Using a high school classroom is associated with some intensive emotional experience which is learning at least for some. Each interior apart from its simply understood function has also the “psychological function”.

Interiors evoke memories in our minds from the past, memories from the surrounding world by windows, walls and colours. They also bring to mind memories connected with architecture and other fields. Colleges are perceived exceptionally intensive, just by using them is associated with emotions, exams, stress.
The doors and name plates of institutes become embedded in memory. In the eyes, we see railings worn smooth by many hands. Walls kicked by many feet of waiting students are what tames the interior and makes them familiar. In no other place but in a college have the corridors such a high status. In no other place are they so important. This is where you can meet everyone and you can sit down on the stairs or window sills.
In those interior rooms our emotions change the reality, our imagination “magnifies” plates with names of the institutes. In long corridors, our imagination maintains doors to the rooms in a stiff distance creating a strange mixture of peace and harmony, anxiety and trembling.
To an observer, corridors are spaces filled with circulation of people floating about seemingly without order stopping for a moment or “ decorating” walls and floors for hours

Like in no other interior, in corridors and college halls people are an element of composition, a peculiar pattern, a moving design.

Taking all this into consideration, an architect designing colleges must lead to giving the corridors a bigger prestige than it results from their clearly communicative function. Understanding the intense experience of those interiors must lead to “giving” to the eyes of a user of the pulsating human design an element of some kind of “support” – a detail such as a railing, a window sill or a door plate – a familiar element which will alleviate the inside tremble.