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THE 
 
 / 
 
 Rensselaer Polytechnic Institute. 
 
 Its Reorganization in 1849-50; Its Condition at the Present Time; Its 
 Plans and Hopes for the Future : 
 
 BY THE 
 
 DIRECTOR OF THE INSTITUTE. . ^-^.--^ 
 
 ALSO, ^ '.tJi-j:^^ 
 
 THE STATEMENT OP A COMMITTEE 
 
 APPOINTED BY AND OF THE TKUSTEES OF THE INSTITUTE, FOR THE PRE- 
 SENTATION OF ITS VABIOUS INTERESTS TO THE CITIZENS OF TROY. 
 
 TROY, N. Y.: 
 
 D. H. J0NE3 <b CO., PRINTERS, 216 RIVER STREET. 
 1855. 
 
rni 
 
 INTRODUCTOEY NOTE. 
 
 The following explanatory sketch of the Institute and its system, has been pre- 
 pared at the request of the Committee whose statement follows, with the hope that 
 it may contribute to the diffusion of more accurate knowledge than, it is to be 
 feared, now prevails in our own community, with respect either to the real objects 
 of the Institute or its plans of future development. It is deemed proper to remark 
 that the mere notice which is here introduced, of some of the more prominent Poly- 
 technic Institutions of Europe, has seemed to be the very least that could be said on 
 this point in order — as was the object of their introduction in this paper — to aid 
 the formation of an intelligent judgment of the characteristics as well as utilities of 
 that class of educational institutions in which the Institute finds its place. 
 
 Troi/t December, 1856. 
 
THE 
 
 Rensselaer Polytechnic Institute. 
 
 It is scarcely to be doubted that, in respect to the Rp:xsselaer Poly- 
 technic IxSTiTUTF.. there is considerable misapprehension, not to say 
 ignorance, more or less prevalent with regard to its position, objects, and 
 other characteristics, as an educational establishment. And, yet, this is 
 not so remarkable -when it is understood as it properly should be, that 
 some of the most material changes, in what may be called the character- 
 istics of such an institution, have been effected in this within a period of 
 less than six years past. To explain the nature of these changes, the 
 considerations which conducted to them, the consequences which have 
 resulted "from them, and the present aims and hopes of the Institute 
 management, will be the main objects of this paper. 
 
 Re'ORGaxizatiox oe the Institute. 
 
 Prior to the year 1850, the Rensselaer Institute was announced, and 
 generally understood to be an institution for '' Instruction in Mathematics, 
 Physics^ Chemistri/^ Geology, and Kaiutal History^ with tlieir Applications 
 to Civil Engineering, the Arts, Manufactures, and Agriculture.'' 
 These, indeed, were substantially the objects of the institution, as originallv 
 e>tablished in 1825, by its Founder, Stephen Tan Rensselaer; and, 
 with unimportant deviations in the style of declaration or details of execu- 
 tion, these continued to be the declared objects of the Institute, through 
 the intervening period of a quarter of a century, up to the date men- 
 tioned at the opening of this paragraph. At this time, the present Direc- 
 tion of the Institute, after an experience of nearly three years with its 
 plans and workings, had readied the conclusion that, notwithstanding the 
 acknowledged usefulness of the institution upon its then existing basis, 
 
it nevertheless did, and must continue to fail to realize tliose better results, 
 which, as an educational establishment, it might, and, indeed, ought to be 
 capable of, were it not for certain radical defects in fundamental features of 
 its organization. These were believed to be, first, in the recognition of 
 educational objects which were not only too comprehensive in reach, but 
 liable to be too vaguely and indefinitely tvorhed out, to admit of that com- 
 pleteness of treatment or that balancing of parts, so essential to anything 
 like satisfactory results ; and, secondly, as if to render more unmitigated 
 the evils noted under the first head, in the short time, allowed to he suffi- 
 cient, for the preparation of candidates for the scholastic or professional 
 degrees conferred by the Institute Board. 
 
 The Managers of the Institute, tlierefore, resolved, that their field 
 should he narrowed and more thoroughly cultivated.; that, indeed, tlieir 
 educational objects should be restricted to matters immediately cognate to 
 Architecture and Engineering; that, moreover, for a somewhat 
 irregular and for the most part optional course, requiring but a single year 
 for its accomplishment, they w^ould substitute a carefully considered 
 Curriculum, which should require at the least three full years of systematic 
 and thorough training ; and that, finally, they would demand the apphcation 
 of the strictest examination tests to the successive parts of the course 
 prescribed, not only in respect to the translation of students from lower to" 
 higher classes, but, especially, in all cases of ultimate graduation with 
 professional de^ees. 
 
 It was in accordance with such views as these that, in 1849—50, this in- 
 stitution was wholly reorganized upon the basis of a general Polytechnic 
 Institute, when it received the distinctive addition to its title, under 
 which it has since been more or less g'enerally known. Its objects were 
 thenceforward declared to be " The education of Architects and Civil, 
 Mining, and Topographical Engineers, upon an enlarged basis, and 
 with a liberal development of Mental and Physical Culture." It was, 
 however, also declared that, the educational advantages of the Institute 
 should not be restricted to those only who might be destined to profes- 
 sional pursuits, but "should be made available and eminently useful to all 
 others, whether contemplating a future professional career or not, who, 
 appreciating and desiring such a course of educational training, would be 
 willing to submit to the discipline required for its successful accomplishment." 
 But it is proper to remark that, with the compreliensive statement and 
 formal announcement, then made, of what was proposed to be the future 
 work of the Institute, there was associated in the minds of its Managers no 
 immediate expectation of realizing more than a very partial development 
 nf their plans, with the comparatively limited resources in mntcriel of everv 
 
kind at their command. Accordingly, it was resolved, that, of the entire 
 Institute Curricidima, they would at first proceed to develope the General 
 Course — the common scientific basis of the four Professional Courses — 
 and the two speciahties of Civil and Topographical Exgixeerixg, to 
 as good a degree of excellence as should be practicable tmder the existing 
 circumstances ; while they would defer any attempt to effect the more 
 complete development of their plans, including the important specialities of 
 Architecture and Mixing Engineering, to a period when they might 
 hope to be able to invoke efi"ectively the aid of conditions more favorable 
 to reahzations so desirable. 
 
 Results of the Re-organization. 
 
 TVith the preceding somev.-hat general statement of the considerations 
 which determined the present alterations in the Institute System, a perti- 
 nent inquiry might now be suggested, as to the results of experience in 
 working out such a series of changes ; — changes, too. so likelv to be pro- 
 ductive of important consequences, as those whose original inception has 
 been referred to the period in question. But to answer this inquiry bv a 
 statement in detail of the actual experience of the Institute during a period 
 of six years past, would be as tedious to the readers, as it would doubtless 
 be inexpedient for the objects of this paper. Nevertheless, the following 
 general comparison may serve the immediate purpose of illustrating these 
 results as they appear ftom a certain point of view, and, at the same time, 
 form a not inappropriate introduction to some more particular statements 
 to be given hereafter: — In 1849, with a course of study which was, unde- 
 niablv, somewhat vague^ unsystematic, and incomplete, there was an atten- 
 dance of thirty to thirty-five students; while the annual income from 
 tuition fees — exclusive of that from other sources — did not exceed sixteen 
 hundred dollars : At the present time, with a course of systematic, ex- 
 tended, and somewhat severe training, strictly wrought out, at least, in 
 the case of every graduate of the Institute, tliere is an attendance of over 
 one hundred students; while the annual income from tuition fees alone — 
 now fifty per cent, liigher than at the former time — amounts to more than 
 seven thousand dollars. And. yet. Avhile far from undervaluing the im- 
 portance naturally attached to the number in attendance at an educa- 
 tional establishment, it may, nevertheless, fairly l)e questioned whether 
 this, in itself, can be regarded as proof of any peculiar or remarkable ex- 
 cellence in sucti an institution ; otherwise, it were necessary to admit the 
 existence of such excellences in institutions — of not unfrequtMit occurrence 
 in this! countrv — whose ba.sia for .such a distinction it would bo difficult to 
 
6 
 
 find, savejn a facility for gathering in hundreds of students from a sur- 
 rounding country, at rates of tuition marvellously cheap.* 
 
 And, hence, we should be altogether unwilling to have the results of the 
 Institute experience estimated by such a standard alone — a standard as 
 superficial as it would be unjust. On the contrary, how tangible soever as 
 indications of a vigorous and active life, we would prefer to have these re- 
 sults seen, when taken in connection with accompanying circumstances, — 
 as we hope to be able to show, — to be evidence equally tangible, of the 
 complete and triumphant success of a most imp)ortant educational experiment. 
 
 The fact is scarcely appreciated — not, certain!}-, as it should be — by 
 many citizens even in our own midst, that an institution located in a retired 
 part of this city, occupying quarters as uiiimposing in exterior as they are 
 limited in extent, enjoys a patronage — to say nothing of re])utation — that, 
 in view of all the circumstances, might well be coveted by any educational 
 establishment in the land. We say, in view of all tlie circumstances ; for, 
 with buildings and surroundings less attractive than those of many a coun- 
 trv academy, — with a comparatively high rate of tuition, — with the utter 
 absence of all those means, so frequently resorted to, for attracting atten- 
 tion to an institution through the public prints ; — with, in short, a display 
 of resources so limited — of temptations so poorly contrived to allure public 
 appreciation ; — nevertheless, on a direct observation, the following facts are 
 as conspicuous as they are significant, namely : that, from all parts of the 
 United States, — from Upper and Lower Canada, — from the tropical regions 
 of the West Indies and South America, — there is an annual accession of 
 voimg men to the successive classes of this Institution, which, besides an- 
 nually increasing, is even now quite respectable in numberf ; that, more- 
 over, these are, in general, derived from those quarters in wliich an 
 intelligent appreciation of the peculiar ol^jects of the Institute would be 
 likelv to find place ; and that, finally, these annual accessions comprise bodies 
 of young men, who, for capacity, intelligence, and all those characteristics of 
 manhood most suggestive of a promising future, are scarcely equalled, cer- 
 tainly not excelled by a similar collection of students at any other institution 
 in this country. 
 
 We trust that we may be pardoned if we attach too much importance 
 to this matter ; but we are, nevertheless, constrained to believe that, in 
 
 *We do not, of course, refer to those institutions that, with large productive en- 
 dowments, can afford to make low rates of tuition, and at the same time, exact 
 tound scholarly training in the person of every reci])ient of their graduation honors. 
 
 f During the past year as follows: From foreign countries; — Brazil, A, — Cuba, 
 
 5 Canada, 7. From the United States ; — ^fe , Z—Maas., 9, — Conn., 4. — Vt, 2, — 
 
 JV: J., &,—Penn., 9,~Md., 2,—S. C, ?,,^Ga., 2,— La., 1.— J//ss., 2,—IU..'d,-~J)hio, 
 2,—Cal.. I,— New York City, 9,State at largt, Z3,— City of Troy, 9. Total, 116. 
 
such results as these, we have a well-grounded basis, for all we claim in 
 the conclusion enunciated in a preceding paragraph ; that, indeed, with 
 such an experience, the Institute may fairly and logically claim to have 
 passed beyond the doubtful issue of a mere experiment, and to have reach- 
 ed a present position, in which it may, without serious presumption, assume 
 to know the ground on which it stands. 
 
 Its Objects those of a Polytechnic Institute. 
 
 And, now^, it may be proper to repeat, or state in another form, the 
 objects originally proposed in the reorganization of the Rensselaer Institute. 
 These objects were, to develope the original and peculiar excellences of 
 this institution, into a true Polytechnic Educational Establishment, 
 on a liberal basis and with elevated aims. An institution whose character- 
 istics of development should be suggested, partly, by its own most 
 instructive experience of more than thirty years as a School of Tlieoretical 
 and Practical Science ; partly, by the published organizations, courses of 
 study, and practical workings of the Polytechnic Institutions and Special 
 Industrial Schools of Great Britain and, more especially, of France and 
 Germany ; and, in part, also, by the results of observation and study of the 
 professional loants in this country of those classes of men, for whose benefit 
 the institution would be more especially designed. But in order to obtain 
 a more distinct conception of the present objects of the Institute, and then 
 be able to form an intelligent judgment of the importance which is here 
 claimed for them, it will be necessary or, at least, highly serviceable, to 
 take a brief preliminary survey of the plans and workings of that class 
 of educational institutions of the old world, in which our institution finds 
 its place. 
 
SCIENTIFIC AND TECHNICAL INSTITUTIONS IN EUROPE. 
 
 The establishment of Polytechnic Institutions for educational 2mrposes is in 
 manifest obedience to a demand of the most general interest of the present age. 
 
 In all civilized countries, the prosecution of industrial pursuits, in some 
 one of their multiform phases, constitutes the prime business of man, — 
 "Whether we regard his operations as an Agricultural Producer, — as a 
 Manufacturer or Artisan, — as a Merchant or Factor, — or, finally, as an 
 Engineer or Architect, adapting his works to the wants common or pecu- 
 liar of all the rest, — still, how different soever the respective modes, they 
 nevertheless concur in contributing to the advancement of the great business 
 
 of life PRODUCTIVE INDUSTRY. 
 
 But a new era for industry has been commenced during the present cen- 
 tury. Science has cast its illuminating rays on every process of Industrial 
 Art. The discoveries and improvements which have so frequently flashed 
 into view, have indeed, attested, in a manner the most striking, the mutual 
 advantage to Science and Art — to theory and practice — of a better mutual 
 acquaintance. That there has been a large gain to both, as well of mutual 
 enlightenment as of mutual rectification, is no longer, among intelligent 
 and candid observers, a disputed question. And, in respect to Art, there 
 is no point better estabhshed than that practical processes, by becoming 
 more rational have become more certain, and thereby more economical. 
 
 Hence it is, that educational establishments, having for their object the 
 training of young men in the various branches of Theoretical and Applied 
 Science, respond to a want as generally as it must be earnestly felt in all 
 civilized communities. Such Institutions are well known on the Continent 
 of Europe under titles that, although somewhat varied, are nevertheless 
 suggestive of the ol^jects for which they were established. 
 
 Scientific and Technical Institutions in France. 
 
 The oldest organization' bearing the appellation Polytechnic, is an Insti- 
 tution of world-wide celebrity, the Ecole Polyteciinique — now the 
 lllcole Imperiale Polytechnique — of Paris. Established near the close 
 oi' the hist century* by a few accomplished and zealous professors of the 
 
 *In 1794— opened iu 1*796. 
 
Mathematical and Physical Sciences under the fostering care of the Frenck 
 Government, — an especial favorite with the first Emperor Napoleon, from, 
 whom it received the most watchful consideration, so long as his ever 
 appreciative sagacity could be made available to its growth in usefulness, 
 — it soon came to he, and, indeed, has been for the last half a century-, 
 undoubtedly, in certain respects, the first school of science in the world. 
 
 The Polytechnic School of France differs from other institutions of 
 its class, in not furnishing a comjjlete system of technical instruction to those 
 who go through its courses. Indeed, this institution is rather to be under- 
 stood as a School of General Science, introductorv to a class of Special 
 Schools of Application — also government institutions — than as a general 
 Polytechnic Institution ; since, the Special or Technical Schools as such 
 being essentially complementary to the Ecole Poh^technique, would have to 
 be joined to the latter in order to the realization of the full idea of a 
 Polytechnic Institute. Such, in fact, is the use made of the Ecole Polytech- 
 nique. Its pupils after graduation, with few exceptions, pass directly to 
 the Special Schools, where they complete their courses of pupilage before 
 entering those departments of the Government Seri'ice, Military, Naval, 
 or Civil, to which they may be respectively destined.* 
 
 Th'e following programme exhibits a general view of the course of study 
 at this institution.. 
 
 ]6C0LE IMPERIALE POLYTECHNIQUE. 
 
 \_Cou7'se two years.l^ 
 
 Higher Analysis. Physics. 
 
 Rational Mechanics. Chemistry. 
 
 Theory of Machines. Architecture, 
 
 Descriptive Geometry. French Composition. 
 
 Analytical Geometry. German Language. 
 
 Astronomy. Topographical Drawing. 
 
 Geodesy. Free-hand Drawing. 
 
 Social Arithmetic. Geometrical Drawing. 
 
 The advantages of this School are open to the free competition of natives 
 <of France of the proper age. But the standard of requirements for admis- 
 sion, besides being high is rigidly held ; so that not unfrequently five or six 
 times as many applicants are examined as found qualified for admission. 
 The course of study is arranged for two years ; and, yet, so elevated is 
 the range of some of the studies on the foregoing programme as carried out 
 
 *It may be remarked that the £cole Poly technique, although under government 
 control and possessed of an interior discipline Avhich is strictly military, is not — as 
 is too frequently supposed — in any proper sense ■a Military School. All instruction 
 bearing directly on subjects of Military and Naval Science, as well as on Civil and 
 "Mining Engineering, are excluded from this antl referred to the different Special. 
 ■Schools of Application. 
 9 
 
10 
 
 at this institution tliat, with a standard of requirements for admission, par- 
 ticularlj in Mathematics, considerably above those required for graduation 
 in many institutions, the Ecoui: Polytechnique has sent forth among its 
 graduates the first men of France, and, indeed, of tlie age in Theoretical 
 Science. 
 
 It has been mentioned that the Ecole Polytechnique is incomplete in 
 technical specialties.* Provision for this deficiency is, liowever, very fully 
 made, so far as the requirements of tlie State are concerned, in the various 
 Schools of Application, under the administrative control of different Minis- 
 terial Departments, which furnish courses of special training for the several 
 branches of Government Service. Of these, besides a number of Schools 
 for the several special arms of the Military and Naval Service, — such as 
 Artillery, Cavalry, etc., located in different parts of the Empire, — -we have 
 the following Schools for various specialties of the Civil Service :f 
 
 L' Ecole des Fonts et Chaussees 8 £coles jS'atioxales des Arts et 
 
 L' ^fiooLE ]S"ationale des Mines. Metiers. 
 
 L'Bjole DES MiNEURs DB Saint-IStienne-. 44 EcoLES D* Hydrograpiiie. 
 
 L' El;ole des Maitres^ouvuiers Mineurs L' Ecole Xationale des Chartesv 
 
 d' Alais. L' E'jole Imperiale Forestiere. 
 
 Le Conservatoire des Arts Ef Metiers. L* £cole Lmperiale d' Agriculture. 
 
 The School of Roads and Bridges was estabhshed as early as the 
 year 1747, but it attained to its present importance at a much later day-. 
 Its objects embrace the education of Civil Exgixekks especially destined 
 for the service of the State, but it also admits '* external " pupils to it:3 
 educational courses who may be otherwise destined. The former class is 
 made up of graduates of the Illcole Polytechnique, while the latter includes 
 any who are able to submit to the somewhat elevated examination require^ 
 ments prescribed for matriculation in this School. The course of study is 
 arranged for three years, providing for instruction in the construction of 
 common roads, railways, canals, river and harbor improvements, as also 
 of works of drainage, irrigation, and works for the supply of water to towns, 
 mills, etcj 
 
 *Aii exception in part nuiy be made perhaps in respect to Civil Architecture, 
 The courses of the School a[)pear to furnish some special instruction relating to this 
 branch of constructive art. 
 
 f I'lie School of Roads and Bridges Three Xational Schools of Arts and 
 
 [Civil Engineers]. Irades. 
 
 The National School of Mines. Forty-four Schools of Hydrography. 
 
 The School of Miners at Saint-Etienne. Th>' Xational School of Charts. 
 
 The School of Mastrr-miners at Alnis. The Imperial School of Forestry. 
 
 'The Conservatory of Arts and Trades. I'he Imperial School of Agriculture. 
 
 X " Prograinme, etc,, de V Ecole d i Ponti et Chaussees.'" -^^U'si^i^wz dksTravaux 
 Pu»Lics,---7^rr/.%-^l 8.52. 
 
11 
 
 The Xatioxal School of Mixes at Paris, and the School of Mixers 
 AT Saixt-Etiexxe. have for a common object the technical education of 
 those destined to the direction or superintendence of Mines and Furnaces, 
 — functions which are generally recognized as appropriate to the profession 
 of the MixixG Exgixeer. The regulations for the reception of a class of 
 graduates from the Polytechnic School, as well as a class of '^ external " 
 pupils not destined for the State service, are similar, though less restricted^ 
 in the Xational School of Mines, to those which obtain in the School of 
 Roads and Bridges. The School of Miners at Saint-: Etienne receives none 
 but external pupils, while its requirements for admission are of a still lower 
 grade. The courses of instruction in these Schools, which are three years 
 in duration, embrace Technical Chemistry, Mineralogy and G-eology; the 
 smelting, refining, working and assaying of metals ; the surveying, drawing 
 and working of mines. The scientific collections in these Mining Schools 
 are represented to be admirable in every respect, The School op 
 MASTERtMiXERS AT Alais, is designed for a lower grade of mining 
 service, — as its title indicates, for the education of master-.miners to an 
 extent sufficient to enable them to comprehend and execute the orders of 
 a Cliief. or Mining Engineer.* 
 
 The CoxsERVATORY OF Arts axd Trades at Paris, and the three 
 Xatioxal Schools of Arts axd Trades, at Chdlons=sur-Marne, 
 Angers, and Aix, constitute an educational system of considerable extent 
 for the instruction of Artisaxs, the national or provincial schools being 
 under the general superintendence of Gen, MoRix', as Director of the Con^ 
 servatoire. The Conservatoire itself, with its princely endowments and 
 Bplendid collections, is intended to convey instruction to artisans by means 
 of lectures adapted, with a little prehminary instruction, to the popular 
 mind. The tliree provincial Schools of Arts and Trades have each a 
 course of three years, with an attendance of about 300 pupils to each 
 School. These Scliools are supported at an annual expense to the Govern^ 
 ment of 300,000 francs each — about $56,000 — the students attending which 
 being, for the most part, not only educated Init boarded at the expense of 
 the National Treasury. The pupils thus educated, in general, become 
 masterTworkmen on the public works, or foremen in manufactories and 
 workTshops,! 
 
 Our limits do not permit farther notice of tliese Special Government 
 Scliools. In order, however, tliat the liberal views of tlie French Govern. 
 
 * " Prorframmes, etc., des Ecoles des Mlnea." — Mixistkre pes Travaux Publics,^ 
 Pom,— 1852, 
 
 \ " Progranwie, etc., des Ecoles Rationales des Arts (< J/i*/t>r«."^MixisTiRE db 
 I.' Agriculture et du Commerce, — Paris, — 1861. 
 
12 
 
 ment in respect to scientific and technical education may be ])roperly 
 appreciated, it should be understood that, the hiition is, in general, free in 
 all of these schools to those -who shall become qualified to enter them ; 
 and, moreover, that, to a considerable extent, the ex])ense of the student's 
 living is also a charge upon the Government Treasury. 
 
 Still, these institutions, the Polytechnic School included, being adapted 
 and more or less restricted to government wants, have not been sufficiently 
 available to the nation at large ; hence, the desire early felt by the 
 people of France for an institution which should meet their own needs in 
 the educational training of those who might Avish to devote themselves to 
 the scientific professions of Engineering, Architecture, Metallurgy, etc. 
 Impelled by the urgency of this want, an enlightened and spirited capitalist, 
 M. Lavallee, founded at Paris^ in 1829, a private institution, and devoted 
 a large fortune to investments for its permanent establishment. Thus 
 arose the Ecole Centrale des Arts et Manufactures, now, confess- 
 edly, one of the most conspicuous as it is one of the most important 
 of Polytechnic Institutions. 
 
 The objects of the Ecole Centrale are declared to embrace the educa- 
 tional training of Civil Engineers, Directors of Works, Superintendents 
 of Manufactories, Professors of Apphed Science, etc. Four specialties 
 of instruction are recognized, as follows : 
 
 I. Specialty of Mechanicians. — Constriieliou and Establislirncnt of Machines; 
 
 Mechanic Arts. 
 II. Specialty of Constructoks. — Constiiiction of Edifices and Public "Woiks; 
 
 Physical Arts. 
 III. Specialty of Metallurgists. — Mining; Metalluriry. 
 
 lY. Specialty of Chemists. — Clioniical Manufactures ; Manufactures dependent 
 on Chemistry. 
 The following programme exhibits the general course of study at this 
 institution. 
 
 :fiCOLE CENTRALE DES ARTS ET MANUFACTURES. 
 \^Oou7'se three ycars.^ 
 
 Analysis. Construction of Bridcjes. 
 
 Mechanics. Tlioory of Stone Cutting. 
 
 Descriptive Ceonietry. Arcliiteetural Drawing. 
 
 Transformations of Motion. Industrial Physics. 
 
 General Physics. Applied Mechanics. 
 
 General Chemistry. Machines. 
 
 Cliomical Manipulations. ]\la{'liine Drawing. 
 
 Hygiene. Analytical Chemistry. 
 !s'atuial History applied to Industry. Industrial Chemistry. 
 
 Mineralogy and Geology. Architecture. 
 
 Pliysical (ieojrraph}'. General ^Metallurgy. 
 
 Working of Mines. Metalhirgy of Iron. 
 
 Steam Engines. Teclinology. 
 
 Conunon Koads. ]Iydraulic Works. 
 
 Railways. Designs for Works. 
 
13 
 
 To enter this school, apphcants must be at least sixteen years of age, 
 and must be found duly qualified in a certain required knowledge of 
 elementary mathematics and drawing. The courses of instruction are 
 obligatory on all, with the exception that a part of the practical exercises 
 in design are allotted to each student in accordance with his choice of one 
 of the four specialties for a future jDrofessional career. A feature of this 
 school is the prominence given to drawing and design. Students are 
 exercised, as well in the principles, as in the details of professional prac- 
 tice, by being occasionally required to prepare an elaborated design, either 
 for some Construction, or for a Manufacturing Establishment, — for exam- 
 ple, a Chemical Works, Pottery, Smelting "Works, or something similar. 
 
 There are 40 professors and assistants at the present time, with an 
 attendance of 300 students. The number of the latter is, however, limited 
 by the size of the building, which it is in contemplation to remedy, by the 
 erection of larger and more commodious edifices. The annual charges 
 to each student for tuition are 775 francs, about $14.5, so that the annual 
 revenue of the school from its tuition proceeds alone, amounts to about 
 '$44,000. It is worthy of remark, that the Central School, which was estab- 
 lished by M. Lavallee Avitli the expectation that it might return to him a 
 fair dividend on his total investment, has fiilly justified these anticipations, 
 bv proving eminently successful as a mere business speculation. M. Lavallee 
 still remains, as he has been from the first, the general Director of the 
 School — that is, of its financial matters, correspondence, etc. A "Uiredor 
 of Studies^'^ (M. Empaytaz,) and nine of the Professors, constitute a 
 " Council of Studies.'^ who conduct the general internal administration of 
 the school. 
 
 The Government of France was not slow to perceive the manifest 
 promise in such an institution as this. Accordingly, in 1838, the National 
 Budget received an augmentation for the special purpose of maintaining a 
 certain number of students of distinguished aptitude at this school, and 
 the Conseils Generaux of twenty-nine Departments of France have made 
 a similar provision. The estimate in which the Central School is held in 
 France may be best appreciated by an extract from a Report of the Com- 
 mission of the Chamber of Deputies, appointed to inquire hito the Budget 
 for 1838. 
 
 "Yon fire aware, Gentlemen," says the Report, "of this useful establishment, 
 founded in 1829, by an association of eminent professors, with the intention of train- 
 ing Civil Engineers, the Directors of "Works, the Cliiefs of Workshops, and Manufac- 
 tories. This private institution, which by its importance rivals in excellence our 
 first public [national] establishments, has created and put in practice a complete 
 system of industrial education. It is, at the same time, a supplement to the ]6oole 
 Polytechnique, and an addition to our various schools of Applied Science. Such an 
 
14 
 
 institution ministers to one of the first necessities of the age, — lience, its success is 
 complete. This is confirmed, as well b}' the unanimous opinion of the first manufac- 
 turers of the country, as bj the facility with which employment is obtained by all of 
 the students who have been trained at the Ecole Centrale."* 
 
 One of the most satisfactory tests which can be applied to the working 
 results of any educational establishment, will, in general, be furnished by 
 the statistics of the professional employments of those who were educated 
 at the institution in question. In a late catalogue of some 350 former 
 students of the Central School, we have an instructive illustration of the 
 tendencies of this admirable institution, as displayed in the ]n-csent occupa- 
 tions of these former students, the greater proportion of whom had been 
 regularly graduated with the degree of Civil Engineer, while a part had 
 received a certificate only of some special capacity. These employments 
 are classified, as follows : f 
 
 Agriculture, Agricultural Engineering, 18 
 
 Architecture, Constructions, etc. , 89 
 
 Railways, 118 
 
 Textile 'Manufactures, 36 
 
 Superintendence, etc., of Public Works, 58 
 
 Chemical Arts, 57 
 
 Civil Engineering, — general, 56 
 
 Machinery 80 
 
 Mining and Metallurgy, 79 
 
 Manufactures, — Paper, etc., 22 
 
 Industrial and Scientific Instruction 42 
 
 This table sufficiently demonstrates, that the objects of the Ecole Cen- 
 trale are realized ; that the graduates of the school do enter upon the 
 practice of those professional pursuits, for which their educational training 
 had been intended to adapt them ; and their success in these pursuits, is 
 shown in the well known fact, that the graduates of this school are in 
 request not only by manufacturers and n^anagcrs of works throughout the 
 Empire of France, but also, to a .considera1)le extent, by those of other 
 countries, 
 
 Scientific and Technical Institutions in Germany. 
 
 Under the usually recognized distinctions of ^)?7y??«r?/, secondary^ and 
 superior education^ we have the following general classification of educa^ 
 tional establishments in the German States. 
 
 First, the Primary, comprising all of tlie Elementary Schools; secondlv, 
 the Secondary of three kinds, including the Classical Schools [Gymnasia], 
 the Real Schools [Realschulen], and the Trade or Artisan Schools [Gewerr 
 
 *" Ecole Centrale dea Arts et Manufactures — Prospectus,*' c<c„-»Pan«,^^1852. 
 \ Ibid. 
 
15 
 
 beschulen] ; and, thirdly, the Superior, which includes the Universities and 
 Polytechnic Institutes.'^ 
 
 Passing over the primary systems, we may remark of the secondary 
 schools that, the Gymnasia, from having been almost exclusively classical, 
 have, under the reaction of the growing public sentiment, introduced some 
 of the useful sciences \^realities'\ into their courses ; they are, nevertheless, 
 chiefly classical.f The Eeal Schools profess a general education, hke the 
 Gvnniasia, but substitute the modern languages for the ancient; pre- 
 serving, however, the Latin to a certain extent, and giving more prominence 
 than the Gymnasia to the Physical Sciences. Indeed, the avowed purpose 
 of these establishments was that "not mere words should be taught to the 
 pupils, but realities, — ^explanations being made to them from nature, from 
 models and plans, and of subjects calculated to be useful in after life."J 
 Hence these schools were called " Real Schools," — a name still preserved. 
 The Gymnasia and Real Scliools are, therefore, two parallel, and, for the 
 most part, distinct systems of secondary education,-— each having its class 
 of advocates as to their relative merits. Olir present object will not permit 
 further reference to these two systems of secondary education. Our main 
 object in referring to them at all has been to call attention to the fiict, 
 " that the general character of all secondary education in Germany is tend^ 
 ing towards giving instruction in the wants of th'C nineteenth centliry, 
 rather than stopping at that considered sufficient in the thirteenth, as in 
 tnany of our classical schools."§ 
 
 It is, moreover, proper to remark that, what has been said with respect 
 to secondary education, is more or less applicable to the superior systems. 
 The Universities have generally established chairs of some one or more 
 branches of physical science, — in occasional instances of applied science, — 
 thus illustrating a similar teu'dency among the superior to that disphivcd 
 by the secondary systems. The Trade or Artisan Schools of the secondary 
 systems, and the Polytechnic Schools or Institutes of the superior, are, 
 however, directly technical, as well as scientific, in character. To the con- 
 sideration of the characteristics of these institutions, we propose to devote a 
 few succeeding observations. 
 
 The Trade Schools of Germany hold the general relation of j^repai-a- 
 tory systems to the Polytechnic Schools. But while the latter exist in 
 
 *0r those of tlie third class might be termed, respectively, Humanistic and 
 Industrial Universities. 
 
 f The Gymnasia of Germany have their analogues generally in the classical col- 
 leges and higher grammar schools of the United states. 
 
 \ Prof. Playfair, — '^Industrial Instructioyi on the Continent," — London, 1852. 
 
 § Ibid. — The remark contnined in this quotation seems scarcely less applicable tt» 
 tliis country than to Great Britain. 
 
16 
 
 almost every German State, the former have not been so generally estab- 
 lished. A brief notice of these institutions, as they find their most charac- 
 teristic development amidst the enlightened public opinion of Prussia, -will 
 convey a more precise idea of their intended objects. 
 
 The following programme exhibits the general course of study of two 
 years in the Prussian Lower Technical or Trade Schools : — 
 
 Synthetic Geometry. Phj'sics. 
 
 Descriptive Geometry. Mechanics and MachineiT. 
 
 Elementiu-y Algebra. Chemistry. 
 
 Practical Arithmetic. Chemical Manipulations. 
 
 Land Surveying. Mineralogy. 
 
 Plane Trigonometry, Chemical Technology. 
 
 Use of Logarithms. Architecture and Building Plans. 
 
 Mensuration. Mechanical Technology. 
 
 Free-hand Drawing. Geometrical Drawing. 
 
 The subjects of study, whether theoretical or practical, being ])ursued 
 only through their elements, and this being thoroughly done, it is manifest 
 that the course above presented, of the Trade Schools of Prussia, adapts 
 them admirably to the purpose of schools of preparation for the higher 
 Polytechnic establishments. It may be thought, at first sight, that these 
 schools are deficient in certain fundamental studies-, Imt it should be borne 
 in mind that the requirements for admission to the Prussian Trade 
 Schools, are as follows : — an age of fourteen years, — a good primary edu- 
 cation in the vernacular language^ — a thorough understanding of the ele- 
 ments of arithmetic, — and a fair degree of proficiency in free-hand drawing. 
 In point of fact, the age for admission is such that the greater part of those 
 who enter the Trade Schools have previously had an educational course 
 in the Real Schools. 
 
 In general, these schools are supported in part by the State, the balance 
 being derived either from a small tuition foe, or from local endowments. — 
 According to Professor l^layfair's recent observations, there are twenty-six 
 Technical or Trade Schools in Prussia^ three in Saxony, and twenty-six 
 in Bavaria ; while the statistics of these schools show that in Prussia there 
 are 1200 students, and in Bavaria 3000, who are annually receiving the 
 benefits of this eminently valuable cour.se of educational training.* And, 
 
 *"Indnstnal Instruction on the Continent.*' It should be remarked, however, 
 that there appears to be an organized system of Trade Schools in the kingdom 
 of Hanover^ which have their culminating i>oint in the Polytechnic School at the 
 capital. According to Prof. Karmarscli, there are twenty-two Trade Schools in 
 tlie kingdom of llanover, in regai-d to which he gives from the report of the 
 " Koniglidien Verwaltungs-Kommission der Gewerbeschulen " for 1843, certain sta- 
 tistics, from whixih it appxiars that, in 1830, there were 84 Listi'uctors and 1805 
 students in the^e Schools, and in 1843, there were 102 Instructors and 2840 students 
 — an avei-age of 130 to each school. Tluse schools are mainly supported from the 
 Royal Ti-easury. In a few instances, nuuiicipal appropriations are made, and small 
 tuition fees are paid by the students. — KarmarscK — Anhang, " Die hoheren Gewet- 
 i>pschnUn in llaimver.^'' — }lannver, — 1845. 
 
17 
 
 altliougli these institutions may be considered natural nurseries of future 
 students of tlie Polvteclmic Institutes, still, a large proportion of the students 
 of the Trade Schools finish their days of pupilage in these establishments, 
 and enter at once on the practical pursuits of life, as masons, builders, and 
 artisans in various industrial pursuits. 
 
 With these remarks on the subject of the Secondary Technical Schools of 
 Germany, we proceed to the consideration of the higher Polytechnic Insti- 
 tutions. 
 
 Phussia. 
 
 Besides several special schools for Engineers, Architects, etc., in differ- 
 ent parts of Prussia, there is a general institution of considerable celebrity 
 which was established in 1821, at Berlin, imder the name of the "K6- 
 NiGLiciiES Gewebbe Ixstitsjt," — Royal Trade Institute. This Institu- 
 tion was origiiially intended to fulfil the purpose of a Central Technical 
 School, — by presenting a more elevated course of training than that given 
 at the various Secondarj^ Technical Schools, It was, moreover, originally 
 designed to give instruction by means of work-shops in certain mechanical 
 crafts, — a feature which was preserved for some twenty-five years, but has 
 recently been given up, in a late reorganization of this Institute, on con- 
 viction of its practical unsoundness. At the present time, the objects of 
 the Technical Institute are substantially identical Avith those of the Central 
 School of France and other Polytechnic Institutions ; that is, these objects 
 are stated to embrace the education of Engineers, Arcliitects, Mechanists, 
 and Managers of Manufiictories and Chemical "Works. 
 
 The following programme exhibits the course of study at this Institu- 
 tion. 
 
 KONIGLICHES GEWERBB INSTITUT. 
 
 [ Course three years."] 
 
 General Course. 
 
 Higher Algebra. Special Physics. 
 
 Stereometry. Special Chemistry. 
 
 Spherical Trigonometry. Mineralogy. 
 
 Analytical Geometry. Pure ^Mechanics. 
 
 Differential and Integral Calculus. Applied Mechanics. 
 
 Descriptive Geometry. Materials used in Construction, 
 
 Free-hand Dniwing. Laws of Architecture. 
 
 Geometrical Drawing. Architectural Drawing. 
 
 Machine Drawing. Practical Calculations. 
 
 Special Courses. 
 
 A. — For MECH\Nf9TS and Civil Exgixkicrs. 
 
 Theory of Construction and of Machines. Railways and Buildings. 
 
 Steam Engines and otlier Motors. Technology. 
 
 Practice in Workshops. Designs and estimates for Machines. 
 
 8 
 
18 
 
 H. — For (>hemwts. 
 
 Cheniical Technology. Machine Drawins: and Designs. 
 
 Analytical Chemistry. Laboratory Practice. 
 
 C. — For Architects and Builders. 
 
 Free-hand Drawing. Heating and warming arrangements. 
 
 Architectural Drawing. Architectural Designs. 
 
 Modelling in Clay. Theory of Stone cutting. 
 
 Modelling of Buildings in plaster, wood, Designs for Buildings in stone, brick, 
 and stone. and wood. 
 
 The instruction given in the General School is a common basis of the 
 courses given in the Special Schools, — the class after having completed the 
 general course being resolved into the three Technical Sections named 
 above, in accordance witli tlie predilections of its different members. 
 
 For admission to the Technical Institute, tlie candidate must present a 
 "maturity" certificate from a Secondary School, or submit to an examina- 
 tion of an equally elevated grade. Indeed, the requirements for admission 
 are such as to secure a body of students prepared to advance, at once, into 
 the higher departments of scietitific education; With tlie well-known 
 names of its present Director, (Bruckeiimiiller^) and his staff of Professors,* 
 the character of the instruction, as might be expected, though eminently 
 practical^ is at the same time higlily scientific; 
 
 The collections of Drawings and Models of ^Macliines and of Archi- 
 tectural and Engineering Works ; the collection of casts of Works of 
 Art ; and the collections and appliances generally applicable to the educa^ 
 tional purposes of the Technical Institute of Berlin, are mentioned in terras 
 of liigh admiration by those who have seen them. 
 
 The Technical Institute of Berlin is supported wholly by the Govern* 
 ment, at an annual expense of 45,000 thalers, or about $35,000. Not only 
 is its instruction gratuitous, but 50. out of 170 students — its total number 
 — receive about ^150 each, for living expenses; in addition to which the 
 Government appropriates about $5000 annually, for traveling expenses of 
 certain students on foreign tours, — both professors and students beins: 
 occasionally sent to foreign countries, to ac(|nire a. knowledge of recent 
 inventions in the xA.rts.f 
 
 *WoLF — Mathematics, Sohde and Manger — Architecture. 
 
 Dove — Physics. Freiheug — Free-hand Drawing. 
 
 Kammelsberg — Chemistry. Poulke — Geometrical Drawing* 
 
 Magnus — Technology. Kiss — Modelling, 
 
 Wiebe and Fi.nk — Machinery. Boettlicher — Design. 
 
 f Prof. Playfair, — "Industrial Jitjst ruction" ; also. Prof. B&che,-^'' Jiepnrt on Educn- 
 tion in Europe,'" — Philodelphia,^=1839. 
 
19 
 
 Austria. 
 
 'J'lie ''PoLYTECHNiscHES Institut " [Polytechnic Listitute] at Vienna, 
 the largest institution of its class in Europe, was established in 1815 by 
 command of the Emperor Francis I. Its present buildings, embracing 
 an extensive double quadrangle of most imposing palatial architecture, 
 were finished in 1838, at a cost of 759,384 florins— over |300,000; and 
 its Scientific and Technical Collections, as, indeed, its appointments gener^ 
 ally as an educational institution, are on a similar scale of princely mag- 
 nificence. 
 
 The educational objects of tlie Polytechnic Institute comprise the edu- 
 cation of Architects, Engineers, Manufacturers,* and Merchants, In 
 addition to these, however, the Institute is made a National Conservatory 
 of Arts and Manufactures, with permanent collections, and is also intended 
 to discharge the functions of an Institute for the promotion of National 
 Industry, by means of occasional exhibitions of the products of Manufac- 
 tures, held under the direction of the Iiivstitutc. The permanent collections 
 of tlie Conservatory of Arts are used for instruction in the Institute. 
 
 In the organization of the Austrian Institution we recognize, first, a Real 
 or Preparatory School ; and, secondly, tlie Polytechnic Institute proper, 
 which includes two sections, namel}', a Technical Section for Architects, 
 Engineers, etc., and a Commercial Section for Merchants. 
 
 The following programme exhibits the courses of instruction of this 
 institution, 
 
 POLYTECHNISCHES INSTITUT. 
 
 A. — Realschulk. 
 
 [Cou7\se two years.^ 
 
 Religion. Natural History. 
 
 German Composition and Style. Mineralogy. 
 
 French language. * Mathematics. 
 
 Italian Language. Calhgraphy. 
 
 Geography Drawing. 
 
 I>, POLYTECHNISCHES InSTITUT. 
 
 1. — Technical Section. 
 
 [ Course five years.'] 
 
 Elementary Mathematics. Technology. 
 
 Higher Mathematics. Agriculture. 
 
 Lower Geodesy. Hj^draulic Works. 
 
 Topographical Drawing. Construction of Koads. 
 
 ^Preparatory to a future superintendence of Manufactories, etc., of the Austrian 
 Empire, — such as Distilleries, Chemical Works, Glass and Porcelain Works, Sugar 
 Manufactories, Metallurgic and Iron Works. 
 
20 
 
 Mechanics. Architecture. 
 
 Theory and Construction of Machines. Techiiioal Chemistry. 
 
 Descriptive Geometry. Analytical Cheinistry. 
 
 Mineralogy and Geology. Practical Cheinistry. 
 
 Physics. Architectural Drawing. 
 
 General Chemistry. Machine Drawing. 
 
 2. COMMEKCIAL SECTION. 
 
 German Style and Composition. Mercantile Correspondence. 
 
 Commercial Science. Book-keeping. 
 
 Commercial Law, Raw" Materials and Products. 
 
 Commercial Arithmetic. Mercantile Geography. 
 
 Besides the foregoing, there is — under the direction of tlie Institute — a 
 "Technical Drawing Section" or Technical School of Design, and a "Popu- 
 lar Section" or Sanday School."^'' 
 
 The number of students attending the several schools of the Polytechnic 
 Institute of Vienna, during the fall of 1852, f was as follows: — 
 
 In systematic courses, In occasional courses, 
 
 Preparatory School, 419 Technical Drawing Section,. . . 360 
 
 Technical School, 1092 Sunday Section, 1381 
 
 Commercial School, 126 
 
 Total 1*741 
 
 Total, 1637 In both 3378 
 
 The number of professors and teachers engaged in this Institute amounts 
 to 58, exclusive of the executive staff of the Director. The annual reve- 
 nue of the Institute is about 116,000 florins — $48,000 — of which about 
 $34,000 is given by the State, and the balance comes from the funds of the 
 school. The instruction is nearly gratuitous, there being only a small 
 entrance fee charged for attendance on any of the courses of instruction. 
 
 It is sufficiently evident that the Polyteclmic Institute of Vienna is on 
 a very large scale. And it has l^een largely successful. Its course of study 
 is extensive, though less S3'-stematic in its arrangement, and less strictly 
 carried out than in some of the other Polytechnic Institutions ; and yet, 
 notwithstanding these defects and the large number of students attendino- 
 this Institute, the demand for them by industrial establishments is said to 
 be greater than can be readily supplied. 
 
 Besides the Metropolitan Institute at Vienna, there are five provincial 
 Polytechnic Schools in Austria, the number of students in which in 1852 
 being about 4000. Of these, the one at Prague, the capital of Bohemia 
 under the title of the "TEcnNiscHE bohmische st.exdische Lehran- 
 
 * Sunday Schools for secular rather than religious instruction, in accordance with 
 the habits very generally of the nations on the continent of Europe. 
 
 f Prof Playfair, — ''Industrial Inalr action, etc.'' Dr. Schodlei-, — ''Die koJieren tech 
 nischen Schulen nach ihrcr Idee ami Bedeutuny" — Braunschweig, — 1847. 
 
21 
 
 STALT,"* is one of the oldest of its kind in Germany, having been estab- 
 Kshed by the Bohemian Nobles as early as the year 1806. 
 
 The Technishe Lehranstalt has for its objects, the education of Officers 
 of State, ^vhose functions connect them with the concerns of national in- 
 dustry ; the education of Architects, Engineers, and Machiiiists ; and the 
 education of those destined to the supernitendence of Glass and Porcelain 
 "Works, Metallurgic Works, Sugar Works, etc. 
 
 The institution consists of a Real or Preparatory School and Technical 
 School proper — with courses of instruction of two and three years respec- 
 tively. The course of the latter is seen in the following programme. 
 
 TECHNISCHE LEHRANSTALT. 
 [ Course three ycars^ 
 
 Religion. Special Technical Chemistry. 
 
 Elementary Mathematics. Constructions. 
 
 Physics, Construction of Roads. 
 
 Zoology and Botany. Agriculture. 
 
 General Technical Chemistry, Agricultural Economy. 
 
 Mineralogy. Architectural Drawing. 
 
 Practical Geometry, jNlachine Drawing. 
 
 Mechanics. Topographical Drawing. 
 
 Besides 10 instructors in the Real or Preparatory School, there are 12 
 professors and adjuncts, in addition to the Director, in the Technische Lehr- 
 anstalt. The whole number of students in attendance in 1847 was 1600. 
 
 The yearly appropriation to the support of the institution is Fl. 28,759, 
 or 111,300. The tuition fees are Fl 18, or $7.20 per annum.f 
 
 Bavaria. 
 
 It has been already mentioned, when speaking of the lower Technical 
 or Trade Schools of Germany, that there are twenty-six of these schools 
 in Bavaria alone. These schools have courses of three years each — receiv- 
 ing pupils from the age of twelve to fifteen years — of a character to adapt 
 them admirably well to discharge the functions of preparatorv scliools for 
 the higher technical institutions. Of these, there are three "Polytechnic 
 Schools " at Munich, Augsburg, and Nurnborg ; two " Commercial 
 Schools" at Furt and Nurnberg ; and a "Building School "| at Munich. 
 
 The " PoLYTECHNisci-iE ScHULE zu MiiNCHEN " [^Polytechnic School at 
 Munich^ — the oldest of these — was estabhshed in 1827, for the education 
 of Technists, and for the scientific preparation of those destined to the 
 
 ^Technical Institution of the Bohemian Nobles. 
 
 fDr. Schodlcr, — " Die hohereji technischen Schnlen." 
 
 \Baic&chale ; a school for the technical instruction of builders, — cnrpentovs, ma- 
 sons, decorators, etc. — in drawing, modolliug, embossing, use of materials, etc. — 
 This school is said to b« a model of its kind. 
 
22 
 
 Civil Offices of the State. In its organization it comprises a Preparatory 
 School [Kreislandwirtschafts-und Gewerljschule*] and the Polytechnic 
 School proper, both located in tlie same building. The following pro- 
 gramme presents the course of study of this institution . 
 
 POLYTECHNISCHE SCHULE ZU MUNCHEN. ^ 
 
 I. Kreislandwirthschafts-uxd Gewerbschule. 
 
 l^Course three years.']^ 
 
 Keligion. Descriptive Geometiy. Trade-knowledge, f 
 
 History. Trigonometry. Agriculture. 
 
 Geography. Chemistry. Drawing. 
 
 German Language. Natural History. Embossing. 
 
 Book-keeping. Physics. Modelling. 
 
 Algebra. Mechanics, 
 
 II. POI.YTECHNISCHE ScHULE. 
 
 [ Course four years.^ 
 
 Analysis — Theory of Equations and Analytical Chemistry. 
 
 Functions ; Series ; x\.nal3'tical Constructions — Roads, Bridges and 
 
 Polygonometry ; Plane and Water-works. 
 
 Spherical Trigonometry ; Ana- Geodesy and Topographical Drawing. 
 
 lytical Geometry. Arcliitectural DraAving. 
 
 Physics. Descriptive Geometry. 
 
 Machines and Machine Drawing. Analytical Mechanics. 
 
 Differential and Integral Calculus. General Chemistry. 
 
 Materials used in Construction. Designs for Constructions. 
 
 Applied Mechanics. Stone-cutting. 
 
 The ''Polytechnische Schule zu Augsburg" [^Polytechnic School at 
 Augshurg] was established by Royal Ordinance in 1833. It has for its 
 objects the conveying of scientific and technical instruction on the followin"- 
 subjects ::|: 
 
 1. Mining, Metaliurgic and Salt 3. Roads and Hydraulic Works. 
 
 Operations. 4. Higher Forestry. 
 
 2. Civil Architecture 6. Plastic Arts. 
 
 In its organization it comprises a Preparatory School [Kreisgewerb- 
 schule §] and the Polytechnic School proper, l)oth in the same Iniildino-. 
 Witliout, however, giving further details, it may be remarked that the 
 courses of study of the Polytechnic Schools at Augsljurg and Nurnbero- are 
 substantially the same, both being somewhat inferior in these as in other 
 respects to tlie School at Munich. According to Prof I'layfairJ the 
 
 * Local Farming and Trade School. f Gewerhlehre. 
 
 \ Dr. SchoiUcr, — ''Die hiiheren technischen Schulcn nach ihrer Idee und Bedeutung. 
 
 § Local Trade School. 
 
 Y' Industrial Instruction 07i the Continent." 
 
23 
 
 sjoecialties of these Schools, or the excellences which they respectively 
 exhibit, are, Architecture and Civil Engineering at Munich, Machinery 
 at Augsburg, and Teclmical Chemistry at Nurnberg. 
 
 These Schools are mainly supported by Government, which appropriates 
 39,000 florins [|1 6,250] yearly, in addition to which a small tuition fee is 
 charged. The buildings of the Polytechnic Schools are described as being 
 very ample; while some of the scientific collections, particularly at Munich, 
 are said to be of a high order of excellence. 
 
 In the Munich Polyteclmic School there are 15 professors and 344 stu- 
 dents; there are also 205 students in t]ie Preparatory School. In 1852, 
 there were in the three Polyteclmic Schools 34 professors and assistants, 
 and 481 students in attendance. 
 
 The excellence of the Architecture and Engineering of Bavaria is well 
 known to intelhgent observers, and is directly traceable to the influence of 
 the admirable Polytechnic Institutions, established and largely sustained 
 by the enhghtened liberality of the Eoyal Government of that State. 
 
 Saxony. 
 
 The system of scientific and technical education of the kingdom of Sax-^ 
 ony, has a similarly elevated rank to that which has long been accorded 
 to its humanistic or literary counterpart. In both. Saxony takes its place 
 among the first of the German States. The lower Technical Schools, 
 of which there are three, located respectively at Chemnitz, Plauen, and 
 Zittau, are of a high grade of excellence. Of these, the one at Chem- 
 nitz is quite a remarkable specimen of its class, and seems to warrant 
 something more than a passing notice. 
 
 The "KoNiGLiCHE Gewerb-und Baugewerkenschule zu Chem- 
 nitz" [Royal Trade and Building ScJiool at Chemnitz] comprises two 
 schools — a Trade and Building School. The following progranmie gives 
 the course of study for each school. 
 
 KONIGLICHE GEWERB-UND B AUGE WERKENSCHULE 
 ZU CHEMNITZ. 
 
 I. — Gewerrschule. 
 
 [ Course four years.] 
 
 General Arithmetic. General Chennistry. 
 
 Geometry. Natural Ilistoi-y. 
 
 Plain and Spherical Trigonometry. Chemical Manipulation. 
 
 Theory of the Higher Equations. Analytical Chemistry. 
 
 Analytical Geometry. Mineralogy and Geology, 
 
 Commercial Arithmetic^ Descriptive Geometry. 
 
 Physics. Perspective^ 
 
24 
 
 Geometrical Dra^^ing. Agricultural Economy. 
 
 Arcliitectural Drawing. Cattlc-Breeding. 
 
 Machine Drawing. Plant Culture. 
 
 Surveying and Plan Drawing. Stady of Soils and Fertilizers. 
 
 Free-hand Drawing. Technical Chemistry. 
 
 Mechanics and Machinery. Commercial Book-Keeping. 
 
 Culture of Field Stock. Spinning Machines. 
 
 Science of Construction. Fabric and Pattern-drawing. 
 
 Mechanical Technology. Embossing in Clay and Wax. 
 
 Agric\iltural Machinery. German Language. 
 
 Agricultural Architecture. Geogrsiphy and History. 
 
 Agricultural Chemistry. French Language, 
 
 Agricultural Excursions. Englisli Lariguage. 
 
 II. BArGE^,YEEKEXSCHULE. 
 
 \_Coiirse two years.~\ 
 
 Arithmetic. General Architecture. 
 
 Geometry. Architectural Drawing. 
 
 Geometrical Projections. Free-hand Drawing. 
 
 German Language. Ornamental Drawing. 
 
 Mechanical Physics. Modelling in claj' and wood. 
 
 Special ilasonry and Carpentry of P. oa d, Perspective. 
 
 Bridge, ynd Hydraulic Constructions* Embossmg of Ornaments, (fee, in clay. 
 
 There were in the Chemnitz School in 1853, 16 professors and assist- 
 ants. 
 
 Students in the Trade School, 192. 
 
 " " Special Drawing Class, 63. 
 
 " " Building School 59. 
 
 Total, 304. 
 
 The instruction in this School commences with the elements of the 
 subject taught ; and, in factj the aim appears to be to carrj^ this instruc- 
 tion no farther than to secure a good theoretical and practical knowledge 
 of the elements of the various subjects embraced in this somewhat extensive 
 programme. If we may judge from the character of the courses of studv 
 here presented and of the modes in whicli they are said to be carried out 
 in these schools,'^ there can be no doubt of their capability of furnishing- 
 an admirable training for agriculturists, artisans, builders, etc., as also of 
 their peculiar excellence as training or preparatory schools for the higher 
 Technical Institutions. 
 
 There are two Higher Technical Schools in Saxony ; one the " Konig- 
 LiciiE PoLYTECHNiscHE Schule" [Royal Polytechnic SchooT\ at. Dresden; 
 the other the " Konigl. SyEcnisciiE Bergakademie" [Royal Saxon Mining 
 Academy'] at Freiberg, 
 
 * Director SciiNiiDKUMAXN, — " Kachrichtcji iiber die Kdnigl. Gewerb-nnd Bauge- 
 wcrkc7ischule." — Leipzig, — 1853. 
 
25 
 
 The former of these Schools Avas estabhshed at the capital of the kiug- 
 Joni of Saxony, more than twenty years ago, under the name originally 
 of the " Technische Bildmigsanstalt zu Dresden " — [^Technical Institution at 
 Dresden^. It was recently reorganized, when it took its present name. 
 Besides the Polyteclmic School there is a ''Konigl. Baugewerkenschule" 
 [^Roycd Building ScliooT\ under the same general organization. The Poly- 
 technic School comprises a ''Lower" and an "Upper Section.'' The fol- 
 lowing programmes exhibit the respective com-ses of study, of these two 
 schools. 
 
 KOXIGLICHE POLYTECHXISCHE SCHULE. 
 
 Stereometry. 
 Trigouometry. 
 Algebra. 
 Mechanics. 
 Xatural Histoiy, 
 Theoretical Chemistry. 
 Experimental Physics. 
 Practical Geometry. 
 Descriptive Geometry. 
 Anal V tical Geometry. 
 Mineralogy. 
 Architectural Drawing. 
 Ai'chitectural Science. 
 
 T. — Lower Segtiox. 
 [^Course three years?^ 
 
 Logic. 
 
 French Language. 
 
 German Composition. 
 
 Machines. 
 
 Perspective. 
 
 Machine Drawing. 
 
 Plan Drawing. 
 
 Modelling in "Wood. 
 
 Field Surveying. 
 
 Technology. 
 
 Chemical Manipulation. 
 
 Technical Chemistry. 
 
 Ornamental Drawing. 
 
 German Composition. 
 
 Logic. 
 
 Xational Economy. 
 
 Popular Jurisprudence. 
 
 English Language. 
 
 Book-keeping. 
 
 Higher Analvsis. 
 
 Higher Physics. 
 
 Astronomy. 
 
 Geology. 
 
 Mill Machinery. 
 
 Motive Powers. 
 
 IL — L'ppER Section. 
 \_Course two years.'^ 
 
 Constructions. 
 Designs for Machines. 
 Higher Geodesy. 
 Higher Mechanics. 
 Technology. 
 Roads and Railway's. 
 Hydraulic Engineering. 
 Practical Surveying. 
 Topograj^liical Drawing. 
 Designs for Buildings. 
 Technical Chemistry. 
 Geological Excursions. 
 
 Arithmetic. 
 Mechanics. 
 
 KONIGLICHE BaUGEWERKEXSCHULE. 
 
 \_Course three yeais.'] 
 
 Building and Carpentry. 
 Architectural Drawing. 
 
26 
 
 Geometry. Buildini!: Economy. 
 
 German Composition. Ornamental Drawing. 
 
 Industrial Physics. Designs and Estimates. 
 
 Perspective. Architectural Science. 
 
 It will l3e observed that a dilterent princi})le of suljordinatioii is recog- 
 nized by the managers of the Dresden Polytechnic School to that whicli 
 obtains in tlie German Schools previously considered. The Under Section 
 in itself presents a general Scientific and 'I'echnical Course of instruc- 
 tion. The differences between the course of this and that of the U}iper 
 Section, are partly, in the addition of certain scientific and technical sub- 
 jects to the latter, and in part, in the development and specializing of 
 subjects taught in the Under Section. The Course of the Under Section 
 is, indeed, very well adapted to the wants of those who might wish to 
 pursue a general course of scientific education, without reference to the 
 wants of those professions for which the Course of the Upper Section is 
 more especially designed. Such, in fact, appears to be iti part the use 
 made of the Under Section in this Polytechnic establishment ; — it serves 
 as a preparatory department to the Upper Section for those who are to be 
 Engineers, Machinists, and Chemists, and it supplies a finishing course for 
 those who wish, a mere accomplishment in the less severe and less techni- 
 cal studies of theoretical and practical science. 
 
 In 1853, there were in the Polytechnic School. 22 professors and assist- 
 ants ; also, 
 
 Students in Under Section, 162. 
 
 Students in Upper Section, 4H. 
 
 Students in Special Drawing and Modelling, 18. 
 
 Students in Building School, 8G. 
 
 Total 309.* 
 
 The annual revenue of the Dresden establishment is onlv about $r2, 000 
 of which from $8000 to $9000 are appropriated by the Government, and 
 the balance comes from a small tuition charge of about $23, annuallv.j- 
 
 In addition to the Polytechnic School of Dresden, Saxony contains the 
 most celebrated School of Mines in the world. The Royal Saxon Mininq 
 Academy of Freiberg, is not only the oldest, — having been established in 
 1765 — but pre-eminently the first institution of its kind, in experience and 
 other resources, for the accomplishment of its objects. 
 
 In its organization, the Mining Academy comprises a General or Pre- 
 paratory School, and the two specialties of Mining and Metallurgic Schools. 
 The following programme exhibits the courses of studv at this institution. 
 
 * Director IliiLSE, — " Nachrichten iiber die Konigl. polytcchnische Schule und Kd- 
 nif/l. BiUKjcwcrkenschule" — Dresden, — 1853. 
 f Prof. Playfair, — "Industrial Education, etc.'' 
 
KONIGLICHE SACHSISCHE BERGAKADEMIE. 
 
 l^Coiirse four Jjears.'] 
 
 G E ^'' E R A L Course. 
 
 Mathematics — Elementary, Higher and Mineralogy — Systematic and Practical. 
 
 Practical. ' " Geology— Systematic and Practical. 
 
 Mechanics— Theoretical and Practical. Civil Ai-ehi'tecturte and Engineering 
 Machines— Mining and Metallurgic. Constructions. 
 
 Chemistry — Theoretical, Analj-tical, Mining Jurisprudence and Correspond- 
 
 aud Practical. ence. 
 
 Physics — General and Applied. German Composition, 
 
 Descriptive Geometry, including Shades French Language. 
 
 Shadows and Perspective. General Metallurg}^ 
 
 Drawing — General and Topographical, The Art of Mining. 
 
 extended to Mining Implements, Crystallography. 
 
 Mining and Metallurgic Machines Land Surveying and Mapping. 
 
 and Constructions. 
 
 Special Courses. 
 
 I^or ^Liners. 
 
 Mine Surveying and Mapping. Keeping of Books, Registers, <tc. 
 
 Fossil Geology. Mine Working. 
 
 For Metallurgists. 
 
 Practical Assaying. Practical Metallurgy. 
 
 Analysis of Metallic Ores. Blow-pipe Assaying. 
 
 For admission to the Saxon Mining Academy, applicants must be not 
 less than sixteen years of age, and must be prepared to pass an examina- 
 tion in certain required subjects of prehminary knowledge. The course of 
 study of the Academy is arranged for four years, and is obligatory on all 
 its students, with the exception of certain specialties in Mining and ^le- 
 tallurgy, which are pursued in accordance with the student's destination to 
 one or the other of these two departments of professional practice. 
 
 This institution is supported by Government, from which it receives lib- 
 eral provisions. A part of the students not only receive their instruction 
 and board, but in addition, a certain pay per annum. Tliese enter the 
 Government Service with their appointments to the School, and when grad- 
 uated are candidates for the Royal Corps of Mines. As such they receive 
 the pay of this grade until appointed to vacant places in the Corps. Be- 
 sides this class of students, others are permitted to attend the Mining 
 Academy, who pay a small tuition fee and board in the town at their own 
 expense. In this latter class are to be found students not only from Sax- 
 ony and the other German States, but from nearly every country of the 
 civilized world. The attendance, however, is never very large, varying 
 from tifty to seventy-five of all kinds. 
 
 In a late General Catalogue of former members of the ^Minini; Academv, 
 
28 
 
 there are 1681 names from A. D. 1766 to ISoO, embracing men from all 
 parts of Europe, with some from the United States, Mexico, and the South 
 American States. It appears, moreover, from the statistics obtained bj the 
 compilers of this Catalogue that, not onlj^ the foreigners who have attended 
 the courses of this School, but a considerable number of its Germ^an grad- 
 uates, have gone into every land, legitimately carrying out the teachings 
 of their Alma Mater as Miners and Metallurgists, — as missionaries, in- 
 deed, of these important departments of Practical and Technical Science.* 
 The Professorial Corps of this institution has long been celebrated. 
 Such names as Werxek|-, Breithaupt Lampadius, Mohs, Lehmanx, 
 and others among the earlier, and Vv^eisbach, Plattxer, Scheerer, Cot- 
 TA, and others — fourteen in all — among the present Professors, in the 
 Mining Academy, are well kno^val in the annals of theoretical and practical 
 science. 
 
 Badex. 
 
 In Baden the Trade or Artisan's Schools appear to be of a less elevated 
 grade than in most other parts of Germany. There is, however, a Poly- 
 technic Institution at Carlsruhe, the Capital of the Grand Duchy, which 
 is one of the most complete in its organization, as Avell as one of the 
 most important in its results of any in Germany. It Avas established in 
 1825 under the Govermental charge of the Minister of the Interior. In 
 1832 it underwent a reorganization; and, subsequentl}-, otiier less impor- 
 tant changes were introduced until it finally took the form which it has 
 had for a number of years past. 
 
 Its educational objects will be rendered sufficiently apparent by the fol- 
 lowing statement of its present organization, in connection with its several 
 courses of study. 
 
 POLYTECHNISCHE SCIIULE ZU CARLSRUHE. 
 
 GeXERAL MATliENtATICAL CLASSES. 
 
 Religion. Practical Geometry. 
 
 History. Differential and Integral Calctiltis. 
 
 German Language. Meclianics. 
 
 French Language. Botany. 
 
 English Language. Mineralogy an d Geology. 
 
 * ''Die Bergakademie zn Freiberg : znr Erinnerung an die Feier des hundert jcirig- 
 €n Geburtstages Wernkp.'s oni 25, Sept. 1850." — Freiberg. 
 
 Also, ''Die Bergakademie zn Freiberg, ihre Bescliriinkung oder Frweiterting, b"- 
 leuchtet von B. Cotta, Profexsor an derselben.^' — Freiberg,— 18A9. 
 
 \ Werner, one of tiie distinguished fathers of Geological Science. He was one 
 of the earliest Professors in this School — liaving been ap]>ointed in 1774 — and re- 
 mained as its most celebrated teacher until his death in 1817. His cabinet — the 
 "Wernerian Museum — is one of the valuable scientitic collections possessed by this 
 institution. 
 
29 
 
 Pare Mathematics. 
 Geometry. 
 Tritro aoraetr J. 
 Descriptive Greometrr. 
 Analytical Geometry. 
 
 Physics. 
 
 Technical Chemistry in general. 
 Free-hand Drawing. 
 Calligraphy. 
 Modelling. 
 
 SPECIAL SCHOOLS.* 
 
 I. — ExGixEERixG- School. 
 
 [^Course three years.^ 
 
 Ethics. 
 
 English Language. 
 
 Jurisprudence. 
 
 Practical Surveying. 
 
 Higher Geodesy. 
 
 Topographical Drawing. 
 
 Designs and Estimates for Works. 
 
 Landscape Drawing, 
 
 Higher Analysis, 
 
 Higher Mechanics. 
 
 Roads and Hydraulic "Works. 
 
 Machinery. 
 
 Architectural Drawing and Modelling. 
 
 Higher Architecture. 
 
 A.KCHITECTURAL SCHOOL. 
 
 \_Course four years. ^ 
 
 German Literature and Style. 
 Ethics and J^sthetics. 
 Areli-e oiogv of Art. 
 Hiirher Architecture ; History ; Styles. 
 Jurisprudence \^Popular€ Bechtslehre.] 
 Trigonometry, Spherical and Analyti- 
 cal Geometry. 
 Differential and integral Calculus. 
 Mechanics and Hydraulics. 
 Descriptive Geometry. 
 Theory of Macliines, 
 
 Designs for Buildings, — ^Estimates. 
 
 Techni?al Architecture. 
 
 Construction of Roads and Hydraulic 
 
 Works- 
 Mineralogy and Chemistry. 
 Building and Ornamental Drawing. 
 Drawintc of Constructions. 
 Figure Drawing. 
 Aerial Perspective. 
 General Modelling. 
 Modelling OrnamentaL 
 
 III. — HiGHEPw Technical School. 
 
 \_Course two years.~\ 
 
 Foe Technical Chemists. 
 
 General Chemistry. 
 Analytical Chemistry. 
 Practical Geometry. 
 Ethics. 
 
 Chemical Manipulation. 
 English Language. 
 French Languafje. 
 Botany and Zoology. 
 General Drawing. 
 
 Technical Chemistry. 
 Popular Mechanics. 
 Common Roads. 
 History. 
 Mineralogy. 
 Geology. 
 Book-keeping. 
 Commercial Law. 
 Mechanics of Transport; 
 
 For Mechanists and Technologists. 
 
 Theory of Machines. 
 Construction of Machines. 
 Physics. 
 
 Higher Analysis. 
 Hiirher Mechanics. 
 
 Technology. 
 
 Technical Chemistry. 
 
 Enirlish Lancruaire. 
 
 Roads, Bridges, and Hj-draulic Works^ 
 
 French Languaffe. 
 
 * '* Fachschulcn. 
 
Practical Mathematics. 
 
 Technical Chemistry. 
 
 Botany. 
 
 Practical Geometry. 
 
 National Economy. 
 
 Forest^Trees. 
 
 Forest Laws and Police. 
 
 Wood Taxation. 
 
 Commercial Law. 
 Book-keepina". 
 History of Commerce. 
 6-erman Composition. 
 French Language. 
 English Language. 
 
 Arithmetic. 
 
 Geography. 
 
 Religion. 
 
 French Language. 
 
 French Commerce. 
 
 National Econom}^ 
 
 Englisli Language. 
 
 Calligraphy. 
 
 Ethics. 
 
 30 
 
 IV. — Forest School, 
 
 [^Course two years.! 
 
 Mineralogy. 
 Geolog}^'" 
 Meteorology. 
 Road Making. 
 Agricultural Chemistry. 
 Forest Economy. 
 Forest Rights and Sports. 
 Preservation of Forests. 
 
 . — Commercial School. 
 
 For Commerce. 
 
 '[Course one year.'\ 
 
 Commercial Correspondence. 
 Commercial Arithmetic. 
 Commercial Products. 
 Commercial Geography. 
 Calligraphy^ 
 Drawing. 
 
 For Postal Service. 
 
 [Course two years,'] 
 
 Popiilar Mechanics. 
 Physics. 
 
 General Historj'. 
 German Composition. 
 Political Arithmetic. 
 Jurisprudence. 
 Mechanics of Transport. 
 Commercial Contracts. 
 ^Esthetics. 
 
 Students may enter tlie lowest class of the General School or Mathe- 
 matical Classes at hfteen years of age, with a certain required preparation. 
 It should l)e observed, however, that the General School more appropri- 
 ately precedes the courses of the Special Schools of Engineers, Architects, 
 and Technists. The other Special Schools require a much lower standard 
 of preparation, than tliat obtainable during tlie three years course of the 
 General School.'* 
 
 In 1852-3, there were 41 professors and teachers attached to this 
 institution, with an attendance of 330 students, of whom 112 were foreign- 
 ers, — 72 from other German States, and 40 from other European nations. 
 
 Tlie Government grant to the Polytechnic School of Carlsruhe is only 
 32,000 florins per annum, — about $14,000, — while the expenses of the 
 School amount to 50,000 florins — about |21,000. To meet this deficiency 
 a small charge is made to each student, — 133,00 per annum. 
 
 * "Dnx hiihnre und niedere Studien- Wfsen im Groasherzocjth^ime Badtn,^'' — 
 JConstan;:, — 1846. Also, Dr. Schodler, — "Die Iwheren technischen Schulen etc." 
 
31 
 
 Of the results of this mstitution. it is said that the formal certificates of 
 the Special Schools are held in the highest estimation, and command imme- 
 diate employment to their possessors.* 
 
 In addition to the institutions already noticed, there are excellent estab- 
 lishments of the same class, in Hanover, f TVirtemberg, Hesse-Cassel, 
 Hesse-Darmstadt, Bruns^-ick.;j; and possibly in other parts of Germany, of 
 which the writer possesses no information.g Our limits, however, do not 
 permit further citations of this kind ; and, indeed, our present objects will 
 be satisfied, we trust, with the introduction of the examples already given. 
 Thev have been chosen, partly on account of their prominence in tliis 
 class of institutions, and in part, for their well marked peculiarities ; for 
 although all aiming at the same general objects, — frequently, at objects 
 precisely the same, — yet, they differ much in organization, in methods, and 
 ill the general spirit which animates their administration. 
 
 In the sketches which have here been given, the aim has been to pre- 
 sent certain classes of characteristics, in as concise a form as practicable, 
 to the exclusion of much other matter that might be interesting to the 
 immediate managers of this class of educational institutions, but which 
 would be scarcely essential to our present inquiry. Of the featm-es thus 
 brought under review, we have intended, especial!}', to include the age or 
 dui-atiou of the institution, — the natm*e of its establishment, — objects, — 
 organization, — courses of study, — number of instructors, — number of stu- 
 dents, — endowments, — tuition expenses, — besides an occasional remark 
 illustrative of its characteristics or the results of its practical working. 
 
 * Pro! Play fair, — "Industrial Ijittruction." 
 
 f Director Karmarsch, — "Die hiihere technische Schnle zu Hanooer" — Hanover, — 
 1844; — Also by the same, ''Die polytechniache Schnle zu Hanover, — Hanover, — 1848. 
 
 \ Prof. Schodler, — Die hoheren technischen Schulen, etc." 
 
 § In Belcrium, Denmark, and several other Continental States, there are provisions 
 of greater or less extent for scientific combined with technical instruction. In 
 Great Britain, there were no institutions for this kind of instruction, — with the 
 exception of two or three schools of Civil Engineering, — prior to the advent of the 
 London Industrial Exhibition of 1851. Since then, the Government has not only 
 established a School of Alining Encrineers, but has been building up a svstem of 
 schools of General and Technical Design all over the Kinijdoni. 
 
32 
 
 THE TRUE IDEA OF A POLYTECHNIC INSTITUTE. 
 
 We shall now seek to realize the more prominent ol)ject, originally pro- 
 posed, for bringing together the preceding notices of the principal Scientific 
 and Technical Institutions of the Continent of Europe, — which was, to 
 illustrate the true idea of the Polytechnic Institute, by a direct appeal to 
 its own most characteristic features, as displayed in a series of institutions 
 presenting all the usual varieties of the class. Tlie features most appro- 
 priate to this purpose are those Avhicli will best illustrate the Objects, 
 Curriculum, and Methods of the Polytechnic Institute, — characters which 
 may be obtained by simple inductions based on the data supplied by the 
 foregoing sketches. 
 
 Objects. 
 
 By a comparison of the different institutions emljraced in our survey, it 
 will be seen that their general objects may be properl}- stated to eml)race 
 the educational training of the following classes of Scientific Technists. 
 
 1. ArxiiiTECTS.* 4. Mkchaxists. § 
 
 2. Civil Engineers.! 5. Tkciinologists. |j 
 
 3. Mining Engineers.;}: 6. Technical Chemists. ■[ 
 
 * Whose duties connect them with the preparation of Designs and Superintend- 
 ence of the Construction of Edijkes, public and private. 
 
 ■)• Having charge of the following specialties : Designs and Constructions of, — Com- 
 tnon Roads; Raihoays ; Bridges; Tunnels; Canals; Docks; River and Harbor 
 Lnprovenients ; Lighthouses ; the Supply and Distribution of Water for Towns, 
 Sanitary, Agrltultural, and Alanufacturing purposes. 
 
 ■\. Under Mining Engineering is usually included the two important specialties of 
 Mining and Metallurgy, — embracing all that relates to the Siu'veying, 0])ening, and 
 Working of Mines, and the Smelting of Ores, Reduction of Metals, Assaying, "etc. 
 
 ^Oy Higher Machinists ; also sometimes called Mechanical Engineers in Great 
 Britain and the United States. Their professional functions embrace the Designing 
 for, and Superintending of the Construction of the Steam Engine, Hydraulic, and 
 other Machine Motors, as also heavy and complicated Machinery in general. 
 
 II Whose functions embrace those professional duties incident to the Establishment 
 and Superintendence of Works for the Higher Manufactures and Physical Arts; 
 Buch, for example, as Pottei-ies, Porcelain and Glass Works ; Manufactories of the 
 various Tc.vtilc Fabi-ics, Printed Fabrics, Ornamental Metal Work, etc. 
 
 ^ These include two classes, namely; first, those engaged in Chemical Manufac- 
 tures, for example, in the production of Acids, Salts, Pigments, Coloring Substances, 
 Oils, Fats, Ilesins, Sugars, etc., — Preparation of Fuels, Illuminating Gases, Pharma- 
 ceutical Substances, etc. ; secondly, those engaged in Manufactures dependent on 
 Chemistry, — such as Bleaching, Dyeing, Printing on Textile Fabrics, etc. 
 
33 
 
 In this generalization ^ve have omitted all recognition of Schools of 
 Forestry, Agriculture, and Conunerce, because neither occurs in more than 
 one or two instances in the whole number of institutions noticed. Besides, 
 a School of Forestry, as here represented, is naturally limited to the 
 wants of a few countries ; wliile a School of Agriculture, wath its peculiar 
 requirements in respect to educational appliances would, in the majority of 
 cases, as a mjitter of expediency, have a distinct organization.* There 
 is, however, no reason why a Commercial School with elevated aims 
 should not form one of the schools of a Polylechnic Institution. The rela- 
 tions between the pursuits of commerce and tlie various operations and 
 results of constructive, productive, and manufacturing industry, are certainly 
 such as to make the facilities possessed by a Polytechnic Institute peculiarly 
 well adapted to the development of the most useful kind of commercial 
 education. The course of the Commercial Section in the Polytechnic 
 School of Carlsruhe is, in this connection, eminently suggestive. 
 
 Thp: Cuericulum. 
 
 AVe may conveniently divide the system of instruction of a Polj'technic 
 Institution into three parts ; — hrst, the Preparatory Course^ embracing aR 
 those studies necessary to matriculation in the institution ; secondly, the 
 General Course^ constituting the foundation in general science and litera- 
 ture, on which, as a common basis, are erected the subsecpient courses ; and 
 thirdly, the Technical Courses^ which include all those special teachings, 
 more or less peculiar to the objects of the institution. 
 
 The scholastic requirements for matriculation differ considerably among 
 the institutions which have come under our notice; some, as in the case 
 of the Polytechnic School at Paris and the Technical Institute at Berlin, 
 have requirements, particularly the former, of an extremely elevated grade ; 
 while others, which embrace the majority of cases, prescribe a certain 
 measure of preliminary training which experience has foimd to be both 
 necessary and practicable. The following programme presents the course 
 of preparatory studies generally required for matriculation in the Polytech- 
 nic Institutions of the Continent of Europe. 
 
 * A considerable proj)ortiou of the subjects of study at the Schools of Forestry 
 on the Continent of J-^urope, is manifestly such as should form a part of the general 
 course of study in every completely organized Agricultural Institution, Avherever 
 established. The finest Agricultural School in Europe, is the " Konigl. Lchranstalt 
 fiir Land u. Forstwi!lliscli:it"t" — Roxjal Im^tltution for Agriculture ayid Forcfifri/ — at 
 Hohenheim, in the kingdoui of Wurtcmberg, in which these closely allied courses of 
 tj-aiiiing are brought under a single orgaui/ation. 
 
 5 
 
34 
 
 PREPARATORY COT'RSE. 
 
 jMathematics. — Arithmetic ; Elementaiy xMgebra ; Geometry ; Elements of Trig- 
 onometiy. 
 
 Experimental Scien'ce, — Elements of Physics and Cliemistry. 
 
 Descriptive Science. — Geography; Political History ; Natural History. 
 
 Literaturi'. — The vernacular Language, — including Grammar and, to a certain 
 extent, Style in Composition. 
 
 Grapuic Arts. — Writing ; Drawing — to a greater or less extent. 
 
 The course here given, while more extended in physical science than 
 that prescribed at the Ecole Centrale, is very far inferior to that required 
 at the Ecole Polytechnique in mathematical science.* It more nearly 
 represents the matriculation requirements of the German Institutions. But 
 it will be observed that the latter frequently unite in the same general 
 organization a Preparatory School, located in the same or separate build- 
 ings ; and in such cases, the studies included in the preparatory courses are 
 even more extended — at least in variety of sul)jects;f inflict, they present 
 specimens of means Avell adapted to secure an effective disciplinary training 
 preparatory to matriculation, — a desideratum of the utmost importance, in 
 view of the fact that the subsequent courses of a Polytechnic Institute are 
 of a nature to tax more or less completely the intellectual powers of any 
 student.;^ As respects age, it is observable that students are rarely matricu- 
 lated before sixteen ; while, in general, they are from seventeen to nine- 
 
 teen years of asre, — sometimes older than the latter limit, — before enter 
 
 ^sa^') 
 
 l^g 
 
 upon the regular course of a Polytechnic Institntion. 
 
 GENERAL COURSE. 
 
 Mathematics. — Social Arithmetic; Higher Algebra; Analytical Trigonometry; 
 Analytical Geometry ; Differential and Integral Calculus. 
 
 Natural History and Geology. — Botany: Zoology; Mineralogy; Geology; 
 Physical Geography. 
 
 PuYSics and Mechanics. — General Physics ; Theoretical and Practical Mechanics. 
 
 Chemistry. — Tlieoretical and Practical Chemistry. 
 
 Literature. — Composition and Criticism in the vernacular language ; Modern 
 Languages. 
 
 * The knowledge required for admission to the Ecole Polytechni<pie comprises : 
 
 1. Arithmetic. 8. Physics. 
 
 2. Elementary Geometry. 9. Chemistry. 
 
 3. Algebra. 10. Cosmography. 
 
 4. Plane and Spherical Trigonometry. 11. French Language. 
 6. Analytical Geometry. 12. German Language. 
 
 6. Descriptive Geometry. 13. Drawing ; — Geometrical, — Water 
 
 7. Meclianics. Color, — Crayon. 
 
 " Prograirimc des connaissances exigees potir V adynhsion d, V Ecole Imperiale Poly- 
 technique, — Ministere i)e la Guerre, — Paris, — 1854, 
 •j- See under Bavaria, p. 22. 
 ■\. That is, provided, always, the course as such be actually accomplished. 
 
35 
 
 PHiLosopnr. — Logic ; Ethics ; Esthetics ; Jurisprudence. 
 Geodetic Arts. — Lower Geodesv. 
 
 Graphic Arts. — Descriptive Geometry ; Geometrical Drawing ; Topographical 
 Drawing; Free Drawing. 
 
 Plastic Arts. — ^Modelling in Clav, Plaster, etc. 
 
 TECnXICAL COURSES. 
 
 Gexeral Coxstructioxs. — Materials used ia Construction ; Stability of Architect- 
 ural and Engineering Structures. 
 
 Macuixes. — Theory of Machines ; Transformations of Motion ; Construction of 
 Machines; Prime Movei*s. 
 
 SrKciAL Exgixeerixg Coxstructioxs. — ^Roads and Railways ; Bridges; Hydraulic 
 Works ; Machines used in Construction ; Location and Surveying of Works ; Designs 
 and Estimates. 
 
 Special Architecttral Const racTioxs. — Components of Edifices ; Architectural 
 Design; History of Architecture ; Architectural Decoration; Construction of Public 
 and Private Edifices; Designs and Estimates. 
 
 General Geopest. — Practical Astronomy; Higher Geodesy; Topogaphical Sur- 
 veying. 
 
 Industrial Cuemistrt axd Physics. — Technology; Technical Physics ; TTarming 
 and Ventilating of Buildings ; Technical Chemistry ; Designs for Works and Pi-o- 
 cesses. 
 
 Metallurgy. — Analytical Chemistry; Assaying; General Metallurgy; Desisrns 
 for Works and Processes. 
 
 MixiXG. — Mining Geology; Mine Surveying; Mining Machines ; Workino; of 
 Mines ; Mining Economy- ; Mining Jurisprudence. 
 
 Graphic Arts. — Free Drawing ; Architectural Drawing ; Machine Drawing ; 
 Topographical Drawing ; Mine Drawing, 
 
 Plastic Arts. — Modelling in Clay, Plaster, Wood, and Stone ; Stone Cutting ; 
 Embossing. 
 
 The division of the Curriculum into general and technical coiu-ses is one 
 rather of convenience than of fact, since there is scarcely a well marked 
 instance of such a distinction to be seen in any one of the examples con- 
 sidered.* Om- oliject in here recognizing the division named is, that we 
 may indicate more precisely the subjects of study under their respective 
 heads. The idea of a General Course is that of a common bast's of all the 
 S2:>ecialties destined to follow — that is, of all the technical courses. 
 
 Ill respect to the General Course, it will be observed that the subjects 
 included in our list, are common to almost every institution brought imder 
 our cognizance. The subjects thus named, although somewhat variable 
 as regards extent of individual development in different institutions, may 
 be considered to represent the fundamental scientific and literary culture^ 
 
 * The organizations of the Berlin and Carlsruhe Institutions approximate to this 
 condition, but are not strictly in accordance with it. Perhaps the closest approach 
 is seen in the rebitious between the Polytechnic and Special Government Schools 
 of France, — where the former becomes the General School in re^j>ect to all of 
 the graduates who finish their educational courses in the Special Schools. 
 
36 
 
 which experience has sugi^ested to be appropriate to the objects of this 
 class of educational institutions."^^' 
 
 It would he equall}', nay more, diihcult to generalize tlie distinctions 
 observed in some of these institutions in respect to individual technical 
 courses. Not intrinsically ; but in having due reference to the facl.-^ as 
 actually presented in the several ca,ses. These are, first, in the absence, 
 as already remarked, of the distinction of any really general or finida- 
 mental course ; and secondly, in the diversity exhibited in the special 
 courses. In certain cases, without doubt, this diversity has arisen in 
 somewhat different local Avants ; in others it would l)e difficult of explana- 
 tion exce]')t on grounds of inerely arbitrary or at best temporary expedi- 
 ency. We hav(^ therefore been content to g(;neralizp tlie studies of the 
 Technical Courses, as a whole, in accordance with the objects already 
 stated, deeming this to be sufficient for our present purpose. 
 
 Methods. 
 
 That which has been akeady presented und(^r the twcj preceding heads, 
 is perhaps suggestive of all that need l)e said under the present one. 
 We. will merely add a single ol)servation. It should be noticed thai, 
 in connection with the large amount of teclmical study which enters 
 into the Curriculum of a Polytechnic Institute, there is associated the 
 feature of neaidy continuous daily practice in some kind (>f j 'usifons disci- 
 pline — discipline of the senses. Each student undergoes an almost dailv 
 drill in a class of exercises which, besides tending to secure a In'gli degree 
 of muscular training, in all that Ijelongs to facility and precision of manipu- 
 lation, are of a nature, by their direct appeal to the senses, to contribute to 
 a largely increased couimand of sensuous power, — in quickness and accuracv 
 of sight, — in delicacy of touch, etc.. For example, in descriptive science, — 
 botany, zoology, mineralogy, geology, etc, — we have ]iractice in the 
 study and direct examination of hand specimens of minerals, plants, and 
 animals, with excursions to localities; in experimental science, physical 
 and chemical manipulations in the laboratory; in the geodetic arts, the use 
 of instruments in the actual conduct of astronomical, trigonometrical, and 
 topograj)hical observations of practical data ; in the graj)hic arts, practice 
 to a large extent in free, topographical, and geometrical drawiuir; in the 
 plai^tic arts, modelling in clay, plaster, and wood, and stone-cutting, etc. 
 Moreover, this peculiar discipline is carried out so extendedly in each of 
 
 * We liave omitted to include Religion in the ironeral course, first, because it 
 occurs in only two or three instances; and secondly, in view of the more than 
 doiiblful e.\pe<b'.M;cy of placing,' reliiiioiis culture — how all ini})ortant soever in itself 
 — in the Curricukim of such an institution. 
 
37 
 
 the several examples noticed, as to secure to the dihgent and attentive 
 student an intelligent and complete command of the various practical ope- 
 rations vrhich, in after life, would be likelv to make direct recjuisitions upon 
 this kind of knowledoe.* 
 
 Educational Grade. 
 
 In addition to the several characters already noticed, the question may 
 arise as to the status or educational grade of the Polytechnic Institute 
 among its various cotemporaries in other fields of learning. In answer to 
 this question it may be remarked, in the first place, that general usage on 
 the continent of Europe appears to assign the Higher Technical Institutions 
 a place among I^nivei'sities in the " Superior System of Instruction.'' — 
 Thus Dr. Schodler, in the course of an analysis of relative characteristics, 
 exhibits the following parallel between th(- two systems of Humanistic and 
 Teclmical EducatioiL :f 
 
 Humanistic Schools. 
 
 Three fold system. 
 
 1. Elementary School. 
 
 2. Gymnasium. 
 
 3. University. 
 
 Four-fold svstem. 
 
 1. Elementary School. 
 
 2. Gymnasium. 
 8. Lyceum. 
 
 4. University. 
 
 Technical Schools. 
 
 Three-fold system. 
 
 |1. Elementary School. 
 
 2. Techn. Middle School. 
 
 13. Techn. High School.^ 
 
 Four-fold system. 
 
 1, Elementary School. 
 
 2. Real School. 
 
 i. Higher Trade School. 
 4. Techn. High School. 
 
 In a similar manner, Prof. Bache, in recognition of this usage, places 
 the Polytechnic and Special Technical Schools of tlie continent of Europe 
 v\-ith the Universities in the system of "Superior Instruction," thus dis- 
 tinguishing this class of institutions from those devoted to " Secondary 
 Instruction," — such as the Gymnasia, Lyceums, Real Schools, Trade 
 Schools, etc.§ So Prof. Playfair, more recently, while ranking the higher 
 Technical Institutions with the Universities, speaks of the former as In- 
 dustrial Universities.^ Indeed, so far as w^e are aware there is no question 
 as respects intelligent usage on this point. 
 
 But it may be remarked, that apart from tlie question of the fact, there 
 are manifest reasons why such a usage should obtain. And these rest on 
 the reality of th<' possession by each — l)V the Humanistic and Teclmical 
 
 * Of course, the observations contained in this paragraph, like preceding ones, 
 are to be understood as generalizations of features of Polytechnic Institutions, as a 
 chvss, rather than as sti'ictly applicable to any single institution. 
 
 f " Die hoheren techniachen Schnlen nach Hirer Idee unci Bedeutung." 
 
 \ Generic or synonymic for Polytechnic School, Institute, etc. 
 
 § " Report on Education in Europe to the 7\ustecs of Girard College for 0rplia7is." 
 —Philadelphia,— IHZ9. 
 
 II " Industrial Instruction on the Continent," — London, — 1852. 
 
38 
 
 University — of all those characteristics in common which are deemed more 
 or less essential to th^ University idea ; sucli, for example, as considerable 
 maturity of age and preparation before matriculation, — the elevated nature 
 of the prominent studies, — the predominance of the lecture mode of com 
 municating instruction, — the aggregation of two or more professional 
 schools, — the conferring of certain degrees,'^ — etc. 
 
 A true idea of the Polytechnic Institute is, tlierefore, that of a scries of 
 Special Schools for the complete educational training of Architects, Civil 
 Engineers, Mining Engineers, and other Scientific Technists, — all united 
 under a common organization, — all alike aiming at the realization not only 
 of exact and extended scientific culture, but of the utmost practical skill 
 in the applications of science to the pursuits of active life. The name 
 Polvtechnic Institute — Institute of many Arts — becomes etymologically 
 significant when thus applied, — alike of the plurality, the nature, and the 
 importance of its objects.f It is also manifest that the subjects and 
 methods of studv here noticed present an array of means Avell cliosen 
 towards the attaining of results so important ; for, besides the extensive 
 svstem of disciplinary exercises for muscular and sensuous culture, if it be 
 remembered that the various theoretical and technical courses, in addition 
 to the large amount of positive knowledge wliich they are designed to con- 
 vey to the student, are adapted to secure a discipline of tlie intellectual 
 powers of a high order of excellence, — it may be seen how a judicious 
 combination of these two parallel but ultimately connected systems of 
 culture might conduce to the exaltation of the intelligence and executive 
 
 * The confeiM'ing of dej^rees is, perhaps, scarcely to be included among tlie actual 
 features of the Technical Institutions, either of France or Germany. Even to be 
 graduated at the i^cole Polytechnique, — a distinction, iinquest ion ably, very high 
 of its kind, — gives to the recipient of tliis honor the right to style himself iiothing 
 more than " Ancien Eleve de 1' Ecole Polytechnique" — Former Student of the Poly- 
 technic School. 
 
 \ Hence the School of Roads and Bridges at Paris, and the Mining Academy at 
 Freihei-g, although Special Schools of a higli order, arc yet not properly entitled to 
 the epithet Polt^tccknic. The most complete — though not necessarily the best — 
 Polytechnic Institution of those noticed in our sketch, is the '* Polvtechnic School " 
 atCarlsruhe; next to this we might perhaps place the " Central School " at Paris 
 and the "Technical Institute'' at Berlin. The Polytechnic School of France, in 
 connection with the various Special Schools of Application, may thus be considered 
 a Polytechnic Institute of a high order. 
 
 In a similar uuumer we use the term Institute in association with its descriptive 
 epithet, for thu airgrcLjation of ^^evoral specialties under one general organization, in 
 accordiince with what we conecive to be the better (Jernian usaijiie, in preference 
 either to the word Sohool or College, — the latter of which being in fact only a more 
 ambitious as well as more ambiguous name for the same thing. — thus leaving the 
 
 word School very appropriately iipplioable to the separate specialties, in fact to 
 
 every organization, whieh, besi(l<'s being more simple, is characterized by unitv rather 
 than plurality of objects. In this sense the Polytechnic School of PYance and the 
 School of Roads an<l Bridu;es, etc., are very pro|)erly called Schools, — although the 
 propriety of the prefix Polytechnic in the former case is somewhat questiouabfe. 
 
39 
 
 power of the student and future practical man, up to the utmost perfection 
 of development, of which merely secular education would appear to be 
 capable. 
 
 Such, at least, as suggested rather than described in the preceding para- 
 graphs, embraces our idea of the true Polytechnic Institute. Such we 
 beheve to be the legitimate tendencies of an efficient practical carrying 
 out of this system of educational culture. It may claim more of results 
 than can be said of anj^ single institution among those which have come 
 under our notice; it may be more than is practicable of realization, 
 between unhmited imaginings and limited possibilities; but no more, than, 
 as an idealization predicated of the results of our study of the character- 
 istics of plan and working of these institutions, we sliould feel warranted 
 to adopt as our embodiment of the true idea of the Polytechnic Institute, 
 — towards the attainment of which Ave might always be permitted to 
 make progress. 
 
 With this notice of the Scientific and Technical Institutions of Europe, 
 we shall resume our consideration of the present condition and of the plans 
 proposed for the future permanent establislnnent of the Institute. 
 
40 
 
 EDUCATIONAL SYSTEM 
 
 OF THE 
 
 KENSSELAER POLYTECHNIC INSTITUTE. 
 
 The educational objects of the Rensselaer Polytechnic Institute, result- 
 ing from its reorganization of 1850, having been already stated,* we will 
 now proceed to illustrate the characteristics of its educational systenj. 
 
 As at present constituted the Institute system enil)races a Training or 
 Preparatory School, and the Polytechnic Institute proper. Tlie former is 
 Ijut a recent development of a "Preparatory Class'' wliich lias existed I'or 
 several years, as a department of reception and preparation of tliose stu- 
 dents — candidates for matriculation — who came imfitted to meet the ma- 
 triculation requirements of the Institute. The ^-ourse of studv of the 
 Training School is seen in the following programme. f 
 
 INSTITUTE TRAINING SCHOOL. 
 
 ELEMENTARY CLASS. 
 
 1. Religion. — Bible History and Biography. 
 
 2. English. — Orthography ; Etymology ; Readinir. 
 
 3. Arithmetic. — Fundamental — Oral and "Written. 
 
 4. Geoguaphy. — Introductory Geography. 
 
 5. Writing. — Copying from slips. 
 
 6. Drawing. — Linear DraAving from simple Maps and Patterns in Flat. 
 
 * See pp. 4 and^i. "The Rensselaer Polytechnic Institute shall have for its pri- 
 mary objects, the Scientific and Pi-ofessionai Education of Arcliitects, and Civil, 
 Mining, and Topographical Engineers." 
 
 " It is also tlcclarod that tlie Institute shall have for a secondary object, The 
 Educational Training, in a general or partial course of Theoretical and Practical 
 Science of all those who may resort to it for such a purpose." 
 
 — Institutf. Statutes. — Amiual Register for 1855. 
 
 f The Training School was opened in the Building of the Troy Academy on the 
 24th October, 1855, thi-ough the cooperation of the Trustees of the latter. By an 
 arrangement with them, tlie Trustees of the Institute have fitted up the Rooms of 
 the Academy Building in a manner to answer quite conveniently the present wants 
 of this School. ^ ^ 
 
4i 
 
 GESEP^.^.L CLASSES. 
 [ Course three years.^ 
 
 1. Religiox. — Hoiy Scriptures ; — Sacred Histon,- ; Christian Morals. 
 
 2. ExGLKn Laxguage. — Coraposition ; — Grammatical and Rhetorical Criticism. 
 
 3. A>xiEyT AXD Modern' Laxguage*. — Latin Lansruage ; Greek Lan^uasre ; French 
 Lartfuage ; German Language. 
 
 4. Mathematics. — Arithmetic ; Eleraentcry Algebra ; Elements of Synthetic 
 Geometry. 
 
 5. Descriptive Shiiexce. — Geography; Elements of — Political and Physical ; Po- 
 litical History ; Xatural History ; — Elements of, — Plants. — ^Animals, — Minerals ; 
 Elements of Human Physiology and Hygiene. 
 
 6. ExPERiMEXTAL SciExcE. — Physics, — ^Study of selected subjects; Chemistry, — 
 Study of selected subjects. 
 
 7. Vocal Arts. — Voice Culture; Elocution; Reading and Declamation ; Vocal 
 Music. 
 
 3. Graphic Arts. — "Writing; Dra\ring from Geographical Maps; Free Drawing 
 from Patterns in the Fiat and Models; Geometrical Drawing. 
 9. Gymnastic Art^. — General Gymnastics. 
 
 SPECIAL CLASS. 
 [Course one year.'\ 
 
 MATHEMATICAL SECTION. 
 
 1. English Laxgcage. — ^English Composition; — Practical Exercises; Taking notes 
 and writinsT out of Lectures; Grammatical and Rhetorical Criticism. 
 
 2. Fbexch Laxguage. 
 
 3. Mathematics. — Higher Arithmetic ; Algebra; Synthetic Geometry ; Elementa- 
 ry Trigonometry ; Logarithmic Arithmetic. 
 
 4- Expebimextal Physics. — Molecular and Gravitative Forces : Elements of Ther- 
 motics. 
 
 5. Natural History. — ElemeuLS of Botany, Zoology, and Mineralogy. 
 
 6. Vocal Arts. — Practical Elocution. 
 
 7. Gp.aphic Arts — Calligraphy; Free Drawing, — from the Flat and the Round ; 
 Geometrical Drawing, — Geometrical Problems. 
 
 3. Gyj£Xastic Arts. 
 
 CLASSICAL SECTION.^ 
 
 1. Exglish Laxguage. — ^English Composition; — ^Practical Exercises ; Grammatical 
 and Rhetorical Criticism. 
 
 2, Classical Languages. — Latin Language ; Greek Language. 
 
 8. Mathematics. — Higher Arithmetic ; Algebra. 
 
 4. Geography. — Ancient and Modem. 
 
 5. Vocal Arts. — Practical Elocution. 
 
 6. Graphic Arts. — Calligraphy ; Free Drawing, — from the Flat and the Round. 
 
 7. Gy MX A STIC Arts. 
 
 * The Classical Section is supposed to have f<5r its immediate object the prepara- 
 tion of its membei^ for the Freshman Class of a Classical College, and the course is 
 constructed in accordance with such an object, — being a continuation mainly of the 
 cljtssical course of tho General Classes. 
 
42 
 
 The Training School, as its name suggests, is designed to present a 
 system of disciphnary training essentially preparatory to a future course 
 in the Polytechnic Institute. Its system of instruction is, however, 
 intended to be such as to adapt it to fulfill equally well the functions of 
 a Training School for the preparation of those destined to any of the 
 Classical Colleges, without in any wise impairing its capacities for useful* 
 ness in respect to its primary objects. The three ''General Classes," — 
 Lower, ]\[iddle, and Upper, — liave a systematic coiu'se of three years. 
 This course, — which is the same for all, whether preparing for the Institute 
 or a Classical College, — is constructed with a view of securing a Aveli 
 l>alanced and effective training in physical, intellectual, and moral disci- 
 pline, as also an amount of positive knowledge appropriate to the general 
 objects of the School. The "Special Class" includes two Sections, — a 
 Mathematical and Classical. The course is ai-ranged for one year, and in 
 logical succession is intended to follow the course of the General Classes. 
 "While, therefore, the latter course is designed to be a common basis in 
 literary^ scientifiCj and art culture, the former is intended to realize certain 
 special extensions of the Mathematics and Classical Languages. The 
 course for each class of students resorting to this School — Mathematical 
 and Classical — will thus be four years in duration. For admission to 
 the "Lower Class" of the Training School an age of at least twelve 
 years is required- and a certain preparation in Reading, Writing, and 
 Arithmetic. Younger pupils are received into the " Elementary Class " 
 from ten to twelve years of age, in which they receive a preparation for 
 entering the Lower Class. Admission into any of the Classes, — the 
 Lower to the Special, inclusive, — is permitted in all cases where the 
 applicant is properly qualified in age and scholastic attainments. 
 
 The course for matriculation in the Institute is indicated in the pro- 
 gramme of the Mathematical Section of the Special Class. Students who 
 are at least sixteen years of age and otherwise properly prepared, are 
 admitted to the Special Class, Avithout the necessity of going through the 
 previous course of the General Classes, and are thus enabled to complete 
 their preparation for entering the lowest class — Division C — of the Insti* 
 tute, within the scholastic yeat. 
 
 The Institute Curriculum is seen in the following programme of the 
 courses of the General and Technical Schools. 
 
 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 [ Course three ymrs,^ 
 
 GENERAL SCHOOL. 
 
 1. Mathematics — lliirher Alsrebva ; Analytical Trisronometry ; Analytical Geome* 
 ti-r T)ift"^Tont.ial nnd Intocrral Calculns. 
 
43 
 
 2. Mkchanics. — Rational [Pure] Mechanics of Solids, Liquids, and Gases. 
 
 3. Physics. — Magnetism and Electricity ; Acoustics and Optics. 
 
 4. Ceiemistry. — General Chemistry of Inorganic and Organic Bodies ; Practical 
 Chemistry, — Manipulations. 
 
 5. Natural History. — Botany; Zoology. 
 
 6. Geology. — Mineralogy; Geology. 
 
 7. Cosmography. — General Cosmography ; Physical Geography. 
 
 8. Literature. — English Composition, Elocution, and Criticism; French Lan- 
 
 guage ; German Language, 
 9. Philosophy.* — Intellectual Philosophy 
 
 Ethics; Esthetics; History of Phi- 
 Practical Trigonometry ; Topographical 
 
 losophy. 
 
 10. Geodetic Arts. — Line Surveying: 
 Surveying ; Hydrographical Surveying. 
 
 IL Graphic Arts. — Descriptive Geometry, — General Problems,— Shades, Shad- 
 •ows, and Linear Perspective ; Geometrical Drawing ; Topographical Drawing ; 
 Free Drawing.* 
 
 12. Plastic xVrts."* — Modelling in Clay and Plaster. 
 
 13. Gymnastic Arts.* — General Gymnastics; Fencing and Sword Exercise. 
 
 TECHJS'ICAL SCHOOLS. 
 GENERAL STUDIES. 
 
 Practical Mechanics. 
 Construction Drawing. 
 Machine Drawing. 
 Topographical Drawing. 
 Engineering Geodesy. 
 Metrical Arithmetic. 
 Practical Geology. 
 Practical Mineralogy. 
 Architectural Design.* 
 Free Drawing and Modelling.* 
 vEsthetics of Constructive and Orna- 
 mental Art.* 
 
 Graphics of Carpentry and Stone 
 
 Cutting. 
 Industrial Physics. 
 General Constructions. 
 Theory of Machines. 
 Transformations of Motion. 
 Prime Movers. 
 Construction of Machines 
 Jurisprudence.* 
 History of Architecture.* 
 Landscape Gardening.* 
 Ornamental DraAviug.* 
 
 SPECIAL STUDIES. 
 
 I. — School of Civil Architects.* 
 
 Construction of Public and Private 
 Edifices. 
 
 Architectural Decoration. 
 
 Modelling of ^Architectural Construc- 
 tions. 
 
 Architectural Drawing. 
 
 Lighting, Heating, and Warming 
 Buildings. 
 
 Designs and Estimates for Architec- 
 tural Constructions. 
 
 II. — School of Civil Engineers. 
 
 Special Constructions ; — Hydraulic 
 Works ; Bridges ; Tunnels ; 
 Common Roads and Railways. 
 
 Road and Railway Traction ; — 
 Forces, — Machines. 
 
 Railway Economy. 
 
 Modelling of Engineering Structures.* 
 
 Practical Astronomy. 
 
 Higher Geodesy. 
 
 Road and Railway Surveying and 
 
 Mensuration. 
 Road and Railway Plans and Sections. 
 Designs and Estimates for Engineering 
 
 Constructions. 
 
 * Subjects and courses which are not, as yet, actually introduced into the working 
 exercises of the Institute Curi-iculum. 
 
44 
 
 111. — SCHOOL OK Mining Enginkkks.* 
 
 Mine Surveying. Analytical Chemistiy, 
 
 Mine Drawing and Modelling. l^ractical Assaying. 
 
 Llining Geology. General Metallni-gy. 
 
 Mining Machinery. Special Metallurgy of Iron. 
 
 Mine Working. Construction of Smelting Works, 
 
 Mining Economy. Designs and Estimates. 
 
 Observations ox the Institute CuKRicuiAwr. 
 
 We have already given tJie Matiicnlatioii, General, and Teclmical 
 Courses of our representative Curriculum of a European Polytechnic Insti- 
 tution, in illustration of this very important feature of the true idea of .such 
 an institution. It would naturally, therefore, be a matter of some interest 
 and, indeed, of some importance to establish a comparison between the 
 Institute Curriculum of the preceding pages and this t\pical one of its 
 European cotemporaries, since it might tluis be possible to obtain an intelli- 
 gent view of the excellences not less than the deficiencies of the Institute 
 System as tested by sucli a standard. 
 
 But a comparison of the educational systems of two or more in.stitu- 
 tions is not likely to be a very satisfactory performance, il" the data consti- 
 tuting the basis of the comparison consist only of mere programmes of tlie 
 subjects studied; since, a collocation of titles however captivating for its 
 completeness and symmetry, — as displayed 'ujxm pQpei\ — may be quite 
 another thing as actually carried out in educational practice. Tlui extent 
 to which the several subjects are respectively studied, — the 'manner in 
 which they are studied, — the tone of the examination standards, which 
 iiltimately decides all questions of qualification in the same studies, — are 
 circumstances very essential to the formation of a satisfactory judgment 
 in matters of this kind. 
 
 It is not always practicable to obtain full information on these several 
 points in respect to the European Institutions. Still, by means of official 
 and other publications wdiich sometimes give the subjects in detail of the 
 courses of study, and by the aid, occasionally, of mamials or treatises on 
 certain subjects of the courses, prepared by professors in these institutions, 
 we are enabled, in the majority of cases, to come to tolerablv satisfactory 
 conclusions with respect to the extent, as well as to the efiiciency with 
 which the courses are actually carried out. As regards the Institute, it is 
 proper to remark, that the authorized published statements of its -4 7i?z^m/ 
 Registers give not only its courses of study in sufficient detail to indicate 
 wuth considerable definiteness the extent to which the different subjects 
 are respectively developed, but they also contain explanations of the mode 
 of study and of examination standards sufficiently full and ex[)licit, we 
 believe, — with certain exceptions to be presently noticed, — to sfitisfy any 
 
45 
 
 reasonable inquiries under this iiead. To these pubhcations we must refer 
 for such details. Our limits will merely permit us to indicate in a brief 
 running review, tlie more prominent resemblances and differences in order 
 that we may be able to note those deficiencies which still exist in the 
 practical carrying out of the Institute Curriculum. 
 
 The General School. — Passing over the course required preparatory to 
 Matriculation, and we come to the regular courses of the Institute which 
 are included in the General and Technical Schools. The idea of the for- 
 mer is that of a sj^stem of rjeneral disciplinary culture^ — scientific, literary, 
 ])hilosophic, artistic, — prior to entrance upon the study of anj^ form of 
 applied science or art. An aim in this School is to preserve the distinction 
 between what is theoretical and general and that which is moTe or less 
 practical and special. The course of the General School,, as will be seen^ 
 is nearly identical with the '^General Course" of the typical Curriculum 
 previously given. With the exception of certain subjects under Literature- 
 and Philosophy, as also of Free Drawing and Modelling, the various? 
 parts of this course have, within the past few years, received a -practical 
 development, as regards extent and thoroughness af study which, it is 
 l^elieved, will compare quite favorabdy Avith tliat generally acliieved at 
 similar Eurojjean Institutions, with the exception cf the E'cole Pol}'tech- ' 
 nique. Of the exceptions it may be remarked that, in respect to a 
 part, — Literature and Philosophy, — provisions far regular instruction have 
 been made, but the pressure of the more essential parts of the course, 
 has hitherto prevented the realization of anything more than a partial 
 — not proportional — development of these sulijects. Free Drawing and 
 Modelling have lacked attention mainly for want of suitable rooms and 
 collections. Indeed, while the general graphic course of the Institute 
 has received a very satisfactory development in most respects, free draw- 
 ing, properly so called, has had scarcely a beginning. There is no want 
 of appreciation of the importance both of free drawing and modelling, and 
 it is only hoped that it may be practicable at an early day to secure to 
 both that attention which, with their place in the Institute System, they 
 properly demand. And of Gymnastics it may be remarked that, with the 
 absence of the requisites for a systematic and efficient conduct of this 
 course, — a proper building and apparatus, — it has been deemed advisable 
 to defer it to a more propitious time. 
 
 The Techniccd Schools. — The Technical Schools embrace General and 
 Special Studies, tlic former comprising those studies common to all mem- 
 bers of the class, — the latter including certain extensions in the specialties 
 of the several Professional Sections. The General Studies have already 
 received a very good development, which is also true of the specialty of 
 
46 
 
 Civil Engineering,— the latter including Topographical* and Mechanical 
 En,a-ineering. But, althougli the foundation is well laid in the course of 
 the General School and General Studies of the Technical Schools for 
 the specialties of Architecture and Mining Engineering, still the special 
 teachings under these respective heads yet remain to be brought into 
 working action. As remarked in another place, the aim in carrying out 
 the plans embraced in the reorganization of 1850, was to establish a foun- 
 dation broad and deep of the educational system, and develop just so much 
 of technical study as should be found practicable with the means at 
 command. Of the Technical Courses generally, so far as actually carried 
 out at the Institute, it is beheved that, Avith few exceptions, they will com- 
 pare favorablv with those of the majority of similar European Institutions. 
 The exceptions have reference in general to those subjects whose best 
 elucidation demands those essential aids which are only to be had in exten- 
 sive collections of models and other similar scientific and technical apparatus. 
 As respects the general idea of the Institute System, we deem it proper 
 to remark, and at the same time avoid unnecessary repetition, that the 
 observations which were made in connection with the generalizations of a 
 former part of this paper, represent the views as they also illustrate the 
 spirit of the present Institute management in all that belongs either to the 
 work actually being done, or to the hoped for consummation of plans 
 of future development.! 
 
 Plans of Future Development. 
 
 Under this head we propose to indicate very briefly such improvements 
 of, and additions to the educational system of the Institute as seem to be 
 not only practicable and expedient, but urgently demanded by the best 
 interests of the Institution, — which are identical with whatever is in the 
 highest degree useful to those who may wish to avail themselves of its 
 educational resources. 
 
 There can be no question in the mind of ;ni intelligent observer, of the 
 great and pressing need of educational facilities for the proper study of 
 Mining Engineering, — including all that belongs to each of the specialties 
 of Mining and Metallurgy. With a country of immense magnitude, and 
 possessed of mineral resources, — so far as actually ascertained — to say 
 
 * Experience has shown the practical inexpediency of making a specialty of To- 
 pographical Engineerine:, distinct from that of Civil Engineering ; and, accordingly, 
 tlio slight extension of studies appropriate to the former may be properly merged 
 in the general course for Civil Engineers. 
 
 f See pages 31—39. Also, 
 
 ''Design of the Institute System'' — and ''Institute Statutes,"' — Anmud Register for 
 1355. 
 
nothing of what is unknown — as remarkable for variety in kind and 
 generahty of distribution, as they are "astonishing for abundance, we 
 have, as yet, not a single organized School of Mining Engineers in the 
 United States, nor, indeed, upon the American Continent ! Either our 
 people have found out the secret, hitherto and elsewhere undiscovered, 
 of dispensing with the aids supplied by the resources of Science and of 
 Technics constructed upon the basis of Science, or they have, while con- 
 scious of their needs in these respects, been compelled to struggle on, and 
 by their enterprise, activity, and other native resources, make up in this 
 way as best they might for their acknowledged deficiencies in the other 
 direction. Whether the former or the latter of these two alternatives 
 be the more reasonable can scarcely be long a matter of doubt among per- 
 sons of competent intelligence, if they will but glance at our previous 
 ^iketches of the principal Technical Institutions of Europe, where it will be 
 seen that instruction in Mining and Metallurgy constitutes a part of the 
 programme of nearly every Polytechnic Institution, — observing that, in 
 addition, there are numerous special Schools of Mines in England, France, 
 and various parts of Germany, But so far as we are aware there is 
 no doubt on this subject. The want of Avell educated Superintendents 
 of Mines and Metallurgic Works has been too frequently indicated by those 
 most immediately and deeply interested, to leave room for doubt either 
 as to the urgency of the need of such institutions or of the appreciation 
 which would be sure to greet their appropriate establishment. 
 
 If, for the sake of illustration, we refer to the programme of the Roval 
 Mining Academy of Saxony, it will be seen that the great body of the 
 instruction as there presented, is such as enters into the general courses, 
 theoretical and technical, of nearly all Polytechnic Institutions, — the special 
 teachings^ which relate to the practical conduct of mining and metallurgic 
 operations, alone, being in any respect, peculiar to the institution. Hence, 
 in order to establish such a department at the Institute, one or two 
 additional instructors entirely competent in the departments of Practical 
 jSIining and Practical Metallurgy would, so far as additions to the corps of 
 professors is concerned, be entirely sufficient. But in the utter absence of 
 this kind of learning on our side of tlie Atlantic, Ave must be content to 
 draw from the stores of European experience ; and, accordingly, the idea 
 here alluded to of compdtncy of Instructors in these departments, must be 
 understood to involve not only entire fomiliarity with the methods of instruc- 
 tion in the best European Institutions, but a certain amount of successful 
 experience in the actual conduct of mining and metallurgic operations in 
 those countries. "With such an addition, — together with the concurrent 
 ones of suitable buildings and of tiie necessarv scientific and technical collec- 
 
4B 
 
 tions, — the Institute would be able to put into Tery speedy action a train of 
 educational means as well adapted to the achievement of useful results in 
 Mining and Metallurgy, as has been already conceded to it in respect to its 
 present specialty of Civil Engineering. 
 
 A condition quite as anomalous exists in respect to Schools of Architec- 
 ture. "While such Schools are to be found in association with the object 
 of almost everv Polytechnic Institution on the Continent of Europe, tliere 
 is not, so far a« the writer is aware, a single example of such a School in the 
 United States. Surely if there be reason for the frequent occurrence of 
 these Schools abroad there must be some reason for, at the least, a single 
 one in the new world. Unless we much mistake the meaning of thos(^ 
 indications which are daily multiplying around us. our people, with their 
 growing appreciation of the beautiful and the truthful, will not long be 
 satisfied with the continued iteration of the sorry results of mere empiricism 
 in this important department of constructive art.* Taste long outraged, 
 not less than endangered securities of life and limb, will unitedly cry out 
 for something better, — more beautiful — more appropriate — more ti-uthful — 
 more stable. There will, by and by, be vSchools of Architectural Art in 
 this country, Why, then, with the eminent iitness of the association, — 
 justified by congruity of teachings and objects, and confirmed by long 
 usage in the institutions of the old World, — why should we not carry out 
 the Institute designs in the establishment of a School of Architecture wor- 
 thy of the name ? Similar remarks are applicable licre to those adduced 
 when speaking of the provisions required for putting into action a School 
 of Mining Engineers. Only in this case less costly means would be suffi- 
 cient. With the foundation courses already established. — Avith the aid of 
 the general courses in free drawing and modelling, which should be 
 brought into action for general needs at the earliest possible day, — there 
 would be required the services of scarcely more — in equivalency — than 
 one full additional professor. But in this, as in the other case, there 
 must be suitable buildings and collections, more or less costly, in order to 
 the successful realization of such an addition to the Institute capacities for 
 public service, 
 
 AVe have long cherished the hope that a system of facilities might ulti- 
 mately be built up within the Institute organization for the general cultiva- 
 tion of the Arts of Design in connection with their various industrial 
 applications. Institutions having sucli an object in view, although rarelv 
 
 *0f course, we do not mean to intimate that there are none but empiricists in 
 Arcliitectural Art in tl»is country. We are speaking of things too generally time to 
 «<lniit, we believe, of much question. 
 
49 
 
 seen in this country/* are of frequent occurrence in Europe, under the 
 name of Schools of Design, or sometimes, — and perhaps quite as apprO' 
 priately, — Schools of Ornamental Art. Such a School usuallj includes 
 a two-fold system of culture : first, the study o^ general drawing and model- 
 ling, as a Fine or Pure Art ; secondly, the study of applied or technical 
 drawing and modelling, as Ornamental Art, The organization which results 
 from such a system is naturally, tlierefore, a compound one, — that of a 
 School of General Design [School of Pure Art] and Schools of Technical 
 or Industrial Design [Schools of Ornamental Art] ; the former standing 
 in the relation of a school of theoretical and fundamental training with 
 respect to the latter. 
 
 As an illustration of the ohjects and methods of a School of Design, 
 we present the following generalized statement of the subjects of study of 
 the better class of these Schools, 
 
 I.^SCHOOL OF PURE ART. 
 
 1. Geometrical DRAWixG.-^iuclnding Shades, Shadows, and Perspective. 
 
 2. Free DRA\viNG,--:inc]udiiig Crayon and Water Color, and Painting in Oil, 
 
 3. Modelling. 
 
 4. Artistic Axatoiy. 
 
 5. Esthetics and History of Art. 
 
 The studies in drawing and modelling, after a little preliminary practice in 
 drawing fiom patterns, are immediately directed to drawing and modelling /?'o?;i 
 the round, — -the subjects inchnling not only models of geometrical forms, casts and 
 living specimens of plants and animals, but the figure — from the antique, the 
 lay, and the lii'e. 
 
 The oljject of the School of Pure Art, is to furnish a thorough train- 
 ing of the eye and hand, in connection with the cultivation of the taste 
 and inculcation of the principles of aesthetic criticism. As such, it prop- 
 erly precedes all special application. The subjects of study appropriate to 
 the Schools of Application are seen in the following programme. 
 
 II.— SCHOOLS OF ORXAMEXTAL ART. 
 
 1. EXGRAVIXG ON WoOD. LITHOGRAPHY. 
 
 *" Schools of Design " have been established in JS'ew York, Philadelphia, and 
 Boston, — some three or four in all,— within the past four or five years. These Scliools 
 are, we believe, mainly eleemosynary in their objects, by proposincj to women 
 certain facilities for instruction in drawing and engraving, at nearly nomiiud oluirires, 
 in order to open up to them a sphere of future employment, which, besides Ix-ing 
 far more remunerative, should be moi-e woi'th}' of their mental and physical ci\])aii- 
 ties than those precarious, severe, and ill paid labors, to which many of tlie sex aro 
 otherwise d>)Oiiicd in our larger towns. Although these Schools have already 
 achieved highly useful results in justification of the primary intentions of their kind- 
 hearted founders and patrons, still, as Schools of Art, these institutions are, as yet, 
 too limited and partial in scope, to be regarded as Schools of Design in the samw 
 sense in which we speak of their European cotemporaries. 
 
50 
 
 2. Foundry Work. — Designs for work in Cast Iron, — Stoves, Chimney Pieces 
 Railings, Furniture, etc. ; Designs for work in Zinc and Bronze. 
 
 3. Metal Work. — Designs for work in Gold, Silver, Zinc, etc. — Electro-plated 
 and Electro-gilded work ; Designs for work in Brass, Bronze, etc. — Lamps, Chan- 
 deliers, Gas Fixtures, etc.; Designs for work in Wrought Iron, — Railings, Fenc- 
 ing, etc. 
 
 4. Ceramic Arts and Glass Work. — Designs for Pottery and Porcelain, Teria 
 Cotta, Tiling, etc. ; Designs for Glass work. 
 
 5. Textile Fabrics. — -Designs for Woven work, — Carpeting, Shawls, and figured 
 stuffs, generally, in Wool, Silk, etc. 
 
 6. Surface Decoration. — Porcelain Painting; Designs for Floor Cloth, Paper 
 Hanging, and Calico Printing ; Designs for Printing on Lace and Muslin Tissues, etc. 
 
 Y. Architectural Work. — -Designs for Architectural Ornament, Ceiling and 
 Mural Decoration, Furniture, Upholstery, etc. 
 
 Tlie above, although by no means complete, will, perhaps, suggest 
 an idea of the immense field of service thus provided for the legitimate 
 exercise of the skill of the Industrial Designer. And is there any ques- 
 tion of the importance of this kind of knowledge to the successful proS' 
 ecution of the various Arts indicated in the preceding list ? Among 
 intelligent manufacturers can there be many^ found who have failed to ap- 
 preciate, sooner or later, their wants in this respect ? We believe not. 
 And, if, by force of circumstances, there are manufacturers who have 
 hitherto done without these aids, until they have come — in unconscious 
 ignorance — to cast contempt upon the labors of Artists in their be- 
 half, we believe that "Universal Exhibitions" are likelj'' to prove a sal' 
 utary corrective. Great Britain, although in some cases availing herself 
 largely of the labors of foreign Designers, and in certain others, with 
 questionable propriety, ai^propriating rather than applying the Arts of 
 Design, had done comparatively little for Schools of Design, prior to 
 1851 — the year of the London Exhibition. Her manufacturers had been 
 sufficiently aware of the existence of Schools of Design on the Continent of 
 Europe for years before ; they had frequently employed graduates of these 
 schools in their own works ; they had quite too frequently not only appro- 
 priated, but even maUappropriated, — a doubly grievous wrong, — in the 
 absence of cultivated taste and skill, the designs of their continental neigh- 
 bors, sometimes confounding all distniction between those for figure weaving, 
 surface decoration, and ornament in relief; but they failed to perceive 
 the utility of Schools of Design among theinselves until a more tangible 
 argument came up, and this an appeal not so much to their appreciation 
 of the beautiful, the appropriate, and the just, as to a more selfish interest : 
 they were in danger of being supplanted by others, and these foreign- 
 ers, in their own fields of industrial art. Such an argument was success- 
 ful. Since 1851, these institutions have been so largely multiphed that 
 there are now Schools of Design in every considerable town, in addition 
 
51 
 
 to the metropolitan establishment at Marlborough House, which, with its 
 princely collections, combines within itself the functions both of a Model 
 School and a Training School of Teachers for the provincial schools.'* 
 
 It has already been seen that instruction in Industrial Design enters 
 into the system of almost every German Technical Institution, — higher 
 and lower. Manifestly this is an appropriate association. For, in addition 
 to Art culture, in drawing and modelling, the Industrial Artist should be 
 acquainted, to a certain extent, with the principles of science and the 
 processes of construction and fabrication ; since every design, worthily so- 
 called, should exhibit that fullness of study, in respect to knowledge of 
 adaptation, which can only proceed from a proper consideration of the ma- 
 terial in which — the process by which — the use for which — it is to be 
 ultimately wrought out. Hence we believe in the expediency of con- 
 necting all special cultivation of the Arts of Design with Technical Institu- 
 tions, in accordance with the German practice, rather than in leaving 
 them, as in England, to be schools merely of drawing and modelling. 
 Indeed, English experience has already begun to see the importance of 
 associating instruction of a scientific and technical nature with their Schools 
 of Ornamental Art.f 
 
 As regards the means for carrjdng out such a system of Art culture at 
 the Institute, it may be remarked that, when the general courses of free 
 drawing and modelling shall have been brought into working action, in 
 accordance with original intentions, the course of study for a School of 
 Pure Art will become virtually established ; and there will remain for the 
 complete development of the idea, the providing of instruction in Tech- 
 nical Design or Ornamental Art, in connection vrith the necessary rooms, 
 collections, etc. 
 
 We have dwelt longer upon the last topic than may seem to be appro- 
 priate to our present object. But we believe the specialty of instruction 
 in Industrial Design to be not only of vast importance to manufacturing 
 industry, but to be quite essential to the harmonious development of 
 the Institute System, since the kind of culture here described should 
 enter more or less into all parts of it. 
 
 * Lectures on the Results of the Exhibition, — London, — 1851. — London Art Jour- 
 nal, — vols, for 1851-2.' — Playfair, — " Industrial Instruction on the Continent^ 
 
 We do not refer to Great Biitiun for an illustration of anything peculiar in this 
 connection ; we need not travel many miles from this city, nor, indeed, far from any 
 manufacturing centre in this country^ to find a state of things not very dissimilar to 
 the kind of British experience above described. 
 
 f London Art Journal, — vols, for 1852-4. 
 
52 
 
 "\Ye lia\^e hitherto made no alhision to the study of Technolog}^* as a 
 part of the Institute System. It is, however, proper to remark tliat, 
 although the present Curricuhun contains no provision for the study of this 
 specialty, yet the idea of introducing such a (lepartment int'.' tho system of 
 instruction has been frequently entertained. The idea was in fact consid- 
 ered at some length during the discussions attending the reorganization of 
 1850 ; it was, however, finally resolved that^ as a matter of present expe^ 
 diency, it would be best to postpone for a time the actual introduction of 
 these studies into the Institute System. More recently, the matter of 
 Technological instruction was made the sul)ject of a formal recommendatioUj 
 in the Report of a Committeef on certain proposed improvements of the 
 Institute, — their language in reference to which being as follows : — 
 
 " Of the utility of a School of Chemical Arts, it seems sufficient to allude to two 
 significant facts ; first, that the various Chemical Works of this countty are almost 
 invariably put in operation and managed by foreigners, who have received their 
 education abi'oad ; secondly, that with a country of resoiu-ees confessedly large for 
 carrjnng on these operations with pecuniary success, there are, nevertheless, no 
 schools, as yet, established in the United States, which give the requisite scientific and 
 practical training io ManufdCtufinri Ckemuts ; while it is certain that the provisions 
 made at the Polytechnic or Industrial Schools of Fi-ance and German}-, for the study 
 of the consti'uction and management of Chemical Works, constitute features in those 
 institutions which are as conspicuous as they are practicalh' efficient for the object 
 proposed. Your Committe, therefore, in view of the importance of establishing such 
 a School of Chemical Arts, earnestly recommend not onl}' a full resident Professorship 
 of General and Analytical Chemistry,:}: but also a Professorship of Chemical Technolo- 
 gy, the appointment to the former to be immediately made, and to the latter as soon 
 lis the requisite general provisions can be secured." 
 
 The construction and management of Potteries, Porcelain and Glass 
 "Works, — Bleaching, Dyeing, and Printing AVorks, — Gas Works, — Chem- 
 ical Works, — etc., — are among the more prominent examples of the class 
 of industrial operations, wliich an enlightened experience has generally 
 committed to the professional direction of properly educated Technologists. 
 Argument is unnecessary to sliow, that the most successful conduct of these 
 enterprises can scarcely be expected, without a liberal supply, as well as 
 an intelligent use, of the aids derived from a comprehensive system of 
 scientific^ technical, and artistic education. Indeed, wherever this matter 
 
 * We use the term — see notes page 32 — as comprehensive of both Technical Chem- 
 istry and Technology^ usually so called, the distinction between which being 
 difficult in some cases of a clear definition. The distinction of Chemical and Me- 
 chanical Technology is recognized at certain European Institutions. 
 
 f Dr. T. W. BLATCHFORn, Joseph M. Warrkn, and Joux A. Gkiswold,— owpom- 
 ted by a public vieetincj of citizens of Troy, — January, 185-4. 
 
 X At that time, the Professorship of General and Analytical Chemistry was tevipo- 
 rarifjf vacant,-^\t has since been supplied. 
 
53 
 
 is best understood, — as in France and Germany, — the course of educa- 
 tional training for Technologists is nearly, and in some instances quite 
 co-extensive with that for other classes of Technists. 
 
 Although Ave are fully persuaded that, in the order of progress, the 
 specialties already mentioned should receive the first attention of the Insti- 
 tute management, we are> nevertheless, of the opinion that so soon as these 
 can be brought into working action^ the specialty of Technology should 
 receive the attention whicli it properly deserves. And this, whenever 
 done, will present little practical difficulty ; since, as has been remarked of 
 the specialties of Architecture and Mining Engineering, so it may be said 
 of the one under consideration ; — the greater part of the studies appro- 
 priate to the Technologist are already included in the Institute System ; and, 
 accordingly, in order to make tliis specialty a part of the System, it 
 would only be required to provide the necessary special teaching, rooms, 
 and collections. 
 
 In what has been already observed, under the head of Plans of Future 
 Development^ we have noticed those technical specialties, which, as crown- 
 ing features of the Institute, should receive its earliest and most persistent 
 attention, until they shall have reached that fullness and symmetry of propor- 
 tions which have been assigned to these subjects in the Institute System. 
 It will, however, be remembered that, in our observations on the Institute 
 Curriculum, we alluded to several subjects which had been not at all, or at 
 most but partially, brought into working action. Literature, Philosophy, 
 Jurisprudence, Free Drawing and Modelling, and Gymnastics, were men- 
 tioned in this connection. Of Free Drawing and Modelling, nothing fur- 
 ther need be said in addition to what has been already remarked under 
 Schools of Design. Of Literature, we may remark that tlie study of Gcr^ 
 man is at present crowded out of the course from the pressure of parts 
 already in action ; while the study of English Composition is but partially 
 developed. The latter, however, including the subjects of Literary Taste, 
 Study of Words, Style, and History of Literature, is soon to be brought 
 into full practical action as a part of the Course.* The department of Phi- 
 losophy is in a similar state of non-development, partly on account of the 
 pressure of other subjects more inmiediately important, and, partly, from 
 the absence of the necessary provisions for competent instruction in a part 
 of the subjects embraced in this department. The department is a 
 comprehensive one, and should, for practical convenience and efficiency, be 
 resolved into the three specialties of Intellectual and Ethical Philosophy, 
 Logic, and il^]sthetics. While we confess to little appreciation of the 
 
 * A department, essentially, of Rhetoric, but somewliat more comprehensive in 
 certain respects. 
 
54 
 
 utility of spending miich time in the study of Deduction, after the meth- 
 ods of the ancient or modern dialectics, — i.e. Syllogistic Logic, — we believe 
 that the importance of the study of Induction — the Logic of Lord Bacon 
 — can scarcely be over-estimated, either as rational culture, or as a prepara- 
 tion of the man of the present day for the most useful career among his fellow 
 men. It is especially important in connection with the studies of a Poly- 
 technic Institution. Of ^Esthetics, it need only be said that, with the 
 materials for a rational philosophy of the Beautiful, it is manifestly impor- 
 tant that these should be brought into a form to exert due influence in 
 directing the tastes of those who are to have much to do with the business 
 of Design in any of its manifold applications.* In respect to Jurisprudence 
 including, particularly, that which relates to Civil and Mining Engineering, 
 it may be said, that there seems to be as much propriety — to say nothing 
 more — in making such studies a part of the system of a Polytechnic Institu- 
 tion in this country, as in introducing them into the systems of similar 
 institutions in the more or less despotic States of Germany. Similar 
 remarks might be made in respect to Political Economy. 
 
 The question may be raised as to the utility of such studies as Rhetoric, 
 Philosophy, etc., to the Architect, Engineer, and other Technists. It is a 
 natural question, and one not unfrequently asked in these days, w^hen the 
 element of time which is spent in connection with education is estimated at 
 so high a value. Experience has shown conclusively enough to all 
 thoughtful observers that, in a course so largelv — in its very necessities — 
 material, as that w^hich obtains in a Polytechnic Institution, there should 
 be introduced compensating or balancing elements. And what studies so 
 suitable as those which cause us to turn from the observation of tilings with- 
 out, to the contemplation of the wondertul phenomena and resources within, 
 the Human Mind ? Apart from all consideration of the practical advanta- 
 o-es which accrue even to the Technist, — and they are not only manifold in 
 fact but ouglit to he ohviouslg so to all intelligent and discriminating obser- 
 vers, — from this class of studies, we repeat that, viewed as a mere equipoise 
 to the study of the ^Mathematical, Physical, and Technical Sciences, we 
 believe they should find a prominent place in tlie educational system of 
 every Polytechnic Institution. Such appears to be the view taken of this 
 matter in Gei-many ; it is far less observjible in connection ^^ith the Poly- 
 technic Institutions of France. 
 
 * Instrviction is already provided for, of a very competent kind, in the first of 
 these divisions. Of Loaic and yEstheties, our convictions are that, in order to 
 realize Institute needs in this direction, these subjects sh.ould be under the direction 
 of separate ininds, — of those, indeed, wlio, with appropriate organizations, have 
 made tliese subjects matters of special study. 
 
55 
 
 Finally, it may be said that, althougli the methods of the Institute afford 
 considerable opportunity for physical exercise in connexion with the vari- 
 ous field operations of Practical Geodesy, scientific excursions, etc., still 
 this incidental advantage is far from being sufficient to take the place of a 
 course of systematic Gymnastics, as means of rational physical culture. 
 There is nothing more needed in these days of bodily insufficiency; and 
 yet, with the existence of an evil so generally admitted, there are scarcely 
 no educational appliances so rarely seen at our educational establish- 
 ments. Even wdiere " Gymnastics" constitutes a part of the programme 
 of educational courses, — as it does in some of our Schools for Boys and 
 Girls, — it embraces little else, in most eases, than a room or yard, provided 
 with a few of the commoner forms of apparatus, to be used, ad libitum^ by 
 the pupils as a means of enlarging the area of their resources in physical 
 exercise. This, even, is worth something, and we w^ould not wish to 
 estimate it below its just value. But Gymnastic training, worthily so- 
 called, is a much more serious matter ; for it implies an array of 
 means for the complete and harmonious development of the whole mus- 
 cular system — of the entire physical man ; i-esults which require a syste- 
 matic disciplinai-y drill, under competent direction, of several years duration, 
 regularly filling up certain hours of each week set apart for this kind of 
 culture. The resources gained by such a system of culture are not alone 
 of a physical kind ; they are largely intellectual and moral. Presence of 
 mind, consciousness of physical capacity, power of command, and prompt- 
 ness of action, in moments of critical and trying circumstances, as well as 
 on ordinary occasions, are among the mental gains by such a culture. 
 While desirable for all persons, — men and ioomen^^^\\d\ a training is espe- 
 cially called for in the education of professional Technists, Avho, — besides 
 needino- the physical powers and mental control conferred by such culture, for 
 the most efficient conduct of professional duties as well as for self-preservation 
 in times of personal danger, — are sometimes suddenly confronted by an array 
 of circumstances, where the safety of the lives and limbs of hundreds of 
 workmen and others may be, in a measure, dependant upon their possession 
 of just such resources as those here described. Much might be said in 
 respect to the favorable influence upon the general health of such culture ; 
 and very many reasons might be urged why it should form a parallel and 
 contemporaneous system in all intellectual education of the youth of both 
 sexes ; but our limits are too restricted to permit further extension of this 
 subject. 
 
50 
 
 With the foregoing statement:? and i]hi<trations, we trust lliat we have, 
 at least, partially succeeded in realizing the pur}iose mainly contemplated 
 in the preparation of this paper. We wished to make clearly apparent 
 what the Institute really is as an educational establishment. On this point, 
 as remarked in another place, considerable misapprehension lias existed, 
 and, we believe, still prevails in certain quarters. The Institute is, \mdoubt- 
 tedly, quite extensively known as a School of Civil Engineers ; there are 
 some, however, who suppose it to be a Scliool of Theoretical and 
 Practical Science similar to the '^Scientific vScliools "' which have been 
 established in connection with several of our Classical Colleges within a 
 few years past; and there are others, Avho, while assuming that the Insti- 
 tute may possibly serve a valuable purpose in the diffusion of certain 
 useful kinds of knowledge, do not understand that it professes, or is at all 
 adapted, to present any thing like a system of general or liberal education. 
 These are selected as specimens only of views kno\vn to have been enter- 
 tained on this subject. Tlie first, under the circumstances which attend the 
 partial development already noted, is, perhaps, nearly or practically correct ; 
 the others are founded in misconceptions of the objects and methods of the 
 Institute System. 
 
 We affirm the truth of the following proposition, — that the idea of the 
 Polytechnic Institution^ ./*'% ivorked out, embraces an, array of appliances 
 adapted to the most complete realization of true educational culture. We 
 have no good reason for believing that man was intended to live the life 
 of a monk in his cloister. To say nothing more, mediaeval have changed 
 to modern times; and, confessedly, without speculation on the much vexed 
 question of what was, or can be, the era best suited to the display of man's 
 varied powers, it is enough for" our present purpose to know, beyond 
 any doubt, that his truest interest not less than his highest duty consists 
 with the most resolute adaptation of himself to the demands and circum- 
 stances of the age in which he lives. — that is, the present age. What, 
 then, we beg to ask, is the kind of education which best comports with the 
 idea of such an adaptation ? Should not such an education aim at the de- 
 velopment and cultivation, so fiir as may be practicable, of man's whole 
 powers of perception, of thought, of feeling, of expression, of action ? 
 
 As intimated in a preceding paragraph, the idea is not unfrequently 
 entertained that, because the Institute is primarily designed for the educa- 
 tion of Engineers and other professional Technists, its educational system 
 must of necessity be partial and one-sided ; tliat, because the Institute is 
 neither in name nor in form a Classical "College," whatever be its excel- 
 
0/ 
 
 lence in other respects, there must, forsooth, inhere the radical defect of 
 incapacity to secure to its graduates that completeness of scholarly culture, 
 which is comprehended in the idea of a "hberal education." Is the pop- 
 ular interpretation, as derived from the objects, organizations, and usages of 
 old and honored Universities, essential to the idea of sucJi aii education? 
 If so, how shall we select the epoch in the history of these institutions, in 
 which to find the truest expression of educational standards? Must we, in 
 deference to those who lament the decline of classical learning, visit the 
 English University of the seventeenth century, when nearly all learning, 
 with the exception of Theology, consisted in teachings or interpretations 
 of G-reek and Roman authors ?* Or, shall Ave, in paying due attention to 
 the views of those who are clamorous for the maximum amount of study in 
 ■■( minimum time, come down to the present period and take our standard 
 from some of the American Colleges ? 
 
 We are conscious of no ambition to run a tilt against Classical Institu- 
 tions, feeling well enough as-ured that we should but shiver our lance in 
 the attempt ; and we have even less inclination for a task so ungracious to 
 one liaving any real love of learning. We have too much reverence for 
 those asvdums of learning of the middle ages, wiiich. in despite of political 
 and religious convulsions the most dire, have been preserved to the present 
 dav. to join in a crv wliich is too often most loudly echoed hv those who 
 would practically sink all learning to the level of the merest empiricism. 
 Our onlv object, indeed, in touching upon a theme so prohfic of discussion, 
 and withal so unsuited to tlie objects of this paper, is, that, while directing 
 attention to the countless varieties of standard 6f X^niversity education, — 
 not onlv as naturally due to chronological changes in the state of learu- 
 infr, but as scarcelv less strikingly observable in contempr)raneous institu- 
 tions of the present time. — we may suggest the possibility of conceiving 
 that the system of education more or less common to the Polytechnic 
 Institutions of modern times^ although materially different in kind, miglit, 
 nevertheless., as a parallel svstem of educational culture, be httle inferior 
 
 to sav nothintr more — to some of the former, leavir;g out of the estimate 
 
 all comparison of relative adaptation to the business of life. And, in 
 conclusion, in the al)seuce of the opportunity for any attempt at analysis, we 
 
 I,,.,:., persons were shut Tip . 
 
 little hi-storv eitlier of nature or time, did, out of no irroat quantUy of ninttor, and 
 infiiite a^ntation of wit. spin * * * (•ob%vebs of learninL', admirable for the fineness 
 of tinvad and work, bnt of no substance or profit."— Lord B.\coy, —"Adranceynent 
 '^f Learning " 
 
 8 
 
58 
 
 venture to propose an intelligont and careful perusal of the Institute Curric- 
 ulum, — incluaing also the typical one on a previous page, — as a complete 
 answer to those who have doubts of the excellence and fullness of the 
 etlucational discipline proposed to the Architect. Engineer, etc., in a well 
 appointed Polytechnic Institution. 
 
 We are, however, profoundly conscious of present deficiencies in the In- 
 stitute Svsten\ as adimUy carried out ; — hut we are not less conscious of its 
 present excoUoncos; — andyot, notwithstanding these acknowledged defects, 
 th« Institute has made progress, in the appreciation of the public, not less 
 steadily, we believe, than it in duty ought to make in tlie continuous im- 
 provement and development of its educational system. As a School of 
 Civil Engineers, we feel free to say, with a frankness, we trust, not unbe- 
 fitting ofticial associations, that> although falling far short of our ideal of 
 what this specialty of present development should be, we believe its char- 
 acteristics of usefulness are such, even now, as to make it wortiiily entitled 
 to the wide-spread and increasing patronage which it continues to receive. 
 With the foundations of an educational system so substantial and well- 
 tried, — with the super-structure of such a system already sufficiently 
 developed to the light, how unfinished soever at present, to reveal to an 
 observing and discriminating eye good promise of fiiir proportions in the 
 future, — with its rapidly widening circle of appreciative patronage. — we 
 can scarcely be said to be prompted by an unwarrantable enthusiasm 
 in believing that a Polytechnic Institution of the highest order, might be, 
 and should be, built up by effecting the complete development of the edu- 
 cational plans of the Institution in our midst. — But, in order to the prac- 
 ticable realization of such a development, there must be. — as alre-ady 
 several times repeated, when describing its special features, — suitable 
 huildtng'^, su^cient scientijic and tecJimcal coUcciions, and the requtsite 
 addttiijtis to the corps of instructors. To the nature and extent of these 
 needed provisions we propose next to direct our attention. 
 
69 
 
 PKJtMANKNT ESTABi.ISilMJ^NT OF TIJK INSTITUTE 
 
 No argMfrifjii i** iicc'e«(.Hary to mtahVinh the truth of what, wft believe, has 
 been generally eonceflerl for «ome time past, — that the Infttitnte need« a 
 ch.anrfc, nf h,r,(dy>nMv\ diffrrcni hnildin(jH for the^^rofjer eonflnet of the work 
 it iH now doin^, to Hay nothing of what it might be al^le to do with 
 fippointment« in thene fe«pect« better suited to its want«.* We shall there- 
 fore aKHtirne, the affirmative of the fori^going proposition, and proceed at 
 onee to the. statemejit of what we. belie.ve to be needed, in order to provide 
 for a fK-rrnanenf, establish merit, of fh^-, JriKtitiite upon a bami» suffieiently ex- 
 tended, not only U> witi.-tfy thoMe ronditioriM enf^ential tf> the complete 
 development of th", IriMtitute Hy^tem, but to an.^wer the probable demandn 
 of increased capacity incident to tli<; future growth of such an in^ttitution. 
 
 Tt may be proper to remark fit the oul,set that the subject of a future 
 e.stabli aliment of the Inj^titut^? on a suitable site, with buildings and collec- 
 tions approprint'-, to itH educational objects, h;i.s engaged the attfntion cA^ 
 the writer for a miml^er of yefirn past. The leading features of the 
 views which have been formed on this subject are, of ccnirse, all that can 
 1)^! given with f)rof»riety in this place, — the details would consume far too 
 rmicfi space. Jn the ff;llowing explanfitions it will conduce to convenience 
 to consider the subject <»f buildings before that of site, since the number, 
 arrangement, and unes of the former, are circumstances that would naturally 
 ent,<;r into -'ui irif,f.l)if'<-rit jud/'incrit of the r^'/juisites that «)»ould be secured 
 in thf; J;i,t,f,^f 
 
 THK lillJt.DINGB. 
 
 Thf. archite/<;tural structures necessary to the mf>st ^^ective carrying out 
 of the Institute plans, res^dve thems(;lves into three classes; these are, the 
 Institute liuildings proper, the KesidenccH of Professors and other Officers, 
 and til'! Qu;i,rtcri-J of Students.f 
 
 * Tt hftn In ihcX hfr?n imd^rMtood for «f?v<',rft1 year«, amon(< thoiw. flcqiiainf,«<l wiih 
 tl»« vlcw(* of \\\*'. Tri;ina(r'T« of tin; lri«tit,iif«, tJint thft [>rr'«^;rit hu-fttion wnft r't^nrd'irl 
 nn n im:ri'.\v Ifoiporari/ out', ; <ii\)"rw'w, it i« to f>o, t-^Mioimly f|oiit»tcfl wtictli^r f,li« 
 pat,ionc<! of tlio«<5 inorc irrirri<;'liat,»'ly \i^\(•.v<•^^i^-.(], would havf; <:i}i>\.inuo.(\ to t.li« j»r*;«/»rit 
 tiniM. 
 
 I ()f cofirHf, «iw',f) a (lifttirirtt.ion at one*! impli^n a finparofion of SfudrntA' Quar- 
 tfiTH fiorri Idiilfliiii^n r|<rvol«i| \.<> Mh! ;^(;ri*:ral {Mirpo^^ of iiJ«tru<;tiori, tiio rfcasonH for 
 which will a{>[>ear in another place. 
 
60 
 
 1. Institute Buildings. — Under the title oi" Institute Buildings ].< in- 
 cluded all of those structures whose uses connect them in some immediate 
 manner with the offices of public instruction. — A variety of opinions might 
 be entertained as to the most desirable arrangement of these buildings ; 
 and, of course, a certain deference would be had to the circumstances of 
 location, while paying proper attention to the demands of propriety and 
 good taste in architectural composition ; but, as the result of much consid- 
 eration of the peculiar wants of the Institute, at the same time having due 
 regard to the experience of other institutions, our convictions are unhesita- 
 tingly in favor of the adoption of the following general plan. 
 
 In the iirsfc place, experience suggests the propriety of distrilniting the 
 various recitation and lecture rooms, laboratories, cabinets, museums, etc., 
 into groups in accordance with the distinctions incident to prominent divis- 
 ions of theoretical and practical instruction ; by this mean.s bringing each 
 group of rooms, as thus distinguished, into a distinct building, and giving 
 to each building those peculiarities of construction which would best adapt 
 it to the class of studies allotted to it. The following scheme exhibits the 
 distribution which is deemed desirable, — the titles being suggestive of the 
 uses of the building thus designated. 
 
 Fur the General School. 
 
 1. School of Mathematics. 5. School of Literature and Philosophy. 
 
 2. School of Mechanics and Physics. 6. School of Geodesy. 
 
 'S. School of Chemistr}-. Y. School of Graphic and Plastic Arts. 
 
 4. School of Geologj^ aud Natural 8. School of Gymnastic Arts. 
 
 History. 
 
 For the Technical Schools. 
 
 1. School of Civil Engineers. 4. School of Mechanical Engineei's. 
 
 2. School of Civil Architects. 5. Scliool of Technologists. 
 
 3. School of Mining Engineers. 6, School of Ornamental Artists. 
 
 AlXILLIARIES. 
 
 Library ; Institute Hall ; Observatoiy ; Mechanical Laboratory ; Janitor's Resi- 
 dence ; etc. 
 
 This series of component structures, constituting what we have called "In- 
 stitute Buildings," may appear somewhat formidable; but it should be kept 
 in mind, that the plan proposed has reference to the wants of a completely 
 develojjed Polytechnic Institution, and not alone to accommodations for a 
 hundred, but, possibly, several hundred students. "With a large part of the 
 instruction given in the lecture form, there must be a considerable number 
 of class lecture-rooms ; and, in addition, there must be a still larger num- 
 ber of section-rooms for interrogations and section drills. Again, for cour- 
 
61 
 
 ses having so larofe an amount of practical discipline, there nmst be a 
 number of laboratories or working-rooms, for chemical, physical, and 
 mechanical operations. And, again, the continuous and extensive referen- 
 ces to instruments, machines, models, preparations, specimens, etc., suggest 
 the importance, nav necessity, of making the most ample provisions for 
 scientific and technical collections, cabinets, and museums, as regards the 
 safe keeping and convenient daily use of these indispensable auxiliaries to 
 the proper carrying out of the educational system of such an institution. 
 Details would be unsuited to our present purpose ; but with an opportu- 
 nity for an intelligent examination of these details, no one, we venture to 
 say, would suggest that the scheme here indicated proposes more extended 
 provisions than are barely sufficient for legitimate wants. 
 
 The foregoing remarks are, we believe, sufficient to suggest the necessifv 
 of providing a considerable nv.mher of rooms in order to carrv out tlie 
 educational objects of the institution. The feature of distributing these 
 rooms into groups in separate buildings, is not only of obvious expediency 
 in point of general convenience, but it is consistent with a proper adapta- 
 tion of the rooms to the use of those, means of culture, more or less peculiar 
 to those great departments of education, indicated in the comprehensive titles of 
 the buildings in question. Moreover, while securing the conveniences and 
 advantages primarily sought for in such an arrangement, it will be practi- 
 cable, as it would b.e desirable to realize a certain measure of deference to 
 those canons of architectural propriety, as respects interior proportions and 
 details, evidently not too much thought of in the construction of educa- 
 tional establishments.'* 
 
 With the preceding observations on the distribution of rooms, it will be 
 proper, in the next place, to indicate the principles which should apply 
 to ihe disposition of the several buildings oji the ground. Manifestlv, this 
 should be such as to obtain for each building a proper command of 
 light and independency of approaches, and at the same time secure a 
 degree of compactness of arrangement alike favorable to effective warming 
 and ventilation, and to ready intercommunication throughout the entire 
 system. Wherever practicable, — and it could scarcely be otherwise with 
 a proper adaptation of ground, — a disposition of the buildings in a manner 
 to inclose one or more quadrangular courts, is clearly that Avhich would 
 best comport with the conditions here sought to be obtained. The quad- 
 rangular disposition of the various buildings included in the foregoing 
 
 * For example, — to say nothine: more. — where lecture rooms, laboratories, reci- 
 tation rooms, cabinets, etc., witli extreme variations in plan are brought to the 
 same inexorable level in elevation. 
 
62 
 
 list could readily be made entirely consistent with the idea of individual' 
 izing these structures ; since, besides the effect of giving to each those 
 proportions which would best adapt it to its future uses, there are various 
 architectural expedients for aiding these distinctions, even while the 
 structures as a whole miglit constitute a completely connected system* 
 
 The advantages arising from such a disposition of the Institute Buildings, 
 in addition to those primarily souglit, some of which are very essential, are, 
 first, tlie facilities aflbrded for a mode of construction — more or less neces- 
 sary in all institutions — by successive additions to the l^uildings first erected, 
 in accordance with a general design for the construction of the entire sys- 
 tem ; secondly, the many conveniences incident to the command of closed 
 courts ; thirdly, the architectural resources thus secured, by the variety 
 in ground and sky outline from differences in size and proportions of the 
 individual buildings. 
 
 2. Professors' Residences. — Every educational institution which as- 
 pires to the condition of a stable and permanent establishment should, as a 
 matter alike of wise expediency and true economy, make ample provisions 
 towards securing fixed and eligible quarters for the different members of its 
 Academic Stafi'. Those who are devoted to the business of public instruc- 
 tion in our higher institutions, and whose services are worth having, are, 
 from necessity not less than inclination, students. To such, the offer of a 
 residence, which, besides possessing characteristics essential to the idea of 
 a pleasant home, may be deemed not less truly a fixed one, is, of itself, a 
 positive inducement to acceptance of office of no inconsiderable value ; 
 while the absence of provisions for an appropriate and permanent home, 
 necessitating a subjection to the continually recurring annoyances incident 
 to the position of a "tenant at will," — apart from the general unadapted- 
 ness of the residences usually thus available, — becomes, not unfrequently, 
 a positive objection to an official association with an institution thus con- 
 ditioned. The " emoluments,'^ at least in a pecuniary sense, of the profes- 
 sorial office in one of our public institutions, are too little tempting in them- 
 selves to induce a disposition favorable to much sacrifice of those facilities, 
 which are deemed more or less essential to the realization of the principal 
 returns looked for in the life of a student and public teacher. Fortunately 
 — for the cause of learning — the men who are qualified and willing 
 to enter upon such a life have a sufficiently indifferent regard for the 
 "making of money" to be content with moderate salaries, so long as they 
 can be assured of quiet, imdisturbed liomes, and can make " both ends 
 
 * The Observatory, wherever constructed, would probably require a position 
 on the outside of such a quadrangle. 
 
63 
 
 meet " at each recurring reminder of change of seasons and roll of years. 
 
 There is no practical difficulty in meeting these requirements as they 
 might arise in the progressive development of the Institute, if care be had 
 at the outset to secure sufficient ground in the plot designed for an Institute 
 site. The portions of the plot destined to be used as building lots, having 
 been once set apart for such a purpose, would need to be improved no 
 faster than ^necessary to supply demands for additional residences. Under 
 such circumstances, with but a nominal expense for ground rent, a class 
 of houses, vvitli rural surroundings and in architectural harmony Avith the 
 Institute Buildings, might be erected at comparatively moderate cost. 
 Such an investment would be a productive one to the Institute; since, in 
 addition to the possession of the means of presenting a more tempting 
 inducement to those whom it might wish to enlist in its service, every 
 residence made over to the use of one of its officers would save the 
 payment of an equivalent in salary quite equal to a good dividend on the 
 amount thus invested. 
 
 In addition to provisions for family residences, a Hall for the use of un- 
 married and junior officers, suitably provided with lodging and study 
 rooms, parlor, dining hall, etc., and accommodations for a family to keep it, 
 would, for reasons similar to those mentioned in the other case, be a desi- 
 deratum, in harmony alike with sound policy and true economy. 
 
 3. Students' Quarters. — It is well known that students of the Insti* 
 tute have always had their quarters, comprising both board and furnished 
 lodgings, in private families variously located in town, — the students 
 being distributed in numl)ers from one or two to six or eight in each 
 house, and their lodgings being adapted to serve the common purpose of 
 sleeping and study rooms. This mode of quartering students, which is 
 quite as much a matter of choice as of present necessity, is far from being 
 a peculiar one, inasmuch as a similar practice not only prevails at the 
 principal medical and other special schools of this country, but also obtains, 
 with occasional exceptions, at the Universities and Polytechnic Institu- 
 tions over most of the continent of Europe. 
 
 A different mode of living, as every body is aware, prevails at our 
 American Colleges, where students are provided with rooms in the col- 
 lege buildings, not only for lodgings and study, but also in some instances, 
 for commons,* a practice undoubtedly derived from the system of Halls 
 and Inns — ^^ Aulm and Hosjpititia^' — so characteristic of Oxford and Cam- 
 
 * This feature is, we believe, disappearing from our American Colleces. To one 
 at all aware of the scenes which have been occasionally exhibited in College " refec- 
 tories," there is, to say the least, little that is suggestive of the growth of courttsy 
 and refinement of manners. 
 
64 
 
 bridge. That there are certain advantages in favor of such a system is not 
 to "be denied ; but that there are many serious objections to it is most unques- 
 tionable. The advantages are essentially those of convenience, in certain 
 points of view, to the student ; the disadvantages are those which affect 
 the morale of a student's life, during his residence at a public institution. 
 Without attempting to illustrate the evils which naturalh^ result from the 
 quartering of large numbers of young men in college lodgings, far remov- 
 ed from all practicable restraint, we will merely remark, that tliere can be 
 little chance, under such circumstances, of the cultivation of those ameni- 
 ties of life which originate in, and are essentially sustained by, the influ- 
 ence of woman, — without which, man, especially at such an age, displays 
 a remarkable proclivity to relapse into a species of native barljarism.* 
 
 On the other hand, Av^e have as little faith in the expedient of conven- 
 ing our higher institutions into Boarding Schools, as manifested in certain 
 recent estabhshments. In attempting to remove the evils of the college 
 system, the managers of these institutions seem to have thought that the 
 only safe procedure is to be found in treating young men as hoys, not yet 
 quite fit to leave the nursery ; in making them study in a common hall, 
 under the eye of a teacher; in compelling them to sleep in a connnon 
 dormitory under the watchful care, also, of a teacher; in allowing them 
 to play, walk, or otherwise exercise, under the superintendence, of a 
 teacher ; — in short, whatever the pupil be permitted or required to do, 
 always placing him under the surveillance of some officer of the institution. 
 While we have the fullest appreciation for the motive, we confess to but 
 little for the practical wisdom, which prompts and carries out such meas- 
 ures. It needs but little knowledge of human nature, and of the world as 
 it is, to be able to see that such a system, however efficient it njay be in 
 preventing a boy from evil practices during his days of pupilage, is well 
 adapted to emasculate his developiiig manhood, while it furnishes small 
 security and poorer preparation, for a successful subsequent contact with the 
 world — with, indeed, the practical teachings of a very different school. f 
 
 * We are glad to find the Rev. Prof. Barnard, of the University of Mississijipi, in 
 a paper lately read biefore the American Association for the Advancement of Edu- 
 cation, ''On improvemcntx practicable i7i Avierican Collecjes" takinp: decided ground, 
 in clear and vi^-orons language, in faror of abolishiiig the whole system of college 
 lodgings, and resorting to tlie mode of distributing students among private familie8> 
 as being move favorable to morals and manners. 
 
 f We do not refei* to tlie system of boardinr; schools for younger boys, which 
 although falling short of what 'might, be desired in cert;dn res^iects, is on the whole, 
 ])erhaps, as good as can practicably be exp.ected. But we have reference to colle- 
 giate estalilislmients. having university powers and privileges, professedly designed 
 for the education of yoiuig men in the higher branches of learnini;. We beg, also, 
 to be understoood as claiming to have the highest appreciation of the importance of 
 carefully traiuing th(! voung in the principles and practice of a Christian life. The 
 question of a possible difference of judgment is, at most, but a practical one as res- 
 pect* time, place, and mode of developing this species of education. 
 
65 
 
 "We have made more particular mention of these two different kinds 
 of student-hfe, because we have heard it occasionallv objected to the 
 Institute, on a first view of its features in this respect, that it provides 
 insufficient safeguards for the conduct of its students outside of the hours 
 appropriated to its daily class exercises ; such objection being generally 
 accompanied by the suggested query, whether one or the other of the 
 modes just mentioned would not prove a safer arrangement. Such a ques- 
 tion manifestly deserves attention, in counection with the consideration of 
 a proposed permanent estaljlishment of the Institute, since its decision 
 would materially affect tlie details of designs for architectural constructions. 
 As already seen, in what has l^een said on the subject of Institute Build- 
 ings, we have suggested no provisions for the quarters, either of officers 
 or students in these structures, with the exception of the janitor, or porter 
 of the estal)lishment. For this virtual rendering of judgment in favor 
 of the existing system, we can only urge, in addition to what has been 
 said already, our profound conviction of its practical soundness, abimdantly 
 justified by the long experience of the Institute itself and fortified by the 
 almost universal practice of continental Europe. We believe that such a 
 system promises vastly more for the development of the characteristics of 
 a manly culture and self-reliance than either of the other systems ; while 
 it may preserve — perhaps add to — those externals of manly character, 
 Avhich are not unworthy of some portion of every man's regard, — a degree 
 of that gracious abnegation of self] so easily overlooked at such an age.* 
 But while we entertain no doubt of the soundness in principle of this mode 
 of quartering students, we have long thought that its details were suscep- 
 tible of considerable improvement, — affecting the interests alike of the 
 Institute, its students, and the famihes that furnish the latter with tempo- 
 rary homes. Students are now necessarily too much scattered over the 
 town ; their rooms, from the absence of aU original adaptation, are quite 
 too often deficient in light, in ventilation, and in those provisions more or 
 less essential for their comfort and general well-being ; they are occasionally 
 
 *We cannot but regard the Avliole system of sumptuary laws and petty 
 espionnage deemed essential to it, which entei-s so largely into the internal adminis- 
 tration of most of our classical colleges, to be as unsound in morals as it is impracti- 
 cable of execution. Such a system may present a favorable field for the cultivation 
 of /7ie«.se in circumventing laws or evading the consequences of their infraction; 
 it may teach the student la-avery in expressing his enmity to, or contempt of, college 
 officers ; but we are utterlv unable to see what other good it can pos-ibly accom- 
 plish to'collese or Ktudents.*^ We are aware, however, that the system of the Insti- 
 tute is not pei-fect,— that there are, (.coasiouaily, those of its students who fail to 
 realize all that is here predicated of its system of student-life ; but this, of itself, proves 
 little airainst it A true expfrimentum cruris would be had in an actual comparison 
 of relative general results of the morale of the College and Institute systems. To sucU 
 test we should be willing to leave the decision of the question. 
 
 9 
 
subjected to capricious and unwarrantable exactions, making the cost of 
 living not only uncertain, but too liigli for tlie accommodations afford- 
 ed ; and finallj, on account of the limited capacities of the houses in 
 ■which quarters for students are found, the number of families furnishing 
 these quarters has become so considerable, — a difficulty which is, more- 
 over, continually increasing, — as to make it not always practicable to se- 
 lect with the requisite discrimination the places which arc offered for this 
 purpose. These difficulties and inconveniences are inevitable with exist- 
 ing arrangements ; and yet, we believe they might be nearly or altogether 
 removed by the adoption of a well-conditioned system of Students' Quar- 
 ters, in connection with a permanent estabhshmcnt of the Institute, under 
 the requisite favoring circumstances. 
 
 In accordance with the teachings of experience, we belitive, that in 
 order to secure the desideratum of appropriate quarters for students, the 
 requisite ground-plots should be set apart, — either in, or adjacent to, any 
 proposed purciiase of Institute Grounds, — on wliich should be erected as 
 needed, a class of establishments alike suitable for quarters of students 
 and residences of the families destined to occupy them. Each of these 
 establishments should be provided with suitable lodging and study-rooms, 
 conmion parlor, dining hall, etc., for the complete accommodation of ten 
 or twelve students, in addition to the rooms and other offices set apart for 
 private family use. The aim should be to provide suitable and ehgible 
 quarters for students, in connection with arrangements and appoint- 
 ments compatible with the greatest comfort and convenience to the fam- 
 ilies that might be induced to conduct these establishments. 
 
 We believe that a class of establishments thus built up, with due regard 
 to architectural and gardening externals, would become attractive homes 
 for families and students, enabling the Institute to command a superior 
 class of families as tenants and keepers of these houses ; and while afford- 
 ing the means for perfecting its s}'stem of student-life in all its various 
 details, we believe that the whole could be made eminently productive to 
 the Institute as a mere pecuniary investment. 
 
 THE SITE. 
 
 The preceding remarks on the various architectural constructions needed 
 for the most effective carrying out of the educational plans of the Institute, 
 would naturally be suggestive of some of the conditions which ought to 
 be fulfilled in the plot of ground intended for an Institute Site. Thcu-e 
 would be little wisdom, however, in proposing any details in connection 
 ■tvith the disposition of buildings and general improvement of a site in ad- 
 
67 
 
 vance of its actual and definite location ; since, any judicious improve- 
 ments of this kind, would have to be considered in direct reference not 
 only to the characteristics of the site itself, but to those of its surround- 
 ings. The most that can be properly done in this connection is to perceive 
 the wisdom of making the most ample provisions in respect to extent of 
 area selected for a site The mistake of purchasing too much ground is 
 easily remedied ; but tlie error of securing too little, is, as all experience 
 has shown, most difficult, if not altogether impossible, of satisfactory future 
 adjustment. It would be impracticable, — perhaps, unadvisable, — to fix 
 with precision the minimum quantity of land that would be sufiicient, in 
 advance of any knowledge of its characteristics of surface, form, and sur- 
 roundings. It should, however, be kept in mind that, in addition to land 
 enough for mere ground-^jlots of the various structures to be erected, 
 originally or at any subserpient period, there should be sufBcient breadth 
 in all directions, not only to secure the requisite areas immediately adja- 
 cent to these structures for purposes incident to their proper use, but also 
 to admit of the production of those esthetic effects from judicious architec-. 
 tural and gardening treatment, wliich should by no means be overlooked 
 in the permanent estabhshment of such an institution. 
 
 SCIEXTIFIC AXD TECHNICAL COLLECTIONS. 
 
 "We come, in the next place, to speak of those important auxiliaries to 
 the educational purposes of the Institute, previously referred to under th$ 
 name of Collections. Tlie Institute already possesses Collections of Physi-. 
 cal and Chemical Apparatus, Geo.detical Instruments, Drawing Models, 
 etc., and Cabinets of Minerals in Systematic ^lineralogy and Geology, 
 which, although, less complete than would be desirable, have, neverthe- 
 less, been made to answer in the absence of collections better suited to its 
 wants. The following schedule will present, in a suggestive way, an idea 
 of the nature and extent of the collections which should be possessed by 
 the Institute, in connection with the full d^velppment of its educational 
 plans. 
 
 I. — General Sciextific School, 
 
 1. Collection of Physiral Apparatus. 6. Colk-ction of GeoJetic Instmmonts. 
 
 2. Collection of Chemical Apparatus. 7. Cabinet of Geometrical Graphics. 
 
 3. Cabinet of Natural History. 8. Cabinet of Antique, Media'val, ancfe 
 
 4. Cabinet of Systematic Mineralog3^ :Mo(lern Art. 
 
 5. Cabinet of Systematic Geology. 9. Collection of Gymnaslic Apparatus. 
 
 IX. — General School of Technical Studies. 
 
 10. Collection in Practical Mechanics. 12. Cabinet of Mai oriaU used in Con 
 
 11. Colkctipn in Analytical Chemistry. structioji. 
 
13. Collection iu iRdustrial Physics. 15. Cabinet of General Constructions. 
 
 14. Cabinet of Practical Geology, IG. Cabinet of Machines. 
 
 III. — Special Technical Scuools. 
 School of Civil Architects. School of Technologists. 
 
 17. Cabinet of Architectural Constructions. 23. Cabinet of Raw Material-*. 
 School of Civil Eiigiueers, 24. Cabinet of Technological Works. 
 
 18. Cabinet of Engineering Constructions. 2.5 Museum of Commercial Products. 
 School of Mi)iing Engi^ieers. School of Ornamental Artists. 
 
 19. Museum of Mines. 2G. Cabinet of Models of Ornamental 
 
 20. Collection of Metallurgic Apparatus. Art. 
 
 21. Cabinet of Metallurgic Works. 2*7. Museum of Products of Ornamental 
 School of Mechanical Engineers. Art. 
 
 22. Cabinet of Machine Constructions. 
 
 The collections already possessed in connection with the courses of the 
 General School, are fairlj developed, with the exception of (8) and (9) 
 which have not been commenced. The Ph}4ical Collection is deficient in 
 certain respects. The Chemical Collection, — both for General and Analyt- 
 ical Chemistrv, — is measurably sufficient. The Cabinets of Minerals are 
 not what tliey should be, although a lack of room has prevented tlie put- 
 ting up of all the minerals actually possessed by the Institute. The 
 Geodetical Collectiofi includes instruments both for Field Geodesy and 
 Practical Astronomy, — tlie latter portable instruments adapted to tempo- 
 rary stations, — and is in a state to be used with tolerable satisfaction ; it 
 is, however, much in need of certain additions. The Cabinet of Geomet- 
 rical Models is small but improving. With respect to Cabinet (8) we may 
 remark, that a collection of Casts is in the highest degree essential to 
 appropriate and satisfactory studies in Free Drawing and Modelling. Such 
 Casts are now obtainable abroad, of a high degree of excellence, at mod- 
 erate cost, and to a sufficient extent to present a satisfactory (jxhibition of 
 Antique, Median'al, and Modern Art. A Gymnastic Collection, (9), it need 
 only be said, would be useless until a suitable building were erected. 
 
 The collections of the General Technical School are, as yet, scarcely 
 commenced. Such collections could be rapidly formed ; but in the utter 
 absence of rooms for their safe keeping and convenient use, there would be 
 no propriety in attempting their formation, however desirable. Similar re- 
 marks are applicable to the collections of the Special Schools. In both cases, 
 in the absence of these much needed means, resort has been had to drawings 
 as far as practicable, aided by direct reference to certain structures near 
 the city, usually visited, measured, sketched, and drawn out in full, by the 
 Institute Classes, in connection with the courses in Geometrical Prawing. 
 
 Much might be said in elucidation alike of the nature and importance of 
 each of these collections, (10) to the (27) inclusive ; but these details, how- 
 
ever interesting to one who lias thought much of these things, would 
 scarcely be appropriately introduced in the present connection. We only 
 hope that their titles, merely, may be in some small degree suggestive of 
 the importance which we attach to the presence and u-se of such auxiliaries 
 in our educational system, and Avhich, we believe, can scarcely be over- 
 rated.^^ 
 
 A gathering together of such collections is the work of continuous 
 years ; but, with suitable rooms and cases, the nuclei of all these collections, 
 sufEciently extended in each case to answer most valuable practical ends 
 in scientific, technical, and artistic instruction, could be very promptly 
 made, with the experience whicli could be rendered available to such a pur- 
 pose. The cost of the collections, for such a series of hog innings^ would 
 not be a veiy serious matter. Many of the models of structures, machines, 
 Avorks, etc., executed in plaster and Avood, might be obtained abroad more 
 economically than they could be pro.duced at home.f Large accessions 
 could be had by donations from A^arious sources. The essential preliminary, 
 liOAvcver, to the building up of these collections, is the possession of the 
 requisite buildings. 
 
 In addition to the collections noticed in the foregoing list, an Arhoretum 
 and Botanic Garden^ AS'ould be highly useful in man\' respects to the inter- 
 ests of instruction. An Arboretum could be gradually developed in the 
 
 * We haA'e long believed that the Institute should possess some facilities foi-, and 
 devote a certain degree of attention to, I'esearches for the ndvayiceuient of Practical 
 Science. Many subjeels of inipt)rtance come up amotig; the teachings of such 
 an institution, calling for special experimental inquiry, in order to make our know- 
 ledge on the matters thus involved, more accurate.'— :Somelimes more practical. As 
 an illustration of such deficiencies in American Practical Science, Ave may allude to 
 the condition of our knoAvledge of viaterich used in architectural and engineerinir 
 constructions in this countiy. "With the exception of a very fcAV experiments here 
 and there made on oar OA\'n materials, the few professional men in this country, Avho 
 ever trouble themselves to calculate the proportions of a structure, are obliged, — 
 Avith the aid of a somcAvhat questionable induction, — to depend on the results, main- 
 ly, of European observations made on European materials ! The conduct of such 
 researches, otherA\'ise necessarily expensive, Avould be largely ai'led by practical men, 
 immediately interested in the results of such inquiries. Indeed, we have had the 
 question more than once asked by these men, whether such researches could not be 
 practically undertaken by the Institute. — We make the remai-ks contained in this 
 note in reference to collectioiis (10) and (11) among others of the foi*egoing series, 
 in which the possession of facilities for the conduct of these and similar researches in 
 Practical Mechanics is thus contemplated. 
 
 f A practical, and at the same time economical, way of building up the various 
 collections of models, in plaster, wood, and the metals, and in titting u]> apparatus 
 of various kinds, would be found in the continuous employment of a skillful artisan. 
 To this end, amontr the arrangements of a permanent establishment, there should be 
 rooms suitably furnished for the employment of one or more Avorkmen, for these and 
 similar ])\u-j)oses, under the direction of the Institute. The instruction in modi /ling 
 would be giA'en in this connection. With the ii.-e of steam as a means of Avarming 
 ond ventilation, the requisite facilities would be had for the use of motive poAver. 
 
70 
 
 gardening treatment of the Institute Grounds, if, instead of making plan- 
 tations of trees and shrubberies of a few of the more common species, care 
 were taken to collect an extensive representation of different species, in- 
 digenous and exotic, so far as means might be available to such an end. 
 The Botanic Garden could have its assigned place on these Grounds. 
 
 Among the permanent collections of the Institute, the building up of a 
 Library should, by no means, be overlooked. A Polytechnic Institution 
 in addition to other resources needs all that can be obtained from the com- 
 mand of books. Besides General Literature, and General Treatises and 
 Monographs on Theoretical and Practical Science, its Library ought to be 
 completely supplied with the different Scientific, Technical and Artistic 
 Journals, and the Transactions of Learned and Professional Societies, 
 Foreign and American. 
 
 CORPS OF INSTRUCTORS. 
 
 We come in the last place- to make a few remarks concerning the Pro- 
 fessorial Corps of the Institute. The idea of the Institute, in this particular, 
 comprehends two classes of instructors in its work, — Resident and Non- 
 resident Professors,^ the former being supposed to have their services 
 exclusively engaged by the Institute, and the latter, whether actually 
 resident in town or elsewhere, being employed to give instruction in certain 
 limited specialties, and of course not fully occupied. in Institute service. 
 By this means, the feature of dividing the labors of instruction in accor- 
 dance with thase peculiarities of individual fitness for, and cultivation of, 
 certain specialties of knowledge, is intended to be made practically availa- 
 ble ; — without which, the work, not less than the results of instruction, 
 becomes a sorry business to all concerned. 
 
 Tiie following scliedule gives a statement of the Chairs of Instruction 
 proposed for the Institute, many of; them, of course, having never been 
 filled. 
 
 Chairs of Instruction.'* 
 
 Mathematics and Astronomy. Mining and Metallurgy. 
 
 Mechanics, Machines, and Constructions. Architectural Design. 
 
 General Chemistry and Physics. Const-ruction of Machilies. 
 
 Theoretical, Practical and Mining Physical Geography. 
 
 Geology. Political Economy and Jurisprudence. 
 
 Descriptive Geometry and Geometrical Physiology and Hygiene. 
 
 Graphics, Gymnastics. 
 
 * No reference is made to assistants of any kind, — the titles here given having 
 respect solely to those who are supposed to constitute members of the Institute 
 Facultv, — that is Professors in their respective departments, in the sense in vfhich 
 the word is legitimately usedi. 
 
71 
 
 Geodesy and Topography. Esthetics. 
 
 English Composition and Criticism. Landscape Gardening. 
 
 Ifatural History. Ornamental Art. 
 
 French and German Languages^ Modelling. 
 
 Intellectual and Ethical Philosophy. Inductive Philosophy. 
 
 Railway Economy. Technical Chemistry, 
 
 Free Drawing. Social Arithmetic and Statistics 
 
 In respect to the list of Chairs here given, it may be remarked that tlie 
 first ten only have actual incumbents. The titles of those not yet filled are, 
 of course, provisional, subject to such modifications as would be suggested 
 in fixing the limits and details of the departments of instruction to be here- 
 after associated with these Chairs ; in certain cases, a title is more compre- 
 hensive than would distinctly appear from its face ; and, in tlie progress of 
 Institute development, with any considerable increase of students, there 
 might and naturally would be subdivisions of these departments consistent 
 with the greatest efficiency in their practical administration. 
 
 It will be noticed that " Ci^-il Eneineerinir,'' " Minino: En2:ineerinor " 
 etc., do not appear in the list of professorial titles. In our own view of 
 this matter, we can scarcely avoid thinking that there would be equal pro- 
 priety in uniting, in one person, as ?i Professor of Medicine^ an entire faculty 
 of teachers of its various component parts, — Anatomy and Pliysiology, 
 Pathology, Therapeutics, Materia Medica, etc., — as in investing any single 
 person with the functions of instruction in the extensive and very different 
 branches of knowledge vrhich properly make up the professional education 
 of the Engineer, and styling such an one a Professor of Civil Engineering. 
 Such a practice, — unknown so far as we are aware among the Polytechnic 
 Institutions of Europe,* — does not seem to us entirely compatible with 
 the realization of that degree of extended, exact, and practical instruction 
 which the present state of engineering knowledge would appear to demand 
 at the hands of its professional teachers.f 
 
 * The titles of the subjects of study in the various programmes of the courses 
 given in connection with the notices of these institutions, — pages 9 to 30, — are, in 
 general, coincident with those of the j)rofessui-ships in the same institutions. 
 
 f We cannot s|)eak fiom much actual knowledge of the interpretation practically 
 held by " Professoi's of Civil Engineering," in respect to what constitutes profes- 
 sional learning, and we should exceedingl}- regret to make a single assumption in- 
 consistent with the strictest justice to all concerned; we beg. therefore, that the 
 above remark be understood as an exj>ression of a simple qtiery, altlunigli suL'gested 
 to the mind of the writer by considerations, the f«»rce of which he cannot well resist. 
 
 It not untVequently happens that students come to the Institute witli the idea 
 that " Civil Enirineering" consists essentially in a knowledge of IntUrnuuntal Field 
 Operations — that is, of mere surveving, staking out, measuring, etc , — aj'parently 
 entirely ignorant that the ol^jects to be seeure<l by these veiy necessary auxiliary 
 operations are tlie Construction of Work», which must or should be dnly desigmd by 
 the Engineer. Alas! we fear that many more ilissouri accidents, — tt» sny nothing 
 of hundreds of similar oneb which destroy property, not life, — will be required tu 
 
72 
 
 In connection with this subject, we will add a further remark. In 
 the administrative economy of the Institute, a department of conduct is 
 associated with the various departments of Instruction, in respect to all of 
 which records are made and class standings obtained/-' We have for some 
 time thought that, with the increasing number of students at the Institute, 
 a necessity would soon arise for the creation of an othco whose duties 
 should have reference solely to the conduct of students, — the incuin])ent 
 of which to be a chief in the department of conduci, as a Professor of 
 Mathematics is, in the department of mathematics. Tlie title of the officer 
 is not very material; he might be called a Proctor, as in the English 
 Universities, though better, we think, a Commanflavl, as in certain other 
 institutions.! The Profcs-^orsliip of Gymnastics m\g\\.t very appropi'iately 
 be joined, at least for a time, to such an office, — uniting the functions of 
 both in the same properly qualiJied person. Of course, all this need not 
 entail the necessity of making the Institute a Military Institution, — not 
 even of putting its students under a military government, as at the Ecole 
 Poly techni que ; although in connection with the daily drills in practical 
 Gymnastics and in all others of a physical kind, the introduction of the 
 precision of movement characteristic of military training, would, we be- 
 lieve, be of no inconsiderable advantage to the students, as well as to the 
 general interests of the Institution. 
 
 teach owe ]">oople that an Enirineoi-'s education should 1)0 ^omcthinc: different from 
 that too generally received in tliis country; — liis uiatricuhition in the field i\'ith 
 knowledirc enouuli to drive a t^take or liold a rod, and liis viiiual graduation in the 
 same theatre when lie has become suffieientl}' leained to i-un n line or detoi-mine a 
 level ; — and, indeed, to correct the very prevalent disposition with the popular mind 
 to be satisfied with superficicility and empiricism under the much abused name and 
 mucli more specious form of " practical" (?) knowledge. — As if there could be any 
 really jorac^ica^ knowledge, in conflict with the immutable laws of nature! — As if 
 one must be disqualified to become a " practical m.an," after having acquired even 
 a little accurate knowledge of these laws ! 
 
 *See '' Institute Statutes" — Annual Register for 1856. This department takes 
 cognizance of the characteristics of each student's general conduct, — his attendance 
 at all class or section exercises, — his deportment when present, etc., — of all which a 
 record is made, and an order in class stamUufi obtained by an induction founded on 
 these data. This, with a series of similar clas^ standings in each of the d.'partments 
 of insti'uction, gives a basis for the determination of a General Order of Class Stand- 
 ing}, in wiiich the relative weight of the different departments is included, as well as 
 the relative order of standing of the student in each of those departments. 
 
 f Tiio associations connected with the office of a Proctor would make this some- 
 what undesirable, apart from the fact tliatthe principles of goveriunent of the Insti- 
 tute are, as we hope the}' may ever be, very different from those which obtain at 
 the Enirlish Universities. 
 
73 
 
 In respect to the practical realization of the views which have been pre- 
 sented on the preceding pages, we submit the following remarks: 
 
 Whatever else may be deemed desirable towards the improvement of the 
 Institute, the first step taken should, undoubtedly, m the order of relative 
 importance, look to the immediate consideration of a suitable site and the 
 requisite structures for an appropriate and permanent establishment. With 
 the experience now possessed by tlie Institute it will be practicable to take 
 full cognizance not only of its immediate but prospective wants ; and, ac- 
 cordingly, in the projection of a design for architectural and gardening im- 
 provements, its study should be complete for all that may be proposed in 
 connection with such a site ; or if there should be any doubtful points, dis- 
 posing of them in a manner to bring them within the control of future 
 contingencies. 
 
 But it is scarcely to be expected that a design regulated hy such prin- 
 ciples could be wholly executed immediately ; neither would it be neces- 
 sary, for parts of it must have reference to future rather than present wants ; 
 and besides, the means for carrying out so extended a system of improve- 
 ments, it is hardly to be presumed, would be at once available. Hence would 
 arise the necessity, not less than propriety, of determining, in advance, how 
 much of the general design should admit of immediate execution. In the 
 absence of anything but conjecture as to the amount of means which may 
 be found available for carrying forward these improvements, it would be 
 utterly futile to make such an inquiry, at this time, even if a design were 
 fully matured ; with, however, the necessary preliminaries settled, the 
 question, wltat and liow much should be first done, may be easily answered 
 before striking a blow towards the actual execution of any part of it. 
 Whatever be done, now or hereafter, in the execution of any portion of a 
 scheme of improvements thus projected, should be in strict conformity, both 
 in style and treatment, to tlie design which may finally be adopted, at least 
 so far as shall be practicable, — a mode of procedure essential to the due 
 preservation of that measure of unity and harmony, which ought to be a 
 desideratum, both in the design and execution of these and similar works. 
 
 Simultaneously, with the building up of structures and improvement of 
 grounds, could steps be taken for establishing the foundations of many of 
 those much needed auxiliaries to instruction, — the scientific, teclmical, and 
 artistic collections, — which would then become so far advanced towards 
 practical attainment, that there would at least be rooms for their due pres- 
 ervation and use. 
 10 
 
In respect to additional officers of instruction, it ^l-ionM be remarked, that 
 the want of the requisite rooms and collections would be an obstacle, even 
 if there were no other, in the way of much progress in this direction. 
 Such additions, how important soever to the full realization of the Institute 
 plans, must, for the most part, remain in abeyance until permanent and 
 suitable building improvements shall have made a degree of actual progress, 
 sufficient to justify the expediency not less than the practicability of effect- 
 ing the necessary arrangements for the realization of results so desirable. 
 
 CONCLUSION. 
 
 "We have seen that, in those vStates of Continental Europe where we 
 have long been accustomed to look for the best systems of general educa- 
 tion, there are indications, as suggestive as they are numerous and striking, 
 of a new phase of educational progress, the complete history of which 
 scarcely extends farther back than the beginning of the present century, 
 a large part, indeed, not beyond the limits of the past thirty years. In- 
 stitutions have sprung up at numerous points, with establishments, in some 
 cases, of palatial magnificence, — with extended and costly collections, — with 
 well-organized faculties of accomplished instructors, — with large and increas- 
 ing numbers of students in attendance, — with, in short, all of those indica- 
 tions of intelligent appreciation, by government and people, which, in the 
 history of these institutions, are among their most remarkable and note- 
 worthy features.* We have already indicated the leading features of this 
 great educational movement, in the sketches which were given of the 
 principal Technical Institutions of France and Germany, in a former part 
 of this paper ; and, in a subsequent review of these institutions, we at- 
 tempted to illustrate the idea of the Polytechnic Institution, by a descrip- 
 tion of its leading characteristics as they would be found displayed in the 
 objects, curriculum, and methods, of a typical or generalized representative. 
 Our main object in all this, as had been previously stated, was to prepare 
 the way for a more intelligent and complete understanding of our own In- 
 stitution. We have at no time intended to present a formal argument for 
 Polytechnic Institutions as a class, nor in any special sense for the Institute 
 
 * It has been seen that, at the Polytechnic Institute of Vienna alone, there was, 
 in 18''')2, an attendance of 34()0 students, of whom about 1700 were in regular 
 claftses. And accordini^ to Prof. Playfair's estimate, made during the same yetiv, "at 
 least i:^,00o well-qualified students ai-e being every year systematically instructed in 
 the industrial institutions of Germany," in addition to 3i>,(^00 to 40,o00 students 
 who attend partial courses. — " Industrial Instruction on the Continent. — London, 
 1852. 
 
75 
 
 itself. Wc have not deemed this necessary, or even expedient. So far as 
 the Polytechnic Institution of the Continent of Europe is concerned, it may 
 very properly be said that it, has already had to'O long a period in which 
 to try its usefulness, to be considered at this day in any respect an experi- 
 ment. Its necessity to the State, its manifold usefulness to the people, and 
 its spirit not less than its capacity of adaptation to the great and pressing 
 wants of the present era in man's progress, have been too well and too 
 long understood, to leave occasion for wasting words, in mere discussion of 
 these points. We have therefore preferred to be suggestive rather than 
 argumentative, feeling confident that the facts which have been presented 
 in connection with the objects, characteristics, and results of this class of 
 educational institutions, would appeal most forcibly to the common-sense 
 appreciation of every intelligent and thoughtful man. 
 
 But while indications such as these exist on the Continent of Europe, it 
 is far otherwise in this country. We have, it is true, a number of " Scien- 
 tific Schools" in connection with as many different Classical Colleges ; we 
 have four or five institutions, recently estabhshed, which at least use the 
 word " Polytechnic" as a part of their respective titles ; and we have finally 
 the institution located in our midst ; but we have little which, in any proper 
 sense, can represent to us the idea of a completely appointed Polytechnic 
 Institution.* It miglit well be a matter of marvel that, with a country 
 possessing natural resources so extraordinary, and permitting every reason- 
 able freedom of action in schemes of private enterprise, we should still be, 
 in our educational resources for the advancement of industrial instruction, 
 a full quarter of a century behind some of the more or less despotic States 
 of Continental Europe. But it should not be supposed, because there is 
 at the present time so little opportunity for this kind of educational culture 
 in the United States, that a corresponding indifference and inappreciation 
 prevail in regard to it. Evidences of a desire for something better are 
 by no means wanting. Of these, to mention no other, the Schools of 
 Science already alluded to — the establishing of which has become quite a 
 fashion of late — afford illustrations directly in point ; since there can be 
 little question that these institutions owe their existence to indications of a 
 popular sentiment which could not be misunderstood. 
 
 Much has been said, within a few years past, on the subject of a Nation- 
 al University, to be located somewhere in the United Siates; tlie history 
 
 * We hnve not mentioned in the foresjoing enumeration tlie two Government Insti- 
 tutions. — the Militiu'v and Navnl Academies. Tlioso two instil utioiis. — th.- foi-mer 
 of wliioh lias loiiu; heon ihnwx o<|unl honor and scrvit'o to the ctnuitry. — )ilthonu;h 
 belonging to the class of rolytochnic Institutions, are rcsti'icted to certain branches 
 of Government Service. 
 
76 
 
 of which, besides being eminently suggestive in its various bearings, is in 
 point as furnishing evidence of a similar public sentiment in favor of 
 scientific and industrial instruction. We are aware of the attention which 
 ■was attracted to the numerous meetings and discussions, held in a neigh- 
 boring city, four or five years ago, and of the interest which was created 
 in behalf of the proposition to establish sucli an institution in that city. 
 Men prominent in letters and science were invited to attend these meet- 
 ings ; they were also attended by many of the leading citizens -who 
 participated or were interested in the discussions which took place. A 
 Legislative charter was obtained ; and, in the fall of 1850, the following 
 announcements were made of the opening of the scientific and industrial 
 department of the proposed University. 
 
 " ScnooL or ISTatural axd Applied Science." 
 
 " Principles and Practice of Agriculture. Civil and Mechanical Engineering. 
 
 Chemistry applied to Agriculture and the Mineralogy, Metallurgy, and Mining. 
 
 Arts. Meteorology and Physical Geography. 
 
 Zoology and Comparative Anatomy. Geology and Palccontology. 
 
 Astronomy " 
 
 "It is designed to have these branches taught ^ritk special reference to their 
 practical apphcation in the various pursuits of life. 
 
 " The importance of presenting the means and faciHties for acquiring a knowledge 
 of Scientific Agriculture and of Engineering, is daily increasing in proportion as the 
 rapid development of the physical resources of the country is progressing. 
 
 " Under the former will be included Principles and Practice of Scientific Agri- 
 culture ; Chemistry, Geology, Botany and Vegetable Physiology, Zoology and Ani- 
 mal Physiology ; Meteorologi/ and Physical Geography in their various applications 
 to agiicullnre. Under Engineering will be included Mathematics as applied to 
 engineering and mining, Natural Philosophy as applied to the mechanic arts and 
 machinery, Metallurgy, Geology, and Mincralo(jy in their applications to engineer- 
 
 In accordance witli tliej^c announcements, several courses of lectures 
 were given during the subsequent year ; and yet, altbougli started under 
 auspices a]iparently so favorable to complete success, we believe that the 
 results were not very satisfictory, either to the accomplished men of 
 science who assisted to inaugurate the undertaking, or to the public-spirit- 
 ed citizens who prompted and sustained it. 
 
 * Circular of tite University of Albany, — Albany, 1851. 
 
V i 
 
 An interesting question niiglit naturally arise as to the causes of a fail- 
 ure apparently so decided. Tiiis we do not intend to discuss ; although 
 in passing we venture to remark tliat we cannot attribute this result solely 
 to the effect of circumstances incident to immature and undeveloped 
 arrangements at the opening of this enterprise ; nor do we believe it 
 would be difficult to show that there are obstacles to be encountered at the 
 very threshold of such an undertaking, which would forbid the expectation 
 of materially better results in a second essay of the same kind, even with 
 more complete initial arrangements, '^' 
 
 Our motive, however, in alluding to the University movement was not 
 to criticise it, but to call attention to certain significant characteristics of 
 its more immediate results, those, especially, which were prefigured in the 
 announcements of 1851. So far as the mere titles of certain proposed 
 courses of lectures and the brief explanations which accompany them, 
 can be made the basis of a definite judgment as to the objects and plans 
 of an educational institution, it would seem to be reasonably certain, that 
 
 * It may be deemed b}' those wlio have thouj^ht little on this subject — perhaps 
 b}' others who have thought much — -somewhat presum].tuous to offer a judgment 
 different from that impliedly rendered by the many eminent scientific and literarv 
 men who were most conspicuous in the movement for such an educational in- 
 stitution. Uur convictions are, n-evertheless, that one of the most serioi^s obstacles 
 to the legitimate success of the kind of institution proposed, would be found in the 
 difficulty of commanding a sufficient number of students, to constitute a permanent 
 and paying nucleus of an auditoriuiji, disposed to avail themselves of the teachings of 
 " Higher Science," who would be found qualified vnth the requisite educational 
 2)reparatioii to make auch teachings practically available. Of course, we do 
 do not suppose that the: e would be any difficulty in erecting buildings, fui-nishing 
 collections, and even endovuiig professorships for such an institution. Money will 
 do all this ; and under certain cii-cumstances there is little difficulty, in obtaining 
 it ; but while the Professor's safety would in this manner be provided for, he might 
 still be compelled to lecture to empty benches. This may be saying a good deal ; 
 but we commend it to the attention of those who suppose that any considerable 
 audience of students, prepared to listen to expositions of subjects of theoretical or 
 practical science, requiring, for example, the use of the higher mathemetics, is 
 reasoiiablv to be ex])ected, when the oldest ami most ]>rominent of our classical 
 institutions require b U. the mere elements of algebra and geometry in their edu- 
 ucational coui-ses. And what is now predicated of the higher departments of 
 mathematics, mechanics, astronomy, and physics, is scarcely less true of tht higher 
 inquiries connected with chemistry, mineralogy, natural history, geolog\', and 
 geo:i:raphy. 
 
 We yield to none in the earnestness of our convictions of the need of opportunities 
 in this country for the study of the higher inquiries in science, — of our need, if it 
 shall be so-callt-d, of a " University" for the accomplishment of such an end; but 
 we first need — wiiat Uermany has and we have not — a S3'stem of secondary instruc- 
 tion which shall be capable of furnishing the requisite disciplinary preparation to 
 students disposed to enter upr)n such higher instruction. 
 
 f There is no intimation in these announcements that a general curriculum was 
 to be adopted ; indeed, the presumption would be against such a supposition, since 
 the idea seems to have j»revailed that the Univei-sity, like its Gernuui prototypes, 
 should allow each student to pursue any one or more of the several courses, — leaving 
 him free to make out his own course of study. 
 
78 
 
 the aims of those concerned in the arrangement of these preliminary de- 
 tails, were little different from those which in other phices have originated 
 Polytechnic Institutions.! It seems, indeed, sufl&ciently evident that this 
 movement, in respect to which there was so much discussion elicited and 
 interest excited, when it came to involve the consideration of the details 
 of a practical organization, conducted at once to the adoption of measures 
 for scientific and industrial instruction. Of course, it is not here assumed 
 that, in the mode of carrj^ing out its various measures, the University 
 establishment would have borne much resemblance to a Polyteclmic Insti- 
 tution ; but it is enough for our present purpose to have been able to show, 
 wntli sufficient distinctness, that, in the general objects of the proposed insti- 
 tution, the desire of its managers was to provide certain facilities for the 
 instruction of that class of students, for whose complete educational train- 
 ing Polytechnic Institutions are more or less especially designed. 
 
 TVith these evidences — and they might be multiplied by a consideration 
 of the subject from other points of view — it would be unreasonable to con- 
 clude that there is any real lack of interest among the American people 
 in respect to scientific and industrial instruction. But while there can be 
 no doubt of the existence of a pervading and growing desire among our 
 people for such instruction, it is not to be overlooked or denied that there 
 are obstacles to the most satisfactory educational progress in this direction. 
 A restless spirit of activity and enterprise, partly from inheritance, though 
 largely from favoring circumstances, has come to wear the appearance of 
 a permanent national characteristic. With this is naturally enough asso- 
 ciated an impatience, very frequently exhibited by our American youth, 
 for a transition the most rapid through the "days of pupilage," the ever 
 pressing consideration in the mind of the student looking less to the excel- 
 lence of the training to be acquired, than to the shortness of the time in 
 which it may be accomplished. "Education" under such circumstances 
 is more likely to involve crudeness and superficiality than breadth and accu- 
 racy of knowledge, to say nothing of the practical impossibihty of realiz- 
 ing one of the most important of the immediate results of all true educa- 
 tion, — a well-balanced and well-regulated mental discipline. 
 
 Nor is this state of things inconsistent w^th the pei'vading appreciation 
 of popular education which obtains in this country. There is, perhaps, no 
 people more alive to the importance of diffusing the advantages of such an 
 education than our own. But with facilities for primary education so gen- 
 erally accessible, that to be unal)le to " read and write " is justly considered 
 a reproach alike to the individual so distinguished and to the community 
 that tolerates him ; with facilities for the diffusion of " popular knowledge '' 
 
79 
 
 by means of lectures, books, and periodicals, the most unrestricted that 
 can well be conceived or desired ; witli advantages such as these, and yet, 
 it is most undeniable that, as a people, we are not correspondingly remark- 
 able for always avoiding the delivery of very superficial judgm.ents on ques- 
 tions, which properly demand more or less of careful examination and strict 
 scientific scrutiny. In fact, with intelhgence and invention to a degree 
 which has become proverbial, there can be little question that we manifest 
 a propensity to adopt the views and patronize the methods of the sciolist 
 and empiricist quite as readily, to say the least, as those of the more exact- 
 ing but often less pretentious scientist. 
 
 But, in fine, whatever be the causes of sucli a state of things, or reme- 
 dies which might be most relied on for their removal, it may be safely 
 asserted that, if any country can be benefitted by the establishment of 
 Polytechnic Institutions for the difi'usion of the advantages of a thorough 
 and comprehensive system of scientific, technical, and artistic education, 
 then no other country on the globe could expect to reap so large returns, 
 in every way, from the establishment of such institutions, as our own. 
 But in order for institutions of this class to achieve the objects for which 
 they are properly created, they must be pi^rmitted — we say more, they 
 ought to be required — to set forth carefully studied curricula, reasonably 
 comprehensive and judiciously proportionL^d, which should be rigorously 
 carried out in all their parts in respect to every recipient of graduation 
 honors. Such characteristics, stringently enforced, would be somewhat un- 
 palatable to the taste which at present more or less generally prevails in this 
 country, but they are such as even now find many fiiends among us, while 
 they would rapidly gain in popularity among the thoughtful and discrimi- 
 nating on every side.* 
 
 * "Weave unconscious of the least jiioclivity towards the Procrustean idea of com- 
 pelling every body to submit to the same system or even to the same quantity 
 of educational training. While we fi-aiikly admit tiiat our sympathies are fully en- 
 listed in behalf of what may be called Polytechnic training, we have throughout 
 these pages had in view the educational interests of certain classes, though larire 
 and important, in every highly civilized state. We have not dreamed of substitu- 
 ting our system as such for every other. Neither should we deem it rea- 
 sonable to expect that every aspirant for the career of an Engineer or other pro- 
 fessional Technist, Avould be able to comply with a prescribed formula as to the deirree 
 of educational trainin!?. But we would, nevertheless, establish definite standards 
 of professional education ; and while the educational institution should be ojien 
 alike to those who were and to those who were not able to take complete courses 
 of instruction, the distinction of graduation — of authorized professional preparation 
 — should be unequivocally and substantially marked, not in the mere fact of a 
 certain [>eriod of time having been fultilled, — as if this could be any pri)of of ac- 
 quiied scholarship! — but in the exhibition of rigorous and systematic tests ^f the 
 full and satisfactory grasp of the various parts of the courses prescribed for gradua- 
 tion honore. 
 
80 
 
 Institutions for educational purposes, organized upon such bases and ad- 
 ministered in accoi'dance with such principles, are, we beheve, desiderata in 
 our rapidly growing country. They would do much unquestionably towards 
 the training of bodies of men adapted to the carrying ou^ of a rational 
 and judicious professional practice in the various departments of industrial 
 development ; and, to say nothing else, they would in due time contribute 
 not a little to the development of a sounder popular judgment, in respect to 
 many of the most important questions which naturally interest a free, and 
 active, and enterprising people, conscious of the possession of material re- 
 sources and the various elements of a national prosperity, unparalleled in 
 the history either of ancient or modern times. 
 
 B. FRANKLIN GREENE, 
 
 DiKECTOR OF THE INSTITUTE, 
 
 and Professor of Mechanics^ 
 2fachines, and Constructions. 
 
 POSTCRIPT, 
 The foregoing paper was, for the most part, wi-itten and put to press, prior to the 
 first of January, but the pressure of professional duties of more immediate iii-gency 
 has compelled a complete suspension of its concluding portions until the present 
 
 time. 
 
 B. F. G. 
 
 Troy, May 10th, 1856. 
 
STATEMENT OF THE COMMITTEE. 
 
 The undersigned, a Committee appointed by the Trustees of the Rens- 
 selaer Polytechnic Institute to the immediate charge of the general inter- 
 ests of this Institution, in connection with a proposed movement for its 
 permanent establishment, submit to the citizens of Troy the following 
 statement : 
 
 A movement is now proposed by the Trustees, which has for its object, 
 the appropriate and permanent establishment of the Institute^ on a suitable 
 site, within the limits of the city of Troy. 
 
 It may be known to many of the citizens of Troy, that the Trustees of 
 the Institute have had in contemplation, for several years past, the ultimate 
 establishment of this institution on a permanent basis, and on a scale more 
 worthily adapted to its educational objects. The increasing urgency of such 
 a step became at length so apparent that, in the fall of 1853, measures 
 were taken for a careful examination of the extended plateau east of the 
 city, with a view to the selection of a plot of ground for an Institute site. 
 Since the adoption of these initiatory measures, there has been considera- 
 ble discussion on the subject of a site, but no definite conclusion was reached 
 until quite recently, when a selection of ground was finally made which has 
 been adopted by the Board of Trustees, with entire unanimity, as its choice 
 for a permanent location of the Institute Establishment. 
 
 The plot of ground which has thus been selected, and in respect of which 
 terms of sale and right of refusal have already been obtained from its pres- 
 ent owners, is very eligibly situated at a distance of about three-fourths of 
 a mile in a north-westerly direction from the City Hall. The tract is rect- 
 angular in form, and comprises rather more than thirty acres in extent, with 
 a surface which, while for the most part nearly level or slightly undula- 
 ting, rises gradually from all sides towards its centre. The culminating or 
 central portions of the ground command extensive views in all directions. — 
 Such are the general characteristics of the plot of ground selected for the 
 site of a proposed permanent establishment of the Institute ; it is believed 
 11 
 
82 
 
 that they are such as to adapt it in an eminent degree to the wants of the 
 institution, in the general carrying out of its plans of future development.* 
 
 The necessary steps are now being taken towards the elaboration ot 
 complete architectural and gardening designs, which will provide for the 
 distribution, proportions, and construction of the various buildings, and for 
 the treatment in detail of the grounds to be embraced in the Institute purchase. 
 It is intended that the desims for the architectural constructions and 
 gardening of grounds, shall be studied with reference to the probable fu- 
 ture as w^ell as the present wants of a completely developed Polytechnic 
 Institute, and that these designs shall provide for a unity of purpose, a 
 harmony of treatment, and perpetuity of results, in accordance with the 
 dignity of the objects of such an institution. It is, however, expected 
 that, while the designs shall be complete in themselves, so fai as possible, 
 their execution can be but partially realized at first, or at the most, only 
 in proportion to the means obtained for this object, — in which case the 
 first constructions will embrace those parts of the whole which shall be 
 deemed necessary for the more immediate wants of the Institution. 
 
 The foregoing statement sufficiently indicates the present position of the 
 Board of Trustees. The Trustees are desirous not only of effecting a per- 
 manent establishment of the Institute, but they fulh' concur in the views 
 of the Director, as exhibited in the preceding paper, in respect both to the 
 wisdom and expediency of making full provisions for the appropriate 
 development of its educational plans. 
 
 With the ample response which has been made by the Director to the 
 request of the Committee, there is little occasion for further explanations 
 under tliis head — that is, in respect to What the Institute would desire to do. 
 The business of the undersigned is evidently reduced to the consideration 
 of the practical question, Can the educational plans of the Institute ie 
 realized ? 
 
 But a reference to the statements of the Director, in respect to the pres- 
 ent position of the Institute, will show, satisfactorily, it is believed, 
 that even the last question may be reduced to a much simpler one, — 
 Can a sufficient amount of funds he raised to carry out these i^oposed 
 improvements ? This is really the gist of the whole question, in respect 
 to a proposed permanent establishment of the Institute in connection 
 with a full development of its educational plans. There is no other 
 
 * The proposed site may be thought by some to include more ground than is neces- 
 sary. The question "How much, as a minimum quantity, would suffice for the 
 wants of the Institute," can only be intelligently answered, by a due conuderation of 
 the details of the rcquireynents which viust he fulfilled in the pro])cr carrying out of 
 the Institute plans. In the present case, it can be made sufficiently evident that 
 there is no excess of r/round embraced within the proposed purchase. 
 
83 
 
 question, as such, involved in the present issue. There can be but one 
 opinion in the minds of those intimately acquainted with the present state 
 of things, that the Institute might pass at a single stride from the limited 
 operations incident to the constrained circumstances which now circum- 
 scribe its action, to the full working results of a completely appointed 
 Polytechnic Institution, if it were placed in possession of those merely 
 material resources in respect to buildings, collections, etc, essential to the 
 idea of such an institution. The Institute asks for nothing but money in 
 order to the accomplishment of all its j)lans. 
 
 There is peculiar propriety in enabling the Institute to realize its hopes 
 of becoming at least a worthy counterpart of its European contemporaries. 
 For nearly twenty years this institution was the only School of Practical 
 Science in the United States. The impetus which its teachings early gave 
 to the proper study of Chemistry, Natural History, and Geology, although 
 occasionally acknowledged,* is scarcely possible of adequate appreciation 
 at the present time. Its graduates, whether as Chemists, Geologists, or 
 Naturalists, were so instructed by its teachings, so disciplined by its unique 
 system of training, that they were able to make their knowledge at once 
 practically available, either in successful subsequent studies for the advance- 
 ment of science itself, or in equally successful applications of it to the 
 demands of active life. Nor was this all. For not only was the Institute 
 distinguished for its teachings in the branches of science already named, 
 but it also became known for its early introduction of a course of practical 
 studies in connection with the " Applications of Mathematical and Physical 
 Science to Civil Engineering," which, although lacking much of the sys- 
 tematic and extended treatment of later times, nevertheless, contributed 
 available helps to the educational fitting-out of a body of men who have 
 
 * At the Albany meeting of the American Association for the Advancement of 
 Science, in August, 1851, a session of the Association was held on the invitation of 
 the Institute, at its Rooms in Troy. Tlie following extract is taken from an editorial 
 notice of this session in one of the daily papers: 
 
 "Prof. Agassiz, — the President for that year — said, * the Association had met 
 here, at the invitation of the Kensselarr Institute, an institution founded for the 
 Advancement of Science ; it was therefore hig])ly proper that the Association should 
 meet here, and he only regretted that time Avould not admit of their remaining 
 longer.' 
 
 Prof. W. B. Rooeus, — in an introduction to his paper on the Passing of Anti- 
 clinal Axes into Faults, — paid a vei-y happy tribute to the memory of Mr. Van 
 Rensselaer, the Founder of the Institute which bears his name. He said that, ' He 
 had left a legacy the richest that man can transmit ; the results of his liberality in 
 establishing this institution — a more meritorious than which the country could not 
 boast — were seen in the ])rogress of science ; an Eaton, the true teacher of Philoso- 
 phy, had sent out some of the most distinguished on the roll of scientific men ;' and 
 Prof. R. said, 'that for himself and his associates, he felt it due that on this occasion 
 the memory and labors of these two men should be held in recollection.'" — Troy 
 Daily Whi'g, August 18th, 1851. 
 
done useful service to their country in the construction of its various pubhc 
 and private works. The services of the Institute are the more note-worthy 
 in this direction, inasmuch as, with the exception of instruction incidentally 
 given at the U. S. Military Academy on this subject, in association with 
 the courses on Military Engineering, there was no other institution in the 
 country where any instruction was given in direct connection with the 
 wants of the Civil Engineer, until within a few years past. 
 
 The Trustees of the Institute, although in their official relations invested 
 with the guardianship of this institution, have, it need scarcely be mentioned, 
 no personal interests to serve, beyond the consciousness of having striven to 
 discharge faithfully the duties imposed upon them as public servants in 
 charge of a public trust. For the Institute, although possessed of corpo- 
 rate powers and privileges, is, in every essential respect, a public institution ; 
 as such it is an object of public interest to all citizens, alike to those who are 
 and to those v/ho are not its official guardians. It is, therefore, not less the 
 duty than it is the interest of the latter to bring this whole question of Institute 
 Improvement before that portion of the general community who have been, 
 and must ever be more immediately interested in the success of this insti- 
 tution. Citizens at large, of this and other states, are participants in its 
 educational advantages ; but it is reserved for those thus locally related, to 
 possess that additional and higher interest, which, in a certain sense, pro- 
 ceeds from immediate proprietorship. Like that grand principle of oppo- 
 site and equal effect which pervades all physical action, so every success 
 worthily achieved in public estimation, in the onward march of such an 
 institution, sends back a full equivalent of honorable recompense to projec- 
 tors and founders ; each is a participant in its meeds and gratulations, as 
 each is a party interested in its legitimate triumphs. 
 
 It is not therefore as suppliants for favors to themselves, in view of their 
 official relations to this institution, that the Trustees, or the members of the 
 Committee that now represent them, appear before the public ; on the con- 
 trary, while discharging tlie duties of a high and responsible trust to the 
 Institute itself, they are constrained to believe that they are doing but sim- 
 ple and equal justice to the appreciative intelligence and public spirit of the 
 citizens of Troy, by presenting this matter in its various aspects for their 
 full and careful consideration. 
 
 HIRAM SLOCUM, THOMAS C. BRINSMADE, 
 
 JOHN A. GRISWOLD, JOHN B. TIBBITS, 
 
 JOSEPH M. WARREN, JONATHAN E. WHIPPLE, 
 
 JONATHAN EDWARDS, B. FRANKLIN GREENE. 
 
 Committee of Trustees. 
 
CONTENTS 
 
 Page. 
 Introductory Note, 2 
 
 The Rensselaer Polytechnic Institute, 3 
 
 Its Reorganization in 1850, 3 
 
 Causes which led to it, 4 
 
 Principles on which it was effected, 4 
 
 Results of the Reorganization, 5 
 
 Comparative condition of the Institute in 1849 and 1855, 6 
 
 Remarkable circumstances attendant upon its increase in numbers, etc., .. 6 
 
 Its Objects those of a Polytechnic Institute, 7 
 
 Scientific and Technical Institutions in Europe, '. . 8 
 
 The establishment of Polytechnic Institutions — a necessity of the 
 
 present age, 8 
 
 Scientific and Technical Institutions in France, 8 
 
 The Imperial Polytechnic School, 9 
 
 The School of Roads and Bridges, 10 
 
 The .Schools of Mines, 11 
 
 The Conservatory and Schools of Arts and Trades, 11 
 
 The Central School of Arts and Manufactures, 12 
 
 Scientific and Technical Institutions in Germany, 14 
 
 General view of German Educational Institutions, 15 
 
 The Lower Technical or Trade Schools of Germany, 15 
 
 IN PRUSSIA. 
 The Royal Trade Institute at Berlin, 1*7 
 
 IN AUSTRIA. 
 
 The Polytechnic Institute at Vienna, 19 
 
 The Provincial Polytechnic Institutions of Austria, 20 
 
 IN BAVARIA. 
 
 The Polytechnic School at Munich, 21 
 
 The Polytechnic Schools at Augsburg and Nurnberg 22 
 
 IN SAXONY. 
 
 The Royal Trade and Building School at Chemnitz 23 
 
 The Royal Polytechnic School at Dresden, 25 
 
 The Royal Mining Academy at Freiberg, 26 
 
3 CONTENTS. 
 
 IN BADEN. 
 
 The Polytechnic School at Carlsruhe, 28 
 
 Other Polytechnic Institutions in the German States, 31 
 
 The True Idea of a Polytechnic Institute, 32 
 
 Its Educational Objects, 32 
 
 Its Typical Curriculum, 34 
 
 Preparatory Course, 34 
 
 General Course, 34 
 
 Technical Courses, 35 
 
 Its Educational Methods, 36 
 
 Its Educational Grade, 37 
 
 The True Idea — in conclusion, 38 
 
 Use of the words Polijtechnic and Institute, 38 
 
 The Eensselaer Polytechnic Institute, — its Educational 
 
 System, 40 
 
 Its Organization embracing a Training or Prej^aratory School and a Poly- 
 technic Institute proper, 40 
 
 The Institute Training Scliool, 40 
 
 Its Course of Studies, 40 
 
 Its Objects, Rules, etc., 42 
 
 The Polytechnic Institute — its General Curriculum, 42 
 
 Studies of General School, 42 
 
 Studies of Technical Schools, „ , » 43 
 
 Observations on the Institute Curriculum, 44 
 
 Degree of development, 44 
 
 Compared -with other Polytechnic Institutions, 44 
 
 Plans of Future Development, 46 
 
 School of Mining Engineering, 46 
 
 School of Architecture, 48 
 
 Schools of Design, 49 
 
 School of Technology, 52 
 
 Certain Special Developments — the study of Literature, Philosophy, etc., 53 
 
 Utility of these studies in a Polytechnic Institute, 54 
 
 Gymnastic Studies, — their importance, 55 
 
 The Polytechnic System of Training in its relations to the idea of a "Liberal 
 
 Education," 56 
 
 Permanent Establishment of the Institute, 59 
 
 The Necessary Buildings, 50 
 
 Institute Buildings, 50 
 
 Professors' Residences, 62 
 
 Students' Quarters, 62 
 
 The Site, 66 
 
 Scientific and Technical Collections, 67 
 
 Corps of Instructors, 70 
 
CONTENTS. 87 
 
 Practical realization of the Institute Plans, 73 
 
 COXCLUSTOX, 74 
 
 The movement on the Continent of Europe for Scientific and 
 
 Technical Education, 74 
 
 The moYement in the United States, — how far manifested, 75 
 
 " Scientific Schools, " 75 
 
 Idea of a " National University, " 75 
 
 Obstacles to the most satisfactory progress of Polytechnic Education in 
 
 this country, , 78 
 
 Desiderata to be accomplished, 79 
 
 Postscript, 80 
 
 Statemext of the Committee of Trustees, 81 
 
 Proposed permanent establishment of the Institute, 81 
 
 Measures proposed by the Board of Trustees, 82 
 
 The only question that which relates to the raising of money, 83 
 
 Propriety of enabling the Institute to realize the development of its edu- 
 cational plans, 83 
 
 Motives for bringing this matter before the Citizens of Troy, 84 
 
 COXTEXTS, 85 
 
OCT. 31, 1335. 
 
UBRARV 
 
 CONGBcba