish College of Commerce Librarianship class, 1946-7, 25This looks very much like a classroom and demonstrates the importance of women in the college's pioneering library course, (Brown, McIvor and Rafeek, 2004)
Teaching and the classrooms The late 1940s and 1950s higher education classroom contrasts sharply with todays. The hours were long, the studies were relentless, and sometimes curiously out of place were the regimes in the class. Studying was labour - extensive, with few of today's students enjoying technological aids. Invariably, students became friendly with those sitting in classes next to you. (Brown, Mclvor and Rafeek, 2004) Memories of students: “The way the thing was laid out of course, the ones you became friendly with usually were the people whose names started with the same letter as you did, because in the class you sat in alphabetical order so that the people I knew were either Ms. Or Macs.” (Brown, C., MacIvor, A. and Rafeek, N. (2004). The university experiences. Edinburgh: Edinburgh Univ. Press, p.56.) Structural learning environment and its impact on friendships: “I think when you are in that small group situation as we were in labs a bit like medicine I suppose, when you are working in labs with people all the time, you are arranged alphabetically you just, you know, get quite friendly with people that you are with.” (Brown, C., McIvor, A. and Rafeek, N. (2004). The university
experience, 1945-1975. Edinburgh: Edinburgh University Press, p.57.) The UK education sector grew enormously rapidly after World War II. As John Webster recalled, royal college was no exception: “Civil and mechanical engineering and applied mechanics was a joint activity. The increase in the professoriate was a consequence of swift post-war expansion – an expansion that proceeded with essentially – minimal reorganization. Very big increase in student numbers and therefore there was a big increase in staff was required to deal with it. Consequence was overcrowding. Buildings designed for relatively small numbers of students, and without the needs for laboratory and workshop training facilities that emerged in the mid-twentieth century, became quickly strained.” (Brown, C., McIvor, A. and Rafeek, N. (2004). The university experience, 1945-1975. Edinburgh: Edinburgh University Press, p.71-72). John Paul recalls the effect in engineering in the royal college: “We had a well – respected engineering department from the ‘40s through to university status and beyond, and it was recruiting students from home and overseas. It was doing well, and it was doing so well it was getting packed and the royal college was getting crowded and hence money came first for the James Weir building in Montrose Street. Mechanical engineering moved up there and civil and chemical with it and I sometimes go back to the 26
old rooms and laboratories we had in the royal college building. Some of the laboratories were in the basement, the machine shop was in the basement, electronics was halfway up, and thermodynamics was partly in the basement there.” (Brown, C., McIvor, A. and Rafeek, N. (2004). The university experience, 19451975. Edinburgh: Edinburgh University Press, p.72.)
As Karen Morrison recalls, “The original 1905 royal college building on George street, stark and solid in its red sand-stone, gave it a gravitas, when she arrived in 1963: ‘I liked the royal college, I’ve always liked the royal college
because to me it looked like a university should look and that’s where.” (Brown, C., McIvor, A. and Rafeek, N. (2004). The university
experience,
1945-1975.
Edinburgh:
Edinburgh
University Press, p.73.) Figure 2.10– Royal College Lecture, 1963-4 Attendance at most lectures was compulsory until the late 1960s. Note: the formality of the student dress code, with sports jackets and ties in abundance, and some blazers, (Brown, McIvor and Rafeek, 2004)
Figure 2.11 – College of Commerce Women’s Common Room, 1946-7. The marked lack of amenities (note the lack of lampshades) evokes austerity and rationing of furniture after the war. Students are doing their best in their free time to look at studios, (Brown, McIvor and Rafeek, 2004)
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Figure 2.12 – College of Commerce Administration Office, 19523, This typical office in the mid - century lacks computers, telephones, photocopiers, posting notes or even the personalized space that is familiar to everyone today, (Brown, McIvor and Rafeek, 2004)
he existing Royal College Building
Figure 2.13 – Andersonian Library, 1957 Located on George Street at the Royal College (later moved to the McCance building and later to the current Curran building). Note the male students ' preponderance’, (Brown, McIvor and Rafeek, 2004)
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The existing Royal college building is linked through circulation with the James Weir building, Thomas Graham building and Student Union. It is a massive, impressive and interesting street landmark in the form of a street block. This block has historical and civic importance in the city of Glasgow. It contains 30,000m2 of floor space of which 22,000m2 is usable. [1985, Royal College Building, Glasgow, University of Strathclyde, (2.1.1)]
college building is rectangular in plan and has 6 floors. The basement of the Royal college building is closed due to additional cost would take to repair which is the current level 1 of the building, level 2 and level 3 are part of the basement because of the surrounding land of the building is raised to the east and west sides. Approximately 3,700 m2 of space is usable on each floor among 22,000m2 in the total. This shows a notable volume of space in the university's total estate holding.
The rooms within the Royal College are too large and huge in height, not well ventilated, long corridors are obstructing light coming from central courtyard provided for heating machines, badly equipped and insufficient serviced. Construction of Royal College started in 1902. The James weir building, Thomas Graham building, and the Students Union were built in the post-war period up to 1964 when the university charter was granted. The royal college building is fully constructed with massive blocks of red sand stone and in the period of Victorian. Royal College Building style is based on Renaissance architectural styles and details. Edwardian pile of red sandstone, white-tiled walls, stone staircases and heavy-duty ironwork (Brown, McIvor and Rafeek, 2004). The building is the old and important landmark of the city centre and focal point of the townscape of Glasgow city. The Royal
Figure 2.14 – Street block comprising Royal College, James Weir, Thomas Graham and Student Union Building 29
CHAPTER THREE DOCUMENT COMPARISON Adaptations carried out in Plans of Royal College Building of 190, 1985 and 2011 respectively
Figure 3.1 – Current Royal College building view, (Google.com, 2019)
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Figure 3.2 shows the basement plan of Royal College Building planned in year 1905 by architect David Barclay. Which is the first plan for the Royal College and then adaptation has been carried out. In this plan we can see the wall thickness is massive still it is the same for Royal College Building. In 1905 Royal College building plan was designed for the limited no. of students, staff and departments. As students started increasing in the University, they had to expand plan in the no. of classrooms and for departments and other utilities and services.
Figure 3.3 shows the level 1 plan of the Royal College Building, expanded plan at 1885. In this plan adaptations have been done compare to old plan to accommodate more no. of students and staff and to add more departments in the Royal Technical College. 31
Partition has provided to divide bigger rooms into smaller areas Accommodated new spaces\ rooms Removed spaces\ rooms\walls 32
Inflexible Accommodation Electronic and Electrical Engineering Bioscience and biotechnology Physiology and Pharmacology
Plan 3.2 – Basement Plan of Royal College Building, 1905, University Plan 3.3 – Level 1 Plan of Royal College Building, 1985, (Royal College Building, 1985) Strathclyde Archives Comparison between Plan 3.2 and Plan 3.3: In Plan 3.2, basement plan of the Royal College building which is the first plan of the building in 1905, has the ducting system (highlighted in blue) to circulate heat inside the building, this central heating was first used in Royal Technical College in 1905, it was known as the best heating technique of that time. In central heating process (1905), there was a puncture in the wall of the classroom from where heated air used to come and spread throughout the classroom but later having partitions inside the rooms, heating was not performing well because punctured for duct were one side of the room. Later, central heating was removed to clear space within the building and provide good 33 and new heating techniques to the building. Room size was bigger compared to new changes.
Faculty of Engineering Centre for sports and recreation Security services Estate services facilities
34 Plan 3.4 – Level 1 Plan of Royal College Building, 2011, Department of Estate service
Comparison between Plan 3.3 and Plan 3.4: In Plan no. 3.4, highlighted boundaries are indicating the changes adaptations has happened in the new planning. Till 2011 plan of the Royal College has changed a lot due to increasing no. of students in the university as I discussed before. The building needed more rooms and classrooms to accommodate more students and departments. The yellow highlighted area shows corridor has been designed in the new plan to provide a welcoming and easily visible access towards lift area. Green highlighted area shows newly introduced Lift services in the new planning to easy access till 6th floor. Blue highlighted area indicates new faculty of engineering is accommodating they’re while the area used to be for electronic and engineering department in 1985. Plan In 1905 Building Plan was Smaller in dimensions
Plan in 1985 It extended as per use and admissions
Rooms/ classrooms were bigger No lifts
Partitions has made to design more rooms NO lifts
Centralize heating system
Centralized heating was removed
Plan in 2010 The building plan was extended enough to accommodate new classrooms and departments. Till the year partition has made a lot with mezzanine floors New lifts were introduced to easy access Introduced new heating system which will equally
Less no. of classrooms, rooms for staff
No. of classrooms has increased because of partition and extension in planning
Fire staircase were absent
Fire staircase were not introduced
Plan was square in size
Plan changed in rectangular shape
provide heating to each section of the room Because of adaptation and partitions no. of classroom has increased plus construction of mezzanine floor causes additional no. of classroom and spaces. Fire staircase were newly introduced. There was old fire staircase to the building but later they have constructed new fire staircase to the building Plan completely become rectangular with additional floors and mezzanine and central courtyards for ventilations.
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Partition has provided to divide bigger rooms into smaller areas Accommodated new spaces\ rooms Removed spaces\ rooms\walls
Plan 3.5 – Ground floor Plan of Royal College Building, 1905, University of Strathclyde Archives
Plan 3.6 – Level 2 floor Plan of Royal College Building, 1985, (Royal College Building, 1985)
Comparison between Plan 3.5 and 3.6: In plan 3.5, blue highlighted area indicates the works department well and mechanical engineering well which is removed later in 1985 plan. In Plan 3.6, Green highlighted area indicates the removal of roof well from 1905 plan. Red highlighted area indicates partitions occurred inside the big rooms to achieve individual rooms. Black highlighted indicates, area has extended. 36
Electronic & Electrical Engineering centre for sport and recreation (facilities) Estate services facilities
In Plan 3.7, red highlighted area shows the partition has been made in new planning. Green highlighted area indicates the installation of new lifts in the building. Blue highlighted area shows level floor was allocated for Electronic and Electrical Engineering department from 1985, till 2011 it is serving for the same department.
Plan 3.7 – Level 2 Plan of Royal College Building, 2011, Department of Estate service
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Partition Partition has has provided provided to to divide divide bigger bigger rooms rooms into into smaller smaller areas areas
Electronic and Electrical Engineering
Accommodated Accommodated new new spaces\ spaces\ rooms rooms Removed Removed spaces\ spaces\ rooms\walls rooms\walls
Plan 3.8 – First floor Plan of Royal College Building, 1905, University of Strathclyde Archives
Plan 3.9 – Level 3 floor Plan of Royal College Building, 1905, (Royal College Building, 1985)
Comparison between Plan 3.8 and 3.9: In plan 3.8, blue highlighted area indicates the existence of the auditorium in 1905 plan which later removed in the plan of 1985. In plan 3.9, red highlighted area shows the partitions has been carried out and green highlighted area indicates auditorium is removed in 2011 planning to provide clear space inside the building. Black highlighted area shows the additional space has been constructed. 38
Central pool teaching Electronic & Electrical Engineering
In Plan 3.10, Yellow highlighted area shows the Central pool teaching classroom which is newly converted from plain classroom. Blue color indicates the same department on this floor as it was used to be in 1985. Red highlighted area indicates more partition has been done in 1985 planning. Green highlighted area shows the construction of fire escapes in new planning.
Plan 3.10 – Level 3 Plan of Royal College Building, 2011, Department of Estate service
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Plan 3.11 – Second floor Plan of Royal College Building, 1905, University of Strathclyde Archives
Plan 3.12 – Level 3 floor Plan of Royal College Building, 1905, University of Strathclyde Archives Partition has provided to divide bigger rooms into smaller areas Accommodated new spaces\ rooms Removed spaces\ rooms\walls
Inflexible Accommodation Electronic and Electrical Engineering Bioscience and biotechnology Physiology and Pharmacology
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Central pool teaching Electronic & Electrical Engineering Central pool computing
In Plan 3.13, red outline indicates the area has changed into central pool teaching in 2011 plan which used to be bioscience and biotechnology department classrooms.
Plan 3.13 – Level 4 Plan of Royal College Building, 2011, Department of Estate service
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CHAPTER FOUR OTHER INTERVENTIONS
42 Figure 4.1 – Elevation of Royal College Building, 1905, University of Strathclyde Archives
The Royal college building is rectangular in plan and has 6 floors. The basement of the Royal college building is closed due to additional cost would take to repair which is the current level 1 of the building, level 2 and level 3 are part of the basement because of the surrounding land of the building is raised to the east and west sides. Approximately 3,700 m2 of space is usable on each floor among 22,000m2 in the total. This shows a notable volume of space in the university's total estate holding. The building has high ceilinged rooms of approx. 100-180m2.
Figure 4.2The adjacent image shows the comparison between ceiling height and human height. Red line indicates the human height Green line indicates the total height of the ceiling Blue line indicates, ceiling height is beyond the pre-fab cover.
43 Figure 4.2 - Internal corridor of the Royal College Building
Figure 4.3 - Internal corridor shows ceiling pipes Shows the heating pipes running visibly through the corridors of the building which reduce the quality of the interior spaces and those heating and air conditioning pipes creates the noise which kills silence in the building while walking through corridors.
Figure 4.4 - Internal corridor shows series of columns Shows series of columns running through the corridor and pre-fabricated ceiling.
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In the Royal college building has three lifts, three groups of the staircase and a small passenger lift is provided at the George Street side road for vertical easy access. A good lift is provided at the John street services access which serves to all floors. A stair block is provided near the Montrose Street entrance towards James Weir building to easy access which serves to the level two mezzanine floor. The conclusion for vertical access in the Royal College building is the corridors and staircase width are very flexible and enough for the user, but the position of lift and the no. of lifts are inadequate, incorporate with each department. Access for the people with disabilities must take a long turn to reach the lifts. The mezzanine floors to each floor has been constructed in the building to provide extra space and accommodate new departments to the building as student no. was continuously increasing however, this was not a good idea of creating space in terms of health, safety and fire hazard and emergency exit access.
Figure 4.5 - Natural lighting in corridors
The corridors in the buildings are wide and some of them are naturally lit, which are surrounded by light wells, of the internal courtyard.
The corridors have been through alterations over years for the construction of small prefab office types spaces of a temporary in nature. This temporary structure takes up half of the width of that corridor, restricting corridor access and fire exists this kind of problems are raising. In some places in the building corridor is blocking off the usable spaces and circulation throughout the building. Also, this obstructed the vision if one is passing through the corridors. This temporary structures or spaces are imperfect for 45 interior conditions.
Figure 4.6 - Main entrance of Royal college building
Figure 4.8 - East side exist of Royal college building
46 Figure 4.7 - West side exist of Royal college building
columns. [1985, Royal College Building, Glasgow, University of Strathclyde, (2.1.1)]
The main entrance of the building is from George Square (Fig. 4.4). Secondary entrances exist on Montrose Street towards James Weir building, East side (Fig. 4.6) and another exists on John Street towards Student Union building, West side (Fig. 4.5). The building has one service access point towards John Street. The internal areas of the Royal college building are in poor condition in terms of safety, fire escape, circulation, noise proof, natural light, ceiling heights compare to the width and those visible heating and cooling pipes hang over the ceiling and types of equipment. These are the current situation of the royal college building if we compare to the modern university of the current decade. Some of the spaces or areas in the building are difficult to access for the maintenance like the roof of the building and light wells which are in the centre. The structure of the Royal college building is basically load bearing sandstone and brick walls, supported by structural steel columns on concrete strip foundations. The floors of the building are concrete reinforced with embedded steel joists which span on to composite steel girders which in turn rest on the walls and
This building is never gets altered structurally since its completion. The Royal college building is structurally strong. Still, it is in good condition, any external fabrication or changes or addition and serious structural damage never happened.
The existing heating and air conditioning systems are not as good as they should be to comply with the whole building and provide a healthy adequate environment. The unhealthy and appropriate environment is compounded by visible heating and air conditioning pipes hung over the ceilings it is comprising stem, electric heaters and portable electric radiators and their noise. (Figure 4.9, Figure 4.10, Figure 4.11)
Natural ventilation to the building is provided by windows installed on the periphery of the walls opening on towards George Street, Montrose street and John-street. The dirt and the noise problem cause because of the busy street side windows and this type of ventilation cannot be enhanced and I think this kind of ventilation and visible heating pipes are not recommendable for the academic buildings. 47
Figure 4.9 - Shows open ceiling in between
Figure 4.10 - Shows heavy ceiling pipes
Figure 4.11 – Shows ventilation heavy pipes 48
Evaluation of the Royal College Building Some of the types of equipment and the status of the building is the result of a lack of materials, systems and technologies in the past to utilise the overall space of the royal college building in a systematic manner. After altering into small-scale areas, spaces are not adequate to the environment inside the building. These small spaces created within a building is not flexible and reduce the use of that area. These types of alteration gradually causing the distribution of the department spaces throughout the building. Some of the departments in the building, example: Pharmacy, this department is spread throughout the six floors which are very inconvenient to the students and the staffs. Alteration and making spaces inside the building it is compromising the internal circulation of the building which is harmful and unsafe. It is necessary that the spaces like temporary structures in the corridors, rooftop accessories, most of the mezzanine floor spaces are needing to allocate and plan well. All these spaces are not enough to meet the necessity of the current building and it is not healthy and safe by building codes.
Few recently designed some areas like laboratories and specialist sterile and fermentation facilities on level 1. There are some facilities in the buildings which are presented in building due to its functional and location requirement and it will be the desire to retain them. These include an assembly hall, toilets and the heavily serviced electrical engineering laboratories, the high voltage laboratory and the new fermentation laboratory. The various types of spaces are designed in the royal college building i.e. laboratory, offices, teaching and ancillary are widely spread throughout the royal college building these all fall short of proper and adequate and, therefore some of the spaces are newly added like, more new teaching rooms, staff rooms.
The structural grid pattern of the building shows, in terms of the well-planned use of spaces in the buildings, still department requires more additional spaces to accumulate desirable spaces for the department. The existing sizes of spaces or rooms defined difficulty in accessibility in terms of height of the ceiling, window locations and dimensions and depth of the planning. The structural grid pattern of the building is planned very meticulously and uniformly so that above floor planning can be easily allowed spaces to design on the same grid even in the case of future alterations without any additional destruction. 49
The fermentation laboratory has designed in the period of 19831984 on the level 1. It has appreciable outlay on its construction, it should remain in its present position and should be involved in the future proposal for the royal college building. The existing planned and location of the departments should be rearranged and planned into feasible coherency. Some types of the department would be allocated all on the same floor or beside floors.
In recent years the building has undergone for the roof alteration with Green roof company. Re-roofing has been done by the company, the existing roof mounting structures demolition takes place. Mastic asphalt was used to refurbish the main roof area. The material mastic asphalt is versatile in nature and it could cope with existing penetrations. The mastic asphalt stair block is directing to the west tower towards George square was reasphalted and designed to tolerate heavy footfall and maintenance.
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Different colour coding can be given to each floor corridor base and need to give good finishes to the wall of the corridors (they are falling). A copy of the respected floor plan with department names on it can be fixed on the walls to communicate better for the newcomer. Fire routs need to redesign. Wall, ceiling and materials need to insulate. Wall finishing needs to do.
Future interpretation abstract The corridors of the building can be rearranged well in terms of sudden temporary structures are an obstruction in the way while passing through the corridor. Additional Natural lighting should be incorporated in the corridors. The drastic change is needed inside the building is re-planning the entire ceiling area. Heating and air conditioning pipes are visible throughout the building (except in some spaces). These pipes are changing the complete look of the interior of the building as in an institutional building, pipes need to cover up with good quality of ceiling design with respect to maintenance space. Ceiling heights are too much, it gives a massive and extravagant look to the building.
The existing partition can be redone with the new insulating materials and required size and heights. Windows and doors can be repaired wherever is necessary with new materials which match the existing one. Existing types of furniture can be replaced with Fire resisting material furniture. The existing toilet layouts and the locations should be re-planned. They are very hard to find out in the building circulation. The suspended ceilings need to cover up properly. In the building mostly in the corridors, electric wires and equipment are openly placed, those need to accommodate in some good place it can be a hazard.
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Figure 3.1 – Current Royal College building view, (Google.com, 2019) Google.com. (2019). royal college building university of Strathclyde
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