The Whitehill Report on Professional and Public Education for Historic Preservation

The Whitehill Report on Professional and Public Education for Historic Preservation was submitted 15 April 1968 to the Trustees of the National Trust for Historic Preservation by the Committee on Professional and Public Education for Historic Preservation, Walter Muir Whitehill, Chairman. Note: This copy of the Report was scanned from a manuscript provided by John Fugelso of the Pennsylvania Historical and Museum Commission.  It is used with permission of the National Trust for Historic Preservation.

The School of Architecture of Columbia University now grants a degree of Master of Science in Architecture with a certificate in restoration and preservation.

The College of Architecture of Cornell University proposes a program that would train city and regional planners in the conservation of architecture and would train students from various disciplines in restoration from the point of view of the planners.

For over thirty years, the Historic American Buildings Survey has played a key national role in developing professional knowledge of historic American architecture. Jointly sponsored by the National Park Service, the American Institute of Architects, the Library of Congress, and more recently by the National Trust, it brings the experience of major national bodies to bear on the study of early architecture. The Historic American Buildings Survey is important to (1) enlisting the interest of young architects through summer work measuring early buildings; (2) helping train architects in preservation work through measured drawing projects; (3) developing comparative records of early buildings for study and reference; and (4) establishing standards for preservation and restoration. Opportunities abound for collaboration between universities and the HABS in summer projects for students.

1.  The goal of professionalism in preservation and restoration can best be approached by the National Trust's assuming leadership for the advanced education of professionals, who will control the standards for future training and for practice in the preservation field.

2.  "Leadership" is meant in a general sense, since the specific responsibility for performance belongs to the educational and training institutions and to the professional societies that set and maintain standards. The National Trust should not attempt to become a university or a museum. It should assume a moral responsibility that will be respected by the universities, the foundations, and the accrediting governmental agencies.

3. The conditions that prevail today, as revealed by our study indicate the need for strong moral leadership. The conditions prevailing in the education of restoration architects and restoration planners can be characterized as elementary. There are no programs at accredited and planning schools in the United States, as far as we have ascertained, that grant a graduate degree in historic preservation and restoration. It can be said, in fact, that with certain exceptions there have been only rudimentary attempts to codify preservation and restoration as an independent academic discipline. Owing to circumstances surrounding the education of architects in the last generation, there appears to be relatively small awareness within the architectural and planning professions of the importance of restoration and preservation techniques. There is, consequently, an even smaller level of awareness among laymen who own or control historic properties of the need for professional guidance to the detriment of the nation's historic sites. In sum, the situation today is one of beginning growth. Therefore, the type of leadership needed is one that encourages, coaxes, inspires, nourishes and nurtures growth of the professional spirit in preservation. 

4. The committee feels that the National Trust, to exert this type of leadership must be in a position to assist the development of the most promising existing university programs into model programs. The establishment of model programs would serve three ends: 

5. The Trust can exert its leadership most effectively by adding to its organization an Office of Professional Education and Training Programs, directed by a leading professional in the preservation and restoration fields. This office should be guided by the Standing Committee of Professional Consultants.

6. Because the Trust would have to exert a large part of its leadership indirectly, through professional societies and educational institutions, the Trust should establish formal working relationships with the Association of Collegiate Schools of Architecture and other societies and institutions. The relationships should be established by the management of the Trust, and maintained by the new Office of Professional Education and Training Programs.

7. The new office might have the following functions: 

Immediate Support of University Programs

1. The National Trust's leadership in professional education can be most effective if it has a strong voice in the allotment of public and private funds to support educational and training programs. The national preservation situation would be substantially benefited if the National Trust, as a central funding agency, could stimulate educational programs on a coordinated basis. Both public and private funds are needed. An immediate need is a demonstration program to enlist the future support of foundations, individuals, and government. This committee recommends to the National Trust that substantial foundation grants be sought at the earliest practicable date to enable the Trust to establish an educational support program.

2. While it is true that the Trust's contribution as a funding agency or as an advisory agency in the appropriation of funds, will be made because of its ability to coordinate programs nationally, the national situation at this moment is not one that requires coordination so much as acts of creation. It might almost be said that the chief criterion for consideration of support to a university at this time (assuming the competence and sincerity of the institution) is the exhibition of willingness.

The many subjects that must be taught an architectural student in undergraduate schools today to equip him to become a licensed architect have stretched undergraduate programs until they cover five, six and seven years. The pressure on architectural schools to add even more courses is constant. This committee has concluded after study, therefore, that specialization in restoration and preservation is most effective on the graduate level. It would further recommend that undergraduate programs permit the student to select options in architectural research, and preservation, in place of regular design work.

3. This committee believes that the most fruitful action the Trust could take at this time would be to assist in the establishment of one or more graduate programs that would grant a degree in preservation and restoration. 

4. The goal of the Trust's educational program should be to foster the spread of graduate programs geographically until each region has its educational center. The Trust should encourage the interest expressed at schools of architecture in many sections of the country during this study. 

The study has shown that the economic risks of a relatively new field like restoration architecture are a major factor in the development of educational programs. At this time, therefore, the Trust should institute a program of assistance in job placement for graduate restorationists. This could also be a function of an Office of Professional Education and Training Programs, as mentioned above. 

The General Architect  

1. In considering the question of increasing the appreciation of historic architecture by the general architect, the committee has taken note of subjective factors. Changes in philosophy in architectural education emphasize creativity; as a backwash of these changes is the feeling held by many contemporary architects that interest in historic architecture stands in opposition to creativity. The committee recognizes that concern for tradition always carries the threat of reaction and of stifling creativity. The committee wishes to make clear, however, that its interest in aiding preservation is to increase the creativity of contemporary architects, and the creativity of other artists as well. No art can develop true significance without relevance to the history and traditions of its won cultural base. As Osbert Lancaster well puts it: "Without the continuous deposit of architectural humus no modern architecture can thrive, and if we scrape away the topsoil it will inevitably wither away, for no matter how clearly we envisage our objectives, no one can build the New Jerusalem in a cultural dustbowl."

2. The Trust, through its educational office, should encourage the teaching of historic and preservation subjects in undergraduate programs.

3. One way to reach the student and the practicing architect is through summer workshops and seminars. The Historic American Buildings Survey, with its well-established program should cooperate in summer training both generously and effectively, Sir John Summerson has observed that "there is no substitute for actual experience on a preservation project in the education of preservation architects." Over the years Colonial Williamsburg has welcomed certain qualified architectural students from the University of Virginia for summer internships of this kind. The committee hopes that plans can eventually be developed for cooperative arrangements between the National Trust, universities, and preservation projects in expanding the number of such opportunities for "on-the-job" experience of students who intend to become general architects. 

4. Another promising way is through an awards program. These are most effective if conferred by local civic organizations. The Trust should encourage such awards to architects creating designs in harmony with traditional structures. This might have influence in changing attitudes toward historic preservation.

5. The Trust should seek to influence practicing architects through a publishing program, involving associations such as the American Institute of Architects, and seminars. 

Cooperation With Other Agencies

1. The Trust must also assist in preparing legislation for government-supported educational programs.

2. The Trust should study and in some instances adopt the programs initiated in other countries. It should maintain close liaison with the National Park Service, especially the new office concerned with preservation and restoration. It should assist liaison between the Historic American Buildings Survey and the teaching institutions, and it should remain alert to the possibilities of cooperative programs with state and local governments and with private agencies.

3. The influence of the Trust upon architectural education--that is, its own increased respect and authority in this field--will not be disproportionate to the respect that it accords to the integrity of the universities and professional associations with which it deals. It should avoid any intrusion into the internal affairs of educational institutions. In any grants of funds, for example, to which it is a party, either as grantor or as advisor, it should confine itself to lump sums for broad programs of which it approves. It should grant sums for scholarships, but never individual scholarships. It would be fatal for the Trust to attempt any "empire-building", any oversight over the curricula or other activities of universities. It should avoid over-emphasis on publicity and prizes, which can become meaningless. The problems faced call rather for professional concern. The National Trust can best serve education if it maintains its perspective and its dignity as an auxiliary organization, respectful and respected, helpful, wise, and knowledgeable.

I.  Professional Education for Preservation and Restoration

    A.  Architectural Curricula

    B.  Conservation of the Traditional Building Crafts

II.  Public Education for Historic Preservation and Restoration

III.  Publications