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C^EORGE HODGINS, ll.d, lUn-rl«ter-at-L(im, Deputy Suptrivtnulent nf Education for the Prorivce of OntarUt : I I I I ALEX. T. MACIIATTIE, m.d., f.c.s., Of London, Ontario. I I t I t I SUBMl'in'Kl) TO TIIK JfONOUllAULE JOHN CARLIKG, M.i'.P., COMMISSIONKR (JF I'UHLIO WORKS AM) AGRICULTURE FOR THE PROVINCE OF ONTARIO, .JAN., 1871. f a r n 1 : PRINTKD BY HUNTP^R. ROSE vv. {!()., SO AND SS KINO ST. WKST. 1871. I I I iiil ip fl, M REPORT OF AN INQUIRY IN REGARD TO SCHOOLS OF TECHNICAL SCIENCE IN CERTAIN TOIITIONS OF THE Xj:]SriTEI3 ST-A.TES; (CONTAINING ALSO BRIEF REFERENCES TO THE PROVISION FOR TEACH- i ING PRACTICAL SCIENCE IN THE UNITED KINGDOM.) BY J. GEORGE HODGINS, ll,d., Barriitcv-at-Law, Deputy Superintendent of Education for tlie Proiinee of Ontario i AKD ALEX. T. MACHATTIE, m.d., f.c.s., Of London, Cntario. iUBMITrED TO THE HONOURABLE JOHN CARLIKO, M.P.P., C )inil^ SIONI :R OF PUBUG WORKS AND AGRICULTURE FOR THi!: PROVINCE OF ONTAPIO, JAN., 1871. ^orffiitfi: PRINTED BY HUNTER, ROSE & CO.. 8i iND 88 I^NG ST. WES \ 1871. ^ ■II fl- ,. I ., '^^1^. M TABLE OF CONTENTS. I. Approximate Cost of the Buildings, Fittings, and Apparatus of the Institation?'"''' visited 6 II. Revenue and Expenditure of Institutions visited UL Professors in Institutions visited. Students' Fees, &c IV. Course of Study in the Institutions visited 8 V. Subjects to be Taught at the College of Technology for Ontario g VI. Character and Coat of the Proposed Buildings VII. Estimated Annual Expenditure of the Proposed College ^ VIII. Construction of the Proposed Buildings IX. Admission to the Institution, Fees, Vacation, &c 12 X. Discipline in the American Institutions ' ' • Xt$ XI. Mode of Teaching, Examinations, «S;c XII. Admission of Females to these Institutions 1 1<> Xm. Management and Government of the Proposed CoUege of Technology for Ontario. 13 XIV. Question as to the advisability of Macliine Shops ig XV. Necessity for Models of Machinery, Lathes, Collections of Tools, &c 15 XVI. Laboratories for Studen ts— Metallurgy XVII. Persons to be benefitted ly the College of Technology jq XVIII. Value of such Schools elsewhere 17 XIX, Necessity for a School of Technology for Ontario I7. XX. Recent Important|Movements in Great Britain and Ireland-.in the direction of Technical Education APPENDICES. A. Coumo of Study in the Massachusetts Institute of Technology 25 B. Course of Study in the Sheffield Scientific School of Yale College 31 Wf TE '■''*iV \''i!^' i To tho Scie and inqu The; insti tntions School 5l5^v BE REP»ORT OF Des. HODGINS & MACHATTIE ON TECHNICAL EDUCATION. OR SCHOOLS OF INDUSTRIAL SCIENCE IN CERTAIN PORTIONS OF THE UNITED STATES. Toronto, January, 1871. 2. Owing to the limited time .it our disposal we wpr« rnrr,no^UA f^ „ « sixtetr^i- rtrLi^ir«°i rSS'?F instruction in this special subject. They are as foUows !- ' "^^"'^ ^'^' 1. Th^ Lawrence Scientific School. (Connected with Harvard University, Cambridge, Mass.) 2. The Sheffibld Scientific School. (Cannedtd with Yak College, New Haven, Conn.) 3. The School of Mines. {Connected with Columbia College, N. Y.) 4. The Massachusetts Institute of Technologt {City of Boston, Mass.) 5. The Free Institute of Industrial Science. {City of }Vor tester, Mass.) 6. The College OF Chemistry, Fhysics, Mechanic Arts, &c. {Connected with Cornell University, Ithaca, N. Y.) 7. The Rensselaer Polytechnic Institute {City of Troy, N. Y.) 8. The Cooper Union of Science and Art {City of New York.)* 3. It in worthy of note that four of these important institutions exist in one State, that of New York, three in tho State of Massachusetts, and one in Connecticiit. These States form the great manufacturing iiiul industrial centres of the union. The establish- ment, therefore, in them of these schools indicates a wise sagacity on the part of their founders. 4. Having been fur.iished by you with an ofticial'letter of authority to proceed with the inquiry, we decided to pursue it in a manner which would enable us to ol)tain, in tho shortest possible time, the fullest information in fegard to each institution visited. With this view, we agreed upon the following plan : — (1.) Personally to inspect the institution, its lecture rooms, laboratories, &c. (2.) To take a sketch, or note, of everything of interest bearing upon our inquiries, which we miglit observe in each institution, and to get information in regard to the sys- tems of heating and ventilation. (3.) To procure plans of buildings, 'and copies of tho'reports of institutions risited, or other documents of value, on the subject of Technical P^ducation. (4.) To obtain from the heads of the institutions visited, replies to a series of upwards of sixti/ qwstions, which we had i»reviou8ly drawn up for this puprose. The answers to these questions will not be given separately, but will be incorporated by us in this report. 5. We were received with great courtesy by tho heads of the institutions visited, and by the professors ; and every facility was freely afforded to us to obtain full and satisfactory information on the subjects of our inquiry. 6. Before attempting a brief discussion of the necessity and advantage of Schools of Technology, or Industrial Science, in this country, and pointing out the many facilities and appliances for imparting instruction in this subject in the United States, wo deem it desirable as a preliminary, to co'idense iu a brief form, several important financial items of information in regard to the institutions visited, as follows : I. Cost of the Buildings, Fittings, and Apparatus. (NoTi. — The figurBS «re in moBt cases approximate.) No. Name of Inetitution. Lawrence Scientific School, Har- ) vard Coll>;^'e ) Sheffield Scientific School, YaLs Col- leg» Maasachuietts Institution of Tech- nology, Boston School of Mines, Columbia Collegs, ) N.Y ..I Institute of Industrial Scienci , 1 Worcester, Mass ) Rensselaer Polytechnic- Institute, Troy, N.Y College of Chemistry, Physic, &c., > Cornell University, N.Y ) Cooper Union for Science and Art, K.Y. O^ginal Cost of .Buildin£^. $.10,000 I (An old building.) | 9100,000 »29O,0OO $80,000 ) (Temp, buildings only.) J $67 000 ) (Workshop $30,000 ad.) f $40,000 $300,000 ) (A Iproportion only.) j $630,000 Original cost of Fittings. (uncertain) (uncertain) $10,000 (imeertain) $S,000 $5,000 (uncertain) $6,000 Original ctsk of Appara- tus, &c. (uncertain) $15,000 $15,000 ( $25,000 ( Minerals $3,000 add'nl $5,000 $8,000 $25,000 $10,000 I \ - II. IvEVENUE AND ExrENDlTUKE. (1) Revenue. (NoTB. — Tho fipnri arc, in most canon, merely an approxiniatlnn.) No. Name or Inhtitutioh, FeeH fr Industrial Sv;icnce InHtituto, WorceHter, MaHH 17,700 (i AonBaelaer Polytechnic hitititute, Troy, N. Y 23,000 7 (/'omell University, Itha.M, N. Y. 00,000 8 Cooper Union, New York.' 4.3,000 (2) ExPESr.ITUHB, I (NOTB. -The fijjTireB are, in moat caseB, approximate.) No. Name of Inhtitutiox. Salaries. Other Expenses. Total. Lawrence Scientific School, Harvard College $ 13,500 44,r)00 ()3,100 13,400 20,000 50,000 (1,200 $ .3,500 5,500 l(i,!»00 3,000 3,000 10,000 .33,800 17,000 Sheffield Sciontifii! School, Yale College .30,000 MapsnchuHettH InHtitute of Technology, Boston 50,000 Sciiool of M'.neH, Columbia College, New York 80,000 Induatrial Science Institute, Worcester, MftUH 17,000 Rensselaer Polytechnic Institute, Troy, N.Y 23,000 ■ 7 Cornell University, Ithaca, N. Y 00,000 8 Cooper Union, New York 40,000 III. Professors, Students' Fees, «kc. j.i.:,v ■ ... .. ■; ■ —J" - ■■ - _ Name of Institution. Instructors. Students. Min'ra ages, 1(! and 18 No. Pro- fessors. Instruc- tors. Tot."!. Xumb'rs Feeiip«r Annum. 1 Lawrence Scientific School, Harvard College 8 21 18 8 4 9 12 3 3 1 14 12 2 11 22 32 20 (i 1 35 1 125 240 150 80 150 ?150| 1280 Chem. $200 Eng'eer 1.50 1.50 •?. ShefSold Scientific School, Yale College .3 4 5 Massachusetts Institute of Technology, Boston School of Mines, Columb'n College, New York Industrial Science School , Worcester, Mass 1{)0 200 100 7 Rensselaer Polytechnic Institute, Troy, N. Y Cornell University, Ithaca, N. Y 2 ' 11 12 200 45 bein IX. — Admission to the American Institutions—Fees — Vacation. .' . * 18. The minimum age at which students arc admitted to the several institutions ■we visited was fiom 16 to 18 yejrs. In all cases they were required to pass a prescribed examination chiefly in Arithraeti ), Algebra (to quadratic equations,) Geometry, English Grammar and Geography. 19. The fees payable annually by each student (when not a State beneficitiry) varied from $100 to $200. $150 we found to be the usual fee. In Cornell University it was at first only $30 ; it has now been raised to $45 per annum, with a prospect of a still further rise. A first supjdy of apparatus and chemicals was usually given to each student ; subsequent supplies had to be paid for at about cost prices, while breakages were at the risk of the student, who was required to pay for them. 20. The School Term in each of the Institutions, visite.l, generally extended from July or August to September or October, giving to the Students a vacation of about twa months in summer, and an interval of two weeks, or more, at Christmas. ■PH 13 i -'*t X. — Discipline in the American Institutions. 21. In regard to the question of daily discipline among the Students of the Institu- tions which we visited, the invariable replj' was that it was of the simplest kind — that it involved no anxiety on the part of the authorities or professors. The young men were of that age and character which required little more than an appeal to their lietter feelings, their ambition and their h jnour. This, and the fact that their continuance in the Institu- tion depended upon their daily application and their individual progress, had a sufficiently salutary effect upon them to ensure good conduct, and a desire to conform to the rules of the Institution. XL — Mode op Teaching, ExAmNATiONS, etc. 22. In roost of the Institutions visited, the mode of teaching WcOs by conversational lecture, combined with a daily system of questioning on the lesson of the preceding day. The Students were required to take notes of a certain class of lectures ; but, where prac- ticable, blackboard exsrcises on the part of the whole class was invariably the chief feature of the daily exercise or "recitations" of students. This was followed by a brief explanation of the lessons for the next day. At the end of each month (in some Institutions), and invariably at the end of each half year in all of them, the students were subjected to a rigid written examination, followed, in many cases, by an oral one, do- signed to test more fully the personal knowledge of the subject on the part of each individual student. The result of the half yearly examination determined the status as well as the continuance in the' Institution of the student, and thus a healthy stimulus was kept up throughout the whole course. XII. — Admission OF Females to these Institutions. ■'• 23. Although in most of the Institutions visited, no regulations have been adopted to prevent the admission of female students to the classes, yet practically they do exist, — for in none of them are there any such students. In thi'ee out of the eight Institutions visited, the authorities refuse to admit tliem ; in the others they successfully discourage their attendance. To the popular Evening Classes and Lectures, however, at the Massa- chusetts School of Technology (Boston), the Institute of Industrial Science (Worcester, Masc), and the Cooper Union (New York), [where numbers of females can come together] they are freely admitted. Those reported in attendance at the Massachusetts Institutions, during the time of our visit, were chiefly the school teachers, who were fitting themselves for employment as instructors in drawing and chemistry in the Public Schools of that State. These subjects (especially drawing), we understand, having beea recently prescribed by the Legislative for introduction into these Schools. :-, XIII. — Management and Government of the proposed College. 24. Having given at some length, the statistical and other details of the various Schools and Colleges visited by us, it now remains to make some general observations founded on the information obtained during our inspection of these Institutions. 25. We are naturally led to consider, in the first place, whether or not Technical Schools in the United States have been an assured success. To this question we can give an almost unqualified answer in tlie affirmative ; for although there are cases in Avhich * the result has been a partial or complete failure, this is invariably attributed by those who possess experience on the subject, to the organization and government of the School, and not to the character of the education given in it. We have had the strongest testi- mony as to the necessity of keeping institutions for Technical Education entirely apart from, and independent of, any other Literary or Scientific Schools or Colleges ; and to this point we would most particularly draw attention, for we consider it one of the chief essentials to success. 26. On no point, we repeat, was the testimony at the institutions we visited more clear, distinct and uniform than that the propossd School of Technology should, in its teacliiiig :' i i\ 14 and management and government, be kept entirely distinct from any other institution. To attach it as an appendage to any school or college for teaching purposes would be to ensure its ultimate failure. The more efficient th« institution to which it might be at- tached for these purposes (paradoxical as it may appear) the more certain and speedy ■would be the failure of the sclool. Even at the two distinguished American UniversitieB of Har/ard and Yale, where scientific schools exist, their efficiency and success is just in proportion to their entire practical separation for teaching and other purposes from the other parts of the University.* 27. At Columbia College, too, the scientific part of that University (the school of mines) is situated quite at a different part, of the city from the rest of the college ; and it ii chiefly taught and managed by a different set of professors, etc., from those connected with tli«5 college proper. The plan upon which Cornell University appears to liave been projected may seem to conflict with the experience of the oldei universities on this point. But, while it is admitted that the conception and design of Cornell University were noble and munificent in themselves, yet it is regarded by sagacious men as an expen- ment at present, — the success of which time alone can demonstrate. Even in Cornell the separation in the teaching and management was more marked than Ave expected to find it ; but until a larger teaching staff is provided, the union of professorships in different departments of the University must be regarded as a serious defect in its organization. 28. Tliere are one or two facts connected with this subject which we think worthy of your consideration, and which will tend to illustrate our meaning more clearly : — (1.) Schools of Technology are sjii generis. Their chief speciality is, in the highest sense, " object teaching," — or teaching by illustration and practice. They require much, mental, but still more of manual effort and physical labour on the part of the students. The classes, and even the individual students, require more constant teaching oversight and professorial supervision than in Colleges or Universities. This being tbe case, it must be obvious that the Professor of a College, or of any other purely literary institu- tion, is not so well adapted (either by his daily habits of professorial routine, or by the character and mode of his instruction — its literary purpose and objects — ) for taking charge of classes in another institution of a totally different character, as a person specially qualified for the work. Of course we speak generally ; for no doubt a person may be found now and then who combines in himself, even in an eminent degree, the double qualification of which we speak. (2.) Again : a divided interest in two institutions is fatal to success in either or both. It is contrary to the nature of things that it should be otherwise. Personal associations, leanings, preferences, and interest, singly or combined, tend to sway the individual more or less strongly towards one or other institution with which he may be connected. The result must, in the end, be (as we have stated) fatal to success in either or both. Besides, in the joint management of institutions partaking somewhat of the same character, and yet dissimilar in their objects, interests clash and points of difference arise, often unpleasant in themselves, which must invariably prove fatal to the efficiency of one or other. Although, as wo understand, it is the intention of the Government to erect the School of Technology in Victoria Square (on the Normal School plot) yet we would strongly recommend that it be not associated or connected with that institution in any Avay, but left entirely under the care, management and con rol of the Government itself. 29. Such being the purport of our inquiries and observations on this subject, w» beg respectfully to submit the results of them to your consideration, with a view to their practical application. * A pamplilet issueil at Yale, on the relations of th^ colle^;e8 to the University, Rtatei that "The Classical or Ac ailetniu and the Seientific departments (ordinarily called Yale College, and the Hheffield School of Science) are distinct colleges for the undergraduate student* of the University— Hdistinot in teacliers, scholars, buiUliniis, apparatus, and special working libraries. • » « 'pi,^ ranges of studies in the two (Jol- legos, the Academic and Scientific, are so diverse in charactePj that the interests of the students ami of edu- cation are better subserved by two distinct faculties wcrkin,' sepai-ately, than by one single combined faculty." Another pamphlet says : — " The instructors ot the Sheffield School are appointed by the Yale College Corporation, but they consti, a IxM^y as distinct from tbe Academio faculty as the faculties of Law.Medicine andTheolog}'." IK 15 XIV.— Question as to the Advisability of Machine Shops. 30. The only Institution -wliicli we visited to which a Machine Shop was attached was that at Worcester, Massachusetts. In one or two others a small work shop (with lathes, tools, &c.) was provided. The general feeling on the subject is, that they are expensive and of doubtful utility, and that, if introduced at all, it should be to a very limited extent, and not for the purpose of training skilled mechanics. At Worcestejv whe ) a good machine shop exists, it is to some extent made available for .he younger students, who are treated as apprentices. But, even there the shop is deemed an experi- ment. As the work done in the shop is thorough and of a saleable description, it competes in the open market, and brings its full value. The labour being cheaper than in other machine shops, it would appear that such a shop might not only be self-supporting, but profitable. There is, however, one serious drawback to this, that the experienced workmen are compelled to devote much time to novices and apprentices ; but as the primary object of the machine shop is, not to make money, but to teach — the want of profit can scarcely be regarded in the light of a failure. 31. As a substitute for machine shops in the other Institutions, tools, models, and drawings are freely provided. The students .ire also required, as a regular part of their class training (and with a view to familiarize them with the actual details of work), to- make regular visits of inspection in the neighbourhood to machine shops, engines, mills, furnaces, chemical works, &c. And when practical (especially during the holidays), facilities or encouragements are given to the students to visit with u professor, mining districts, large engineering constructions, important buildings, &c. Note. -Students in the Enpneering and Surveying Departments are statedly assigned given section-, of country, in which they are required to "locate" a line of railway, or to make a toijographical surv'e;, of !*", as the case may be. XV. — Necessity for Models of Machinery, Lathes, Collections OF Tools, &c. 32. As already intimated, a substitute for machine shops (in connection with the students' visits of inspection to manufactories, mills, &c.), a collection of enlarged models^ of engines, and machinery of various kinds, is absolutely necessary. These models should be of sufficient size and construction to enable the student easily to understand the details of their mechanism, to take them apart and reconstruct tliem, to make sketches, isomet- ric, perspective and working drawings of them, with the necessary details of plans and sections, &c. 33. In addition to these enlarged models, small models, charts, diagrams, and photo- gi'aphs of works and machinery, &c., should be procured. Whenever practical original working plans and drfiwings, with the estimate (or co}.\'"s), and specifications of engineer- ing works, or machinery, which have be^n actually r'oi'structed, should also be obtained. The latter, in the hands of students, give a reality !•> their theoretical instruction, which is invaluable to them in the progress of their studies. After a study of such plans and drawings, a v^isit of inspection to the work or macliinery itself will more deeply impress on the student's mind the minutiae of its details, and familiarize him more with the intricacy, a.d yet simplicity, of its parts, than a week's laborious study of the theory of the construction of the same piece of machinery or work. XVI. — ^Labobatoeies for Students — Metallurgy. 34. We have before briefly referred to the subject of Students' Laboratories, and the necessity of a mineralogical and metallurgical collection of models and specimens. We cannot too strongly press upon your notice the necessity of providing amply for this department of instruction in the proposed Institution. The students should have every facility for pursuing their practical studies in chemistry and metallurgy, in the labora- tories which we have already named. In a country like ours, whose mining interests are yet in their infancy, and wliich must every year increase in magnitude, we should seek to IG train skilled men, who, by their knowledge and ability, can so materially aid in the . development of this most important department of national wealth and industry. XVII.— PeUSONS' TO BE nrNEFITT^D BY THE COLLEGE OF TECHNOLOGY. 35. To these suggestions on the appliances of Technical Education, it may be well to add some of the advantages which, in our opinion, are lik '.y to result from founding a Technical School or College in Ontario. We should anticipate, from what we have sten elsewhere, and from the character of the rapidly increasing industries of Canada, great benefits, both to the students themselves and to the country generally. Graduates and students of a well conducted and efficient Technical School necessarily share in its reputa- tion ; and a dijjloma or certificate from a good school is usually a passport to remunerative employment. A glance at the record of the after history of the graduates of some of the Technical Schools in the United States is amply sufficient to establish this statement. At one which we visited, we were informed that the Principal was quite unable to supply the constant demand for students to fill professional situations of a high and lucrative character. That the students themselves are sensible of the value of the training, is almost always shown by after donations to the museum or scientific collections, and in some cases, where they have obtained pecuniary assist.ance in their studies, by afterwards contributing in money the amount of the fees which they had, Avhile students, been unable to pay. 36. To the general community a School of Industrial Science is of great value as a central source of information to manufacturers and others on all new discoveries pertain- ing to their pursuits. From the Professors in such a school, advice and opinions on scientific questions can be had, and in well trained students is to be obtained the scientific and practical assistance required in most manufacturing establishments. The students themselves become teachers of science ; and both they and their professors extend the limits of science by original investigation. Every civilized country is devoting increased attention to this kind of education, as the best means of keeping their industries abreast of the general and rapid progress in all the industrial arts and manufactures ; and we, therefore, believe for this, and for the other reasons given abovf^, that a Technical College for the Provi.ice of Ontario is not only likely to prove beneficial and successful, but is an obvioii and growing necessity. *■ ;,f comj)etition, our Province (the leading onein the Dominion), cannot stand still. With t U of our inventions, we have not yet been able to discover a royal road to learning ; and mr youth cannot, Minerva-like, spring fully armed into the arena of competitive science a nd skill. Wo must, therefore, provide liberally for the' r patient and practical instruction i i every grade anrl department of knowledge, so that, with God's blessing, we shall not fall b jland in the great race of national intelligence and pi'ogress. XX. Hecent important movements in Great Britain and Ireland in the DIRECTION OP Technical Education. 46. We have, wo trust, satisfactorily shown what is being done in the United States to promote Technical Education, and have sought to demonstrate the necessity for our own movement in this direction. We will now endeavour to show what steps have recently been taken in Britain the more efficiently to promote scieiii^e education in the Mother country. From a recent Report of a Committee of the Hoiise of Commons (appointed after the results of the Paris Exhibition of 1867 had demonstrated the com- pai-atively inferior position of England in certain developments of industry) " to inquire into the Proinaions for giving histruction in Theoretical and Applied Science to the Industrial Classes," dated 1868, we find that this whole subject was fully discussed. 8276 questions were proposed to and answered by representatives from the Government Departments of Education and Science, the Universities and Colleges, Mechanics' Institutes, Science Schools, and manu''acturing centres of England and Scotland. (A separate commission was issued for Ireland, to which we shall {jresently refer. ) From, the report itself, founded upon this mass of evidence, we make a few exti-acts to which, we would especially invite your attention. These extracts go to prove mo.st conclusively that it is not from want of " practical experience and manij)ulative skill," which " are possessed in a pro eminent degree" by British artisans that compai'ative failure is owing, but to the absence of "scientific training" and thoroughness "elementary education" which, latter is so universial among the working populations of Germany and Switzerh id. 47. Speaking of tlie " Relation of Iiutustrid Educatitn to Industrial Progress," the Com- mittee remark : " The industrial system of the present age is based on the substitution of mechanical for manual power. * * * The acquisition of scientific knowledge has been shown by the witnesses to be only one of the elements of an industrial educa<- tion and of industrial progress. * * * The other indispensible element of in- dustrial success is the acquisition of practical experience and manipulative skill. The evidence given before your Committee places beyond all doubt the fact that these latter acquirements are possessed in a pre-eminent degree by our manufacturing population of every giade, according to their several necessities. They ai"e obtained in our factories, our forges, our M'orkshops, our shipyards and our mines, which in their organization and appliances are the models which, with a few special exceptions, other nations have hitherto imitated and followed, but not surpassed." 48. In endeavouring therefore to account for the fact that the English manufacturers and artisans are surpassed by their Continental rivals, the Eeport goes on to discuss the whole question in the following striking language : — " Although the pressure of foreign competition, where it exists, is considered by some witnesses to be partly owing to the superior scientific attainments of foreign manufacturers, yet the general result of the evidence proves that it is to be attributed mainly to their artistic taste, to fashion, to lower wages, and to the absence of trade disputes abroad, and to the greater readiness with which handicraftsmen abroad, in some trades, adopt themselves to new requirements. * * * Only two witnesses from Birmingham, the one an eminent merchant, the other a manufacturing jeweller, and Mr. Gill, a woollen manufacturer, of Inner- leithen, in Scotland, attribute the loss of certain trades to the superior skill, a]ipliance8 and education of the German, Belgian and American inauuf;icturer« j and the greab 2U steel worka of Krupp, in WcHtphaliu, have boon iiaiiiud an the only inHtancc of a factory which is saiil to possoss nn orgunizittiou superior to that of any ostablishmont in the same branch of industry in this country." " At tlie same time, nearly evcjy witncHS speaks of tlio extraordinaiy rapid progress of Continental nations in manufactures, and attributes tliat raj)idity, not to tlie n\(Xlel workshops which are met with in souio foreign countries, and are but an indifforont substi- tute for our own great factories, and for those whicli are rising up in every part of the con- tinent ; but, besides other causes, to the scientific training of the proprietors and managers in France, Switzerland, Belgium and (lorniany, aiul to the elementary instruction which is universal amongst the working population of Germany and Hwitzeiland. There can be no doubt, from the evidence of Mr. Mundolla, of Professor Pletming Jenkin, Mr. Kitson, and othera, and from the numerous reports of competent observers, tliiit tlie facilities for acquir- ing a knowledge of theoretical and applied science are incomi)arabIy greater on the conti- nent than in this country, and tliat sucli knowledge is based on an advanced state of secon- dary education. " All tlio witneses concur in desiring similar advantages of education for this countiy, and are satisfied that nothing more is ro(|uired, and that nothing less will suffice, in order that we may retain tlie position which wo now hold in the van of all industrial natioua. All are of opinion that it is of incalculal)le importance economically that our manufacturers and nianagei-s should be thoroughly instructed in the principles of their arts. " Tliev are convinced that a knowledge of the principles of science on the part of those who occui)y the higher industrial ranks, and the possession of olfementary instruction by those who hold subordinate positions, would tend to promote industrial progress by stimu- lating improvement, preventing costly and unphilosophical attempts at impossible inven- tions, diminishing waste, and obviating, in a great measure, ignorant opposition to salutary clicnges. " Whilst all the witnesses concurred in believing that the economical necessity for general and scientific education is not yet fully realized by the country, some of them con- sider it essential that the Government should interfeijp much jnore actively than it has dono hitherto, to promote the establishment of scientific schools and colleges in our great indus- trial centres." 49. As to the "conclusions" at which themembeiti of the Committee arrived, we give- them ir their own words, as follows : — " The evidence which has been given before your Committee, and in part summarized in the preceding pages, together with the information which is accessible to them in com- mon with other membei-s of the community, has convinced them : " (1.) That with the view to enable the working class to benefit by scientific instruc- tion, it is of the utmost importance that efficient elementary instruction should be within the resell of every child. " {2.) That unless regular attendance of the children for a sufficient period can be ob- tained, little can be done in the way of their scientific instruction. " (3,; That elementary instniction in drawing, in physical geography, and in the pLe nomena of nature, shoidd be given in elementary schools. " (4.) That adult science clasues, though of great use to ai-tizans, to foremen, and to " pmaller manufacturei-s, cannot provide all the scientific instruction which those should who Are responsible for the conduct of important industrial undertakings. That all -J necessities do not oblige then to leave school before the age of 14, should receive in- ,tion in the elements of science as part of their general education. " (5.) That !fj»e re-organization of secondary instruction, >ind tlie introduction of a larger amount of scientific teaching into secondary schools, are urgently required, and ought to receive the imiuadiate consideration of parliament and the country. " (fi.) That it is Jesii-able that certain endowed schools should be selected in favourable /situations, for the purpose of being i-econstituted as science schools. " (7.) That supeiw colleges of science, and schools for special scientific instruction i 21 to buld all lin- of a ^ght Eible tion 'requiring costly buiUHn^ and lahonitoricn, pannot lie mipported hyjem alone, ■vrithotit aid from one or more of tlio following BoiuceH, uoiiicly, tlio tt^tf, t.lio localitioH, ftinlcnilowiiifiits -or other bonefactiouH. " (8.) That such coUcgCH and special rcIioo'h ai*e most likely to bo suocessful if cHtab" lished in centres of industry, beirttuso tliu choice of such ceiitri's tt'inU to pvnmoto tlio com bination of science with practice on the part both of the {jroffssoi-s atid of the pupils. " (D.) That the provinces of England, cs])ecially the agrjculturnl districts, luivo not received a sutlicient proportion of the Htate gi ants for scientitic education. <'(10.) (Local.) "(11.) That some slight addition to the emoluments of science toachera would pro- bably tend materially to promote the estalilishnieiit and pcnuanence cf elementary science classes. "(12.) (Local.) " (13.) That the mamigera of training colleges for the teachers of elemeiitary schor's uhould give special attention to the instruction of those teachers in theoretical and applied science, where such instruction does not exist already. " (14.) That teiichors in elementary day scliools should 1)0 paid on results for teaching science to the older scholars, in the same way as paji'ient is now made for drawing in such schools. That the education of higher science teachers should be encouraged, by thegmnt- ing of degrees in .science at Oxford and Cambridge, as at other universities, and by tlio opening of a greater number of fullowshii)S to distinction iu natural science, as well as iu literature, and mathenuvtical and moml science." 50. From the same rejjort, and from the evidence of Dr. Lyon Plnyfair, contained in that report, we learn that " in Scotland, where the supei'ior })rimary instruction of the arti- zans removes one of the obstacles to theli" uc(|uiring scieutitic instruction, the Watt Insti- tution of Edinburgh, luid the Andersonian University of (ilasgow, have rendercnl good ser- vice, the former tiUring nearly half a century, the latter for nion; tlfcin '20 years ; they can boast amongst their scholars such names as those of Nasmyth, James Young, and many • others." 51. Dr. Playfiiir says : — " The four Scotch universities for very many years have given much more science instruction than the Universities in England, and the effect of that liaa been that they have got a great hohl of the population ; tliere are more university students in proportion to the population in Scotland than there are in any other part of the world ; tliere is one university stu^Kint for every 806 of the Scotch population, while there is only •one university student for every 5,445 of tin- population in Engliind ; and one university student to every 2,894 of the population in Ireland, so that it Avill be seen tliat we have got in Scotland much more hohl of the peojjle on account, I believe, mainly of our teach- ing subjects which relate to their future vocations in life. Wo have lately in Kdiiiljurgh ' «stablislied a professorshin of engineering, and one also of Agriculture. We had an old foundation of agriculture, and we have now put it on an efficient footing. For the first time I believe, in the hist)ry of British collegiss, we have established degrees iu technical science equal in rank to tint of masters of .arts or doctor of medicine, or bachelor in law ; our new degrees being applicable to agriculture, engineering and veterinary surgery." 52. From the " Report of a Commission on Science and Art in Ireland," dated in 18G0, wc learn that in that country a "College of Science" had been recently established The object of this college is to afford " a complete and thorough course of instruction in "those branches of science which are more immediately connected with and .applied to .all descriptions of industry, including Agriculture, Mining and M.anufactures ; that it should in th's way supplement the elementary scientific instruction already provided for by the Science Schools of the Department ; .and that it , should assist in the training of teachers for these schools;" 53. From the same Report we condense the following summary of the latest Regiila- ions (1869) of the Science and Art Depai-tment for the promotion of education in those ubjects in the United Kingdom : — "Tbf action of tlic Scienco .aiid Art Department is to aid instruction in science in the following buiijccts : — 1, [nacticrtl, plaiie and solid geometry ; 2, machine coKstruction and drawing ; 3, building constnictiyii, or naval architecture and drawing ; 4, eh^mentary mathematics; o, higher mathoiiiatic.5 ; (5, theoret'cal mechanics ; 7, applied mechanics : 8, acoustics, light and lieat ; 9, m.-ignetisni and electricity ; 10, inorganic chemistry : ] 1, or- ganic clujini.stry ; 12, geology; 13, mineralogy ; 14, animal physiology ; 15, zoology; 16^. vegetable physiology and economic botany; 17, systematic botany; 18, mining; 19, metallurgy; 20, navigation; 21, nautical astronomy ; 22, steam; 23, physical geography. And in 4rt in :— (I) elementary drawing as an education of the power of observation, and (2) drawing, painting, modelling, and designing for manufacture and decoration. As respects Scienci, the aid consists of — (a) Public examinn lus, in which Queen's medals and Queen's prizes are awarded held at all places comply .ag with certain conditions. {b.) Payments on results to teachers, a£- tested by examination, (c.) Scholarships and exhibitions. (d.) Building grants. ( England. Ireland. Scotland. Total. England. 1 Ireland. Scotland. T«tal. Number of Science Schoola.. Number of persons under ) instruction f Number of persona examined Number of papers workeJ ... Amount paid to teachers.*... Numb«r of toacliers quali- 1 fied to cam payments > ensfoyed j 150 6,441 3,288 5,933 £5,513 138 53 2,l:i5 1,40» ],895 £2,017 50 9 1,604 22.5 ;«5 £446 212 10,230 1 4,920 i 8,213 : £7,976 200 310 9,480 5,077 1 9,84e i £8,455 1 206 76 2,870 1,714 2,815 £3,269 75 15 ■J.Oll 360 457 £381 12 301 14,961 7,161 13,11» £12,105 293 "■ There are two forms of schoJarsh'p in connection with Elementary schools. " 1st. In tho Elementary School Scholarslii]', £5 are granted to the managers of any elementary achuol for the support of a deserving pupil, selected by competition, if they undertake to support him for a y ^ar and subscribe £5 for that purpose. The payment of £5 by the Science and Art Dep irtnient is conditional on the scholar passing in some branch of science at the May exa.uination. " 2iul. The Science, and Art Schi)larshi2) is of a more advanced chai'actor, and does not depend on any corresponding contribution on the part of the locality. A grant of £19 is made towards the ?nainteiiance, for one year, of the most deserving pupU or pupils in elementary schools who have passed certain examinations in science and in drawing. " In both these cases tlie scholar mitst be from twelve to sixteen years of age, and one scholarshi|) is allowed per 100 pupils in the school. " The exhibitions are : — * Thi.i is the amount up to tlie present time, all the olums not having yet Leon paid. 23 1st. Local Exhibitions, for advanced scientific instruction, to enable students to complete their education at somo college or school where scientific instruction of an advanced character may be obtained. Grants of £25 per annum for one, two or tiiree years are made for this purpose, when the locality raises a like sum by voluntary subscrip- tions. And if the student attend a State school, such as the Royal School of Mines in London, the Royal College of Chemistry in London, or Royal College of Science iu Ireland, the fees are remitted. The exhibition must be awarded in competition. " 2nd. Royal Exhibitions of the value of £50 per annum, tenable for three years, to the Koyal School of Mines, London, and the Royal College of Science, Dublin, are given in ',ompetition at the May examinations. Six are awarded each year — three to each institu- tion. Free admissions are also given to all gold medallists. ** Besides these the Whitworth ScJiolarships, of the value of £100 per annum, tenable for two or three years, ave {\.hu given in competition at the May examinations. '" A grant in aid of a new building, or for the adaptation of an existing building, for a school of science may be made at a rate not exceeding 2s. 6d. per square foot of internal ai'ea, up to a maximum of £500 for any one school, provided that the school — "(a. "(6. a.) Be built under the Public Libraries Act ; I.) Be built in connection with a school of art, aided by a Department building grant; And certain other conditions. "A grant, towards the purchase of ajiparains, diagrams, &c., of 50 per ctjit. of the cost of them, is made to science schools. " As respects Art the aid is : — " Firstly. Towards the teaching of elementary clraivino in schools for the poor. This aid consists of payments to the managers of schools instructed by teachers certificated for drawing (a), of Is., 2s. or 3s., on i:cjount of children who pass a very elementary, the 'first grade," examination ; (b), of 5s. or 10s. on children or pupii teachers who pass the more advanced, or "second grade" examination; and (c), of prizes to successful children and pupil teachers. "The "first grade" consists of free hand drawing in outline from flat examples, drawing from regular solids or objects of simple foi;m, and of easy problems in practical geometry. The second grade examination is of a higher standard than that of the first grade, but in the same subjects, with the additioii of perspective and mechanical drawing. Examinations are held in May, in any elementary school, taught by a master, holding a certificate for drawing, or wiio has passed a seconl grade examination in any of the above three subjects of draiving. " Secondly, — Towards art instruction in Jiight classes for artizans, held in elementary schools, in literary, mechanics' or similar institutions. This aid consists of payments to the managers of 10 or 15 on account of artizans, or their children, above 12 years of ago, satisfactorily taught drawing of the second or third grades, by certificated teachers ; of prizes to successful students ; and of payments towards the local expenses of examination. The ' third grade ' is represented by works embracing the whole course of instruc- tion in night classes, or schools of art, such as drawing from examples, from casts or models, from nature, the antique, or the life ; painting, fliowers, landscape, or from life ; designing or drawing for decorative purposes. "Thirdly, — To Schools of Art being held in room entirely devoted to art instruction- This aid consists of siiailar payments to the managers to those awarded to night classes* and of the following additional payments : — " 20s. on account of every artizari satisfiictorily instructed in art. " £15, or £30 on account of art pupil-teachers. "£5, or £10 on account of students trained for art teachers, or nadonal ait-scholars. " £3, on account of free studentships to artizans, submitting advanced works. "XIO, on account of expenses of annual report and examination. " Prizes are given to successful students, and the advanced studies of the schools of 24 art are brought together in a national competition, when gold, silver and bronze medals, and other prizes, arc aAvarded. All payments are contingent on the employment of certifi- cated teachers. " Elenientaiy schools, night classes, and schools of art, are aided to the extent of 75 per cent, in the purchase of examples. " Grants are made in aid of biiildiiig schools of art. " Fourthly, — By the maintenance of the National Art Training School, at South Kensington, in which highly qualified students from local schools of art, are admitted and trained as masters for schools of art, or as designers, or art-workmen. Such students receive allowances for their support of Irom 15s. to -lOs. weekly. " Fifthly, — Through the National Museum of Decorative Jrt and the National Art Library, whicli are made as f;"- as possible, circulating collections for the benefit of local schools of art. " Number of schools to which Grants were made lu- > I ( • England. Ireland. Scotland. Schools of Art 80 59 500 5 2 29 9 Night Classes 2 Elementary Schools 59 PAYMENTS ON KESULTS OF ART EXAMINATIONS, 18G7. Schools of Art Night Claspes Elumentary Schools England. £ s. d. 4701 11 7 «58 12 103 2650 18 Ireland. £ 8. d. 235 6 1 53 5 136 10 Scotlai -.1. £ s. e information which we have collected and embodied in this Eeport, will put the Governmei t in possession of all the facts which they desire to obtain n regard to Schools of Technology in the United States. All of which is respectfully submitted to your consideration. AVe have the honour to be, Sir, Your obedient, humble servants, J. George Hodgins. Alex. T. Machaitie. A.PPJd]NJDIX A.. COUESE OF STUDY IN THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSXOlsr, IST'O-T'l. The Massachusetts Institute of Technology provides a four years' course of scientific -and literary studies and practical exercises, embracing pure and applied mathematics the physical and natural sciences with their applications, drawing, the English languac-e m'-ntal and poitical science, French and German. The course is so selected and arranged as to otfer a liberal and practical education in preparation for active pursuits, as weU as a thorough training for the professions of the Civil and Mechanical Engineer, Chemist, Metallurgist, Ji-ngmeer of Mines, Architect, and Teacher of Science. All the studies and exercises of the farst and second years are pursued by the whole school. At he beginning of the third year, each student selects one of the following special courses of study :— 1. A Course ix Mechanical Engineeeing. 2- " " Civil and TopoGRAPiiicAL Engineering. 3. " " Chemistry. 4- " " GfiOLOGY AND MiNING ENGINEERING. 5- " " Building and Architecture. 6. " " Science and Literature. CONDITIONS OF ADMISSION. To be admitted to the first year's class the student must have attained the age of sixteen years, and must pass a satisiuctory examination in arithmetic, so much of algebra as precedes equations of ♦•he secord degree, plane geometry, English gramm.ar and geography. In general, the training given at the best High Schools, Academies, and Classical Schools, will be a suitable preparation for the studies of this School. In order to enter the second year's class, the student must be at least seventeen years ot age, and must pass a satisfactory examination upon the first year's studies, besides passing the examination for admission to the first year's class ; and a like rule applies to the case of students seeking admission into the classes of the succeeding years. Graduates of Colleges ^vill, in general, be presumed to have the requip'te attainmente for entering the third year as regular students, and may do so on satisfying the depai-t- "^*"*^A 1 ^ P"^°®® *° ^^^^^ ^^^^^ *^i°y ^^^ prepared to pursue their studies to advantage. A knowledge of the Latin language is not required for admission ; but the study of Latin IS strongly recommended to persons who propose to enter this School. COURSE OF INSTRUCTION. First Year. MaihemaUcs.—AlgehTa. beginning with quadratic equations and including logarithms. 26 Solid Geometry. Mensuration. Plane Trigonometry. Applications of Trigonometry to-- Navigation. Physics. — Sound. Heat. Chemistry. — Experimental study of General Inorganic Chemistry. English. — Composition. History and Structure of the Language. French. — Grammar and Translation. GciTnan. Descriptive Geometry. — Problems of position relative to the Point, the Eight Line and the Plane. Mechanical Drawing. — Use of instmments, water-colors and India-inlc. Graphical construction of problems in Geometry, Trigonometry and Descriptive Georaetry. Free-Jiand Draicing. — With chalk and crayons. Machinery. Ornamentation, Second Year. i Mathematics. — Spherical Trigonometry. Analytic Geometry of two and tliree dimen- sions. First Principles of the Differential and Integral Calculus. Descriptive Astronomy. — The Earth. Tlie Sun. Time. Gravitation. The Moon. Planets. Comets. Nebulae. Constellations. Surveying. — Field Work. Plotting surveys. Computing areas. Plans. Physics. — Light. Magnetism. Electricity. Chemistry. — Qualitative Analysis. Organic Chemistry. English. — Composition. Reading. History of the Language. French. — Grammar and Translation. » German. Descriptive Geometry. — Projections, Perspective, Shades and Shadows. Mechanical Drawivg. — Geometric, Perspective, and Isometric Drawing. Free-hand Drawing. — Machinery. Ornamentation. Landscape. Third Year. I. — Course in Mechanical Engineering. Machinery. — Cinematics. Principles of Mechanism. Measurement of the Dynamic Effect of Machines. Regulating Apparatus, as Brakes, Fly- Wheels, Governors, etc. Fric- tion and Rigidity. Materials, Construction , and Strength of Machinery. Action of Cut- ting Tools. Mathematics. — Differential and Integral Calculus. Analytic Mechanics. Applied Mechanics. — Dynamics of Koiids. Hydrostatics and Hydrodynamics. Ther- modynamics. Descriptive Geometry — Applications to Masonry, Carpentry, and Machinery. Metallurgy. — Metallurgical Processes, Constructions and Implements. Drawing. — Machinery. Physics. — Laboratory Practice. Geology. — Physiographic Geology. Lithology. Outline of Geological History. Dynamical Geology. English. — Logic. Rhetoric. History of English Literature. Constitutional History. — England and tlie United States. - French. — (Spanish may be substituted.) _^ Gennan. — 11. — Course in Civil and Topographical Engineering. Engineering. — Survey, Location, 'and Construction of Roads, Railways, and Canals. Measurement and Computation of EarthAvork and Masonry. Supply and Distribution of f to- 17 and ical niic ric- ler- )ry» lals. I of Geological History. Water. Drainage. Hpdrogi-aphical Surveying. Eiver and Harbor Improvements. Field Practice. Topography. — As practised by the U. S. Coast Survey. Mathematics. — Differential and Integral Calculus. Analytic Mechanics. Applied Mechanics. — Stress. Stability, Strength, and Stiffness. Spherical Astronomy. — Higher Geodesy. Latitude and Longitude. Descriptive Geoni«ft-y.— -Applications to Masonry and Carpentry. Draicing. — Plans, Profiles, Elevations, Sections, etc. Physics. — Laboratory Practice. Geology. — Physiographic Geology. Lithology. Outline of Dynamical Geology, English. — Logic. Rhetoric. History of English Literature. Constitutional History. — England and the United States. French. — (Spanish may be substituted.) German. III. — C01TR8E IN Chemistry. Industrial Chemistry. — Study of Chemical Manufactures. Glass, Pottery, Soda-ash Acids, Soap, Gas, etc. Tlie Arts of Dyeing, Calico Printing, Tanning, Brewing, Distil ling, etc. Metallurgy. — Metallurgical Processes, Constructions, and Implements. Assaying. — Wet and Dry Ways. Descriptive and Determinative Mineralogy. — Use of the Blovrpipe. The foregoing studies are elective. Each student must select one or more of them. The following studies are required : — Quantitative CJiemical Analysis. — Laboratory Practice. Drainng. — Chemical or Metallm-gical Apparatus. Plans of Works. Physics. — Laboratory Practice. Geology. — Physiographic Geology. Lithology. Outline of Geological History. Dynamical Geology. English. — Logic. Rhetoric. History of English Literature. Constitutional History. — England and the United States. French. — (Spanish may be substituted.) German. IV. — Course in Mining Engineering. Engineering.-rSiiTvey and Construction of Roads and Railways, Measurement of Earthwork and Masonry. Hydraulics. Draining. Field Practice. Descriptive and Determinative. Mineralogy. — Use of the Blowpipe. Assaying. — Wet and Dry Ways. Quantitative Chemical Analysis. — Laboratory Practice. Metallurgy. — Metallurgical Processes, Constructions, and Implements. Furnaces, Crucibles, Blowing Machines, Fuels, and Fluxes. Mathematics. — Differential and Integral Calculus. Analytic Mechanics. ' Applied Mechanics. — Stress. Stability, Strength, and Stiffnesss. Drawing. — Sections and Maps. Mines. Metallurgical Apparatus. Physics. — Laboratory Practice. Geology. Physiographic Geology. Lithology. Outline of Geological History. Dyna- mical Geology. English. Logic. Rhetoric. Histoiy of English Literature. Geology. — Physiographic Geology. Lithology. Outline of Geological History. Dynamical Geology. English. — Logic. Rhetoric. History of English Literature. Constitutional Histm-y. — England and the United States. French. — (Spanish may be substituted.) German. S8 V. — Course in Building and Architecture, Arehiteetural Dttign. — The Elements of Desigii. The Principles of Composition. Exercises. The Study of Executed Works. Construction. — Building Materials and Processes. The Study of Works in Progress. Drawing. — Plans, Elevations, Sections, and Details. Ornament. Sketching from Buildings. Maihematici. — Differential and Integral Calculus. Analytic Mechanics. Applied Meclmnics. — Stress. Stability, Strength, and Stififness. Descriptive Geometry. — Applications to Maso-ry and Carpentry. Geology. — Physiographic Geology. Lithology. Outline of Geological History. English. — Logic. Rhetoric. History of English Literature. Constitutional History. — England and the United States. French. — (Spanish may be substituted.) German. VI. — CouRsi IN Science and Literature. Mathemati^'i. — Differential and Integral Calculus. Analytic Mechanics. Chemistry. — Quantitative Analysis. Pure and Applied Chemistry. Physics. — Physical Research. Architectural Design. — The Elements of Design. The Principles of Composition. Exercises. The Study of Executed Works. The foregoing studies are elective. Each student must select one or more of them. He may in addition choose any of the special subjects of the other Professional Courses, such as Descriptive Geometry, Engineering, Spherical Astronomy, Metallurgy, or Miner- alogy. The following studies are required : — History, — Guizot — Histoire Generale dc la Civilisation en Europe. Dratcitig. — Subjects determined by each student's choice of studies. Physics. — Laboratory Practice. Geology. — Physiographic Geology. Lithology. Outline of Geological History. Dyna- mical Geology. English. — Logic. Rhetoric. History of English Literature. Constitutional History. — England and the United States. French. — (Spanish maybe substituted.) German. Fourth Year. , I. — Course in Mechanical Engineering. Machines. — Strength and Proportions of the Parts of a Machine. Hand Machinery, — Cranes, Derricks, Pumps, Turn-tables, etc. Motors. — Hydraulic Moters. Water-wheels. Water-Pressure Engines. Power and Strength of Boilers. Steam Engines, — Stationary, Locomotive, Marine. Air and Gas Engines. Building Materials. — Stones, Bricks, Mortars and Cements. ' Descriptive Geometry. — App ications to Masonry, Carpentry, and Machinery. Model- ling. Drawing. — Machines. Wprking Plans and Projects of Machinery, Mills, etc. Political Economy. Natural History. — Zoology, Physiology. French. — (Italian may be substituted.) German. II. — Course in Civil and Topographical Engineering. Engineering. — Structures of Wood, — Framing, Trusses, Girders, Arches, Roofs, Bridges. Structures of Stone, — Foundations, Retaining Walls, Arches, Bridges. Struc- tures of Iron, — Foundations, Beams, Girders, Columns, Roofs, Bridges. Field Practice. P}ysi"cuin.ai Building Materials.— Utoncs, Bricks, iMortars, and Cements. Drawing. — Apparatus. Machinery and Plans of Works. FoUlical Economy. Natural History. — Zoology and Physiology. iVeracA.— (Italian may be substituted.) German. IV.— Course in Mining Engineering. Mtnmg.—T\xe Useful Minerals. Modes of occuuence. Prospectuis. Borin- Srxu'",^- .?r"'Hi"S Shafts, — Timbering, Walling, and Tubbing. Driving LevelT Methods of Mining. Ventilation. Lighting. Winding Machinery. Ladders and Man- IJigines. Underground Transportation. Pumps. Dressing and Concentration of Ores — l^rushers, Stamps, Washers, Amalgamators, etc. Details of American Mining Machinery and Motors.— YL&ndi Machinery. Water-wheels. Boilers. Steam-engines ^?i7meer»i<7^StructuresofWood, Stone, and Iron. Foundations, Walls, Arehes' Domes, Beams, Trusses, Girders, Eoofs. Chemistry. — Quantitative Analysis. Laboratory Practice. G«o%y.— Historical Geology. Palaeontology. Detailed study of American Geology Building Matenak.-Stones, Bricks, Mortars, and Cements Z>rawiW— Geological Maps and Sections. Plans and Sections of Mines, Quarries and other open Workings. Mining Machinery and Implements. Political Economy. Natural History. — Zoology and Physiology. French. — (Italian may be substituted.) German. v.— CouRsa IN Building and Architecture, ArcUtpclural Design.— Ijcercises in Composition. History of Archilwcture The- other Arts of Design. ^ • o ^ Professional Practice'.— Specifications. Contracts. Estimating and Measurin^^ Suner- intendence. ° '■ DrawiTig.—Axchitectme Landscape, and the Human Figure. Lithography and Etching. Modelling. Drawing from Memory. o t- j Engineeringr—Stmcimea of Wood, Stone, and Iron. Foundations, Walls, Arches, Domes, Beams, Trusses, Girders, Hoofs. . Descriptive Geotnetry.— Applications to Masonry and Carpentry. IFarming, Lighting, Ventilating, Acoustics. Lectures. Building Materials.— Stones, Bricks, Mortars and Cements. Political Economy. Natural History.— Zoology and Physiology. jPr«ncA.— (Italian may be substituted.) German. 30 VI.— Course in Science and Literature. T/ie Higher Mathemaiics, CJiemistri/. — Special Researches. P/i^/s/c*.— Special Eesearches. Architectural Desian. — Exercises in Composition. other Arts of Design, History of Architecture. The The foregoing studies are elective. Each student must select one or more of them. He may in addition choose any of the special subjects of the other Professional Courses] jsuch as Machinery and Motors, Descriptive Geometrj-, Engineering, Mining, or Geolo<»y! Tlie following studies are required : — Menial Science. Building Materials. — Stones, Bricks, Mortars, and Cements. Drauing. — Subjects determined by each student's choice of studies. Politicul Economy. Natural History. — Zoc'ilogy and Physiology. French. — (Italian may be substituted.) German. I The hem. rses, logy. A.PPENDIX B. COURSE OF STUDY IN THE kmdik ^c\ml d gale €p\lqt NEW HAVEN, CONNECTICUT. 1870—71. TERMS OF ADMISSION. Candidates must be not less than sixteen years of age, and must bring satifactory ten- timonials of moral character from their foi-mor instructors or other responsible persons. For admission the student must pass a thorough examination in Davies's Bourdon's Algebra as far as the General Theory of Equations, or in its equivalent ; in Geometry, in the nine books of Davies's Legendre, or their equivalent : and in Plane Trigonometry, An- :alytical Trigonometry inclusive ; and also in Arithmetic, including the " Metric System," Geography, United State* History, axi^ English Grammar, including Spelling. An ac- quaintance with the Latin Language is also jequired, sufficient to read and constnie some classical author, and Allen's Latin Grammar is commended as exhibiting the amount of grammatical study deemed important. Practice in Drawing, if it can be obtained before entrance, will be of great advantage. Candidates for advanced standing in the three regulai- classes are examined, in addi- tion to the preparatory studies, in those already pui-sued by the class they propose' to enter. No one can be admitted as a candidate for a degree after the commencement of the Senior- year. The arrangement of the studies is indicated in the annexed scheme. Freshman Year — Introductory to all tlie Courses. First Term. -German — Whitney's Grammar and Reader. Unglish — Mai-sh's Eng- lish Language ; Exercises in Composition. Mathenmtics — Davies's Analytical Geometry and Spherical Trigonometry. Physics — Atkiaison's Ganot, with experimental Lectured Chemistry — Eliot and Storer's Manual ; Laboratory practice. Ulementary Drawing prac- tical lessons in the Art School. Daws of Health — Lectures by Professor P. Bacon. Second Teim. — Langvage, Physics, Chemistry, and Drawing — as stated above, i/a- ihematics — Church's D^ciiptive Geometry. Third Term. — Mathematics- Otiher studies continued. -Surveying and Plotting. Botany— Gray's Manual. IN CHEMISTRY AND METALLURGY. Junior Year. First Term. — Clietnical Analysis — Fresenius. Recitations and Lectiu«s. Use of Blowpipe. Laboratory Practice — Qualitative Analysis. English. German. French. 88 Sec'on'.j Tkiim. — Chemical Philosophy — Wurts : Recitations and Lectures. Labora- tory Practice — Qualitative Analysis, coutinuod. Examination for poisons. Quantitative Analysis, begun. Zooloijy-rLocturcs. EwjUah. German. French. Third Term. — Mineralegy — Dana. Lectures and Practical exercises. Organic Chem- istry I^ectures. Zoology — Lectures and E.\cursiona. Laboratory Practice— Quantutivo Analysis, continued. English and French — continued. Senior Year. First Term. — Metallurgy — Percy. Lectures. Agricultural Chemistry — Recitation and Lectures. Geology — Dana. Lectures and recitations. Zoology — Lectures. Laboratory Practice — Volumetric and Organic Analysis. Determinative Mineralogy, English and French — continued. Second and Third Terms. — Metallurgy — Lectures. Agribultural Chemistry — Lectures. Geology — Dana. Anatomy Physiology — Academical Lectures. Laboratory Practice' — Mineriil Analysis and Assaying. Determinative Mineralogy. English and French — continued. I In Civil Engineering. Junior Year. First Term. — Mathematics — Church s Descriptive Geometry, with applications. Analytical Geometry of Three Dimensions. Surveying — Higher Surveying. English,, French, and Germati. Second Term. — Mathematics — Davies's Shades, Shadows, and Linear Perspective. Church's Differentirl Calculus. Astronomy — Norton's Astronomy, with practical problems. English French and German. Third Term. — Mathematics — Isometrical Projection. Differential and Integral Calculus. Topographical Surveying. Drawing — Topographical. English and French. Senior Year, First Term. — Field Engineering — Henck's Field Book for Rail Road Engineers. Location of Roads. Mechanics — Peck's Elements. Tliermodynamics. Military Scl'nce — Lectures. Geology — Dana. Drawing — Architectural. Stone Cutting, with graphical problems. English arid French. Second Term. — Mechanics — Peck's Elements, continued. Application of Calculus to Mechanics. Principles of Mecnanism. Theory of Steam Engine. Civil Engineering — Strength of Materials. Bridge Construction. Stability of Arches and Walls. Military Science — Lectures. Geology — Dana, continued. Drawing — Mechanical. English and French. Third Term. — Mechanics — Mechanics applied to Engineering. Hydraulics — Theory of Turbines and other Water Wheels. Civil Engineering — Building Materials (Lectures)^ Mahan's Civil Engineering. Matliematics — Geodetic Surveying. Drawing — Structural. Students who pursue a higher course in Engineering, for one year after graduating as Bachelors, may peceive the degree of Civil Engineer. In Mechanical Engineering. Junior lear. Pure Mathematics — Descriptive Geometry, with applications. Analylitical Geometrjr of three dimensions. Differential ani Integral Calculus. Mechanics — Analylitical Me- chanics. Principles of Mechanism. Drawing — Shades, Shadows, and Linear Perspective.. Elements of Mechanical Drawing and Principles of Construction. Shading and tinting^ *nd drawing from patterns. Metallurgy. English, French, and German. 9$ bora- itive hemr ktivo and tory and ires. :e— Ji- ms, 'ish„ tns.. ral :al 5 1^ 5«/n'w Fear. Applied Mexhixnics — Strength of Materials. Thermo-dynamics. Tlieory and con- struction of the Steam Engine and other prime movers. Theory of Machines Mill work. E.vuniination of Machinery. Mechanical Construction. Use of Tools. Ih-awing — Drawing fntm actual Machines. Designt of Machines. English French, and German. In Nat bal History. Either Geology, Mineralogy, Zoo'^gy, or Botany may be made the principal study some attention in each case being directed to the other three branches ' Natural History Junior Year. First Term. — Zoology — Daily laboratory instruction ; Zoological Excursions. BoUtny — Gray's Text Book ; Use of the Microscope. C/iemistnj — Academical Lectures. French — begun. German — continued. Second Term. — Zoology and Palamtology — Laboratory Practice. Lectures. Botany — Lectures ; Gray's Text Book. Phijsical Geography — Lectures and Recitations. Chem- istry — Laboratory Practice. French and German — continued. Third Term. — Zoology and Pulmonlology — Laboratory Practice. Lectures. Excursions (land anl marine). Botany — Excursions. Prswjtical Exercises. Gray's Manual. Mine- ralogy — Dana. Lectures. Practical Exercises. FrencA- -continued. Drawing — Free Hand Practice. Senior Year. First Term. — Language — Whitney's Language and the Study of Language. French — Selections. Zoology and Pakwntology — Laboratory Practice. Lectures. Excursions. Botany — Excursions. Herbarium studies. Geology — Dana's Manual. Excursions. Second Term. — Zoology and Palcemitology — continued. Botany — Herbarium studies. Botanical Literature. Essays in Descriptive Botany. Geology — Dana. Lectures. An atomy and Physiology — Academical Lectures. French — Selections. Whitney on Langimge — continued. Third Term. — Zoology, Botany, und Paleontology — contmued, with .^Excursions. Photography — Practical instruction. Besides the regular courses of lectures on structural and systematic Zoology and Botany, and on sp-'^cial subjects, students are taught to prepare, arrange, and identify collections, to make dissections, to pursue original investigations, and to describe Genei-a and Species in the language of science. For these purposes large collections in Zoology and Palseontology belonging to the College are available, aa are also the private botanical collections of Pro- fessor Eaton. In Peeparation fob Medical Studies. During one year the work of this course will be chiefly under the direction of the in- stinictors in Chemistry ; during the second year under that of the instnictiona in Zoology and Botany. In Chemistry especial attention will be given to the exami- nation of urine and the testing of drugs and poisons Zoology to comparative anatomy, reproduction, embryology, the laws of hereditary descent and human parasites ; and in Botany to a general knowledge of structural and physiological Botany, and to medicinal., food-producing, and poisonous plants. The studies of the Select Course in Physical Geo- graphy, History, English Literature, etc., are followed by these students. In Studies Peeparatory to Mining. Young men desiring to become Mining Engineers, can pui-sue the regular course in Civil or Mechanical Engineering, andat its close can spend a fourth year in the study of metallui^, 3 i 84 mineralogy, etc. Should there bo a sufficient number of students desiring it, a course of Ifcturesoa th« milject of Mining will iilsto be |irovide(l. Is Select Studies phepabatuhv to otu;:r iiioueb pursiiits, to business, etc. Junior Year. First Tebm. — Mechanics — Peck's ElomentH. Hislory — Modern History of Europe, Recitations and Lectures. English Literature, German — Selections. French — FiisquoUe's Course, and Reader. Skconu Tkkm. — Astronomy — Norton's Astronomy, with practicnl problems. Agricultural Chemistrji — Lectures. I'hi/slcal Geognijihi/ — Lectures and Recitations. Znoloqg — Lectures. liottiiiii — Lectures ; Gray's Text Book. History— conthwuiA, German — Selections. French — Selections from Classic Authors. TuiBi) Tkum. — /?o