I would like to really thank Kirk and his staff at NCPTT for hosting this forum and

I especially want to thank our current NCPE executive team for really listening to the

membership and holding this type of educational forum because that's what we are, we're educators.

In my 10 years being part of NCPE, this has been a long haul waiting for this to occur

so we're very, very happy that this current group has pulled this together.

What we're going to talk about today is a relatively new experience for the Boston Architectural

College and myself. Not so much so for my colleague Bill which you'll learn about in

a little bit. Before I get too far into our presentation, those of you that have worked

with or for or received funding from our state department understand this slide. We are required

to disclose their participation in this project. Of course, the American flag must always be

represented at the same if not greater than any other logo in any presentation or collateral

material et cetera, et cetera, et cetera. Here's to my colleagues at the state department,

thank you very much. I imagine that most of you are like me going back about just about

a year ago. What I knew about Pakistan was what I saw in CNN, read in the New York Times,

saw on PBS or the network news, I now know a lot more. I thought I would start the presentation

by sharing with you what Anatol Lieven recently wrote about Pakistan. Pakistan is divided,

disorganized, economically backward, corrupt, violent, unjust, often savagely oppressive

towards the poor and women and home to extremely dangerous forms of extremism and terrorism.

Yet it moves and in many ways surprisingly tough and resilient as a state and society.

It is also quite ... Not quite as unequal as it looks from the outside. Now, this sounds

like the perfect place to develop a historic preservation program, don't you agree? However,

Anatol is not correct when it comes to access to education and particularly historic preservation

education. We believe based on current research that we are the only initiative in the country

at the current time to try and develop a historic preservation program.

How did this get started? Last fall, we received an award from the United States State Department

to help a mirror institution in Pakistan develop a historic preservation curriculum. This of

course was launched in Boston. This is not Pakistan. Let me tell you a little bit about

the partners. Serendipitously, the Boston Architectural College and NCA which is the

National College of Arts Rawalpindi have strikingly similar histories. The schools are located

in urban settings. Both were founded in the last quarter of the

19th Century to provide skills training as oppose to academic educations. The BAC was

formed in 1889 as the Boston Architectural club who's gentlemen members provided enhance

skills training to draftsmen employed in their offices. The Mayo School of Art was established

by the British in 1875 to perpetuate indigenous crafts and trades in the Punjab region in

Pakistan, not Pakistan then, plus support the needs of the Lahore Museum.

John Lockwood Kipling famous illustrator and father of Rudyard Kipling was appointed the

curator of the museum and principal of the school. Over the decades, both schools evolved

into accredited degree granting institutions. Mayo School of Art was restructured in 1958

by the government of Pakistan as the National College of Arts. Ironically, the first principal

charged with developing the new curricular was American. One of the original of the monuments

men of World War II fame. Mark Ritter Sponenburgh transformed the former training school into

a contemporary college of design, architecture, and fine art.

In 2005, National College of Arts opened the Rawalpindi campus to provide more geographic

access to Pakistan is seeking formal design educations. Boston Architectural Club became

the Boston Architectural Center in 1944 to provide architecture education predominantly

in the evening for those students needing to work during the day. By 2006, Boston Architectural

College had evolved into four schools of design and related disciplines offering baccalaureate

and graduate degrees in architecture, landscape architecture, interior architecture, and design

studies. BAC and NCA also shares several common pedagogical

philosophies and approaches to learning. First, all baccalaureate students are required to

take the same foundation year of study regardless of their chosen program of study. Second,

experiential learning and community engagement involvement are woven throughout the respective

curriculum. Third, the majority of the faculty maintains academic and practicing professional

credentials. These common attributes result in graduates well prepared for careers and

design related fields in our respective countries. If you look at the urban context today of

these schools and how they've evolved, here's the image of NCA Rawalpindi's modernist building

set in an urban context of Rawalpindi, the ancient city which had the modern city created

from scratch in the 1960's which is now the national capital of Islamabad. The BAC of

course has had its additional architecture added to the portfolio in this brutalist building

in a very metropolitan setting of the current day Boston. Here are just some images of how

similar the schools are at the outset studio work.

I dare you to tell me whether these are NCA or BAC students or both. I think students

are students no matter where you are. Now we have an excellent opportunity to work with

our mirror institution. However, there are some caveats to this work. We have two other

interested parties which have a lot to do with how we conduct ourselves and what deliverables

we produce. In the Pakistani side, we have the Higher Education Commission. You can see

us sitting around the table in a high level meeting with them.

Our first trip last fall learning about how much they're looking forward to developing

STEM curricula and putting most of the resources of Pakistan's government in education toward

STEM not much to do with historic preservation. We have of course our own department of state

and here's an image from the US Embassy in Islamabad Public Affairs Section and what's

wrong with this picture? Here we have Bill and myself and trying to be appropriate dressing

in native garb and all of the Islamabad Embassy personnel are dressed in western garb so what

to do? Here are the major objectives of this relationship.

Number one is curriculum development. Number two is distance learning the Pakistanis need

to reach more students in their country which don't have access now and they're very backward

when it comes to any type of distance learning pedagogy or curriculum. Collaborative research,

faculty development, this is critical. The faculty at NCA again are practicing professionals

and not educators necessarily. Faculty and student exchange, we're expecting

the first cohort of Pakistani students and faculty to arrive in Boston this fall and

we'll be taking our first cohort of BAC students to Pakistan in the spring semester and this

will continue for semesters to come. Cultural exchange, in objective 7 this is the one that

I'm most interested in because the state department has been very generous with their seed funding

for this opportunity but they're expecting at this partnership continues forever basically.

Here are some of the strategies that we have identified that will help the partnership

continue into the future. Now, I'm going to turn the mic over to my

colleague Bill Remsen. He's going to talk about one of the really interesting projects

that we've already got under way with our colleagues.

Bill: I'm going to talk a little bit about the field school which is the first bullet

point on the previous image. This is not your typical conservation project. This is a, this

is a tool. This is a mechanism to learn about conservation and the associated design issues.

The Sirdar Sujan Singh's Palace was built in Rawalpindi in the late 19th Century for

a very wealthy and influential Sikh merchant family. 27 rooms remain of what was much,

a much larger in the estate. Currently, in this image the right hand side has survived

but the entire left hand side of the image has been encroached upon by the local squatter

housing. The palace was built of fired brick primarily

with additional parts in stone, wood, and iron. It was very richly furnished and they

were fine decorated finishes including painted plasters, stained glass, and painted in gilded

carved wood. When India was partitioned in 1947, the palace was abandoned as the Sikh

has fled to India. The government of Pakistan took over administration of the palace and

allowed Muslim refugees coming into India to live there. At one point there are more

than 50 individual families living in the palace. You can imagine what that did to it.

The palace was eventually emptied when it was deeded over Fatima Jinnah Women University

who still owns it and in 2013, a memorandum of understanding was signed allowing our partnership

to establish a field school there. Man of the former refugee families still work as

craftsman and living in the surrounding neighborhood. These are a couple of images of posters and

brochures that were created during the initial part of our work where we did a structural

and health and safety assessment. We wanted to reach out to the community to

make sure that we were managing expectations and fears and to make sure they understood

what we we're trying to do. These were printed up in English and in Urdu handed out at the

site and also put on the internet. This is one of our BAC colleagues Sharon Matthews

being surrounded by college girls who just would not stop asking her questions. They

were much too shy to talk to Bob or me but boy did they talk to her. It's just wonderful.

Anyway, Rawalpindi talk about challenges, talk about historic preservation challenges.

Now, we've all seen, we've all complained about the classic kinds of problems we might

have here in America but in Rawalpindi, you've got 2 million plus people no sewers, no storm

sewers. You have tremendous electrical problems with outages everyday 4 or 5 hours. Infrastructure,

no. Trash pickup, no. You name it, it's a problem. Walking in towards the Haveli from

the main street, the alleys are extremely narrow. You can't bring any big equipment.

No emergency or fire vehicles. On the right is the image of the front of

Haveli. It's still quite a charming building. Inside, we've got a lot of formally grand

rooms. They're really quite beautiful but they're, they've suffered obviously. Now,

the field school, I just want to say about a few things about the field school. As I

said it's a tool for teaching and learning about conservation and adaptive reuse and

sustainable design in an urban environment. It's to be a proof of concept for a wide variety

of interventions and activities. It's also an opportunity to preserve and utilize

and present traditional crafts which are still available before they disappear. This is the

courtyard of the Haveli. The challenges are quite daunting but many of them can be resolved.

I think also we have to be realistic. Some challenges cannot be solved. Encroachment,

I've already mentioned et cetera, et cetera but we can make a real difference. Here's

a view of the roof that the previous occupants sold off a lot of the metal roofing and drain

pipes which you can imagine what that does for the conservation.

The brick details are exquisite. Just waiting to be cleaned and documented and conserved.

The interiors were once extremely rich and this is a door on the left going out on to

the porch which one had stained glass which was painted white for privacy and the ceilings

were, were very often this type of beautiful wood work that was polychromed at one point.

There's painted plaster work and a stone fire place just giving examples of the types of

details that remain just waiting, waiting to be exposed and conserved.

There's cast iron much of which is in pretty good shape actually. In fact, the British

firm that provided this in the 19th century still exist so we have some great opportunities

for, to resolve the missing pieces. This is an interesting room that is in a bridge that

crosses over the street. It must have been sort of their front parlor. It had the highest

level of decoration and on the right is just a detail of the ceiling which was must have

been actually spectacular when it was in good shape, polychromed and gold leaf.

Anyway, the basic ideas that the field school will allow the students to examine, investigate,

document, and get their hands on the full range of conservation problems. Basically,

every single type of typical problem that the students would face in this part of the

world is available here. With the assistance of visiting experts and local craftsman and

local staff, we will be able to give the students the field school, the hands on field school

experience where they will literally be able to go from room to room doing various things.

Gradually, piece by piece the building will be revived. Our goal isn't to finish it. Our

goal is to make it a living breathing active site with lots and lots of activity, lots

and lots of engagement with the local community. We're not looking for an end, we're looking

for a process and so we think of this as a great opportunity for both the National College

of Arts and the BAC and their students. The future of Pakistan and historic preservation

there. Pakistan and its rich cultural heritage face huge challenges.

The Boston Architectural College, National College of Arts partnership will help meet

these challenges by improving education and heritage preservation and management in Pakistan.

By exchanging Pakistani and US students and faculty and by combining architectural and

sustainable design with preservation on practical real world problems, the design and preservation

communities in both countries will benefit. With the majority of the population under

24 years of age, ultimately it will be the Pakistanis themselves who will determine the

future of their country. They do seem eager to do a good job and we want to do what we

can to help them. Thank you.

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