Elevator System
Watterson's unique design prevents it from having traditional elevator service, that is, the eight elevators that operate in the building do not stop at every floor.
- There are five residential elevator stops. Each is at the 3rd-floor breezeway of one of the following pairs of houses:
- (A). Smith-Jefferson
- (B). Monroe-Randolph
- (C). Adams-Pickering
- (D). Marshall-Clay
- (E). Madison-Van Buren
- However, only around 10% of Watterson's residents live on a 3rd floor. Nonetheless, other residents also get off the elevator on the 3rd floor, but then take stairs to their floor—up or down—a maximum of two flights. For example, a resident who lived on Clay 4 would get off at the Marshall-Clay Breezeway and then need to walk up one flight of stairs to reach her room.
- In addition to the residential stops, elevators also bring residents to Service Level and Formal Lobby Level, and Informal Level. The Service and Formal Lobby levels both provide access to ground level exits, as well as the dining hall, Watterson Commons. The Informal Level, which is the topmost level accessible to residents, is the location of laundry facilities. Students can check out keys to music practice rooms, some with a piano available. It also provides observers with the highest observation deck in the state outside of the city of Chicago.
Read more about this topic: Watterson Towers
Famous quotes containing the words elevator and/or system:
“The cigar-box which the European calls a “lift” needs but to be compared with our elevators to be appreciated. The lift stops to reflect between floors. That is all right in a hearse, but not in elevators. The American elevator acts like the man’s patent purge—it works”
—Mark Twain [Samuel Langhorne Clemens] (1835–1910)
“There are obvious places in which government can narrow the chasm between haves and have-nots. One is the public schools, which have been seen as the great leveler, the authentic melting pot. That, today, is nonsense. In his scathing study of the nation’s public school system entitled “Savage Inequalities,” Jonathan Kozol made manifest the truth: that we have a system that discriminates against the poor in everything from class size to curriculum.”
—Anna Quindlen (b. 1952)