Investigating the
Historic Schools of
Fort Bragg
have a nice flight! name
flight #
notes
boarding pass boarding pass jan 01.18
Curriculum Booklet
Prepared for the
U.S. Army Garrison, Fort Bragg North Carolina State Historic Preservation Officer Savannah District, U.S. Army Corps of Engineers
Prepared by
Panamerican Consultants, Inc. Tuscaloosa, Alabama 2018
Investigating the
Historic Schools of
Fort Bragg BY
STACEY L. GRIFFIN, M.A. M. PRUETT SMITH DESIGNER & ILLUSTRATOR
Hi! My name is Stacey and I am an architectural historian or some might call me a preservationist. My job is to research and study the history of a building (or maybe a person, or place) to find out what is important about them and share their history with others. In fact, I was given the task to research and document Fort Bragg’s historic schools, and I want to share what I discovered with you.
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Do you have any idea what a historian or architectural historian or preservationist does? Do you know how someone like me discovers the history of buildings, places, or people?
Well, a historian is a person who studies and writes about history. An architectural historian is a person who studies and writes about architectural history. A preservationist is a person who advocates saving a historical landmark, building, landscape, or object.
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So, what is historic preservation?
Historic preservation, also known as heritage preservation, or heritage conservation, is an effort to preserve, conserve and protect buildings, objects, places, landscapes, or other artifacts of historical significance. This term specifically refers to the preservation of the man-made, or built environment.
One way to learn more about historic preservation is searching the internet for the
National Trust for Historic Preservation website. This national organization works to save historic places across the United States. Its mission is to help America’s diverse communities preserve and share the stories and places that matter to them.
Another way is to go online and read about the
National Park Service and learn about the ways this federal organization advocates for preserving buildings, objects, and landscapes, as well as sets the policy and guidelines for determining their historical significance. There is even a link for your teachers to choose lesson plans to learn about the history of different parks and historical places.
www.savingplaces.org
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www.nps.gov/nr/
www.teachinghistory.org
Can you name some places, objects, or buildings that are historically important at Fort Bragg? You know, something like the statue of Iron Mike? What about Pope Air Field or the Main Post Chapel? Sometimes it isn’t obvious how places, objects, or buildings can be historically significant. Places such as the early dependents’ schools on Post can be just as important in Fort Bragg’s history even if it isn’t the most apparent.
My job, like solving a mystery, was to begin an investigation of the schools—looking for clues that would tell me their stories and determine their historical significance.
So how did I begin to learn about Fort Bragg’s historic schools? First, I started by reading the project’s scope-of-work—that is a list of instructions that tells me what the objectives (or goals) are for the project. Once I understood the goals of the project, I started to investigate the historic context (or the history) of the schools by conducting research. I asked myself questions about why or what made the schools significant, or what made the school important.
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So many questions! So, where did I go to find the answers and learn about the schools? What did the buildings look like and where were they located? Did the buildings have specific architectural styles? Did the buildings have a name and if so, why was that name chosen? If it was named for a person, who were they and why were they important?
When were the buildings constructed? Did an architect design the building?
Are there detailed plans, or measured drawings, of the school buildings?
As we all do these days, I started my research using the internet to find out where I might have to travel in order to study different types of information and to find out who I might need to talk to about the schools. For this project, we completed research in archives and libraries, interviewed people who knew about the schools, and went to several government agencies that had different types of materials and, sometimes, artifacts to look at. I located where the schools were on Fort Bragg and visited them to study the buildings and their settings as well as photograph them.
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Once I determined where I needed to visit to conduct research, I scheduled appointments and made travel arrangements to get to the different places. Getting there required flying on airplanes, sometimes driving from place to place, riding on subways and trains, or even in a taxi!
Like you do when you are learning something new, I began reading—in this case, about the history of Fort Bragg. I also looked at old photographs and newspaper articles and studied measured drawings and maps. By the time we finished the research for the school project, we visited archives, libraries, and special collections in 5 states and 12 cities! I was assisted by coworkers from 5 of my company’s offices, each in different states. If you study the map on the opposite page, it will tell you where and what type of materials we studied and where the different team members' offices are located.
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ARCHIVES College Park, MD NARA II
Durham, NC UNC CHAPEL HILL SPECIAL COLLECTIONS
Raleigh, NC NORTH CAROLINA STATE UNIVERSITY LIBRARY NC STATE ARCHIVES
BUFFALO
new york
Fayetteville, NC PUBLIC LIBRARY AIRBORNE SPECIAL OPS MUSEUM THE FAYETTEVILLE OBSERVER NEWSPAPER
Atlanta, GA GEORGIA TECH
MARYLAND VIRGINIA KNOXVILLE
tennessee TUSCALOOSA
ALABAMA
NORTH CAROLINA
DURHAM RALEIGH FAYETTEVILLE
GEORGIA
SOUTHEAST NARA
PEOPLE Fayetteville, NC POOLE FAMILY MEMBERS SARA VANDERCLUTE, JOURNALIST FORT BRAGG PERSONNEL DODEA PERSONNEL
Dunedin, FL COLONEL FLIP DONOGHUE
GOVERNMENT AGENCIES
ATLANTA MORROW PEACHTREE CITY COLUMBUS
COLLEGE PARK WASHINGTON, D.C. ALEXANDRIA
Morrow, GA
Washington, D.C.
GOVERNMENT PUBLISHING OFFICE SAVANNAH
Alexandria, VA DODEA HEADQUARTERS
Peachtree City, GA JACKSONVILLE
DDESS
Savannah, GA U.S. ARMY CORPS OF ENGINEERS
TAMPA DUNEDIN
florida
Jacksonville, FL U.S. ARMY CORPS OF ENGINEERS
PROJECT TEAM MEMBERS HOMEBASE
Along with research, the project team documented the schools using digital cameras and a compass, as well as maps and drawings. After we visited all of the different repositories to discover why the schools might be important and what makes them different from other buildings at Fort Bragg, the project team wrote a technical report (a very large research paper) to share the story, historical context, and significance of the Fort Bragg schools.
Measured Drawings
When a person, place, object or building is historically significant and/or architecturally distinct and has been standing for 50 years or more, it may be so important that it gets listed on the
National Register of Historic Places with other important cultural resources like the White House or the Statue of Liberty, or even the Main Post Chapel here at Fort Bragg. In fact, some of the Fort Bragg schools that we investigated were eligible, or important enough, to be listed in the National Register of Historic Places.
www.nps.gov/nr/
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The schools were eligible because of their architectural style or a person that is associated with the schools (like a teacher or principal). The schools were also eligible because they are part of the U.S. Department of Defense's long history in providing for the education of military dependents, or children of people serving in the military.
To determine the architectural significance of a building, I look at its different parts. Each part has a name and helps tell the building’s story. The pieces are what makes a building stylistically the same or different from other buildings.
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For example, you could look at and compare windows, or doors...
...does it has a flat roof or another type of roof, and what shape or plan does the building have?
flat roof
gable roof
cross gable roof 22 of 80
What kind of setting is the building or object located in? Are there parking lots, a flag pole, play grounds, a statue or fountain, other buildings, or maybe trees?
To describe the interior of the schools, I look to see if there are long or short hallways, or maybe music or art rooms, a library or computer lab, a lunchroom, or a gymnasium. Maybe, instead of learning in a single classroom with one teacher, several classes are part of a learning neighborhood and have several teachers.
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Another important question to ask is what materials were used to construct the building: brick, concrete or concrete blocks? Wood, glass, or metal? Even though buildings might use the same types of materials, how and where they are placed defines how a building is different from other buildings, visually.
main post post graded
kindergarten & nursery
pope (old) bowley
mcnair
murray
holbrook
(old) irwin butner 26 of 80
Now that you know how I learned about Fort Bragg’s 11 historic schools, I'd like to share with you what I learned.
First, I have to tell you that after we documented and wrote the history of the schools, 8 of the 11 schools were demolished to make way for new schools. This means the school buildings no longer exist. Because the schools were determined to be historically significant, we documented and wrote the History of Fort Bragg Schools before they were demolished. With a written record and photographs of the historic schools, anyone, at any time, can read about the early schools and learn about their place in the history of Fort Bragg’s dependents' school system. If you would like to see several of the remaining early schools, Old Bowley, Old Irwin, and Butner Schools are still standing today (in 2018) though they are no longer used as schools.
The very first school at Fort Bragg was called the Post Graded School and it started in 1921. Wow, can you do the math and find out how long children have attended school at Fort Bragg?
The first school building was a two-story, temporary building called a barrack that was built in 1918, during World War I.
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The first questions I asked to find out about the Post Graded School were: what is a barrack and what did a barrack look like in 1918? Some of you may know the answer; a barrack is a building or group of buildings in which soldiers live. After the soldiers moved to other living quarters, school desks and chairs were moved in, and classes were taught in the different rooms.
? ?
?
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We also know that students rode to the Post Graded School in wagons, pulled by mules. How do we know this? We know about the wagons because, during research, we interviewed several people who went to that school and found a historic photograph that shows the wagons and mules, the school building, and the first teachers at Fort Bragg! The Post Graded School was open until 1941 when a new school building was constructed.
Just like you, lots of students and their families moved to Fort Bragg in the 1940's, and a new, bigger school building was needed. So, Fort Bragg built the Main Post School.
I wonder why it was called the Main Post School‌do you think the name might tell us in what area of Fort Bragg it was located?
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The new school was built in 1941 and used to be where the Throckmorton Library is now, near the corner of Randolph and Knox streets in‌ the MAIN POST area of Fort Bragg! Kids in the first through eighth grades attended the Main Post School. Children in nursery school and kindergarten went to their own school that was located in some of the old Hospital No. 2 buildings.
Because there were soooo many families moving to Fort Bragg over the next several years, more classroom space was needed. So, in 1950, vacant World War II-era buildings in the Spring Lake Area of Fort Bragg were turned into additional classrooms, just like they had moved into the WWI-era barrack and established the Post Graded School in 1921.
Did I mention there were 8 schools at Fort Bragg built between 1941 and 1965? As you know, the Main Post School was the first. So, let’s do some research to discover the other schools.
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As I continued to read the history of Fort Bragg as part of my research, I learned that even more school-age children were moving with their families to Fort Bragg which means‌ what?
e
fragil
e
gil
fra
MORE SCHOOLS were needed.
The first new school built was a brick building designed by Baumgarten and Saunders Architects. The school was constructed in 1953 for grades 1 through 6 and named for General Albert Bowley. Did you know there were two school buildings named Bowley School? No kidding!
The red brick building we refer to as the “Old” Bowley School is located at the corner of Randolph and Knox Streets. The Bowley School you know (that we refer to as “New” Bowley School) is located on Randolph Street next door to Old Bowley.
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“Old” Bowley School had classroom wings with outdoor hallways that were connected by covered sidewalks. What was unique about the design was the shape of the building, with all the connected classroom wings. What I mean is, if you were to look down over the top of the school, you would see what we call a finger-plan shaped building that looks a lot like your hand.
wings
covered sidewalks
1
2
3
4
1
2 3
old bowley floor plan Compare the shape of your hand to Old Bowley. Can you see how the classroom wings are like fingers and how they are connected to the covered sidewalk like your fingers connect to your palm? Pretty cool, don’t you think? Old Bowley also had rows and rows of windows, a flat roof, and a very distinctive entranceway with round openings in one wall like port holes in the side of a ship.
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A very important fact about Old Bowley School is that it was the first fully integrated school, not only at Fort Bragg, but it was also the first of all the southern military installations.
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Here is another question for you. Do you know what the word integration means? An integrated school is when all of the children at Fort Bragg or at any school go to school together no matter what color they are, just like you do today.
Even though each of us might like different things or eat different foods, and we all definitely look different, no one can have too many friends. Plus, it is much more fun to have all different kinds of people to talk to and get to know.
The third school built was Murray Elementary School in 1956. It was named for General Maxwell Murray. If you are curious, you can do some online research and find out what he did at Fort Bragg.
Murray School also had a distinctive entrance that was located where the two classroom wings meet. There was also an exterior, covered, chevron-shaped walkway that connected the two wings. This school was designed by architect Leslie N. Boney, Sr.
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Some of the architectural features of the building include rows of windows, a flat roof, its distinct shape, and the use of brick and steel in the walls and “exposed� support beams.
The floor plan, or building outline, of Murray School is in the shape of a chevron (V-shaped) somewhat like the shape of a boomerang.
The next school built at Fort Bragg was Holbrook Elementary School. Named for General Lucius Holbrook, the school opened in1959. This school was designed by William Henley Deitrick and Associates.
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The floor plan at Holbrook was very interesting in that it had a long hallway in the middle that ran from the front entrance to the back door of the school, and each of the classroom wings connected to both sides of the hallway. Sort of like your spine connects the left and right sides of your body.
It too had lots of rows of windows, a flat roof, brick and steel architectural features, and a covered entranceway.
Fort Bragg history and real property records revealed that Butner Elementary School was also built in 1959. It was named for General Henry Butner.
Hmmm, I wonder who could tell me what he did at Fort Bragg‌?
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Butner School has a distinctive covered front entrance with a flat roof and steel support posts, a flat roof over the building, rows of steel framed rectangular windows, and brick and steel architectural elements can been seen on the exterior walls. William Henley Deitrick also designed this school.
Are you picking up on a pattern of how the school buildings share a lot of the same architectural elements but all look different? That is important to recognize because these facts will help us research the architectural style of the school buildings.
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You see, several of Fort Bragg's schools are examples of the Mid-Century Modern architectural style. These schools reflect the modernist approach and aesthetic to planned communities and include (Old) Bowley, Murray, Holbrook, Butner, Irwin Junior High, and McNair Schools. Each of these schools exhibit similar architectural components: courtyards, bands of windows, and flat or unconventional roof lines. The schools also have similar floor plans that include long, linear double-loaded corridors of single-classrooms or “fingers� radiating from the administrative core.
Oh—did I tell you I was looking at real property records AND measured drawings of each of the schools? That is how I learned when the schools were built, what the buildings looked like, the construction materials that were used to build them, and the shape of the school building.
So, can you guess what questions I asked about what each building looked like?
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If you thought: What shape was the building? What did the windows and roof look like? And what architectural parts made this building different from others? You were right! Remember, I went to the buildings themselves, and had old photographs and maps to look at. All of these clues were used to determine the schools’ architectural style.
what shapes?
what windows?
what differences?
Okay, we have 3 more schools to learn about.
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So, now it is 1962, and the history books tell me that Fort Bragg was continuing to grow in size which we now know means... what?
Even more kids and even more schools!
By this time, Fort Bragg had lots of middle school age kids. So, Irwin Junior High School, designed by the architect John Croft, Jr., opened in 1962, and was named for General Leroy Irwin. You probably know how I found out about General Irwin (books and internet research) and how I found out what the school looked like.
I located measured drawings, visited the school building, looked at old photographs, and read about the architect. And I asked the usual questions: Who was General Irwin and what did he do at Fort Bragg? What shape was the school building? What did the windows and exterior look like? What building materials were used in its construction?
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We uncovered other facts about the schools in our research as well! Like the fact that there were two schools named for General Irwin. Old Irwin was on Knox Street and closed in 2012 when the New Irwin Intermediate School opened on Bastogne Drive.
Irwin was the first school built for junior high school students. It also had a finger-plan and exterior hallways like the Old Bowley School. The classroom wings connected to a long interior hallway and had a flat roof, brick and concrete exterior materials, and an architecturally distinctive main entrance. These are all elements which helped me determine that the school is an example of the Mid-Century Modern architectural style.
McNair Elementary School was also built in 1962 and was designed by Leon McMinn of McMinn, Norfleet, and Wicker Architects.
McNair had a distinctive shape with an interior courtyard along with its L-shaped plan of classroom wings.
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The most architecturally distinctive school roof was at McNair. It looked like a row of W’s or what we architectural historians call a folded plate roof. Much like what a paper fan looks like.
The building was constructed of brick, steel, concrete, and concrete block. It also had flat roofs, except at the front, and rows and rows of windows.
The last of the historic schools built was Pope Elementary School. Located near Pope Army Air Field, the school was built in 1965 for the school children who lived out near Pope Field. It was named for Lieutenant Harley Pope, just like the airfield.
Have y’all been to see the air field? If so, do you remember what the school looked like?
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It was a red brick and concrete building with tall skinny windows, a projecting main entrance, and had classroom wings arranged in a fingerplan connected by a long hallway. It also had a hexagon shaped library!
Pope School is laid out in a finger plan with four primary wings. There are courtyards between the rear wings. Architect Basil G.F. Laslett designed Pope School.
So, what did we discover and record in the report Documentation of Fort Bragg’s Historic Schools? Research and site visits allowed us to write a comprehensive historic context of Fort Bragg’s historic schools and complete individual documentation of each school before they were demolished.
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completion report
camp bragg 1918
history of education in north carolina
a ride through time
Even though some of the schools are now gone, they won’t be forgotten, and the story of the schools will remain an important part of Fort Bragg’s history through the written report, photographs, maps, and measured drawings.
One of the last parts of the project was designing a history exhibit about Fort Bragg Schools. The exhibit is located at the Deputy Superintendent’s Office Building at 4958 Bastogne Drive. There you can see portraits of each of the school’s name sakes, a map showing the location of each of the schools, panels depicting old and new teaching tools used in classrooms, and a timeline history with photographs of the schools. You can also go online and take a look at the exhibit, thumb through the report we wrote about the schools, watch a video about them, and check out the pamphlet that unfolds into a poster with pictures of all the early schools. So, take a look, and you will see where your school fits into the history of Fort Bragg.
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Now that we finished learning about and sharing the history of the Fort Bragg schools...I am off to the next project!
Is there a place, building, or person you want to learn more about?
After reading about what an architectural historian does and what preservation means, try your luck at the word games on the next 2 pages!
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let’s play!
history and preservation
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WINDOW SHAPE
COMPASS DOOR
RECORDS CONTEXT
ARTIFACT CAR TRAIN SIGNIFICANT
PLANE REPOSITORIES INTERVIEW HERITAGE
STYLE DRAWINGS FLAT ROOF SETTING
RESOURCES ADVOCATE
HISTORIAN ARCHIVE
ARCHITECT QUESTIONS
PLAN MID CENTURY INVESTIGATE RESEARCH
HISTORY FLAG LIBRARY MAP
BUILDING ELIGIBLE SCHOOL PRESERVATIONIST
C Y I M V L C K Q R H G J E D R Q S S E T E T C E A Y O C R L R O C E D M H M S P M L J A I P X S D N B S C Z U N E T I N N G L Q T Q D C U R I L R K N J Y P G
A V H Y V P E L I G I B L E L J T X K U
A T H A R M R I T C N C H T S I E A T R D E V V C I O T E C U W A D D T R E E A X M W D G I V W N W Z G K X S Q U P R E
I S V I O I T E U A R C H I V E T N E S
S T C V F N G I N V E S T I G A T E S E
T O R I P C M C O G A L H H P R T O N X A Q O T T C G L N E T H X I X R U P F T L T C I W R U P O A V W R I V A F N B N F L A T A D O O P W Y L T I O N R V A T
A K A S E T T I N G C C J Y Y R R L S I
N F D E H E R I T A G E A Q I O I K F O
R E S O U R C E S H A P E N H O X T L N
W C I C N R D M O W W R G R L E I P B O R S A I R T Y O T R F I F E L S A G I S
G U P L A N P L A N E H I S T O R Y J T
fort bragg’s early schools
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MURRAY LIONS ELEMENTARY
IRWIN MUSTANGS MAIN POST
FLAG POLE PRIMARY
NURSERY SCHOOL MUSIC
DEPENDENTS PLAYGROUND MATHEMATICS
SCHOOLS SPRING LAKE RILEY
SCIENCE
POPE PEGASUS
COACH
E D S Y R A T N E M E L E M
T N U C L C D L E N S D O U
S O U O S A S M A E O A M S A S P A U R G N E P E E R R
P R G A E C H P C S A E F A
N G E T A H N R S E T N L Y
I Y P H M U S I C R S D A L
A A E E Y Y S N H Y U E G I
M M O O L P M T P O P P M A T I E L I R R A M I C I E N G L A K O O L S S C H O M N I W N T S E P O L E O N S L
A N E C L R C E S O R I C I
C O L S R P E U N L I Y R L
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glossary
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advocate
to speak or act in favor of.
architect
a person who designs buildings and directs their construction.
architectural element
the unique details and component parts that, together, form the architectural style of houses, buildings and structures. Examples include walls, doors, windows, decorative pieces, etc.
architectural historian
a person who studies and writes about the history of architecture, and is regarded as an authority on it. Typically, they work in an advisory service to owners and stewards about preserving the historic fabric of a building.
architectural history
the study of the style of design and method of construction of buildings and other physical structures through time.
architectural style
characterized by the features that make a building or other structure notable or historically identifiable. A style may include such elements as form, method of construction, building materials, types and shapes of doors, windows, roofs, and other features, and regional character.
archive
a collection of records or information pertaining to an institution, organization, or historical figure.
artifact
any object made by human beings that was created at an earlier time and is still around today.
barracks
a building where soldiers live for a short amount of time.
built environment
the human-made surroundings that provide the setting for human activity, ranging in scale from buildings to parks.
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chevron culture cultural resources dependents distinct document eligible finger plan floor plan folded plate roof
in the shape of a V or inverted V. behaviors and beliefs you share with your family, your community, and even your school friends. are the physical evidence or place of past human activity such as a site, object, landscape, structure or building, or natural feature significant to a group of people associated with its creation. a person who relies on another, especially a family member such as a spouse, mother, or father. different or set apart. to describe something (like a building) by writing about it, drawing it, or photographing it. qualified for something; in a position to be chosen. most common school plan typology in the United States in the 1940s-1950s. The “finger-plan� typically had multiple long corridors, single and double-loaded classroom corridors, ample awning casements, and outdoor courtyard spaces. a scale drawing of a room or one floor of a building, as seen from above. a roof of flat plates, or slabs, inclined in different directions and joined along their long edges.
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heritage heritage conservation heritage preservation historian historic historic context historic landmark historic preservation integrated INTERVIEW
something that one believes, thinks, or does that comes from one’s family or ethnic background; tradition. the act of keeping and protecting something from loss or destruction.
an endeavor that seeks to preserve, conserve and protect buildings, objects, landscapes or other artifacts of historical significance; much like historic preservation and heritage conservation. one who writes about or is an expert on history. important in history. the setting of a word or phrase in speaking or writing that determines or affects its meaning. buildings, sites, trees, statues, signs, or other objects or spaces that are designated or listed for their special historic, cultural, archaeological, or architectural merit in the National Register of Historic places. an effort to preserve, conserve and protect buildings, objects, landscapes or other artifacts of historical significance. to make open to all cultures and races. a conversation between a reporter and a person who will be the subject of the report, or the report itself.
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INVESTIGATE
to look into carefully and closely so as to learn the facts; examine.
measured drawing
an architectural drawing of an existing building, object, site, or detail that is drawn to scale based on a design or field measurements.
mid-century modern
a style of design prevalent in architecture and furniture made popular from the 1930s through the mid-1970s characterized by clean lines, streamlined forms, and lack of embellishment.
mission national park service national register of historic places national trust for historic preservation objectives plan
an important goal that an organization (or person!) works very hard to achieve. (NPS) a federal agency that manages all national parks, many national monuments, and other conservation and properties historically significant to the American people so that all may experience our heritage. (NRHP) the official list of America’s historic buildings, districts, sites, structures, and objects of historical significance that are important to our heritage and worthy of preservation. (NTHP) a privately funded nonprofit organization that works to save America’s historic places. Their mission is to protect significant places representing America’s diverse cultural experience by taking direct action and inspiring broad public support for preserving historic places. a goal or purpose that a person works to achieve; aim. a drawing that shows how something is to be built.
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preservation preservationist projecting real property records repository research scope-of-work setting
protection from loss or damage; the act of preserving. a person advocating the preservation and restoration of historic buildings or environments. to extend outward or stick out records that document a property through acquisition, building improvements, alterations, ownership, the right of use, control and disposition of the property. a container or place where things may be stored. careful study of something in order to find out information about it. (SOW) an agreement where the work to be performed is described alog with a timeline of deliverables. the surroundings in which an event takes place; environment.
significant
having consequence or import; important or having meaning; meaningful.
special conditions
a group of items that are either irreplaceable or unusually rare and valuable. Materials housed in special collections might include rare books, documents, manuscripts, or photographs.
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style tradition
the design or crafted appearance of a particular thing. an activity or a story that gets passed down from one generation to the next.