LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA 
 
 OF" 
 
 PACIFIC THEOLOGICAL SEMINARY. 
 Accession ftJ.>?t Class 
 
DUSTRIAL EDUCATION 
 
 IN THE 
 
 UNITED STATES. 
 
 SPECIAL REPORT 
 
 'RKPARED V 
 
 IE U. S. BUREAU OF EDUCATION 
 
 WASHINGTON: 
 
 EKNMES 
 
 1833. 
 
INDUSTRIAL EDUCATION 
 
 IX THE 
 
 UNITED STATES, 
 
 A SPECIAL REPORT 
 
 PREPARED BY 
 
 THE U. S. BUREAU OF EDUCATION. 
 
 
 WASHINGTON. 
 
 GOVERNMENT PRINTING OFFIOE, 
 
 1883. 
 
47TH CONGRESS, ) SENATE. ( Ex. Don. 
 
 2d Session. f \ No. 25. 
 
 LETTER 
 
 FROM THE 
 
 SECRETARY OF THE INTERIOR, 
 
 TRANSMITTING, 
 
 In response to Senate resolution of December 15, information relating to 
 industrial education in the United States. 
 
 DECEMBER 27, 1882. Eeferred to the Committee on Education and Labor and or- 
 dered to be printed. 
 
 DEPARTMENT OF THE INTERIOR, 
 
 Washington, December 27, 1882. 
 
 SIR : I have this day received from the Commissioner of Education, 
 and have the honor to forward for the information of the Senate, the 
 following reply to the resolution of the Senate of the 15th instant, call- 
 ing for information in regard to industrial education. 
 Very respectfully, your obedient servant, 
 
 H. M. TELLER, 
 
 Secretary. 
 The PRESIDENT OF THE SENATE. 
 
 DEPARTMENT OF THE INTERIOR, 
 
 BUREAU OF EDUCATION, 
 Washington, D. 6'., December 27, 1882. 
 
 SIR: I have the honor to acknowledge the receipt of the following 
 resolution of the Senate of the United States, referred by you to me on 
 December 19 : 
 
 Resolved, That the Secretary of the Interior is directed to furnish to the Senate the 
 latest and fullest information in the possession of the Bureau of Education in relation 
 to technical or industrial education in the schools and colleges endowed in whole or 
 in part by the Government of the United States, and also in other schools in the 
 country reporting instruction in industry for either men or women. 
 
 Education, in its relation to industry, is a subject of earnest consid- 
 eration in the public mind. Older countries, struggling with some of 
 the severer problems of civilization, have found great aid in their solu- 
 tion by modifying the instruction -given the children in their schools. 
 Educated labor is found to be a prominent factor in national prosperity. 
 
 Eecently industrial education in some form has been the subject of 
 special inquiry in various foreign countries. Several of our own States, 
 S. Ex. 25 1 
 
Z INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and a number of associations and institutions, have been making active 
 efforts to gain further information upon the subject. 
 
 This office is compelled to make technical instruction a subject in re- 
 gard to which it constantly collects and communicates facts ; and I have 
 the honor to submit the following reply to the resolution of the Senate, 
 drawn from material already gathered in the office in response to pre- 
 vious demands. 
 
 I have the honor to be, very respectfully, your obedient servant, 
 
 JOHN EATON, 
 
 Commissioner. 
 
 The Hon. SECRETARY OF THE INTERIOR. 
 
K E P O R T . 
 
 It will be seen that the information called for by the Senate resolu- 
 tion is coocerned with a wide educational field. Colleges of agriculture 
 and mechanics, and institutions affording instruction similar to that of 
 agricultural colleges, as well as those which give opportunities to women 
 for industrial education, come within the sphere of inquiry. In other 
 words, the educational training of 'the farmer, the mechanic, and the 
 housekeeper, so far as it is attempted by organized effort, is the subject 
 on which information is required to be given. In the West provision is 
 usually made for the education of these three classes in the same schools ; 
 for, in the newer States, it is the generally accepted belief that those who 
 are to be coworkers in actual life may well be associated in the prepara- 
 tion for it ; that man and woman are entitled to equal and similar, if 
 not identical, educational privileges. In the more conservative re- 
 gions of the East and South the sexes are not so frequently educated 
 together. 
 
 In Massachusetts the colleges of agriculture and mechanic arts are 
 distinct from each other, so that not only the education of the house- 
 keeper is entirely separated from that of the farmer and mechanic, but 
 even these latter classes are trained in independent institutions. This 
 separation exists to a less extent in Missouri, where the school of mines 
 and metallurgy is distinct from the other departments of the university. 
 
 It has been necessary, in order to cover the entire ground contem- 
 plated by the resolution, to extend the report beyond the limits of a 
 single class of schools, and to present information respecting varied 
 institutions other than those endowed by the national land grant. The 
 colleges of agriculture and the mechanic arts are entitled to and re- 
 ceive the most prominent place in both resolution and report for many 
 just reasons. They are doing a great proportion of the work of indus- 
 trial education. The number of students attending them in 1880 was 
 more than double that of the students in the schools of science not 
 aided by the land grant, if the institutes affording only evening in- 
 struction, special teaching, or general lectures, such as the Cooper In- 
 stitute of New York and the Wagner Institute of Philadelphia, be 
 excluded. It is true that some of these individual schools of science are 
 munificently endowed, and afford their students most excellent opportu- 
 nities for obtaining a technical education, but this has come to be true of 
 some of the schools, colleges, and universities which have received na- 
 tional aid, and many of those that are less richly endowed are occupy- 
 ing fields which otherwise would be destitute of institutions for educat- 
 ing men in the practical sciences and arts, and consequently without 
 educated men to foster and direct their industries and utilize their 
 resources. As the fruits of these institutions appear, they show that 
 in all sections the education of persons to be engaged in staple indus- 
 tries is being obtained largely within their walls. 
 
 It is evident [said an eminent educator after an extended tour among our agricult- 
 ural colleges] that the American technical colleges are rapidly taking the idea that 
 their usefulness will depend, not on solving an abstract problem as to what sort of 
 
 3 
 
 84675 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 education would most benefit a farmer, for example, but on solving a problem muc'h 
 more practical, though really harder, namely, what sort of an education does the 
 farmer want or can be induced to receive in order to fit him for his work of farming. 
 
 The thinking farmer and mechanic have wanted and will ever desire 
 to see a system of schools established and in operation for the benefit 
 of the classes to which they belong. The farmer, striving to improve 
 his land and crops and stock, asks himself a thousand questions, and 
 is obliged to confess his inability to answer half of them satisfactorily. 
 There is a latent, deeply-rooted belief in his mind that it is possible that 
 his son may be so taught as to know riot only the innumerable details 
 and the practical working of the farm, where he himself is the best 
 teacher, but also the things which have been beyond his comprehension. 
 The peculiarities of soils, the causes of deficiencies in crops, the insects 
 that injure them, the unproductiveness of his orchards, the diseases of 
 his stock, the inconveniences of his buildings, these and similar things 
 attract his attention, give rise to questions which he knows not how to 
 answer correctly, and fix in his mind the thought that if education is 
 education it can and should teach how to avoid or remedy the evils 
 which are robbing him of his profits and impairing his prosperity. There 
 are also those who take a more comprehensive and far-reaching view of 
 the subject. They remember that agriculture feeds the world and gives 
 employment to a multitude of its inhabitants ; that it is an art founded 
 on science, and that as the departments of science on which it is based 
 are more thoroughly known, and the art itself is carried to greater per- 
 fection, the world will be better fed and the services of those that till 
 the earth more richly rewarded. They regret that agriculture is slow 
 to advance. Oldest of the arts, it is almost last to come into deserved 
 prominence, and to receive systematic and liberal encouragement and 
 aid. 
 
 This lack of adequate development [says a recent writer] is due to two main 
 causes : To the rarity of scientific investigation into the principles upon which the 
 tilling of the ground (and the care of cattle) ought to be carried out, i. e., into the 
 laws governing the grow.th of crops and of beasts, and to the want of adequate scien- 
 tific training on the part of the farmer. If we look at the other arts, we shall find 
 the numbers of the respective guilds enthusiastically bent on two thin s : Oil the ad- 
 vancement of scientific inquiry and the scientific education of the practitioner. ' 
 Of all human occupations, the one which most of all stands in daily need of a sound 
 scientific judgment and of wide scientific knowledge, is that of tilling the ground 
 and feeding cattle. The problems of agriculture are scientific problems of the high- 
 est difficulty and complexity. The question how, under given conditions, to feed a 
 beast in the cheapest and best way is one which involves the most profound physio- 
 logical considerations ; is one which can only be satisfactorily answered by prolonged 
 and exact experimental inquiries. The adequate preparation of the ground for the 
 growth of a given crop is a subject which, seriously examined, expands into a whole 
 series of problems, taxing to the utmost the fullest and most advanced chemical and 
 botanical knowledge. 
 
 An idea prevails with the mechanics similar to that entertained by 
 the individual farmer. He, too, sees in a suitable education the advance- 
 ment of his position and the elevation of his children. A proof of this 
 is furnished by the answers given by employes in various kinds of fac- 
 tories and shops to questions concerning education, asked of them by 
 the Kew Jersey Bureau of Statistics of Labor and Industries. A laborer 
 in a glass factory writes: " Technical education should be made compul- 
 sory for the laboring class." A silk worker says : u Industrial schools as 
 they exist in Europe should be set up." A carpenter believes that 
 u There should be appropriations for technical schools in every city." 
 The idea of education for business and for labor penetrates, pervades, 
 and permeates the masses. It has compelled recognition in political 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 5 
 
 circles, and statesmen have sought means whereby it might be satisfied. 
 To use the words of President White, of Cornell University : 
 
 It is not to be scolded out of existence by solid review articles or pooh-poohed out 
 of existence by pleasant magazine articles. Evidently the idea is rooted in our 
 planet and will hardly be pulled up by narrow literary men who hold the time-hon- 
 ored studies the most eminently respectable ; or by narrow practical men who disbe- 
 lieve in " book learning' 7 ; or by narrow religious men who fear tha,t geology may 
 harm Genesis. 
 
 It was in conformity to this practical, popular, and controlling idea of 
 educating men for their work that colleges of agriculture and the me- 
 chanic arts were established, and are arranging and putting into opera- 
 tion their courses of sudy, training, and experimentation ; and whatis 
 being done to satisfy a popular educational demand should be plainly 
 set before the people, that they may know that their wishes are regarded 
 and their expenditure in this direction is applied for their own benefit. 
 
 Again, the colleges of agriculture and mechanic arts deserve promi- 
 nence in a report of this kind because they are distinctively American. 
 No other country possesses a similar class of institutions, which freely 
 open their doors to the youth of the regions in which they are situated 
 and provide for their students wise, liberal, and appropriate courses. of 
 study adjusted to their peculiar wants. Nowhere else is there a system 
 of schools affording parallel lines of instruction, doing the same kinds of 
 work, and covering so wide a ground. The countries of Europe have their 
 schools of agriculture and of polytechnics, but they are more/specialized 
 than ours. Education is not so much directed toward preparation for citi- 
 zen ship in the monarchical governments of Europe as with us. There the 
 end of teaching has been reached when it has produced a skilled specialist 
 in some branch of science, art, or industry ; here the work to be done by 
 the pupil is not taught to the exclusion of his social and political obli- 
 gations. Our system of agricultural colleges recognizes the fact that 
 the American laborer has duties to perform, both as a workman and as 
 a ruler. They seek to educate him for leading industries, so that our 
 fields may be carefully tilled and our trades skillfully followed. They 
 aim, also, to prepare him by a general education for his share in the 
 government of the people, so that the prosperity and intelligence of the 
 nation may be increased through his efforts. 
 
 The agricultural and mechanical colleges of the United States not 
 only differ as a class from foreign schools in being less specialized, but 
 are also dissimilar to the schools of particular nations and to individual 
 schools in many points of detail. They differ from the agricultural col- 
 leges of England in being open to all youth ; while at Cirencester, where 
 the tuition is 50 per annum, and presumably at its sister agricultural 
 college, Wilts and Hantz, only the sons of the wealthy are educated. 
 They are unlike the agricultural colleges at Altnarp, Sweden, and at Ho- 
 henheim, Wiirttemberg, for in those the sons of the wealthy and titled re- 
 ceive other instruction than that given to the sons of peasants. "Every 
 great agricultural college in Europe," says President White, u must either 
 be cut into two parts, with peasants' sons in one and the gentry in the other, 
 as at Hohenheim, or they must exclude peasants' sons altogether, as at 
 Cirencester." Our colleges are not in name a part of a graded system 
 of schools teaching the same subjects like those of Ireland, nor even 
 links in a chain of institutions laboring for the same ends, like those 
 for agricultural education in Sweden. In that country the agricultural 
 colleges are aided in their work by agricultural schools, model and ex- 
 perimental dairies, and agricultural societies. In Ireland there is a 
 graduated system of instruction from the public schools, in which a text 
 

 6 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 book on agriculture is used, to the farm schools, and finally to the Al- 
 bert Institute at Glasnevin. In France there are farm schools, depart- 
 mental schools of agriculture, and a national agricultural institute. 
 
 Elsewhere there is a similar classification of schools. Our agricult- 
 ural colleges are not a part of a system of agricultural schools. To be 
 most useful they must be connected with some tributary institutions. 
 The public schools are the only available ones with which to make con- 
 nection, and this connection is being made close and firm, and by it 
 agricultural colleges are becoming a part of the national system of edu- 
 cation. This intimate relation of our higher institutions with public 
 schools is illustrated by a law passed by the legislature of Minnesota, 
 by which it binds its high schools closely to its university, which receives 
 the benefit of the land grant of 1862. Aid is provided for them by the 
 State; in order that it may be bestowed judiciously, its distribution is 
 intrusted to a board of commissioners, one of whom is the president of 
 the university. They must require each school desiring aid to comply 
 with the following conditions : 
 
 1. That there be regular and orderly courses of study embracing all 
 the branches prerequisite for admission to the collegiate department of 
 the University of Minnesota. 
 
 2. That the said schools receiving pecuniary aid under this act shall 
 at all times permit the said board of commissioners, or any of them, to 
 visit and examine the classes pursuing the said preparatory courses. 
 
 After inspection, report, and approval, each school receives $400. 
 The president of the university has charge of the required examinations 
 when a study in a college preparatory course is about to be completed. 
 Examination papers are furnished by the examining officer of the board, 
 and every pupil that passes the examination receives through his prin- 
 cipal a certificate on which is the following indorsement : u On applying 
 for admission to the University of Minnesota, present this certificate 
 and you will be excused from examination in the study named." 
 
 There are colleges of agriculture in Europe giving instruction in 
 more advanced studies and requiring greater previous training than do 
 any of the colleges of the United States. A single illustration will 
 suffice. In Bavaria higher agricultural education is afforded by the 
 central school, at Weihenstephan, and the agricultural department of the 
 polytechnic school at Munich. The candidate for admission to the 
 central school must complete the course of study either of the Gewer- 
 beschule or the Kealgymnasium. The student from the former school 
 has carefully studied his mother tongue ; mathematics, including trig- 
 onometry and descriptive geometry; the natural sciences, especially 
 chemistry and zoology; the French language; and all the usual studies 
 of an elementary course, such as drawing, arithmetic, geography, and 
 history. The student coming from the Kealgyinnasium has pursued 
 similar studies, except that he has not obtained an actual knowledge of 
 the sciences, but has studied Latin seven years. In either case the 
 applicant for admission to the central school must have a practical 
 acquaintance with farm work. The course of study in this school is 
 such as to require this amount of preparation. Applicants for admis- 
 sion at Munich must spend two years more at their books, though 
 they are not required to have a practical knowledge of farm opera- 
 tions. These requirements for admission are equivalent to the com- 
 pletion of an ordinary collegiate course, and the studies pursued are 
 on a par with a graduate professional course. 
 
 In touching upon other differences between American and foreign 
 technical schools, I cannot do better than to quote the language used 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 7 
 
 by Prof. John D. Bunkle, in an account of some institutions with which 
 he became familiar during a recent visit to Europe : 
 
 The teaching force in all of them, particularly in the professional subjects, is much 
 larger than with us. The result is that there is a much greater subdivision of sub- 
 jects, and more time given to each. The theoretical subjects are treated with much 
 more fullness than is possible here, and a much wider range of instruction is included 
 in each department. 
 
 There is also a marked contrast in the methods of instruction. In the foreign 
 schools all the instruction is given by lectures, and the professor, as a rule, takes no 
 means to learn whether his students understand the subject or not. They are ex- 
 pected to take sufficiently full notes during the lecture to be able afterwards to write 
 it out fully. For those students who have the ability and industry to do this work 
 faithfully the method is a good one ; but from all the information I have been able to 
 gain, with a large number it fails. While most of the programmes of instruction re- 
 fer to periodic examinations for testing the student's progress and proiiciency, I know 
 that in some of the German schools such examinations are entirely discontinued, and 
 the only examinations held are those for degrees. The reason given me was that it 
 entailed too much work upon the teachers. 
 
 Another strong contrast between these schools and those at home is in the freedom 
 of the student in the choice of studies. There the student enters his name for cer- 
 tain courses of lectures, and then attends or not, as he likes. Of all the polytechnic 
 schools we have visited, that at Zurich is the only one which prescribps a fixed course 
 of studies and holds stated test examinations for progress and promotion ; and even 
 in this school the agitation has begun for the adoption of the German method. The 
 great advantage to the student of the German freedom is that it enables him to con- 
 centrate all his time and energies upon those studies which are vital to the end he has 
 in view. This course is only allowable after the student has acquired a good general 
 education, equivalent to the under-graduate course in the best American colleges and 
 technical schools, which I consider a far broader and more substantial education for 
 the mass of students than that furnished by the German schools of the same grade. 
 It may be that the German student enters the polytechnic school with technically a 
 better preparation than the majority of our students; but this by no means justifies 
 the removal of all further restraints in the manner and matter of the subsequent edu- 
 cation. Even the best students are aided by the moral support of frequent examina- 
 tions and a fixed course of studies until they are able to work with a good degree of 
 independence, and only need the guidance and advice of teachers in connection with 
 proper opportunities. After the student has the ground- work of his profession laid 
 he can profit by a period of freedom to fill out the plan and make up deficiencies of 
 which he will then begin to be conscious. 
 
 A final reason for devoting the larger part of the report to the col- 
 leges of agriculture and the mechanic arts is that they have been given 
 endowment funds by Congress ; those who have received money from 
 the government should furnish reports of the methods and results of its 
 expenditure. This duty was required in the act granting aid to agri- 
 cultural colleges in the following words : 
 
 An annual report shall be made regarding the progress of each college, recording 
 any improvements and experiments made, with their cost and results, and such other 
 matters, including State industrial and economical statistics, as may be supposed 
 useful. 
 
 SECTION 1. 
 COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS. 
 
 Many of the colleges of agriculture and mechanics made full and 
 . satisfactory replies to a circular letter addressed them some time since 
 for the purpose of obtaining direct statements about their educational 
 aims, methods, and appliances. Where these statements were incom- 
 plete they were filled out from material in this office, such as catalogues 
 and annual reports. In the absence of any special statement from a 
 college officer, facts have been gleaned from available sources. In this 
 way a brief sketch of each institution has been prepared, and is pre- 
 sented, usually after revision by the head of the institution it describes, 
 
8 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 in Appendix A, accompanying this report. In Appendix B are statis- 
 tics of the same institutions. 
 
 There remains, therefore, little to be said concerning agricultural col- 
 leges except in the way of a general review of their sphere and work. 
 
 OBJECTS. The usual form of stating the objects these colleges are 
 endeavoring to accomplish is to say that they are those specified in the 
 act of Congress of July 2, 1862, by which the grant of land for the en- 
 dowment of these institutions was made. This act says : 
 
 The leading object shall be, without excluding other scientific and classical studies 
 and including military tactics, to teach such branches of learning as are related to 
 agriculture and the mechanic arts in such manner as the legislatures of the States 
 may respectively prescribe, in order to promote the liberal and practical education of 
 the industrial classes in the several pursuits and professions of life. 
 
 The real intent of the act has been considered to be not only the estab- 
 lishment of schools for professional training in agriculture and in trade, 
 but particularly " to promote the liberal and practical education of the 
 industrial classes." 
 
 1. Education which prepares persons for the occupation they are to 
 follow is practical. The instruction of the dissecting room and that of 
 the lecture room are equally practical to the medical student. The in- 
 struction of a young mechanic in arithmetic and in reading is as much a 
 part of his practical education as his labor in the shop beneath the eye 
 of a master. The former kind of instruction is everywhere afforded in our 
 public schools ; the latter is not provided for the multitude of laboring 
 men. With the disappearance of apprenticeship and the multiplica- 
 tion of artistic manufactures has come a great need of training for me- 
 chanics, but no direct way has been opened by which they can learn 
 their trades. The truth of this statement is shown by the answers 
 given by New Jersey workmen of different trades to the question 
 " Is there any system of teaching apprentices in the factory where you 
 work?" which had been asked by the statistical bureau of that State. 
 
 Glass-blowers. " None." 
 
 Iron workers, iron moulders. " Very loose system ; taken without in- 
 denture, and are discharged at their own pleasure or that of the em- 
 ployer, with the trade only half learned." ' ki They work at what they can 
 do and gradually learn." u Pick it up the best way they can." " If 
 they are smart boys we teach them." " They are not indentured ; a ver- 
 bal agreement is all." " Take them for five or six years, paying them at 
 first $2.50 a week." 
 
 Core-makers. " No one teaches them ; they work up themselves." 
 " Merely verbal agreement, which is not often regarded." " If they 
 have ability and aptness anyone is willing to teach them." " Learn- 
 ers must serve a term of two years." 
 
 Nail feeders. " The system is to keep one from learning the trade." 
 " They give us no chance to." 
 
 Iron roller. " They work up." 
 
 Saw maker. u Yes. Hire them by the week, with the understand- 
 ing that if they are steady they will have the first chance to learn. The 
 time thus occupied is allowed if they are taken on." 
 
 Printers. " Boys are taken on a three years 7 apprenticeship, and are 
 taught the trade by the foreman." "Go in as a i devil 7 and work up." 
 " It has been successfully taught in technical schools." 
 
 Weavers in cotton factory. " Weavers take new hands for about three 
 weeks, after which they become spare hands until they are good weav- 
 ers and work for themselves. They receive nothing while learning." 
 " Taught to fix looms ; go under instructors for two or three weeks." 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Woolen mills operatives. "Weaver: "Learn by practice do a few 
 weeks, with an old weaver." Wool sorter: "Yes, there is a regular 
 system. We set the apprentice to work assorting until he can, in a 
 measure, tell the qualities. It is all eye practice." 
 
 Carriage makers. " Work them up gradually." " Generally they are 
 taken during the busy part of the season and then sent off." "A cut- 
 throat plan." 
 
 Chair makers. " The boys are used to the best advantage of the em- 
 ployer. The work is so subdivided that a boy cannot learn how to 
 make a complete chair in four years." 
 
 Potter. "The foreman teaches them." "They are taught by being 
 shown." " They learn by watching and being instructed in the differ- 
 ent branches." 
 
 Silk weavers. " Yes. Apprentices are taken and sent to some ex- 
 perienced hand for three or four weeks to help and get instructions. 
 This is without pay. Then they obtain looms for themselves." " Yes 
 and no. The weaver is at liberty to take in apprentices whenever he 
 chooses. As soon as they are able to tend a power loom they can fill 
 vacancies, if there are any." " The employes ought to have control of 
 the apprentices, in order that the bosses may not take their friends and 
 favorites to teach them the trade, and send off those of the employes." 
 " Learners must stand by and look on for three or tour weeks without 
 pay, until they can weave." " Take children under 14 years and let 
 them learn for one or two weeks." " Sometimes they are taught. In 
 order to understand perfectly they must work for six weeks. They 
 work three out of the six without pay." 
 
 Silk workers. " School girls are taken for three or four weeks, until 
 they understand how to tend six or twelve ends ; till they are able to 
 run a machine." " Experienced silk workers are instructed little by 
 little, until finally they are able to twist perfectly." " Girls taken in 
 learn how to handle silk and start the machine." " Boys are taken on 
 small wages to help, and in course of time become skilled workmen." 
 "The method here adopted is to take in fresh hands, let them look on 
 for a week or less, then help one or two weeks without pay, and then 
 discharge them. If they desire to come back they are taken from $3 
 to $5 a week." "There are not sufficient opportunities offered to the 
 girls to learn the other branches of the business." 
 
 Jewellers. "Boys come in at low wages and work up until twenty- 
 one." " No system ; they learn all they can." " During a period of 
 from three to five years, until he knows how to scroll." " Boys are 
 placed between men and sometimes put on the same jobs, and are 
 watched by them." " Almost every shop has its own system, and the 
 majority a very bad one. The trouble is that our trade is not suffi- 
 ciently organized to compel employers to have a fair plan of taking in 
 boys. In a good many shops most of the work is done by teams of boys 
 or green hands. This is the curse of our trade and keeps us down." 
 " To get all the work possible out of the apprentices, so that the jour- 
 neymen will lose all the time possible, is the only method in my shop." 
 
 The educational opportunities of an apprentice at the present time 
 compared with those he possessed in the days when apprenticeship was 
 the accepted way of admission to trades and had the protection and 
 support of wise laws are discouraging. This is well illustrated by an 
 extract which Mr. Twining gives in his Technical Training from a 
 writer on technical education in France, from which I take the fol- 
 lowing : 
 
10 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The old guilds, with their antiquated rules and rage for public banqueting, were 
 not nerhaps progressive bodies ; but in their own rough way they kept an eye on 
 apprentices, reproved and even punished the masters who were remiss in instructing 
 them, and maintained among the apprentices themselves a Avholesome emulation by 
 means of frequent examinations, badges, and money prizes. There were, in fact, 
 trade degrees like those in a university; and an apprentice, however rich he might 
 be, could only become a master and set up shop after having obtained three certifi- 
 cates of proficiency. The first was bestowed after two years of apprenticeship ; the 
 second, with a colored badge, at the end of the fifth year ; and the third, with a silver 
 badge, when the apprenticeship was concluded in a brilliant manner. * * * In the 
 guild times care was taken that every tradesman who accepted apprentices should 
 be thoroughly qualified to teach them. Nowaclays, no qualifications being needed, it 
 is naturally the most incapable tradesmen who are keenest in try ing to secure appren- 
 tices by low premiums. They take in a boy as pupil and treat him as a servant, send 
 him out to carry parcels, make him sweep the shop, wash up plates and dishes, arid 
 let him pick up many more bad habits than good lessons. 
 
 The reasons for the decay of apprenticeship are numerous and many 
 of them of long standing. Among objections advanced by Adam Smith 
 and his school to the system are interference with the property which 
 every man has in his own labor, encroachment on the liberties of em- 
 ployer and employe', restraint of competition, unnecessary duration, and 
 its failure to allow the rewards of faithful labor to be enjoyed as they 
 are earned. Mr. Stetson, in his work on technical education, says : 
 
 This decay of apprenticeship is mainly due to the subdivision of labor which is 
 now observed in the manufacture of nearly all things, from pins to locomotives, be- 
 cause it is found to yield the best results. The use of machinery, the character of 
 which is often such as to put an end to small enterprises, has promoted this subdi- 
 vision by accumulating workmen in large groups. The beginner, confining himself 
 to one department, is soon able to earn wages. This gratifies both himself and his 
 parents ; and so he usually continues as he began. 
 
 Now that apprenticeship is actually gone, the question of the practical 
 education of the industrial classes in their handicrafts and occupations 
 is more than ever one for the public consideration. There is no prospect 
 of a revival of old-time apprenticeship. Foreign skilled labor ought 
 not to be made a reliance. Our own youth ought to be, and must be, 
 trained to occupy leading places in the arts and manufactures, by means 
 of special instruction given in schools organized for the purpose. Any 
 system of schools or instruction which fits pupils to enter intelligently 
 upon the duties of life and the work of a trade promotes the practical 
 education of the industrial classes. 
 
 Occasionally some form of apprenticeship is devised by a single firm, 
 or by an association of manufacturers or mechanics, by which workmen 
 may be prepared for places in which they need more than ordinary skill. 
 An illustration of this is found in an attempt made a few years since by 
 a firm in Springfield, Mass., to obtain and discipline stich a force of 
 mechanics as they needed in their work as designers and manufacturers 
 of machinery. Applicants were to be at least sixteen years old. The 
 term of apprenticeship was six years for those under twenty who had 
 had no previous experience, and five years for those over twenty. Those 
 who had worked in a shop were advanced according to proficiency. 
 Fifty-eight hours a week of work in the shop and nine hours of evening 
 study were required. The rates of pay for labor varied from five to thir- 
 teen cents an hour, depending upon age and length of service. Two 
 cents. an hour additional were paid into a reserve fund and kept for the 
 apprentice until he had finished his term of work. Then it would amount 
 to some $400. This scheme of apprenticeship promised success, but the 
 firm were compelled by business changes to dissolve partnership, and 
 so the plan was abandoned. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 11 
 
 The necessity of industrial training to the advance of individuals and 
 the prosperity of a nation has been well shown by Mr. J. S. Kussell.* 
 An abstract of portions of his work will show vividly the real objects for 
 which technical schools are being established, and for which the insti- 
 tutions endowed with the national laud grant ought to labor as their 
 circumstances will permit. 
 
 The mission ot the book was to stir up a crusade against educational 
 ignorance, disorganization, and neglect. "It was written under the 
 conviction that the power, wealth, influence, and moral character of the 
 English people were dependent on systematic, elementary, scientific, 
 and techuical education." The eailier parts of the work are devoted to 
 a description of the organization by which the best educated nations of 
 the continent have reached their present distinction. After a few chap- 
 ters the author chines to the consideration of technical education as a 
 national want. It interests a man in the work done by himself and his 
 neighbor. It makes workmen better, both in themselves and as aids to 
 each other. 
 
 An intelligent community of workmen will get through their work quicker, will fit 
 it's parts more nicely, will finish off everything more sharply, will waste less material 
 by trial and error, and so give higher value as well as quality aiid durability to all their 
 work, than ignorant, unrefined, ill-educated men. 
 
 The highest value in the world's markets will be obtained by that nation which 
 has been at most pains to cultivate the intelligence of its people generally, and after- 
 wards to give each the highest education and training in this special calling. 
 
 These propositions axiomatic to his mind are sustained by the lessons 
 of the world's improvement as shown by expositions, in each of which 
 the nations which had educated their mechanics excelled those which had 
 not. Quotations are given from officials and workmen who attended 
 the Paris Exposition of 1867. A china painter says-: 
 
 The present prosperity of this country is so unmistakably interwoven with its 
 manufactures, and the pre-eminence of these depends so much upon new adaptations, 
 discoveries, and improvements, as to demand for the workers in iron, china, and other 
 departments the readiest and best educational training and enlightenment this nation 
 can give them. 
 
 Others speak in the same manner. 
 
 The technical education of the industrial classes has also social and 
 moral effects, drawing master and workman into closer and more sym- 
 pathetic relations, and inducing each to aim at good work rather than 
 mere pecuniary success. 
 
 When education has given to each man a knowledge of all the branches of his work, 
 and there remains no difference of rank, excepting superior skill and intelligence, 
 then each man's individual work will be weighed in the balance, and the true share 
 of his merit will be appraised in the scale of wages. 
 
 Equality will be then, as now, impossible, but the scale of each man's life may be 
 be one of steady, continual, meritorious rise. 
 
 After a few chapters on English and continental education the author 
 discusses the kinds of technical training which various industrial classes 
 require, in addition to a fundamental education, saying substantially : 
 
 The farmer should be educated in sciences, elementary engineering, mechanics, and 
 agriculture; the miner, in mineralogy, geology, chemistry, and his own work; the 
 merchant, in geography, history, foreign languages, political economy, and laws. 
 The machinist must master all the known powers of material nature : h* at ai>d cold, 
 weight and impulse, matter in all conditions liquid, solid, and gaseous, standing or 
 running, condensed or rare, adamantine or plastic all must be seen through and 
 comprehended by the master of modern mechanics. Architects, engineers, teachers, 
 
 ^Systematic Technical Education for the English People, by J. Scott Russell, esq., 
 M. A., F. R. S. London, 1869. 
 
12 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and all classes of workers require technical education, which is defined to be " that 
 special training which renders the talents of the educated man directly useful to that 
 society in which its youthful member is destined to pass his life." 
 
 The details of a proposed technical university, and other matters per- 
 taining to the application of general principles rather than the discus- 
 sion of the principles themselves, occupy much of the latter portion of 
 the work. In one chapter, nevertheless, the author makes general re- 
 marks on the present need of technical education, summarized as follows: 
 
 The world is now the field in which men must compete. Therefore they ought to 
 know its languages, that they may go from one country to another as better oppor- 
 tunities for them to labor are offered. They should be acquainted with its manufact- 
 ures and markets, that they may be successful in competition with home producers 
 and foreign importers. The proper education of mechanics enables them to dispense 
 with the services of expensive agents and middlemen and to adapt themselves to the 
 changes and progress in industries. In this progress agriculture is becoming chemis- 
 try ; husbandry, machinery. All that is done without skill is going to be done, not 
 by intelligent men, but by dead machinery. Yet intelligent, educated, conscientious 
 men are needed to invent and manage this machinery. For the time when such men 
 are required in every occupation the working man should be fitted. But above and 
 over him will arise the class who, in their turn, are to instruct, guide, and think for 
 him. However skilled to work his machine, he will still depend on a superior to in- 
 vent or make it; on a man who shall come after him to complete it. These are the 
 higher departments which form the higher ranks of crafts ; in short, above the skilled 
 doers we must have the skilled thinkers. * * * 
 
 In this view of an intelligent, skilled nation it is plain that we shall be able to do 
 without the unskilled, the unintelligent, the uneducated. * * * The men of the 
 future must have one of two qualifications: skill to do, education to know, or both. 
 
 Conclusions as to the value of technical education have been drawn 
 by Mr. C. B. Stetson from the opinions of manufacturers, mechanics, 
 educators, and statesmen. They are stated in a concise and compre- 
 hensive form in his work already referred to, and deserve the consid- 
 eration of all thinkers upon the subject. They are as follows : 
 
 (1) The person who has general charge of any business should understand that 
 business both theoretically and practically. His knowledge of principles should be 
 such as to enable him to instruct any subordinate requiring instruction, to determine 
 at once the comparative value of different processes of work, or to invent new ones 
 when emergencies require it. In a word he should be able to reach just conclusions 
 at once by his knowledge of principles, and not slowly by trial and error. He should 
 be workman enough to know when work is well done that he may not be cheated by 
 those under him, and that he may be able to render justice unto all by duly discrim- 
 inating between the skilled and unskilled laborer. He should understand his business 
 as a whole, and the relation of each part to the whole. Neither skilled workmen nor 
 tariffs can compensate for stupidity on the part of the superintendent. Only the very 
 few exceptional geniuses, like Stephenson, become thus qualified to take charge of 
 enterprises, great or small, without special school instruction. 
 
 (2) The workman should not only be dexterous in manipulation, he should cer- 
 tainly know so much of the theory of his business as will enable him readily to com- 
 prehend all instructions, verbal or graphic, given for his guidance. The more ex- 
 tended and thorough his knowledge of principles the better. Such a workman 
 requires very little supervision ; he executes with rapidity; he wastes the least pos- 
 sible ; he adapts himself readily to new methods ; he devises novel and better ways 
 for doing even the simplest things; he is the first to be promoted; he is the last to 
 be discharged ; he always commands the best wages, and yet his labor is the cheapest 
 in the market. On the other hand the workman who works only by " rule of thumb," 
 though he may be dexterous, lacks logic, lacks invention, lacks adaptability ; indeed, 
 is only a better kind of machine. 
 
 (3) The workman should bo better instructed because of the machinery used, since 
 it is the rude or dexterous workman rather than the really skilled workman, who is 
 supplanted by machinery. Skilled labor requires thinking, but a machine never 
 thinks, never judges, never discriminates. Objects which have a simple and regular 
 form and require high finish or not, may be made with advantage by machinery if 
 the objects are produced in large numbers. Most kinds of work which demand little 
 besides strength for their execution can usually be best done by machinery too. 
 Though the employment of machinery does, indeed, enable rude laborers to do many 
 things now which formerly could be done only by dexterous workmen, yet, after 
 making allowance for all the bearings of the question, it is clear that the use of ma- 
 chinery has decidedly increased the relative demand for skilled labor as compared 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 13 
 
 with unskilled labor, and there is abundant room for an additional increase, if it is 
 true, as declared by the most eminent authority, that the power now expended can 
 be readily made to yield three or four times its present results, and ultimately ten 
 or twenty times, when masters and workmen can be had with sufficient intelligence 
 and skill for the direction and manipulation of the tools and machinery that would 
 be invented. 
 
 (4) All those persons whose business it is to produce new combinations of matter 
 such as the farmer, miner, dyer, bleacher, founder, maker of machinery, and numer- 
 ous others should have a knowledge of chemistry. Without such knowledge, which 
 is an essential element of skilled labor in these departments of industry, neither rude 
 nor dexterous labor can produce satisfactory results. 
 
 (5) The utmost effort should be made to produce articles of beautiful design, 
 whether in form or in color, or both. The difference between good design and poor 
 design is the difference between success and failure in the market of the world. 
 When the beauty of the object depends, as it usually does, upon its own form, or upon 
 the form of the applied decoration, the workman should be one who has been thor- 
 oughly instructed in artistic drawing and designing. Not only should the originator 
 of the design have been thus instructed, but also the reproducer of the design in wood, 
 metal, earth, or other substance. 
 
 (6) For the most successful prosecution of any great enterprise in land or naval 
 architecture, in the construction of railroads, canals, machinery, there should not 
 only be an abundance of thorough and expert draughtsmen, but each workman should 
 be draughtsman enough to make a drawing of any object he is required to construct. 
 
 Of two competing establishments, the one having such workmen, the other not, 
 the former would not only win, but would distance the latter every time. 
 
 Says President E. P. Tenney, of Colorado College : 
 
 The means for industrial education will certainly prove a part of the endowment 
 of any well-ordered college in the new West. It is essential for aiding needy students, 
 for promoting a manly independence, for training those who will develop the mate- 
 rial interests of the country, and for preparing young men to induct semi-barbarous 
 populations into the mysteries of civilized life. 
 
 2. It was not an easy question to determine the best mode of placing 
 the benefits of the endowment fund provided by the nation within reach 
 of the people for whom it was designed. Should the money be granted 
 to existing institutions or made the basis of establishing new ones? 
 Should the courses of study be closely confined to the wants of the arti- 
 san or enlarged by studies more purely disciplinary ? Should agricult- 
 ure or mechanics predominate ? 
 
 The industries of each State, the wealth of its inhabitants, and their 
 sentiments with regard to education determined largely the solution of 
 these problems. In California and Missouri, States abounding in min- 
 eral resources, there are courses in mining and metallurgy provided in 
 the institutions receiving national aid. In manufacturing States, the 
 colleges have generally lent their aid to the prevailing interests. 1 
 
 In the manufacturing State of Pennsylvania the institution receiving 
 the national endowment is chiefly agricultural, and it is in the farming 
 region of that State. In the great grain-producing sections of the Mis- 
 sissippi Valley, the colleges are rarely devoted principally to agriculture. 
 It does not require skill to obtain remunerative crops from the rich prai- 
 ries ; and it is in the States where the soil is less fertile by nature and 
 more impoverished, the climate less favorable, and the rural population 
 more dense, that the need of scientific agriculture is felt. In accerd- 
 ance with this rule, good types of agricultural schools are found in the 
 
 1 A college which leans strongly toward some form of industry that does not attract 
 the intelligence and wealth of the section of country from which it would naturally 
 draw its students, will meet with opposition or negligence that will impair its useful- 
 ness and possibly end its existence. Maryland is largely a commercial State. One- 
 third of its population is in the single city of Baltimore. The drift of the State is 
 toward the commerce and manufactures of that city, and the president of its agri- 
 cultural college, an institution where peculiarly ample facilities for the study of ag- 
 riculture have been offered, has been compelled to confess that "few fathers desire 
 their sous to become farmers." 
 
14 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 cold and forbidding climate of Maine, on the exhausted soil of Vir- 
 ginia, and in the thickly-populated State of Massachusetts. This same 
 influence is readily perceived in the distribution of agricultural schools 
 in European nations. Those of Russia are found rather in its cold 
 northern sections than its southern grain-producing areas. The wealth 
 of the English land-owners and the poverty of Irish farmers find ex- 
 pression in the schools established for their education, those of Eng- 
 land being few, expensive, and exclusive, and those of Ireland numer- 
 ous, public, and elementary. 
 
 The wealth of States affects the character of all their institutions of 
 learning. When the procuring of the bare necessities of life engrosses 
 the attention of the people, only the most elementary forms of educa- 
 tion are possible for their children. The Southern States, from which the 
 tide of war swept not only wealth but the producers of wealth, cannot 
 largely use, much less sustain, such expensive, advanced, and specialized 
 institutions as the circumstances of the North permit and require. The 
 frontiersmen must have schools more elementary and more industrial in 
 their nature than those of the cities and villages in the East. In ac- 
 cordance with this principle it is found that all of the institutions aided 
 by the laud grant in the Southern States, with two exceptions, have 
 preparatory departments, or else require for admission proficiency in 
 those studies only which are pursued in the public schools. Several of 
 them also have normal departments. The characteristic feature of the 
 schools of Kansas and Iowa is the prominence given to industries. The 
 wealth of the patrons of agricultural colleges has also largely deter- 
 mined the place which manual labor occupies in them. 
 
 The sentiments prevalent in a State with reference to education have 
 greatly influenced the legislatures in determining the objects for which 
 the money intrusted to them for disposition by Congress should be 
 expended. The States of the West had cherished the idea of building- 
 up within their borders universities which should be centers of learn- 
 ing. By their creation was realized what Mr. Gushing once called "a 
 noble and beautiful idea of providing wise institutions for the unborn 
 millions of the West, of anticipating their good by a sort of parental 
 providence, and of associating together the social and territorial devel- 
 opment of the people." Upon the title page of the register of an insti- 
 tution of this class is the following quotation : 
 
 One university, at least, should stand like a pillar of light in every State, the 
 glory of the community and the constant object of its care, on which the watchful 
 eyes of the State should be ever set, and to which its hand of bounty should always 
 be extended. Bounty we have said, with all carefulness, instead of patronage ; for 
 such an institution patronizes the State far more than the State can patronize it. 
 
 For the establishment of these universities lands were set apart while 
 the States were as yet only prospective Territories, arid donations of 
 money were made as needed. After the first establishment of the uni- 
 versity almost yearly appropriations were made to it from the State 
 treasury. The action of the legislature expressed the prevalent belief 
 that the State university was the educational institution most needed, 
 most beneficial, and therefore most worthy of public benefactions. It 
 was in keeping with this idea that the fund placed at the disposal of 
 the legislature should be turned in many cases toward the State uni- 
 versity. Other arguments were not wanting. The general intelligence 
 and elevation of the people is the most practical end of education. He 
 who has learned to think has the key to success even in the industries; 
 for thought can fertilize farms, produce beautiful fabrics, and give per- 
 fectness to every species of handiwork. To increase intelligence and 
 nourish the power of thought is a burden which the university under- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 15 
 
 takes to bear in the education of the masses; therefore it should receive 
 the funds donated for that purpose. Again, the university is an exist- 
 ing institution. It has buildings and apparatus especially designed for 
 educational purposes. It has a corp of trained teachers. Consequently 
 it can best promote the objects contemplated by Congress when it gave 
 of the public domain for educational purposes. The real reason why 
 the fund arising from the national land grant was in so many cases 
 given to existing institutions was the belief that they were doing the 
 work most valuable to the people, and that the attainment of the results 
 they were accomplishing was the virtual object for which the aid was 
 given rather than the compulsory establishment of schools for which 
 the people were not prepared and of which the people might be suspi- 
 cious. Whether this belief was sound or not is for individual judg- 
 ment. It was not universal. Those believing in special training for a, 
 particular occupation were not lacking in strong arguments, and these 
 had the letter of the Congressional act on their side. For such training 
 separate institutions were required. The atmosphere of classical educa- 
 tion was not congenial to this practical work. Mental discipline would 
 be pitted against manual skill, theory against practice, culture against 
 knowledge. In short, those who believed in the possibility of a special 
 training for the common industries saw the necessity of providing in- 
 stitutions which could carry out the new and growing idea untrammelled 
 by the antagonistic tendencies of classical education. A compromise 
 between the two parties was in some cases effected. But where the 
 champions of industrial training, pure and simple, prevailed, the insti- 
 tutions receiving the national aid had one dominating object, namely, 
 the education of those engaged in agriculture or manufactures. In the 
 education of the former class have been attempted (l) f the education of 
 young men who were inclined to agricultural pursuits; *(2) the enlighten- 
 ment of the community on agricultural subjects by means of lectures, 
 written articles, and experiments; and (3) the establishment of a clear- 
 ing house for agricultural information. The aid rendered to those pur- 
 suing the mechanic arts has been practically confined to the training of 
 young persons in the leading branches of industry and in the principles 
 underlying all of them. And the arts of the household, not being wholly 
 unlike or less important than these, obtained in many schools a just 
 recognition. 
 
 The Kansas State Agricultural College proposes to carry out the ob- 
 jects of its endowment in the following ways : 
 
 First. It teaches the sciences applied to the various industries of farm, shops, and 
 home. Chemistry, botany, entomology, zoology, and mechanics are made prominent 
 innans of education to quick observation and accurate judgment. Careful study of the 
 minerals, plants, and animals themselves illustrates and tixes the daily lesson. At 
 the same time, lessons in agriculture and horticulture show the true applications of 
 science. 
 
 Second. It gives a substantial education to men and women, among farmers and 
 artisans, and in business life. Such general information and discipline of mind and 
 character as help to make intelligent and useful citizens are offered in all its depart- 
 ments. 
 
 Third. It trains in the elements of the arts themselves, and imparts such skill as 
 makes the hands ready instruments of thoughtful brains. The drill of the shop, 
 garden, and farm is made a part of the general education to usefulness, and insures a 
 means of living to all who make good use of it. At the same time, it preserves habits 
 of industry and manual exertion and cultivates a taste for rural and domestic pur- 
 suits. 
 
 Fourth. It strives to increase our experimental knowledge of agriculture and horti- 
 culture. So far as means and circumstances permit, experiments are undertaken 
 with a view to more definite results than ordinary experiments can give. At the 
 same time, th,e students themselves are trained to a more accurate observation and 
 judgment in such practical tests of principles in farming. 
 
 Fifth. It seeks to disseminate such practical truths as have stood the test of scien- 
 
16 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 tific inquiry. For this purpose it publishes the weekly Industrialist; and its officers 
 share in the debates and consultations of farmers and horticulturists throughout the 
 State. 
 
 Funds. The principal source from which our colleges of agriculture 
 and the mechanic arts derive an income is the endowment resulting 
 from the land grant of 1862. Some colleges have received large appro- 
 priations from their States and munificent gifts from individuals. The 
 amount of land given and the sum of money realized from it appears as 
 follows in The Public Domain, by Thomas Donaldson : 
 
 Name and location of institution. 
 
 ii 
 
 02 
 
 ^ 
 
 .- ft 
 
 Number of acres received 
 from the United States 
 in land in place, or scrip 
 in lieu, by the several 
 States. 
 
 Agricultural and Mechanical College of Alabama, Auburn, Ala 
 Arkansas Industrial University Favetteville Ark 
 
 $216, 000 
 135, 000 
 
 750, 000 
 
 240, 000, scrip. 
 150, 000, scrip. 
 150, 000, place. 
 90, 000, place. 
 180, 000, scrip. 
 90, 000, scrip. 
 
 90, 000, scrip. 
 
 
 Agricultural College of Colorado Fort Collins Colo a 
 
 Sheffield Soientiiic'Scbool of Yale College New Haven Conn 
 
 135, 000 
 83, 000 
 
 110, 806 
 243, 000 
 
 
 State Agricultural College, Eau Gallic, Fla. (location questionable ; 
 
 Georgia State College of Agriculture and the Mechanic Arts, Ath- 
 ens Ga (department of University of Georgia) . 
 
 
 270, 000, scrip. 
 480, 000, scrip. 
 390, 000, scrip. 
 240, 000, place. 
 90, 000, place. 
 330, 000, scrip. 
 
 210, 000, scrip. 
 21d, 000, scrip. 
 210, 000, scrip. 
 
 1 360, 000, scrip. 
 
 240, 000, place. 
 120, 000, place. 
 
 V 210, 000, scrip. 
 
 J 330, 000, place. 
 
 90, 000, place. 
 90, 000, place. 
 
 150, 000, scrip. 
 210, 000, scrip. 
 990, 000, scrip. 
 270, 000, scrip. 
 630, 000, scrip. 
 90, 000, place. 
 780. 000, scrip. 
 120, 000, scrip. 
 
 180,000, sci ip. 
 300, 000, scrip. 
 180, 000, scrip. 
 150, 000, scrip. 
 
 1 300, 000, scrip. 
 
 150, 000, scrip. 
 240, 000, place. 
 
 Illinois Industrial University Urbana 111 . ... 
 
 319,494 
 212, 238 
 500, 000 
 290, 000 
 165, 000 
 
 (c) 
 116, 359 
 112,500 
 157, 538 
 78, 769 
 275, 104 
 d!78, 000 
 
 113, 400 
 115, 000 
 5,000 
 
 
 Iowa State Agricultural College Ames Iowa . .... 
 
 Kansas State Agt icul ural College, Manhattan, Kans 
 
 Agricultural and Mechanical College of Kentucky, Lexington, Ky.. 
 Louisiana State Agricultural and Mechanical College, Baton Rouge, 
 La 
 
 Maine State College of Agriculture and the Mechanic Arts, t)rono, Me. 
 Maryland Agricultural College College Station Md 
 
 Massachusetts Agricultural College, Amherst, Mass 
 
 Massachusetts Institute of Technology Boston Mass 
 
 Michigan State Agricultural College, Lansing, Mich 
 
 University of Minnesota Minneapolis, Minn' 
 
 Agricultural and mechanical department of Alcorn University, 
 Rodne,y Miss 
 
 Agricultural and Mechanical College of the State of Mississippi, 
 Starkville, Miss 
 
 University of the State of Missouri : 
 Agricultural and Mechanical College Columbia Mo 
 
 School of Mines and Metallurgy, Rolla, Mo 
 
 University of Nebraska, Lincoln Nebr 
 
 
 University of Nevada, Elko, Nev 
 
 90, 000 
 
 80, 000 
 116, 000 
 602, 792 
 12.">, 000 
 507, 913 
 
 New Hampshire College of Agriculture and the Mechanic Arts, 
 Hanover N H 
 
 Rutgers Scientific School of Rutgers College, New Brunswick, N. J. . . 
 Cornell University, Ithaca, N. T 
 
 University of North Carolina Chapel Hill N. C 
 
 Ohio State University, Columbus, Ohio 
 
 State Agricultural College, Corvallis Oreg 
 
 Pennsylvania State College, State College, Pa 
 
 439, 186 
 50, 000 
 
 Brown University, Providence, R. I 
 
 South Carolina Agricultural College and Mechanics' Institute, 
 Orangeburg, S. (5 
 
 Tennessee Agricultural College, Knoxville, Tenn .... 
 
 271, 875 
 209, 000 
 122,626 
 190, 000 
 95, 000 
 90, 000 
 244, 805 
 
 Agricultural and Mechanical College of Texas, College Station, Tex. 
 University of Vermont and State Agricultural College, Burlington, Vt. 
 Virginia Agricultural and Mechanical College, Blacksburg, Va 
 Hampton Normal and AgriculturaF Institute, Hampton, Va 
 West Virginia University, Morgantown, W. Va 
 
 University of Wisconsin, Madison, Wis 
 
 
 Total of 9,600,000 acres. In place, 1,770,000 acres ; scrip, 7,830,000 acres. 
 
 a Prospective endowment is the Congressional grant to agricultural colleges, amounting in Colorado 
 to 90,000 acres ; not yet in the market. 
 
 1) Receives annually from the University of Georgia $3,500, part interest of the land scrip fund. 
 c $327,000 of State bonds, scaled to $196,200 of new State bonds. 
 d Estimated. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 17 
 
 There appears to be no ground for criticism of the financial manage- 
 ment of the colleges of agriculture and the mechanic arts or of the 
 other institutions receiving the benefits of the national land grant, 
 since their organization, the selection of trustees and faculties, and the 
 commencement of instruction. The sums originally obtained by the 
 several States from the sale of their land scrip have remained unim- 
 paired, with a few exceptions. In no State are the productive funds of 
 the institution to which the national aid was allotted more than $5,000 
 less than the total proceeds of the laud sales as given in a report made 
 to Congress in 1875. In Kentucky and Maryland the exact sum realized 
 and the amount of productive funds reported are the same. In Ehode 
 Island the sum received is kept intact and separate, and its income used 
 for scholarships. 
 
 The universities and colleges which have received the benefit of the 
 grant have a total amount of funds largely in excess of the amount ob- 
 tained from this source. How far they have kept this fund distinct from 
 others cannot be answered by the data at hand. The amounts received 
 by the institutions established or reorganized solely or primarily in fur- 
 therance of the purposes of the Congressional land grant have been 
 largely augmented by individual donations and State appropriations. 
 The original grant formed but a nucleus, around which funds for build- 
 ing purposes, for the purchase of libraries and educational appliances, 
 for buying and stocking farms, have gathered. Sometimes the gifts 
 have been princely ; oftener they have been, in accordance w r ith the 
 moderate fortunes of those for whose benefit the institutions were cre- 
 ated. That such men have given is gratifying evidence of their favor- 
 able opinion of these institutions. But their gifts, though so acceptable, 
 have not been sufficient to provide the expensive outfit which any school 
 of applied sciences must have. As the president of the trustees of the 
 Maine State College of Agriculture and the Mechanic Arts recently said: 
 
 How to establish and maintain colleges to promote the liberal and practical edu- 
 cation of the industrial classes in the several pursuits and professions of life, and ac- 
 complish this in a manner to meet the exacting requirements of the times without the 
 expenditure of a considerable amount of money, is a problem no board of trustees 
 has ever been able to solve. 
 
 The expense of teaching theoretically the industries and the related 
 sciences is no greater than that of teaching mathematics or lan- 
 guages. The average ratio between the expense of instruction in ten 
 colleges and universities and their entire expenses in 1877-'78 was 
 67.2. It is the greater capital which must be unproductively invested 
 that makes technical schools expensive. Shops, farms, laboratories, 
 and museums are not furnished without large outlay. The shop of the 
 Worcester Free Institute, three stories in height and covering an area 
 of 6,600 square feet, is equipped with machinery and tools from cellar 
 to roof. The basement of the building occupied by the Stevens In- 
 stitute of Technology, having an area of nearly one-fourth of an acre, 
 is well filled by machinery; the first story is largely occupied by labo- 
 ratories and museums. Such extensive provisions do private technical 
 schools deem necessary to the proper fulfillment of their work as teach- 
 ers of the mechanic arts. 
 
 Public institutions cannot do similar work without similar opportu- 
 nities and appliances. These have not been given the colleges of agri- 
 culture and the mechanic arts. No part of the national aid can be used 
 for obtaining them. Complaints because the institutions receiving an 
 annual stipend of a few thousand dollars do not occupy the same ground 
 S. Ex. 25 2 
 
18 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and afford the same facilities for mechanical instruction as munifi- 
 cently endowed polytechnic institutes, whose appliances have cost hun- 
 dreds of thousands of dollars, and whose instruction is sometimes em- 
 braced in a single course, are unreasonable and unjust. Those institu- 
 tions which have attempted instruction in the mechanic arts are doing 
 good work considering their means and the numerous other branches 
 of instruction to which they are required to give attention. Only one 
 agricultural college lias as great an amount of productive funds as the 
 former of the institutions mentioned, and but four have as large an en- 
 dowment as the latter. 
 
 The expeusiveues* of technical institutions is also shown by the 
 amounts expended by foreign schools. For example, the annual ex- 
 penditure of the Imperial Technical School of Moscow in 1878 was 
 about $140,000 ; its receipts, $160,000 5 its capital, $2,030,000. 
 
 Eeference has already been made to the ratio between the expense of 
 instruction and the total expense of educational institutions. It is im- 
 possible to give this ratio, as it exists in agricultural colleges, with the 
 accuracy which is necessary to give exactness and authority to the 
 figures. The reported sums expended for all purposes and for the single 
 purpose of paying salaries, and the per cent, which the latter is of the 
 former are given by States in the following table : 
 
 States in -which tho several colleges are located. 
 
 
 
 
 
 Alabama 
 
 $22, 500 
 
 $17 GOO 
 
 78 
 
 
 17 500 
 
 15 500 
 
 89 
 
 Connecticut 
 
 45 118 
 
 40 816 
 
 90 
 
 
 61 876 
 
 28 184 
 
 46 
 
 Indiana... . 
 
 33 213 
 
 15 957 
 
 48 
 
 
 41 000 
 
 20 000 
 
 63 
 
 Kansas. . . 
 
 18 000 
 
 8 000 
 
 44 
 
 
 27 000 
 
 16 000 
 
 59 
 
 Maine 
 
 16 8v5 
 
 10 068 
 
 60 
 
 
 12 000 
 
 8 500 
 
 71 
 
 Massachusetts : 
 
 2? 581 
 
 11 137 
 
 49 
 
 Institute of Technology 
 
 60 758 
 
 41 655 
 
 68 
 
 Michigan 
 
 29' ooo 
 
 18 000 
 
 fi-7 
 
 Minnesota 
 
 49 000 
 
 30 000 
 
 61 
 
 Missouri : 
 University 
 
 23 895 
 
 18 000 
 
 75 
 
 Agricultural College 
 
 8 600 
 
 6 000 
 
 70 
 
 NewYork 
 
 105* 802 
 
 74 886 
 
 71 
 
 ^North Carolina 
 
 17 000 
 
 10 000 
 
 94 
 
 Ohio . 
 
 48* 5"G 
 
 26 461 
 
 
 
 Peunsylvania 
 
 30 000 
 
 12 457 
 
 49 
 
 Tennessee. 
 
 3o' 884 
 
 19 800 
 
 61 
 
 Texas 
 
 19 9 80 
 
 I 9 000 
 
 62 
 
 Virginia: 
 Agricultural College 
 
 21, 000 
 
 14, 000 
 
 67 
 
 Hampton Institute 
 
 32, 500 
 
 20, 000 
 
 61 
 
 Wisconsin 
 
 80 000 
 
 40 9 00 
 
 50 
 
 
 ' 
 
 
 
 The lower percentages are due to expenditures during the year for 
 which the report was made which were outside of the usual current 
 expenses. For example, the Pennsylvania State College, during or 
 near the time for which the above-mentioned outlay was made, devoted 
 $10,000 to the heating of its building, $2,000 to the improvement and 
 extension of its laboratories, and 85,000 to building a professor's house. 
 A considerable share of the $22,581 expended by the Massachusetts 
 Agricultural College was in ways not common to educational institu- 
 tions, and which produced an income that contributed largely to the 
 reduction of the net expenditure. Its farm account in 1881 exceeded 
 $3,000, and the receipts from farm produce were $1.614 ; the botanical 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 19 
 
 account was $2,326, while the income from plant-house and nursery was 
 $2,481. Probably 815,000 of the $80,000 expended by the University 
 of Wisconsin were expended for repairs and permanent improvements 
 to buildings. The expenses of its experimental farm are also large. 
 The Ohio State University paid into the State treasury nearly one-fourth 
 of the money disbursed by it, which sum. went to swell the permanent 
 fund held by the State for the university. The Illinois Industrial Uni- 
 versity, Purdue University in Indiana, and the Kansas State Agricult- 
 ural College are still growing institutions. They expend for growth as 
 well as for continued existence. This and the industrial departments which 
 they maintain account for the relatively small sums expended by them di- 
 rectly for instruction. Their wide variance from the average of $2 for 
 instruction and $1 tor contingent and current expenses is not indefen- 
 sible; neither is the tendency of some institutions to the other extreme 
 censurable. These are mostly southern colleges, where the present de- 
 sideratum is the spread of elementary education among the masses 
 rather than the higher and more technical education of professional 
 men. 
 
 Faculties. The faculties of the institutions under consideration are 
 able, and when the income warrants they have a sufficient number of 
 members to give instruction in all the branches which go to make up a 
 practical education. Nothing need be said of those instructors whose 
 work it is to teach languages, mathematics, philosophical sciences, and 
 other branches not directly pertaining to industrial pursuits. Though 
 more numerous, they occupy a field of labor not distinguished Irom that of 
 ordinary college professors. The peculiar work of the colleges of agri- 
 culture and the mechanic arts is done by a comparatively small body of 
 men, and is, in some particulars, unlike anything heretofore undertaken. 
 Forty-three professors are known to this office to be giving instruction 
 in agricultural science. Twelve of them are strictly professors of agri : 
 culture, and that alone. The remainder unite some other branch with 
 agriculture or occupy chairs named after some allied science. Eight 
 professors give instruction in chemistry and agriculture ; four in horti- 
 culture and agriculture ; six in botany and horticulture ; three in bot- 
 any, with special reference to agriculture; four in agriculture and nat- 
 ural history j four in entomology ; and others occupy nominally chairs 
 of horticulture, geology, and zoology, but do the work usually assigned 
 to professors of agriculture. The practice of employing lecturers on 
 topics of interest to farmers has not been generally pursued, though 
 several institutions have done this. The New Hampshire College of 
 Agriculture and the Mechanic Arts employs as lecturers men promi- 
 nent in that State or in Vermont as successful farmers or as students of 
 agriculture in some of its special departments. Each winter they de- 
 liver lectures in a continuous course, open to farmers as well as students. 
 Much practical instruction is given by the several farm superintendents. 
 Ability to impart information ought to be, and usually is, one of the 
 qualifications sought in those who have charge of the work in the gar- 
 dens and nurseries and on the farms. In some institutions the persons 
 occupying these places are ranked as members of the faculty. In the 
 State Agricultural College of Michigan six members of the faculty are 
 in charge of departments of labor. They are the foreman and as- 
 sistant foreman of the farm, the superintendent of the horticultural de- 
 partment, the foreman of the gardens, the vegetable gardener, and the 
 ilorist. 
 
 Six colleges of agriculture have professors of veterinary science or 
 special lecturers upon the subject. 
 
20 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The mechanic arts are Dot being taught in the majority of the insti- 
 tutions endowed with the national land grant. Fourteen professors give 
 instruction in mechanical engineering, applied mechanics, industrial 
 art, or industrial mechanics. Several of these are in charge of shops. 
 In other schools the shops are in charge of separate individuals, so that 
 the number of persons giving instruction in shop work is nearly or 
 quite twice the number of professors in the departments of mechanics. 
 In a single institution, the State Agricultural College of Kansas, there 
 are four superintendents of industrial departments ranking as members 
 of the faculty, which leads to the inference that they give instruction as 
 well as oversee labor. Six professors of metallurgy and mining or chem- 
 istry, and about the same number in architecture, are to be counted as 
 doing work as valuable arid as industrial in character as that of the in- 
 structors in shop work or mechanical engineering. 
 
 It was not an easy task for the colleges of agriculture and mechanic 
 arts to obtain instructors in the particular subjects engaging their atten- 
 tion. Especially was this the case when an efficient professor of agri- 
 culture was demanded. A theorist would not meet the expectations of 
 those who sought practical results from professional training. An in- 
 telligent and successful farmer could not always adapt himself to the 
 changed position which he would occupy as a professor of his favorite 
 occupation. Foreigners might have had the kind of education which 
 would tit a person for the position ; but they labored under the disad- 
 vantage of having to deal with soils, climates, and systems of labor 
 different from those of their own countries. Notwithstanding these 
 difficulties, there are instances of persons of foreign birth and educa- 
 tion filling chairs of agriculture and kindred sciences with great ability 
 and doing work acceptable to all interested parties. Yet the general 
 rule was well stated by President Abbott, of the Michigan Agricultural 
 College, in his remark that 
 
 Professors of agriculture, agricultural chemistry, and horticulture had to be made, 
 or, rather, in the face of adverse criticism, with every failure through inexperience 
 open to the world, to make themselves. 
 
 The hindrances to obtaining suitable professors of agriculture are now 
 removed. The disciples of the pioneers in agricultural instruction long 
 since began to take up the work of their predecessors, and the graduates 
 of the leading schools of agriculture have received a training which is 
 sufficient to make them capable of giving instruction in all the w T ork of 
 the farm and conducting its practical operations. Many have gone out 
 to fill these places in the agricultural schools of our own country, and 
 some have carried the benefit of their training to other nations. Two 
 of the professors in the Japanese Agricultural College are graduates of 
 the Massachusetts Agricultural College. 
 
 Students. Many remarks are made about the number of students 
 pursuing the technical studies pertaining to agriculture and the me- 
 chanic arts that are based upon partial and sometimes untrustworthy 
 information. It is impossible for the best informed to make complete 
 and satisfactory statements on this delicate yet important matter. The 
 returns to this office, though made out as fully and correctly as statis- 
 tical returns can be, do not point out all the particulars as to the class- 
 ification of students in agricultural colleges, nor do their reports and 
 catalogues show how many are pursuing studies directly preparatory 
 to industrial pursuits. Some facts are shown. Nine institutions, hav- 
 ing each a single course of study, were attended in 1880 by nearly 
 1,500 students. As there is more or less of agricultural instruction 
 incorporated in their several courses, those in attendance upon these 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 21 
 
 nine schools are in some measure students of agriculture, and in every 
 sense Jhey are preparing for industrial work. Twelve colleges give the 
 number of students pursuing the special agricultural courses which they 
 offer as 145. Eight institutions, having distinct courses in mechan- 
 ical engineering or some other department of applied mechanics, are 
 known to have 146 students pursuing these courses. Seven institu- 
 tions report 92 students in chemistry; two have 91 students iu mining 
 and metallurgy; three have 27 students of architecture; one has a 
 course in industrial art attended by 25 students ; two report 9 students 
 of mining engineering; and one has G taking a specific metallurgical 
 course. The total number of students reported as in attendance in 
 1880, upon schools endowed by the national land grant was 6,039. 
 
 Tuition and scholarships. The tuition fees of the agricultural colleges 
 are in most cases nominal. They are given in the statistics found in 
 Appendix B, and lew comments are necessary. There are a few col- 
 leges only in which there are fees, other than those for incidentals, 
 which are not covered by scholarships. Exceptions are found in the in- 
 stitutions located iu Connecticut, Massachusetts, and Vermont. All the 
 students in Cornell University pursuing prescribed courses in agricult- 
 ure and intending to complete the same are granted free tuition; and 
 provision is made for the admission of one student from each of the as- 
 sembly districts of the State. The appointee is selected by means of a 
 competitive examination. Thus 128 of the most scholarly youth of the 
 State may enjoy the privileges of the university free of charge. 
 
 The mode of assigning scholarships and the help they furnish are 
 worthy of further illustration, although the usual practice is simply to 
 remit tuition to those desiring to be relieved of that expense. In North 
 Carolina the commissioners of each county may select annually a native 
 of the State, resident in tho county, possessing ability and good char- 
 acter, and being in indigent circumstances ; and he " shall be admitted 
 to any classes in the university for which he may be prepared, free of 
 all charges for tuition and room rent." The first section of the act 
 authorizing the appointment of students to Purdue University, Indiana, 
 and defining their privileges therein, is as follows : 
 
 The board of commissioners of each county in this State may appoint, in such man- 
 ner as they choose, two students or scholars to Purdue University, who shall he entitled 
 to enter, remain, and receive instruction in the same, upon the* same conditions, qual- 
 ifications, and regulations prescribed for other applicants for admission to or scholars 
 in said university : Provided, however, Tha't every student admitted to said university 
 by appointment by virtue of this act shall in nowise be chargeable for room, light, 
 heat, water, janitor, or matriculation lees, and said student shall be entitled in the 
 order of admittance to any room in the university then vacant and designed for the 
 habitation or occupancy of a student ; and such student so admitted shall have prior 
 right to any such room, subject to the rules of the university, over any student not 
 appointed and admitted as aforesaid. 
 
 In Kentucky each legislative representative district is allowed to send, 
 on competitive examination, one properly prepared student each year, 
 between the ages of twelve and twenty-five, to the State Agricultural 
 and Mechanical College, free of tuition charge. The examination is 
 held by a board appointed by the court of claims. Applicants are either 
 those who come of their own choice or those selected by the trustees and 
 teachers of the several common school districts, each district being en- 
 titled to send one. Preference is given in examination to energetic, 
 moral, indigent young men. The words u properly prepared student" 
 mean one who can pass a satisfactory examination in reading, writing, 
 spelling, arithmetic As far as decimal fractions, geography, and English 
 grammar. 
 
22 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 A recent enactment of the legislature of Texas provided for the main- 
 tenance and instruction at the Agricultural and Mechanical College of 
 three students from each senatorial district. The districts are thirty- 
 one in number. One of the students was to be appointed by the senator 
 and the other two by the representatives holding office within the dis- 
 trict. One-half of the beneficiaries are to be compelled to take an agri- 
 cultural course, and the other half a mechanical course of study. They 
 are entitled to board, fuel, lights, washing, and tuition free of charge. 
 The directors of the college, for the purpose of carrying the statute into 
 effect, resolved to request the members of the legislature to determine 
 their appointments by the results of a competitive examination, to re- 
 quire the applicants to be over sixteen years of age, and to assign the 
 appointment of two students in agriculture and one in mechanics to the 
 districts bearing odd numbers, and the appointment of two students in 
 mechanics and one in agriculture to the districts bearing even numbers. 
 In this institution the students reside in the college building and are 
 charged for all their necessary living expenses and tuition at the rate 
 of $130 a year. A similar arrangement is in force in the Maryland 
 Agricultural College, the charges being$14L > .5() a year ; and in the Hamp- 
 ton (Va.) Institute, the charges there (870 for board and tuition) being 
 met by scholarships. The prevalent custom among agricultural colleges 
 is to furnish rooms at nominal cost, and in one of their buildings to 
 furnish board at actual or estimated cost. Other ways of helping stu- 
 dents to make satisfactory arrangements for board are practiced by 
 various colleges. A dormitory accommodating seventy students is 
 turned over rent free by the Oiiio State University for the use of a uni- 
 versity club. Board, furnished room, fuel, lights, and washing are sup- 
 plied for less than &o a week. A system of licensing boarding-houses 
 has been adopted by the South Carolina College. Each house desiring 
 a license must engage through a responsible proprietor, first, that a lady 
 shall always preside at the table; second, that the meals shall be punc- 
 tually furnished at prescribed hours; third, that intoxicating liquors 
 shall not be furnished or permitted to be used in the house; and fourth, 
 that misconduct will be reported and the house be kept subject to vis- 
 itation by the faculty. In the Virginia Agricultural and Mechanical Col- 
 lege there are two clubs occupying quarters in college buildings, called 
 the farmers' mess and the mechanics' mess. The cost of board is in each 
 reduced to a minimum of five or six dollars a mouth, room rent being 
 free. 
 
 The students of agricultural colleges are encouraged in economy, not 
 merely because their present circumstances require it, but because it 
 will be necessary for them to practice it throughout their lives if they 
 follow industrial pursuits and wish to secure a competence from the 
 results of their labor. As President White, of Purdue University, said 
 to the last graduating class : 
 
 Extravagance in an industrial college is subversive of its chief purpose. Success 
 on the farm or in the shop requires simple habits and wise economy in living, and the 
 young farmer who has not learned this lesson has not completed his preparatory 
 training. A thorough education unfits no oue lor industrial pursuits, but the acquir- 
 ing of extravagant tastes and habits may render such an education of little prac- 
 tical value. The spending of money needlessly during four years of college life is 
 certainly a poor preparation for the life of self-denial and thoughtful saving- which 
 awaits nine-tenths of our industrial students. 
 
 The aid rendered students in agricultural colleges by furnishing them 
 rooms free of charge, and by helping them to accommodations of many 
 kinds, is one reason why these institutions do not seem to be economi- 
 cally managed. Private institutions do little for their students beyond 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 23 
 
 supplying instruction. Their rooms are rented at paying prices, and 
 advantages gratuitously offered in the case of agricultural colleges are 
 made a source of unreported revenues. The income of ordinary colleges 
 and universities is much smaller, in comparison with the number of stu- 
 dents in attendance, than that of the institutions endowed by the land 
 grant. In three States, Maine, Massachusetts, and New Jersey, this 
 rule fails. The average income per student of the colleges of Maine is 
 only slightly in excess of that of the agricultural college. The average 
 Massachusetts college has an income of nearly $300 per student, while its 
 colleges of agriculture and the mechanic arts have only a little more than 
 $170. In New Jersey the comparative incomes of the schools aided by 
 the land grant and of other colleges do not materially differ. From sev- 
 enteen other States sufficient data have been received to enable a com- 
 parison to be made between the amount cf income per student received 
 by both classes of institutions. In ten States the income per student of 
 the endowed institution is more than double that of ordinary unaided* 
 colleges. There are two additional reasons for this apparent lack of 
 economical administration besides the generous aid rendered to their 
 students already mentioned. These are the character of the work done 
 and the disinclination of private institutions to report their revenues. 
 Single illustrations of both these reasons will suffice. In Massachusetts 
 the income of scientific and industrial institutions of collegiate rank and 
 not endowed by the land grant was nearly $450 per student in 1880, 
 while the corresponding income of the colleges and universities is, as has 
 been stated, in the vicinity of $300. The relative income per student 
 in these classes of institutions in New Jersey is as $300 to $160. This 
 goes to show that scientific and technical training under private admin- 
 istration is more expensive than classical instruction. In illustration of 
 the second reason, namely, that private institutions are not willing to 
 report their income, any State may be chosen. Taking Illinois as an 
 example, it appears that the full incomes of only 18 of the 28 colleges in 
 the State were reported to this office for 1879, while in only one case was 
 the number of students withheld. If private institutions reported their 
 financial condition as faithfully as they do the number of their students 
 the ratio between students and incomes would be much nearer that ex- 
 isting in agricultural colleges than a casual observation of the figures 
 upon which such ratios are usually based would indicate. 
 
 Graduates. None of the colleges of agriculture and mechanic arts 
 have a very large number of alumni. They have not been in existence 
 twenty years, and many of them are of more recent origin. Conse- 
 quently their graduates are still young, and many of them have not en- 
 tered upon their permanent occupations. Large numbers have devoted 
 themselves to teaching. In the South the call for teachers is urgent, 
 and it is to the credit of the universities and colleges aided by the na- 
 tional land grant that they have sent out so many thoroughly equipped 
 teachers. In the North and West the occupations chosen by gradu- 
 ates are various and largely industrial. Of 1,000 graduates of institu- 
 tions located in Northern States, 168 are following agricultural or hor- 
 ticultural pursuits ; 141 are teaching ; 128 are engaged in civil engi- 
 neering and similar work ; 92 have gone into active mercantile life, and 
 85 are manufacturers. From these figures it is inferable that at least 
 60 per cent, of the living graduates of agricultural colleges are engaged 
 in those pursuits which the aid given to their alma maters was intended 
 to promote. The heads of institutions are inclined to estimate the pro- 
 portion of graduates in industrial colleges even higher. The president 
 of the Kansas State Agricultural College writes, " Of graduates, a few 
 
24 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 are teachers, and the rest farmers, business men, or mechanics." The 
 graduates of the Maryland college are said to be devoting themselves 
 to teaching and agricultural pursuits. The president of the board of 
 trustees of the College of Agriculture and the Mechanic Arts in Maine, 
 an institution eminently practical in its purposes and methods, makes 
 the following interesting and significant statement: 
 
 Besides these (156 graduates) nearly 200 young men have had the benefit of its instruc- 
 tion from ono term to three and one-half years, making an aggregate of 356 who have 
 enjoyed its advantages more or less fully. As nearly as can now be ascertained, less 
 than 12 per cent, of this number have entered, or are preparing to enter, the liberal 
 professions. On the other hand, 88 per cent, have entered, or propose to enter, other 
 employments. But few of them remain long unemployed after leaving the college. 
 Many are at once sought for responsible positions some of them before they have 
 finished their course of study. They may be found on farms and in work-shops. 
 Their services are sought as civil and mechanical engineers, surveyors, draughtsmen, 
 foremen of shops, superintendents of mills, agents of business houses, instructors 
 ,in technical departments of industrial institutions of other States, and in public 
 schools. 
 
 The last report on graduates of the Hampton Normal and Agricultu- 
 ral Institute gives interesting statistics. There are 397 living gradua- 
 ates and senior under-graduates, a term which seems to be applied to 
 those who left the institute during their senior year. Of this number 
 363 had been heard from directly. Nearly all had taught more or 
 less, more than half of them in Virginia. One hundred and fifty-three 
 own laud or other property ; 13 are pursuing studies at other institutions ; 
 10 are in mercantile work ; about the same number are clerks and book- 
 keepers ; 5 are carpenters ; and a large number are scattered among a 
 great diversity of employments. Of those owning land, 7 have above 
 100 acres; 18, from 50 to 100 acres; 4, from 20 to 50 acres; 14, from 5 
 to 20 acres ; and 59, less than 5 acres. The value of property reported 
 by 2 is $3,000 each; by 10, $1,000 ; by 17, from $500 to $1,000; by 10, 
 from $200 to $500 ; and by 0, less than $200. 
 
 Courses of study. The institutions which have received aid from the 
 land grant of 18G2 have either single prescribed courses of study or sev- 
 eral courses from which a selection may be made. Those in Colorado, 
 Kansas, Massachusetts (agricultural college), Michigan, Mississippi, 
 New Hampshire, South Carolina, and Virginia belong to the former class. 
 One of the schools in Virginia, the Uainpton Normal and Agricultural 
 Institute, has a course which embraces few studies not usually pursued 
 in public schools of intermediate grades. Of the remaining eight insti- 
 tutions, six have four-years 7 courses and two three-years' courses. The 
 studies pursued during the first year by one-half or more of these eight 
 institutions are, algebra in 8 institutions; history, 7; geometry, 6; 
 botany, ; English studies, drawing, agriculture, 5 each ; rhetoric, 4 ; 
 arithmetic, physics, physiology, and book-keeping come next in order. 
 
 During the second year the studies are more varied. Chemistry is 
 prescribed by six institutions. Geometry, trigonometry, surveying, 
 botany, and English studies are each pursued in five institutions ; draw- 
 ing and mechanics in four; algebra and agriculture in three ; physics, 
 mineralogy, zoology, literature, horticulture, entomology, and modern 
 languages in two institutions. 
 
 In the third year chemistry is a part of the course of all the colleges. 
 Agriculture (including horticulture) and mechanics are each prescribed 
 by six institutions ; English studies, by five ; geometry, surveying, 
 physics, geology, entomology, and physiology, by three. 
 
 Mental science and agriculture are studies common to the senior year 
 of the six institutions, having single prescribed courses of four years in 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 25 
 
 length. Logic is pursued iu four ; constitutional law, political economy, 
 history, botany, geology, astronomy, veterinary science, and engineer- 
 ing in three each. 
 
 This .statement shows the general scope of the instruction afforded 
 by agricultural colleges of the kind under discussion. It reveals the 
 fact that agriculture, mathematics, the natural sciences, and English 
 branches have overshadowing prominence as departments of study, 
 and that languages and practical mechanics (a far different thing from 
 theoretieal mechanics) are not receiving great attention. The course 
 of study in the State Agricultural College of Colorado, which is out- 
 lined in Appendix A, is worthy of notice. 
 
 The direct industrial instruction afforded is most often in the line of 
 agriculture and horticulture. The studies pursued in these subjects are 
 not always given. Four of the colleges under consideration do not give 
 an extended course in agriculture. Its principal subjects are presented 
 by lectures, and agricultural chemistry is given a fair share of attention. 
 In the State Agricultural Colleges of Kansas-, Massachusetts, Michi- 
 gan, and Mississippi agriculture is made a prominent and character- 
 istic feature of the.course. In Kansas its study is confined to the sec- 
 ond and fourth years. In the second year stock-breeding, the cultiva- 
 tion of crops, implements and their use, drainage, and the history of 
 agriculture are considered; in the fourth year stock feeding, rotation 
 of crops, fertilizers, experimentation, and diseases of animals are among 
 the subjects treated. Lectures are given on horticulture, forestry, po- 
 mology, and vegetable gardening. In the Agricultural and Mechanical 
 College of Mississippi agricultural instruction is continued throughout 
 the four years. All the leading subjects are presented at considerable 
 length and with commendable thoroughness. In the State Agricultural 
 College of Michigan agricultural chemistry, practical agriculture, hor- 
 ticulture, and landscape gardening are classed as separate departments 
 of instruction, and all that is needed for proficiency in these branches 
 of industry is taught. The formation and composition of soils ; the nat- 
 ure and source of food of plants; chemical changes attending vegetable 
 growth ; the improvement of soils by chemical means and by the usual 
 fertilizers ; the chemistry of the dairy these and similar topics form 
 the course of work in agricultural chemistry. The subjects of study in 
 practical agriculture, many of which have just been mentioned in con- 
 nection with another institution, are brought before the students theo- 
 retically and practically. Horticulture receives special attention. All 
 the work, from the location of the garden to the choice of a time and 
 place of marketing its products, is carefully taught. The selection of 
 sites for orchards,- the kind ot trees to set out, pruning, the destruc- 
 tion of injurious insects, and the care of fruit are studied in the depart- 
 ment of pomology. In the Massachusetts Agricultural College the in- 
 struction iu agriculture and horticulture includes every branch of farm- 
 ing and gardening practiced in the State, and is both theoretical and 
 practical. Each topic is discussed thoroughly in the lecture- room, and 
 again in the plant-house or field, where every student is obliged to la- 
 bor six hours a week, and may do additional work for wages it' it does 
 not interfere with his study. 
 
 Prominence has been given to the subjects pursued in institutions 
 where no selection of courses and little or no opportunity for election 
 of studies were allowed, because all the students in them take up the 
 work prescribed, and become more or less familiar with the agricultu- 
 ral subjects presented. The number of these institutions is not as great 
 as of those which offer an agricultural course as one of several open to 
 
26 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 the student. Few students in colleges of the latter class choose tkfc 
 agricultural course. Probably seventy per cent, of those who pursue 
 systematically the study of agriculture in their collegiate course are 
 found in the nine institutions of the former class. Yet there are at least 
 twenty schools which have agricultural courses and one which provides 
 a course in horticulture. The courses in agriculture are of a grade 
 similar to that of regular college courses. They substitute agriculture 
 for studies which may be omitted from a course without impairing its 
 'industrial value, or which are technical or professional in character. 
 The remaining studies furnish a good general education, a foundation 
 for a wide range of investigation in the departments of agriculture, and 
 a facility in imparting and applying special knowledge. History, lit- 
 erature, mathematics, modern languages, and natural sciences form the 
 ground- work of every course. The importance of these studies, their 
 place in a liberal education, and the advantages which familiarity with 
 them gives to persons of every calling are known to all inteHigent men. 
 All agricultural courses have a line of general studies such as has been 
 indicated. 
 
 In the Royal Agricultural and Forestry Academy at Hohenheim, in Wiirtternberg, 
 [says Professor Runkle] the general studies include the elementary mathematics, with 
 trigonometry and descriptive geometry, physics, and chemistry, and the natural sci- 
 ences which apply in farming, fruit, and forest culture, and the raising and training of 
 domestic animals. The practical studies include the history and literature of farming, 
 farm productions in general, with special instruction relating to the culture of hops, 
 grapes, fruits, and vegetables, the breeding, rearing, diseases and uses of domestic 
 animals, the production of wool and silk, and bee culture, farm management, with 
 practice in the drawing of plans and specifications for such management, and farm 
 book-keeping. Farming technology is taught through practice. 
 
 The studies which are considered by Mr. J. Scott Eussell as neces- 
 sary to an agricultural education are the following : 
 
 Farming knowledge. Technical teaching. 
 
 Nature of soil Surface geology. 
 
 Structure of plants Anatomical botany. 
 
 Food of plants , Physiological botany. 
 
 Manures Agricultural chemistry. 
 
 Structure and constitution of animals Comparative anatomy. 
 
 Rearing of animals Animal physiology. 
 
 Diseases of animals Veterinary medicine and surgery. 
 
 Laying out of farms Land surveying. 
 
 Draining and irrigating Surveying and levelling. 
 
 Gates and fences Practical mechanics. 
 
 Construction of farm buildings Agricultural economics and plan drawing. 
 
 Improvement of seeds and breeds Agricultural geography. 
 
 Ploughs, wagons, implements Theoretical mechanics. 
 
 Steam engines and machinery Elements of mechanism. 
 
 Fruit trees and timber Technical botany. 
 
 The course of study for graduation in agriculture in the Virginia 
 Agricultural and Mechanical College requires four years of English stud- 
 ies and of mathematics ; three years of agriculture and horticulture and 
 of history ; two years of chemistry and of French or German ; and one 
 year or less of natural philosophy, book-keeping, drawing, geology, and 
 mineralogy, botany, zoology, and moral philosophy. 
 
 The peculiar studies of aii actual agricultural course are not matters 
 of common knowledge with the people, either as to the extent to which 
 they are pursued or the preparation they give for farm work, and in- 
 formation on these points is difficult to obtain. A few facts have been 
 brought out with regard to the extent to which agriculture is taught in 
 the D nited States by special courses. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 27 
 
 Twenty- one institutions endowed with the national land grant offer 
 twenty-three courses in agriculture. Seventeen of the twenty-three are 
 four years in length, four are three years, one is five years, and one two 
 years. Of the seventeen having courses four years in length, seven in- 
 troduce agricultural studies into every year of the course, four require 
 one year of general study before special branches are taken, five two 
 years, and one three years. Of the four courses which are three years 
 in length, one only has any part exclusively devoted to general study. 
 The agricultural instruction given in those institutions in which it is con- 
 tinuous during four years includes nearly every subject taught in connec- 
 tion with agriculture. Shorter courses either omit some branches or 
 abridge instruction in them. None of them bears any marked similarity 
 to any other. No relation seems to have been discovered between one 
 branch of agricultural study and another by which some classification 
 of them for the purposes of consecutive study can be made. The stud- 
 ies found in senior year in one college are almost as often in the fresh- 
 man year of others. The topics pursued during freshman year by ttie 
 greatest number of institutions are general agriculture, entomology, 
 horticulture, and agricultural botany ; in sophomore year horticulture, 
 landscape gardening, agricultural chemistry, agricultural botany, and 
 animal anatomy and physiology ; in junior year farm economy and man- 
 agement, veterinary science, rural law, farm machinery, crops, and farm 
 engineering ; in senior year, rural economy, rural arcnitecture, history 
 of agriculture, botany, horticulture, and chemistry. 
 
 Manual labor is required of the students in several agricultural col- 
 leges. In the State Agricultural College of Colorado they are required 
 to spend at least two hours of each day in labor on the farm or in the 
 shop, under the direction of their instructors. A labor system is con- 
 nected with the course in agriculture of Purdue University, Indiana, by 
 which each student is to labor two hours daily in the experimental field, 
 green-house, or campus, during the fall and spring terms, while in the 
 winter term an abbreviated course in the mechanic shop is provided, 
 consisting of wood-work and iron-work, in which forge- work is made a 
 leading feature. 
 
 One hour of daily practice is required in the industrial departments of 
 the Kansas State Agricultural College. Students are encouraged to 
 work more, and most of the labor needed on the farm and in the gar- 
 den, shops, and offices is performed by students. Nearly all of it is un- 
 der the direction of superintendents, and is instructive. The provisions 
 with regard to manual labor in the Maine State College of Agriculture 
 and the Mechanic Arts are as follows : 
 
 The maximum time of required labor is three hours a day for five days in the week. 
 In the lowest class the students are required to work on the farm, and they receive 
 compensation for their labor according to their industry, faithfulness, and efficiency, 
 the educational character of the labor being also taken into account. The maximum 
 price paid is ten cents an hour. The labor is designed to be, as much as possible, 
 educational, so that every student may become familiar with all the forms of labor 
 upon the farm and in the garden. The students of the three upper classes carry on 
 their principal labor in the laboratory, the drawing-rooms, the work-shops, or in the 
 field, and for it they receive no pecuniary consideration, since this labor is of a purely 
 educational character. 
 
 In the Massachusetts Agricultural College six hours a week of work 
 in the plant-house or field are required. In tfie Michigan State Agri- 
 cultural College all the students labor three hours daily, except when 
 exempt on account of physical disability. (See appendix A.) The same 
 rule exists in the Agricultural and Mechanical College of Mississippi. 
 The labor is arranged as far as practicable to illustrate studies andlect- 
 
28 INDUSTJBIAL EDUCATION IN THE UNITED STATES. 
 
 ures. The junior class generally is assigned work in 'the gardens and 
 orchards and on the grounds, the sophomore class on the farm, the 
 freshman and senior classes on the farm or in the garden, or wherever 
 their studies may find best illustration. The Agricultural Colleges of 
 South Carolina and Virginia require manual labor. The trustees of the 
 Iowa Agricultural College have made the following rules regulating 
 manual labor : 
 
 (1) The manual labor required by law of students in the college is divided into 
 two kinds, viz: uninstructive labor, which shall be compensated by the payment of 
 wages ; and instructive laborj which shall be compensated by the instruction given 
 and the skill acquired. 
 
 (2) Uninstructive labor shall comprise all the operations iiuthe work-shop, garden, 
 upon the farm, and elsewhere in which the work done accrues to the benefit of the 
 college and not to the benefit of the student. Instructive labor shall embrace all 
 those operations in the work-shop, museum, laboratories, experimental kitchen, upon 
 the farm and garden, in which the sole purpose of the student is the acquisition of 
 skill and practice. 
 
 j[3) Students shall engage in instructive labor in the presence and under the in- 
 struction of the professor in charge. * * ** 
 
 (4) The labor furnished by the school of agriculture, of veterinary science, and of 
 engineering is given by each exclusively to its own special students. 
 
 Manual labor has a large place in the system of instruction of the 
 Hampton (Va.) Normal and Agricultural Institute. For the sake of 
 discipline, as well as instruction, all its students are required to labor. 
 Day scholars work an hour a day, without compensation, at such in- 
 dustries as may be assigned them. Boarding students usually work 
 one school day each week and the whole or half of Saturdays. Suitable 
 young persons who are eager for an education, but have not the means 
 for procuring it, are furnished work and taught in the evening, so that 
 they can be gaining some knowledge while accumulating the money 
 necessary for pursuing a more complete course of study. The student 
 earnings for the year ending June 30, 1881, were almost $25,000. 
 
 There are physical, mental, and moral results which are expected to 
 come from manual labor. President T. C. Abbott, of the Michigan 
 Agricultural College, enumerates the following : First, physical strength 
 and endurance, which are necessary to the farmer, are promoted by it ; 
 second, a wide range of practice in farming, horticultural, and other 
 practical operations is given ; third, a working familiarity with the 
 sciences whose principles are involved in the processes of agriculture is 
 acquired ; fourth, the opinion and the sentiment that farm labor is not 
 degrading, and that labor and culture are not mutually incompatible, 
 are inculcated. The benefits of manual labor in the State Agricult- 
 ural College of Colorado are held to be financial aid, instruction in 
 methods of work, health derived from regular exercise, and a correct 
 idea of the importance of labor. Evidence of the propriety of giving 
 manual labor a recognized place in agricultural colleges is furnished in 
 that the institutions which have given it a permanent and prominent 
 place have been eminently successful. Recently established agricultural 
 colleges have adopted after due consideration the manual labor system, 
 and persons who have had experience with the operation of the system 
 and observation of its results are ready to testify in its favor. 
 
 A large part of the manual labor of students has been utilized in the 
 work of agricultural experiment, and their laboratory practice has 
 turned toward the solution of chemical problems of importance to the 
 farmer. In either case the improvement of the student and the informa- 
 tion of the public were objects to be attained. Agricultural colleges 
 have commonly done more in the line of field experiments, under the 
 direction of skillful superintendents, than in the determination of ques- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 29 
 
 tions immediately answered by chemistry, except in the analysis of 
 fertilizers. Where agricultural experiment stations have been main- 
 tained at State expense they have chosen the laboratory as their prin- 
 cipal workshop. When the Connecticut agricultural experiment sta- 
 tion was established in 1877 it was given not a farm, but a laboratory. 
 Its first and prominent work was the analysis of fertilizers. The testing 
 of seeds, the analysis of feeding-stuffs, the relation of soils to water, 
 and the improvements of methods of agricultural analysis were soon 
 made subjects of experiment. The work required of the North Carolina 
 experiment station was the analysis of fertilizers, minerals, mineral 
 waters, well waters, articles ol food and drags, and the examination of 
 cases of supposed poisoning. The station has also analyzed marls and 
 chemicals used in composting, identified plants and insects to ascertain 
 their useful or injurious character, and tested the germinating power of 
 seeds. The results of such work done originally for individuals and of 
 investigations of general interest have been given to the public, and 
 thereby the station has become an educational agency. 
 
 The New Jersey agricultural experiment station is located in connec- 
 tion with the Kutgers Scientific School at New Brunswick. It is act- 
 ively engaged in benefiting practical and scientific agriculture and 
 encouraging land improvement in the analysis of soils and fertilizers, 
 in the trial of experiments, and the publication of bulletins and reports. 
 
 The field experiments conducted under the supervision of agricult- 
 ural colleges are directed principally toward the determination of ques- 
 tions relating to grains, roots, and forage plants. The varieties which 
 are the most hardy and productive are ascertained. Various methods 
 of culture, including the preparation of the soil and the time and man- 
 ner of sowing and harvesting, are tried. The effect of different fertilizers 
 and different soils is determined. Experiments are extended from the 
 feeding of plants to the feeding of animals, and the comparative effects 
 of early and late cut hay, of grass and other forage plants, of roots and 
 grain, and of different grains are noted. The manufacturing processes 
 of agriculture, dairying, sugar-making, &c., are experimented uf)on in 
 several States. Irrigation and forestry receive a large share of atten- 
 tion in parts of the West. In fact there are few subjects affecting the 
 farmer which have not been investigated and experimented upon in 
 our colleges of agriculture. The work has been done at points scattered 
 over the country and representing every variation iit soil, temperature, 
 moisture, and elevation ; it consequently renders service to all kinds 
 and sections of country. It has been done systematically and exactly. 
 The methods of experimenting have been a miniature of the way in which 
 agricultural knowledge is obtained. But instead of rough guesses there 
 have been exact measurements. Instead of memory of circumstances 
 there has been a record kept. Instead of hasty and prejudiced conclu- 
 sions there have usually been deliberate judgment and impartial opin- 
 ions. In this way many economical truths are quickly and correctly 
 ascertained by which the farmer who intelligently applies them is saved 
 from disastrous experiment and directly educated in his occupation. 
 
 The courses of study in the mechanic arts are not characterized by 
 irregularity and diversity, but possess unity of plan and systematic ar- 
 rangement. They embrace the courses in mechanical engineering, 
 chemistry, mining, and metallurgy, and a few individual courses in in- 
 dustrial art, architecture, and kindred branches. Fourteen endowed 
 institutions teach mechanical engineering or its equivalent. Two of 
 them have no shops or mechanical appliances, and incorporate instruc- 
 tion in mechanics with a civil engineering course modified for the in- 
 
30 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 struction of those wishing to engage in mechanical engineering. Four 
 of them confine the professional studies to two years ; five have courses 
 in which technical studies are pursued for three years, and three have 
 courses four years in length, with special studies and practice through- 
 out. The scope of instruction in this branch of mechanic arts is indi- 
 cated by the courses which are given at length in Appendix A. The 
 practical work presents points of interest which may be properly no- 
 ticed at some length. Ten institutions, at least, have shops and unite 
 theory and practice in training for mechanical pursuits. Two others 
 have more or less mechanical apparatus. The shop practice of the ten 
 institutions which are known to give prominence to practical work may 
 be considered in an order corresponding Avith the alphabetical arrange- 
 ment of the States in which the several institutions are located. 
 
 A department of mechanics and drawing was opened in September 
 last in the State Agricultural College of Colorado. A building has 
 been erected and shops for bench -work in wood and iron and for forg- 
 ing have been equipped. The full furnishing of the department will be 
 pushed forward rapidly, so that students may complete a course in me- 
 chanics similar to that provided in eastern schools. 
 
 In the Illinois Industrial University the student of mechanical engi- 
 neering receives practice in five shops which are devoted to (1) pattern- 
 making, (2) blacksmithing,(3) molding and founding, (4) bench-work for 
 iron, and (5) machine tool-work for iron, respectively. In the first the 
 practice consists of planing, turning, chiselling, and the preparation of 
 patterns for casting. The shop has a complete set of tools, benches, 
 and vises. The common operations of blacksmithing are undertaken 
 in the second shop, and those of casting in the third. In the fourth 
 shop there is first a course of free-hand bench-work, and afterward the 
 fitting of parts is undertaken. In the fifth shop all the fundamental 
 operations on iron by machinery are practiced. The actual work done 
 is carefully outlined beforehand by drawings 5 and the designing of 
 machines and their elements is required. 
 
 The school of mechanics of Purdue University offers the kinds of 
 practice mentioned above. The course is taken in the freshman and 
 sophomore years. Relatively more time is devoted to simple carpentry. 
 The shop contains five benches for wood-working, with as many com- 
 plete sets of tools, and machines for iron-work, such as lathes, planers, 
 drill-presses, and emery-grinders. All the tools requisite for the work 
 to be performed are supplied. 
 
 In the Iowa Agricultural College shop practice is required during 
 freshman, junior, and senior years. The work of freshman year is of 
 a general character, and occupies only two hours a week. No regular 
 course is prescribed for the other years. An original design of a ma- 
 chine must be made, but it is not stated that the machine must be con- 
 structed. 
 
 In the Maine State College of Agriculture and the Mechanic Arts 
 there are two shops equipped according to the Eussian system, and 
 work in them is required of all who take the course in mechanical en- 
 gineering. In the second term of sophomore year a course in forge- 
 work is given, by which familiarity with the methods in use in actual 
 construction is gained. A similar course in vise-work is given in jun- 
 ior year. The facilities for practice are being increased as funds for 
 the purpose are obtained. 
 
 In the Massachusetts Institute of Technology there is a course of two 
 years in mechanic arts designed for those who have received a gram- 
 mar-school education and wish to enter as soon as possible on industrial 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 31 
 
 pursuits. The shop- work of the first year embraces carpentry and join- 
 ery, wood- turning, pattern-making, and foundry- work ; of the second 
 year, iron-forging, vise-work, and machine tool-work 5 the students in the 
 course of mechanical engineering are required to devote considerable 
 time to these kinds of work. It is intended that they shall learn prin- 
 ciples rather' than construct machines. 
 
 The shop practice in the department of mechanic arts of Cornell Uni- 
 versity embraces work requiring the use of all hand-tools and of the 
 machines ordinarily employed in machine-shops, and requires two hours 
 daily of the student of mechanic arts. The department occupies a 
 three-story building and basement, 42 by 110 feet, with an engine-house, 
 a brass and iron foundry, and a stereotype foundry in immediate con- 
 nection. The first floor of the main building is occupied by a machine- 
 shop and printing-office ; a part of the basement by a forge-shop. The 
 cost of the building and equipments was about $42,000. Among the 
 equipments are hand and lathe tools of the usual kinds ; instruments 
 for mechanical experiments, and a collection of drawings from those of 
 technical schools abroad. The instruction is given by two professors, 
 one assistant, and one foreman. Skilled workmen are also to be em- 
 ployed. 
 
 The Ohio State University requires of students in the mechanical 
 course three terms of elementary practice in the use of tools and one 
 term of machine construction. The laboratory has been equipped re- 
 cently, and this branch of industrial instruction is receiving increased 
 attention. 
 
 The Agricultural and Mechanical College of Texas, which has re- 
 cently been reorganized with reference to practical work in agriculture 
 and mechanic arts, has a shop fitted up as completely as the State ap- 
 propriation for the purpose would permit. A sufficient variety of tools 
 has been furnished to enable the student to receive practice in carpen- 
 try, wood turning and sawing, vise- work, the operating of metal- work- 
 ing machinery, and steam engineering. The prescribed course of shop- 
 work covers two years, and the work of the third year may be con- 
 formed to the student's chosen line of investigation. 
 
 The University of Wisconsin introduced a course in mechanical en- 
 gineering in 1877, and a shop was provided and equipped. Practice is 
 continued throughout four years. Machines are constructed and a 
 variety of profitable work done, as well as many processes learned solely 
 for their illustrative and disciplinary value. 
 
 Methods of shop-work are either instructive or constructive. The 
 instructive method proceeds on the theory that there are certain element- 
 ary operations underlying the important branches of mechanical labor, 
 and that 'skill in these opens the way for the ready acquisition of the 
 minor details which make up the differences between trades. These 
 elementary operations are classified according to their simplicity and 
 their interdependence. The scientific principles which control their 
 performance and the work itself are taught to classes by lectures and 
 recitations, and the actual work is illustrative of the theoretical instruc- 
 tion. The fundamental idea of the constructive method is that com- 
 pleted work must be done by the student in order that his training 
 shall be practical; therefore he is given work in the construction of 
 machines or other articles of use, and is taught how to perform each 
 branch of the work as it is reached, and is helped over difficulties which 
 ar% actually in his way. 
 
 The instructive method is adopted in the main by the Eussians in 
 their system of instruction in mechanic arts. The" principles which 
 
32 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 I 
 
 underlie this system are concisely stated by Prof. J. D. Eunkle, of the 
 Massachusetts Institute of Technology, as follows : 
 
 The ideas involved in the system are, first, to entirely separate the art from the 
 trade, the instruction shops from the construction shops ; second, to teach each art in 
 its own shop ; third, to equip each shop with as many places and sets of tools, and 
 thus accommodate as many pupils as the teacher can instruct at *the same time ; 
 fourth, to design and graduate the series of sample to be worked out in each shop on 
 educational grounds ; aud, fifth, to adopt the tests for proficiency and progress. 
 
 The elementary operations are performed in their natural order and 
 place, and learned not by themselves as isolated facts, but in their rela- 
 tions to each other and to details. 
 
 The number of institutions endowed with the national land grant 
 which have special courses in chemistry is ten. They are mostly located 
 in the East. This branch of instruction is of prime importance to those 
 contemplating manufactures involving the use of compounds, and such 
 industries are more developed in the North and East than in the South 
 and West. Those institutions in the latter sections which have under- 
 taken to give thorough chemical instruction are to be commended. 
 By so doing they are contributing powerfully to the wealth of the State 
 and the prosperity of its people. The work of those institutions which 
 have special courses in chemistry is presented in Appendix F. 
 
 Mining and metallurgy are given special prominence in at least seven 
 institutions endowed with the national land grant. The courses of in- 
 struction in these branches is outlined in the statements of work done 
 by individual institutions as given in Appendix A. Into these courses, 
 history, literature, political economy, and the branches of law connected 
 with mining are introduced for the sake of the culture and information 
 they afford. French and German have a place, as familiarity with them 
 is necessary in order that the engineer may avail himself directly of the 
 many valuable treatises and reports on engineering published in those 
 languages. Leading branches of natural science, and particularly those 
 which treat of minerals, are taught in all the schools. The courses differ 
 chiefly in the kind and extent of purely technical study. 
 
 The course in mining engineering in the Alabama Agricultural and 
 Mechanical College is three years in length, two of which are under- 
 graduate, one graduate. The studies of the undergraduate years are 
 not very different from those of the course in civil engineering. In 
 the first year of professional study (the junior) laboratory work is taken 
 by the students in mining, and the drawing and engineering study done 
 by them differs slightly from that done by the civil-engineer students. 
 The next year the courses differ chiefly in the kind and amount of scien- 
 tific study and in the substitution of laboratory work for engineering 
 studies. A statement of the course of study for the graduate year has 
 not been received. 
 
 The Illinois Industrial University affords training in mining engineer- 
 ing and in metallurgy. The student of mining engineering takes the 
 course in civil engineering, substituting for special studies not closely 
 related to their profession portions of the metallurgical course. This 
 latter does not differ greatly from the chemical course. The assaying 
 and analysis of ores, and the analysis of metallic compositions, mineral 
 waters, and coal are undertaken in place of work less important to the 
 metallurgist. Provision is made in the general laboratory for metallur- 
 gical and assaying laboratories, with stamp-mill, furnaces, and other 
 apparatus required for practical instruction. 
 
 In the Sheffield Scientific School, New Haven, Conn., those wishing 
 to become mining engineers go through the regular course in either civil 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 33 
 
 or mechanical engineering, and then devote a year to studies funda- 
 mental to the education of a mining expert. 
 
 The Ohio State University has a course in mining engineering. The 
 studies of the first three years are nearly in common with the other en- 
 gineering courses. Considerable time is devoted in the third year 
 to metallurgy. In the last year the studies are distinctly profes- 
 sional, including theory of veins, mining, coal-washing, and the me- 
 chanical treatment of ores, metallurgy, assaying, mineralogy, and 
 blow-pipe analysis, strength of materials, and plans, specifications, and 
 estimates for metallurgical works. It is intended that the course shall 
 secure to the student careful instruction in mining and in the prepara- 
 tion and metallurgical treatment of ores. 
 
 The University of Wisconsin offers special courses in mining engi- 
 neering and metallurgy. The student that has pursued the civil en- 
 gineering course for two years may choose either of them at the com- 
 mencement of junior year. The studies of the mining engineering 
 course are chiefly higher mathematics, theoretical and applied me- 
 chanics, physics, civil engineering, drawing, and geology. Mining en- 
 gineering proper is taught during the last two terms of the senior year. 
 The metallurgical course is principally composed of chemical work. 
 Metallurgy itself is taught during the fail and winter terms of the senior 
 year. The subjects taken up in order are general principles, fuels, fur- 
 naces, and metals. Excursions are made to smelting establishments and 
 descriptions of actual operations required. Assaying is taught during 
 the spring term of junior year to the students in mining engineer- 
 ing and metallurgy. The assay laboratory is provided with tables for 
 eighteen students, six crucible furnaces, two roasting furnaces, two 
 large muffle furnaces for cupellation and scorification, a Blake crusher, 
 bullion rolls, &c. The laboratory work is so extensive that he Who com- 
 pletes it is deemed an expert in assaying. 
 
 The college of mining of the University of California is intended to 
 give thorough professional training in mining engineering. The full 
 course leading to the degree of mining engineer is six years in length. 
 The firs! two years are nearly the same as those of other scientific col- 
 leges. The instruction of the next two years is more directly connected 
 with mining. The scientific studies are taught as far as possible with 
 direct reference to their connection with mining and metallurgy. The 
 last two years are post-graduate, and the course of study is yet to be 
 perfected. The metallurgical laboratory furnishes the best facilities for 
 assaying and metallurgical practice, and various collections aid the 
 student by illustrating collateral branches of study. 
 
 The University of Missouri has a department, called the School of 
 Mines and Metallurgy, located not at the same place as the university, 
 but to the southward from it, at Eolla, in the district in which iron, lead, 
 and zinc abound. Several courses of study, each three years in length, 
 are provided, all of them giving prominence to studies in mining and 
 metallurgy. The course in mining engineering is the standard one of 
 the school. The others are identical with it during the first year and 
 similar to it in many respects during the other two years. The engi- 
 neering itself is taught principally by lectures and field practice, and 
 the operations of metallurgy are performed in the laboratory. 
 
 In the Massachusetts Institute of Technology there are three courses 
 of study which deal with mining. They are styled the courses in min- 
 ing engineering, in geology and mining, and in metallurgy. The tech- 
 nical studies of each extend over three years. The special instruction 
 in mining consists of a course of eighty lectures, delivered to students 
 S Ex.25 3 
 
34 INDUSTEIAL EDUCATION IN THE UNITED STATES. 
 
 in the third year, on the general character of the various deposits of 
 useful minerals and on the theory and practice of mining operations. 
 In the fourth year, ore-dressing- and metallurgy are taken in a course 
 of sixty lectures, accompanied by a series of continuous practical exer- 
 cises in the concentration and smelting of ores in the mining and metal- 
 lurgical laboratories. 
 
 It has been the aim in outlining the instruction given in agricultural 
 colleges to show what opportunities are afforded by them as a body for 
 the acquirement of training for industrial pursuits. Agriculture, me- 
 chanics, chemistry, and mining have been considered in turn, and it has 
 been seen that there are numerous schools in which each subject 're- 
 ceives marked attention. To some the results of these national schools 
 of science seem meager and discouraging. They are unwilling to wait 
 for harvest, until there has been time for growth and ripening. The 
 space between sowing and reaping is too wide for their patience. The 
 truth of this is seen in movements that hasten to maturity more rapidly 
 than can a new system of schools and a new line of education. A 
 single score of years measures the life of these schools, a period not 
 long compared with the time in which education has been coining to 
 its present advancement, and none too long for a satisfactory trial of 
 methods and studies. Earlier conclusions did not carry that weight 
 which those reached now will have. Individual minds cannot but be 
 convinced by the facts of this report that great benefits have accrued 
 from the investment of public and private wealth in these schools. 
 Certainly scientific training and investigation have been promoted as 
 in no other way. Improved methods of instruction and enlarged facil- 
 ities for experiment have been introduced by their influence and exam- 
 ple. Theory has been more largely supplemented by practice. Ab- 
 stract rutes are learned by their application to practical affairs. The 
 larger part of the technical training in this country at present is be- 
 ing done by institutions which bave been stimulated, if not established, 
 by national aid. They are paying the just debt with ample interest by 
 sending out men and women to develop, utilize, and economize the re- 
 sources of the country ; to maintain the fertility and increase the pro- 
 ductiveness of its fields 5 to construct and control its machinery; to im- 
 prove its manufactures, augment their variety, and lessen their cost ; 
 and to bring its untold mineral wealth into the use of its people. 
 
 SECTION 2. 
 
 INDUSTRIAL EDUCATION IN SCHOOLS OTHER THAN THOSE ENDOWED 
 WITH THE NATIONAL LAND GRANT. 
 
 SCHOOLS OF SCIENCE. 
 
 Besides the schools endowed by the national land grant, there are 
 some thirty other schools and collegiate departments furnishing simi- 
 lar instruction. Extended statements concerning a few schools repre- 
 sentative of this class are given in Appendix 0, viz : The Worcester 
 (Mass.) Free Institute, the Stevens Institute of Technology at Hoboken, 
 1ST. J., and the Polyti chnic and Manual Training Schools of Washing- 
 ton University, Saint Louis, Mo. A statement of the condition of in- 
 dustrial and technical education in the institutions of this class not 
 named above, and other facts concerning these institutions which have 
 a bearing upon the same subject, are briefly given below. 
 
 In San Francisco, Cal., there is an institution, conducted by the pri- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 35 
 
 vate enterprise of A. van der Naillen, for practical instruction in the 
 departments of engineering, assaying, &c. There are 4 instructors, 
 and usually from thirty to fifty students, many of them women. The 
 several courses are wholly directed toward the immediate attainment of 
 practical knowledge of the studies pursued, the time spent in the school 
 being usually only a few months. 
 
 The State School of Mines, recently established at Golden, Colo., aims 
 to adapt itself to the mining and metallurgical interests of that State. 
 It is dependent on the State for its support, and received an appropria- 
 tion of the proceeds of a State tax of one-fifth of a mill, amounting to 
 $10,000 in 1880. The faculty has 7 members, and the students in attend- 
 ance, 1880, numbered twenty-six, many of whom were ladies. Tuition is 
 $20 a term, or $60 a year. There are two regular courses of study, one 
 in mining engineering and one in metallurgy, each covering three years, 
 and facilities are offered to those wishing to pursue special courses of 
 similar study.' The school possesses a good library of standard scien- 
 tific works, and is libeially provided with apparatus for regular work 
 and for experimental illustration. A museum is in process of formation 
 with a special department representative of the fossils and minerals of 
 the State. 
 
 The Eose Polytechnic Institute has the following history: About 
 twelve years ago Mr. Chauncey E'ose, of Terre Haute, Ind., placed over 
 half a million dollars in the hands of ten trustees for the endowment of 
 an educational institution at that place. His only restrictive provision 
 was that the school should be "for the promotion of technical educa- 
 tion." He instructed the trustees to obtain the best light they could 
 and then decide upon the character and scope of the school. European 
 and American schools and methods were examined, and the conclusion 
 reached was that the Worcester Free Institute was the best model 
 upon which to construct the institution. A site of ten acres was se- 
 cured, and a shop and an administration building erected. The next 
 move on the part of the trustees was to obtain a president for the school, 
 who should take charge of the incipient institute. Prof. C. O. Thomp- 
 son, principal of the Worcester Institute, was decided upon, and, after 
 several attempts, the trustees finally secured him. He will have per- 
 sonal supervision of equipping the shops, arranging a course of study, 
 and purchasing a library, and of the details of organization. The insti- 
 tute has an annual income of $30,000 and reserve accumulations amount- 
 ing to $75,000 which can be applied to the purchase of appliances. 
 
 The Boston University, Boston, Mass., announces that the place of 
 its college of agriculture is supplied by the State Agricultural College 
 at Amherst. A college of commerce and navigation is provided for by 
 statute, and will be established as soon as the necessary funds shall be 
 secured. The School of All Sciences connected with the university fur- 
 nishes to specialists instruction in all the leading branches of advanced 
 study. 
 
 The Massachusetts Normal Art School at Boston contributes largely 
 to industrial education. It was established in 1873 for the purpose of 
 affording opportunities for special instruction to those who intended to 
 teach. There were at that time many who needed this instruction, 
 as drawing had been recently included among the branches required 
 to be taught in the public schools of the State, and free instruc- 
 tion in industrial or mechanical drawing was required to be provided 
 by the larger cities and towns. The great obstacle to the carrying oufc 
 of the law was the lack of suitable teachers. The training and influ- 
 ence of the normal school, under the management of Walter Smith, has 
 
36 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 been directed primarily to supplying this deficiency. Incidentally it has 
 educated artists and designers and assisted in bringing art education 
 into popular favor. 
 
 The attendance upon the school has been large and generally increas- 
 ing. In 1880-'81 it was 1^94. Of these 179 ladies and 43 gentlemen 
 attended the day classes, 32 ladies and 40 gentlemen the evening 
 classes. The students now enter better prepared than formerly for the 
 work of the school. This is a natural result of a general introduc- 
 tion of drawing into the schools, and it has enabled the normal school 
 to advance the course of study. A few years since an examination 
 in free-hand drawing of ornament from copy and in object-drawing 
 from the solid was required to be passed upon admission. The work of 
 the first year was devoted to elementary drawing. The subjects of study 
 of the other three years were, respectively, form, color, and industrial 
 design, the constructive arcs, and sculpture and design in the round. 
 These groups could be taken in the order preferred by tfie individual 
 student, if he showed fitness for the work required. 
 
 The school receives its main support from the State, from' which it 
 has received annual appropriations. That for 1880-'81 was $17,000. 
 The school year is from October to May, inclusive. 
 
 Harvard University, Cambridge, Mass., has two departments espe- 
 cially contributing to industrial and technical education, viz : The Bus- 
 sey institution and the Lawrence Scientific School. The Bussey Insti- 
 tution is at Jamaica Plain, Boston, Mass., and has been in operation for 
 about twelve years. Its object is to promote and diffuse a thorough 
 knowledge of agriculture and horticulture, and it aims to prepare 
 young men for work as practical farmers, gardeners, florists or land- 
 scape gardeners. The teaching corps consists of professors of applied 
 zoology and of agricultural chemistry, instructors in botany, horticult- 
 ure, entomology, and farming, and a demonstrator in zoology. The 
 course of study covers three years, one of them preparatory, one de- 
 voted to the regular course of study in the school, and the last spent in 
 advanced study and practical research in some of the departments of 
 science which receive special attention. The aim of the teachers is to 
 give the student a just idea of the principles upon which the arts of 
 agriculture and horticulture depend ; to teach him how to make intelli- 
 gent use of the scientific literature which relates to these arts, and to 
 enable him to make accurate observations and experiments, and draw 
 correct conclusions therefrom. 
 
 The Harvard Book says : 
 
 During the second and third years agricultural chemistry, useful and ornamental 
 gardening, agriculture, and applied zoology are taught at Jamaica Plain. Instruc- 
 tion is given by lectures and recitations, and by practical exercises in the laboratory 
 and green-house, and by the inspection of field work. In order to give the student a 
 Bound basis for a thorough knowledge of these arts, instruction in physical geography, 
 meteorology, the elementsof geology, chemistry, physics, botany, zoology, entomology, 
 leveling and road building is given the first year at the Lawrence Scientific School, 
 Cambridge. 
 
 The object of thisjatter school is to give complete courses of instruc- 
 tion in the leading departments of science. It is richly endowed, hav- 
 ing productive funds amounting to some $730,000, and an income of 
 about $50,000. Its faculty comprises, besides the president, eleven 
 professors, three assistant professors, four instructors, one tutor, and 
 eight assistants. The attendance of students in 1881-'82 was 30. Ample 
 provision for instructing teachers and special students is made. The 
 teachers 7 courses of study are one year in length, and may be selected 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 37 
 
 from the elements of natural history, chemistry, and physics. The in- 
 struction is mainly given in the laboratories and museums of the uni- 
 versity. Every student is taught to make experiments and study speci- 
 mens. No examination is required for admission. A very worthy class 
 of students enter both in the teachers' class and as special students. 
 The regular courses of study, each four years in length, are (1) civil 
 and topographical engineering, (2) chemistry, (3) natural history, and 
 (4) mathematics, physics, and astronomy. The facilities for illustration, 
 experiment, and investigation afforded to students in any department 
 of Harvard University are, as is well known, very complete. 
 
 The University of Michigan offers courses in civil, mechanical, and 
 mining engineering, each iour years in length. The course in civil en- 
 gineering is laid out so as to embody a close imitation of the require- 
 ments of active labor. The courses in mechanical and mining engineer- 
 ing are in part similar to the civil engineering course, but include such 
 a range of special studies as enables the graduate to enter understand- 
 iugly upon the practice of his profession, The studies pursued in the 
 earlier parts of the course by all students of engineering comprise, in 
 mathematics, algebra, geometry, plane and spherical trigonometry, gen- 
 eral geometry, and the elements of differential and integral calculus; 
 in French and German, an amount covering in all about two years of 
 study, the choice depending on the language presented on examination 
 for admission ; in English, a course in higher English grammar and com- 
 position; in physics and chemistry, the elementary principles; in draw- 
 ing, practice in geometrical and mechanical drawing and the study of 
 descriptive geometry. The special studies which predominate in the 
 latter part of the courses in engineering are those commonly pursued. 
 Practical work accompanies each course. A peculiar feature of the in- 
 struction is a course of lectures 011 naval architecture, discussing the re- 
 sistance of ships, the power necessary to secure a given speed, buoyancy, 
 stability, wave motion, steadiness, determination of center of gravity 
 and metacenter, and similar topics. Instruction in analytical and ap- 
 plied chemistry is given by accomplished teachers, and supplemented 
 by practice in the excellent and extensive laboratory of the university. 
 Combinations of particular courses are recommended for those seeking 
 proficiency in mineralogicaland metallurgical chemistry, medical chem- 
 istry and biology, and sanitary chemistry, as well as in general chem- 
 istry. The report of Mortimer E. Cooley, U. S. N., professor of mechani- 
 cal engineering, made to the regents of the university at the close of 
 his first year of service, shows that the course was established in the 
 autumn of 1881 that a complete school of engineering might exist in 
 the institution. The facilities for giving the instruction belonging to 
 this course were insufficient ; the demand for it great. A legislative 
 appropriation of $2,500 was devoted to the purpose ; and with this sum 
 and slight aid from the university and private individuals a building 
 was erected and equipped with machine and hand tools, an engine, forge, 
 furnace, and other fixtures. Though the shop is limited in size and in 
 variety of furnishing, it is a starting point for improvements and addi- 
 tions. 
 
 The Chandler Scientific Department of Dartmouth College, Hanover, 
 !N. H., was organized in 1851, in compliance with the conditions of a 
 bequest of $50,000 for the establishment and support of a permanent 
 department or school of instruction in the college in the practical and 
 useful arts of life, comprised chiefly in the branches of mechanics and 
 civil engineering, the invention and manufacture of machinery, car- 
 pentry, masonry, architecture, and drawing, the investigation of the 
 
38 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 properties and uses of the materials employed in the arts, the modern 
 languages and English literature, together with book-keeping and such 
 other branches of knowledge as may best qualify young persons for the 
 duties and employments of active life. No other or higher preparatory 
 studies are to be required in order to enter said department or school 
 than are pursued in the common schools of New England. A course of 
 four years has been established to carry out, as far as possible, the in- 
 tentions of the founder. Instruction is given by four professors, six in- 
 structors, a lecturer, and a tutor, and the number of students in at- 
 tendance, according to the catalogue of 18S1-'S2, is 48, all men. The 
 income of the school is derived from tuition fees, at the rate of $60 
 a year, and the interest on its productive funds, which now amount to 
 $100,000. The department is well supplied with approved instruments 
 for surveying and engineering, and its students have free use of the col- 
 lege libraries, cabinets, and general appliances. 
 
 The Thayer School of Civil Engineering is an institution, also con- 
 nected with Dartmouth College, which furnishes an essentially post- 
 graduate course in civil engineering extending over two years. It has 
 a productive fund of $55,000 , the faculty consists of a president, a 
 professor, and three instructors. The success of its graduates bears 
 testimony to the thoroughness of its instruction. 
 
 The John C. Green School of Science of the College of New Jersey, 
 at Princeton, owes its existence to the munificence of the gentleman 
 whose name it bears, his gifts to it having amounted to some $530,000. 
 It was organized as a department of the college in 1873, and aims to 
 give thorough training in science and art, together with a liberal course 
 in certain academic studies, and opportunities tor the special pursuit of 
 prescribed departments of study. These departments are three in num- 
 ber, as follows: (1) a department of general science, in which after the 
 second year there are elective courses providing special instruction in 
 mathematics and mechanics, biology and geology, chemistry and min- 
 eralogy, also a select course in physics; (2) a department of civil engi- 
 neering; (3) a department of architecture. TLie studies of each of 
 these departments cover four years. The extensive laboratories and 
 collections belonging to the college furnish the student ample means for 
 illustration and practice. There were in 1880 twenty instructors and 
 fifty-six students (all males) connected with the school. 
 
 The Cooper Union for the Advancement of Science and Art is an in- 
 stitution unique in character, alike from the sagacious beneficence which 
 marks its projection, organization, and administration and the results 
 which it is steadily achieving. The name of the founder, Peter Cooper, 
 has deservedly become a " household word " wherever a broad philan- 
 thropy, a genuine uprightness, and a wise conception of human needs 
 and the wants imposed by civilization are understood and recognized. 
 There is little need of extended remark. Mr. Cooper's benefactions 
 have reached nearly or quite $1,000,000. The Cooper Union is now in 
 its twenty-fourth academical year, having been organized and opened 
 in 1857. At that time property was transferred to it by Mr. Cooper 
 which cost $630,226. Since that date Mr. Cooper has given $150,000 as 
 a special endowment for a free library and reading-room. He has also 
 added a story to the building, and by other donations has increased his 
 gifts to nearly or quite the sum named. Since 1857 the trustees have 
 expended in the educational work alone some $898,000, derived largely 
 from the rent of stores and offices connected with the building. The 
 expenditure reported for 1880 was $50,974. 
 
 The means of instruction and schools of the Cooper Union consist 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 39 
 
 of (1) the free library and reading-room; (2) free lectures during the 
 winter; (3) an evening school of science ; (4) an evening school of art ; 
 (5) a day school of art for women ; (6) a school of art for amateurs ; (7) 
 a school of wood-engraving; (8) a school of telegraphy. The last four 
 are designed for women students ; all are based on practical principles. 
 
 The evening school of science embraces fifteen classes or studies, ex- 
 tending the ordinary (English) common school education in the direction 
 of mathematics, mechanics, engineering, and chemistry. It was at- 
 tended in 1882 by 936 students. While liberty is given them to pursue any 
 branches taught in the school for which they are fitted, a regular course 
 requiring five years for its completion is arranged. The Cooper medal 
 and diploma are awarded to those who successfully complete the course, 
 which is as follows : 
 
 First year : algebra, geometry, natural philosophy, and elementary 
 chemistry. Second year : algebra, geometry, elementary chemistry, 
 and astronomy. Third year: trigonometry, descriptive geometry, ana- 
 lytical geometry, and mechanics. Fourth year : analytical geometry, 
 differential and integral calculus, and mechanical drawing. Fifth year : 
 engineering and analytical chemistry. The night school of art embraces 
 classes in rudimental, mechanical, architectural, form, figure, perspec- 
 tive and ornamental drawing, decorative designing, drawing from cast, 
 and modeling in clay. Lectures to the classes are also given. The num- 
 ber of students in 1882 was 1,227. 
 
 The day school of art for women is perhaps the best equipped institu- 
 tion for its purposes to be found in the United States. It occupies large 
 and well-arranged rooms, furnished with casts, models, copies, &c., and 
 the teachers possess the highest qualifications; The school contains de- 
 partments of drawing, painting, normal teaching, photography, and 
 wood engraving. The earnings of the pupils for the year under review 
 are reported at $28,932. The number of students was 750 in the gen- 
 eral studies and 150 in the pottery class. The school of telegraphy 
 had 00 pupils. The Western Union Telegraph Company maintains a 
 teacher in the school of telegraphy. Prang & Co., art lithographers, 
 have given $750 per annum fora teacher to the normal drawing class. 
 
 The School of Mines of Columbia College, New York City, was estab- 
 lished in 1804 for the purpose of furnishing young men the means of 
 acquiring a thorough knowledge of those branches of science which 
 form the basis of the important industrial pursuits. Its system of in- 
 struction included, for some time, five courses of study, viz : (1) civil 
 engineering, (2) mining engineering, (3) metallurgy, (4) geology and 
 palaeontology, (5) analytical and applied chemistry. A course in archi- 
 tecture has been added recently. The plan of instruction includes lect- 
 ures and recitations, practice in the chemical, mineralogical, blowpipe, 
 and metallurgical laboratories, and in operative mining ; field survey- 
 ing, projects, estimates, and drawings for the establishment of mines 
 and for the' construction of metallurgical and other works; and reports 
 on mines, industrial establishments, and field geology. Each course is 
 four years in length. A large amount of vacation work is done. Each 
 student is expected to visit mines, metallurgical and chemical establish- 
 ments, and to hand in on his return a memoir, with collections illustrat- 
 ing it. A class in practical mechanical engineering is /ormed for the 
 vacation of students entering the third year of that course ; one in min- 
 ing for students entering the fourth year of the course in mining engi- 
 neering; and in geodesy for those equally advanced in the civil engi- 
 neering course. The class in mechanical engineering in 1881 visited 
 iron works in the city, studying closely the machinery, processes, and 
 
40 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 methods used. It was limited to twenty members. The class in mining 
 visited the copper mines of Lake Superior and the Marquetteiron region 
 of Northern Michigan. The professor in charge drew up a plan of study 
 for both the copper^ and the iron mines. The work outlined for the 
 copper region required three weeks for its completion, and included the 
 study of drifting and sinking with machine drills, stoping of copper 
 rock, handling, breaking, and assorting copper rock, timbering, pumps, 
 surface works, shops, stamping of copper rock, concentration of coarse 
 and fine sands by jigs, and treatment of fine sands and slimes. The out- 
 line of work in the iron region was also elaborate. 
 
 The number of students in mining engineering in 18Sl-'82 was 111; 
 in civil engineering, 28; in analytical and applied chemistry, 35; in ar- 
 chitecture, 2. The first class, which pursues studies preparatory to 
 the special courses, contained 95 members. The total attendance was 
 275. The degrees conferred are engineer of mines, civil engineer, and 
 bachelor of philosophy. 
 
 The School of Civil Engineering of Union College was founded in 
 1845, for the purpose of giving such instruction in the theory and prac- 
 tice of civil engineering as will fit students for immediate usefulness in 
 the field and in the office. Its faculty consists of a president, nine pro- 
 fessors, and a registrar. Its students in 1880 numbered 26. The course 
 of study is completed in four years, and gives special prominence to me- 
 chanical draughting, instrumental field work, and numerical calculation. 
 The collection of appliances for illustration is extensive, and facilities 
 for practical work are ample. Students are admitted to all the depart- 
 ments of the college without extra charge. Among these is the depart- 
 ment of general culture and of fine art, in which instruction and practice 
 in decorative landscape and figure drawing are afforded, as well as gen- 
 eral instruction respecting sculpture, painting, and architecture. 
 
 The Rensselaer Polytechnic Institute, Troy, N. Y., offers a course of 
 study in civil engineering extending over four years, and embracing a 
 great variety of subjects, including mechanical, mining, and other forms 
 of engineering. During each summer vacation it is intended, also, to 
 give qualified persons a six- weeks' course in assaying. The institute 
 has a faculty composed of 10 professors, 2 instructors, and 4 assistants, 
 and reported in 18SO 104 students and 739 graduates. The appliances 
 for illustration and practice are very complete, and include an observa- 
 tory, chemical and metallurgical laboratories, collections of birds, shells, 
 minerals, &c., und approved apparatus in all departments of study. 
 The long and successful career of this institute has given it a wide and 
 honorable reputation, so that students come to it from the most distant 
 nations of the world. 
 
 The Ohio Mechanics' Institute of Cincinnati was established in 1829 
 for the purpose of furnishing educational aids to mechanics, manufact- 
 urers, and artisans. For many years it has sustained a reading room, 
 courses of lectures, and evening drawing schools. The ^branches of 
 drawing pursued are three in number, mechanical, architectural, and 
 artistic. The course in mechanical drawing is designed for machinists, 
 founders, blacksmiths, and the like, and was taken by 117 students in 
 1881-'82 ; that in architectural drawing is for builders and those in their 
 servi ce, and attendance the last session was 58. The class in artistic 
 drawing did not attract persons of any particular employments, but en- 
 rolled 78 from various stations and occupations. About two years ago 
 there was a department of science and art created. Its work has been 
 the publication of a scientific journal in which to publish its own trans- 
 actions and such other information as it may seem best to include, the 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 41 
 
 arrangement of meetings for the discussion of questions in science, and 
 the maintenance of evening classes in geometry and mathematics, and 
 in elementary physics and mechanics. These classes are held on Mon- 
 day and Thursday evenings, the former from 7 to 8.15 o'clock ; the latter 
 from 8.15 to 9.30. Instruction is given by lectures. The total expenses 
 of the institute for 1881-'82 were $8,253.34. An effort is now being 
 made to organize a complete school of technology in connection with 
 the institute. 
 
 The Case School of Applied Science, Cleveland, Ohio, was founded 
 by deed of trust executed in 1877 by Mr. Leonard Case. It was incor- 
 porated after his death in 1880 and organized in October, 1881. The 
 amount of property secured to the institution from his estate is esti- 
 mated at $1,250,UO(). The design of the instruction is to give a thorough 
 technical and professional training in the principles of natural and phys- 
 ical science and their applications to the arts. Four years of study will 
 be required to complete its courses. Two of them will be devoted to 
 general training and two to studies of a technical or professional nat- 
 ure. Five courses of this kind are now arranged, embracing mathe- 
 matics and astronomy, chemistry, physics, civil engineering and mining 
 engineering. Twelve freshmen and 4 special students were in attend- 
 ance in May, 1882. The faculty had 6 members. 
 
 The Toledo (Ohio) University of Arts and Trades was organized in 
 1872 for the education of artists and artisans of both sexes. Instruction 
 was suspended in 1877 on account of the unproductiveness of its en- 
 dowment funds, and has not yet been resumed. / 
 
 The Pardee Scientific Department of Lafayette College, Easton, Pa., 
 was organized in 18G6, in accordance with the provisions regulating 
 the use of a generous gift intended for the promotion of scientific edu- 
 cation. The gift was made $200,000 in the next year. In 1873 a mag- 
 nificent building, costing, with its scientific equipment, nearly $300,000, 
 was transferred by the same liberal giver (Ario Pardee, esq.) to the 
 college trustees. It was replaced by him in 1880, after its destruction 
 by fire. The department offers four courses of scientific study. One is 
 a general course four years in length, with the latter part largely elec- 
 tive. By the choice of chemical studies, those wishing to make a spe- 
 cial study of chemistry can become thoroughly acquainted with the sub- 
 ject. Provision is also made for advanced and special students who 
 wish to make special researches. The third course is in civil engineer- 
 ing. The course is not strictly confined to that branch of the science, 
 but introduces studies commonly brought under the head of mechanical 
 engineering. The fourth course is in mining and metallurgy. It differs 
 from the one just mentioned chiefly in the last two years. Then mine 
 surveying, mining machinery, mineralogy, lithology, assaying, and simi- 
 lar studies are associated with the direct subjects of mining and metal- 
 lurgy. Instruction is always supplemented by practice, and the obser- 
 vation and study of the mining, manufacturing, and engineering enter- 
 prises of the vicinity contribute largely to the student's education. 
 
 The Franklin Institute at Philadelphia was organized in 1824 for the 
 encouragement of science and the mechanic arts. The methods by 
 which it does this include the publication of a monthly journal, the 
 maintenance of an evening drawing school, and a library, and the 
 provision of lecture courses. The journal is intended to disseminate 
 useful knowledge in all matters relating to the practical application of 
 science, but more especially to engineering and the mechanic arts. 
 Each number contains 80 pages of reading matter, and the amount 
 of advertising done by it is very large, so that the journal is self-sup- 
 
42 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 porting. The drawing classes are a leading feature of the educational 
 work of the institute. They are held three evenings a week. The 
 course arranged for them is progressive, and includes instruction in me- 
 chanical, architectural, and topographical drawing, both free-hand and 
 instrumental, extending over three years. Pupils, if sufficiently ad- 
 vanced, may select any subject of importance to them and receive in it 
 individual instruction. Special classes in architectural and machine 
 drawing have been started recently. The technicalities of drawing, 
 such as the proper selection and use of instruments and materials, the 
 making of clear and perfect lines in pencil and ink, the use of brush and 
 colors, and the relative arrangement of the different views of an object 
 are given particular attention. The library contains 15,968 volumes 
 and a large number of pamphlets, and is said to be one of the most com- 
 plete collections of works on science and the arts to be found in Amer- 
 ica. The lectures are intended to be on subjects connected with the 
 callings of members of the institute. Among those delivered during 
 1881-'S2 were four on geology, two on the rise and progress of manufact- 
 ures in Philadelphia, four on hygiene, two on the microscope and its 
 revelations, four on engineering, six on mechanics, eight on chemistry, 
 two each on astronomy, " machine design and construction," and < drain- 
 age and disease and utilization of sewage," and single lectures on 
 '* modern photography and gelatine prints, " silk and its culture," 
 " electrotyping," and "mechanical drawing." The lectures are open 
 to the members, each of w^hom may bring a friend ; and compliment- 
 ary tickets are'issued and distributed by members, which admit to the 
 hall five minutes before the lecture commences. The institute has a 
 membership of nearly 2,000, property valued in 1878 at $125,000, and 
 an annual income of some $15,000. Says the president : 
 
 It is true that we neither feed the hungry, clothe the naked, nor heal the sick ; but, 
 on the other hand, our efforts are to dry up the sources of hunger, destitution, and 
 disease, and to avert these evils by the diffusion of such knowledge as strengthens 
 and directs the hands of the bread \vinner, cheapens the cost of food and habitation, 
 and improves the construction of dwellings. 
 
 Another Philadelphia institution which aids industrial education is 
 the Spring Garden Institute, which maintains a library and free reading- 
 room, drawing-schools, and schools in mechanical handiwork, and pro- 
 vides courses of lectures and entertainments. The library contained 
 8,500 volumes in 1880, and was increasing rapidly in size and value. 
 The books are loaned to members of the institute, and are at the serv- 
 ice of the public during a large part of the day and evening. The 
 drawing-schools furnish evening instruction in mechanical, free-hand, 
 and architectural drawing, free to members of the institute. The pu- 
 pils in mechanical drawing are more numerous than in either of the 
 other kinds, and have been graded to some extent. In the schools of 
 handiwork there are classes in vise and lathe work, pattern-making, and 
 the elements of molding and steam-engineering. The course in vise- 
 work includes chipping to line, filing, scraping, and polishing; that 
 in lathe work includes turning, drilling, planing, and dressing of 
 tools at the forge. These two courses constitute a term of study three 
 months in length, with sessions two nights each week, and a tuition fee 
 of $5. The course in pattern making is similar in length and expense. 
 The class in steam -engineering is instructed by lectures upon the physi- 
 cal properties of steam, methods of using it, construction of boilers and 
 engines, methods of propulsion on sea and land, &c. The course is 
 three months in length, sessions two evenings a week, and expense $10. 
 The institute is supported by the income of productive funds and the 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 43 
 
 dues required of members. They are of five kinds, viz, members in 
 })crpctuo (with right of succession), who pay 850 ; life members, who pay 
 $30; stockholders, pacing $10 per share of stock and $2 a year tax 
 thereon ; annual subscribers at $3, and junior subscribers at 82 a year. 
 Each department of work undertaken by the institute is controlled by 
 a special committee, and has been carried on so as to meet the ap- 
 proval and g;;in the aid of substantial business men. 
 
 The University of Pennsylvania in 1872 created a special department 
 of scientific instruction called the Towne Scientific School. Its design 
 is to give a thorough technical and professional training in chemistry, 
 with its manifold appliances to the industrial arts; metallurgy and 
 assaying; mineralogy and geology; civil, mechanical, and mining en- 
 gineering; mechanical drawing and architecture, and studies prepar- 
 atory to a medical course. Tbe completion of any of these courses 
 requires five years. The first two years are devoted to a thorough 
 training in preparatory and elementary mathematics, chemistry, and 
 the methods of scientific research in general, and to instruction in his- 
 tory, English composition, rhetoric, modern languages, and mechanical 
 and free hand drawing. At the close of these two years the student 
 selects one of six parallel courses and devotes himself to the profes- 
 sional training they are intended to give. The course most frequently 
 chosen is that in mechanical engineering. In it students are required 
 to give particular attention to the cinematics of mechanism, the condi- 
 tions under which work and power act, and the means of regulating 
 them, the problems of hydraulics, and the mechanical theory of heat, 
 with its application to the steam-engine. Weekly visits of inspection 
 are made during two years to furnaces, foundries, machine-shops, and 
 rolling-mills. Eecent provision has been made for instruction in marine 
 engineering and naval architecture. The faculty of the school is com- 
 posed of 17 professors and 6 instructors and assistants. The students 
 in attendance in 1S81-'S2 numbered 171. The museums, laboratories, 
 and collections of apparatus are extensive and well adapted to their 
 several purposes. 
 
 The School of Technology of Lehigh University, South Bethlehem, Pa., 
 offers young men every needed facility for studying civil, mechanical, 
 and mining engineering, metallurgy, and chemistry. The studies of the 
 first year and a half are preliminary to the several technical courses. 
 The course in civil engineering includes so much of mechanical engineer- 
 ing as is of direct service to the civil engineer, thorough instruction in 
 geology and mineralogy, practical work, and visits of inspection to en- 
 gineering undertakings in the Lehigh Valley and its vicinity. The 
 course in mechanical engineering is accompanied by shop instruction, 
 not necessarily involving manual labor and the manipulation of tools, 
 but rather aiming to familiarize students with those points in pattern- 
 making, moulding, forging, fitting, and furnishing which they need to 
 know as designers of machinery. The object of study is the acquisition 
 of the knowledge required by foremen and superintendents rather than 
 manual dexterity and skill in the use of tools. The course in mining 
 and metallurgy includes studies in those subjects necessary to all tech- 
 nical education, and in mining, metallurgy, geology, mineralogy, dynam- 
 ics, qualitative and quantitative analysis, blowpipe analysis, topo- 
 graphical and mine surveying, and drawing. The full course occupies 
 five years, though the student may take the degree of bachelor of met- 
 allurgy at the end of four years, which is the length of the other 
 courses. The course in chemistry exhibits no peculiarities. The labora- 
 tories in which the practical work is done are said to be unsurpassed 
 
44 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 in excellence by any in the country. Arrangements are made whereby 
 graduate students may pursue advanced studies and after examination 
 receive doctor's degrees. The university is so richly endowed that no 
 tuition is charged, and many advantages are offered which would be be- 
 yond the means of poorer institutions. 
 
 Lewis College, Northfield, Yt., is the institution long known as Nor- 
 wich University. It has but a small faculty and is not largely attended. 
 The instruction is scientific and military in character, and of a grade 
 comparing favorably with other scientific schools. The regulations of 
 the college conform closely to those required by military usage. 
 
 The Virginia Military Institute, Lexington, Ya., was organized in 
 1839 as a State military and scientific school on the basis of the United 
 States Military Academy at West Point. In it is a special school of 
 applied science, offering seven courses of study, the subjects being as 
 follows : Architecture, civil engineering, machines, mining, metallurgy, 
 analytical and applied chemistry, and agriculture. 
 
 The University of Virginia has no fixed course of prescribed, study. 
 Each student selects studies from its various schools. One of these is 
 the Miller School of Agriculture, Zoology, and Botany. The studies in 
 agriculture are either practical or scientific. The practical studies com- 
 prise the nature and formation of soils ; their exposure and drainage ; 
 the best method of tillage ; and the use of manures and fertilizers, and 
 experiments to show their effects. Special instruction is given in the 
 mechanical operations of the farm and in the management of teams. 
 The scientific course comprises a review of what is known of the chem- 
 ical composition of plants and the structure and functions of their 
 organs, and of the atmosphere and soil, as related to vegetable pro- 
 duction. The opportunities for studying the sciences are ample, and 
 the chemical facilities are especially good. Degrees are conferred on 
 students according to the kind and amount of their study. 
 
 After this summary of the work of our schools of science and in- 
 dustry, it is of interest to read the tribute paid to their efficiency by 
 one of the directors of the Ohio Mechanics' Institute, in an address to 
 the graduating class of 1880. He said : 
 
 In the mechanic arts, and indeed in every department of busy practical life, the 
 kind of training furnished by our industrial schools is of the highest importance, 
 both to the industrial worker and the country at large ; not only to the individual, 
 by enabling him to command better prices for his work, but especially to the nation 
 whose artisans are skilled workmen and whose productions secure prices in foreign 
 markets and turn the balance of trade in its favor. The necessity for this special 
 education was never so great in America as it is to-day. But a few years ago the 
 United States contributed millions annually to the coffers of France and England 
 in buying back as manufactured goods the very cotton our fields had grown, and, in 
 
 the form of machinery and cutlery, the products of our ore banks. 
 
 * * * * # * * 
 
 But now the trade is changing. The fostering effect of our free institutions, which 
 place the humblest workiugmau on an equal plane with the millionaire, the wise pro- 
 tection thrown by the national government around our struggling industries, and 
 lastly, perhaps not least important, the elevating influence of our industrial training 
 schools, these have worked a mighty change, which is heard in the increasing hum 
 of busy spindles and clank of iron arms once mors saluting the rising sun over all 
 this broad land. 
 
 The superiority of American design and workmanship has steadily and surely 
 compelled recognition against every obstacle. * * * We are to-day competing 
 successfully in the markets of the world with older and wealthier nations because 
 we are able to produce articles, implements, and machinery either better in quality, 
 superior in artistic and mechanical design, or better adapted to the purposes of their 
 construction than the products of our competitors, and this is directly attributable to 
 the superior intelligence of our industrial classes. We make better wares because 
 our artisans bring a higher intelligence to bear upon their work. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 45 
 
 Evidences of the advantages which have accrued to cities on account 
 of the establishment of schools for technical education may be obtained 
 from the history of places within our own country. Better illustrations 
 are to be found in foreign nations. For example, a town of Saxony, 
 Chemnitz, is teaching by indisputable arguments the value of indus- 
 trial training. Once forests grew up around it, and coal beds there 
 kept their wealth of fuel. Through it streams abounding in water privi- 
 leges flowed undisturbed in their natural channel. Within it lived peo- 
 ple possessing only moderate powers of mind and body. Consequently 
 forest trees fell uselessly into decay, coal mines were scarcely opened, 
 and the rivers spent their force on the rocks that hindered their descent. 
 
 The scene is changed. The town has been filled with schools of in- 
 dustry. In them mechanics, architecture, weaving, agriculture, trade, 
 and miscellaneous industries, as well as " the general knowledge re- 
 quired in daily life." are being taught. The State Technical Educational 
 Institution receives into its new home, which cost some $400,000 in 
 1877, more than 600 students, and trains them in the highest forms of 
 labor. A hosiery school near by contributes to the success of that in- 
 dustry. The weaving school sent out recently 40 students as its semi- 
 annual quota of trained weavers and dealers in woven fabrics. Mercan- 
 tile and trade schools teach the duties and rights of merchants and the 
 branches of knowledge which aid in the prosecution of business. 
 
 But are not these schools expensive, some one asks. Certainly. The 
 town is taxed for their support and for its own growth more heavily 
 than any city but one in Germany. Yet the burden is cheerfully borne, 
 for the people have learned that the industrial training of their children 
 is the fountain of their prosperity, and prefer elementary schools to 
 prisons, trade and technical schools to workhouses and emigration, and 
 school rates to poor rates. This willingness of the people to provide 
 instruction and this eagerness to establish technical institutions are due 
 to the development of industries, which have extended themselves as 
 they were able to obtain trained workmen. Their growth is the growth 
 of the city. Year by year they attract to themselves laboring men, and 
 thus add to the population citizens contributing to permanent wealth. 
 The number of inhabitants has more than doubled in a score of years. 
 
 The manufacturing cities of other countries are finding that their 
 specialties are being produced cheaply and artistically in Chemnitz, 
 and their trade thereby seriously impaled. Already Nottingham has 
 yielded to it the front rank in the production and sale of gloves. America 
 drew from its mills goods to the value of $4,500,000 in a single year of 
 the last decade. Such is the prosperity of this city of schools. And 
 when other cities, whether in Germany or England or America, adopt 
 similar measures for training their citizens and extending the variety 
 and improving the quality of their industrial products, then will they 
 also meet with similar prosperity. 
 
 PREPARATION FOR INDUSTRIES A FEATURE OF KINDERGARTEN WORK. 
 
 The aim of Kindergarten training is to develop the child according 
 to the natural law of its being. Baroness von Marenholtz-Bulow says: 
 
 This is the kernel of Frobel's method, that a way has been found to let the indi- 
 vidual character of each one unfold itself in full freedom. 
 
 Frobel himself remarks: 
 
 We must launch the child from its birth into the free and all-sided use of all its 
 powers. That is just the aim of these plays and occupations, which exercise the yet 
 unseen powers of the nursling on every side. * * * Steadily, and during the 
 whole era of childhood, body and mind should be exercised and cultivated together. 
 
46 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The statement of Bertha Meyer is that 
 
 Special talents find their opportunities better in the Kindergarten than elsewhere ; 
 for here the means of their development are presented in much greater abundance 
 than in the family or anywhere else. 
 
 It is very often the case that this natural development discloses 
 marked aptitudes for some industrial employment. Frobel says : 
 
 The faculty of drawing is as natural to the child as the faculty of speech. 
 
 This belief in the constructive tendencies of the child is revealed in 
 his statement that 
 
 Man, the image of God, is, as such, a creative being; consequently the first prin- 
 ciple of education is to make him capable of creativeness, able to create. 
 
 Miss Susan E. Blow gives especial emphasis to this outcome of Kin- 
 dergarten methods when she says that 
 
 The aim of the Kindergarten is to strengthen and develop productive activity. 
 * * * Hence the first use of the gifts is to waken, by their suggestiveness, the 
 mind's sleeping thoughts, and the first use of the occupations to train the eye and the 
 mind to be the ready servants of the will. While the child is still imitative in the 
 occupations, he becomes inventive in the gifts; but as he grows to be more and more 
 a law unto himself, he turns from the coercion of his blocks, tablets, and sticks, to 
 obedient paper and clay, and, ultimately outgrowing the simpler occupations, con- 
 centrates his interest in the exercises of drawing, coloring, and modelling. 
 
 Bespecting the need of such training as the Kindergarten aims to 
 give, Frobel says: 
 
 When we ask for artistic industry, that our dignity may not be lost by the substi- 
 tution of machine work, we find stiff and awkward fingers; we ask for a sense of 
 beautiful form, harmony of colors, &c., in the workman, and find only dull eyes and 
 senses, which cannot tell the crooked from the straight and know not how to put 
 light and shadow in the right places. Indeed, when professional and art schools are 
 opened for grown-up youth only, they cannot repair what was lost in childhood, let 
 ever so much teaching be furnished. Technical skill must be given in early child- 
 hood if the human hand is not to be outdone by the machine, and the sense of beauty 
 must be awakened in the soul in childhood if in later life he is to create the beauti- 
 ful. 
 
 W. N. Hailmann, in his lecture on the specific use of the Kinder- 
 garten, speaks of its power to develop the artistic side of a child's nat- 
 ure thus : 
 
 ^Esthetically, the Kindergarten reveals to the child the wonderful beauties of color, 
 form, and sound, and enables him to control them within the ever-expanding limits 
 of his intellectual power ; thus making him an artist as well as a discoverer and in- 
 ventor, a poet as well as a worker and thinker. 
 
 To this statement of what the Kindergarten can do may be added a 
 statement by Miss Blow of what the Kindergarten has done : 
 
 In the Des Peres Kindergarten predestined engineers have built bridges as re- 
 markable in conception as clever in execution ; little mathematicians have discov- 
 ered rather than learned all the simple relations of numbers; children with more 
 than ordinary spiritual insight have intuitively seized the moral analogies of physi- 
 cal facts; tiny fingers have guided the pencil to trace beautiful decorative de- 
 signs, and soft clay has been fashioned into flowers, fruits, and animals by the dex- 
 trous hands of embryo sculptors. 
 
 The preparation for industrial work afforded by the Kindergarten is 
 ably discussed by Baroness von Marenholtz-Biilow, from whom the fol- 
 lowing is taken : 
 
 As the whole method of Frobel rests upon spontaneous activity and has for its 
 aim to teach the formation and production of things, its first condition is to form 
 the hand. The hands of the child make their earliest apprenticeship to the 
 
 art of giving form by digging into the earth and sand. To dig holes, to buiLi houses 
 and bridges, to give shape to the little dirt-pie by the help of mamma's thimble, to 
 build castles with cards, and the Swiss cottage with pieces of wood ; later, to make 
 buildings out of pasteboard or to draw them on card-board all this flows from that 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 47 
 
 instinct of transformation which is, properly speaking, the instinct of work. * * 
 This instinct is cherished and satisfied in the child-garden, where children build, 
 make, and unmake in a thousand ways, and by means of every kind of material, 
 always in the order indicated in the history of human development. Not only houses 
 and tools are made, but also the hands are taught to weave and stitch. In Aveaving 
 they make tissues similar to those fabricated by the inhabitants of New Zealand 
 out of reeds and bark. Gradually the woven stuifs of our own times are reached. In 
 learning to fold paper, in printing, pricking, cutting, not only skill necessary for 
 making clothes is acquired, but that general dexterity which all manual labor de- 
 mands. The hand is made ready for all those technical processes necessary to work- 
 men in all professions a well as to those of which every one has need in practical 
 life. At Ihe same time the child is initiated early in industrial labor. 
 
 The facility with which children can acquire a familiarity with many 
 industrial arts is well presented in a circular just issued by this office 
 entitled < Industrial Art in Schools," by Charles G. Leland, of Phila- 
 delphia. 
 
 INDUSTRIAL WORK IN EVENING SCHOOLS. 
 
 Evening schools are emphatically for the working people. The 
 wealthy have either received an education in their early years or have 
 gained the training they desire by actual contact with men and things 
 while accumulating and caring for their property. Their children are 
 not driven to the necessity of devoting their evening hours to prepara- 
 tion for coming life. It is only the hope of a future prosperity, to be 
 gained in no other way, that induces any one to call the currents of life 
 away from the refreshment of the weary body to the solution of prob- 
 lems which contribute only indirectly and after long waiting to comfort 
 and happiness. The studies of these schools are not usually directed 
 to the immediate preparation of a workman for his trade. In this sense 
 they have not often been industrial. In a wider sense they have been; 
 for the faithful pursuit of even the simplest studies awakens that within 
 a man which augments his value and capacity as a worker. Many 
 years ago a clergyman, reporting on evening schools in a rnanuftietur- 
 ing city of New England, said : 
 
 The effect of only a little education has been an increase of self-respect, a quicken- 
 ing of the powers of action, a management of the physical powers to more advantage, 
 an easier triumph over difficulties, an increase of skill and production. From the 
 mills and work-shops of the city frequent testimony to this point has been proffered us. 
 
 A mechanic in New York City, who had accomplished so much in his 
 trade as to have received a medal at the Paris Exposition of 1878, in 
 a recent letter to this office refers to the starting point in his career as 
 a thinking and educated workman as follows : 
 
 After serving my apprenticeship and working three years as a journeyman smith, 
 I began to feel how ignorant I was, and how much I stood in need of culture and other 
 matters which could only be gained through an education. And to lift myself out of 
 this mediocre mine in which I had so long remained I attended night school twenty- 
 eight nights at one of the pubVic schools of this city, at which I mastered reading, 
 writing, arithmetic, and book-keeping, single and double entry. Since that time I 
 have been an ardent student. 
 
 Such results as these have come from the quiet elevating and digni- 
 fying of men and women through the pursuit of elementary and general 
 studies. By the introduction of drawing and other subjects pertain- 
 ing directly to an industrial education even more has been accom- 
 plished for artisans. They now take studies which prepare them for the 
 better execution of their work. The report of the evening high school of 
 New York City, 1877, says: 
 
 In most cases they (the pupils) attend in order to acquire that knowledge which 
 they deem desirable and even necessary to enable them to pursue their various avo- 
 cations with skill and intelligence. 
 
48 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The report for 1881, expressing the same truth, says : 
 
 Almost every industry of our city is here represented by those who are seeking that 
 particular instruction the attainment of which will qualify them to perform more 
 skillfully and in a more satisfactory manner the duties of their several vocations. 
 
 The large number of evening pupils who choose drawing, when such a 
 choice is allowed, indicates that the working classes are coming to un- 
 derstand its importance and to agree with those who give it a promi- 
 nent place in education, and who estimate its value, as did General J. 
 C. Palfrey when he wrote the following sentences : 
 
 A knowledge of mechanical drawing is invaluable to all constructors, whether em- 
 ployers or employed, and of constant use in ordinary affairs. In all matters of con- 
 struction, in the widest sense of the word, it takes the place of a knowledge of read- 
 ing and writing in the other concerns of life, and is indispensable for giving and re- 
 ceiving intelligible ideas. A mechanic who is without it will almost always be sub- 
 servient and inferior to one who has it, but is his inferior in all other respects. A 
 man rarely becomes a competent master mechanic without some knowledge of it. It 
 affords means of representing any combinations of forms with such accuracy and min- 
 uteness as to convey as clear an idea of the thing represented as the thing itself could 
 if present to the senses, and thereby saves the delay and expense of experimental or 
 tentative constructions, and the inconvenience or impossibility of using the thing 
 itself for explanation or examination. It is the only way of directing one's own or 
 others' labor in construction exactly to any desired result. 
 
 It is the place of evening schools to continue the work of the day 
 schools, not only in drawing and other industrial directions, but also in 
 imparting the fundamental studies of a general education. Many work- 
 ing people are unwilling to keep their children in school even during 
 the time when attendance is compulsory. The small earnings which 
 might be gained before a child is fourteen years of age, which is com- 
 monly the time when compulsory school laws allow children to leave 
 school, seem too valuable to be lost or sacrificed to the requirements 
 of the school-room. In Connecticut, in 1873, about 2,250 children under 
 fourteen years of age were reported as kept from school to work. In 
 New Jersey in 1880, while only 4 per cent, of the children between 10 
 and 11 enrolled in the census were out of school, the per cent, in- 
 creased to 20 for those between 12 and 13, and to 67 for those between 14 
 and 15. So fixed are poor parents in the idea that their children must 
 commence work at the earliest possible moment and so often does ne- 
 cessity compel this that it is doubtless true, as Mr. Huxley asserted of 
 England : 
 
 That no scheme of technical education is likely to be seriously entertained which 
 will delay the entrance of boys into working life or prevent them from contributing 
 to their own support as early as they do at present. 
 
 However this maybe, it is certain that the sons and often the daughters 
 of the people who labor in our factories generally commence work soon 
 after they arrive at the age when they are not compelled to attend school. 
 Often their hours of labor are so many that little time is left for even- 
 ing study. Doubtless many have not strength to labor and study at 
 the same time. Yet it may be assumed that the cases of injury from 
 overstudy at night are fewer than the instances of moral and physical 
 injury received in evening hours upon the street or in the haunts of 
 vice. When at length a pupil is found who possesses strength and 
 ability to combine faithful and efficient work during the day with in- 
 telligent study at night, he is worthy of higher education. He has 
 passed a test that would have shown any serious obstacles to progress 
 in his trade, and enables his superiors to forecast the probabilities of his 
 final success. He has acquired a practical knowledge of the matters 
 which his technical studies would explain and illustrate, and thereby 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 49 
 
 can pursue them to the best advantage. The gain obtained in this way 
 is of great value. The keeper of the mining-records at the Boyal School 
 of Mines of England once said : 
 
 If I could do it, no man should attend the school in Jermyn street (the school of 
 mines) until he had worked three years under ground, so satisfied am I of the necessity 
 of combining practical knowledge with scientific acquirement. 
 
 The technical school in Chemnitz, Saxony, which has hundreds of pu- 
 pils studying the arts of milling, dyeing, tanning, and manufacturing, 
 requires that each student shall have worked two years at his occupation 
 before admission to the school, and attended an evening school during 
 his years of actual work. An eminent writer, himself an advocate of 
 ideas similar to those mentioned, commends such a course of education 
 as should give a youth, first, instruction tending to strengthen his body, 
 elevate his morals, and cultivate his intelligence; second, a period of 
 actual service in a shop ; and lastly, if deserved, a superior special train- 
 ing. In such a scheme for technical training, evening study must hold 
 an invaluable place as the means by which the mind is kept fresh and 
 mobile during the time employed in manual labor. 
 
 If such a method of growing toward and into leading places in in- 
 dustrial pursuits is best for the poor, it is also for the rich. And would 
 it not be well for our industries, would it not contribute to the solution 
 of social problems, might it not also benefit our young men themselves, 
 if people of wealth could be led to believe that it is good for their chil- 
 dren to bear the yoke in their youth, to be inured to such labors as 
 workmen in our factories perform, to show by open competition their 
 capacity and efficiency, and then to be educated for that branch of in- 
 dustry for which they have shown special aptitude ? 
 
 As has been intimated, the actual instruction afforded by evening 
 schools is chiefly in the most elementary branches; some introduce 
 higher studies, and a few may be said to give industrial instruction, 
 usually in the form of lessons in drawing. A brief statement of the 
 attendance and studies in some of them indicates the bearing of these 
 schools on industrial education. The evening high school in New York 
 City during the winter of 1879-'80 had an average attendance of 1,054 
 pupils, of ages varying from fourteen to forty-seven. Among the studies 
 pursued were freehand, architectural, and mechanical drawing, chem- 
 istry, and phonography. It is authoritatively stated that a large and 
 deserving class of men are receiving the benefits of this school. 
 
 In two of the evening schools of Saint Louis, at which there was an 
 average attendance in 1879-'SO of nearly 200, "the branches taught are 
 such as form an elementary course in polytechnic studies." 
 
 Although the practical benefits derived from evening schools in gen- 
 eral are questioned by school authorities in many ot the cities in which 
 they have been maintained, the value of evening drawing schools is 
 almost invariably admitted and urged. 
 
 In Cambridge, Mass., while the results of the ordinary evening 
 schools in 1878-70 scarcely warranted their continuance, the drawing 
 schools furnished a most favorable report. One of the two schools gave 
 instruction in mechanical and the other in freehand drawing. The 
 former was largely composed of those already engaged or about to en- 
 gage in mechanical pursuits, and represented fourteen callings. Car- 
 penters, cabinet-makers, and machinists predominated. The subjects of 
 instruction were geometrical drawing, orthographic projection, and 
 building construction. The principal subject studied by the class in 
 freehand drawing was industrial design. 
 S. Ex. 21 
 
50 INDUSTRIAL EDUCATION IN THE UNITKD STATES. 
 
 In 1S7!)-'SO (here were six evening drawi ng schools in Boston, having 
 seventeen instructors ;uid :in a venire attendance of L M .M>, of whom I'. 1 *."* 
 were ?nales and <>4 females. The usual number of sessions was 80 or 
 81. A plan of a two years' course in industrial drawing was arranged 
 and wloptcd. The first year's instruction is general and elementary and 
 for all students. 
 
 In the second year there is a choice of four courses, viz (I) freehand 
 design: (:*.) machine drawing: (.">) building construction; (1) ship draw- 
 ing. Applicants being over 1,~> years of age are admitted to the first 
 year's course without examination. For entrance upon the freehand 
 course of the second year students are examined in drawing from the 
 object ; for entrance upon the instrumental courses, in plain geometry. 
 (Masses are open three evenings each week from 7 to 9A, and students 
 are required to sign an agreement to attend the whole session, punct- 
 ually and regularly, unless prevented by sickness or removal. 
 
 Says a Uoston newspaper: 
 
 One- of tin- most gratifying features of this branch of our public education is that 
 HO many of (ho pupils are able to apply what they havo been taught, both asa direct 
 means and as an important aid in (lie acquisition of a livelihood. The manner in 
 which one or moiv individuals have received a practical benefit from their public in- 
 struction in drawing has been brought to the attention, some time or other, of a ma- 
 jot it y of persons in the community. These cases are but types of a large body of 
 workers in the same direction a body whose numbers are rapidly increasing, and who 
 have alivadv % \ > rtetl a positive moral and commercial iulluence among us. It is now 
 not nnusnal tor an employer to require of certain of his employe's, as a prerequisite to 
 an engagement, more or less familiarity withdrawing, such as can be acquired in the 
 evening schools. This, in some instances, is the case in the so-called purely mechan- 
 ical oeeupatious. More than this, it is frequently part of an apprentice's contract, in 
 such trades a* wood-carving, fresco painting, and the like, for him to attend some 
 dra \ving school in the evening. 
 
 The superintendent of schools of Springfield, Mass., speaks of the 
 success of the evening drawing school of that city during 1881 as fol- 
 lows : 
 
 This school has had an enrollment, this term of 185, the largest number ever in at- 
 tendance in one year. The steady patronage given to the school, year after year, is 
 gratifying evidence of the practical work done there and of the estimation in which 
 such a school is held by those who are willing, after laboring during the day, to de- 
 vote their evenings to improvement in a branch which is so highly beneficial in in- 
 creasing (heir preparation for bettor work in their several callings. 
 
 The superintendent of public schools of Worcester, Mass., made the 
 following response to an inquiry about the evening drawing schools of 
 that city: 
 
 The course of study in the. evening drawing schools consists of beginners' and ad- 
 vanced classes in both free-hand ami instrumental drawing. The students are young 
 men and \\omen for t he most part engaged in mechanical or artistic callings or in 
 teaching. Iti the advanced classes they are employed in construction, in the mechan- 
 ical dra'winjj and in drawing from the life in free-hand* All the students in these 
 i-lasses are earnest, ami industrious. There is no time wastetl, no nonsense, and no 
 unnecessary absence. 
 
 The following classes, open to both sexes, are proposed for the winter 
 of 1882-'83. Each class will be formed iu case twenty applicants ap- 
 pear: 
 
 Advanced free-hand drawing (class No. 1) for those who have had previous instruc- 
 tion. This class will draw from models and imported casts. The facilities for the 
 st'idy of nguro and form from the valuable collection of casts are excellent. 
 
 \ course in free-hand drawing for beginners^elass No. ','V Instruction will be given 
 from the blackboard in outline, principles of design, perspective, and elementary 
 model-drawing, and in copying from imported examples of ornament and figure. 
 
 A course of instrumental drawing for beginners (class No. 3). The instruction will 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 51 
 
 include the elements of plane geometry, the principles of plane projection, intersection 
 of surfaces, &c. 
 
 Advanced course of instrumental drawing for machinists and iron- workers (class 
 No. 4). This class will make working drawings of machinery. The work will bo so 
 arranged as to include all the processes and principles involved in making plans, ek'- 
 vations, and sections of combinations, and details, including coloring and lettering. 
 
 Advanced course in instrumental drawing for carpenters and wood- workers (class 
 No. !">). This class will make details, working drawings, scale drawings, and eleva- 
 tions of a, modern dwelling-house, store-front, or sometliingsimilar. Attention will be 
 given to coloring, lettering, and finishing the drawings. Instruction will ho given 
 from the blackboard and from practical working drawings used in the construction of 
 buildings already put up or in process of construction. 
 
 The Technical School for Carriage Mechanics holds its sessions in con* 
 nec.tion with those of the art schools of the Metropolitan Museum, at 
 214 East Thirty -fourth street, New York City. It has been in operation 
 over t wo years and has met with a good degree of success. The attend- 
 ance has increased, and even distant portions of the country are now 
 represented in the attendance. Drawing is the principal study. Lect- 
 ures on subjects connected with carriage building are given, and a 
 library is being collected. The annual report of the committee of the 
 carriage builders' association on technical education, given in Appendix 
 C, presents additional information respecting this school. 
 
 In connection with this effort the work of Mr. J. L. H. Mosier with the 
 boys in the carriage factory of Brewster & Co., in New York, may be 
 noted. He had acquired a good education in practical directions by 
 improving his leisure time and was anxious to help others to advance 
 by the same road over which he had come. Consequently he has been 
 accustomed to encourage the workmen intrusted to him to read and 
 study by gaining them admission to libraries, loaning books, and 
 urging them to attend evening schools. Later he has gathered the boys 
 in his office during the noon hour, given them reading matter relating 
 to their trade, instructed them in elementary book-keeping, and in par- 
 liamentary rules and practice, and given copies for writ ing and drawing 
 to be done at home. In this way the education which most of the boys 
 received in their younger days in the public schools is put into use and 
 increased, and their spare hours are made to contribute, not to their 
 injury, but to their moral and intellectual progress and to their capacity 
 as workmen. A short account of this peculiarly commendable effort 
 from Mr. Mosier himself is given in Appendix C. 
 
 Other educational efforts in behalf of carriage builders have been 
 made by Mr. J. Polya, in New York City (1295 Broadway), and Mr. 
 George A. Hubbard, in New Haven. The latter gentleman has pre- 
 sented such a full account of his work that it has seemed best to pre- 
 sent it nearly in full in Appendix C. It is a most noticeable state- 
 ment, and should be read by all interested in industrial education. 
 Mr. Polya's school is entitled "A Drawing School for Body-makers." It 
 is open three evenings a week from 7.30 to 9.30, for five mouths. Its 
 object is to teach the application of geometrical principles to the con- 
 struction of carriages, with a special view to economy of labor and 
 material. Problems are drawn on a blackboard, explained to the class, 
 and copied by them. Each scholar is also given exercises on the black- 
 board. The school is conducted after a French model, the history of 
 which Mr. Polya gives substantially as follows : The first school of this 
 kind was established in Paris, France, in 1839, by Mr. Fablot, a body- 
 maker. It was abandoned several times in subsequent years because it 
 was not a financial success. In 1872 it was reopened by the Paris Car- 
 riage-makers' Mutual Benefit Society, and received the promise of a 
 yearly bounty of 2,000 francs from the local government. The monthly 
 
52 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 dues were placed at three francs. Five lessons a week at seven o'clock 
 in the evening were given. In the succeeding years the attendance 
 grew to be so large that many of the applicants could not be received. 
 Consequently another similar school was established in 1878 by the 
 Carriage-Builders' Association. Both schools are said to be successful. 
 
 Among the evening schools imparting industrial training may be 
 mentioned the night school of art, Cooper Union, New York City, the 
 Trenton (N. J.) Art School, and the schools of art and design of the 
 Maryland Institute, Baltimore, Md. The first of these has been men- 
 tioned ; the second, the Trenton Art School, was begun in October, 
 1879, by the master potters of that city for the purpose of giving ap- 
 prentices opportunities of educating the eye to appreciate form and 
 color and the hand to imitate. The school is open two evenings each 
 week from 7.15 to 9 p. in., and has an enrollment of from 30 to 35. On 
 account of the deficiencies of the pupils in acquirements in drawing, 
 the instruction begins with elementary drawing, and is adapted to the 
 increasing skill of the student. Classes in painting and modelling will 
 be established as required. The progress thus far has been satisfac- 
 tory, although the lack of copies is a considerable hindrance. 
 
 The schools of art and of design of the Maryland Institute have for 
 the last thirty years been attended by an average of 417 students each 
 year. Its managers, who are mainly engaged in the industries, and 
 therefore interested in their development, have devoted time and energy 
 to perfecting and enlarging the sphere of its educational operations. 
 
 The night school of design is especially intended for the adult indus- 
 trial class. It is open three evenings each week from the middle of 
 November to the middle of April, and provides a full course of element- 
 ary, artistic, industrial, mechanical, and architectural drawing. Pre- 
 miums amounting to $500 annually are given to the seven students of 
 highest rank. 
 
 Some of the leading art schools maintain evening classes in addition 
 to their usual work ; for example, the school of design of the Cincinnati 
 University has classes from 7 to 9 p. m'., as follows : wood-carving on 
 Tuesday, Thursday, and Saturday ; sculpture on Monday, Wednesday, 
 and Saturday ; pen-drawing on Thursday ; drawing on Tuesday, Thurs- 
 day, and Friday ; decorative design on Monday and Wednesday. The 
 Metropolitan Museum of Art in New York City maintains evening 
 classes in (1) modelling and carving, (2) drawing and designing (instru- 
 mental and perspective, and technical), and (3) carriage drawing and 
 construction. A nominal tuition fee is charged (from $8 to $15 a sea- 
 son). This pays for materials and models, and " has so far secured a 
 superior class of intelligent workmen and students, thoroughly in ear- 
 nest in practical or artistic improvement." 
 
 MISCELLANEOUS PROVISION FOR TECHNICAL TRAINING. 
 
 There are several schools of an industrial nature which are not in- 
 cluded in the classes of which mention has been made. Their organi- 
 zation and methods of instruction are unlike those of other institutions 
 and are, therefore, rich in suggestion to those seeking new channels 
 through which industrial training may be carried to the people. 
 
 The industrial education of Indian youth is being successfully under- 
 taken. An account of the schools at Carlisle, Pa., and Forest Grove, 
 Oreg., will be found in Appendix G; and the work done in this direc- 
 tion at Hampton Institute, Va., is mentioned in Appendix A. 
 
 An attempt to connect shop work with the studies of the public schools 
 was made at Gloucester, Mass., a few years since. A lady placed sev- 
 eral hundred dollars at the disposal of the school committee to be ex- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 53 
 
 pended for the industrial education of boys. A shop was fitted up with 
 benches to accommodate twelve workmen ; and, in addition to the fixt- 
 ures belonging with the bench, the following set of tools was furnished : 
 a rule, try-square, hammer, jack-plane, jointer, smoothing-plane, bit- 
 stock, bit, mortise-gauge, mallet, a one-half-inch mortising-chisel, a 
 one-and-one-quarter-inch paring-chisel, chalk-reel, rip-saw, panel-saw, 
 screw-driver, brad-awl, oil-can, oil-stone, bench -hook. The shop course 
 was divided into forty lessons. The names and uses of the tools are 
 first learned. Afterward the pupils are instructed in their use, and 
 eventually taught box-making. The lessons were at first given on Sat- 
 urdays ; as the novelty wore off', the pupils wearied of giving their holi- 
 day time to shop work, and a change of plan was necessitated. The 
 industrial department as it existed after the changes were made is de- 
 scribed by Mr. L. H. Marvel, then city superintendent, as follows : 
 
 In October, 1880, arrangements were made to accommodate pupils in the carpentry- 
 class one-half of each afternoon session on Monday, Tuesday, Thursday, and Friday 
 of every week (two classes each session). By this change regularity and punctuality 
 in attendance have been secured; and from a membership of thirty pupils, in three 
 classes, there was an immediate advance to a membership of ninety-six in eight 
 classes, each receiving one hour per week. A few girls (six) were permitted to join 
 one of the classes in 1878. There are now two full classes of girls, and there is one 
 class composed partly of each sex. The work of the girls is equally as good as that 
 of the boys, and they seem to enjoy it heartily. The attendance is entirely optional, 
 nearly one-half the pupils in the first and second classes of the two larger grammar 
 schools desiring to attend. There is no compulsion whatever, except that, while mem- 
 bers of the industrial class, the pupils are required to be as attentive, industrious, 
 and orderly as during any portion of their school work. There has been a training 
 in the nature of the implements used, in the best methods of employing those imple- 
 ments, constant attention to those habits of method and system which are necessary 
 to secure good work anywhere, and continued practice of the hand and eye in unison, 
 requiring close application as well as clear perception and accurate manipulation. 
 The result is tangible, and the proficiency is measured by no arbitrary standard of 
 percentages, but is clearly defined, and may be estimated with much more precision 
 than in any other line of school work. I do not know of any manner in which fifty 
 to eighty hours can be employed in any form of education where the practical re- 
 sults can be more satisfactorily determined. If the pupil never sees saw, hammer, 
 or plane again, the training he has received will be of value, whatever his vocation. 
 
 The Miller Manual Labor School, Batesville, Albemarle County, Ya., 
 is an institution recently organized for the purpose of affording poor 
 children an opportunity to obtain a practical education. It was founded 
 by the late Samuel Miller, who bequeathed the greater part of a 
 princely fortune to trustees for its creation and endowment. The will 
 was contested, audit was several years before the executor was enabled 
 to transfer to the trustees the property designed for the school. An act 
 of compromise was passed by the legislature in 1874, and in accord- 
 ance with its provisions stock, bonds, and property, amounting to over 
 $1,000,000, were put in the hands of the proper officers. The work of 
 preparation was commenced in 1876. A building, costing $100,000, was 
 erected the subsequent year, which realized the intention of the donor 
 to have accommodations at once provided for one hundred pupils and 
 their teachers. The first pupils were received in the fall of 1878 ; now 
 there are over one hundred in attendance. The number of pupils is 
 not limited, except by the sufficiency of the income to pay their ex- 
 penses, not only for tuition, but also for boart 1 , clothes, medical attend- 
 ance, and "everything incident to and connected with the school." 
 The instruction is to be in u all the branches of a good, plain, sound 
 English education, the various languages (both ancient and modern), 
 agriculture, and the useful arts." A superintendent and four teachers 
 are engaged in the work of supervision and instruction. 
 
 Manual labor is required of all the pupils in several departments of 
 industry. Carpentry, printing, telegraphy, farming, and gardening are 
 
54 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 already introduced. An extensive machine-strop is being built. In it 
 practical training will be hud in wood and iron working. The farm 
 connected with the school consists of GOO acres of land. It has good 
 buildings, and is being stocked with the best animals procurable. An 
 orchard, a vineyard, and a garden are furnishing opportunities for work 
 and instruction. 
 
 Efforts have been made to introduce elementary manual training into 
 the public schools of Boston. In 1879 the subject was brought before 
 the city council by a petition from intelligent and influential citizens. 
 The matter was referred to the school committee. They appointed a 
 select committee to consider the question and report upon it. This 
 committee thought that a free industrial institute should be established 
 consisting of a developing school and school shops, to be supported by 
 the city, at least in part, and permanently ingrafted on our school sys- 
 tem. The proposition was not sustained by the city council, but the 
 friends of the project considered it postponed rather than defeated. 
 The prevailing opinion of the school committee is expressed in their 
 report for 1881, as follows : 
 
 The school committee has again repeated its formal vote of desire to test the feasi- 
 bility of imparting to grammar scholars some of the elements of mechanical skill, by 
 whose final application so many of them must, by and by, earn their daily bread. The 
 term industry, as applied to manual labor, is far too large to be adequately compre- 
 hended under any use of carpenter's, machinist's, or blacksmith's tools. These are 
 but portions of a vast field, which only a great number of special schools could make 
 any pretension of properly traversing. Bnt it is possible to meet some of the complaints 
 which are so frequent that the public education is so exclusively intellectual as to 
 unfit the majority of youth from entering heartily info the ranks of manual labor, by 
 directing certain pursuits of the school hour to the especial end of training the hand 
 and the eye, so that whatever the future occupation of the child, he shall not be ut- 
 terly awkwar.l and helpless in the o very-day responsibilities of earning his living. 
 Education may and ought to help youth to be self-reliant and handy, as a mere 
 bookish student is not likely to be. 
 
 The eminent success of the sewing instruction in the girls' school, a branch of 
 school work for a long time looked upon with great distrust by most persons who 
 had given any thought to matters of education, has afforded convincing evidence 
 that it is possible to impart special manual skill without interfering with the estab- 
 lished routine of study. The teaching of industrial drawing, now pretty firmly seated 
 among the essentials of instruction, is quite within the line of training for the prac- 
 tical life of the manual worker ; and so those who have watched the shop work of the 
 Massachusetts Institute of Technology and the smaller experiment of the Boston In- 
 dustrial School Association in teaching boys the manipulations of a few varieties of 
 mechanics' tools (from which training some have been known to go into successful 
 positions in trades) have continued to feel, notwithstanding the disapproval of their 
 plans by the money-appropriating authorities, that it would be no unwise venture to 
 devote a small portion of the week in a few boys' grammar schools to an experiment 
 of using hammers, saws, chisels, and like tools, under a competent instructor, with 
 the design of enlarging the work as fast as its smaller operations should be shown to 
 be of advantage. 
 
 In the Boston Industrial School a course of 24 lessons in wood-carv- 
 ing was taught in such a manner as to afford the greatest amount of 
 instruction and involve the least possible expenditure. The lessons 
 were given from 7 to 9 o'clock on two evenings of each week. The 
 tools used were the flat chisel, the gouge, and the veining tool. Smooth 
 blocks of white wood, (3 inches long, 2 or 3 broad, and 1J thick, were 
 the material used. Specific articles were not made. Manipulations 
 common to leading wood- working trades were taught. The school 
 proved the practicability and value of doing this, and thus has become 
 a foundation in fact for arguments in favor of giving youth instruction 
 of the kind imparted by it during its existence. Rev. George L. 
 Chaney, the president of the association which had the school in charge. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 55 
 
 A single ward-room like the one used by the school in Church street, in any city, 
 for the six months from December to May, during which time it usually lies idle, 
 with very little expense beyond the original plant and a, moderate salary to the 
 teacher, would meet all the needs of three or four of the largest grammar-schools for 
 boys. 
 
 Three such supplementary schools, if used in turn, would amply satisfy all the 
 rightful claims of industrial education of this kind upon the school system of such a 
 city as Boston. At so small an outlay of attention and money might the native apti- 
 tude of American youth for manual skill be turned into useful channels. In so sim- 
 ple a way might the needed check be given to that exclusive tendency toward cleri- 
 cal rather than industrial pursuits, which the present school course undoubtedly pro- 
 motes. 
 
 The organized charities of Boston have used their influence in favor 
 of the introduction of manual instruction into the public schools by the 
 appointment of a committee on industrial training and the publication 
 of its report, in which five articles of belief were presented. The sub- 
 stance of them is as follows : First, industrial training is the proper 
 complement of a literary education, and as such should be adopted as 
 a part of the public school system ; second, public industrial training- 
 should be general, not special ; third, education, not production, should 
 be sought ; fourth, elementary training might commence in the primary 
 school and be continued through the higher grades ; fifth, such training- 
 is feasible and not unwarrantably expensive. 
 
 The co-operation of the people of Boston and the inducements offered 
 by the Industrial School Association have at length enabled the school 
 committee to make a practical trial of a shop in connection with a pub- 
 lic school. One of the rooms of the D wight school building was fitted 
 up for the purpose. A carpenter was employed as teacher. The 
 session continued from January to May, 1882. The total expenses in- 
 curred in equipping and continuing the shop were $712. A report of 
 the success of the enterprise was made by James A. Page, principal of 
 the D wight school, soon after the close of the session. Erom it the 
 following extract is taken : 
 
 On the first Thursday of January the instructor gave his opening lesson to a class 
 of eighteen boys, all who could be accommodated at the three benches at one time. 
 These boys had been selected by myself from the graduating class, without reference 
 to their standing, and no conditions were made with them except that they should 
 not fall behind in their regular school- work. Another class of the same number was 
 selected from the second, third, and fourth classes, in order that the experiment 
 might be tested by a wider application to ordinary grammar-school material. 
 Many of these latter had already handled tools, to a certain extent, either at home or 
 in their fathers' work-shops. 
 
 In arranging the practical details of the school with Mr. Bachelder it had been 
 agreed that school discipline should be maintained throughout the sessions ; that the 
 programme should be carefully written out on the blackboard ; that each boy should 
 be marked on the work done, and that a record of it should be kept. All this was 
 faithfully carried out, and contributed, as I think, largely to the final success. 
 From this beginning to the close the school went on with unbroken and successful 
 regularity. The teacher was promptly on hand ; the order was good ; the pupils in- 
 terested. 
 
 It was delightful to see the eager desire manifested everywhere in the room to do 
 the day's work well. There was no absence, no tardiness. On one occasion a count 
 was made, and seventeen out of eighteen pupils were found at work at one o'clock 
 when two was the hour for beginning. It was feared that the noise of many ham- 
 mers and other tools in use at once (as was necessary in giving the same lesson to a 
 whole class) would be so great that the other rooms on the same floor might be 
 seriously disturbed. It was arranged, therefore, that the school in the adjoining room 
 should proceed to the hall whenever a lesson in the training-room was going on. 
 Practically, however, no trouble was felt from this source. The walls in the school- 
 room were found to be so thick as to deaden the sound almost completely. It was 
 thought also that taking a part of a class away from its regular school-work would 
 result in more or less detriment to its progress in the prescribed studies. Here and 
 there a complaint was made by the teacher of some second class boy. that he was not 
 doing his work well in his own room; but the pupil, in every case, was so anxious to 
 
56 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 remain in the "carpenter's class" that a word or two of warning was sufficient to 
 bring his performance up to the standard again. 
 
 ##*#### 
 I consider that the results go fur to prove that manual training is so groat a relief 
 to the iteration of school- work that it is a positive benefit, rather than a detriment, 
 to the course in the other studies. 
 
 Immediately in this line are the recommendations of the committee 
 on industrial education of the American Institute of Instruction pre- 
 sented at the meeting of the institute in July last. They are the fol- 
 lowing: 
 
 First. The introduction into schools of broader provisions than now exist for the 
 development of the sense of perception of pupils in regard to color, form, proportion, 
 &c., by contact with models and with natural objects. 
 
 Second. The more general introduction into schools of simple physical and chemi- 
 cal experiments, for the purpose of acquainting pupils through observation with the 
 elements of chemical and physical science and their application in the arts. 
 
 Third. The teaching of drawing, not as an accomplishment, but as a language for 
 the graphic presentation of the facts of forms and of objects, for the representation 
 of the appearance of objects, and also as a means of developing taste in industrial 
 design. 
 
 Fourth. The introduction into schools of instruction in the use of tools, not for ap- 
 plication in any particular trade, but for developing skill of hand in the fundamental 
 manipulations connected with the industrial arts, and also as a means of mental de- 
 velopment. 
 
 A recent paper by Prof. H. H. Straight, of the Oswego (N. Y.) State 
 Normal School, contains many practical and well-digested thoughts on 
 industrial education and the public schools. The following elements are 
 given by him as necessary to a person educated industrially: 
 
 (1.) An industrial disposition, which leads to a cheerful and even happy devotion 
 to some chosen employment as the avenue through which to make his contribution 
 to the world's wealth. 
 
 (2.) Industrial knowledge^ such general and special knowledge as will put him in 
 possession of the best human experience in the direction of his chosen vocation. 
 
 (3.) Industrial power such development of physical, intellectual, and artistic power 
 as will remove as far as possible the chances of failure, and, by giving a just con- 
 sciousness of strength, will enable him to work always with the hope and expecta- 
 tion of success. 
 
 The means by which Professor Straight would have the public schools 
 develop this industrial power are the following : 
 
 (a.) Physical power They must take the best physiological knowledge the age 
 affords, and nuder its guidance develop a body capable of enduring all the strains 
 and fatigues likely to be brought upon it by at least the ordinary exigencies of life. 
 
 (6.) Intdleclual'power They must impart the knowledge which it "is their duty to 
 give according to the laws of mental assimilation, as discovered and interpreted by 
 the best students of mental growth, to the end that mental dyspepsia may be avoided, 
 and that the best intellectual conditions may exist for the quick and accurate solu- 
 tion of at least the ordinary problems of life. 
 
 (c.) They must give such a development of the sense of the beautiful as will enable 
 our people not simply to enjoy the beautiful in the objects about them, but such as 
 will give a finesse and finish to whatever work they undertake, whether it be the 
 culture of corn, the making of a coat, the building of a house, or the painting of a 
 picture. Every workman should have, to the largest possible degree, the tine feeling 
 of the artist, while every artist should be recognized as a working man. 
 
 This basis for special industrial training is to be obtained by associat- 
 ing materials, forms, and processes with the common studies of the 
 public school. A workshop may be equipped at small expense in which 
 considerable may be accomplished. What might be gained by an in- 
 dustrial course involving only inexpensive illustrations and aids, and 
 carrying out the principles stated, is summed up as follows : 
 
 (1.) The cultivation of observation and judgment, the discipline of hand and eye, 
 obtained in this way, would not be second to that obtained in any other way. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 57 
 
 (2.) The course in mathematics, together with the course in language and geogra- 
 phy, could be made the means of acqainting them with those natural products and 
 forces which underlie all industries and all arts. 
 
 (3.) They would learn in a general but efficient manner the fundamental industrial 
 processes which underlie the more special processes of the common arts. 
 
 (4.) This general but genuine knowledge of materials, forces, and processes will 
 enable each student to choose, with a fair degree of intelligence, the industry for 
 which he or she is fitted by special taste and power. 
 
 (5.) Such a course would make far easier than now the change from one occupation 
 to another, which must ever remain an incident of growing industries. 
 
 (6.) It would give to each person, as employer, some power to judge of the work of 
 the employed. 
 
 (7.) It would furnish a basis in intelligence for general sympathy and appreciation 
 among different classes of workers. 
 
 (8.) The last and greatest good would be the cultivation of the industrial disposi- 
 tion. * * * 
 
 SECTION 3. 
 INDUSTRIAL AND SCIENTIFIC EDUCATION OF WOMAN.* 
 
 The education of woman in science, arts, and industries is undertaken 
 by many of our schools of science and agricultural colleges. Follow- 
 ing the example of ordinary colleges and universities, more than half 
 of which extend equal advantages to both sexes, the institutions en- 
 dowed by the nation for the practical education of the people have gen- 
 erally afforded women the benefits of the instruction given nien and 
 frequently have provided special training for them in spheres peculiarly 
 their own. The institutions of this class which are not known to admit 
 women are the State Agricultural and Mechanical College of Alabama, 
 tbe Georgia State College of Agriculture and Mechanic Arts, the South- 
 west Georgia Agricultural College, the South Georgia College of Agri- 
 culture and the Mechanic Arts, the Louisiana State University and 
 Agricultural and Mechanical College, Maryland Agricultural College, 
 Alcoru Agricultural and Mechanical College (Mississippi), Agricultural 
 and Mechanical College of the State of Mississippi, New Hampshire 
 College of Agriculture and the Mechanic Arts, Rutgers Scientific School, 
 Agricultural and Mechanical College (University of North Carolina), 
 agricultural and scientific department of Brown University, South Caro- 
 lina College of Agriculture and the Mechanic Arts, University of Ten- 
 nessee and State Agricultural College, State Agricultural and Mechan- 
 ical College of Texas, Virginia Agricultural and Mechanical College, 
 and agricultural department of West Virginia University. 
 
 The greater portion of the remaining agricultural colleges open their 
 recitation-rooms, lecture-rooms, museums, libraries, and laboratories 
 alike to men and women. There may be minute differences in the regu- 
 lations under which the sexes come, but they are not sufficiently im- 
 portant to be mentioned in the reports and catalogues of the individual 
 institutions, and therefore are hardly worthy of general notice. A few 
 colleges and universities understand thefull needs of woman's practical 
 education and have felt themselves able to undertake it. Older coun- 
 tries have deemed it necessary to give such instruction. The making 
 of garments, the economical management of the household, and the care 
 of the sick are among the home industries that have been taught in 
 special schools. Mr. J. Scott Russell gives special prominence to fire, 
 food, clothes, and health as subjects for woman's study. After discuss- 
 
 * The material for this Report was originally collected in conformity to a Senate 
 Resolution introduced by Senator Morgan, of Alabama. That resolution made spe- 
 cial mention of efforts for the industrial education of women. Consequently much 
 attention has been given to that subject in preparing this document. 
 
C 5 ESDU5IM1L, KDECAXHKff IX THE (JIUIKO STATES. 
 
 olbersat9ecls 
 
 

 b*ea 
 
60 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 several cities, among them Baltimore, Newark, Boston, and Provi- 
 dence. 
 
 In the report of the school commissioners of Baltimore for 1879 it 
 is stated that at the request of the president of the board some of the 
 teachers commenced teaching sewing, knitting, embroidery, and other 
 useful branches, one aiternooii each week being devoted to this in- 
 struction of the female pupils. The experiment was satisfactory to 
 both pupils and patrons, and a general wish for its continuance Avas 
 expressed. 
 
 In .Newark five primary industrial schools are established for poor 
 and destitute children. The pupils in them spend a portion of their 
 time in work, a portion in regular class-room duty, and another portion 
 in receiving a dinner. The dinner and the materials for work are pro- 
 vided by a society of ladies, while the board pays the educational ex- 
 penses, not exceeding $200 for each school. The superintendent says: 
 
 Nothing in our schools gives me more pleasure than to witness the sewing exercise 
 of the girls. Many receive here all the instruction in this most useful art they ever 
 obtain. 
 
 The rules- for the department of sewing in the public schools of 
 Boston give a good view of the scope and requirements of the system 
 employed there. They are as follows : 
 
 (1) Two hours a week, as appointed by the regulations of ihe school committee, 
 shall be given to each scholar of the fourth, fifth, and sixth classes of the grammar 
 schools, one hour at a time, for instruction in sewing. This time should not be short- 
 ened for other studies or examinations, or any other purposes, without the consent of 
 the committee on sewing especially obtained. 
 
 (2) Each scholar shall be requested to bring work from home prepared, as far as 
 possible. But in any case where it is not so provided, the sewing teacher will be ex- 
 pected to have work on hand, that there may be no excuse for an unoccupied hour, 
 and that time may not be wasted in sending home for work. 
 
 (3) A sufficient supply of needles, thread, and thimbles shall be kept on hai d by 
 the sewing teacher to furnish to any child who is without them from carelessness or 
 inability to supply them, or who has not the proper needle or thread for her work. 
 
 (4) The sewing teacher is requested to make all preparation and fitting of work out of 
 school, that she may give the whole hour to the oversight of the work. Any fitting 
 that requires time should be laid aside to be attended to out of the hour, and other 
 work supplied in its place. 
 
 (5) Every effort should be made to vary the instruction, that every girl may learn 
 thoroughly the varieties of work. If she has learned one kind of work the sewing 
 teacher is requested to furnish her with some other variety, that she may be made 
 efficient in all kinds-of work. In this way, patchwork should be discouraged after a 
 scholar has learned thoroughly what can be learned from it. Every effort should be 
 made for promotion in work, from plain sewing through the darning of stockings to 
 nice stitching and button- holes, from the simpler to the more difficult, in order to 
 give an interest and desire for perfection in such work. It is a good plan to keep 
 pieces of cloth for practice in making button-holes, stitching, or any other such spe- 
 cial work, which can be given whenever there is want of work, or if other work has 
 been completed in the course of the hour, or to carry out the idea of promotion. 
 
 (6) The sewing teacher may find assistance from any charitable society with which 
 she is connected, which would willingly furnish garments prepared and fitted, to be 
 returned to the society when completed. Or she can suggest to any scholar who 
 has not provided material for her work, that she show to her mother the garment she 
 has finished at school, and offer it to her for the price of the material. Many a 
 mother would like to buy such a garment for its use or for a specimen of work, if it 
 is well done. 
 
 (7) The regular teacher of the class is expected to take entire charge of the dis- 
 cipline of the class, as she is more thoroughly acquainted with her scholars; also to 
 see that the work is distributed promptly, at the beginning of the hour, either by 
 herself or through monitors, and to assist in keeping each scholar diligently occupied 
 through the sewing hour. It is recommended that she should give credits or marks 
 for efficiency and inefficiency in sewing, in the same manner and according to the 
 methods pursued in other lessons in her class. 
 
 The history of sewing in the public schools of Boston begins as far 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 61 
 
 back as 1835. In that year an order was issued allowing the girls of 
 the second and third classes of the public writing schools to be in- 
 structed in sewing by their regular teachers one hoar a day. In 1854 
 this branch of instruction was included among those taught in the lowest 
 class of the grammar schools. Lessons of not less than an hour in length 
 were given twice a week. Materials for sewing, to an amount not ex- 
 ceeding twenty dollars annually, were furnished each school in which 
 instruction in sewing was introduced. A reaction occurred the sub- 
 sequent year, through the influence of the masters of the schools, and 
 an order was passed permitting the discontinuance of the instruction 
 when the interests of any school should be subserved thereby. 
 
 The introduction of instruction in advanced needlework was due to 
 the philanthropy of a lady, who was allowed to provide materials and 
 teachers for a class of older girls connected with the Winthrop school. 
 This was in 18G5 or 1886. The results of the experiment were satis- 
 factory, and after some eight years the work was adopted by the school 
 board. In 1875 it was decided by the city solicitor that it was not 
 competent for the board to employ a special teacher of sewing. This 
 difficulty was overcome by procuring an act of the legislature allowing 
 sewing to be taught in the public schools of the State. Since that time 
 the work has prospered. Exhibitions of sewing have contributed to 
 awaken interest. Though poorly attended at first, they are now often- 
 times crowded. They are so planned as not to interfere with, the regu- 
 lar work of any school. Says a recent report : 
 
 The sewing committee, and doubtless other member? of the [school] board, have 
 from time to time interesting proofs of the practical value of this industral training. 
 Not infrequently young girls, fresh from school, find steady and remunerative em- 
 ployment, thanks to their skill with the needle. Others are now able to keep their 
 own garments, and those of younger sisters and brothers, neat and tidy, when formerly 
 rents and rags prevailed. And many graduates of our schools, in more favored posi- 
 tions, admit that they owe their skill in fine needlework entirely to the teaching re- 
 ceived at school. 
 
 The cost of material supplied by the city in 1880-'S1 was $208.23. 
 The following extracts are from a newspaper account of an exhibition 
 of plain sewing done at oce of the Boston schools: 
 
 Several long tables were placed lengthwise in the room, and these were filled with 
 garments and articles of household use, which had been made by the girls, whose 
 ages ranged from eight to sixteen. There were shirts with plaited bosoms stitched by 
 hand, every stitch set with the utmost precision ; undergarments very prettily made 
 and trimmed, in some cases entire sets trimmed with lace, which was also the work 
 of the youthful seamstresses; dainty flannel skirts with embroidered edge, and seams 
 done in a regular " feather stitch" or " herring bone," the old stitches that our grand- 
 mothers used so much and that are comiug in vogue again with many other old 
 fashions. One ambitious girl had made herself an entire suit of lace bunting; it was 
 a pale shade of blue, and was made with short round skirt trimmed with a double row 
 of side-plaiting, the upper one edged with lace, prettily-arranged draperies, lace 
 trimmed and held in place with loops of satin ribbon, and a blouse waist with three 
 plaits at the back and in the front. Every stitch was made by hand; there wasn't a 
 touch of machine work about it, and the whole costume was stylish and jaunty. 
 Dressing-sacks and wrappers were among the articles exhibited, and there were the 
 cunningestof all little baby dresses and sacks. It is evident that the girls do a good 
 deal of the home-work in those few hours each week. The specimens of lace-work 
 were very handsome, a part of it being most exquisitely done, every stitch set with an 
 evenness that was remarkable. During the afternoon half a dozen girls from the 
 upper classes fitted dresses and drew patterns; they do this with ease and accuracy, 
 and are very good fitters indeed. * * * 
 
 The progress that has been made since the plan of having yearly exhibitions was 
 carried out two years since is very marked. Not only has there been an improvement 
 in the work, but individual taste has been cultivated as well. One sees it in the 
 knots of ribbon that adorn the garments, in the very way in which they are folded, 
 the quality of material, the dainty laundering, and the sheets of colored tissue paper 
 set underneath the folds to show the work to better advantage. Not only are the 
 
62 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 children taught to make, but to mend as well, and the manner in which some of these 
 girls keep their garments in good repair is very gratifying. It is a good thing in 
 more ways than one, this teaching ; it makes the girls careful and tidy and gives 
 them economical habits. Not a girl graduates from that school but may earn her own 
 living by needlework if the necessity meet her, and she is not compelled to give time 
 that she can ill-aiford in learning to use the needle properly. If she has not to do this 
 she becomes iu valuable at home. 
 
 Specimens of work done by girls in the Winthrop School, Boston, are 
 permanently on exhibition in the museum of the National Bureau of 
 Education, and attract the favorable notice of visitors. 
 
 The teaching of sewing in private educational institutions has been 
 generally limited to directing and assisting the young ladies for an hour 
 or two each week while they do any necessary mending or other work 
 with the needle. A few schools now have regular and thorough instruc- 
 tion in this department ; for example, in the Kansas State Agricultural 
 College u young ladies are taught in all the ordinary forms of sewing 
 with needle and machine, and in cutting, fitting, and trimming dresses 
 and other garments. They may furnish materials and work for their own 
 advantage during the hour of practice under the direction of the super- 
 intendent." In Lasell Seminary opportunity i* given to learn dress cut- 
 ting and millinery, and many pupils gladly avail themselves of the offered 
 instruction. The report of the industrial work of this institution, given 
 in Appendix E, shows the results of this training, and plainly indicates 
 its utility and success. 
 
 ELEMENTARY INSTRUCTION IN HOUSEHOLD ARTS. 
 
 * Kitchen gardens. Closely allied to the Kindergarten is the kitchen 
 garden, a school which applies the principles of the Kindergarten to the 
 instruction of young girls in various branches of household work. The 
 end it has in view is the preparation of its pupils for practical work in 
 the household, either as servants or as members of families. The in- 
 struction is given by means of toys illustrating domestic operations, 
 and the children are directed in their play with these toys so that they 
 learn many household duties and come to associate housework with 
 pleasure and enjoyment. The course is divided into six lessons, to each 
 of which a month's time is devoted. The first lesson embraces, among 
 other subjects, fire-kindling, paper-folding, and waiting on the door ; 
 the second, the setting and clearing of the table and house-cleaning ; 
 the third, making beds and sweeping ; the fourth, laundry-work ; the 
 fifth, the dinner-table and the names and uses of different kinds and 
 pieces of meat ; the sixth, the moulding of bread, biscuit, &c. 
 
 This system of instruction was originated by Miss Emily Huutington, 
 of New 'York City, and the first " kitchen garden n opened there in 
 1877. Since that time the system has been introduced into schools iu 
 many prominent cities, and is welcomed by people of wealth and culture 
 as a means of introducing order and intelligence into the homes of the 
 poor, and of inspiring an early love for domestic work; and, as a prom- 
 inent paper remarks, " It seems to be a step toward solving the old 
 problem of how to obtain a supply of skillful, intelligent, and contented 
 household servants." 
 
 The latest report received gives an account of eleven different schools 
 or classes in progress, with 200 children under instruction. There were 
 several classes or lecture courses in progress for the training of teach- 
 ers. This development of the Frobel methods of object- teaching seems 
 to be peculiarly adapted to the practical character of our people and to 
 the needs of the times. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 63 
 
 INSTRUCTION IN DOMESTIC SCIENCE. 
 
 Instruction in domestic economy forms a considerable part of a young 
 lady's education in several of the European nations, and is coming into 
 prominent notice in this country. In Germany the instruction and the 
 methods of imparting it conform to the social position of the parties in- 
 structed $ but in England, as in this country, the instruction is given 
 in schools established for the training of any who may wish to avail 
 themselves of their advantages. The most prominent of the English 
 schools is the National Training School for Cookery, at South Kensing- 
 ton; it was maintained by subscriptions, donations, and fees until the 
 government gave it, in 1873, the use of a building and in 1874 an endow- 
 ment. 
 
 The establishment of schools of cookery in this country is largely due 
 to the efforts of a few efficient ladies who realized the imperative need 
 of the general adoption of more economical and healthful methods of 
 cookery. Successful schools have been opened in many leading cities. 
 A historical sketch of the New York School of Cookery and an account 
 of the work of Miss Maria Parloa are given in Appendix E. 
 
 In addition to the distinctive schools of cookery there are several in- 
 stitutions which provide instruction in this and in other equally impor- 
 tant household arts. The schools in which young ladies are required 
 to share in the domestic work for the sake of health, discipline, and the 
 reduction of expenses are not included among them. They usually 
 assert that it is not their intention to teach the industrial pursuits of 
 the home. For example, the catalogue of Mount Holyoke Female Semi- 
 nary, South Hadley, Mass., in which it is well known that there are 
 labor requirements, says : 
 
 It is no part of the design of this seminary to teach young ladies domestic work. 
 This branch of education is exceedingly important, but a literary institution is not 
 the place to gain it. Home is the proper place for the daughters of our country to 
 be taught on this subject, and the mother the appropriate teacher. 
 
 If it be conceded that a majority of mothers have the opportunity, 
 ability, and disposition to teach their daughters household arts, yet it 
 must be allowed that there are many who have not the power to become 
 teachers of such things. Some are ignorant of the subjects to be 
 taught. Some are not strong enough to undertake the task. Others 
 are too much engaged in undertakings which have no direct connection 
 with the home. It seems no more than fair that mothers busied by a 
 multitude of calls and duties, or deprived by sickness of the privilege 
 of keeping their place in the family, or consciously deficient in skill 
 themselves, should be able to find schools in which their daughters 
 could be trained in those things which lie peculiarly within the province 
 of the mother. A great end of primary schools is to aid and extend 
 home instruction, and it is not a valid objection that lessons are learned 
 in them which mothers might better teach. The mother is the appro- 
 priate religious teacher of children of tender years, yet the instruction 
 of such children in Sunday school is not generally objected to by 
 Christian people. Brief mention may be made of instances in which 
 this principle of teaching what belongs especially to the mother is car- 
 ried out in relation to home labors and duties. 
 
 In the Elizabeth Aull Seminary, Lexington, Mo., there is a school of 
 home-work where u are practically taught all the mysteries of the 
 kitchen and laundry, such as the making of pastry, pickles, sauces, 
 cakes, ornamental icing, and the washing of flannels, ruffles, and laces." 
 
64 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The degree of mistress of home work is conferred upon graduates in 
 this school. 
 
 The ladies in the Kansas State Agricultural College are given during 
 their third year a. course of lectures on the laws of life and health. The 
 course is ten weeks in length, and brings up questions pertaining to per- 
 sonal health, such as food, air, exercise, clothing, and temperature of 
 rooms. There is also a series of lectures on household economy, ac- 
 companied by practical illustration in the kitchen laboratory, continuing 
 through a term and a half. These cover the general ground of eco- 
 nomical provision for the household, marketing, cooking, preserving, 
 order, neatness, and beauty in table service, comfort of family, and 
 care of sick room. These are supplemented by the lectures upon house- 
 hold chemistry and dairying. 
 
 In the Pennsylvania State College female students substitute a course 
 in domestic economy for the practical instruction on the farm and cam- 
 pus taken by the men. This course is intended to give a knowledge of 
 the application of science to the work of the kitchen and laundry, a 
 further acquaintance with drawing, and some familial ity with the prin- 
 ciples and practice of house decoration. The studies included and the 
 time devoted to each may be seen by reference to the statement respect- 
 ing the college, found in appendix A. 
 
 At the Hampton (Ya.) Normal and Agricultural Institute instruction 
 in sewing and household industries is continued through the course, 
 special attention being given in the middle year to plain cooking and 
 sewing. 
 
 In Missouri University a course of lectures on domestic chemistry is 
 given to students intending to graduate in the girls' course in arts. The 
 instruction is given upon the general topics of air, water, food, and cos- 
 metics. Under the head of air such subjects are considered as respira- 
 tion, ventilation, heating of houses, clothing, and the germ theory of 
 disease. All the properties of food, the methods of its preparation, and 
 its nutritive and hygienic values are discussed. In this way the young 
 ladies receive correct ideas of the subjects which pertain to the health, 
 comfort, and happiness of the human family. 
 
 Extended accounts of what has been accomplished in the industrial 
 training of women in Lasell Seminary, Auburudale, Mass., in the Iowa 
 State Agricultural College, and in the Illinois Industrial University are 
 to be found in Appendix E. 
 
 TRAINING SCHOOLS FOR NURSES. 
 
 The establishment of training schools for nurses is a wisely directed, 
 philanthropic effort ; and all who need the skilled hand and accurate 
 judgment of an experienced nurse, or are interested in enterprises the 
 purpose of which is the alleviation of suffering and the recovery of 
 health, will allow that these schools furnish a considerable element in 
 the promotion of the practical education of woman. They are preparing 
 suitable women for the onerous and responsible duties of nursing in 
 both hospital wards and private residences, and they are working with 
 most commendable zeal and thoroughness. The statistics of these 
 schools are presented in the table given herewith 5 and facts which in- 
 dicate the general features of the schools, such as requirements of ad- 
 mission, nature and methods of instruction, success of pupils and gradu- 
 ates, etc., are set forth in the subsequent statements. Schools other 
 than those which the statistics and statements here given represent are 
 either organized or about to be organized in many other cities. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
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INDUSTRIAL EDUCATION IN THE UNITED STATES. 67 
 
 Admission. It is recognized in all schools for the training of nurses 
 that the duties of a nurse are such that only those who have peculiar 
 aptness for the work and who possess mental, moral, and physical 
 strength, should be encouraged to undertake it. In order to make an 
 estimate of an applicant's fitness, it is the custom of several schools to 
 send her a list of questions the answers to which will enable the author- 
 ities to estimate her suitability for the vocation of nurse. The list sent 
 out by the New York Hospital Training School, which fairly represents 
 the usual questions, is as follows : 
 
 (1) Candidate's name in full, and address; (2) condition in life, single or a widow; 
 (3) present occupation or employment; (4) place and date of birth; (5) height; (6) 
 weight ; (7) where educated; (8) are you strong and healthy, and have you always been 
 so? (9) Are your sight and hearing perfect? (10) Have you any tendency to pulmo- 
 nary complaint? (11) Have you any physical defects? (12) If a widow, have you chil- 
 dren? How many? How old? How are they provided for? (13) Where (if any) was 
 your last situation? How long were you in it? (14) Names in full and addresses of 
 two persons to be referred to. State how long each has known you. If previously 
 employed, one of these must be the last employer. (15) Have you read and do you 
 clearly understand the regulations ? 
 
 In the Connecticut Training School, the secretary corresponds with 
 the applicants, and thereby becomes sufficiently acquainted with their 
 character and capacities to discern any special improbability that they 
 would pass successfully through the course of training. If this is the 
 case, the applicant is advised to seek employment elsewhere. 
 
 The suitable age of applicants is generally placed at from twenty-one 
 to thirty-five years. The reason given is that those younger have not 
 ordinarily sufficient mental and physical development, and those older 
 do not readily acquire new habits. The necessity of good character in 
 a nurse is obvious, and the need of sound health is equally so, for none 
 are ignorant of the sacred trusts and arduous duties which devolve upon 
 her. The amount of education required of applicants is not very great, 
 as natural ability and willingness to learn are the chief requisites. Oft- 
 en pupils are admitted without examination on the statement that they 
 have acquired a common school education ; but in at least one school 
 the one connected with Bellevue Hospital, New York an examina- 
 tion is required in reading, penmanship, arithmetic, and English dicta- 
 tion. 
 
 The various requirements for admission and limited accommodations 
 preclude the reception of the majority of applicants in many instances. 
 
 The New York State School makes up a class each year of only six 
 from the large number of applicants. Of thirty-three who applied at 
 Bellevue in December, 1879, only three were received. At the New 
 England Hospital, in 1878, eighteen of forty applicants were admitted 
 to probation. Of the remaining twenty-two, nine withdrew their ap- 
 plications, eight were not of proper age, and five were for various rea- 
 sons considered unsuitable. 
 
 Probation. The pupils of the nurse-training schools are usually ad- 
 mitted to a probation of one month, during which they receive no com- 
 pensation for their services beyond board and lodging. A large por- 
 tion of those thus admitted fail to meet the demands made upon them 
 during this time. In one school, sixteen out of one hundred and five left 
 during the probationary month. Of the eighteen mentioned above as 
 admitted to probation in the New England Hospital, only nine were 
 approved. Of the other nine, one left on account of death in the fam- 
 ily, six were not thought strong enough, one was dismissed for diso- 
 bedience, and one because unreliable. It could not be otherwise than 
 that the first month's experience of a nurse should be full of difficulties 
 
68 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and discouragements. The secretary of the Connecticut Training 
 School makes a clear presentation of this point in the following well- 
 advised remarks : 
 
 A severe test it (the month of probation) is to most of the young women who come 
 to us from quiet homes where' they have led for years a sedentary life. The active 
 work required in the wards bending over the beds of the sick, bearing patiently the 
 caprices and exactions of invalids, witnessing surgical operations and other painful 
 sights, dressing wounds and sores presents hospital life under a different aspect from 
 the one drawn by their imagination ; and some, for want of strength, patience, or 
 perseverance, fail to carry on the work on which they so hopefully entered. Others 
 come to the school with a real self-consecration, and, although they may be almost 
 discouraged by the recognition of all that is expected of them, yet if they faithfully 
 discharge their duties as they meet them one by one and seem desirious to embrace 
 every opportunity for improvement, they are encouraged to persevere, and soon ac- 
 quire a skillfulness which enables them to do their work acceptably and with com- 
 parative ease to themselves. 
 
 Those fulfilling the conditions and expectations of the probationary 
 month are usually required to enter into a written agreement to remain 
 in the school, subject to its authority during the time allotted to a com- 
 plete course, and sometimes to remain at the call of the school superin- 
 tendent for a specified period after graduation. Without such an agree- 
 ment, pupils would be drawn away before completing the course by 
 tempting offers from other sources. 
 
 Maintenance. Pupil nurses are maintained, with one or two excep- 
 tions, at the expense of the school, or the hospital to which it belongs, 
 during the time of their training. The sums paid in addition to board 
 and lodging are given in the table. These sums are not looked upon 
 as a remuneration for services performed, as the instruction and experi- 
 ence are considered a sufficient compensation. But it seems desirable 
 that the pupil should not be dependent on any one outside of the hos- 
 pital for money to meet her expenses for at least dress and text-books, 
 and therefore an allowance is made for them. The dress is often re- 
 quired to conform to rules relative to material, to plainness, and to 
 other things which make it suited to the sick-room. Thus one of the 
 regulations of the nurse training school at Philadelphia is: 
 
 Nurses, while on duty, shall wear cotton dresses without crinoline and without 
 trains, and soft shoes without heels. * * * White aprons must be worn. The 
 utmost simplicity is enjoined both in outer and under clothing, as no ruffled, tucked, 
 or flounced skirts nor trimmed garments are allowed to be sent to the hospital laun- 
 dry. 
 
 In another school 
 
 They are required after the month of probation to wear the dress prescribed by the 
 society, a gray woolen dress in winter and seersucker in summer, simply made, white 
 apron and cap, and linen collars and cuffs. 
 
 The text-books are not numerous, being usually limited to a few works 
 upon nursing, such as Domville's Manual for Hospital Nurses, Dr. 
 Frankel's Manual, the Bellevue Hospital Manual, the Connecticut 
 Training School Handbook, Florence Nightingale's Notes on Nursing, 
 Mrs. Lee's Handbook, Miss Veitch's Handbook, and Smith's Notes. 
 
 The information in the possession of the office does not render it pos- 
 sible to state positively what provisions are made for the board and 
 lodging of pupils in all cases, but it may be stated, as a general rule, 
 that they have quarters in or connected with the hospital building, and 
 removed as far as possible from the sick wards. It is, most desirable 
 that they should have, not a bare living place in a corner of the hospi- 
 tal, but a comfortable and attractive home, furnishing surroundings that 
 rest, revive, and animate those that are weary and discouraged from 
 excessive toil and care, and that give opportunities for undisturbed 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 69 
 
 sleep in the daytime to night nurses, and entire immunity to all from 
 suggestions of the hospital. The Nurses' Home of the Bellevue Hos- 
 pital provides for all these wants, and it has been said that the notice- 
 able exemption from illness which the nurses of that institution have 
 enjoyed is largely owing to their cheerful and healthy surroundings. 
 
 The maintenance of pupil nurses suggests aninquiry into the support 
 of the schools or hospitals to which they are attached. Two schools 
 make no report or statements that bear upon financial questions ; two, 
 which are connected with public hospitals, are supported in the main 
 by city appropriations. The income for 1879 of the Bellevue Hospital 
 Training School for Nurses was: services of nurses, $13,142 ; annual 
 dues of members, $2,920; donations, $3,230. 
 
 The Connecticut Training School for Nurses received, in 1877, $1,003.55 
 for the services of nurses, while its entire expenses were $1,922.12. It 
 has an endowment of $12,000. 
 
 The school at the Woman's Hospital of Philadelphia, in 1879, received 
 enough for services of nurses to pay the expenses incurred by the hos- 
 pital for its support. 
 
 The New England Hospital receives its income mainly from payments 
 for yearly free beds, receipts for board, treatment, and medicine, income 
 of funds, and subscriptions and donations. 
 
 The Boston Training School is supported by receipts for nurse serv- 
 ices, subscriptions, and .donations, and income of funds. 
 
 The New York State School is a part of the Brooklyn Maternity 
 (hospital), which derives its income from contributions and collections, 
 city appropriations, pay of patients, etc. 
 
 The Missouri School of Midwifery has fees of $75 for the entire course, 
 and $10 extra if the pupil be admitted to the dissecting rooms. 
 
 Instruction. The instruction afforded in nurse training schools seems 
 to divide itself naturally into practical, or that received at the bedside 
 of patients; theoretic, or that obtained from text-books and lectures; 
 and auxiliary, or that which is useful in nurse-training, but not spe- 
 cifically a part of it. 
 
 Practical nursing must Jbe learned at the bedside, and the beds of a 
 hospital offer the best opportunities. There the nurse may observe the 
 treatment of persons suffering from the various medical and surgical 
 diseases, or who have undergone surgical operations, and thus she ac- 
 quires an extensive and valuable experience in a short time. Some- 
 times there may be only a special class of patients treated in the hos- 
 pital where the pupils of the nurse schools do their work, as is the case 
 in the Brooklyn Maternity, but within any such class there is a wide 
 variety of diseases and dangers. Usually t here are several departments 
 requiring nursing adapted to the cases included in each, in which pupil 
 nurses serve in turn. 
 
 In the Connecticut Training School for Nurses "each has a special 
 place assigned to her, and remains several weeks in charge of that de- 
 partment. In the course of the year she acquires experience in medi- 
 cal, surgical, fever, and confinement cases." 
 
 In the Boston Training School for Nurses the time is divided between 
 medical and surgical cases, and between day and night duty, and each 
 nurse has two months in the lying-in hospital. 
 
 At Bellevue Hospital, all the female wards, two male wards, the Stur- 
 ges Pavilion for the treatment of acute surgical cases, and the lying- 
 in hospital, attached to Bellevue, are nursed by pupils of the school. 
 
 Another principal advantage in hospitals is the frequent presence of 
 skillful physicians to give counsel and directions, and furnish instruc- 
 
70 INDUSTEIAL EDUCATION IN THE UNITED STATES. 
 
 tionatatime when it will make a lasting impression on the pupil's mind. 
 Then the ad vice and assistance of experienced nurses, especially on crit- 
 ical occasions, prepares the nurse for similar emergencies in the fut- 
 ure, while the constant oversight of both head nurses and physicians 
 stimulates the pupil to form habits of accuracy, fidelity, and attentive- 
 ness to patients. Although the practical drill obtained at the bedside 
 under the supervision of experienced persons is of principal value, yet 
 systematic instruction from carefully written manuals of nursing, and 
 by lectures and talks on subjects pertaining to nursing, is not neglected. 
 The course of instruction is very similar in the majority of the schools, 
 and that of the Connecticut Training School for Nurses may be taken 
 as a representative. The instruction includes (1) the dressing of blisters, 
 burns, sores, and wounds; the application of fomentations, poultices, and 
 minor dressings; (2) the application of leeches; (3) the administration 
 of enemas; (4) the use of the catheter; (5) the keeping of tempera- 
 ture records ; (G) the best method of applying friction to the body and 
 extremities; (7) the management of helpless patients; removing, chang- 
 ing, giving baths in bed, preventing and dressing bed sores, and man 
 aging positions; (8) bandaging, making bandages and rollers; (9) 
 making patients' beds and removing sheets while the patient is in bed; 
 (10) the keeping of all utensils, sponges, bed, tables, etc., perfectly 
 clean. 
 
 Other subjects of instruction mentioned in courses of training else- 
 where are warming, ventilation, and care of sick rooms; the making of 
 accurate observations and reports to the physician on the state of the 
 secretions, expectoration, pulse, skin, appetite, temperature of the 
 body, intelligence, as stupor or delirium, breathing, sleep, condition 
 of wounds, eruptions, formation of matter, effects of diet or medicine; 
 management of convalescents; attention during confinement and care 
 of new-born infants ; management of trusses and other appliances ; the 
 giving of baths; the stopping of hemorrhages; disinfectants. Some of 
 the schools specify that examinations in the studies pursued are held 
 either at appointed intervals or at the option of the examining officers. 
 The annual report of one institution says that there have been 140 class 
 recitations to the lady superintendents and five formal examinations 
 conducted by members of the hospital staff. Another, " Our superin- 
 tendent teaches the nurses from the best manuals we can procure, and 
 examines them on the lesson. There are quarterly examinations by the 
 lecturers and by the medical men among the directors." 
 
 The theoretic instruction in several of the schools is received only 
 by lectures on the fundamental subjects of training. The Washing- 
 ton Training School announced for 1880-'81 six lectures upon each 
 of the following subjects, viz: Anatomy, physiology, surgical nursing, 
 medical (hospital) nursing, obstetrical nursing, medicines and dietetics, 
 and nursing of children. The Boston City Hospital had provided 40 
 lectures for the training school in 1879-'SO, as follows: On nursing of 
 insane patients, circulation of the blood, care of surgical instruments 
 and appliances, one lecture each ; on poisons, common sense in the sick 
 room, nursing and care of skin diseases, nursing and dressing of fract- 
 ures, two lectures each ; on eruptive fever, administering of medicine, 
 nursing in confinement, physiology and food, care of nervous patients, 
 three lectures each; on care of the eyes, four lectures; on anatomy and 
 surgical dressings and appliances, five lectures each ; on general dis- 
 eases and emergencies, six lectures. 
 
 The education of pupil nurses in branches collateral to their profession 
 is not extensively attempted in the training schools. Usually they are 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 71 
 
 taught how to prepare delicacies for the sick, attractive articles of diet, 
 and the drinks and stimulants in common use. On the subject of med- 
 ical instruction the secretary of the Connecticut Training School for 
 Nurses remarks : 
 
 Whilst far from wishing our nurses to be so learned as to think they know as much 
 as the physicians, we are desirous to have them understand the structure of the hu- 
 man body and all its functions ; for this purpose they study from text books on phys- 
 iology, anatomy, and midwifery, reciting to, and receiving valuable instruction from, 
 the head nurse, who also conducts quarterly examinations in these studies in the 
 presence of the ladies of the executive committee. 
 
 Results. The success of these training schools may be seen in the 
 excellent work done by the pupil nurses in both hospitals and private 
 houses, in the thorough preparation they give for a life work in a noble 
 calling, and in the appreciation in which their services are held by the 
 medical profession and others after their graduation. A report speaks 
 thus of the benefits which the establishment of the nurse training 
 school brought to the inmates of the Charity Hospital of New York : 
 
 The change wrought in the hospital was sudden and radical. The nurses them- 
 selves were of a better class than it was thought possible to secure, many of them 
 being ladies of culture and refinement. Abuses which had existed since the founda- 
 tion of the hospital were at once swept away. The care and sympathy received by 
 the patients promoted their recovery, while the presence among them of the pupils 
 of the school so improved the moral tone of the institution that the calls for punish- 
 ment were no longer necessary and were removed. The death rate of the hospital 
 has steadily diminished since the introduction of the training school. * * Other 
 causes have contributed to diminish the mortality, but none so much as the increased 
 efficiency in nursing, due to the careful training of intelligent nurses. 
 
 Quotations from two reports will fudicate the excellence of the work 
 done by the pupils in private families and the constant demand from, 
 that direction. 
 
 A recent report of the Connecticut Training School for Nurses says : 
 
 We have been able to respond this year to thirty-six applications for the services 
 of trained nurses, and in each case the one sent has returned to us with a certificate 
 from the patient or the attending physician which testified to her efficiency and the 
 value of the school as an educator. 
 
 The Bellevue Training School says : 
 
 The demand for nurses in private families has increased far beyond the ability of 
 the school to supply. One hundred and forty persons have been attended by nurses 
 from the school, and twenty-nine graduated nurses have been fully employed during 
 the year in New York and the vicinity. The managers have been much gratified by 
 the satisfactory reports which the nurses have brought back from physicians and 
 employers. 
 
 The following paper is sent with pupils that go out from this school 
 for the purpose of private nursing. 
 
 New York Training School for Nurses, 426 East Twenty-sixth street. 
 
 , 18- . 
 
 This day the nurse has been sent on the recommendation of 
 
 to nurse in case of . 
 
 Superintendent. 
 
 REGULATIONS. 
 
 The charge for the services of a nurse is $3 per day, or, if employed one week or 
 more, $16 per week. Traveling expenses and washing to be paid by the family em- 
 ploying the nurse. 
 
 All applications must be made personally, or in writing, to the superintendent. 
 
 WJben the nurse's services are no longer required, this sheet of paper is to be re- 
 turned, sealed up, with a candid statement, on the fly-leaf, of her conduct and effi- 
 
72 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 ciency, either from one of the family or the medical attendant, together with infor- 
 mation of the amount to be paid, and whether it is inclosed or will be paid at the 
 office of the society. 
 
 The nurse is to be allowed reasonable time for rest in every twenty-four hours; and 
 when her services are needed for several consecutive nights, at least six hours in the 
 day out of the sick room must be given her. 
 
 Except in cases of extreme illness the nurse must be allowed opportunity to attend 
 church once every Sunday. 
 
 When on duty the nurse is always to wear the dress prescribed for her by the 
 regulations of the society. 
 
 Patients and their friends are invited to contribute to the general funds of the 
 society, and thus assist in enabling it to aiford the advantages of gratuitous nursing 
 to the* poor, which is one of the objects the association hopes to accomplish. 
 
 Where it is possible, a few days' notice of the nurse's return to the home should be 
 sent to the superintendent. 
 
 Copy of paper to be returned by employers. 
 
 , 18-. 
 
 The services of the nurse being no longer required, she is this day 
 
 set at liberty to return home, and the sum of $ , being the remuneration for her 
 
 attendance, is 
 
 (Signed) . 
 
 Eemarks as to conduct, efficiency, etc. 
 
 The post graduate success of educated nurses, which is the evi- 
 dence of their training, is manifest from the continued call for their 
 services in preference to those of any others, and receives further proof 
 from letters written by those who have observed their work ; and the 
 same may be said by the citizens of %ny city possessing a nurse training 
 school that Felix Adler said of the one at Bellevue : 
 
 It is one of the beneficent institutions of our city, in which every New Yorker may 
 take a legitimate pride, and of which there can be no doubt that it is destined to be- 
 come a source of inestimable blessing to the community. 
 
 EDUCATION IN MISCELLANEOUS INDUSTRIES. 
 
 Telegraphy. Women may receive instruction in telegraphy in at 
 least thirty-three business colleges and commercial departments ; in 
 five or six colleges not having such a department ; in a few institutions 
 for the superior instruction of women ; and in several special schools, 
 among which the Cooper Union School of Telegraphy is pre-eminent. 
 The following is its report for 1882: 
 
 This school admitted 60 pupils this year. About 160 applied at the regular exam- 
 ination and passed, but they could not be admitted to the class for want of room. 
 The Western Union Telegraph Company has so far interested itself in this school as 
 to pay a teacher, who trains the pupils in the thorough methods of that company. 
 They can thus draw competeut operators for their offices from this school, and have 
 provided a large proportion of the graduates of this school in times past with employ- 
 ment on their lines, although they are under no special obligation to provide a place 
 for any. At present the supply of operators is less than the demand ; and the exten- 
 sion of lines going on rapidly over this vast country will always make a steady de- 
 mand for the employment of "women in telegraphy. Their fidelity, intelligence, and 
 patience will always give them the larger share of this kind of work, from which 
 the young men are drawn away by a more active and ambitious life. The number of 
 pupils remaining at the end of six months' instruction was 55, and the number re- 
 ceiving certificates was 28. 
 
 Stenography. There are a few institutions for higher instruction fur- 
 nishing training in some form of short-hand writing, among them Oska- 
 loosa (Iowa) College and Battle Creek (Mich.) College. The usual places 
 of instruction are private classes, of which the office has no information, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 73 
 
 and business colleges, some twenty of which offer this branch of instruc- 
 tion to ladies as well as gentlemen. 
 
 Practical design for manufactures. A school of practical design is con- 
 nected with the Massachusetts Institute of Technology. The art of 
 making designs for fabrics is taught by means of practical work done 
 under the personal direction of a skilled designer. The course embraces 
 technical manipulations, copying and variation of designs, original de- 
 signs or composition of patterns, and the making of working drawings. 
 A weaving department is associated with the school, and observation 
 of manufacturing on a larger scale is made during occasional visits of 
 inspection. The expense to pupils is about $5 a year for instruments 
 and material. Applicants are required to show some acquaintance with 
 free-hand drawing and the use of drawing instruments. 
 
 Printing. The employment of women in printing offices is increasing, 
 and, in order to encourage them in fitting themselves for remunerative 
 positions in these offices, the Kansas Agricultural College remits the 
 fees of women taking the courses of instruction in printing. Two courses 
 are pursued in this art. In one the student is given a general view of 
 the rise and progress of printing, of type-founding, stereotyping, electro- 
 typing, and lithography. He (or she) is taught the implements or tools 
 employed in typography and how to use them, composition, imposition, 
 principles and practice in plain and ornamental job-work, presses and 
 their working, technical terms, and general duties of a first-class work- 
 man. The second course, the lessons of which alternate with those in 
 the first, embraces instruction in spelling, capitalization, punctuation, 
 proof-reading, and correcting, preparation of essays a;nd criticisms on 
 the same, and such other miscellaneous work as will make the student 
 accurate and expert in language. 
 
 Dairying. During the spring term daily instruction and practice in 
 the different branches of dairying is given the ladies of the second year 
 in the Kansas State Agricultural College by the professor of agricult- 
 ure. 
 
 Horticulture. It has seemed proper to several institutions to provide 
 instruction in horticulture with special reference in some cases to the 
 training of women. The Agricultural College of Missouri justifies the 
 existence in it of an extended horticultural course, on the ground that 
 it is but a fair recompense to the women of the State, who have suc- 
 ceeded in creating a taste for the cultivation of fruits and flowers and 
 for ornamental grounds, that their daughters, as well as their sons, be 
 provided with a school where they may perfect themselves in these 
 pursuits. The course extends over four semesters, and includes propa- 
 gation of plants, pruning and training, gardens and gardening, flori- 
 culture and transplanting, pomology and forestry, ornamental trees and 
 shrubs. 
 
 Facilities for the study of horticulture are provided in Cornell Uni- 
 versity, Ithaca, New York, the instruction being given throughout the 
 third year in the agricultural course. During the first term, attention 
 is given to fruit culture and forestry ; during the second, to vegetable 
 culture; the third, to floriculture, including landscape gardening. The 
 general subject (of floriculture) is divided into the following topics : 
 window- gardening, general management of house plants, hanging bask- 
 ets, climbing vines, flowering bulbs, ferneries, wardian cases, etc. ; out- 
 door flower-gardening, lawns, ornamental shrubs and trees, commercial 
 flower- gardening. 
 
 Similar horticultural courses exist in many of the other institutions 
 endowed with the national land grant, and one or two colleges have 
 
74 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 also introduced instruction in horticulture, but the office has no infor- 
 mation from which it can judge of the success of their work. 
 
 SECTION 4. 
 CONCL USION. 
 
 The results expected of industrial education, and foreshadowed al- 
 ready by past achievements, are found in the improvement of our man- 
 ufactures, the elevation of the producing classes, the removal of obsta- 
 cles to learning a trade, the diminution of crime, the popularization of 
 education, and the dissemination of peculiarly American ideas. 
 
 The manufacturer is aided by industrial education through the im- 
 provement of his products. His success depends on the demand for his 
 goods at reasonable prices. This demand is regulated by the needs of 
 customers. They ask for durability of material, attractiveness of de- 
 sign, and excellence of workmanship in whatever they purchase for per- 
 manent use. Manufactures improve as they become possessed of these 
 and similar qualities, which can be economically secured only by the 
 application of technical knowledge. Durability arises from excellence 
 of raw material and is retained by the selection of the right processes 
 by which to convert it into the state in which it finally appears. The 
 quality of raw materials is not unfrequently to be determined by chem- 
 ical tests, and many of the processes of its manufacture are regulated 
 by chemical principles. The science which guides in the determination 
 of these processes must be the one which will lead to their improvement 
 and perfection. Hence courses in chemistry are established in our 
 principal polytechnic schools as well as in colleges of agriculture (to 
 which science chemistry makes liberal contribution), and in schools of 
 mining and metallurgy. For a similar purpose engineers are taught to 
 determine the strength of materials used in building railroads and 
 bridges, houses and machines. Investigations in the domain of physics 
 and chemistry have frequently taught the skillful application of new and 
 serviceable agents to the production of labor. Efforts to render prod- 
 ucts more attractive in design are being made through schools and 
 school systems by the introduction of drawing. From this art archi- 
 tects and designers acquire the power to represent the forms and pat- 
 terns which, according to their judgment, will be most acceptable. 
 Whether utility or elegance is the end to be obtained, it matters not. 
 Either calls for the draughtsman's best production. In fact, the pres- 
 entation of proofs that increased attractiveness in manufactured goods 
 comes from excellence in drawing would be needless. 
 
 The end to which drawing contributes most frequently is accuracy of 
 mechanical construction. The pencil precedes the hand and the ma- 
 chine. It leaves little for them to do but to execute with exactness the 
 most minute details. In order to do this the workman must be able to 
 interpret the drawings and reproduce the indicated forms. He must 
 understand the language in which they are described, and acquire by 
 education and experience the ability to obey it. Men of this class have 
 laid out our railways, opened our mines, started and improved our 
 manufactories, and built our houses. They have aided in increasing 
 our industries 35 per cent, in the last decade and in compelling an 
 English confession that "the United States will probably pass us in 
 the ensuing decade" in the value of her industries. 
 
 The elevation of the working classes is an inevitable result of edu- 
 cating them in industries. The direct effect upon the intellect is great 
 and beneficial. The immediate moral influence is of the best. A manly 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 75 
 
 feeling is awakened and kept alive by the consciousness of power and 
 skill to do. An incentive to enterprise and frugality is set forth. It 
 has been laid down as a rule by Prof. Edward Atkinson that 
 
 Other things being equal, high wages coupled with low cost are the necessary result 
 of the most intelligent application of machinery to the arts, provided the education 
 of the operative keeps pace with the improvement of the machinery. 
 
 In this way wages are increased and the cost of living diminished. 
 Things consumed are not made expensive through waste caused by 
 ignorance. It is a fact, recognized by manufacturers, that more highly 
 skilled and better paid laborers produce goods at lower cost. Under 
 these circumstances a laboring man can reasonably entertain hopes 
 that he may possess, by careful industry and economy, the things which 
 his better nature most craves, a home, the implements of his trade, a 
 few books, some dollars in the bank. The time seems to have come when 
 a poor man's family need not be his misery. Property may accumu- 
 late ; wealth possibly be attained. The moral value of such possibilities 
 is incalculable; and therein lies the elevating power of industry well 
 paid and well performed, and of education toward some of its branches. 
 Few will deny that the training for a legitimate calling, and the pur- 
 suit of it witb earnest application and perseverance, though done for 
 the express purpose of gaining a competency, contributes to morality 
 and virtue, and lays no stumbling blocks in the way of intelligence and 
 education. There are the soundest reasons for believing that the in- 
 strumentalities in operation for the promotion of industrial education 
 are silently yet powerfully lifting the laborer to a higher position. The 
 immediate future will reveal this truth clearly. The well known statis- 
 tician Col. Carroll D. Wright cautiously and significantly says : 
 
 There is a slow but constant decrease in the number of laborers who seem to 
 be doomed to remain at the bottom ; a decrease in the number who are able to employ 
 nothing but muscle. If this be true, and all my own observations indicate it, the 
 status of what is now unskilled labor will be vastly improved during the next genera- 
 tion. 
 
 A recent writer on Holland represents the peasants around Grouin- 
 gen as wandering about the city after their produce is sold and their 
 purchases made " casting compassionate glances at all that population 
 of shop-keepers, clerks, professors, officials, proprietors, who, in other 
 countries, are envied by those who till the ground, but here are re- 
 garded by them in the light of poor people." It is not impossible that 
 the industrial classes of our country may be brought by suitable edu- 
 cation to occupy, and realize that they do occupy, a place to be envied 
 by many of those engaged in mercantile and professional pursuits. 
 George MacDonald is credited with saying : 
 
 I would gladly see a boy of mine choose rather to be a blacksmith, or a watchmaker, 
 or a book-binder, than a clerk. Production, making, is a higher thing in the scale of 
 i eality than mere transmission, such as buying and selling. It is, besides, easier to 
 do honest work than to buy and sell honestly. 
 
 The entrance to industrial occupations has been beset by difficulties 
 and discouragements. The apprenticeship system first degenerated 
 and then died. Scarcely any one but a father will direct a novice 
 in mechanical labor, and he rarely has ability and opportunity. Now 
 the defect is being remedied. Boys are going from our manual train- 
 ing schools and departments of mechanical engineering to honorable 
 and responsible positions in mills, foundries, and factories. Three or 
 four years of study and practice have given them a broad intelligence 
 and more training than the customary seven years' of apprenticeship 
 ordinarily gave to boys of the olden time. By these schools, whose 
 
76 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 work has been reviewed in the preceding pages, the question of how 
 to obtain preparation for industrial employment has been answered. 
 
 Industrial education dignifies labor as well as opens doors to its skill- 
 ful and remunerative performance. If labor has a noble end and pur- 
 pose, if it employs intellect, if it abundantly rewards its servants, then 
 it is worthy to be crowned. 
 
 The perfection of our manufactures, the facilitating of commerce, the 
 unearthing of mineral wealth, the economizing of the fertility of farms, 
 the dissemination of practical knowledge, these are ends which are being 
 served by the graduates of our industrial institutions. These ends do 
 not lack nobility. These forms of labor require the exercise of high in- 
 tellectual powers. The attainments are of no mean order which enable 
 a man to perform the great feats of engineering for which our country 
 is becoming known or which are required of superintendents of exten- 
 sive factories. Even the doing of a single thing understandingly and 
 well brings the doer respect from himself and his neighbor and digni- 
 fies his calling. " It is the privilege of any human work which is well 
 done," says Emerson, "to invest the doer with a certain haughtiness. 
 He can well aflbrd not to conciliate whose faithful work will answer for 
 him." 
 
 The diminution of crime is to be expected from the diffusion of indus- 
 trial education. The percentage of criminals who have received even 
 the elements of an education is small. An authority on the subject has 
 said that "one-third of all criminals are totally uneducated, and that 
 four-fifths are practically uneducated." Yet when the relative number 
 of convicts who are illiterate is compared with the number of those who 
 have not learned a trade it is found to be much smaller. It is stated by 
 Dr. Wines that in Baden only 4 per cent, of the prisoners are unable to 
 read when received, and that they are for the most part fond of reading, 
 but that 50 per cent, have not learned a trade; in Bavaria 12 per cent, 
 are illiterate, 29 per cent, ignorant of a trade. Mr. Charles F. Thwing 
 a few years since claimed that 00 per cent, of the inmates of the Michi- 
 gan State prison had no trade, while less than 25 per cent, could not 
 read, write, and cipher ; that in the prison of Minnesota 3.7 of 235 pris- 
 oners could not read and write, 130 never learned any business ; and 
 that in the Iowa penitentiary the ratio of illiterate convicts to those un- 
 skilled in a trade was about 1 to 6. 
 
 Whatever may be the reliability of these figures it cannot be denied 
 that the lack of technical training is a prolific cause of crime. This lack 
 is being supplied to some extent by recently established schools, which 
 both afford opportunities for such training and draw public attention to 
 the existing need of it. 
 
 The introduction of industrial features into educational institutions 
 has a tendency to relieve education of the accusation that it is unpracti- 
 cal. There are those that ask of our schools more than they are intended 
 to furnish. Their voice in years past called into being manual-labor and 
 half-time schools. Since the failure of these means to realize the ex- 
 pectations of their advocates, believers in education for industrial la- 
 bors have been uncertain what course to adopt in carrying out their 
 views. Now it may be said with safety that the mass of our citizens 
 are convinced that the educational systems and institutions of the 
 country are above reproach, and will be modified by the introduction of 
 new features as they are needed. A minority are disposed to be criti- 
 cal and assert that education is unwisely conducted, and that govern- 
 mental aid might be applied more reasonably to the establishment of 
 public farms and work-shops for training purposes than to public schools. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 77 
 
 That which has seemed better to them than existing methods is taking 
 place. It may be anticipated that as the day approaches when training 
 in mechanic arts and agriculture shall be as possible as in literature 
 and science the sounds of complaint will be fewer and prejudice less 
 frequently will dull the weapons by which the forces of ignorance are 
 being destroyed. 
 
 Finally, the protection of American institutions demands the indus- 
 trial education of our youth, that they may carry our ideas of obedience 
 to law and our republican principles into the midst of the multitude of 
 foreigners that crowd our factories and our mines and perform much of 
 our labor. 
 
 Ours is a peculiar nation. In it the principles of morality prevailing 
 in civilized countries are upheld with warmth and reason. Our polit- 
 ical principles are distinctive and characteristic. Daniel Webster enu- 
 merated them in one of his great .speeches. They are the establishment 
 of popular governments on the basis of representation ; the recognition 
 of the will of the majority, fairly expressed, as having the force of law ; 
 the supremacy of law as the rule of government for all, and the exist- 
 ence of written constitutions founded on the authority of the people. 
 He asserted his belief that the influence of town meetings in which 
 American principles were recognized and followed made those who went 
 from them to dig gold in California a more fit to make a republican 
 government than any body of men in Germany or Italy." If there be 
 added to the lessons of our political gatherings and elections education 
 in the essentials of government, instruction in the sciences contributing 
 to human prosperity, familiarity with the languages of civilization, 
 sound rules for the conduct of life, and training for an ennobling and 
 enriching occupation, then American youth will be prepared oftener to 
 fill leading places in industries, will win respect for their skill, learning, 
 and wisdom, and, being respected and trusted, will be enabled to en- 
 shrine American liberty more securely in the hearts of laboring men. 
 So our land shall be the home of a sale and permanent nation, "where 
 an industrious population advances like a victorious army, where the 
 poor find work, the laborer becomes a proprietor, the proprietor grows 
 rich, and all have the hope of a prosperous future 5" and the ends of 
 our industrial education will be accomplished. 
 
APPENDIXES. 
 
 (79) 
 
APPENDIX A. 
 
 STATEMENTS EESPECTING THE INDIVIDUAL INSTITUTIONS ENDOWED 
 WITH THE NATIONAL LAND GEANT. 
 
 ALABAMA. 
 STATE AGEICULTUKAL AND MECHANICAL COLLEGE. 
 
 [Report of President I. T. TICHENOE, D. D.] 
 
 In compliance with your request, I have the honor to submit the following report of 
 the Agricultural and Mechanical College of Alabama. 
 
 It was designed that this college should conform, as nearly as its means would permit, 
 to the demands of the law of Congress: that without excluding other scientific and classi- 
 cal studies and including military tactics, its leading object should be to teach those 
 branches of learning which relate to agriculture and the mechanic arts, with a view to 
 furnishing a liberal and practical education to the industrial classes. 
 
 If in any respect we have come short of this design, it has been because we lacked the 
 means for "its full accomplishment. 
 
 Our endowment is derived entirely from the sale of lands donated by act of Congress, 
 and consists of Alabama State bonds amounting to $253,500, bearing 8 percent, interest, 
 payable semi-annually. The only other source of income is an incidental fee of $15 per 
 annum charged each student. Our annual income from these sources averages about 
 $22,500. 
 
 The grounds and buildings were donated to the college by the trustees of the East Ala- 
 bama College. The cost of the main building, which was erected in 1858, was about 
 $65,000. 
 
 A farm, donated by citizens of Auburn, to which additions have been made by purchase, 
 comprises about 100 acres, with farm-house, stables, &c. 
 
 The annual expenses of the college are equal to its income of $22,500. The salaries of 
 professors and instructors amount to $17,600 per annum. 
 
 The faculty of the college (1880) consists of (1) a president, who is professor of moral 
 philosophy, (2) a professor of engineering, who is also commandant, (3) a professor of 
 ancient languages, (4) a professor of chemistry, (5) a professor of mathematics, (6) a pro- 
 fessor of agriculture, (7) a professor of natural history, (8) three instructors, two of whom 
 are engaged as teachers in the preparatory departments. 
 
 The number of students for the year ending June, 1879, was 279. The number in classes 
 last year was: First class, 13 ; second class, 31 ; third class, 51 ; fourth class, 78 ; preparatory 
 department, 104; post-graduates, 2. 
 
 The number of graduates of the college since its organization in 1 872 is 42 ; of these there 
 have been graduates in the literary course, 14; scientific course, 7; engineering course, 14; 
 agricultural course, 7. 
 
 The inability of many of our students to remain at college long enough to accomplish 
 the entire course has greatly diminished the number of graduates. Seven hundred and 
 fifty young men have received instruction here since the organization of the college; many 
 of these who did not graduate are engaged in useful and honorable vocations. 
 
 Of those who have terminated their connection with the institution whose employment 
 we have been able to ascertain, there are engaged in agriculture, 222; mechanical pursuits, 
 40; teaching, 30; the professions, 40; and commerce, 90; while the occupation of 94 others 
 is unknown. 
 
 There are now (1880) in college 228 students in classes, as follows: first class, 20; sec- 
 ond class, 18; third class, 57; fourth class, 59; preparatory department, 74. 
 
 No law of the college excludes women, but public opinion prohibits them from sharing 
 its benefits. The faculty have brought this matter to the attention of the board of trust- 
 ees, and have expressed their almost unanimous desire that women should be invited to 
 enter the college; but the board has not seen proper to adopt their recommendation. 
 
 For information as to the means for practical application of instruction, you are respect- 
 fully referred to the reports of the professors of chemistry, agriculture, and engineering, 
 and the commandant of the college, herewith submitted. 
 Very respectfully, your obedient servant, 
 
 I. T. TICHENOR, 
 
 President. 
 
 S. Ex. 25 6 81 
 
82 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The following statements accompany President Tichenor's report: 
 Statement of the professor of agriculture. 
 
 I present herewith an outline of the course of study in the agricultural department of 
 this institution. The course requires four years for its completion, entitling the student 
 who stands an approved examination in all the studies embraced in it to the degree of 
 * ' bachelor of scientific agriculture. ' ' 
 
 The first two years of the course are devoted to studies which are common to the usual 
 college course in the freshman and sophomore years, except that modern languages 
 (French and German) may, if the student elects, be substituted for Greek and Latin. The 
 last two years are devoted to technical instruction, embracing the following subjects: 
 
 (1) Mechanics and physics, in which the class makes daily recitations during the first 
 term (five months) of the junior year. 
 
 (2) Botany, two recitations weekly during the second term of the junior year. 
 
 (3) Descriptive astronomy and meteorology, three recitations weekly during the first 
 term of the senior year. 
 
 (4) Geology and mineralogy, three recitations weekly during the second term of the 
 senior year. 
 
 (5) Zoology and entomology, two recitations throughout the first and second terms of 
 the senior year. 
 
 (6) Agricultural chemistry, with practical instructions in qualitative and quantitative 
 analysis of soils and fertilizers, to which two hours are devoted daily throughout the first 
 and second terms of the junior year. 
 
 (7) Vegetable physiology, embracing the structure and habits of plants and their rela- 
 tions to the soil and atmosphere, occupying two recitations weekly during the first and 
 second terms of the senior year. 
 
 (8) Practical agriculture, embracing the subjects of soils, drainage, cultivation, irriga- 
 tion, fertilization, farm-crops, farm-implements, farm-animals, fruit-culture, market- 
 gardening, floriculture, and landscape gardening; in which daily recitations are required 
 during the whole of the two years. 
 
 In addition to the technical studies embraced in this course, the class in agriculture 
 is required to make three recitations weekly in the second term of the senior year in 
 political economy, and to attend weekly lectures upon constitutional law, the law of con- 
 tracts, conveyancing, and landlord and tenant, in which it is designed to furnish such in- 
 struction on these subjects as will be of service to the practical agriculturist. 
 
 For the purpose of illustrating and applying the principles taught in the text-books and 
 lectures, the college is furnished with the following appliances: 
 
 (1) Extensive mineralogical and geological cabinets, and a museum of natural history. 
 
 (2) A commodious laboratory, fitted up for lectures and work in analysis, supplied with 
 furnaces, balances, gas and water, and twenty-five work tables, each furnished with 
 necessary chemicals and apparatus. 
 
 (3) An experimental farm of twenty acres, devoted to soil-tests of fertilizers and ex- 
 periments in the cultivation of field crops, grapes, fruits and flowers, conducted under the 
 supervision of the professor of agriculture, with practical instructions to the class during 
 the junior and senior years. 
 
 Respectfully submitted. 
 
 W. H. CHAMBERS, 
 Professor of Agriculture. 
 
 Statement of the professor of engineering. 
 
 In the first year of the course of four years we teach practical drawing on the plan pur- 
 sued in the English schools ; in the second year, the practical use of the chain, compass, 
 theodolite, and engineers' leveling instruments is thoroughly taught in the field for farm 
 and land surveying, ditching, and leveling. 
 
 Drawing, in the second year, includes practical work on farm maps, drawing from 
 models, shades, shadows, structural drawing, and topographical delineation ; in the third 
 and fourth years, at least two hours each day in completing a course in projection and 
 perspective. Graphical skill is cultivated in depicting, in conventional colors, machines, 
 bridges, furnaces, water, gas, and railway structures. Plans, profiles, and sections of 
 railroad surveys complete a very full and practical course of industrial drawing. 
 
 The practical work in surveying begins in the second year of the course. All students 
 of this year are exercised in the use and adjustment of the plain and solar compass, of 
 the theodolite, sextant, engineer's leveling instruments, and the various styles of leveling 
 rods. Individual practical instruction is given to each member of the class in the practice 
 of surveying, locating, and division of lands, and in leveling ditches, gradients, terraces, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 83 
 
 farm, water, and railroad levels. Tracing railroad curves and subterranean lines in min- 
 ing work is practically taught as part of the general course for all students of the second 
 year. 
 
 Technical engineering is taught only to those students who have completed the general 
 course of two years. A full course in chemistry, physics, and pure mathematics, with 
 an elective course in either ancient or modern languages, is the basis of the course iii engi- 
 neering. 
 
 Mechanics, particularly the theory of strength of materials and of strains in roofs and 
 bridges, with full instruction in regard to the construction of roads, railroads, bridges, 
 canals, improvements of rivers and harbors, complete the work of the last two years of 
 the course. 
 
 In aid of the practical studies of the college, and as a means of familiarizing students 
 with the actual details of work, the second class in engineering devote two weeks in De- 
 cember, and the first class four weeks in April, to field work and to visits of inspection 
 to machine-shops, mills, mines, furnaces, and engineering constructions within conven- 
 ient reach. Geological students are afforded in vacation each year an opportunity of ac- 
 companying the State geologist in his excursions. In the past scholastic year the second 
 class in engineering has visited and inspected the cotton and woolen mills, founderies. 
 machine-shops, bridges, and gas works in and near Columbus, Ga. The first class in en- 
 gineering inspected the founderies, workshops, gas and water works of Montgomery, and 
 the iron region lying along the South and North Railroad. 
 
 R. A. HARDAWAY, 
 Professor of Engineering. 
 
 Statement of the professor of chemistry. 
 
 This department occupies four rooms: a lecture-room, a working-room, a furnace-room, 
 and a balance-room. 
 
 The lecture-room is 40 by 40 feet, and is provided with a counter, pneumatic trough, 
 copper gasometer, water basins, blackboards, shelves with glass cases, gas jets, blow-pipes, 
 and all the necessary apparatus for illustrating a general course in theoretical chemistry. 
 
 The working-room is '36 by 24 feet and has 24 work-tables, each one supplied with a 
 full set of reagents, a drawer, a gas jet with Bunsen's burner, and such other apparatus as 
 is necessary to make all the analyses required in a full course on agricultural science. 
 The balance-room contains two sets of balances with weights, one made by Becker of New 
 York, the other by Oertling of London. The furnace-room is provided with a temporary 
 furnace, furnishing an air-bath, water-bath, sand-bath, and a still for distilling water. 
 There are also small furnaces for assaying and organic analysis. 
 
 Water and gas are supplied in every part of this department; and a constant Watson's 
 battery, furnishing electricity to all the bells of the college, is kept in the lecture-room. 
 
 The instruction given in this department consists of (1) a general course in chemistry 
 to all students; (2) qualitative analysis, given to students in agriculture and science; (3) 
 quantitative analysis, including both gravimetric and volumetric, given to students in ag- 
 riculture and science, and (4) agricultural chemistry, given only to agricultural students. 
 The text-books used are Bloxam's Chemistry, Church's Laboratory Guide, Caldwell's 
 Agricultural Analysis, Mott's Manual of Chemistry, Johnson's How Crops Grow and 
 How Crops Feed. 
 
 The course in general chemistry requires five hours a week to complete it; that in ag- 
 ricultural chemistry three hours a week; three years are required. 
 
 Respectfully submitted. 
 
 WM. C. STUBBS, 
 
 Professor of CJiemistry. 
 
 Statement of tJte commandant and military instructor. 
 
 The practical work in the military department consists of daily drills in the school of 
 the soldier, squad, company, and battalion; guard duty is required of all cadets capable 
 of bearing arms. 
 
 The text of Upton's Report on Tactics, revised edition, through the "school of the sol- 
 dier ' ' is learned by heart by every cadet, and each is required to repeat it verbatim. The 
 school of the company and battalion, the parades, honors, &c., are recited by all cadets, 
 illustrated by demonstrations on the blackboard, but only the " school of the soldier" is 
 required to be recited literally. 
 
 In addition to recitations in Upton's Tactics, lessons in organization, supply, transpor- 
 tation of armies, fortification, strategy, target-practice, and ordnance are recited by the 
 cadets and illustrated by the professor. This is a four years' course. 
 
 R. A. HARDAWAY, 
 
 Colonel Commanding. 
 
84 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Supplementary information. 
 
 From the catalogue of 1880-' 81, it appears that a professor of English literature has been 
 added to the faculty. The number of students registered is 182, in classes as follows: 
 first class, 15; second class, 23; third class, 34; fourth class, 63; fourth class, section A, 
 47. The twenty graduates in 1880 make up the whole number of alumni to 62; of these 
 twenty, six took the degree of A. B.; two B. S. ; three, B. S. A. ; and nine, B. E. 
 
 The requirements for admission to the college embrace the common-school studies, ele- 
 mentary algebra and English history; to these must be added, by those who are candi- 
 dates for the degree of bachelor of arts, in Latin, four books of Caesar and six of Virgil's 
 .ZEneid; in Greek, two books Xenophon's Anabasis. All students pursue the same course 
 for two years, except that those in other than the literary course may take French and 
 German in place of Latin and Greek, and must take drawing. At the end of the two 
 years the students choose between courses in agriculture, civil engineering, mining engi- 
 neering, literature and science. 
 
 There appears to be a recent modification of the course in civil engineering for the pur- 
 pose of giving students an opportunity to become familiar Avith mining. Special instruc- 
 tion is introduced in mining, preparation of ores and their metallurgical treatment. 
 Geology and mineralogy receive considerable attention. An additional year of study 
 is required of those who would obtain the degree of mining engineer, that of bachelor 
 of mining engineering being given at the end of the fourth year. 
 
 AEKANSAS. 
 INDUSTEIAL UNTVEKSITY. 
 
 FAYETTEVILLE, AEK., March 30, 1881. 
 
 Sin : The chief end of the Arkansas Industrial University is to afford a cheap practi- 
 cal education to the industrial classes, but especially to teach them agriculture and the 
 mechanic arts. 
 
 The endowment funds consist chiefly of the grant of land by the general government, 
 in the donations of $100,000 by the county of Washington, Ark., and $30,000 by the 
 town of Fayetteville. The grounds and buildings are valued at $170,000. The annual 
 income is $10,400 from the bonds of the county and town aforesaid, $2,000 from tuition 
 fees, and an average of about $5,000 from the legislature; annual expenditure, about 
 $17,500. Professors' salaries consume about $15,500 of this sum. 
 
 The professors and instructors are as follows: (1) president and professor mental and 
 moral science; (2) principal of normal department; (3) professor of mathematics (in- 
 structor in tactics); (4) professor of natural sciences and chemistry; (5) professor of civil 
 and mechanical engineering; (6) professor of natural sciences; (7) professor of military 
 science and tactics (not appointed as yet); (8) professor of physics and astronomy; (9) 
 teacher of drawing and painting; (10) professor of ancient and modern languages; (11) 
 professor of English literature and history; (12) professor of music, aided by competent 
 assistants; (13) principal of preparatory department; (14) preceptress of preparatory de- 
 partment; (15) first assistant preparatory department ; (16) second assistant preparatory 
 department; (17) third assistant preparatory department. 
 
 The number of enrolled students this session (including the medical department) is 
 473; of these, two-thirds are males. The college fees are almost .nominal, the majority 
 not paying more than $5. All expenses, including boarding, clothing, books, &c. , do not 
 exceed $200 to the majority of the students. The board grants free tuition to 600 bene- 
 ficiaries and 400 normal students sent from the various counties according to population. 
 Not more than one third of these appointments are claimed by the respective counties. 
 Our graduates do not exceed eight or ten annually. They take generally the A. B. or 
 B. S. degrees, though a few take the normal degree. About one-fourth of the graduates 
 are females. 
 
 We have a classical course differing not materially from that in most colleges; an ag- 
 ricultural course identical with that in the agricultural and mechanical colleges, giving 
 agriculture prominence in the curriculum ; a scientific course, prominence being given 
 to mathematics, engineering, and mechanical philosophy; and a normal course specially 
 devoted to the Draining of teachers. 
 
 There is not now, nor has there been, any special instruction for young women. I have 
 felt the need of a curriculum adapted to their mental characteristics. Some^of them 
 have been found with taste and talent for the higher mathematics. 
 
 We have no workshops, and practical mechanics receive no illustrations. In fact the 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 85 
 
 farm work itself is on a small scale. The State in its poverty has not felt able to build 
 workshops or suitably to equip a farm. 
 Very truly yours, 
 
 D. H. HILL, President. 
 
 Hon. JOHN EATON, 
 
 Commissioner of Education. 
 
 It will be observed that the first nine instructors specified in the foregoing list are more 
 related to the college of agriculture and the mechanic arts than the remainder. 
 From the annual catalogues of the university the following facts are gathered: 
 
 STUDENTS. 
 
 The number of enrolled students for the year ending June, 1881, was 441, of whom 
 411 were from Arkansas, 8 from Missouri, 8 from Louisiana, 5 from the Indian Territory, 
 2 from Texas, and the rest (1 each) from several other States. The "academic" (col- 
 legiate) department enrolled 120, and the normal classes 82. Many students are enrolled 
 in two or more branches of the institution. 
 
 TUITION. 
 
 The faes are $5 for matriculation; students other than normal or beneficiary also pay 
 $10 per term; there are three terms each year, covering forty weeks in all. Tuition in 
 the university proper is free. 
 
 FBEE SCHOLARSHIPS. 
 
 The trustees, under legislative authority, have created 600 beneficiary and 430 normal 
 appointments. In addition each county can appoint each year one honorary scholarship 
 from among the meritorious students of the public schools therein. Sixty scholarships 
 are also open to scholars from any part of the State. 
 
 STUDIES. 
 
 Particular notice of the studies of the classical, Latin, letters, modern languages, Eng- 
 lish, and normal courses would not be in the province of this report. The scientific, the 
 two engineering, and the agricultural courses are industrial in their direct bearings. The 
 studies of the subfreshman year preparatory to these courses are the same, namely, alge- 
 bra, French, German, drawing, and English composition. The studies common to the 
 four courses during freshman year are English, algebra, geometry, physical geography, 
 physics, drawing, and German. Those not in other than the agricultural course take 
 French, and those in the civil engineering course omit botany. Sophomore year the courses 
 continue nearly parallel, Their common studies are trigonometry, general and analyti- 
 cal chemistry, blowpipe, analytical geometry, surveying and navigation, and German. 
 The civil engineering course omits botany and zoology, which are common to the others. 
 The common studies of the junior year are analytical geometry, geology, mineralogy, and 
 analytical chemistry. The other studies are as follows: Scientific course, physiology, 
 biologj 7 ", and anatomy; civil engineering course, applied mathematics and calculus; min- 
 ing engineering course, applied mathematics; agricultural course, physiology, stock breed- 
 ing, entomolog3 r , anatomy, astromony, book-keeping, agricultural chemistry, and machin- 
 ery. In the senior year the studies of the civil engineering course are natural philoso- 
 phy, industrial chemistry, and applied mathematics. The mining course added analyti- 
 cal chemistry to these studies, and the scientific course substituted it for applied mathe- 
 matics. The studies of the agricultural course arc more numerous, including, besides 
 analytical and industrial chemistry, physics, agriculture, landscape gardening, and vet- 
 erinary surgery. 
 
 Degrees are given to those who have successfully completed the several courses, as follows : 
 Classical course, A. B. ; scientific course, B. S. ; agricultural course, B. Agr. ; civil engineer- 
 ing course, C. E. ; mining engineering course, M. E. ; Latin letters course. B. Lat. letters: 
 modern languages course, Bach. Letters; English course, Bach. Eng. Letters. 
 
 The following additional information, gathered from the annual reports, gives the general 
 scope of the technical and special work pursued: 
 
 Military: Instruction in this department is designed to impart to each male student not 
 physically incapacitated to bear arms practical instruction in the school of the soldier, of the 
 company and of the batallion, the duties of guards, outposts, and pickets. The drills occur 
 not over three times a week, and being short they involve no hardship, while it is manifest 
 
86 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 that they afford a good health-giving exercise and aid in the development of the physique 
 and manly carriage of the student. 
 
 Chemistry : Chemical physics is studied by the students of all the courses during the 
 first term of the sophomore year; it embraces tfcfl physical principles requisite to the pur- 
 suance of chemistry. 
 
 Inorganic chemistry : The course embraces three hours a week recitation and ten hours 
 a week laboratory work. The important chemical elements and their principal compounds 
 are considered as to their occurrence in nature, physical and chemical properties, methods 
 of manufacture, prominent uses. About three hundred experiments illustrating import- 
 ant chemical principles are individually performed. 
 
 Organic chemistry is pursued by applicants for all the degrees excepting the A. B. (bach- 
 elor of arts). 
 
 An experimental farm of excellent character has been provided, immediately con- 
 tiguous to the university, for agricultural and horticultural purposes. The labor system 
 will be under the direction of the board of trustees, but students will not be required 
 to labor more than ten hours per week. Compensation for labor will be from 2 to 10 
 cents per hour, according to ability. 
 
 All. male students appointed as beneficiaries are required to take a course in agricult- 
 ure or mechanics, "with permission to select such other studies as circumstances may 
 allow." 
 
 Students in all departments are required to pursue not less than three distinct studies. 
 
 The university library, though small, is increasing and comprises some valuable works. 
 The legislature makes small appropriations, the last being 1,000 in 1879-'80. 
 
 The cabinet and museum are small as yet, but the collections slowly increase. The 
 philosphical apparatus, though not large, is excellent. Female students are admitted to 
 all the departments. There were in 1880 in the classical course, 3 in the senior class, 1 in 
 the junior class, in the sophomore, and 21 in the freshman. In the preparatory depart- 
 ment there were 67. 
 
 CALIFORNIA. 
 UNIVERSITY OF CALIFOEXIA. 
 
 [Statements from the recent registers and bulletins.] 
 
 The University of California was established by a law which received the approval of 
 the governor early in 1808. It was opened at Oakland in the autumn of the following 
 year. In 1873 it was transferred to its permanent home at Berkeley. The college of 
 California, which had been organized several years before, transferred its property and 
 students to the new university, and closed its work of instruction when that of the uni- 
 versity began. 
 
 The university has for its object general instruction and education in all the depart- 
 ments of science, literature, art, and industrial and professional pursuits, and special in- 
 struction in military science and for the professions of agriculture, the mechanic arts, 
 mining, civil engineering, law, and medicine. 
 
 The funds by which the university is maintained are derived from various sources and 
 include the following endowments: (1) The seminary fund and public*building fund, 
 granted to the State by Congress. (2) The property received from the College of Cali- 
 fornia, including the site at Berkeley. (3) The fund derived from the Congressional 
 land grant of July 2, 18G2. (4) The tide land fund, appropriated by the State. (5) Spe- 
 cific appropriations by the legislature for buildings, current expenses, &c. (G) The gifts 
 of individuals. The amount received from the sale of the Congressional land grant of 
 1862 was $750, 000. 
 
 The latest information received (1880) gives the following financial exhibit: Value of 
 grounds, buildings, and apparatus, $805.000; amount of productive funds, $1,671,204; 
 income from productive funds, $99,216; receipts from tuition fees, $200; receipts for the 
 last year from State appropriations, $36,600. 
 
 COLLEGES. 
 
 The scientific departments are five in number, and consist of the colleges of agricult- 
 ure, mechanics, mining, engineering, and chemistry. 
 
 The faculty is as follows: President of the university (also professor of physics); pro- 
 fessors of the Latin language and literature; of the Greek language and literature; of 
 history and political economy; of the English language and literature, of industrial me- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 87 
 
 chanics; agriculture, agricultural chemistry, and botany; geology and natural history, 
 chemistry; civil engineering and astronomy; mathematics; instructors in Latin, English, 
 French, German, engineering, chemistry (2), quantitative and qualitative analysis; in- 
 dustrial drawing, mining, metallurgy; mathematics (2) ; mineralogy, physics and mechan- 
 ics, and chemistry. Also a superintendent of the physical laboratory, assistant in agri- 
 cultural laboratory, lecturer on practical agriculture, and lecturer assistant in chemistry. 
 Besides these there are seven instructors in the literary branches. 
 The academic senate consists of all the faculties of all the colleges of the university. 
 
 STUDENTS. 
 
 The number of students who have been in attendance at the university in each year 
 since its opening in 18G9 is as follows: 
 
 Years. 
 
 Science. 
 
 Letters. 
 
 Special 
 and at 
 large. 
 
 Total. 
 
 Ladies. 
 
 1869-'70 
 
 14 
 
 21 
 
 5 
 
 40 
 
 
 1870-' 71 
 
 28 
 
 24 
 
 26 
 
 78 
 
 8 
 
 1871-'72 
 
 75 
 
 28 
 
 50 
 
 153 
 
 27 
 
 1872-'73 
 
 93 
 
 44 
 
 48 
 
 185 
 
 39 
 
 1873-' 74 
 
 100 
 
 44 
 
 47 
 
 191 
 
 22 
 
 1874-'75 
 
 95 
 
 73 
 
 63 
 
 231 
 
 38 
 
 1875-'76 
 
 134 
 
 138 
 
 38 
 
 310 
 
 42 
 
 187G-'77 
 
 126 
 
 140 
 
 39 
 
 305 
 
 45 
 
 1877-'78 
 
 117 
 
 149 
 
 52 
 
 318 
 
 51 
 
 1878-' 79 
 
 122 
 
 142 
 
 68 
 
 332 
 
 55 
 
 1879-'80 
 
 79 
 
 120 
 
 69 
 
 2C8 
 
 55 
 
 1880-'81 
 
 71 
 
 90 
 
 79 
 
 246 
 
 59 
 
 
 
 
 
 
 
 Of the 71 in the colleges of science in 1880-' 81, 21 were in the freshman class, 17 in 
 the sophomore class, 18 in the junior class, and 15 in the senior class. The course of 
 study during freshman year is common to all the colleges of science.* At the beginning 
 of the second year choice of course is usually made. Those continuing in science beyond 
 the first year numbered in 1880-' 81 4, of wh*m 2 were sophomores and 2 juniors. The 
 students in the college of agriculture were 9. Of these 4 were sophomores, 3 juniors, 
 and 2 seniors. Two sophomores, 2 juniors, and 7 seniors took the course in mechanics. 
 The students in mining were: sophomore, 1; juniors, 3; seniors, 2; in all 6; in engineer- 
 ing: sophomore, 6; juniors, 4; senior, 1; in all, 11; in chemistry: sophomores, 2; juniors, 
 4; seniors, 3; in all, 9. 
 
 The students at large numbered 21, of whom there were in the college of chemistry, 2; 
 mechanics, 1; general scientific course, 3; engineering course, 1. 
 
 The special students numbered 23, of whom there were in the college of agriculture, 2; 
 chemistry, 5; mining, 5; engineering, J; general course, 2; in all the scientific courses, 15. 
 There were 35 pursuing partial courses, of whom 6 were taking agriculture; 1, engineer- 
 ing; 2, chemistry; and 2, general science. Tuition is free to residents of California; stu- 
 dents from other States pay a matriculation fee of 25 and a tuition fee of $50 per year. 
 
 The following degrees have been conferred (to 1879 inclusive): bachelors of arts, 73; 
 bachelors of philosophy, 137; total, 210. 
 
 By a recent bulletin it appears that the degree of bachelor of science is now given to 
 those completing the undergraduate courses in science. Higher professional degrees are 
 given to those who complete prescribed courses of higher study. 
 
 Women are admitted to all the colleges. Their attendance is chiefly in the classical 
 and literary courses. 
 
 UNIVERSITY APPLIANCES AND COLLECTIONS. 
 
 Laboratories. A large amount of space is devoted to the chemical laboratories. They 
 are planned after the very best models. A physical laboratory is already organized. 
 
 Philosophical apparatus. The cabinet of apparatus for the experimental demonstration 
 of the laws of physics and mechanics is very complete. 
 
 An observatory has been provided for, through the benefaction of the late James 
 Lick, esq. 
 
 The library contains about 20,000 books and pamphlets. 
 
 The collections illustrative of science which belong to the university are large and val- 
 uable and are adapted to the wants of students seeking a scientific or technical educa- 
 tion. They are made up from material derived mainly from the State geological survey; 
 
88 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 the Voy collection of California fossils, minerals, and rocks; the Pioche collection of 
 rocks, ores, minerals, shells, &c. , gathered in all parts of the world, but largely in South 
 America; and the Hanks collection of minerals. These collections are given the names 
 of their collectors. Current donations and purchases by the university do much to in- 
 crease the value and extent of the means of illustration. The collections are divided 
 among museums of classical archeology, ethnology, zoology, botany, geology, mineralogy, 
 and ore deposits. The museum of ore deposits w^as founded in 1879. It is expected 
 that it will fulfill the twofold purpose of rendering possible a course of instruction to 
 mining engineers in ore deposits, and of affording an opportunity for the general study of 
 the deposits of the Pacific coast. The museum of classical archaeology contains a cabinet 
 of medals and coins. There are also sets of ancient war maps and pictures of ancient 
 life, customs, and architecture. 
 
 The museum of ethnology contains stone implements, skulls, ancient wooden tools, 
 and Peruvian pottery. 
 
 The museum of zoology embraces a small collection of mammals, birds, reptiles, fishes, 
 mollusks, and radiates. 
 
 The museum of botany has a valuable herbarium of Australian plants, collections of 
 native wood cones, cereals, and photographs of California trees. 
 
 Professor Hilgard has placed his private collection of some 12, 000 specimens of Ameri- 
 can and foreign plants in the lecture room of the college of agriculture for the use of stu- 
 dents. 
 
 The museum of geology is divided into departments of paleontology and lithology. The 
 first comprises the Whitney collection of California animal fossils and the collection of 
 plants recently made by Mr. Lesquereux. 
 
 The lithological collection embraces extensive representations from notable localities, 
 and especially so of the rocks of California, eruptive and stratified. 
 
 The museum of mineralogy contains many specimens from the Eastern States and 
 Europe, and a very full exhibit of minerals of the Pacific coast. 
 
 An agricultural museum is now being arranged, and already contains many indigenous 
 and exotic woods and specimens of the flora of the State. A cabinet of the soils, agricult- 
 ural products, and manufactures of the State is being formed. 
 
 The plants, &c. , of the State geological survey are also in possession of the university 
 and available for agricultural students. The agricultural grounds are being prepared and 
 occupied as rapidly as the finances permit. A standard orchard, embracing 600 varieties, 
 is now bearing. An experimental station, embracing 13 acres, is in use. Part of it is 
 permanently occupied as a garden of economic plants. A garden of general botany is 
 being laid out. There are three propagating houses, with other necessary buildings. 
 
 The regents have recently appropriated funds to commence an industrial survey of the 
 State, under the direction of the professors of agriculture, chemistry, &c. 
 
 The college of mining has been further equipped (during 1879) with a complete met- 
 allurgical laboratory. Its students have full access to the chemical and physical labora- 
 tories and collections. 
 
 The college of mechanics is being equipped with a special laboratory and model room, 
 which will also be open to the students in mining. 
 
 The college of engineering possesses a suitable collection of surveying instruments, 
 models in wood of walls, bridges, arches, &c. ; also in joints in carpentry and frame 
 work, of bridge and roof trusses, diagrams of famous structures, and thehypsometrical and 
 surveying apparatus formerly belonging to the State geological survey. 
 
 The college of chemistry possesses the necessary appliances, laboratories, &c. , to make 
 the work of study effective and practical. 
 
 The course in military science, required of all the students not physically disqualified, 
 includes tactical instruction in book and field, lectures, on the art of war, and practical 
 study of fortification, &c., as afforded by the United States post at San Francisco and its 
 extensive forts, garrisons, arsenal, and other appliances. 
 
 The opportunity for field and operative study in agriculture, mining, mechanics, engi- 
 neering, and manufacturing chemistry afforded by the great industrial resources and enter- 
 prises of California are being freely made available by organized visits of inspection and 
 other modes of study and observation. 
 
 The United States Coast and Geodetic Survey, the surveys and operations of United 
 States engineers in the harbors of the coast, and the extensive works of the hydraulic mines, 
 the irrigation, engineering, &c., are all used for illustration and instruction. 
 
 STUDIES. 
 
 There are eight regular courses of study in the university proper, namely, classical, 
 literary, lettersand science, and five scientific courses, and three irregular courses, namely, 
 student at large, special, and partial. The classical course leads to the degree of bachelor 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 89 
 
 of arts and corresponds to the usual academic course of the leading American colleges. 
 It is designed to offer the best preparation for professional study and to furnish a liberal 
 education. 
 
 Both Latin and Greek are required for this course. 
 
 The literary course leads to the degree of bachelor of letters and has the same general 
 purpose as the classical course. It is designed for students who wish to study Latin and 
 to enjoy a fuller course in English, French, and German than that offered by the classi- 
 cal. Greek is not required. 
 
 The course in letters and science leads to the degree of bachelor of letters, and in it 
 special attention is given to the English language and literature, to modern languages, 
 history, and political science. It is especially intended for students who wish a liberal 
 course in general culture. Neither Latin nor Greek is required. 
 
 The student-at-large course does not lead to a degree; but students in it may, by vote 
 of the faculty, be recommended to a degree upon the satisfactory completion of studies 
 equivalent to those pursued in one of the regular courses. It is designed for students who 
 wish to take a full but a purely elective course. They select studies from any of the 
 courses, provided they satisfy the faculty that they are fitted to take the studies selected. 
 Candidates for it are required to pass one of the regular admission examinations, and upon 
 admission to take studies enough to make up the full number of exercises required of 
 students pursuing a regular course. Students who fail to maintain their standing as 
 regular students are not admitted. 
 
 The special course does not lead to a degree; but students in it may, upon leaving the 
 university, receive a certificate of proficiency in the studies which they have pursued and 
 in which they have attained marked scholarship. It is designed for students who are 
 mature, and who wish to pursue some line of special study and correlated branches. 
 Students under age are not ordinarily admitted. Applicants who fail on the admission 
 examinations or students who fail to maintain their standing as regular students are not 
 admitted. 
 
 The partial course does not lead to a degree; but students in it may, upon leaving the 
 university, receive a certificate of proficiency in the studies which they have pursued and in 
 which they have attained marked scholarship. It is designed for students who, because 
 of ill health or other disability, are able to pursue only a limited number of studies or 
 to remain at the university only a short time. 
 
 Applicants are not admitted to this course until they have passed a satisfactory exam- 
 ination on such preparatory subjects as may be thought necessary to fit them for the 
 studies they wish to pursue. 
 
 The courses in science are those of agriculture, mechanics, mining, engineering, and 
 chemistry. They are designed to give the student a good English education and an in- 
 troduction to the principles of modern science, together with special instruction prepara- 
 tory to a fuller course of professional study in the particular department he may choose. 
 Neither Latin nor Greek is required in them, but a preparatory course in Latin is recom- 
 mended. 
 
 The course in agriculture is designed for students who wish to familiarize themselves 
 with the sciences which underlie the farmer's calling and with the best practice of its 
 several branches. It is arranged with a view to preparing them for the intelligent and 
 successful exercise of their profession as practical farmers or agricultural experts. The 
 instruction obtained from text books, recitations, and lectures is supplemented by visits 
 to orchards, vineyards, farms, and dairies, and by the experiments conducted on the 
 university farm. 
 
 The special instructors of the college of agriculture are a professor of agriculture and 
 related subjects, a lecturer, who has charge of the experimental grounds, and two assistants 
 in the laboratories. 
 
 The course of study under the regular professor begins with botany in the sophomore 
 year. Much time is given to the description and study of plants useful and injurious to 
 agriculture. From economic botany the student passes to agricultural chemistry and the 
 theories of culture and the maintenance of fertility, which are the special studies of the 
 junior year. During the senior year lectures are given and studies pursued which treat 
 of the fundamental branches of agriculture, such as stock breeding, dairying, farm ma- 
 chinery, drainage and irrigation, and general field crops. The laboratories of the college 
 are intended to aid in the investigation of questions in practical agriculture, principally 
 by the examination of soils and products. In this way the best methods of increasing 
 fertility, the value of manufactures relating to agriculture, the nature of the diseases of 
 crops, can be ascertained, and adaptation of plants and the usefulness or injuriousness of 
 insects can sometimes be determined. The benefits of the practical work of the college 
 are available to farmers, as the professor in charge is ready to give prompt answer to 
 inquiries that come within the sphere of his labors. 
 
 The course in mechanics is designed for students who intend to become mechanical 
 
90 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 engineers or machinists (so far as they are constructors of machinery) or to devote 
 their energies to such technical and industrial pursuits as involve a knowledge of ma- 
 chinery. The course of study peculiar to the college commences with the junior year. 
 Its special studies during that year include the applications of diiferential and integral 
 calculus, the laws governing the rest and motion of points, bodies, and systems of bodies, 
 and the determination of strains in structures. In the senior year hydrostatics, hydro- 
 dynamics, the regulation and accumulation of motion, and the determination of forces 
 are considered; and a post-graduate year is devoted largely to the theory and construc- 
 tion of machines and to steam and steam engines. The acquaintance with drawing 
 which the student has acquired during the previous years of general study is now util- 
 ized in drawing plans for machinery and in representing motion and the means for 
 modifying it. No mention' of a shop appears in the reports received from the university. 
 It is presumed that actual work on machines is conducted in the mechanical laboratory, 
 which is well equipped for practical instruction. 
 
 The course in mining is designed for students who wish to become mining or metal- 
 lurgical engineers, or to engage in one of the many pursuits connected with the mining 
 industries, such as the surveying and mapping of mines, the assaying and working of 
 ores, the designing and use of mining machinery, or the exploitation of mines. The 
 first two years of the undergraduate's course are nearly the same as that of the other sci- 
 entific colleges of the university. A certain amount of the second year is, however, de- 
 voted to more special work, such as qualitative analysis, blowpipe analysis, land and 
 mining surveying and leveling, industrial drawing, &c. The instruction given in these 
 studies is practical as well as theoretical, the laboratories, instruments, and grounds of 
 the university furnishing excellent facilities for this purpose. . 
 
 During the last two years the instruction is more directly connected with mining, at- 
 tention being given to analytical chemistry, analytical and applied mechanics, mineral- 
 ogy, geology, mining, metallurgy, and assaying. While the scientific studies are not 
 taken up in a merely technical way, they are taught as far as possible with reference to 
 their applications to mining and metallurgy, and the entire course of the last two under- 
 graduate years is overlooked by the instructor of mining and metallurgy, under whose 
 special guidance the mining students come. 
 
 Students are encouraged throughout the course to visit the industrial establishments 
 of San Francisco, Oakland, and vicinity, and to visit and study on the spot mines and 
 smelting works at greater distances during vacations. 
 
 The course of study for post-graduate students in this department is being organized 
 as fast as the means of instruction become available. It will include the studies of petrog- 
 raphy, economic geology, crushing, separating, and mining machinery, political econ- 
 omy, and mining law, together with original work on the part of the students with ores, 
 metallurgical processes, machinery, &c., for which the metallurgical and mechanical 
 laboratories will oiler excellent facilities. 
 
 The course in engineering is arranged for students expecting to adopt civil engineering 
 as a profession, and to engage in such work as the survey of lands, leveling, topograph- 
 ical engineering, geodetic surveying, the location and construction of roads, railways, and 
 canals, the designing and construction of bridges of wood, iron, or stone, the building of 
 dams, reservoirs, and systems of water supply, drainage and sewerage, and the improve- 
 ment of rivers, harbors, and seacoasts. 
 
 The special instruction in engineering begins in the sophomore year with the surveying 
 course. This includes land and topographical surveying, leveling, the use of the plane 
 table, road and railroad surveying and construction, with computation of earthwork 
 required by excavations, tunnels, and embankments. A liberal amount of time is allotted, 
 to practice in the field and to the use of instruments and in the working up and plot- 
 ting of field notes. 
 
 Topographical drawing and map making are taught, and sketches made of the sur- 
 rounding country. The work of the fourth year is chiefly professional. The subjects 
 treated include the characteristics and properties of the various building materials, their 
 strength, uses, and different methods of employment in structures; the rules governing the 
 construction of works of masonry; problems relating to the more difficult constructions, 
 such as groined, cloistered, rampant, and skew arches and domes, and walls bounded by 
 warped surfaces; and the principles and practice of framing, bridge and truss building, 
 the preparation of estimates and working plans. The solution of a problem in engi- 
 neering terminates the undergraduate course. 
 
 The post-graduate course is three years in length, and leads to the degree of civil 
 engineer (C. E. ). The appliances are well chosen and sufficient for the practical illustra- 
 tion of the branches pursued. 
 
 Surveying instruments, models of structures, and the apparatus belonging formerly to 
 the geological survey make up a large part of the collection. 
 
 The course in chemistry is designed for those who wish to become professional chemists, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 91 
 
 either as teachers or investigators, or manufacturers in chemical industries; and also for 
 those intending to become expert chemists preparatory to the pursuit of medicine or 
 pharmacy. Special teaching begins with the second term of the sophomore year, during 
 which elementary instruction in general and theoretical chemistry is given by means of 
 lectures, recitations, and laboratory practice. 
 
 In the junior year the course is continued, and the application of the science to min- 
 eralogy and metallurgy is made prominent. 
 
 Senior year is specially devoted to organic chemistry. The laboratory work is required 
 to be carefully and systematically performed. After a satisfactory completion of the work 
 in qualitative analysis by the blowpipe and in the wet way, the student passes to quan- 
 titative work, and receives practice in the analysis of gases, salts, ashes, mineral waters, 
 and other substances, and in the preparation of organic and inorganic compounds. Special 
 attention is paid to the analysis of mineral waters and agricultural fertilizers, and to 
 electrometallurgy. The students are encouraged to visit the chemical and metallurgical 
 works in the vicinity, and have many advantages in the way of lectures and laboratory 
 practice in the various departments of the university. 
 
 COLOEADO. 
 STATE AGBICULTUEAL COLLEGE. 
 
 [From letters, circulars, &c., received by this office.] 
 
 This institution, located at Fort Collins, Colo. , is founded on the national land-grant 
 benefaction, and its leading object is to impart a thorough and practical knowledge of all 
 those branches and sciences that pertain to agriculture and the mechanic arts. The en- 
 dowment consists of 90,000 acres of land, selected "in place" by the State under the ag- 
 ricultural college land grant acts of 1862, 1864, and 1866. The land remains unsold, and if 
 properly disposed of will doubtless result in the establishment of a large permanent fund. 
 
 The college is now supported by a biennial appropriatron of the State legislature. The 
 appropriation made in 1881 was mill tax on State valuation, or about $20,000 annu- 
 ally. 
 
 LOCATION, BUILDING, AND APPLIANCES. 
 
 The college building at Fort Collins is well arranged and ample for present uses. The 
 locality has many advantages, and is thus described: Fort Collins is located on the south- 
 ern bank of the Cache la Poudre, about 6 miles east of the foot-hills of the Snowy Range 
 and 35 miles south of the State line ; it is surrounded by a fertile and well-watered re- 
 gion, including some of the best agricultural lands of the State. Its elevation of 5, 100 
 feet above the level of the sea gives it a pure, dry atmosphere, while its proximity to the 
 mountains brings it within the limit of occasional rains, thus rendering the climate pleas- 
 ant and salubrious and adapting the soil to the cultivation of the cereals. This region, 
 comprising the counties of Larimer, Weld, Boulder, and parts of Arapahoe and Jefferson, 
 is rendered accessible from the north and south by the Colorado Central Railroad, which 
 passes directly through Fort Collins, and the Greeley, Salt Lake and Pacific, just com- 
 pleted from Greeley, both of which roads connect with the Union Pacific at Cheyenne 
 and with the Kansas Pacific at Denver. The streams draining this region, the Cache la 
 Poudre, Big Thompson, and other tributaries of the South Platte, furnish an inexhaust- 
 ible supply of water for purposes of irrigation. It is estimated that the great irrigating 
 canal, now in process of construction and supplied from the Cache la Poudre, will bring 
 at least 100, 000 acres of unproductive land under cultivation. The college has been most 
 judiciously located with reference to this large extent of farming land, in the midst of 
 communities refined and progressive and very fast surrounding themselves with all the 
 comforts of the most advanced localities in the West. 
 
 The president writes, under date of April, 1880, that, ' ' during the winter vacation, 
 the faculty of the college, and such members of the State board of agriculture as can ac- 
 company them, travel over the State, holding farmers' institutes at eligible places. These 
 institutes consist of a course of lectures by members of the State board, the faculty, and 
 resident farmers on topics connected with farm or garden work. Five of these institutes 
 were held during the past vacation at Fort Collins, Greeley, Longmont, Monument, and 
 Del Norte, and were well attended by farmers and others. ' ' 
 
 A more complete account of this branch of the work of the college, given in the cata- 
 logue for 1881, is as follows: "To give a clearer idea of the work at these institutes, we 
 
92 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 append a programme of places and topics: Fort Collins, November 26 and 27, 1879, and 
 December 9 and 10, 1880; Del Norte, December 30 and 31, 1879; Monument, January 2 
 and 3, 1880;Greeley, January 15 and 16, 1880;Longmont, February 5 and 6, 1880 ; Loveland, 
 December 16 and 17, 1880 ; Denver, January 5 to 8, 1881. All the members of the faculty 
 attended these institutes and read papers or gave lectures on the following topics: Ex- 
 President Edwards, the utility of trees, tree culture, relations of the Agricultural Col- 
 lege to the State, book farming and hygiene of the farm; Prof. A. E. Blount, corn and its 
 culture, seeds, wheat culture, injurious and friendly insects, milling properties of wheat, 
 hybridization and cross-breeding; Prof. F. J. Annis, soils and their analysis, relative 
 food value of flour, the farmer's home; Secretary H. Stratton, dairying, amber cane. 
 The following members of the board furnished lectures on the annexed topics: "W. E. 
 Watrous, fruit culture, strawberries; B. S. La Grange, construction of ditches, irrigation; 
 J. S. Stanger, relation of grasses to agriculture, Colorado as a home for farmers, diversi- 
 fication and marketing of crops, the necessity of improved farming; S. W. Homer, irriga- 
 tion; P. M. Hinman, wheat. 
 
 The dormitory was erected in 1881, and will accommodate 30 students, or 25 students 
 with officers assigned for care and duty. 
 
 A small building now used for chemical laboratory is well fitted and supplied with all 
 needful apparatus for work. It will accommodate 12 students, classes working in two 
 sections. 
 
 Ample work in qualitative and quantitative analysis is given, while with the new assay 
 furnace just added excellent work in that line can be done. 
 
 The department of mechanics and drawing was opened to students September 12, 1882. 
 The shop is fitted for doing bench work in wood and iron, while an adjoining room is 
 used for forge work. Sixteen students are now taking this work, and more would be 
 pleased to do so were there an opportunity. A building has been erected containing 
 basement and one and one-half stories, which is soon to be used for mechanics. Within 
 two months power will be supplied and machinery put in, which will give an opportu- 
 nity for our students to complete the course in mechanics by taking wood-turning, scroll 
 and fret sawing, while pattern making will lead to the course in iron work upon lathes 
 and planes. 
 
 FACULTY. 
 
 The faculty consists of a president, who is professor of logic and political economy; pro- 
 fessor of agriculture and botany, who is also superintendent of the farm; professor of 
 chemistry and physics; professor of mechanics and drawing, who is superintendent of the 
 shops; a secretary; a superintendent of the department of horticulture; a superintendent 
 of floral department; and a matron of the ladies' dormitory. 
 
 STUDENTS AND TUITION. 
 
 The first college class was formed November 28, 1879, and consisted of 23 students, of 
 whom 7 were women. The number of students in attendance in the year ending in 1881 
 was 57, of whom 25 were ladies; in 1882, 56. 
 
 Tuition is free to all residents of the State. A matriculatioi>fee of $5 and an incidental 
 fee of $1 per term entitle the student to all the privileges of the college. 
 
 There are as yet no scholarships provided. 
 
 STUDIES. 
 
 Preparatory year. First term: Arithmetic, United States history, physical geography, 
 English analysis. Second term: Arithmetic United States history, elocution, physical 
 geography, elementary physiology, English analysis. Third term: Elementary algebra, 
 elocution, elementary physiology, word analysis. Throughout the year two hours of daily 
 labor are required on the farm or garden. 
 
 Freshman year. First term: Algebra, elementary rhetoric, drawing, agricultural lect- 
 ures. Second term: Geometry, bookkeeping, drawing, botany. Third term: Higher al- 
 gebra, ancient history, drawing, botany. Two hours of daily labor on the farm or garden 
 are required throughout the year. 
 
 Sophomore year. First term: Geometry completed, history continued, drawing, ele- 
 mentary chemistry. Second term: Trigonometry and surveying, English literature, 
 drawing, organic chemistry, and blowpipe analysis. Third term: Physics, English litera- 
 ture, drawing, zoology. Throughout the first and second terms there are two hours of 
 daily shop practice in mechanics; in the third term, field surveys and levelling. 
 
 Junior year. First term: Physics, rhetoric, geology, agricultural chemistry. Second 
 term: Chemical physics, floriculture, anatomy and physiology, agricultural chemistry. 
 Third term: Meteorology, horticulture, physiology, entomology. During the first and 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 93 
 
 second terms there are two hours of daily laboratory work in chemical analysis; during the 
 third term, two hours on the i'arm or garden. 
 
 Senior year. First term: Botany, stock breeding and food stuffs, veterinary science, 
 psychology. Second term: Astronomy, household economy, veterinary science, logic. 
 Third term: Moral science, landscape gardening, United States Constitution, political 
 economy. Throughout the year there are two hours of daily shop practice in mechanics. 
 
 THE FAEM AND GEOUNDS. 
 
 The college farm includes 240 acres, most of which is under cultivation, the work be- 
 ing chiefly experimental, and including the culture of trees, small fruits, cereals, gar- 
 den vegetables, &c. 
 
 The trees under successful cultivation include the standard varieties of apple, pear, 
 plum, and cherry ; and of forest trees, the ash, box-elder, chestnut, elm, locust, maple, 
 and willow. The small fruits are represented by blackberries, currants, gooseberries, 
 grapes, raspberries, and strawberries. 
 
 The floral department is an interesting and attractive feature of the college. The 
 grounds adjoining the building have been terraced and grassed, and adorned with the 
 choicest varieties of shrubbery and flowers. The farm* has been surveyed by an expe- 
 rienced landscape gardener, with a view to the irrigation of its highest portions, its divis- 
 ion into fields and parks, and the setting out of fruit and forest trees. 
 
 MANUAL LABOE. 
 
 The college embodies with a liberal course of study practical training in the work of 
 the shop and the farm, its students being required to spend at least two hours daily in 
 labor under the direction of their instructors. Although this labor is directly in the line 
 of their studies, they are paid for it when not purely instructional. This manual labor 
 is held to be beneficial by the financial aid it gives to the student, by instruction in 
 methods of work, by the health derived from moderate exercise, and by the correct ideas 
 imparted as to the dignity and importance of labor. 
 
 Military drill has been introduced, and all male students are required to participate. 
 
 The State has furnished the college with thirty stand of arms for equipment. These 
 are not sufficient for our present needs, to say nothing of future prospective growth. The 
 drill is for twenty minutes each day, as the faculty believe a short time daily to be better 
 than a longer time at longer intervals. 
 
 LATEST INFOEMATION. 
 
 School opened September 7, 1882, with .the college reorganized and a full line of work 
 added to the course, which includes two years of drawing. The instruction in this is 
 made supplementary to the course in the mechanic shop. 
 
 The attendance is good, there being 35 young men and 21 young ladies enrolled total 56. 
 The school is in a most prosperous condition; there being more students in attendance 
 than at any previous period in the history of the college, and all are doing good, earnest, 
 and thorough work. 
 
 The experimental work has been extended very much. One hundred varieties of wheat, 
 12 of barley, and several of oats were grown on the grounds this year, and the products 
 tastefully arranged by the professor of agriculture, after which they were exhibited at 
 the Denver Exposition and afterward at the Colorado State Fair. This exhibit was 
 awarded the highest honors, and was conceded by all to be the finest agricultural exhibit 
 ever seen. 
 
 CONNECTICUT. 
 SHEFFIELD SCIENTIFIC SCHOOL. 
 
 [Statements from the most recent reports received by this office.] 
 HISTOEY AND OBJECTS. 
 
 The Sheffield Scientific School at New Haven, Conn. , is one of the departments of Yale 
 College, and was made, in 1863, by action of the State legislature, the beneficiary of the 
 fund created by the national land-grant endowment for the founding of a college of agri- 
 culture and the mechanic arts. The scientific school proper was founded by the Yale 
 College corporation in 1846 and operations begun in 1847. 
 
94 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 A chair for instruction in agricultural chemistry was founded; then followed one in 
 chemistry in its applications to the arts. The chemical laboratory then established was 
 the beginning of this great scientific school. 
 
 In 1852 a section of civil engineering was provided for and a professor appointed. In 
 1855 a special course in metallurgy was established, and later several professors and in- 
 structors were added. At this period, the importance of the school being established, 
 endowments were solicited. Quite a number of benefactions were made, and at last Mr. 
 Joseph E. Sheffield, who had already bestowed $10,000, came forward with a munificent 
 offer of a building and permanent fund. He purchased a building, refitted the same, 
 added two wings, and gave $50,000 in addition, making the total benefaction over $100,- 
 000. Since then the school has been known by the name of its benefactor. The enlarged 
 work began in 1859-' 60. 
 
 Under the agricultural college act of 1862, Connecticut received scrip for 180,000 acres 
 of public lands. As no part of this fund created by the sale thereof could be used for 
 building purposes the State accepted the offer of the Sheffield Scientific School to receive 
 the grant and fulfill its conditions. As a result of this endowment the State arranged 
 for a board of visitors and provided for free scholarship. The faculty proceeded at once 
 to meet the requirements of the United States statutes, by providing competent instruc- 
 tion in agriculture and the mechanic arts. The latter subject was embodied in the en- 
 gineering section. The curriculum has been steadily strengthened and enlarged in the 
 direction of technical science and arts as applied to industry. 
 
 Mr. Sheffield has since largely increased his endowments by enlarging the building, 
 &c., and other important benefactions have been received. 
 
 The Sheffield school, as now organized, provides for ' ' instruction and researches in the 
 mathematical, physical, and natural sciences, with reference to the promotion and diffu- 
 sion of science, and also to the preparation of young men for such pursuits as require 
 especial proficiency in these departments of learning. ' ' This instruction is designed ' ' es- 
 pecially for undergraduates who desire a training chiefly mathematical and scientific, 
 in less part linguistic and literary, for higher scientific studies, or for various other occu- 
 pations to which such training is suited, ' ' and also for post graduates of Yale or other 
 colleges, and other persons qualified " for advanced or special scientific study. " It is, 
 therefore, a technical school of high character and also one for higher scientific study, 
 investigation, and research. 
 
 ENDOWMENTS, FUNDS, AND INCOME. 
 
 The proceeds of the land grant amount to $135,000. The State pays interest on this 
 sum at 6 per cent, to the school. The other funds of the school have in 1882 a face value 
 of about $530, 000. The total income for 1 881 was $47, 010, of which $17, 798 were received 
 from tuition fees. The expenses amounted to $48,796, of which sum $43,207 w r as ex- 
 pended for instruction. There are two buildings, with fixtures, costing in the aggre- 
 gate somewhat over $200,000. 
 
 THE FACULTY. 
 
 The Sheffield Scientific School maintains a faculty of seventeen permanent professors, 
 and in addition twelve instructors and assistants. The list is as follows: President; a 
 professor of mineralogy, who is also executive officer and chairman; professor of civil 
 engineering; of physics and astronomy (theoretical and practical); of linguistics and 
 French; of theoretical and agricultural chemistry; of agriculture; of mathematics; of 
 botany; of English; of political economy and history; of analytical chemistry and met- 
 allurgy; of zoology and geology; of comparative anatomy; of chemistry; of physiological 
 chemistry; and of dynamical engineering. These permanent professors compose the 
 governing board. Additional instructors and assistants are provided for in German, 
 elocution, free-hand drawing, mathematics, French, cinematics and machine design, 
 analytical chemistry (2), mineralogy, descriptive geometry, and projection drawing. 
 
 STUDENTS AND FEES. 
 
 There are no female students; the following is the number of students for 1882-' 83: 
 Graduates (students), 16; seniors, 47; juniors, 56; freshmen, 83; special, 5; total, 207. 
 
 The undergraduate tuition fees are $150 per annum, the graduate $100. The special 
 student in chemistry pays $70 per annum, additional, for chemicals and use of appa- 
 ratus; he is required to pay for breakage, gas, &c., the annual cost of which is about $20. 
 A fee of $5 is charged the members of the freshmen and other classes taking laboratory 
 practice in chemistry, mineralogy, and zoology; the same amount to all undergraduates 
 for the use of the college reading room and gymnasium. 
 
 There are thirty free scholarships, twenty-seven being provided by the State and three 
 by the governing board. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 95 
 
 AGEICULTUEAL PEACTICE. 
 
 The State of Connecticut was the first to establish an experimental station in agricult- 
 ure. This was originally located in the Sheffield Scientific School and one of the pro- 
 fessors of the institution was constituted its director. For several years the station had 
 the free and exclusive use of ther first-etory of the eastern wing of Sheffield Hall. The 
 laboratory apparatus and the materials of the school have also been used when needed. 
 But the enlargement of the chemical work of the school last year compelled the discon- 
 tinuance of aid to the station, which has now ample quarters of its own in the vicinity. 
 
 The New Haven Farmers' Club has had the free use of a room for its meetings, which 
 have been held on the first and third Fridays of the month for half the year, and on the 
 first Friday of each month during the summer. The New Haven County Agricultural 
 Society has had free use of rooms for its business meetings. The professors of agricult- 
 ure and of agricultural chemistry have from the very first co-operated with the various 
 agricultural societies and farmers' clubs throughout the State, and the establishment of 
 a permanent experimental station was largely due to their influence. In various other 
 ways, the school has, according to its opportunities, given such aid and assistance as it 
 could to the farming and gardening interests of the State. 
 
 BUILDINGS AND APPLIANCES. 
 
 The buildings are known as Sheffield Hall and North Sheffield Hall. All instruction 
 in mineralogy, geology, zoology, and comparative anatomy is now given in the Peabody 
 Museum. These halls contain a large number of recitation and lecture rooms, a hall for 
 public assemblies and lectures, chemical and metallurgical laboratories, an astronomical 
 observatory, museum, a library and reading room, besides studies for some of the pro- 
 fessors, where their private technical libraries are kept. The following is a summary 
 statement of the collections belonging to the school: (1) laboratories and apparatus in 
 chemistry, metallurgy, physics, and zoology; (2) metallurgical museum of ores, furnace 
 products, &c. ; (3) agricultural museum of soils, fertilizers, useful and injurious insects, &c. ; 
 (4) collections in zoology; (5) astronomical observatory, with an equatorial telescope, by 
 Clark & Sons, of Cambridge, a meridian circle, &c. ; (6) a collection of mechanical appa- 
 ratus, constituting the Collier cabinet; (7) models in architecture, geometrical drawing, 
 civil engineering, topographical engineering and mechanics, diagrams adapted to public 
 lectures, instruments for field practice; (8) maps and charts, topographical, hydrographical, 
 geological, &c. The herbarium of Professor Brewer and the astronomical instruments of 
 Professor Lyman are deposited in the buildings. Professor Eaton's herbarium, near at 
 hand, is freely accessible. Students also have access to the various laboratories and col- 
 lections in natural science in the Peabody Museum. The students of the Sheffield School 
 have also at command the libraries, school of fine arts, museums, &c., belonging to Yale 
 College. 
 
 STUDIES AND COUESES. 
 
 The courses of instruction, occupying three years, are arranged to suit the require- 
 ments of various classes of students. The first year's work is the same for all; for the 
 last two years, the instruction is chiefly arranged in special courses. Those most dis- 
 tinctly marked out are the courses in chemistry; civil engineering; dynamical (or me- 
 chanical) engineering; agriculture; studies preparatory to mining and metallurgy; nat- 
 ural history; biology preparatory to medical studies; and select studies preparatory to 
 other higher studies. The arrangement of the studies is as follows : 
 
 (1) Freshman year, introductory to all courses. In addition to the usual academic 
 studies attention is paid especially to analytical geometry and spherical trigonometry, 
 physics, chemistry, botany, and elementary drawing. 
 
 (2) The course in chemistry for the junior year embraces recitations and lectures in 
 theoretical chemistry, qualitative analysis and laboratory practice; mineralogy blowpipe 
 analysis and determination of species; French; G-erman. The course of study for senior 
 year embraces the following subjects: Organic chemistry; agricultural chemistry (op- 
 tional); laboratory practice volumetric and mineral analysis, assaying; zoology; geology; 
 metallurgy (optional) ; mineralogy (optional) ; French. 
 
 (3) The course in civil engineering is as follows: Mathematics elements of the theory 
 of functions; numerical equations; differential calculus, integral calculus, rational me- 
 chanics; surveying field operations, topographical work; descriptive geometry, drawing, 
 warped surfaces, shadows, perspective, and topographical drawing; German; French. 
 
 The senior year embraces the following courses: Field engineering laying out curves, 
 location of line of railroad, with calculations of excavation and embankment, Henck's 
 Field Book for railroad engineers; civil engineering resistance of materials, bridges and 
 roofs, stone-cutting, with graphical problems, building materials, stability of arches and 
 
96 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 walls, Mahan's Civil Engineering; geology Dana's; mineralogy blowpipe analysis and 
 determinative mineralogy; dynamics principles of mechanism, steam-engine; hydraulics 
 and hydraulic motors; drawing graphical statics, Loomis's Astronomy with "practical 
 problems; French. 
 
 (4) The course in dynamic (or mechanical) engineering is as follows: For the junior 
 year: Mathematics elements of the theory of functions, numerical equations, differen- 
 tial calculus, integral calculus, rational mechanics; surveying field practice; drawing 
 descriptive geometry; cinematics general theory of motion and principles of mechanism, 
 elementary combinations of pure mechanism, pulleys and belts, gearing and forms of 
 teeth for wheels, parallel motions; German; French. 
 
 For the senior year: statics the application of the principles of statics to rigid bodies, 
 elasticity and strength of materials, forms of uniform strength, stability of structures, 
 theory of the arch, construction of roof trusses, girders and iron bridges; machine draw- 
 ing bolts and nuts, riveting, journals, axles, shafts, couplings, pillow blocks, shaft 
 hangers, pulleys, connecting rods and cranks, cross-heads, pipe connections, valves, cyl- 
 inders, stuffing boxes, glands; proportioning of machine parts; designs for machines with 
 working drawings; designing of hoisting engine, shearing and pumping engine, high 
 speed steam engine ; blowpipe analysis ; shop visits and reports ; hydrostatics equilibrium 
 and pressure of fluids, hydrometers, manometers, gauges, &c. ; hydrodynamics water- 
 pressure engines and water wheels, construction of water reservoirs and conduits, meas- 
 urement of water supply, discharge of pipes; thermodynamics general principles of 
 heat employed as a source of power, theory of steam engines, hot air engines, gas 
 engines; metallurgy. 
 
 (5) The course in agriculture is as follows: For the junior year, lectures and recitations; 
 theoretical and organic chemistry; qualitative analysis; laboratory practice; mineralogy 
 blowpipe analysis and determination of species; physical geography; physiology; botany; 
 French; German. For the senior year: Agriculture cultivation of the staple crops of 
 the Northern States; tree planting and forestry; laws of heredity and principles of breed- 
 ing; rural economy history of agriculture and sketches of husbandry in foreign countries; 
 systems of husbandry, agricultural and organic chemistry; geology; zoology; botany; 
 microscopy; English; French. 
 
 (6) The mining course is additional, and young men desiring to become mining engi- 
 neers may pursue the regular course in civil or mechanical engineering and at its close 
 spend a fourth year in the study of metallurgical chemistry, mineralogy, &c. 
 
 (7) Lectures on military science and tactics are annually given by General Abbott and 
 other officers of the Engineer Corps of the United States Army. 
 
 The course in drawing extends through the three years. During the first term of fresh- 
 man year, the students practice free-hand drawing at the art school building. After the 
 completion of the course in free-hand drawing, instruction is given during the second term 
 in the elementary principles of instrumental drawing, embracing elementary projection 
 drawing, isometric drawing, and descriptive geometry as far as warped surfaces. This 
 course is obligatory upon all. 
 
 During the junior and senior years, instruction in drawing is obligatory only on the 
 students in civil and mechanical engineering. In the former year the system of instruc- 
 tion embraces shades and shadows, tinting, perspective, and warped surfaces. By this 
 method, all the problems in descriptive geometry are required to be worked out on the 
 drawing-board instead of the black-board. The course extends through the entire year. 
 In senior year students are required to apply the principles of drawing already obtained 
 to works of construction, under the general supervision of the professors of civil and of 
 dynamic engineering. 
 
 (8) In addition to these courses and studies, which may properly be esteemed as fall- 
 ing within a comprehensive conception of the purposes of Congress in creating an en- 
 dowment for colleges of agriculture and the mechanic arts, the Sheffield Scientific 
 School has courses of highest scientific studies, as follows: 
 
 (9) In natural history, either geology, mineralogy, zoology, or botany may be made the 
 principal study, some attention in each case being directed to the other three branches 
 of natural history. For the junior year, the course embraces chemistry, qualitative 
 analysis, laboratory practice, mineralogy, blowpipe analysis, and determinative mineral- 
 ogy; botany Gray's manual, laboratory practice; zoology laboratory 7 practice, reci- 
 tations, excursions (land and marine); botany laboratory practice, excursions; physiol- 
 ogy; physical geography; German; French. 
 
 For the senior year: geology Dana's, excursions; zoology laboratory practice, lectures, 
 recitations, excursions; botany herbarium studies, comparative cryptogamous orders, 
 botanical literature; essays in descriptive botany, excursions; anatomy of vertebrates 
 Huxley's; zoology laboratory practice, recitations, lectures; meteorology; French. Be- 
 sides the regular courses of recitations and lectures on structural and systematic zoology 
 and botany and on special subjects, students are taught to prepare, arrange, and identify 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 97 
 
 collections, to make dissections, to pursue original investigations, and to describe genera 
 and species in the language of science. For these purposes large collections in zoology 
 and paleontology belonging to the college are available, as are also the private botanical 
 collections of Professor Eaton. 
 
 (10) The course in biology, preparatory to medical studies, embraces two years and cov- 
 ers theoretical and organic chemistry, mineralogy, physiology, toxicology, physiological 
 chemistry, botany, zoology, geology, comparative anatomy and histology; the laws of 
 heredity and breeding, with laboratory practice as needed; also German and French. 
 
 (11) A course of select studies preparatory to other higher studies, is also provided and 
 embraces mineralogy, English history and literature, English history, physical geography, 
 botany, political economy, geology, zoology, linguistics, meteorology, German, and French. 
 
 
 
 DEGKEES. 
 
 The degrees which are conferred are bachelor of philosophy, civil engineer, dynamical 
 engineer, and doctor of philosophy. The degree of bachelor of philosophy is conferred 
 upon those who complete any of the three years' courses of study, passing all the exam- 
 inations in a satisfactory manner and presenting a graduation thesis. Those upon whom 
 this degree has been conferred may obtain the engineering degrees at the end of two aca- 
 demical years by pursuing a course of higher study and obtaining professional training 
 through special investigations or actual practice. The course of study for the degree of 
 civil engineer comprises higher calculus, higher geometry, theory of numerical operations, 
 analytical and applied mechanics, practical astronomy, and a course of construction and 
 design. The course of study for the degree of dynamical engineer is slightly varied from 
 that just given, astronomy being omitted, and other studies so pursued as to bring me- 
 chanics and mechanical engineering into prominence. The degree of doctor of philosophy 
 is conferred upon those who, having already taken a bachelor's degree, engage in assiduous 
 and successful study in the department of philosophy and the arts for not less than two 
 years. 
 
 DELAWARE. 
 DELAWARE COLLEGE. 
 
 [Statements from the most recent reports received by this office.] 
 
 This college, located at Newark, Del., has been made the beneficiary by the State of 
 the fund arising from the national land grant in behalf of agricultural colleges. 
 
 The catalogue for 1879-' 80 states that " It is the design of the college to give to young 
 men of proper age and acquirements such a course of instruction, directly pertaining to 
 agriculture, as will enable them to conduct the operations of a farm both intelligently 
 and profitably, and at the same time, by the introduction of such other studies as consti- 
 tute a substantial education, to secure thorough mental discipline. ' ' 
 
 ENDOWMENT AND INCOME. 
 
 The proceeds of the land scrip sales form the permanent fund of this institution ; it 
 amounts to $83,000; the annual income therefrom is $4,980; income from tuition fees 
 (1881), $500; total income, $5,520. The grounds, buildings, and appliances are valued at 
 $75,000. 
 
 Faculty. The number of professors is five, and includes the president, who is also pro- 
 fessor of mental, moral, and political science, and the professors of agriculture, physics, 
 and civil engineering; of chemistry, mineralogy, and natural history; of mathematics 
 and modern languages; and of ancient languages and classical literature. There are also 
 several lecturers. 
 
 Students. The return for 1880-' 81 reports 54 students, 11 of whom were young ladies. 
 There are 30 State scholarships in the gift of the members of the State assembly. The 
 fees are $5 for matriculation and $60 a year for tuition. 
 
 Studies. The agricultural and scientific department embraces the following : In the 
 freshman year, besides usual collegiate studies, anatomy, physiology, the laws of health, 
 modern and constitutional history, and practical mathematics are taught. 
 
 The sophomore class study, in addition to English, Latin, and literature, agriculture, 
 inorganic chemistry, zoology, higher algebra, geometry, botany, and political economy. 
 
 The course of the junior class includes organic chemistry, mineralogy, French or Ger- 
 man, trigonometry, mensuration, agriculture, surveying, and navigation. 
 
 The senior class, in addition, study astronomy, physics, civil engineering, geology, dif- 
 ferential calculus, elements of law, international law, and also use the laboratory. 
 S. Ex. 25 7 
 
98 INDUSTRIAL EDUCATION IN THE UNITED STATES 
 
 There is a special course given in chemistry. The recitations and lectures in agriculture 
 embrace the following subjects : the formation of soils, their chemical and physical quali- 
 ties, their suitability for different kinds of crops, and the industrial and commercial ef- 
 fects of the varied distribution of soils in the United States; the constituents and chemi- 
 cal agencies of the atmosphere and of the water, and the composition of manures; farm 
 implements, principles of construction and use; the botany of agriculture, classification 
 of plants, a knowledge of the crops cultivated for food and for other special purposes; 
 the anatomy of domestic animals; rotation of crops, improvement of soils by manuring 
 and draining; methods of conducting experiments; and a consideration of the history of 
 agriculture, and the State and national policy in relation to the development of agricult- 
 ural interests. 
 
 Women are admitted and a special literary course is arranged for them. As to special 
 appliances, beyond small library, laboratory, and usual philosophical apparatus, no infor- 
 mation is given. 
 
 Experimental and "practical work. The college does not own a farm, but students are in- 
 structed on that owned and worked by the professor of agriculature, who is also under a 
 State law regulating the manufacture and sale of fertilizers ex-officio State chemist; "it 
 is his duty to inspect by analyses samples of all the fertilizers offered for sale in the State. 
 As a consequence of the performance of this duty, many worthless articles have been driven 
 from the market, and the fertilizers remaining have been greatly improved in quality. 
 From the analyses made by the State chemist, farmers have learned the necessary con- 
 stituents of plant food, and, profiting by this knowledge, have been enabled to make their 
 purchases to the best advantage. 
 
 Hon. "W. H. Ruffner. of Virginia, in narrating a recent visit to Delaware College, for 
 the State Agricultural College of Virginia, says: "The department of agriculture in the 
 Delaware College is conducted by means of expositions in the class room and visits to the 
 farm of the professor of agriculture, who carries on a system of mixed husbandry on pri- 
 vate account, and is himself a skilled and laboring farmer, as well as a man of scientific 
 education. He keeps a liberal supply of tools and takes his class not only to witness the 
 various operations of farming, fruit growing, and trucking, but to handle the tools and im- 
 plements. Nothing very systematic, however, is required. The professor also takes his 
 class to visit the machine and implement shops, of which there are many in Newark." 
 
 GEORGIA. 
 THE STATE UNIVERSITY AND ITS BRANCHES. 
 
 [Statements from catalogues and letter.] 
 HISTORY OF THE DISPOSITION OF THE GRANT. 
 
 The entire proceeds of the sale of agricultural college scrip ($242,202.17) were given to 
 the University of Georgia in 1872. 
 
 A college of agriculture and the mechanic arts was then established as a department of 
 the university. In the same year the United States mint building at Dahlonega was 
 donated to the university by the general government, and a department of the univer- 
 sity opened there under the name of the North Georgia Agricultural College. Two thou- 
 sand dollars are annually appropriated to it from the income of the agricultural fund of 
 the university. In 1878 branch institutions were added, one of them at Cuthbert, called 
 the Southwest Georgia Agricultural College, and the other at Thomasville, called the 
 South Georgia Agricultural College. Each college receives $2,000 a year from the land- 
 grant fund. 
 
 In 1879 the Middle Georgia Military and Agricultural College, at Milledgeville, having 
 the old State buildings for its use, was made a part of the system. It also receives $2, 000 
 per annum. 
 
 The State legislature pays to the industrial department of Atlanta University $8,000 
 per annum, as in lieu of all claims of colored citizens upon the land-grant funds. The 
 total disbursed under this head is as follows: Total income from fund created by sale of 
 the land-grant scrip given by the United States to the State of Georgia for the use of a 
 college of agriculture and mechanic arts, as per secretary's report 1880, $17,914.14; ap- 
 propriated annually by legislature for use of colored students to the Atlanta University, 
 $8,000; total income for industrial and technical education, $25,914.14. This is dis- 
 bursed as follows: State College of Agriculture and Mechanic Arts, at Athens, $9,914.14; 
 North Georgia Branch College, at Dahlonega, $2,000; Middle Georgia Branch College, at 
 Milledgeville, $2,00fy South Georgia Branch College, at Thomasville, $2,000; Southwest 
 Georgia Branch College, at Cuthbert, $2,000; Atlanta University, $8,000. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 99 
 
 GEORGIA STATE COLLEGE OF AGRICULTURE AND THE MECHANIC ABTS. 
 
 The leading object of the department of the University of Georgia known as the State 
 College of Agriculture and the Mechanic Arts is to teach scientific agriculture and 
 afford young men opportunities for instruction in practical departments, such as engi- 
 neering, analytical chemistry, and mechanics. 
 
 The annual income consists of the remainder of the income of the land grant after de- 
 ducting the sums devoted to other branches of the university, or about $8,000. 
 
 The faculty consists of chancellor of the university and seven professors, teaching the 
 following subjects: English literature, modern languages, mathematics (pure and ap- 
 plied), chemistry, geology, and mineralogy, physics, astronomy, engineering, and mili- 
 tary tactics, and agriculture and horticulture. 
 
 The number of students in 1882 was 39. The number taking agriculture as a study 
 was 29. Tuition, in July, 1881, was made free. But every student pays $10 matricu- 
 lation and $5 library fee $15 annually. 
 
 The number of graduates from the organization of the college in 1872 until and in- 
 cluding 1880 was 53, of whom 25 were civil engineers, 11 bachelors of engineering, 11 
 bachelors of chemical science, and 6 bachelors of agriculture. The number of bachelors 
 of agriculture does not fairly represent the number of students who have attended the 
 college for the purpose of preparing themselves for farming as a profession. Many of 
 them have taken degrees in engineering or chemical science. 
 
 APPLIANCES AND APPARATUS. 
 
 In addition to instruction by recitation and lectures in the class room students in ag- 
 riculture visit frequently the experimental farm connected with the university, which is 
 under the direct supervision and management of the professor of agriculture, and there 
 receive practical instruction. 
 
 The new laboratory building for the use of the college of agriculture and mechanic 
 arts, now constructed, is 100 by 50 feet, three stories with basement. The entire first 
 floor and basement are appropriated to the department of chemistry, containing analyt- 
 ical laboratories, balance rooms, an assay room, a room for microscopic and spectroscopic 
 work, an industrial museum, store room, engine room, workshop, printing office, &c. 
 The second floor contains a lecture room and museum for the department of agriculture, 
 and apparatus room, working room, and lecture room for department of natural philos- 
 ophy. The third floor contains a model room, lecture room for students in engineering, 
 and drawing hall. 
 
 Under an appropriation made by the State legislature of $15,000 this building has been 
 equipped with the modern apparatus requisite for chemical and physical laboratories and 
 models, &c., required in the department of engineering. 
 
 The university chemical laboratories are located therein ; they comprise rooms for ele- 
 mentary work, for qualitative, quantitative, and volumetric analysis. These are con- 
 nected with convenient balance rooms, an assay room, evaporating chambers, &c. , and 
 are completely fitted with all necessary appliances for chemical work, and furnished with 
 gas, water, rapid filtration apparatus, &c. 
 
 The appliances in the department of physics are worth about $10,000. Three-fourths ' 
 of this value represent new and modern apparatus recently bought. All the apparatus 
 is in excellent condition, and is constantly kept in perfect working order. The selection 
 has been made carefully, every piece being bought from that maker with whom its manu- 
 facture is a specialty. The apparatus illustrating optics was purchased of Duboseq; that 
 illustrating acoustics, from Koenig; for heat, from Salleron; for electrical tests, from 
 Elliott all European makers. The general apparatus was procured of Ritchie of Bos- 
 ton and Queen of Philadelphia. Students pursuing the courses for the degrees of B. S. 
 and B. E. , and others who desire to do so, take a special course in practical physics in 
 addition to the general course. In it students perform under the professor's direction 
 the experiments, and explain them as they proceed or submit their results for criticism. 
 They are thus taught to handle apparatus, to improvise and construct apparatus of their 
 own, to make their own verifications of the truth of principles, and to perform such tests 
 as belong to physical work. The department occupies a well arranged lecture hall, an 
 apparatus room, a laboratory, and a workshop for the construction and repair of appa- 
 ratus. 
 
 The department of engineering, in addition to full sets of surveying instruments, pos- 
 sesses a very fine collection of working models of engineering structures and of machinery, 
 by the aid of which the actual construction of bridges, roofs, &c. , can be thoroughly 
 illustrated. Amongst them are found working models of high and low pressure steam 
 engines; models of steam boilers; of roofs and bridges; of water wheels; of railway 
 tracks; of machinery; of the orders of architecture, &c. 
 
100 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 To the department has lately been added a fine machine for testing the strength of 
 materials, made by Eiehle of Philadelphia; this machine works up to 41,000 pounds, and 
 materials can be tested for tensile, crushing, or transverse strength. There are also a large 
 number of plates and drawings illustrating engineering works. 
 
 A large hall, 50 by 84 feet, well lighted, is used by the students in drawing. 
 
 The legislature has granted to the university 200 stand of arms. All students, both 
 in the State college and academic departments of the university, unless exempted by 
 the faculty, are required to take part in the regular drills; these are conducted on three 
 afternoons of each week of the session, when the weather is favorable, between the hours 
 of half past four and half past five. 
 
 STUDIES AND DEGREES. 
 
 Every student who enters the college is required to take one of the prescribed courses. 
 He can elect either the course of agriculture, or of engineering, or of applied chemistry, 
 or a partial course. He can also add to the studies of the prescribed course those of the 
 schools of the university for which he may be prepared, provided that his election does 
 not interfere with the daily schedule of recitations and lectures. 
 
 The agricultural course is as follows: 
 
 In the freshman class, besides English studies, algebra, geometry, linear drawing, and 
 botany are pursued. 
 
 In the sophomore class book-keeping, geometrical drawing, elements of mechanics, 
 trigonometry, mensuration, and surveying, with field and practical work, zoology, botany, 
 and agriculture are studied. 
 
 In the junior class the following studies are pursued: Chemistry; agricultural chem- 
 istry, with six hours per week laboratory practice; natural philosophy; mechanics of solids, 
 liquids, and gases; acoustics; heat; natural history; surveying and drawing; agriculture, 
 its principles, its methods, its products, methods of propagating plants, general nursery 
 management, practical illustration on experimental farm; French or German; English 
 literature. 
 
 The senior class has the following course: Industrial chemistry; agricultural chemis- 
 try, including the chemical composition of the plant, the laws regulating its growth, the 
 physical and chemical properties of the soil, the composition and manufacture of fertili- 
 zers, laboratory practice in agricultural analysis of six hours per week; natural philoso- 
 phy ; light ; magnetism ; electricity ; meteorology ; descriptive anatomy ; agriculture, imple- 
 ments, crops, farm management, stock breeding, economy of labor, preparation of ma- 
 nures and composts, taught practically on the experimental farm ; geology and mineralogy ; 
 rural engineering and building construction; English literature. , 
 
 The entire course entitles graduates to the degree of bachelor of agriculture. 
 
 It is the design of the school of agriculture to give a thorough knowledge of theo- 
 retical and practical farming, so that the agriculturist may do his work carefully and 
 skillfully. With this view the students are instructed by text books and professors' 
 lectures in the following subjects: 
 
 Classification of soils, their mineral ingredients, chemical composition, and physical 
 properties; how these properties may be changed and improved; the best mode and imple- 
 ments of tillage; the advantages of subsoiling and drainage, and how these may be best 
 performed, and the various kinds and properties of manures. 
 
 Plants, botanically, economically, and geographically considered; those adapted to the 
 food of man, how and where produced, their properties and value, which can be produced 
 best at home, and which purchased from abroad. 
 
 The design, use, location, arrangement, kind of soil, culture, and implements of the 
 vegetable garden and orchard; pruning, transplanting, and propagation of fruit, orna- 
 mental, and forest trees. 
 
 The anatomy and physiology of the domestic animals, their breeding, management, 
 and adaptation to farm economy. 
 
 Insects, their classification, history, and habits; which are noxious and should be de- 
 stroyed, and which beneficial and should be preserved. 
 
 Farm buildings and farm machinery. 
 
 Landscape gardening, laying out gardens and lawns and their ornamentation, and the 
 culture and propagation of flowers and shrubs. 
 
 Students in agriculture meet with the classes in engineering in some studies; they be- 
 come draughtsmen, and are enabled to make necessary plans. Attention is particularly 
 turned to the construction of farm buildings. They also study surveying and join in all 
 field exercises. 
 
 Special instruction is given on the drainage of land, and the manner of laying the lines 
 of drainage is thoroughly illustrated by practice in the field. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES 101 
 
 Instruction is also given in strength of materials ; in framing and building; in the con- 
 struction of roads. 
 
 The engineering course embraces for the freshman and sophomore classes the same 
 studies as those of the agricultural course. The studies pursued by the juniors and sen- 
 iors lead to the degree of bachelor of engineering, and embrace the following subjects: 
 Analytical and descriptive geometry; geometrical, topographical, isometrical engineering, 
 and plan drawing; tinting, lettering, shades and shadows, and perspective; surveying 
 with chain, compass, and transit; leveling; natural philosophy; mechanics of solids, 
 liquids, and gases; acoustics; light; heat; magnetism; electricity; meteorology; elements 
 of astronomy; French or German; differential and integral calculus; mechanics of engi- 
 neering; chemistry; mineralogy and geology; laboratory practice; mechanics, theoretical; 
 astronomy, spherical and descriptive; analysis of engineering constructions ; thesis. 
 
 A special course of one year for the degree of civil engineer includes the following 
 subjects: Weisbach's or Mosely's Mechanics of Engineering; Stoney on Strains; Warren's 
 Machine Construction and Draughting; chemical laboratory work; French or German; 
 thesis. 
 
 The department of engineering has also organized a partial course in u building and 
 architecture;" it includes the studies of the first, second, and third years in engineering, 
 omitting a part of the higher mathematics, and instead thereof giving attention to 
 architectural drawing, structures of wood, stone, and iron, foundations, walls, arches, 
 trusses, roofs, &c. ; the application of descriptive geometry to masonry and carpentry; 
 strength of materials; ventilation, warming, acoustics; building materials, woods, stones, 
 mortars, cements, paints, &c. 
 
 Upon the satisfactory completion of this course a certificate will be given stating the 
 time spent at the college and the progress made. 
 
 The school of engineering is organized for the benefit of the following classes of students, 
 namely: (1) Those who intend to make engineering a profession, the course of instruc- 
 tion enabling the student to acquire such a practical knowledge of the science as to be 
 qualified for entering, upon graduation, upon the duties of the profession; (2) those 
 who desire to study applied mathematics, to complete the scientific course. 
 
 The students in the regular course of agriculture not able to complete one of the regu- 
 lar courses confine themselves to the study of such subjects as they may elect. 
 
 The mode of instruction is partly by means of text books, but principally by lectures. 
 Throughout the course the application of the theory is enforced by requiring the solu- 
 tion of practical problems, by exercises in the field, and by the construction of original 
 drawings, with necessary bills of materials and specifications. 
 
 In the*<;ourse of surveying each student has abundant opportunity to manage and use 
 the instruments himself. Every operation is illustrated by actual field work. 
 
 The course of drawing includes all the principles required in the practice of the pro- 
 fessional engineer and architect. Each student of the State college is employed in draw- 
 ing during a part of the course from one to two hours each day. During the first year 
 all are required to take linear drawing, and the work done is "intended to be auxiliary 
 to the study of geometry. 
 
 The full course includes orthographic and isometrical projections; development of sur- 
 faces; practical perspective; linear, free-hand, and object drawing; building and architect- 
 ural drawing; masonry drawing; drawing for carpenters; mechanical drawing, including 
 drawing from rough sketches, drawing and shading from solid objects, drawing of ma- 
 chinery. 
 
 The course in chemistry leads to the degree of bachelor of chemistry and embraces, 
 for junior and senior classes, the following studies: 
 
 For the junior class general chemistry ; laboratory practice, including chemical manip- 
 ulations; blow-pipe analysis and qualitative analysis; physics; mechanics of solids, liquids, 
 and gases; acoustics, light, heat; English and English literature; French; German. 
 
 For the senior class industrial chemistry, including mining, metallurgic processes for 
 the extraction of the useful metals, the manufacture of important commercial chemicals, 
 acids, salts, fertilizers, &c. ; the manufacture of glass and porcelain; agricultural chem- 
 istry, the composition and use of crude and manipulated fertilizers, &c. ; the manufact- 
 ure of cane and beet sugar, of alcohol, wine, beer, vinegar, &c. ; bleaching, dyeing, 
 calico printing, and tanning; gunpowder and other explosives; soap and candles; gas and 
 illuminating oils; printing, photography, &c. ; laboratory practice; quantitative analysis; 
 gravimetric and volumetric analysis of soils, fertilizers, blood, urine, metals, ores, &c. 
 (the student will be employed in this laboratory work for five hours each day during six 
 days of the week); mineralogy; geology; physics, magnetism, electricity, meteorology; 
 astronomy; French; German. 
 
 Besides lectures and recitations, a certain amount of time to be devoted to practical 
 work is required of each class, but facilities are offered each student to increase the amount 
 if desired. 
 
102 INDUSTRIAL EDUCATION IN THE UNITED STATES 
 
 A preliminary course of instruction is given in manipulation, and constant practice is 
 required, that students may familiarize themselves with such portions of the laboratory 
 work as require mechanical skill, with glass blowing, handling and care of apparatus, 
 use of blow-pipe, &c. 
 
 A course of blow-pipe analysis is next given; then a thorough course in qualitative 
 chemical analysis is pursued, until the student is competent to determine the chemical 
 constituents of an unknown substance presented to him. 
 
 The remainder of the course is devoted to quantitative analysis, gravimetric and volu- 
 metric, the quantitative determination of the chemical constituents of a substance the 
 composition of which has been previously determined by qualitative analysis. After 
 passing the regular course to the necessary extent, the students will be allowed consider- 
 able latitude in the choice of substances for examination, whether of soils or fertilizers, in 
 connection with the study of scientific agriculture; of blood, urine, &c., by the medical 
 student: of metals and ores, by those interested in mining, mineralogy, and metallurgy. 
 
 NORTH GEORGIA AGRICULTURAL COLLEGE. 
 
 This college, opened January, 1873, is located in Northern Georgia, at Dahlonega. Its 
 building was destroyed by fire in December, 1878, but has been rebuilt on the old foun- 
 dations. It has a front of 122 feet, with an extension in the rear of 87 feet, and is three 
 stories high. It contains a chapel room, society halls, fourteen recitation rooms, library 
 room, and chemical laboratory. 
 
 No special age or preparation is necessary for admission to the college. While it 
 is desirable that all pupils should enter at the beginning of the term, yet they are re- 
 ceived at any time, and such is the scope of instruction that a grade can at all times be 
 found for those entering late. Tuition is free, but a matriculation fee of $5 a term or 
 $10 a year is required of each student. 
 
 The session commences first Monday in September, and is continuous for two terms. 
 Spring term commences February 1 and ends June 15. Military drill is compulsory, 
 and students are required, when on drill, to wear uniforms. 
 
 The military department is under the management of a United States officer, especially 
 detailed by the Secretary of War as commandant of cadets at this institution. 
 
 The educational intelligence afforded by this institution hasespeeiallyinviewthe prep- 
 aration of the pupil (1) for the business and for the enjoyment of practical home and 
 farm life, (2) for the higher classes in the University of Georgia, and (3) for the pro- 
 fession of teaching and as a passport for the same. Certificates of proficiency in the studies 
 of the several departments and of qualifications to teach will be granted by the trustees 
 to students showing diligence, aptitude, and progress in their education. 
 
 The faculty, by express authority of the legislature, can grant licenses to the students 
 of this institution to teach in the State schools without examinations. It consists of five 
 professors, two adjunct professors, and one assistant. Number of students for the session 
 of 1881: males and females, 177. 'Of this aggregate there are in the college classes 48, 
 viz: seniors, 6; juniors, 11; sophomores, 13; freshmen, 18. The balance, 129, are in the 
 preparatory and primary classes. 
 
 MIDDLE GEORGIA MILITARY AND AGRICULTURAL COLLEGE. 
 
 This college, opened January, 1880, is located at Milledgeville, Baldwin County, 
 Georgia. 
 
 The old State capitol buildings and grounds, donated to the trustees of the State Uni- 
 versity for the purpose of establishing this college, furnish ample accommodations. 
 
 The faculty consists of 5 professors and 5 teachers. Number of students (1882) , 355 ; 37 
 are in college grade. Under college grade there are 318, viz: 151 boys and 167 girls. 
 Military exercises form a part of the instruction, and the boys are required to wear a uni- 
 form. 
 
 The college has recently come into possession of a library consisting of about 3,000 
 volumes. 
 
 SOUTHWEST GEORGIA AGRICULTURAL COLLEGE. 
 
 This college, opened in September, 1879, is located at Cuthbert, Randolph County, 
 Georgia. The college building is spacious and well arranged, with capacity to accommo- 
 date from two hundred to two hundred and fifty students. 
 
 The real estate belonging to the college embraces an area of 30 acres. The situation is 
 beautiful, pleasant, and well adapted to such an enterprise. 
 
 No charge is made for tuition, but an incidental fee of $5 per session is required of every 
 student able to pay, making $10 for the year. 
 
 The faculty consists of 3 professors and 1 assistant. The number of students for the 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 103 
 
 present session (all males) is 155, of whom 25 are in college grade, viz: 7 in the sopho- 
 more class and 18 in the freshman. The remainder, 130, are under college grade. 
 
 Military exercises form a part of the scheme of instruction, and the students are re- 
 quired to wear a uniform. 
 
 SOUTH GEORGIA AGRICULTURAL COLLEGE. 
 
 This college, opened in September, 1879, is located at Thomas ville, Thomas County, 
 Georgia. The buildings, all brick, are three in number, capable of accommodating about 
 one hundred and seventy-live or two hundred students. The main building has recita- 
 tion rooms below and four rooms above used for sleeping rooms for students. The reci- 
 tation rooms are all comfortably furnished. 
 
 Tuition is free, but a matriculation fee of 5 per 'term is required, making $10 a 
 year. 
 
 Session begins first Wednesday in September and continues forty weeks. 
 
 The faculty consists of 5 professors. Number of students (all males) was, in 1882, 
 185, of whom 14 are in college grade. The remainder, 171, are under college grade. 
 
 All students are required to drill and to wear uniform. 
 
 ATLANTA UNIVERSITY. 
 
 Atlanta University was chartered in 1867 and organized in 1869. It is designed to 
 afford the colored people opportunities for obtaining such education as shall be most 
 profitable to them. It has three courses of study, the college, college preparatory, and 
 the normal. A grammar school is also connected with the university. 
 
 In the year 1880-' 81 the number of students in the college course was 17; in the col- 
 lege preparatory course, 14; in the normal course, 83; in the grammar school, 227. Of 
 the 341 students, 158 were boys, 183 girls; 215 were boarders and 126 day pupils. 
 
 The faculty consists of the president, 3 professors, and 11 instructors andi teachers. 
 The graduates previous to 1881 in the college course (A. B. ) numbered 22; in the normal 
 course, 49. 
 
 The expenses for tuition are $2 a month in the college course and 1 per month in the 
 other courses. 
 
 The board is estimated at 3 par month, and all pupils are required to work for the 
 institution at least one hour a day. 
 
 The university has only $5,300 permanent fund, a little physical apparatus, and a 
 library of about 500 vol umes. The $8, 000 annually given by the State is its chief income. 
 There are three commodious buildings. 
 
 ILLINOIS. 
 ILLINOIS INDUSTRIAL UNIVERSITY. 
 
 [From report by the regent, supplemented by material from catalogues.] 
 
 The leading 'objects of the Illinois Industrial University are those expressed by the 
 terms of the act of Congress of 1862, under which the State received the endowment that 
 supports the teaching force of the university. 
 
 ENDOWMENT AND FUNDS. 
 
 The State of Illinois received from the United States, in accordance with the provisions 
 of the act of 1862, scrip for 480,000 acres of land. Scrip for 454,460 acres was sold, yield- 
 ing $319,178.17, and the proceeds were invested in approved State and county securities 
 in the State of Illinois. The remaining scrip, 25,440 acres, was located in Minnesota and 
 Nebraska upon lands which are yet part of the property of the university, but unproduc- 
 tive. There is no other endowment. 
 
 The real estate of the university situate in Urbana, its farms and public grounds, with 
 the buildings thereon, and its other property in machinery, apparatus, library, stock, &c., 
 have been obtained partly from donations of the cities of Urbana and Champaign and 
 their residents, and partly from appropriations made in successive sessions by the State. 
 The total value of such property may be estimated (1882) at $400,000 to $450,000. 
 
104 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Receipts and expenditures for the years ending at the dates given. 
 
 \ September 30, 1880. ! September 30, 1881. 
 
 RECEIPTS. 
 
 Balance from last year : 
 State 
 
 $10 618 66 
 
 $5,582 91 
 
 Current 
 
 7 298 93 
 
 7 168 23 
 
 Interest on endowment 
 
 21,398 40 
 
 20, 660 00 
 
 From State appropriations 
 
 8 695 50 
 
 26, 610 37 
 
 From fees and room rent 
 
 10 619 21 
 
 9 908 67 
 
 Gross receipts from departments of labor 
 
 15,053 34 
 
 16, 100 41 
 
 Illinois Central Railroad freight donation 
 
 
 2,199 60 
 
 Miscellaneous 
 
 943 24 
 
 981 98 
 
 
 
 
 Total 
 
 74,627 28 
 
 89,212 17 
 
 
 
 
 EXPENDITURES. 
 
 28 184 22 
 
 28 392 54 
 
 On account of State appropriations 
 
 13,842 88 
 
 15,712 91 
 
 On account of departments of labor .... . . 
 
 12 595 62 
 
 16 188 67 
 
 
 7 253 42 
 
 7 763 54 
 
 
 
 
 Total . 
 
 61 876 14 
 
 68,057 66 
 
 Balance: 
 State 
 
 5,582 91 
 
 16,451 85 
 
 Current 
 
 7 168 23 
 
 4,702 66 
 
 
 
 
 74,627 2 
 
 89,212 17 
 
 ORGANIZATION. 
 
 The organization of the university provides instruction in these colleges and schools: 
 The college of agriculture, the college of engineering, school of mechanical engineering, 
 school of civil and mining engineering, school of architecture, the college of natural 
 science, school of natural history, school of chemistry, the college of literature and science, 
 school of English and modern languages, school of ancient languages. Additional 
 schools: The school of military science, school of art and design. 
 
 In each of the schools enumerated above instruction has been given continuously 
 throughout the year. The question as to which of them are "leading " will be best an- 
 swered by the list of professorships, and by describing the facilities, including buildings, 
 farms, workshops, laboratories, apparatus, &c., furnished and in use as the equipment 
 for instruction. 
 
 FACULTY. 
 
 The faculty consists of the regent, who is professor of mechanical engineering and phys- 
 ics; professor of botany and horticulture (vice-president), professors of mathematics, mod- 
 ern languages, geology and zoology, English language and literature, architecture, history 
 and ancient languages, chemistry, agriculture, veterinary science, industrial art and de- 
 signing, military science and tactics, civil engineering, and agricultural chemistry; assist- 
 ants in mechanical engineering, English and ancient languages, and laboratory work, 
 instructors in right-line drawing, elocution, mathematics and botany, and natural science; 
 a teacher of vocal and instrumental music, and foremen of carpenter and machine shops. 
 
 STUDENTS. 
 
 Three hundred and fifty-two students were in attendance in 1881-' 82, classified as fol- 
 lows: Resident graduates, 9; seniors, 35; juniors, 49; sophomores, 91; freshmen, 87; 
 preparatory, 71; special, 10. The course in agriculture was pursued by 21 students; me- 
 chanical engineering, by 41; civil engineering, 41; mining engineering, 3; architecture, 
 14; chemistry, 42; natural history, 14; art and design, 4; English and modern languages, 
 105; ancient languages, 16; elective, 14; miscellaneous, 35. There were 76 ladies among 
 the number, one of whom studied chemistry; 1, art and design; 4, elective courses; 7, 
 courses not specified; 9, natural history; 50, English and modern languages; and 4, ancient 
 languages. 
 
 Tuition is free in all the university classes. A matriculation fee of $10 entitles the 
 student to membership in the university until he has completed his studies. Fees for 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 105 
 
 incidental expenses amount to $22.50 annually. Students are charged for material used 
 or apparatus broken in the laboratories, but not for the use and ordinary wear of instru- 
 ments. 
 
 The legislature of Illinois in the act founding the university provided that no degrees 
 should be conferred nor diplomas awarded, but that certificates might be given which 
 should set forth the studies pursued and the proficiency attained therein during the res- 
 idence of students at the university. A full certificate, deemed equivalent to evidence 
 of graduation, was evidence of satisfactory attainment in thirty-six university studies 
 covering one term each. In 1877 the legislature gave authority to confer degrees, and 
 pursuant to that authority degrees of bachelor of science, bachelor of letters, bachelor of 
 .arts, master of science, master of letters, master of arts, civil engineer, and mechanical 
 engineer have been conferred. 
 
 The total number of graduates to 1882 holding full four years' certificates is, men 179, 
 women 34, total 213. Graduates from 1877 to 1881: bachelor of arts, men 4, women 2, 
 total 6; bachelor of letters, men 33, women 17, total 50; bachelor of science, men 71, 
 women 11, total 82. Total number of graduates 347, men 280, women 67. 
 
 A list of the graduates with their occupations and residences is given in the catalogue 
 for 1881-' 82. According to it, 52 are engaged in teaching, 37 in farming, 33 in law, 27 in 
 engineering, 18 as clerks and agents, 15 in household duties, 14 in medicine, 12 are 
 merchants, and 11 architects or draughtsmen, and the remainder are distributed among a 
 score of different occupations. 
 
 OUTLINE OF PLAN OF INSTRUCTION. 
 
 Each school has a well-defined course of study, peculiar to itself in certain technical 
 branches. The full time for each of the courses of study is four years; but students take 
 a longer time if necessary, or if competent they may complete a course in less time. A 
 student may, under certain conditions, arrange a course of study for himself, and when 
 he shall have completed thirty-six terms of university subjects he is entitled to a full cer- 
 tificate setting forth the facts. 
 
 THE COLLEGE OF AGRICULTURE. 
 
 The object of the College of Agriculture is to lead the student toward a thorough under- 
 standing of all that man can know about soils and seeds, plants and animals, and the in- 
 fluences of light, heat, and moisture on his fields, his crops, and his stock, so that he may 
 both understand the reason of processes he uses and may intelligently work for the im- 
 provement of those processes. Theory and practice are united in the method of in- 
 struction. The technical studies are taught mainly by lectures, with careful reading of 
 standard agricultural books and periodicals and frequent discussions, oral and written, 
 by students, of the principles taught. These are also illustrated by demonstrations and 
 observations in the fields, stables, orchards, gardens, and plant-houses. 
 
 The requirements for admission to the agricultural course are that the candidate be at 
 least fifteen years of age and pass satisfactory examinations in common school branches 
 and the studies of the preliminary year, which are algebra, geometry, natural philoso- 
 phy, botany, physiology, and studies in English. For admission to a "farmer's " course 
 of one year examination in common school branches only is required. 
 
 There are two courses of study, one covering four years, the other one year. The 
 former is the regular course leading to the degree of B. S. Its studies are as follows: 
 
 First year: elements of agriculture and horticulture, vegetable physiology, chemistry, 
 trigonometry, rhetoric, British authors or free-hand drawing, and shop practice. 
 
 Second year: agricultural chemistry, economic entomology, zoology, botany, and Ger- 
 man. 
 
 Third year: agricultural engineering and architecture, animal anatomy and physiol- 
 ogy, animal husbandry, veterinary science, landscape gardening, geology or ancient his- 
 tory, and physics or mediaeval and modern history. 
 
 Fourth year: meteorology and physical geography, history of agriculture and rural law, 
 rural economy, political economy, constitutional history, mental science, history of civ- 
 ilization, and laboratory work. 
 
 Special horticultural branches may be substituted for agricultural or veterinary studies 
 by those so desiring. The shorter course is called the iarmer's course. Its studies are 
 taught in the following order : First term: elements of agriculture, agricultural engineer- 
 ing a-nd architecture, animal anatomy and physiology, shop practice. Second term : animal 
 husbandly, rural economy, veterinary science. Third term: history of agriculture and 
 rural law, veterinary science, practical entomology or landscape gardening. 
 
 The studies of the second or winter term are arranged so as to be profitably studied 
 by those who can be in attendance only during that term. 
 
106 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 As will be seen by the courses given above, the agricultural studies are included under 
 the heads elements of agriculture, agricultural engineering and architecture, which in- 
 cludes drainage, irrigation, water supply, fencing, building, and machinery; animal hus- 
 bandry, including breeds and breeding; rural economy, history of agriculture, and rural 
 law. The special studies in horticulture are (1) elements of horticulture, in which are 
 briefly discussed nursery work, orcharding, ornamental trees and shrubs, flower gar- 
 dens, vegetable gardens and their accessory hot beds and houses, vineyards, and small 
 fruits. Instruction and practice is given in grafting, budding, and propagation. (2) 
 landscape gardening, in which the principles and history of the art, the laying out of 
 grounds, the construction of buildings, the use of water, and many other similar things 
 are taught. Practice in designing grounds is given.. (3) floriculture, or the kinds, 
 propagation, growth, and care of flowering and other ornamental plants. (4) pomol- 
 ogy and forestry, which are each accompanied with practical work. (5) plant-houses 
 and management. This study includes gardening and landscape architecture, and the 
 construction, heating, ventilation, and general management of plant-houses so as to se- 
 cure the best growth. Practice is afforded in the pi ant- ho uses of the university. 
 
 The class-room work consists of lectures and architectural designing and drawing. 
 
 Veterinary science is taught during the third year. In the first term the anatomy and 
 physiology of the domestic animals is taught by lectures, demonstrations, and dissec- 
 tions. Post-mortems of healthy and diseased animals are made, so that the student may 
 become practically acquainted with the tissues in health and disease. The first six 
 weeks of the second term are devoted to the study of medicines, their actions and uses; 
 the remainder of the term, to lectures on the principles and practice of veterinary science. 
 During the third term, practical instruction is given in clinical work, as cases present 
 themselves at the veterinary infirmary, where animals are treated or operated upon, free 
 of charge, for the instruction of students. Lectures are also given on veterinary sani- 
 tary science and the principles and practice of veterinary surgery. 
 
 The apparatus and appliances which are used in the aid of instruction are described a 
 few pages further on. 
 
 COLLEGE OF ENGINEEKING. 
 
 The three- schools embraced by this college are designed to thoroughly train students 
 of engineering and architecture. The instruction in the school of mechanical engineer- 
 ing, while severely scientific, is thoroughly practical. 
 
 The mechanical laboratory is in use at every stage. Principles are imparted by lect- 
 ures, text-books, and illustrations. Test experiments in machines and motors are tried. 
 Practice is acquired by the production of elementary forms and the execution of proj- 
 ects. Designing is a necessary part of every term's work, and accompanies all studies. 
 Shop practice is carefully arranged in order to fully familiarize the student with tools, 
 machines, and the mode of their production. This practice represents four branches: 
 Pattern-making, blacksmithing, bench-work for iron, and machine tool work for iron. 
 The course fits the student for the advanced shop practice in designing and constructing 
 complete machines, which is undertaken after finishing the elementary work of the first 
 year. 
 
 The students in the course leading to the degree of bachelor of science in the school 
 of mechanical engineering are, in the first year, trigonometry, analytical geometry, cal- 
 culus, descriptive geometry and lettering, freehand and projection drawing, French or 
 German, and shop practice. Second year: The advanced study of algebra, analytical 
 geometry and calculus, the designing and construction of machines, astronomy, and 
 French or German. Third year: Analytical mechanics, advanced descriptive geometry, 
 physics, chemistry, with laboratory practice, mechanism, laboratory work, and modern 
 history. Fourth year: Eesistance of materials, hydraulics, prime movers, mill-work, con- 
 struction drawing, designing and laboratory work, geology, mental science, constitu- 
 tional history, political economy, and thesis. 
 
 The student is trained in the school of civil engineering by a combination of theoretical 
 instruction with practical work. In the first three years the student is trained to un- 
 dertake engineering operations, while the fourth year is designed to fit him to plan and 
 direct such works as making geodetic surveys, building arches, trestle bridges, and all 
 supporting frames. 
 
 In the second year the class makes a complete topographical survey of a locality with 
 preparation for a railroad survey, executed at a later date. A project in geodesy is exe- 
 cuted by the seniors. Great attention is paid to surveying in its highest branches. As- 
 tronomical studies, with use of the observatory, are encouraged. 
 
 The courses of the first and second years are the same as in the mechanical school, with 
 the exception that shop practice is omitted, and in the second year the designing and 
 construction of machines are superseded by land and topographical surveying, with theory 
 of instruments and topographical drawing. The third year includes advanced descriptive 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 107 
 
 geometry, chemistry, and laboratory practice, railroad engineering, analytical mechanics, 
 astronomy, and physics. 
 
 The fourth year embraces resistance of materials and hydraulics, geodesy and practi- 
 cal astronomy, geology, bridges and bridge construction, stone work, constitutional his- 
 tory, political economy, mental science, and thesis. Students in mining engineering take 
 a course in metallurgy in place of geodesy and practical astronomy, bridges and bridge 
 construction. There are well-furnished cabinets of geological and mineralogical speci- 
 mens, and the chemical laboratory embraces assaying and metallurgical departments, 
 with stamp mill, furnaces, &c., for practical instruction. 
 
 The school of architecture prepares students for that profession. Among the subj ects in 
 which practical instruction is given are office work and shop practice in such work as 
 constructing joints in carpentry and joinery, cabinet-making, turning, &c. ; also model- 
 ing in clay. The courses in mathematics, mechanics, physics, &c., are nearly identical 
 with those in the schools of engineering. The technical studies embrace drawing from 
 casts, modeling in clays, elements of construction; wood, stone, brick, and iron construc- 
 tio ; tinners' work, slating, plastering, painting, and plumbing, architectural drawing 
 and designing; history and esthetics of architecture, estimates, agreements, and specifica- 
 tions, heating and ventilation, graphical statics. The shop practice and the method of 
 instruction are similar to those of the Russian system. The students' work from scale 
 drawings occupies three terms; in the first, carpentry and joinery are taught; in the second, 
 turning and cabinet-making; in the third, metal and stone work, pattern-making, &c. 
 There is a large shop well arranged and fitted up for the carpenter and cabinet work. A 
 course known as the builders' is provided for those who can take only a single year. 
 
 COLLEGE OF NATURAL SCIENCE. 
 
 This is divided into schools of chemistry and of natural history. A school of domestic 
 science was formerly included. It has been abandoned for the present. 
 
 The school of chemistry is designed to equip students for work in the related arts, as 
 well as for the field of original research and the practical business of pharmacy and 
 chemistry. There are four distinct courses: chemical, pharmaceutical, agricultural, and 
 metallurgical, each of which has a special laboratory work arranged for it. 
 
 The studies required to be completed by candidates for the degree of bachelor of 
 science in the school of chemistry are, in the first year, chemistry and laboratory prac- 
 tice, free-hand drawing, trigonometry, analytical geometry, literature and rhetoric, or 
 French; in the second year, agricultural chemistry, laboratory practice, physiology, or 
 botany, microscopy, zoology, and German; in the third year, laboratory practice, miner- 
 ology, physics, and German; in the fourth year, laboratory work, meteorology, and physi- 
 cal geography, geology, logic, mental science, constitutional history, and political economy. 
 
 The text book instruction in the principles of chemistry and chemical' physics occupies 
 the first term of the first year. The remainder of the year the recitations alternate with 
 laboratory practice. During the remaining years each student is expected to work two 
 hours daily in the laboratory, five days in the week. There are four courses in labora- 
 tory practice, viz : Chemical, pharmaceutical, agricultural, and metallurgical. The work 
 of the first year is common to all the courses, except that the qualitative analysis of brass, 
 solder, and type metal is added to make up the metallurgical course. The work of the 
 remaining year is especially devoted to the end indicated by the names of the courses. 
 The special work of the agricultural course includes the analysis of soils, ashes of plants, 
 fertilizers, and agricultural products, and the preparation of organic and inorganic salts 
 and compounds. 
 
 THE SCHOOLS OF NATURAL HISTORY, MILITARY SCIENCE, AND ART. 
 
 The aim of this school is to give a liberal scientific education. As its name testifies, 
 it teaches the sciences connected with man and his habitation. The special studies are 
 botany, vegetable physiology, anatomy and physiology, zoology and taxidermy, geology, 
 paleontology, microscopy and fungology, and osteology. The school has a large collection 
 of specimens in the departments of botany, entomology, zoology, and geology. 
 
 In addition to these colleges and schools properly related to technical and other pur- 
 suits, there are schools of military science, of art and design, of ancient languages, and of 
 English and modern languages. 
 
 The courses in the school of military science are as follows: 
 
 First year. School of the soldier and company; bayonet-fencing. 
 
 Second year. School of battalion; skirmish drills; ceremonies and reviews; military 
 signaling; sword-fencing; guard, outpost, and picket duty. 
 
 Third year. Military administration; reports and returns; theory of fire-arms; target 
 practice; artillery drill; organization of armies; art of war; field fortification. 
 
108 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The school of art and design furnishes instruction in free-hand drawing, and offers 
 facilities lor pursuing studies in industrial designing and other branches of the fine arts. 
 Music is not a part of the university course, but a proper arrangement has been made for 
 students who desire tuition and practice. 
 
 THE COLLEGE OF LITERATURE AND SCIENCE. 
 
 This is divided into two schools: English and modern languages, and ancient languages 
 and literature. The purpose is to give a good general and liberal collegiate education ; 
 also to enable special students in the technical schools who may determine to become in- 
 structors, as teachers or writers, to acquire that command over languages and literature 
 which most readily puts the work at their disposal and command. A prominent aim 
 of the university is ' ' the furnishing of teachers to the industrial schools of the country, 
 and investigators and writers for the arts." 
 
 THE BUILDINGS AND THEIR USES. 
 
 The special report of the regent continues: The university main building, 214 feet 
 in front by 122 feet in flank, occupies three sides of a quadrangle. It is five stories high, 
 including basement and mansard; at the principal angles are two lofty towers, carrying 
 a clock and a bell. The structure is well built of pressed brick upon a stone basement; 
 its cost was $175,000. The main front is occupied by class rooms and offices; in the 
 wings are several spacious apartments, 60 by 80 feet, used respectively for chapel, labo- 
 ratory for physics, drawing room, museum of natural history, library, art gallery, and 
 museum of engineering art. There are ample dressing rooms, work rooms, offices, and 
 rooms for storage; and in the mansard story halls for literary and scientific societies. The 
 entire building is lighted with gas and heated by steam. 
 
 The chemical building is 126 by 74 feet, and four stories high. It contains two labo- 
 ratories, two lecture rooms, &c. 
 
 The mechanical building is 124 by 80 feet. In the lower story is the machine shop, 
 with pattern room, machine room, and engine room; the carpenter's shop, with bench 
 room and machine room, and a room for storing two field pieces. The second story is a 
 drill-hall, with space sufficient for the evolutions of a company of infantry or a section 
 of artillery. This room is supplied with gymnastic apparatus. This building also con- 
 tains an armory and a printing office. 
 
 The greenhouse is 70 by 24 feet, with adjacent class room, work room, and propagat- 
 ing pits. The buildings also comprise a veterinary laboratory, hospital, and dissecting 
 room, two spacious barns, two dwelling houses, two small dwellings used as dormi- 
 tories, a small astronomical ob- servatory, lately rebuilt, a dairy house, and a farmer's 
 cottage. 
 
 LABORATORIES, WORKSHOPS, AND COLLECTIONS. 
 
 The library contains over 13,000 volumes, selected by the various professors for refer- 
 ence in their several departments. The apartment is used also for a reading room, where 
 books are consulted, but whence they cannot be taken, except by special permit. The 
 reading room is opened during the daytime, and is greatly frequented. 
 
 The museum is well supplied with cases, which contain specimens of all the larger 
 mammals of the United States, with very considerable collections in all the departments 
 of zoology, geology, and mineralogy, and a set of Ward's casts of celebrated fossils. 
 The specimens in the museum have mostly been prepared and mounted by the students, 
 under the direction of their instructors. The students have been employed to mount 
 specimens for the State museum and other cabinets. 
 
 The art gallery contains in statues, full size and reduced, busts, bas-reliefs, &c., 400 
 casts. It has also photographs, autotypes, and other copies of masterpieces of painting 
 from all the noted modern schools of art. This collection represents no part of either the 
 Congressional or the legislative grants, but is the donation of the citizens of Champaign 
 and Urbana and of the faculty of the university. It attracts many visitors and renders 
 notable service to the school of art and design. 
 
 The physical laboratory has a collection of apparatus which has cost over $5,000. The 
 room is newly arranged and is well adapted for practical experimenting by pupils. The 
 lecture room adjoining will seat 350 persons; it can be made available for experimenting 
 by day or evening. 
 
 Special collections for illustration in mechanical, civil, and mining engineering, and in 
 architecture, are found in their respective class rooms. They include models of mechani- 
 cal movements made in the university shops; mining models and metallurgical appara- 
 tus from Freiberg; engineering and surveying instruments in abundance; models of 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 109 
 
 bridges, trusses, roofs, and stairs, also made in our own shops, &c. This material will 
 soon be gathered in the museum of engineering art. 
 
 The chemical laboratories are arranged in the latest aad most approved manner. Each 
 student has a desk furnished with closets, reagents, water, gas, and gas-hood, so that 
 his researches may go on without inconvenience to any other. The rooms are ventilated 
 by a powerful fan, furnishing warm or cold air as the season may require. There are 
 104 desks in the qualitative room and 64 in that for quantitative analysis, and all are 
 occupied. The number of desks can be nearly doubled. There is also a private labora- 
 tory for professors: a balance room; room for gas analysis; a suite of rooms for photog- 
 raphy; a pharmacy; and, in the basement, rooms and power for metallurgical purposes. 
 These rooms have all been occupied. The building is heated by steam. 
 
 The machine shop has a steam engine of 16-horse power; two engine and three plain 
 lathes; a planer; a large drill press and smaller drills; all needful bench-rooms; a pat- 
 tern shop; a blacksmith shop, &c. 
 
 The students in this department have, during the freshman year, an elementary drill 
 in wood and iron work with the cold chisel, the file, at the anvil, and at the machine 
 tools. Afterwards they are employed in simpler and more complex designs in work for 
 the shop or for customers. 
 
 The engine, the large drill press, three of the lathes, and other machines or parts of 
 machines now in use were built in the shop, as were the engine, pump, and other mech- 
 anism under the chemical laboratory. 
 
 The carpenter's shop is similarly supplied with necessary machine tools, as saws, 
 planers, tenoning machine, whittler, &c. Its power is furnished by the machine shop. 
 A course of elementary wood construction is followed by such actual practice as occasion 
 may offer. This shop has hitherto found abundance of work in building cabinets for the 
 museum, cases for the library, and other work demanded in the development of other 
 departments. 
 
 Drawing, free-hand, projection, mechanical, and architectural, and in the departments 
 of botany and zoology, is taught as the handmaid of every science. One of the larger 
 rooms is devoted to this purpose, having a large supply of models, casts, and similar ma- 
 terial. Special rooms are set apart for architectural, mechanical, and engineering draw- 
 ing. A room is given to modelling in clay and casting successful designs in plaster. 
 
 The botanical work-room has a supply of compound microscopes; the objectives and 
 four stands have been bought abroad; a larger number of cheaper but thoroughly ser- 
 viceable stands were made in the university machine shops. A tract of land is set apart 
 for culture of rare or otherwise desirable plants. Experiments in horticulture, with 
 practice in tree planting, grafting, budding, and other means of propagation are regu- 
 larly performed or taught to classes. 
 
 The university groumds make a good study in landscape gardening. An arboretum 
 has about 100 varieties of exotic and indigenous trees. An orchard has been planted 
 with 1,000 varieties of apples, now bearing fruit, besides pears, peaches, grapes, and 
 other small fruit. 
 
 The stock farm occupies about 400 acres; the experimental farm about 70 acres. 
 The stock barn has the form of an L, the longer sides being 80 feet, and the breadth of 
 each wing 40 feet. It is of wood, over an ample stone basement. Another barn nearer 
 the house of the professor of agriculture is specially adapted to the housing and care of 
 the small herd of choice cattle of recorded pedigree, chiefly short-horns and Jerseys. 
 
 A farmers' institute is held at the university in January of each year, occupying about 
 a week. The labor is done mainly by the professors, in addition to their ordinary duties. 
 The attendance is large, and each year the interest is greater. The information dis- 
 seminated is bearing good fruit in the improved intelligence of the farming community 
 in the vicinity. 
 
 MISCELLANEOUS. 
 
 Women are admitted to any of the university courses; most choose the course of litera- 
 ture and science. A course of studies under the general head i i Domestic Science ' ' was 
 arranged specially for women, and was in use for five years. Thirty-one persons have 
 chosen this course, and six have taken the degree of bachelor of science in this school. 
 
 Unless excused for actual physical disability, all the male students of the university 
 are drilled during the first three years of their college course by an officer of the Regular 
 Army, detailed for this duty by authority of an act of Congress. 
 
 The armory contains 300 Springfield cadet breech-loading rifles, with the necessary 
 equipments, side arms for officers, and two six-pounder field pieces. A campus of about 
 10 acres, beautifully levelled and fringed with evergreens, furnishes space for evolutions 
 in the season for out-of-door exercise. At other times the drill is conducted in the hall, 
 already mentioned. A band of about fifteen pieces, the players being students, furnishes 
 music for the drill, for marching to the chapel daily, and for the various other occasions 
 which arise. 
 
110 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The university maintains a close connection with the public schools of the State. Such 
 of the high schools as desire, after an examination by a committee of the faculty and a 
 satisfactory report, are placed up"on an ' i accredited list. ' ' Graduates from these schools 
 are admitted to the freshman class of the university without any examination. About 
 one-third of the last class (1880) were' admitted in this way, upon exhibition of their di- 
 plomas. * * * 
 
 In every department of life, as professional men, teachers, merchants, engineers, farm- 
 ers, naturalists, our graduates, and those who have gone out from us after a shorter resi- 
 dence without remaining to finish any distinct course of study, are doing honest and 
 faithful work, serving their country and adorning the fair fame of their alma mater. 
 
 It will be remembered that the university was organized but fourteen years prior to 
 the date at which this report ends, and that but eleven classes have passed out as grad- 
 uates. 
 
 The Illinois Industrial University, as it stands to-day, whether considered with refer- 
 ence to its outlined plans of study, scientific, practical, esthetic; its present standards of 
 scholarly attainment; its generous equipment in lands, buildings, laboratories, museums; 
 the character and learning of its able corps of instructors; or the manly and womanly 
 earnestness and high purposes which pervade the whole body of its under-graduate mem- 
 bers, all these characteristics which are the sources of gratified surprise to whoever ex- 
 amines its present condition, attest the wisdom of its founders, and particularly empha- 
 size the eminent success of its first president, under whose vigorous hand and fertile 
 brain its destinies were guided for twelve years. 
 
 To John M. Gregory, LL. D. , its first regent, the university and the people of Illinois 
 owe a debt which can never be discharged, but whose magnitude will be more fully ap- 
 preciated with each revolving year. 
 
 INDIANA. 
 
 PUEDUE UNIVEESITY. 
 
 [Statements from the latest reports received by this office.] 
 HISTOEICAL STATEMENT. 
 
 Purdue University is located at La Fayette, Ind. , and has been in operation since Sep- 
 tember, 1874. It was first organized exclusively upon the basis of special schools for 
 technical studies, but after two years' experience the institution was reorganized on the 
 plan described below, which, though more fully developed, has remained substantially 
 unchanged. 
 
 John Purdue, after whom the university is named, donated $150,000 on condition that 
 the institution should be located within Tippecanoe County; the county gave $50,000, 
 and four citizens 100 acres of land. 
 
 ENDOWMENT. 
 
 The proceeds of the sale of the land (390,000 acres) amounted to $212,238.50. This 
 endowment has been increased largely, and now amounts to $340,000. The buildings 
 and grounds are valued at $250,000. The university has received State appropriations, 
 from 1873 to 1882, amounting to $148,000. 
 
 Receipts and expenditures for 1880-' 81. 
 
 Interest on land grant endowment $17, 161 25 
 
 State appropriations 4,500 00 
 
 Current receipts from fees, etc 3, 
 
 Current receipts from farm 2, 053 85 
 
 Balance in treasury July 1, 1880_ _ _ _ 7, 548 77 
 
 Total receipts- ._._. 34,348 35 
 
 The expenditures were as follows: 
 
 Salaries of instructors $16,483 35 
 
 Other running expenses 11,01 
 
 Improvements 3, 489 35 
 
 Running expenses of the farm 1,57151 
 
 Total expenditures _ -- 32,559 24 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Ill 
 
112 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The State appropriations prior to 1881 were made for definite purposes. In 1881 the 
 legislature appropriated $20, 000 for 1881 and $20,000 for 1882, to be expended at the dis- 
 cretion of the trustees. 
 
 THE FACULTY. 
 
 The faculty consists of 11 professors and instructors in the collegiate department and 
 2 in the preparatory, with 3 assistants; in all, 16 instructors. They are the president, 
 who is also professor of intellectual and political science, the professors of chemistry and 
 physics, of the natural history sciences, of mathematics, of industrial art, of agriculture 
 and horticulture, of English and history, of German, the instructors in mechanics, and 
 in Latin and elocution, the principal and assistant in the academy, an assistant chemist, 
 and two assistants teaching one class each. 
 
 The employes are a librarian and registrar, farmer, horticulturist, and engineer (who 
 is also superintendent of buildings), a janitor, and assistant workmen in the engine house 
 on the farm and in the experimental station. 
 
 STUDENTS. 
 
 The total number of students in the college proper (1881-' 82) was 99; in special 
 schools, 61 ; in the preparatory department, 129. 
 
 Fifty-one of the students in the special schools .were also enrolled in the college or 
 academy, so that the total number of different students is 238. There were 68 appointed 
 students in attendance. No distinctions on account of sex are made. The university 
 contained during the school year 1880-' 81, 30 women students in college, 13 in special 
 schools, and 52 in the academy. Of those in special schools, 10 were in the industrial 
 art school, 2 in the school of mechanics, and 1 in the school of chemistry. The fees are 
 small, and it requires an annual expenditure of only $160 to maet them and to pay for 
 board and necessary expenses. The students appointed by counties (2 may be appointed 
 by each county) are relieved from expenses to the amount of $33 a year. 
 
 DEPARTMENTS AND WORK. 
 
 Purdue University embraces three departments, designated as follows: 
 
 1. The college of general science. 
 
 2. Special schools of science, agriculture, and the mechanic arts. 
 
 3. The university academy. 
 
 The college provides four general courses of study, viz: The scientific course and three 
 industrial courses, designated as the agricultural course, the mechanical course, and the 
 industrial art course. These courses are so arranged that they include nearly the same 
 instruction in science, mathematics, industrial drawing, English history, and political 
 and intellectual science; and the completion of any one of them entitles a student to the 
 degree of bachelor of science. 
 
 These four regular courses are as follows: 
 
 1. Scientific course. 
 
 The aim of the scientific course is to give a thorough scientific education as a general 
 preparation for all industrial pursuits; and, secondly, as an adequate preparation for 
 special courses of study. The natural and physical sciences are the leading branches in 
 the course, requiring about one-third of the student's time for the entire period of four 
 years. It also gives unusual prominence to industrial art. 
 
 The regular course is as follows: 
 
 FRESHMAN YEAR. (a) Biology and botany; (6) geometry and algebra; (c) industrial 
 drawing; (d) Latin or German or English. 
 
 SOPHOMORE. (a) Zoology and physics; (ft) higher algebra, trigonometry, and survey- 
 ing; (c) ancient, mediaeval, and modern history; (d) Latin or German. 
 
 JUNIOR.' (a) Chemistry; (&) analytical geometry and astronomy; (c) rhetoric and 
 English literature; (d) Latin or German. 
 
 SENIOR. (a) Higher physiology and geology; (ft) political economy, United States 
 Constitution, and intellectual science; (c) the calculus and logic, or an advanced course 
 in chemistry or botany or zoology. 
 
 The university has a well-equipped chemical laboratory, a good biological laboratory, a 
 choice museum of natural history, a large geological cabinet, and other first-class appliances 
 for scientific instruction and training. 
 
 2. Agricultural course. 
 
 The agricultural course aims not only to give a good scientific education, but also to im- 
 part a thorough and practical knowledge of the principles of agriculture and horticulture. 
 It gives special attention to scientific experiments. 
 
 The regular full course is as follows: 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 113 
 
 FRESHMAN" YEAR. (a) Stock, stock breeding, comparative anatomy, veterinary obstetrics, 
 and veterinary science; (b) biology and botany; (c) geometry and algebra; (d) industrial 
 drawing. 
 
 SOPHOMORE. (a) Crops (methods of tillage, rotation of crops, &c.), meteorology, drain- 
 age, and farm management ; (b) zoology and physics; (c) higher algebra, trigonometry, and 
 surveying; (d) ancient, mediaeval, and modern history. 
 
 JUNIOR. (a) Pomology, floriculture, forestry, entomology, landscape gardening, and mar- 
 ket gardening; (b) chemistry; (c) analytical geometry and astronomy; (d) rhetoric and 
 English literature. 
 
 SENIOR. (a) Agricultural chemistry and special studies and experiments in agriculture; 
 
 (b) higher physiology and geology; (c) political economy, United States Constitution, and 
 intellectual science. 
 
 Due attention is given to English composition. 
 
 The students who take the above course are required to work two hours daily in the 
 experimental field, campus, nursery, orchard, &c. , during the fall and spring terms (re- 
 ceiving pay for satisfactory work), and in the mechanics' shop during the winter term. 
 This manual labor not only imparts increased skill but it also fosters an active interest 
 in industrial pursuits. 
 
 The first two years of the full course outlined above constitute a short course in agricult- 
 ure. The young man who completes this course will acquire a good knowledge of the 
 principles and methods of agriculture, and at the same time he will obtain a higher practi- 
 cal education for all the duties of life. 
 
 The branches of study printed in italics in the above course constitute a special course 
 in agriculture and horticulture. All students who take .this special course are required 
 to pursue the corresponding natural and physical sciences. Students who have a fair 
 knowledge of botany and zoology can complete the first two years of this special course in 
 one year. 
 
 The agricultural department of Purdue University is well equipped for thorough 
 instruction and practice. It occupies a commodious building ("Agricultural Hall "), 
 recently erected, and its means of illustration include the university farm, experimental 
 station, conservatory and propagating house, nurseries, orchards, &c. 
 
 The experimental station of a ten acre plat is well laid out and devoted to experiments in 
 agriculture and horticulture with promise of great success and marked utility. The ex- 
 periments in 1881 included thirty-two varieties of wheat, forty-nine varieties of potatoes, 
 twenty-three varieties of grapes, and a number of varieties of strawberries, raspberries, 
 and other small fruits. Twenty plats of corn were used for experiments with fertilizers. 
 This department is supplied with a full set of meteorological instruments purchased 
 through the United States Signal Service Office. The weather observations are carefully 
 made and recorded, and a full statement of the same is published in the annual report of 
 the university. 
 
 3. Mechanical course. 
 
 The regular mechanical course is as follows: 
 
 FRESHMAN YEAR. (a) Shop practice in carpentry, wood turning, pattern making, and 
 vise work, with instruction in carpentry, pattern construction, casting and founding and ma- 
 chine drawing; (b) geometry and algebra; (e) industrial drawing; (d) English. 
 
 SOPHOMORE. (a) Shop practice in forg in g and machine work, and instruction in machine 
 drawing, mill work, and machinery; (b) higher algebra, trigonometry, and surveying; (c) 
 physics. 
 
 JUNIOR. (a] Mechanical engineering, or German; (&) chemistry; (c) analytical geome- 
 try a'nd astronomy; (d) rhetoric and English literature. 
 
 SENIOR. (a) Mechanical engineering, or German; (b) higher physiology and geology; 
 
 (c) calculus and logic; (d) political economy, United States Constitution, and intellectual 
 science. 
 
 The first two years of this course furnish an excellent technical training -for a me- 
 chanic or machinist, and also afford a good preparation for a course in mechanical and 
 civil engineering. The course provides two years of shop practice (two hours daily); in 
 the use of hand and machine tools for working in wood and iron; one year's instruction 
 (one hour daily) in the elements of carpentry, pattern making, founding, mill work, 
 &c., and one year's instruction in mechanical drawing, thus including the elements of 
 all the common trades; and, at the same time, the course for these two years provides in- 
 struction in mathematics, physical science, and English. 
 
 This may be followed with two years' instruction in mechanical engineering,, taken in 
 connection with the branches in the corresponding terms of the scientific course. 
 
 The branches of study and practice printed in italics in the first two years of the above 
 course constitute a special course in practical mechanics, and may be taken. &,y, those who 
 have the necessary knowledge of algebra, geometry, and drawing. 
 
 S. Ex. 25 8 
 
114 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The shops are supplied with tools and machines of a superior quality and specially 
 adapted for the work for which they are used. They include complete appliances for 
 bench work in wood, machine work in wood, vise work in iron, machine work in iron, 
 and forging. 
 
 The method of mechanical instruction and training employed in Purdue University is 
 clearly set forth in a statement by Prof. M. F. M. Goss, instructor in mechanics, which is 
 presented by Prof. John D. Runkle, Ph. D., LLD., of the Massachusetts Institute of Tech- 
 nology, in a paper on ' * The Manual Element in Education. ' ' Professor Goss's statement 
 is given below. 
 
 The shop instruction is divided as follows: 
 
 Bench work in wood 12 weeks (120 hours) 
 
 Wood-turning 4 weeks (40 hours) 
 
 Pattern-making 12 weeks (120 hours) 
 
 Vise-work in iron 10 weeks (100 hours 
 
 Forging in iron and steel 18 weeks (180 hours 
 
 Machine tool work in iron 20 weeks (200 hours 
 
 The object of the shop instruction is, first, to prepare students for a course of mechani- 
 cal engineering, and, second, to provide a preparation for some industrial pursuit. 
 
 Method of instruction. We have series of unchanging principles which must be taught 
 practically through the use of corresponding sets of tools; and, while series of models are 
 principally used, we vary these with each class in form and dimensions, always keeping 
 in view the principles to be taught. Another feature is to make the models assume a ibrin 
 which may, if possible, afterward be utilized. The principles involved will always be 
 of prime and the utilization of secondary consideration. 
 
 Course in carpentry and joinery. 1, exercise in sawing and planing to dimensions; 2, 
 .application, a box nailed together; 3, mortise and tenon joints; a plain mortise and tenon, 
 ;an open dove-tailed mortise and tenon (dovetailed halving) ; a dovetailed keyed mortise 
 ,and tenon; 4, splices; 5, common dovetailing; G, lap dovetailing and rabbeting; 7, blind 
 or secret dovetail; 8, mitre-box; 9, carpenter's trestle; 10, panel door; 11, roof trass; 12, 
 section of king-post truss roof; 13, drawing model. Elements applied in simple forms in 
 <each case. 
 
 Wood-turning. 1, elementary principles first, straight turning; second, cutting in; 
 rthird, convex curves with the chisel; fourth, compound curves formed with the gouge; 
 2, file and chisel handles; 3, mallets; 4, picture frames (chuck work); 5, card-receiver 
 .{chuck work) ; 6, match-safe (chuck work) ; 7, ball. The articles present good forms for 
 learning the art, and each of the last four a new and difficult feature of chucking. 
 
 Pattern-making. The student is supposed now to have some skill in bench and lathe 
 work, which will be increased; but the direct object is to teach what forms of patterns 
 .are in general necessary, and how they must be constructed in order to get a peri'ect 
 mould from them. We have not thought it necessary that each student should do the 
 same examples to accomplish this obj ect. In this way the work has been much more varied ; 
 each student -learns the peculiar features in the work done by his neighbor, and gets a 
 much broader knowledge than could in the same time be acquired in any other way. The 
 work is, consequently, somewhat different each year; for the year just passed, besides 
 simple patterns easily drawn from the sand, such as glands, ball-cranks, &c., there fol- 
 lowed a series of flanged pipe-joints for 2 ./-inch pipe, including the necessary core boxes, 
 in which all took part; then pulley patterns from 6 to 10 inches in diameter, built in seg- 
 ments for strength, and to prevent warping and shrinkage; lastly, a complete set of pat- 
 terns for a three-horse power horizontal steam engine, all made from drawings of the 
 finished piece. 
 
 " Vise work in iron. 1. Given a block of cast iron 4 inches by 2 inches, by 1.} inches in 
 thickness, to reduce the thickness J inch by chipping and then by finishing with the file. 
 2. To file a round hole square. 3. To file a round hole into elliptical. 4. Given a 3 
 inch cube of wrought iron to cut a spline 3 inches by f inch, by \ inch, and second, when 
 the under side is a one-half round hollow. These two cuts involve the use of the cape 
 <chisel and the round nose chisel, and are examples of very difficult chipping. 5. Round 
 .filing, or hand vise work. 6. Scraping. 7. Some special examples of fitting. 
 
 u Forging. 1. Elementary processes, drawing, bending, upsetting. 2. A course in weld- 
 ing. 3. Miscellaneous forgings, intended to represent different principles in forming. 
 4. Steel forging, including hardening and tempering in all its details. 
 
 ' ' Machine work. In this course we have used few set models, the work varying more or 
 Jess with each class. But the aim is to teach centring, plain and taper turning, taper 
 fitting, screw cutting, to bring in all the adjuncts of the machines, and to give practice 
 in their use. All students are not upon the same work at the same time; but each dur- 
 ing his course has an opportunity of learning the use of all the tools and appliances. Nor 
 is a given time allotted to each piece. The slow ones must work extra time to keep up, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 115 
 
 while those who are quick are given extra work. All students are required to devote all 
 the time allotted to each shop course, and not allowed to pass from one to another in ad- 
 vance of the class, unless they are proficient and can enter a regular class in an advanced 
 branch. 
 
 ' ' The shop instruction is supplemented by a course of lessons on the theory of the hand 
 and machine tools, more or less use being made of Shelley's Workshop Appliances, 
 Holly's Laws, Eose's Pattern Maker's Assistant, Eose's Practical Machinist, and notes 
 notes found in the first two volumes on Building Construction, published by Eiving- 
 tons." 
 
 4. Industrial art course. 
 
 Instruction in industrial drawing has been provided for from the beginning of the uni- 
 versity, and such instruction is made an important element in all the regular courses of 
 study. The more advanced instruction has been given to special students, or to regular 
 students who have been able to continue industrial art as an extra study. 
 
 The importance of this training and the interest of students in it have resulted (1882) 
 in the adding of an industrial art course to the regular industrial courses. It is as fol- 
 lows: 
 
 FRESHMAN YEAR. (a) Industrial drawing (1 year); clay modelling (15 weeks) and 
 wood carving; (&) geometry and algebra; (c) biology and botany; (d) English. 
 
 SOPHOMORE. (a) Industrial art (see below) and industrial design; (b) higher algebra, 
 trigonometry, and surveying; (c) zoology and physics. 
 
 JUNIOR. (a) Chemistry; (&) analytical geometry and astronomy; (c) rhetoric and 
 English literature; (d) Latin or German. 
 
 SENIOR. (a) Higher physiology and geology; (6) political economy, United States 
 Constitution, and intellectual science; (c) Latin or German; (d) special study in industrial 
 art. 
 
 The course in industrial drawing in the freshman year includes geometrical drawing 
 (about 100 problems), perspective, orthographic projection, isometric projection, and 
 model and object drawing. 
 
 The course in clay modelling includes the modelling of geometrical solids, followed by 
 architectural ornaments, fruits, flowers, parts of the human body, &c. an excellent 
 preparation for work in wood, iron, glass, plaster, stucco, &c. 
 
 The course in wood carving includes diaper carving, incised carving, low relief carving, 
 and higher relief carving, including tablets, panels, sculptured ornaments, &c. 
 
 The course in industrial art in the sophomore year includes drawing in light and 
 shade, light and color, and historical ornament; and the course in industrial design in- 
 cludes the analysis of plant forms for purposes of design, and the making of original designs 
 ibr prints, carpets, lace, wall paper, oil cloths, tiles, china ware, &c. 
 
 Students who do not wish to take the full course, outlined above, can take a special 
 course, made up of branches printed in italics in the above full course, and devote all their 
 time to it. 
 
 The industrial art department is provided with a suit of rooms specially fitted for the 
 different courses, and is well supplied with casts, models, copies, charts, and other ap- 
 pliances required for thorough art instruction and practice. It is believed that no indus- 
 trial college in the country has a better equipped or more successful art department than 
 Purdue University. 
 
 Conditions of admission. 
 
 Applicants for admission to the freshman class (to take any one of the four courses 
 given above) must pass a satisfactory examination in spelling, geography, English gram- 
 mar, arithmetic, elementary algebra (including quadratic equations), the history of the 
 United States, physical geography, and physiology. An applicant's knowledge of the 
 common branches must be sufficient to entitle him to a teacher's certificate of good grade, 
 and his knowledge of the elements of algebra should be thorough. Applicants who 
 have completed their course of preparation in high schools that hold the certificate of 
 the State board of education will be admitted without examination. 
 
 Entrance examinations are held in the several counties of the State, under the direc- 
 tion of county superintendents, and also at the university. 
 
 Special schools. 
 
 The several departments of the university which provide special instruction for students 
 who wish to pursue branches as specialties are called special schools. The following 
 special schools have been organized: 
 
 1. School of agriculture and horticulture. 
 
 2. School of practical mechanics. 
 
116 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 3. School of industrial art. 
 
 4. School of chemistry. 
 
 5. School of natural history. 
 
 6. School of mechanical and civil engineering. 
 
 The courses of instruction and practice in the special schools of agriculture and horti- 
 culture and practical mechanics include the studies printed in italics in the regular 
 courses given above, and correspond to what are there designated "special courses." 
 The conditions of admission to either of these schools are the same as the conditions of 
 admission to the freshman class. 
 
 The course of instruction and practice in the special school of industrial art takes a 
 wider range of art studies than the regular course. The course in clay modelling and 
 wood carving is similar to this element of the regular industrial art course, but is more 
 extended and thorough. 
 
 The course in industrial design (drawing) covers two years. The first year is the same 
 as the sophomore year of the regular industrial art course. The second year is mainly 
 devoted to the designing of articles of manufacture and their ornamentation. 
 
 The course in mechanical drawing for the first year is the same as the first year's course 
 in industrial design, except that the details of machinery form part of the instruction in 
 instrumental drawing. 
 
 The instruction in the second year includes drawings made to scales of engines and 
 other machines; drawings of machines from measurements; drawings from given data; 
 original designs for machines, giving plans, elevations, sections, &c. ; and orthographic 
 projection, development of surfaces, descriptive geometry, &c. 
 
 The special school of chemistry is open to students who have completed the first two 
 years of one of the regular courses of the college or an equivalent. The first year of the 
 course is the same as the course in chemistry prescribed for the junior year of the scien- 
 tific course. 
 
 The course for the second year includes lectures on qualitative and quantitative analy- 
 sis, including minerals, soils, fertilizers, &c. , with laboratory practice ten hours per week. 
 
 The third year's course is arranged under the three divisions of mineralogy, metal- 
 lurgy, and organic chemistry. The students in metallurgy are required to take the course 
 in mineralogy. The practice includes from six to eight hours of daily work in the labora-, 
 tory. 
 
 Students who complete a three years' course in this school are entitled to the degree 
 of analytical chemist (A. c.). 
 
 The chemical laboratory is well equipped for thorough work in each branch of study, 
 and the instruction looks to direct practical applications. The professor of chemistry is 
 ihe State chemist, and as such is charged with the duty of analyzing all fertilizers offered 
 for sale in the State. The laboratory also renders the State board of health important 
 assistance. 
 
 The special school of natural history provides two courses of two years each, one in 
 botany and one in zoology, each course being open to students who have a knowledge of 
 biology, botany, and zoology, as taught in the scientific course, or an equivalent. 
 
 The course in botany in the first year includes advanced instruction in structural and 
 systematic botany, histology, orgauogeny, and embryology of phanerogams. The first 
 term of the second year is devoted to cryptogams, and the second and thirft terms are 
 devoted to original work preparatory to a thesis. 
 
 The course in zoology during the first four terms is a study of the comparative anatomy 
 of the various classes of animals by dissection. During the last two terms students de- 
 vote themselves to special original work and are required to present a thesis. 
 
 The biological laboratory is supplied with simple and compound microscopes, reagents, 
 and dissecting tables, thus furnishing ample facilities for practical work. The geologi- 
 cal cabinet contains valuable collections of minerals, fossils, archaeological specimens, 
 &c. The zoological museum contains important collections in conchology, entomology, 
 ornithology, and other branches. The herbarium has over 2,000 specimens, and is spe- 
 cially well supplied with sets of State grasses, sedges, and ferns. 
 
 The school of mechanical and civil engineering was to be organized in September, 1882. 
 It will be open to students who have completed the first two years of the regular mechan- 
 ical course, or an equivalent. The course of instruction will cover a period of three years. 
 The first two years may be taken in connection with junior and senior studies in the 
 regular college course. 
 
 The university academy. 
 
 The academy has the two-fold object of preparing students for admission to the fresh- 
 man class and of providing thorough instruction in the higher common school branches 
 for those who cannot take a more extended course. It thus fills the gap between the 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 117 
 
 Common country school and the college. It is in charge of first class teachers, and is pro- 
 vided with commodious rooms and other appliances necessary for thorough and practical 
 instruction. 
 
 Applicants for admission must have a fair knowledge of spelling, geography, arithme- 
 tic, and English grammar as taught in the better class of country schools. Students 
 who have a thorough knowledge of the common branches can prepare for the freshman 
 class of the college in one year. 
 
 Other advantages. 
 
 The military department is in charge of Lieut. W. E. Hamilton, U. S. A. , detailed by 
 the War Department as instructor in military tactics in Asbury University and permitted 
 by the Secretary of War to occupy the same position in Purdue University. The cadets 
 receive two to three drills a week. 
 
 Four literary societies 1 are open to students: the Irving, the Philalethean, the Carlyle, 
 and the Periclean, the first and third for young men, the second for young women, and 
 the fourth for academy students of both sexes. The exercises are an efficient means of 
 improvement in writing and speaking. The college societies have commodious halls, 
 neatly carpeted and furnished. A branch of the Young Men's Christian Association was 
 organized in 1880, and is well sustained by the students. 
 
 The library occupies a commodious and well-lighted room, appropriately fitted and fur- 
 nished. It contains a valuable collection of books of reference in each department and 
 a goodly number of miscellaneous works, many of standard value, the number of volumes 
 being over 2,000. It also contains many periodicals, scientific, industrial, and literary. 
 
 BUILDINGS AND GEOUNDS. 
 
 The main college building, "University Hall," contains a chapel or assembly hall, an 
 academy hall, two large society halls, a Kbrary, and fifteen other rooms used for recita- 
 tions and other college purposes. The other buildings are the laboratory, containing also 
 the mechanics' shop, the ' ' boarding house' ' (containing the ladies' dormitory, a com- 
 plete suite of rooms for the department of industrial art, and a spacious dining hall and 
 other rooms for boarding purposes), the young men's dormitory, the Agricultural Hall, 
 the Military Hall, the boiler, engine, and gas house, and the Peirce Conservatory. There 
 are also a dwelling house for the engineer, a farm house, barn, stables, and other build- 
 ings. The entire group of college buildings is heated by steam and lighted by gas. 
 
 1 The regulations of Purdue University forbid its students from joining or having any active con- 
 nection with college secret societies. The regulations upon the subject are as follows : 
 
 " No society is permitted to be organized by the students, except by consent of the faculty, and the 
 public exercises of the societies thus organized are subject in time, place, and character to the ap- 
 proval of the faculty. 
 
 "No student shall join or have any active connection as a member, or otherwise, with any so-called 
 Greek fraternity or other college secret society or with any o^her students' society not authorized 
 by the faculty ; and, as a condition of graduation or honorable 'dismission, students shall be required 
 to sign a written statement that they have complied with this regulation." 
 
 As a condition of admission to the university or any department therein or of re-entrance, stu- 
 dents shall be required to subscribe to the foregoing regulations, and all other regulations of the uni- 
 versity relating to the obligations and duties of students, and promise a faithful compliance there- 
 with during their connection with the university ; that is, until dismissed or graduated. 
 
 PLEDGE. 
 
 "I hereby subscribe to the foregoing regulations and all other regulations of Purdue University 
 which relate to the duties and obligations of students, and I promise on my honor a faithful com- 
 pliance therewith during the university year ending June 30 next." 
 
 The power of the Purdue authorities to prohibit the connection of students with college secret so- 
 cieties is thus affirmed by the supreme court of Indiana in an opinion revised August 15, 1882 : 
 
 "It is clearly within the power of the trustees, and of the faculty when acting presumably or other- 
 wise in their behalf, to absolutely prohibit any connection between the Greek fraternities and the uni- 
 versity. The trustees have also the undoubted authority to prohibit the attendance of students upon 
 meetings of such Greek fraternities or from having any other active connection with such organiza- 
 tions, so long as such students remain under the control of the university, whenever such attendance 
 upon the meetings of or other active connection with such fraternities tends in any material degree 
 to interfere with the proper relations of the students to the university. As to the propriety of such 
 and similar inhibitions and restrictions, the trustees, aided by the experience of the faculty, ought 
 and are presumed to be the better judges, and as to all such matters, within reasonable limits, the 
 power of the trustees is plenary and complete." 
 
 The special reasons for the exclusion of the Greek-letter fraternities from Purdue University were 
 given in a report by the president to the board of trustees in December, 1878, as follows : 
 
 "The membership of these societies is almost exclusively in the classical colleges, and they nec- 
 essarily represent the classical and professional spirit. Purdue University is an industrial institution 
 and its students must be imbued with an industrial spirit. Its success requires that the dominant, 
 controlling influence of the institution be scientific and industrial, not classical. The multiplication 
 of Greek societies, in close alliance and under the influence of the chapters in the classical colleges, 
 would antagonize and supplant the industrial spirit in Purdue and give its agricultural and mechan- 
 ical departments the ' dry rot.' No industrial school can prosper if secretly sapped by the adverse 
 influence of the classical system." 
 
118 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The campus and horticultural grounds contain 20 acres, and are so laid out and culti- 
 vated that they well illustrate landscape gardening and horticulture. The nursery and 
 grounds contain some 2,500 trees and shrubs, and the conservatory and propagating 
 house are filled with choice plants. The lawns and ornamental plats are kept in excel- 
 lent condition. The university occupies one of the handsomest, as well as healthiest, 
 college sites in the country. 
 
 IOWA. 
 STATE AGRICULTURAL COLLEGE. 
 
 The objects of the Iowa Agricultural College are clearly set forth in the language of the 
 Congressional law, which declares that its course of study and organization shall be made 
 ' ' to promote the liberal and practical education of the industrial classes in the several 
 pursuits and professions of life," and the entire management and policy of its officers 
 have, from its opening to the present time, aimed to secure this important purpose. 
 
 ENDOWMENT AND FUNDS. 
 
 The endowment consists of the proceeds from the sale and rent of 204,309 acres of land, 
 and the annual income therefrom amounts to $41,000. 
 
 The regular annual expenditure is the same as the income, viz: $41,000. The annual 
 expense of teaching staff is $26,000. 
 
 THE FACULTY. 
 
 There are 22 instructors, divided so as to give the school of agriculture 1 ; of horticult- 
 ure, 1; of veterinary science, 2; of domestic economy, 1 ; of military tactics, 1; of litera- 
 ture and language, 2; of mathematics and physics, 2; of chemistry, 2; of biology, 3; of 
 philosophy, 3; of mechanical engineering, 2; of civil engineering, 2. 
 
 STUDENTS AND GRADUATES. 
 
 In 1881 the attendance was as follows: Number of young men, 159; young women, 67 
 total, 226. Tuition is free. There are no scholarships. The number of graduates was, 
 in 1880, as follows: Young men, 122; young women, 43 total, 1G5. 
 
 Classified according to degrees conferred, they stood as follows: Agricultural course, 
 B. s., 83; mechanical engineering, B. M. E., 8; civil engineering, B. C. E., 31; ladies' 
 course, B. s., 43 total, 165. 
 
 The occupations of graduates as far as ascertained are: Teachers in agricultural col- 
 leges and agricultural departments, 10; farmers, 20; ministers, 2; book-keepers, 10; 
 principals of schools, 18; teacher in Deaf and Dumb College, 1; inventor, 1; business 
 men, bankers, merchants, &c., 6; physicians, 7; veterinary surgeons, 2; lawyers, 21; 
 engineers, sur% r eyors, and architects, 10; editors, 2; deceased, 6; unknown, 1; printers, 
 2; students, 3; ladies' pursuits, unknown, 43 total, 165. 
 
 ORGANIZATION OF CLASSES AND INSTRUCTION. 
 
 The several branches taught are arranged in courses known as general and technical. 
 The general course aims to give a liberal culture in the sciences and other branches of 
 learning, without especially confining it to any particular pursuit or profession. The 
 technical course aims to direct a liberal culture, so as to meet the requirements of some 
 particular industrial pursuit or profession. The technical courses are pursued as follows: 
 
 I. The school of agriculture. 
 
 II. The school of engineering, embracing two courses mechanical and civil. 
 
 III. The school of veterinary science. 
 
 In addition to these defined courses there "are certain lines of technical and scientific 
 study, which include either a single prominent science or several closely-related ones, 
 which may be pursued exclusively by students properly qualified. These, however, do 
 not lead to any degree, but any student completing the studies of any such line may re- 
 ceive the college certificate showing his standings in such studies. ' ' These are desig- 
 nated: 1, domestic economy; 2, military science; 3, literature and language; 4, mathe- 
 matics and physics; 5, chemistry; 6, biology; 7, philosophy. 
 
 The two terms of the freshman year and the first term of the sophomore year are 
 filled with certain required and antecedent studies, common to all the schools, except 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 119 
 
 that of veterinary science. There are certain " additional studies" which increase the 
 efficiency of the preparation. The general ' ' course in sciences related to the industries ' ' 
 provides for the degree of bachelor of science and embraces the following studies: In 
 the freshman year, besides algebra, geometry, book-keeping, drawing, composition, ele- 
 mentary botany, and descriptive zoology, with optional studies of Latin, German, rhet- 
 oric, or moral science, there are, for young men, practical agriculture and horticulture, 
 with military drill; and for young women, domestic economy and work. 
 
 The first term of the sophomore year provides for botany, chemistry with laboratory 
 practice, zoology, and physics (mechanics of solids, liquids, and gases). The additional 
 studies are: for young men, plane trigonometry, land surveying, and drill; for young 
 women, plane trigonometry, history, domestic economy, and lectures. 
 
 For the second term, the regular course for both sexes is zoology and entomology, 
 laboratory practice, physics (light and sound), botany, and vegetable anatomy. For 
 young men, additional besides drill, general chemistry and laboratory practice, analyt- 
 ical geometry (optional), stock-breeding. For young women, general chemistry, with 
 practice, or analytical geometry. 
 
 For the junior year, besides English literature, botany, vegetable anatomy and physi- 
 olgy, comparative anatomy, physics (heat), laboratory practice, and political economy; 
 the additional studies for young men are quantitative chemistry, calculus, physics (elec- 
 tricity, magnetism, meteorology), landscape gardening and farm engineering, organic 
 chemistry and practice. 
 
 For young women are the following optional studies: Quantitative chemistry and 
 practice, calculus, physics (magnetism, electricity, and meteorology), landscape garden- 
 ing, domestic economy and chemistry, kitchen practice, and French. Both classes have 
 to prepare two essays and two dissertations during junior year. 
 
 The senior year embraces geology and mineralogy; psychology; two dissertations; 
 science of languages; classification of the sciences; and sociology, with thesis. The young 
 men have in addition agricultural chemistry; anatomy of domestic animals, with clinics 
 and dissections; also, veterinary medicines and lectures on food. French is the special 
 study for young women. 
 
 The omissions and substitutions allowed to those who wish to specialize in certain 
 sciences, are as follows: 
 
 The special student in chemistry may omit, junior year, botany or physics, compara- 
 tive anatomy or landscape engineering; senior year, geology or veterinary science or 
 science of language. 
 
 The special student in botany may omit: junior year, physics; senior year, geology or 
 veterinary science or science of language. 
 
 The special student in zoology may omit: junior year, chemistry or physics, and 
 French; senior year, geology or veterinary science and French. 
 
 The special student in mathematics and physics may omit: sophomore year, botany or 
 zoology; junior year, botany, comparative anatomy, or landscape engineering; senior 
 year, geology, or veterinary science, or agricultural chemistry, or science of language. 
 
 The special student in veterinary science may omit, senior year, geology, -science of 
 language. 
 
 THE SCHOOL OF AGBICULTUKE. 
 
 Its special faculty, besides the president, embraces professors of practical and experi- 
 mental agriculture, of horticulture, of veterinary science, of chemistry, of physics, of 
 botany, of zoology, and of entomology. 
 
 The design of the course is to furnish a broad and thoroughly practical education, giv- 
 ing it such direction as will be especially applicable to the life and duties of the farmer. 
 It has been framed to combine that knowledge and skill which will best prepare the 
 pupil for the highest demands of agricultural industry, and to meet the requirements of 
 of an educated citizenship. Particular attention is paid to the problem of economic pro- 
 duction and to the reduction of farm improvement and management to a science which 
 shall eliminate, as far as practicable, elements of uncertainty, and foster well-defined 
 principles of assured success. In this special line of instruction it is the purpose to 
 evolve the science in agriculture as distinct from pure skill and from the sciences rela- 
 ting to agriculture. This course includes four years of college work. The distinctive 
 work of the school is divided into two departments: agriculture and horticulture. 
 
 During the freshman year especial attention is paid to descriptive zoology and the 
 management of live stock; also to dairy -work. To illustrate and demonstrate the vari- 
 ous problems, there is upon the farm a dairy of 70 cows, composed of pure shorthorns, 
 Holsteins, and Jerseys, and grades of the same breeds. The dairy barn will accommo- 
 date 80 cows. There is a large creamery, supplied with improved apparatus. In the 
 sophomore year special attention is given to stock breeding and the laws of heredity, &c. 
 
120 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 During the junior year, farm economy in all its branches is thoroughly studied. The 
 senior year is devoted to experimental agriculture and cognate studies. 
 
 The study of horticulture and forestry begins, the former in the second term of the 
 freshman year, and the latter with the second term of the sophomore year. 
 
 The means for practical work are: Extensive vegetable and flower gardens; ornamental 
 grounds; experimental nurseries and orchards; small fruit plantations; forestry grounds; 
 propagating grounds and pits under glass; collections of native and cultivated woods, and 
 of injurious and beneficial insects; sets of abnormal and diseased growths, with lac 
 simile fruits, casts, and a growing horticultural museum. Labor of from one to four 
 hours a day, with usual compensation for similar work, is provided for the students. 
 
 The course of studies for the two terms of the freshmen year embraces agriculture 
 and horticulture, in addition to elementary botany; descriptive zoology; algebra; geom- 
 etry; drawing, &c. Garden work for twelve hours each week is added, with domestic 
 economy and work for the young women students. 
 
 The sophomore year embraces: General chemistry; plane trigonometry; land survey- 
 ing; physics; mechanics of solids, liquids, gases; horticulture; stock breeding; syste- 
 matic and economic botany; entomology ; general and vertebrate zoology; light and sound, 
 and analytical geometry (optional). This year also includes practical work on the farm 
 and grounds and in the laboratory. 
 
 The junior year embraces, besides English literature, political economy; commercial 
 law; essays and dissertations; drill; farm economy; horticulture, with six hours prac- 
 tice each week; how crops feed and grow, with agricultural practice of six hours each 
 week; vegetable anatomy and physiology, with laboratory practice; physics; heat; land- 
 scape gardening; farm engineering, and organic chemistry. 
 
 The senior year embraces agricultural chemistry and experimental agriculture, with 
 laboratory practice; veterinary science, anatomy and physiology, diseases, treatment and 
 medicine, with clinics and dissertations; geology and mineralogy; lectures on foods; phi- 
 losophy of science; psychology, and sociology; thesis. 
 
 THE SCHOOL OF ENGINEERING. 
 
 This includes the two departments of mechanical engineering and civil engineering. 
 The department of mechanical engineering includes a special course of instruction in 
 architecture. For the freshman year the course of study in mechanical engineering 
 is the same as that in the sciences related to the industries, except practice in the work- 
 shop and the study of drawing and workshop tools and appliances; the former occupies 
 three forenoons of two and a half hours each per week, the latter one hour two after- 
 noons per week. The workshop practice is of a general character; it is not pursued with 
 a view to any particular trade or calling. Each student is required to make a complete 
 set of elementary forms and to execute a series of problems which will give a general 
 training, with excellence of finish and correct fitting. 
 
 The sophomore year is devoted to leading scientific studies, and those of the junior 
 year are in the line of the profession. 
 
 In the junior year, the studies are more strictly technical. During the first term the 
 various methods of laying out railway curves, putting in switches and side tracks, and 
 setting slope stakes, are taught, together with the principles of the construction of water- 
 works, sewers, retaining walls, and other combined structures. Data are also taken for 
 problems in earthwork, both excavation and embankment, and the cubic contents calcu- 
 lated. In pure mathematics, calculus is taught; descriptive geometry is continued, deal- 
 ing with stereotomy, shades, shadows, and perspective, and isometric drawing. In the 
 second term, analytical mechanics and the strength of materials are made prominent. 
 During this term, also, a practice survey of a portion of a line of railway is undertaken. 
 
 The faculty consists of the president, with professors of mechanical and civil engineer- 
 ing (3); of pure mathematics; of physics and mechanics, and of chemistry. The degrees 
 are B. M. E. (bachelor of mechanical engineering) and B. c. E. (bachelor of civil engi- 
 neering). 
 
 The studies pursued for the last two years in the course of mechanical engineering are 
 as follows: In the junior year, stereotomy; shades, shadows, and perspective; model 
 drawing; differential and integral calculus; the principles of analytical, theoretical, and 
 applied mechanics; physics, heat, electricity, magnetism and meteorology; political 
 economy; French; and dissertations. 
 
 During the senior year they embrace principles of mechanism, theory of motors, me- 
 chanical drawing, French, psychology, geology, and mineralogy (optional), dissertations, 
 prime movers, mechanical designing, philosophy of science and sociology, preparation of 
 thesis. Shop practice and laboratory work are required during both years. Throughout 
 the entire year, lectures and experimental work are added as the class advances in the 
 different subjects. The student determines, from experiments, the laws and coefficient 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 121 
 
 of elasticity and the modulus of strength of different materials. The work in the mechan- 
 ical laboratory has in view its usefulness to the mechanical engineer. 
 
 In the senior year the study of prime movers and thermo-dynamics occupies the greater 
 part of the time. For the purpose of making tests, a fifteen-horse power Harris-Corliss 
 engine has a Richards indicator fitted to it; a four-horse power slide-valve engine has also 
 the indicator, a friction brake, and calorimeters fitted to it. A given amount of fuel is 
 placed in the hands of the student, he making all the tests and determining the efficiency 
 of furnace and engine. 
 
 Th3 civil engineering course is begun by systematic drill in algebra and geometry dur- 
 ing the freshman year, while plane and spherical trigonometry and land surveying, de- 
 scriptive and analytical geometry are taught later in the class-room and the field if neces- 
 sary. Drawing also forms part of the course. 
 
 SCHOOL OF VETEEINARY SCIENCE. 
 
 This is the only distinct school of the indicated character yet formed in an agricultural 
 college. Similar studies are followed in all such institutions, but none besides the Iowa 
 College has made a regular school and provided for the issuing of degrees. The two 
 years' course leads to the degree of bachelor of veterinary medicine (B. v. M. ) and with 
 a post-graduate course of one year additional that of doctor of veterinary medicine (D. 
 
 V. M.). 
 
 The purpose is to furnish a practical and theoretical training in the veterinary specialty 
 of medicine and surgery. It aims, furthermore, to prepare young men for the practical 
 work of the veterinary profession. The course of study includes two years and embraces 
 a portion of the studies of the course in the sciences related to the industries, together 
 with the lectures on the technical and special topics of the course and practice in the 
 microscopical and anatomical laboratories and the veterinary hospital. 
 
 The course of study is announced as equal to the best American schools. The depart- 
 ments include anatomy of domestic animals; zoology and comparative anatomy; histology 
 and physiology ; general and comparative pathology; pathological anatomy and histology; 
 instruction in botany; chemistry, general and applied; laboratory therapeutics; veter- 
 inary medicine and surgery and clinics. There is a well-furnished dissecting room, a 
 laboratory for the zoological class, also a microscopical laboratory. The college claims 
 abundant conveniences for chemical and pathological lectures, studies, &c. In the course 
 of medicine and surgery, the students assist in a large practice. Those of the senior class 
 are made familiar with the use of instruments and the administration of medicines. Sev- 
 eral hundreds of animals, including horses, cattle, swine, and sheep, are kept on the col- 
 lege farm, a large portion of there being breeding stock. Frequent inspection of these flocks 
 and herds affords the student most valuable opportunities for observing sanitary condi- 
 tions and gaining experience in obstetrical practice. The course includes about one hun- 
 dred and eighty lectures. A collateral course of reading, embracing some of the best ap- 
 proved English works on the subjects taught, is required. In the clinics, advanced stu- 
 dents are required to examine animals for certificates of soundness, diagnose diseases, 
 and prescribe for the same. Hundreds of animals are presented at these examinations, 
 for which medical or surgical advice is required; the student must exercise judgment as 
 to the course of treatment to be pursued in these widely differing forms of disease. 
 
 Candidates for admission must be at least sixteen years of age. Before entering the 
 classes they must pass an examination in reading, orthography, geography, English 
 grammar, and arithmetic. The course occupies two years. Sessions begin the 1st of 
 March and continue to the middle of November, with a vacation of two weeks in July. 
 Candidates for graduation must be eighteen. Graduates of the science course can enter 
 the veterinary course, and on completion receive a degree as D. v. M. 
 
 For the junior year (two terms) the studies are: General chemistry, laboratory prac- 
 tice; general zoology, laboratory practice; anatomy of domestic animals; dissections and 
 clinics; materia medica; elementary botany; comparative anatomy; anatomy of domestic 
 animals; veterinary medicine; dissections, and clinics. 
 
 The senior year embraces the study of medicine and surgery; medical botany; thera- 
 peutics; organic chemistry and toxicology, laboratory practice; histology and physiology, 
 laboratory practice; comparative and general pathology, laboratory practice; veterinary 
 obstetrics; pharmaceutical chemistry, laboratory practice; veterinary sanitary science, 
 and police. 
 
 DEPAKTMENT OF DOMESTIC ECONOMY. 
 
 The studies comprised in this course have been selected with reference simply to their 
 value as prerequisites to a thoroughly practical education, embracing a well-balanced 
 variety of subjects. Besides antecedent studies, the course embraces the most approved 
 
122 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 branches of science and literature in the last five terms, and the study and practice re- 
 quired for systematic housekeeping. 
 
 One division of young ladies, from the freshman class in the science course, practice in 
 the experimental kitchen from 10 to 12 every morning, helping to get dinner for the 
 students. Each member of the class thus gives two hours a week to the study of do- 
 mestic economy, and they thus learn to prepare plain food in an economical, skillful, and 
 appetizing manner. The sophomore class receive one lecture a week on subjects con- 
 nected with household management, the preservation of health, care of the sick, &c. 
 The juniors practice two afternoons a week in the experimental kitchen, receiving instruc- 
 tion in the more difficult operations of the culinary art. 
 
 The freshman and sophomore years are the same as those for young women in the gen- 
 eral scientific course, with certain additions, as above indicated. A standing of at least 
 three (four being perfect) and a final thesis, as required by college law. are the condi- 
 tions of graduation in this course. The degree is that of bachelor of science. 
 
 The studies for the junior year are as follows: Vegetable physiology, cryptogamic 
 botany, physics, heat, English literature, quantitative chemistry, differential and integral 
 calculus, domestic economy, domestic chemistry, French, comparative anatomy, land- 
 scape gardening (optional), physics (electricity, magnetism, and meteorology optional), 
 political economy, and dissertations. 
 
 The senior year has the following studies: French, geology and mineralogy, psychol- 
 ogy, dissertations, philosophy of science and sociology, science of language, and thesis. 
 
 MILITAEY SCIENCE. 
 
 Lectures on military subjects are delivered throughout the course and regular military 
 drill takes place every Wednesday afternoon as follows: First year, first term, school of 
 the soldier; second term, school of the company. Second year, first term, school of the 
 battalion; second term, field artillery drill. Third year, first term, broad-sword exercise 
 and artillery drill; second term, small-sword exercise. Fourth year, first term: cavalry 
 drill and small-sword exercise. 
 
 THE DEGEEES CONFESSED. 
 
 The degree of bachelor of science (B. s. c.) is conferred upon the graduate in the course 
 in sciences related to the industries. 
 
 The degree of bachelor of scientific agriculture (B. s. A. ) is conferred upon the gradu- 
 ate in agriculture. 
 
 The degree of bachelor of mechanical engineering (B. M. E.) is conferred upon the grad- 
 uate in mechanical engineering. 
 
 The degree of bachelor of civil engineering (B. c. E.) is conferred upon the graduate in 
 civil engineering. 
 
 The degree of bachelor of veterinary medicine (B. v. M.) is conferred upon tke graduate 
 in that study. 
 
 The higher degrees are conferred upon the following rules and the recommendations of 
 the faculty: 
 
 That of master of science (M. s.c.) is open to bachelors of science, who are graduates of 
 the course in sciences related to the industries, and spend one year additional in such 
 higher studies as may be indicated. 
 
 That of master of scientific agriculture (M. s. A. ) is open to bachelors of scientific ag- 
 riculture after pursuing a post-graduate course of one year. 
 
 That of mechanical engineer (M. E. ) is open to bachelors of mechanical engineering 
 under similar regulations. 
 
 That of civil engineer (c. E.) is open to Bachelors of civil engineering in the same way. 
 
 That of doctor of veterinary medicine (D. v. M. ) is open to bachelors of veterinary 
 medicine. This requires an extra year. 
 
 That of master of philosophy is open to graduates of any of the four-year courses of 
 study, the candidates to reside one year and pursue during that time a course of study 
 embracing at least two studies, selected with the approval of the faculty, of which the 
 science of language, psychology, social science, or higher mathematics shall constitute the 
 principal subjects. 
 
 GENEEAL INFOEMATION. 
 
 The Iowa Agricultural College has completed its thirteenth year since the formal open- 
 ing in March, 1889. From its dedication at that date to the cause of industrial learning 
 to the close of its last commencement, it has been striving steadily and successfully to 
 accomplish the purpose set forth in the national law, which at once constitutes its char- 
 ter and supplies its endowment. Whoever studies its brief history will not fail to find 
 therein all the indications of a uniform and healthy advancement. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 123 
 
 Manual labor is divided into uninstructive labor, which is paid for by wages, and in- 
 structive work, which forms part of the course of study and practice. The first embraces 
 all work accruing to the benefit of the college. 
 
 Instructive labor embraces all operations in work-shop, museum, laboratories, experi- 
 mental kitchen, upon farm and garden, in which the sole purpose pursued is the acqui- 
 sition of skill and practice. The labor furnished by the school of agriculture, of veteri- 
 nary science, and of engineering is given by each exclusively to its own special students. 
 
 The current expenses of students, board, light, heat, &c., per week is $2.86; room 
 rent per term, 75 cents to $1.50; washing, 50 cents; janitor's fee per term,- $3. 
 
 The library numbers about 6, 000 volumes. It is made up almost entirely of new books, 
 purchased since the opening of the college. 
 
 There are large and well furnished chemical laboratories, wherein a hundred students 
 at once may engage in experimentation and analysis. They cover a space of 4,500 feet. 
 The quantitative laboratory has filter pumps to each desk. The physical laboratory is 
 supplied with a lecture-room furnished with all modern appliances. Rooms are fitted 
 up for those who desire to do special work in experimental physics. Lectures and the 
 text-book are combined, illustrated by numerous experiments throughout the course. 
 There is a very complete cabinet of philosophical apparatus; a large dynamo-electric 
 machine, for producing powerful electric currents, can be used for producing the electric 
 light, as a motor for driving machinery, or to illustrate all the effects and uses of elec- 
 tricity. An electric engine in the college workshop is of sufficient power to drive sew- 
 ing-machines and other pieces of light apparatus, and was planned and constructed by 
 a post-graduate student. The laboratory has an excellent galvanometer and set of re- 
 sistance coils, so that good work can be done in the way of electrical measurements. 
 
 The zoological museum includes mounted specimens of a few mammals, several hun- 
 dred birds (mounted), representing the avian fauna of the State, a large collection of 
 reptiles in alcohol, a few fishes, and a small but typical collection of invertebrates. A 
 set of the "Ward models," illustrating the principal larger fossils, is of service in this 
 study, as well as in geology. There are besides the following collections in process of 
 formation: an entomological cabinet, sets of the eggs and nests of birds, the brains of 
 vertebrates, skulls of mammals, and skeletons of vertebrates. The museum is used dur- 
 ing part of the year as a laboratory. 
 
 The geological museum possesses a good collection of the common rocks and minerals to 
 which the student has access. Among other advantages for pursuing this study, the 
 museum contains a set of the Ward series of geological casts. 
 
 A horticultural laboratory and green-house occupy separate buildings. The botanical 
 collections, now rapidly increasing, are made mainly by students. There is a vegetable 
 garden of 10 acres and experimental orchards occupying 20 acres; also a farm of 860 acres, 
 with the various breeds of cattle, swine, and sheep, all supplied with the requisite sta- 
 bling. An experimental farm of 30 acres is taken from this, wherein new varieties of 
 grains, roots, grasses, etc., are tested. 
 
 The college buildings consist of main structure, boarding cottage, chemical and physi- 
 cal hall, horticultural building, south hall (used as boarding-house and for the college of 
 domestic economy), the farm-house, creamery, workshop, laundry, and gas works. The 
 workshops embraced for some time a printing-office, with steam-press, jobber, type, and 
 all necessary fittings; and still include a shop for working in wood and one for ironwork. 
 The machinery is run by steam, and there is a good equipment. 
 
 KANSAS. 
 THE KANSAS STATE AGKICULTUEAL COLLEGE. 
 
 [Statement by the president.] 
 
 OCTOBER, 1882. 
 
 This institution, located at Manhattan, Riley County, Kansas, was organized originally 
 as Blue-Mont College, under the auspices of the M. E. Church; but upon Kansas receiv- 
 ing the national grant of 30,000 acres of land for each of its three members of Congress, 
 the new three-story college building, completed in 1863, with 100 acres of land, was pre- 
 sented to the State and endowed with the 82,313.35 acres of land received under the act 
 of July 2, 1862. 
 
 For ten years the management of the college remained essentially with the original 
 founders, Rev. J. Denison, president, and it retained largely the character of a classical 
 college and preparatory school, for which it had been designed. 
 
 The State had loaned funds for current expenses till the endowment should become 
 
124 INDUSTEIAL EDUCATION IN THE UNITED STATES. 
 
 productive, and in 1870 provided that these funds, amounting to over $30,000, should be 
 repaid, as soon as the income became sufficient to warrant it, by investment in perma- 
 nent improvements. An issue of scrip in anticipation of expected surplus income pro- 
 cured the purchase of a fine farm of 155 acres, and the erection, at a cost of $11,000, of 
 one wing of a huge barn. 
 
 In 1873 the organic law of the college was revised, a new board of regents appointed, 
 and a new president, Rev. J. A. Anderson, selected, since which time the college has 
 been maintained upon a thoroughly industrial basis, in that all students are required to 
 learn the elements of some industry, while the course has been modified from time to 
 time to correspond, by excluding the classics and including more complete instruction 
 in the sciences related to agriculture and the mechanic arts. 
 
 In 1875 the erection of buildings upon the new farm was begun, and the u barn " was 
 made the principal college building, leaving the old college, one mile distant, to serve as 
 a dormitory, so that the principal part of its growth, as now existing, has been within 
 the last eight years, more than half of which were years of struggle against local oppo- 
 sition and with poverty, debt, and general lack of comfort or convenience. Five sub- 
 stantial buildings had 'been provided at a cost of $35,000, and considerable improvement 
 upon the farm had been made, when, in 1879, President Anderson resigned to take a seat 
 in Congress, and the present president, George T. Fairchild, who had been fifteen years 
 a professor in the Michigan State Agricultural College, was chosen. 
 
 The college has now, October, 1882, a productive endowment of $386,164.87 invested 
 in school and municipal bonds at an average interest of 8 per cent. , received wholly from 
 the sale of 69, 723. 15 acres of the original land grant. There remains to be sold 1 2, 590. 37 
 acres, rapidly selling at an average price of nearly $8 an acre, and the State still claims 
 from the national government 7, 686. 47 acres deficiency in the lands patented to the State 
 under the act of 1862. 
 
 The income for the last financial year, closing June 30, 1882, was $28,890.76, of which 
 $25, 779. 82 was from interest upon the invested endowment; the rest was from rent, fees, 
 and sales of stock. The expenses during the same year for all college purposes were 
 $24,701.42. The year closed with a balance in the treasury of cash $10,969.23, and un- 
 collected interest overdue, $6, 461 . 37. There were unexpended balances of appropriations 
 for library and other specific purposes of $1,276.92. These particulars of the financial 
 condition are given to show how fully this State has met the requirements of the act of 
 1862, in making the fund as large as possible and in guarding it from loss, and to em- 
 phasize the prosperity of the past three years, during which the income has increased 
 from $18,000 to nearly $29,000. 
 
 The college has received from the State for all purposes, besides the mileage and fees of 
 regents and commission of land agent, $212,482.02, $77,000 of which has been for the 
 buildings now in use. These, all of the famous Manhattan limestone, stand upon a 
 sightly elevation, overlooking the city and giving a fine view of the most beautiful part 
 of the Kansas valley. The principal building, or college hall, yet incomplete, contains 
 now a chapel to seat six hundred people, society room, ofiices, library, reading room, and 
 class rooms for agriculture, mathematics, English history, and drawing. When fully 
 completed the building will be 130 by 2iO feet in extreme dimensions, arranged in three 
 different structures, with connecting corridors. The other buildings answer the follow- 
 ing description: Chemical laboratory, one story high, 36 by 99 and 46 by 75 feet, in the 
 form of a cross. It contains eight rooms, occupied by the department of chemistry, 
 physics, and mineralogy, and the printing office. 
 
 Mechanics' Hall, 39 by 103 feet, of two stories, occupied by the carpenter shop and 
 finishing room, telegraph ofiice, sewing rooms, music rooms, and kitchen laboratory. 
 
 Horticultural Hall, 32 by 80 feet, one story and cellar, with cabinet room, class room, 
 work room and storage, with small greenhouse attached. 
 
 Armory Hall, 46 by 96 feet, and two stories high. It was originally designed for a 
 bam, and once served as the chief building of the college, but is now used for the ar- 
 mory and drill room, the dwelling of the farm superintendent, and rooms for the janitor 
 and a few students. 
 
 The barn, of stone, 48 by 96 feet, with side-hill basement stables, granary, tool room, &c. 
 
 The piggery, of wood, contains six pens, with yards attached. 
 
 A farm house, purchased with the farm, is still occupied as the president's house. 
 The original college buildings, a three-story hall and a dormitory, are but partially occu- 
 pied on account of the distance from the principal work and machinery. 
 
 Both farms are surrounded by substantial stone wall, and both have considerable 
 plantations of forest, fruit, and ornamental trees. 
 
 The total property of the college is inventoried at a trifle over $125, 000. This includes, 
 besides the buildings above mentioned, various means of illustration and instruction, as 
 follows: 
 
 Two farms of 171 and 100 acres. Eighty-five acres in crops; 30 acres in tame grasses; 
 
INDUSTKIAL EDUCATION IN THE UNITED STATES. 125 
 
 81 acres in prairie pasture and mowing land of native grasses. Samples of special crops 
 and experimental plots in grains, grasses, and forage crops. 
 
 A well planned barn for grain, hay, horses, and cattle; and a piggery with ten pens, 
 with separate yards. 
 
 Shorthorn, .Jersey, Polled Angus or Aberdeen, and Galloway cattle, Berkshire and 
 Essex swine. 
 
 Farm implements of approved patterns. 
 
 Orchards, containing apples, peaches, pears, plums, cherries and apricots, of many 
 varieties. 
 
 Small-fruit garden, with varieties of blackberries, raspberries, gooseberries, currants, 
 and strawberries; and vineyard with fifty varieties of grapes. 
 
 Forest plantation of 5 acres, containing twenty varieties of trees of from ten to fifteen 
 years' growth. 
 
 Ornamental grounds, set with a variety of evergreens and deciduous trees. Sample 
 rows of ornamental and useful trees and shrubs, labeled. 
 
 Vegetable garden, with hot and cold frames and experimental beds. Practice rows for 
 students' budding, grafting, cultivating, and pruning. 
 
 A small greenhouse, with collection of bedding and house plants. Chemical labora- 
 tory, with seven rooms, fitted with tables and apparatus for a class of forty students; 
 also, physical apparatus and meteorological instruments. 
 
 Mathematical instruments, models and patterns for drawing, and charts for illustra- 
 tion. 
 
 Cabinets of mineral and geological specimens, including the collections of Professor 
 Mudge; and growing collections in botany, entomology, and zoology, with some interest- 
 ing illustrations in ethnology. 
 
 Collections of grains, grasses, and forage plants, and of native and foreign woods. 
 
 Carpenter shop, with separate benches and tools for twenty students in each class, be- 
 sides lathe, mortising machine, scroll saws, and general chest of tools ibr fine work. 
 
 Shop for iron work, with forges, vises, drill, &c. 
 
 Printing office, with twenty-five pairs of cases, a good assortment of type, and a half- 
 medium Gordon press, 
 
 Telegraph office, with six miles of line, connecting thirty-two branch offices and as 
 many instruments. 
 
 Sewing rooms, with five machines, models and patterns. 
 
 Kitchen laboratory, with range, cooking and table utensils, dining-room furniture, 
 and dairy apparatus. 
 
 Music rooms, with three pianos, an organ, and other instruments. 
 
 Library and reading room, containing over 3, 600 volumes and 150 periodicals, to which 
 all students have access during college hours. 
 
 Armory, containing seventy-five stand of arms (breech-loading cadet rifles, caliber 45) 
 with accouterments. 
 
 The course of study, essentially the same to all classes of students, except for varia- 
 tions in industrial training requires four years of training in English and the natural sci- 
 ences with applications in agriture, horticulture, mechanics and domestic arts. Students 
 are admitted upon examination in the elements of common school studies and pursue 
 their studies in the following order : 
 
 First year. Fall term: Arithmetic, English analysis, geometrical drawing. Winter 
 term: Book-keeping, English structure, United States history. Spring term: Algebra, 
 English composition, botany with drawing. 
 
 Second year. Fall term: Algebra completed, elementary chemistry, horticulture, 14 
 lectures in military science. Winter term: geometry, practical agriculture, (household 
 economy for ladies), organic chemistry and mineralogy, 12 lectures in military science. 
 Spring term: Geometry completed, with drawing, entomology and anatomy, analytical 
 chemistry. 
 
 Third year. Fall term : Trigonometry and surveying, physiology, general history. 
 Winter term: Mechanics, agricultural chemistry, rhetoric. Spring term: Civil engin- 
 eering, with drawing, (hygiene for lajdies), chemical physics, English literature. 
 
 Fourth year. Fall term: Agriculture (literature for ladies), meteorology, psychology. 
 Winter term: Logic (deductive and inductive), zoology, structural botany. Spring 
 term: Geology, United States Constitution, political economy. 
 
 These studies are taught with especial reference to an accurate use of knowledge in 
 e very-day life, and a habit of keen and precise observation as students. 
 
 The scope of special studies is shown in the following outline: 
 
 PRACTICAL AGRICULTURE. Second Year. History of agriculture, showing the suc- 
 cessive steps by which the art has attained its present position. Histoiy and character- 
 istics of breeds; their adaptation to the varying conditions of soil, climate, and situation; 
 study of the forms of animals as shown by the different breeds belonging to the college; 
 
126 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 the relation of stock-raising to general farming. Cultivation of hoed crops; management 
 of corn and roots with reference to stock-feeding and the growth of finer grains. The 
 growth of the "tame grasses" in Kansas, the best sorts for the State, and their manage- 
 ment as shown by experience on the college farm and elsewhere. Implements of simple 
 tillage; mechanical principles involved in their construction. Application of labor. 
 Draught; different adjustment as affecting draught. Use of the dynamometer. Plows 
 for soil and sub-soil. Drainage; soils that need draining; how to lay out a system of 
 drains. Fourth Year. General principles governing the development of domestic ani- 
 mals. The laws of hereditary disease; of normal, abnormal and acquired characters; 
 atavism; correlation in the development of parts; in-and-in breeding and cross-breeding; 
 influences affecting fecundity. The selection and arrangement of the farm with refer- 
 ence to the system to be pursued. Rotation of crops; general advantages of a rotation; 
 the best rotation for the distribution of labor, production of manure and extermination 
 of weeds; planning farm buildings barns, piggeries, and stables; manure how best 
 housed and applied; composting; commercial fertilizers. Agricultural experiments; 
 field and feeding experiments. Stock-feeding and meat production; stall-feeding; soil- 
 ing. In this Miles' s Stock Breeding is supplemented by a course of lectures. 
 
 HOBTICULTUEE. It is the aim to teach this art from a botanical basis. The student 
 applies his knowledge of the prime facts in botanical physiology to the various operations 
 of the nursery, orchard, and garden. Barry_'&JFruit Garden is used, supplemented by a 
 series of lectures upon the following topics, among others: The scope of horticulture. 
 General principles of propagation by buds, by seeds. Production of improved varieties, 
 by careful selection of seeds, by interfertilization of known kinds. Pepetuation of valu- 
 able sorts of fruits by bud propagation, budding, grafting, layering, &c. The important 
 points in nursery manipulation. The orchard, conditions of site, soil, exposure, elevation. 
 Special treatment of different kinds of fruit trees. Pruning. Gathering and storing 
 fruits. Small-fruit culture; lists of varieties suitable for Kansas planting. Vegetable 
 garden; selection and preservation of seeds; planting and transplanting. The manage- 
 ment of the hot-bed and cold-frame. Forest plantations. Wind breaks. Hedges. Trees 
 and shrubs for ornamental purposes. 
 
 BOTANY. During the course two terms are given to the study of botany. 
 
 Elementary botany. In the first year the student is familiarized with the aims of botan- 
 ical classification to a sufficient degree to enable him to appreciate differences and re- 
 v semblances in the plant kingdom, and is made acquainted with the salient points in plant 
 physiology. Gray's Manual and Lessons is the text-book. 
 
 Advanced or higher botany. In the fourth year, the intimate structure of plants, a more 
 detailed study of plant physiology (in the germination of seed, the growth of cellular 
 substance, and the fertilization of the ovule), variation and improvement of varieties, 
 parasitic fungus, are among the topics studied. The text-book used in this part of the 
 course is Bessey 's Botany. This study is made more practical by the use of the compound 
 microscopes belonging to the department, of which there are fifteen, with suitable acces- 
 sories for a high grade of work. 
 
 CHEMISTRY. Inorganic chemistry, which occupies fourteen weeks in the second year, 
 includes a consideration of chemical forces and of the laws of chemical combination, with 
 nomenclature and formula, and a careful study of the history, manufacture, physical 
 and physiological properties, tests and uses of the various elements and their compounds. 
 Especial attention is given to those substances having extended application in the arts. 
 
 Organic chemistry comprises a six weeks' course of lectures upon the theory of organic 
 types and compound radicals, and the preparation and properties of those organic sub- 
 stances most useful to man. 
 
 In cJmnical analysis each student has his stand in the qualitative laboratory, com- 
 pletely furnished with apparatus and chemicals for his own use. His work includes the 
 analysis of more or less complex mixtures of chemicals, minerals, ores, soils, mineral 
 waters, well waters, &c. 
 
 Agricultural chemistry. This includes a thorough consideration of the application of 
 chemical principles to the economy of the farm; the origin and formation of soils; the 
 classification and composition of soils, the analysis jrf soils, and their adaptation to the 
 purposes of production; the composition and use of manures; composting; chemistry of 
 iarm operations, such as plowing, fallowing, draining; chemistry of plant growth. Text- 
 book, Johnson's How Crops Feed. 
 
 MINEEALOGY AND GEOLOGY. For six weeks in the second year, two hours a day are 
 given to mineralogy. This includes the study of crystallography, with the properties, 
 forms, and uses of the principal minerals of the United States. Blow-pipe analysis forms 
 an important part of the course, each student being required to name and identify a large 
 series of minerals. 
 
 A term's study in the fourth year gives a view of the causes which have produced the 
 geologic changes in the past, of the general arrangement of the earth's crust, and of 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 127 
 
 special peculiarities of the various strata. Attention is given to the formation of soils 
 and deposits of valuable minerals, especially in Kansas. 
 
 PHYSICS AND METEOEOLOGY. Two terms' work gives an opportunity for experi- 
 mental study of the laws of light, heat, electricity and magnetism, the constitution of 
 the atmosphere, the measurement of temperature and humidity, atmospheric pressure. 
 This course also includes a careful study of instruments and methods employed in tak- 
 ing meteorological observations. 
 
 ANATOMY AND PHYSIOLOGY. A full term's study is preceded by a course of lectures 
 on anatomy. The study of physiology embraces a thorough consideration of the func- 
 tions of the organs of the human body, and the relation these sustain to the conditions 
 of health and disease. Among the topics discussed these may be mentioned: food and 
 digestion; assimilation; secretion and excretion; the circulation of the blood; the ner- 
 vous system; the special senses; reproduction. 
 
 SPECIAL HYGIENE. To the ladies of the third year, a course of daily lectures is given 
 by the lady superintendent of the sewing room upon the laws of life and health. The 
 course extends over a period of ten weeks, and covers questions pertaining to personal 
 health and the health of the household, such as food, air, exercise, clothing, tempera- 
 ture of rooms, &c. 
 
 ENTOMOLOGY. This science is studied with especial reference to its economic relations 
 with agriculture and horticulture. A brief course in the principles of classification is 
 followed by a more extended study of the life history of beneficial and injurious insects 
 and means of encouragement of one and control of the other. 
 
 ZOOLOGY. In this study Packard's Zoology has been adopted as the text-book. The 
 intention of the course is to familiarize the student with the characters of some type of 
 each class, and then by comparative study with the chief modifications of the type chosen. 
 Especial attention is directed to comparative anatomy and physiology, as underlying all 
 logical classification. 
 
 HOUSEHOLD ECONOMY. A series of lectures to the ladies of the second year class, ac- 
 companied by practical illustratioH in the_ kitchen laboratory, continues through a term 
 of twelve weeks. These cover the general ground of economical provision for the house- 
 hold, marketing, cooking, preserving, order, neatness, and beauty in table service, com- 
 fort in the family, and care of a sick-room. 
 
 SPECIAL COURSES. Persons of suitable age and advancement who desire to pursue such 
 branches of study as are most directly related to agriculture or other industries may select 
 such studies, under advice of the faculty. Assaying and pharmaceutical chemistry may 
 be provided for by special arrangement when students are qualified to pursue them. 
 
 POST GRADUATE COURSES. Arrangements can be made for advanced study in the 
 several departments at any time. Special opportunities for investigation and research 
 will be afforded to resident graduates. 
 
 All other branches of study are so taught as to give most thorough work in the time 
 allotted to them. 
 
 INDUSTRIAL ARTS. The training in these departments is designed to be systematic 
 and complete in each, so that any student following a single line diligently through a 
 four years' course gains the essentials of a trade and a reasonable degree of skill. Those 
 who wish only a general acquaintance with the arts can take shorter courses in several of 
 them; but all are to select with definite purpose. All are required to give at least five 
 hours a week to some course of training, and most of these are so adjusted as to occupy a 
 single hour each day in the regular routine of classes; a few take two and a half hours 
 in the afternoon of two days each week. 
 
 Young ladies are required to give the necessary time for practice in the kitchen labora- 
 tory, and are expected to show some facility in the practice of the sewing room, though 
 other industrials may occupy their course. 
 
 DAIRYING. During the spring term daily instruction and practice in the different 
 branches of dairying is given the young ladies of the second year by the professor of agri- 
 culture in a dairy well equipped with improved appliances for the manufacture of butter 
 and cheese. The course of instruction given on this subject embraces the following cog- 
 nate subjects : Dairy products as human food ; influences affecting the quantity and 
 quality of milk ; the factory system, and household plans of cheese making ; butter 
 making ; creameries ; "deep and shallow" setting systems ; packing and preserving butter. 
 This instruction is enforced by regular and systematic work in the dairy. 
 
 Work in the farm and gardens is required of young men during one term of the second 
 year and one term of the third year. Every young man thus gains acquaintance with 
 the methods of the college and with the work itself. 
 
 CARPENTRY, &c. On entering the shops all are enrolled as carpenters, and take the 
 same first lessons in sawing, planing, and dressing lumber, making mortises, tenons, and 
 joints, and in general use and care of tools. Later, one who chooses a trade is provided 
 with work in the line chosen ; while the farmer's course provides for general training in 
 
128 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 a great variety of operations, rather for ingenuity than for skill. In the full course of a 
 carpenter, special instructions are given in the whole range of work, from framing to 
 stair-building. Students are allowed, after attaining sufficient skill, to work upon their 
 own materials, under the advice of the superintendent. All are required to take at least 
 one term of practice in the shop during the first year at college. In iron work, instruc- 
 tion is given in ordinary forging, filing, tempering, &c. 
 
 PRINTING. Two courses arc pursued in this art. In one the student is taught the im- 
 plements or tools employed in typography and how to use them ; composition, imposition, 
 correcting proof, technical terms, presses and their workings, and the general duties of a 
 first-class workman. The second course of lessons alternates with those in the first, and 
 embraces instruction in spelling, capitalization, syllabication, punctuation, proof-read- 
 ing, preparation and criticism of essays, and such other work as will make the student 
 accurate and expert in language. The Industrialist, a weekly paper edited by the faculty 
 as an exponent of the work of the college, is printed by the students in the department. 
 
 TELEGRAPHY. The course of training involves for beginners the characters that com- 
 pose the alphabet and combinations of these characters into words and sentences atten- 
 tion being paid to spelling and to short and precise expression in messages abbrevia- 
 tions, signals, forms of messages, train orders, reports, &c. To the more advanced is 
 given regular line business, as press reports, messages, cipher messages, and orders in all 
 forms used by prominent telegraph companies, together with the necessary book-keeping 
 on exact copies of the blanks in actual use, thus giving the student an understanding of 
 the work of an operator. A portion of the time is devoted to instruction in the use and 
 management of lines, batteries, instruments, &c. The elementary principles of elec- 
 tricity, magnetism, and electro-magnetism evolved in telegraphy are taught and illus- 
 trated by experiments. The more recent inventions relating to the art are discussed and 
 explained. Pope's Hand-book of the Telegraph is used as a text-book. 
 
 SEWING. Young ladies are taught in all ordinary forms of sewing with needle and 
 machine and in cutting, fitting, and trimming dresses and other garments. 
 
 Music. Provision is made for the teaching of instrumental music. The college fur- 
 nishes instruments for daily practice, but the teacher depends upon his fees for income. 
 Instruction in vocal music for beginners and for advanced students is furnished at a very 
 slight expense. 
 
 MILITARY TRAINING. During the second year a course of twenty-six lectures is given. 
 These are designed to show what an army is for, its relation to the country, and, in a 
 general way, to describe its organization and duties. To those who desire it an oppor- 
 tunity is given to obtain a fair practice in the ordinary infantry drills, including bayonet 
 exercise. Although drill is thus made optional, students are not allowed to take it for 
 periods shorter than one term. 
 
 Classes are in session from 9 a. m. to 1 p. m. of every week day except Saturday, and 
 no student may be absent without excuse. A full and permanent record of attendance, 
 scholarship, and deportment shows to each student his standing in the college, and after 
 each monthly examination a report of advancement is made to parents. Chapel exercises 
 occupy fifteen minutes before the meeting of classes each morning, and unnecessary ab- 
 sence from them is noted in the grades. 
 
 Twice in each month the whole body of students gather for a lecture from some mem- 
 ber of the faculty, or for the rhetorical exercises of the third and fourth year classes. On 
 alternate weeks all the classes meet at the same hour in separate class rooms for exercise 
 in elocution and correct expression. 
 
 LABOR. The general drift of instruction and training is such as to encourage habits 
 of manual labor during the course. The work of the college is done chiefly by students 
 at wages ranging from eight to ten cents per hour, and every effort is made to encourage 
 those who depend largely upon their own earnings for an education. The amount paid 
 to students for labor during the last year was $1,611.70. 
 
 Expenses of students are at the same time limited by the general economy of surround- 
 ings. Tuition is free except in music; to young men in telegraphy and in printing for 
 the first year, and to all in analytical chemistry a small fee each term is charged to cover 
 incidental expenses. 
 
 Of the students attending the college 75 per cent, are from farmers' homes, and a very 
 large proportion of the rest from the families of mechanics and tradesmen. 
 
 Since the organization in 1863, there have been in attendance 2,072 different students 
 1,369 male and 703 female. 
 
 The attendance of the last college year was 312 (224 male and 88 female). The average 
 age this year was 19. 35 years, and the students were gathered from 54 counties of Kan- 
 sas and from 13 other States. The present year shows an increase of 40 over the attend- 
 ance of last year at this date, and a better preparation for the course. 
 
 The graduates of the college number 74 (46 male and 28 female). Twenty-four of these 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 129 
 
 received the degree of A. B. , and 50 that of B. s. Seven have taken a second degree in 
 course. 
 
 The general influence of graduates and students of shorter course is widely felt in the 
 general improvement of the State in all departments of industry. 
 
 The college is now under the control of a board of regents, 6 in number, appointed by 
 the governor of the State, subject to the approval of tHe State senate, and commissioned 
 for a term of three years. All interests of the -college, including the sale of lands and 
 care and investment of funds, are committed to their charge. The president of the col- 
 lege, elected by the board, becomes ex officio a member of that body. 
 
 The faculty is composed of the president, professors, and superintendents regularly ap- 
 pointed by the board; and all methods of instruction and discipline within the prescribed 
 course are intrusted to their direction. This body has now 14 members, employed at 
 salaries ranging from $600 to $2,200, and amounting to $14,800 a year. The members 
 are as follows: President and professor of logic and political economy, professor of math- 
 ematics and engineering, professor of practical agriculture and superintendent of the 
 farm, professor of chemistry and physics, professor of botany and zoology and superin- 
 tendent of the orchards and gardens, professor of elementary English and mathematics, 
 professor of military science and tactics detailed by United States War Department, in- 
 structor in English, and history, instructor in industrial drawing, superintendent of teleg- 
 raphy, superintendent of printing, superintendent of sewing and instructor in hygiene 
 and domestic economy, superintendent of workshops, teacjier of music. 
 
 Besides the work of instructing the youth of the State who gather at the college, the 
 faculty have undertaken various experimental researches of direct interest in agriculture 
 and other industries. The results have been disseminated through the columns of The 
 Industrialist, a weekly paper edited by the faculty and widely circulated, and by pub- 
 lication of official reports. Eecently a series of farmers' institutes has been organized 
 to reach and co-operate with the farmers of different sections of the State. These havo 
 proved efficient means of advancing the interests of both the college and agriculture 
 throughout the State. 
 
 Members of the faculty are prominent in the various educational associations of the 
 State, as well as those for the promotion of agriculture, horticulture, and science in gen- 
 eral. The college is generally recognized throughout the State as serving well the pur- 
 poses of the national land grant and working out profitably the problem, of industrial 
 training with a liberal education, though, as yet, only an encouraging beginning has 
 been made. 
 
 The improved facilities and extended means of the immediate future must help to 
 more complete success and larger usefulness in the same direction. 
 
 GEO. T. FAIRCHILD, President. 
 
 KENTUCKY. 
 
 AGEICULTUEAL AND MECHANICAL COLLEGE OF KENTUCKY. 
 OBJECTS. 
 
 The leading aim of this college is to teach the branches that are related to agriculture 
 and the mechanic arts. During our connection with Kentucky University, which existed 
 from 1866 to 1878, but little success was attained in that direction. This was due to the 
 failure of Kentucky University to meet the obligations it had contracted. 
 
 In 1878 the State of Kentucky detached this college from Kentucky University and by 
 action of the legislature it was placed upon an independent footing. The State has added 
 a classical to the former course of scientific study, and also a normal school department. 
 The preparatoiy department of the college works in connection with and subordinate to 
 the normal school department. 
 
 INCOME AND EXPENDITUEE. 
 
 The annual income is $9, 900 from the Congressional land fund of 1862, $16, 000 from tax 
 levied by the State for the benefit of the college, $2,500 from tuition fees; total, about 
 $28,400. 
 
 THE FACULTY. 
 
 The faculty consists of the president, who is also professor of civil history and meta- 
 physics, professors of mathematics and astronomy, natural history, Latin and Greek, 
 S. Ex. 25^-9 
 
130 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 French and German, chemistry and physics, English language and literature, and a prin- 
 cipal of the normal department (with three assistants), practical mechanics, and military 
 tactics. 
 
 STUDENTS. 
 
 There were last year (18Sl-'82)* 320 students in the college, of whom 249 were males 
 and 71 females. Last year there were six graduates. The whole number of graduates 
 since 1878 is fifteen. Women have access to all the classes of the institution. Each legis- 
 lature representative district is entitled to send four properly prepared students free of 
 tuition, and each county four normal school pupils. 
 
 THE COURSE OF STUDY. 
 
 The time given studies is as follows: history, two years; mental and moral philoso- 
 phy, one year; mathematics (exclusive of preparatory), four years; Latin and Greek, 
 four; chemistry and physics, two; natural history, four; English language, four; French 
 and German, each, two; normal school, three; bookkeeping course, two; tactics and 
 military science, two. Instruction is mainly from text books. 
 
 SCHOOLS AND STUDIES. 
 
 The instruction is classified, according to its nature, into schools, as follows: 
 
 1. School of civil history, embracing studies in European history, that of the United 
 States, Germany, England, the constitutions of the United States and of England, and 
 political economy. 
 
 2. School of English language and literature, with an excellent course. 
 
 3. School of mental and moral philosophy. 
 
 4. School of mathematics, covering algebra, geometry, trigonometry (plane and spheri- 
 cal), analytical geometry, calculus, mathematical physics, and astronomy. 
 
 5. School of chemistry, embracing elementary physics, practical chemistry, with ap- 
 plication to agriculture, mechanic arts, and medicines; there are lectures and laboratory 
 illustrations. 
 
 6. School of natural history, embracing physical geography, botany (general and eco- 
 nomic), anatomy and physiology, forestry, zoology, microscopy, geology, and palaeontology. 
 
 7. School of modern language, embracing French, German, Spanish, and Italian. 
 
 8. School of military tactics and civil engineering. 
 
 A normal department has been added by the State, and it is proposed to endow a pro- 
 fessorship of the " theory and practice of teaching." 
 
 The technical value of the institution has been enlarged by an advanced course on ag- 
 ricultural chemistry ; by special lectures on the relation of geology to soils, of forests to 
 agriculture, and of insects to vegetation. 
 
 There is an evident desire to increase the efficiency of the college in every branch of 
 instruction. 
 
 The grounds upon which the college buildings are situated were given by the city of 
 Lexington to secure the location of the college, and comprise 52 acres within the city lim- 
 its. The bulk of the money 'expended in the erection of buildings vras given by the city 
 and county of Fayette. The estimated value of the grounds is 25,000, and of the build- 
 ings, $85,000. 
 
 President Patterson adds also the following: 
 
 HISTOEY OF THE COLLEGE. 
 
 The proceeds of the land grant were first applied to the creation and maintenance of 
 an agricultural and mechanical college of the Kentucky University, a denominational in- 
 stitution. When this college was detached from its former connection in 1878 a commis- 
 sion was appointed to determine its future character and location. After a provisional 
 existence for two years the legislature of 1879-' 80, in accordance with the recommenda- 
 tion of the commission, established it upon the grounds offered to the State by the city 
 of Lexington. After a long contest the legislature also agreed to give the college the 
 proceeds of a tax of one-half cent on each hundred dollars of taxable property in the 
 Commonwealth, said tax to continue until repealed. The principal opposition, to this 
 additional endowment came from friends of the Kentucky University, who fancied that 
 their institution would be injured by the establishment and success of the State college. 
 
 A board of trustees was appointed, nominated by the governor, and confirmed by the 
 senate, and the college was by them reorganized in accordance with the terms of the char- 
 ter on a basis entirely undenominational. 
 
 The success of the first year under its reorganization more than exceeded expectations. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 131 
 
 But when the legislature of 1881-'82 met the college found itself forced into a struggle 
 for existence. All the denominational colleges of the State, Presbyterian, Baptist, Meth- 
 odist, and Christian, formed a combination to procure the repeal of the one-half cent tax 
 voted by the preceding legislature for its aid. Their chief ground of complaint was that 
 the State college because of the aid secured by the State was making education so cheap 
 and so comprehensive that they were unable to compete with it. After a contest of nearly 
 three months, in which all the resources and menaces of ecclesiasticism were evoked and 
 used, the bill for repeal was laid on the table of the house of representatives by a vote of 51 
 to 38. The contest is, however, not yet ended. The presidents of the aggrieved colleges 
 have carried the question of the constitutionality of the tax into the courts, where it is 
 now pending. 
 
 If let alone the State college will do a good work and supply a want long felt in Ken- 
 tucky. 
 
 LOUISIANA. 
 STATE UNIVEESITY AND AGRICULTURAL AND MECHANICAL COLLEGE 
 
 The institution which is now receiving the income of the fund arising from the national 
 land grant made to Louisiana for the establishment of an agricultural college is the re- 
 sult of combining the old State university and the Agricultural and Mechanical College. 
 The State university was founded in 1853, and opened at Alexandria in 1860, under the 
 superintendence of General (then Colonel) W T. Sherman. In 1869 its building was 
 burned, and the institution moved to Baton Rouge. In 1877 the Agricultural College, 
 which had been in operation in New Orleans since its opening in 1874, was made a 
 part of the university. 
 
 The object of uniting the institutions was to provide a seat of learning where literature, 
 science, and the arts should be taught, and where the citizens should be fitted ' ' to per- 
 form skillfully and magnanimously all the offices, both private and public, of peace and 
 war." To carry out its object the law requires it to provide " general instruction and 
 education in all the departments of literature, science, art, and industrial and profes- 
 sional pursuits," and "special instruction for the professions of agriculture, the me- 
 chanic arts, mining, military science and art, civil engineering, law, medicine, com- 
 merce, and navigation." 
 
 The productive funds of the institution are $318,313. Two sources from which they 
 have been obtained have been the seminary fund, which had its origin in grants of land 
 made by the general government in 1806 and 1811, and the agricultural 'College fund, 
 which was originally $327, 000. It was reduced in 1875 to 196,200. The income of 
 these funds is about $14,500. An annual State appropriation of $10,000 nominally 
 makes up the entire income to an amount sufficient to enable the university to carry on 
 efficiently the work which has been assigned to it by State legislation. But the $10,000 
 appropriated have realized to the university a sum much less, the net value of it being 
 $6,700 in 1880 and in 1881, though the outlook for the present year is more favorable. 
 Nothing is derived from fees toward the support of the institution, as tuition is free to all. 
 
 There are 8 professors and 159 students. The work of both is. being performed thor- 
 oughly and satisfactorily. The full courses in agriculture and the mechanic arts cover 
 three years each of undergraduate study. The subjects pursued are arranged for the 
 purpose of educating those who propose to devote themselves to agriculture and the in- 
 dustrial arts in Louisiana. It is considered as presenting an opportunity nowhere else 
 to be had for intelligent training in the cultivation of the semi-tropical staples, sugar, 
 cotton, and rice. Special studies are added in horticulture and the domestic arts. 
 
 The college maintains no extensive laboratories or costly farm, but utilizes the practi- 
 cal opportunities for study found in the cotton fields and gin-houses, the sugar planta- 
 tions and mills, the rice fields, oil mills, &c. , which are open for study and investigation 
 around Baton Rouge. 
 
 The agricultural course embraces French, chemistry, physics (including the theory of 
 the steam engine), animal and vegetable physiology and anatomy, with scientific agri- 
 culture and rural economy, and engineering. These latter include farm architecture, 
 hygiene, veterinary surgery, surveying roads, bridges, levees, ditches, &c. There are 
 also added short courses of social and industrial history, English rhetoric and literature, 
 bookkeeping, political economy, and ethics. One hour a day is devoted to labor in the 
 field, garden, or workshop. 
 
 In the mechanical course the instruction is full, both theoretical and practical. The 
 studies embrace mathematics, analytical and descriptive geometry, a short course in engi- 
 neering ; also drawing,,French, chemistry, physics, social and industrial history, and other 
 
132 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 studies similar to those in tlie agricultural course. The workshop has (1880-'81) been 
 opened, and contains tools, engine, lathes, forge, &c., to illustrate and teach both wood 
 and iron working. It has proved both useful and successful, and has enlisted the public 
 interest largely. 
 
 Students in the Agricultural and Mechanical College have access to the cabinets, collec- 
 tions, and chemical and physical apparatus, but the chief design of the instruction pur- 
 sued is to familiarize students with the practical knowledge grounded on the sciences 
 underlying industrial occupations. 
 
 The State topographical survey was made under the general direction of the university. 
 
 The attention devoted to the sugar cane and other tropical staples makes the Louisiana 
 State University and its agricultural instructors an authority, and it is the special aim of 
 the faculty to steadily increase this usefulness. 
 
 A station for the production of vaccine lymph was established in February, 1882, and 
 an apiary is suggested by the president as a proper addition to the practical appliances 
 of the college. 
 
 The experiments and the actual work are carried on largely by the students, under the 
 direction of the professor in charge, and thus the educational and scientific character of 
 this branch of the college is brought into prominence. The vaccine establishment has 
 been self-sustaining, besides gratuitously distributing more than 20,000 ivory points, 
 with very satisfactory results, and has met the hearty approval of the physicians of the 
 State. 
 
 Owing to its origin as a military academy, for a long time almost exclusively devoted 
 to the education of State students, this institution is carried on under a strictly military 
 system. The discipline is exact, though not severe, and all cadets drill one hour daily. 
 The larger portion of the corps reside in the barracks, but a considerable number live 
 with their parents or guardians in Baton Rouge, and under the same regulations as 
 others from 8 a. m. until 5 p. m. This somewhat anomalous system is adapted to the 
 needs of the students. 
 
 MAINE. 
 THE STATE COLLEGE OF AGRICULTURE AND THE MECHANIC ARTS. 
 
 [From special statement of the president and annual catalogues.] 
 
 ' ' The object of the institution is to furnish to the young people of the State (those from 
 other States not excluded) who may desire it the advantages of a thorough, liberal, and 
 practical education, and especially instruction in such branches of learning as are related 
 to agriculture and the mechanic arts." 
 
 ENDOWMENT AND FUNDS. 
 
 Its endowment, which is much too small for its purposes, was derived from the sale of 
 land donated by the national government by act of Congress in 1862. The amount of 
 land to wbich this State was entitled was 210,000 acres. By direction of the legislature 
 of the State the land scrip was sold by the governor an<J council, and at a ruinously 
 low figure, the price received for the greater part of it being but 53 cents per acre. As a 
 result the endowment secured was less than $120,000. From interest which accumu- 
 lated chiefly before the institution was opened to students, this sum was increased to 
 $132,500, which is the present endowment. The larger part of this is invested in State 
 6 per cent, bonds, and has yielded a revenue of about $8,000 per annum. 
 
 Considering the low rates at which safe investments can now be made, the revenue 
 from this source is estimated at $7,500.* For other assistance the institution is obliged 
 to look to the State. 
 
 The annual expenditure is about $11,000; the annual expense of teaching force, 
 $10,000. Several of the instructors recently entered upon duty at moderate salaries. 
 With increasing efficiency of service their compensation must be increased. The pro- 
 spective annual expense of teaching staff is $12,500, and the prospective ordinary annual 
 expenditure, $14,000. These figures presuppose the maintenance of the institution on 
 its present basis. Any considerable enlargement of plan would involve necessarily an 
 increase of annual expenditure. 
 
 The value of grounds and buildings is $120,000; of library, apparatus, &c., $25,000. 
 
 * By direction of the State legislature, since August, 1881, a moderate tuition has been charged, 
 yielding an annual revenue of something above $2,000. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 133 
 
 The site was given by the towns of Orono and Oldtowu, and cost $11,000. The build- 
 ings have been erected principally by means of appropriations made by the State. Citi- 
 zens of Bangor contributed something over $12,000 for the benefit of the college in its 
 early years. 
 
 THE FACULTY. 
 
 The number of instructors is nine (not including the farm superintendent, who gives 
 no class room instruction), namely: President (who is professor of physics and mental 
 and moral sciences), professor of chemistry, professor of civil engineering, pirofessor of 
 mechanical engineering, professor of natural history, professor of modern languages, 
 professor of agriculture, instructor in vise work and forge work, and professor of mili- 
 tary science, assigned by the United States Government. 
 
 STUDENTS AND GRADUATES. 
 
 The number of students in 1881-' 82 was 90, 3 of whom were young women. No 
 charge for tuition has been made until recently, except for students from without the 
 State, who are charged the nominal sum of $12 per term. Tuition is now $30 a year. 
 Only one scholarship has yet been provided; others are earnestly desired. 
 
 The number of graduates is 156, 140 young men and 16 young women. Of these, 50 
 have graduated in the course in civil engineering and 22 in mechanical engineering. 
 Upon 84 has been conferred the degree of bachelor of science, which includes those who 
 have taken the course in agriculture, in chemistry, and in literature and science. The 
 course in science and literature is the course in agriculture with certain modifications 
 adapting it more especially to the wants of young ladies. 
 
 Besides the 156 graduates, there have been connected with the institution for periods 
 of time, ranging from one term to three and a half years, 210 students.* Of the 366 
 who have received training at the college the vocations of 250 are known. Of this num- 
 ber 27 per cent, are engaged in agricultural pursuits and 27 per cent, in the mechanic 
 arts; 11 per cent, are in professional life and 89 per cent, are engaged in non-professional 
 callings. 
 
 The graduates have been very successful in passing early to worthy and lucrative posi- 
 tions, and, so far as known, have maintained themselves with credit in the positions 
 secured. 
 
 THE COURSE OF STUDY. 
 
 The plan of instruction embraces five courses of study, namely: A course in agricult- 
 ture; a course in science and literature, which is the course in agriculture with certain 
 modifications; a course in civil engineering; a course in mechanical engineering, and a 
 course in chemistry. The subjects taught and the time given to each may be best un- 
 derstood by an examination of a condensed outline of the courses, together with brief 
 explanatory statements. 
 
 COURSE IN AGRICULTURE. 
 
 For the first year the course embraces physical geography, physiology, algebra, rhetoric 
 and botany, geometry, French, bookkeeping, and labor on farm. 
 
 For the second year it includes botany, horticulture and arboriculture, general and quali- 
 tative chemistry, physics, French, English literature and surveying or (L) history of Eng- 
 land, trigonometry, freehand and mechanical drawing, field work and forge work (elect- 
 ive with a part of the mechanical drawing). 
 
 For the third year, it requires farm drainage, mechanical cultivation of the soil and 
 physics, agriculture and organic chemistry with principles of plant feeding, mechanics, 
 agricultural engineering and farm implements, zoology and entomology, German, labora- 
 tory work and experimental farming, or analysis of English authors (elective). 
 
 For the fourth year are required landscape gardening, stock breeding, and veterinary 
 science, cultivation of cereals, care and feeding of animals, dairy farming and sheep hus- 
 bandry, comparative anatomy, mineralogy and geology, history of civilization, United 
 States Constitution and political economy, logic, mental and moral science, with experi- 
 mental farming and agricultural botany or historical readings and analysis (elective). 
 
 COURSE IN CHEMISTRY. 
 
 For the first year the following studies are included: Physical geography, physiology, 
 algebra, rhetoric and botany, geometry, French, bookkeeping, and labor on farm. 
 
 For the second year: General and qualitative chemistry, botany, horticulture and arbori- 
 culture, physics, French, English literature, surveying, trigonometry, freehand and me- 
 chanical drawing with field work. 
 
 * Not including those now in the college. 
 
134 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 For the third year: Chemistry, physics, German, zoology and entomology, American 
 literature, laboratory work. 
 
 For the fourth year: Chemistry, comparative anatomy, mineralogy and geology, history 
 of civilization, United States Constitution and political economy, laboratory work, logic. 
 
 COURSE IN CIVIL ENGINEERING. 
 
 For the first year the following studies are included: Physical geography, physiology, 
 algebra and geometry, rhetoric and botany, French, bookkeeping, and labor on farm. 
 
 For the second year: Trigonometry, botany, horticulture and arboriculture, general 
 chemistry, analytical geometry and calculus, English literature, surveying, physics, 
 French, freehand and mechanical drawing, with field work. 
 
 For the third year: Henck's Field Book, mechanics, calculus, descriptive geometry, 
 physics, descriptive astronomy, German, field work and drawing, isometric and cabinet 
 projection and perspective. 
 
 For the fourth year: Civil engineering, designs and specifications, stereotomy, practi- 
 cal astronomy, mineralogy and geology, logic, United States Constitution and political 
 economy, topography and railroad work, machine drawing and designing. 
 
 COURSE IN MECHANICAL ENGINEERING. 
 
 For the first year the following studies are included: Algebra and geometry, physi- 
 ology, physical geography, rhetoric and botany, French, bookkeeping, and labor on farm. 
 
 For the second year: Trigonometry, analytical geometry and calculus, French, Eng- 
 lish literature and surveying, general chemistiy, physics, botany, horticulture and arbori- 
 culture, free hand and mechanical drawing, field work and forge work. 
 
 For the third year: Machinery and mill work, calculus, descriptive geometry, Ger- 
 man, shop work and machine drawing, isometric and cabinet projection and perspective. 
 
 For the fourth year: Hydraulic motors, steam engine, designs and specifications, prac- 
 tical astronomy, mineralogy and geology, logic, United States Constitution and political 
 economy, applied descriptive geometry, machine drawing and designing. 
 
 THE AGRICULTURAL INSTRUCTION. 
 
 Instruction is given largely by lectures, and embraces the subjects of most marked im- 
 portance to the farmer. The following defines the leading topics: Mechanics and farm 
 implements, embodying use and principles of construction; agricultural engineering, 
 roads, culverts, masonry, strength of materials; mechanical cultivation of the soil; prin- 
 ciples of plant feeding; landscape gardening; cultivation of cereals; care and feeding of 
 animals; dairy farming; sheep husbandry; botany, horticulture, arboriculture; chemistry; 
 zoology and entomology, with bee keeping; comparative anatomy, including illustrated 
 lectures on stock feeding and veterinary science; mineralogy and geology; law, inter- 
 national and rural. 
 
 INSTRUCTION IN SCIENCE AND LITERATURE. 
 
 The course in science and literature includes French and German, the general math- 
 ematical and most of the scientific studies of the agricultural course. Instead of certain 
 branches quite purely technical in the latter course, history and English and American 
 literature are substituted. 
 
 WOMEN STUDENTS. 
 
 In the special laws of the State, passed in 1872, it is provided that young ladies, "who 
 possess suitable qualifications for admission to the several classes may be admitted as 
 students in the college. ' ' In arranging the course in science and literature, reference has 
 been had to this enactment. From this course, however, young men who desire it are 
 not excluded, as, on the other hand, young ladies are not excluded from any of the other 
 courses. 
 
 INSTRUCTION OF THE CIVIL ENGINEER. 
 
 The object is to give the student a thorough knowledge of higher mathematics, 
 mechanics, astronomy and drawing, and at the same time a thorough drill in the use of 
 instruments and in the application of mathematical principles and rules, so that the 
 graduate can at once be made useful in engineering work, and be fitted after a limited 
 amount of experience in the field to fill positions of importance and trust. The course is 
 also arranged so as to afford the education required to prepare the graduate for a responsi- 
 ble position among men as well as among engineers. 
 
 In the first term of the third year, Henck's Field Book is used as a text book, from 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 135 
 
 which the student obtains methods of running railroad curves, calculations of earth- 
 work, &c. This is supplemented by many examples, worked by the student, and by 
 lectures on preliminary and final surveys and on the resistance to trains ofiered by curves 
 and grades. 
 
 The subject of mechanics is taken up the last term of this year, in which the students 
 receive a thorough training in the principles underlying construction, illustrated as far 
 as may be by practical examples, in which these principles are applied. 
 
 Most of the time is given to statics, as being the branch of mechanics most applicable 
 to civil engineering, enough of dynamics being taught to meet the requirements of the 
 civil engineer. During the senior year Rankine's Civil Engineering is the text book, 
 though other works are used for reference. 
 
 The course of study is thorough and practical, applied directly to materials and their 
 use, together with engineering problems. Drawing is made a permanent and marked 
 feature of every term. Field work in surveying, general, road, and railroad engineering, 
 with topographical surveying, are its main features. Mineralogy, geology, and astronomy 
 are carefully taught. 
 
 INSTRUCTION OF THE MECHANICAL ENGINEEE. 
 
 It is the design of this course to give such a knowledge of mathematics, mechanics, 
 principles of mechanism, drawing, and manual art, as shall enable the student success- 
 fully to enter practical life as an engineer with the same thorough education in subjects 
 required to fit him for the general duties of life as is afforded by the other courses. 
 
 The work of the first two years is similar to that of the civil engineer's course, except 
 that forge work is added in the second year. 
 
 There are now two shops equipped according to the Russian system, and work in these 
 is required of all students in this course. 
 
 In the second term of the sophomore year, a course in forge work is given, in which the 
 student becomes familiar with the methods in use in actual construction. A similar 
 course in vise work is given during the first term of the junior year, in which a corre- 
 sponding knowledge is obtained. It in the intention to add more shops at the earliest 
 possible moment. It should be understood that it is the object in these shops to teach 
 operations in use in a number of trades, rather than the details of any one trade. 
 
 INSTRUCTION OF THE CHEMIST. 
 
 This course aims to siipply a want felt by students who wish to enter certain indus- 
 tries in which a somewhat extensive knowledge of chemistry is important. The first 
 two years are mainly like those of the other courses, qualitative analysis being, however, 
 obligatory for these students in the second term of the sophomore year. 
 
 During the junior year, daily recitations are held in agricultural chemistry and ele- 
 mentary organic chemistry, and the study of advanced inorganic chemistry is begun. In 
 the senior year, advanced inorganic chemistry is concluded and advanced organic chem- 
 istry is taken up. 
 
 The afternoons are devoted to quantitative chemical analysis by the junior and senior 
 students of the course. The work consists of the most useful gravimetric and volumetric 
 methods, beginning with simple estimations, which are followed by more complex anal- 
 yses of alloys, minerals, fertilizers, farm products, &c. A short course in the assay of 
 gold and silver is also given. 
 
 DEGREES. 
 
 In the courses in agriculture, science and literature, and chemistry the degree of 
 bachelor of science is given. 
 
 In the engineering courses the degrees are bachelor of civil engineering and bachelor 
 of mechanical engineering. The master's degree in any of the courses maybe conferred 
 after three years. 
 
 LABOR. 
 
 It is a peculiarity of the college that it makes provision for labor, thus combining prac- 
 tice with theory, manual labor with scientific culture. The maximum time of required 
 labor is three hours a day for five days in the week. 
 
 In the lowest class the students are required to work on the farm, and they receive 
 compensation for their labor according to their industry, faithfulness and efficiency, the 
 educational character of the labor being also taken into account. The maximum price 
 paid is 10 cents an hour. The labor is designed to be as much as possible educational, 
 so that every student may become familiar with all the forms of labor upon the farm and 
 in the garden. 
 
136 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The students of the three upper classes carry on their principal labor in the laboratory, 
 the draAving rooms, the Avork shops, or in the field; and for it they receive no pecuniary 
 consideration, since this labor is of a purely educational character. 
 
 MILITAEY INSTEUCTION. 
 
 Thorough instruction in military science is given by an officer detailed by the Secre- 
 tary of War from the active list, United States Army. 
 
 All able-bodied male students receive instruction in the school of the soldier, company, 
 and battalion drill. 
 
 Artillery drill is limited to the senior class. 
 
 Arms and equipments are furnished by the United States Government. 
 
 FABM AND BUILDINGS. 
 
 The college farm contains 370 acres of land of high natural product! A^eness and of great 
 diA r ersity of soil, and is therefore well adapted to the experimental purposes of the insti- 
 tution. 
 
 White Hall, the building first erected, affords excellent accommodations for a limited 
 number of students. The lower rooms of this building are appropriated to general and 
 class purposes. 
 
 Brick Hall contains 48 rooms and has connected with it a boarding house for students. 
 In these buildings the institution furnishes desirable accommodations for 125 students. 
 
 The laboratory contains two apparatus rooms, a lecture room, a cabinet, a library and 
 weighing-room, a recitation room, and rooms for analytical and other purposes, and is in 
 all respects admirably adapted to the wants of the chemical and mineralogical depart- 
 ments. 
 
 APPARATUS. 
 
 The college is furnished with new and valuable apparatus for the departments of 
 physical geography, chemistry, physics, surveying, civil engineering, and mechanical en- 
 gineering, to Avhich additions will be made as the exigencies of the several departments 
 require. Models have been obtained from the United States Patent Office and others 
 have been purchased that serve for purposes of instruction. 
 
 LIBEAEY. 
 
 The library contains above 4,000 volumes, some of which have been obtained by pur- 
 chase, while others have been kindly given to the college. The volumes secured through 
 the liberality of Ex-Governor Coburn and the gifts of other friends are a valuable addi- 
 tion to this department. It is earnestly hoped that so important an auxiliary in the 
 education of students in the college will not be disregarded by the people of the State, 
 and that liberal contributions will be made to the library, not only of agricultural and 
 scientific works, but also of those profitable to the general reader. 
 
 CABINET. 
 
 Rooms have been fitted up with cases of minerals and specimens of natural history, 
 and several hundred specimens have been presented to the college. The valuable pri- 
 vate cabinets of Prof. C. H. Fernald and Ex-President C. F. Allen are placed in these 
 rooms and are accessible to the students. All specimens presented will be properly 
 credited and placed on exhibition. Rocks illustrating the different geological formations 
 and minerals found within the State are particularly solicited. 
 
 MARYLAND. 
 MAEYLAND AGEICULTUEAL COLLEGE. 
 
 [Statement of the president, 1880.] 
 
 The leading object of the Maryland Agricultural College is to promote agricultural 
 education under the resolution of Congress of 1862. 
 
 ENDOWMENT AND FUNDS. 
 
 The United States land scrip invested by the State yields annually $6,978; the State 
 gives annually, $6,000* additional ; the grounds, buildings, and apparatus are estimated at 
 
 * The State withdrew the donation of $6,000 at the last session of the legislature. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 137 
 
 $100,000, one-half owned by the State. Students from the State and District of Colum- 
 bia, in consideration of the above yearly endowment, are admitted free of tuition. The 
 only other income is from board, which at $200 a year yields an average income of $12,- 
 000. The annual expenditures, including repairs, improvements, and necessary working 
 expenses, cover the whole income; the annual expense of teaching staff is $8,500.* 
 
 THE FACULTY. 
 
 The instructors and lecturers occupy the following chairs: President and professor of 
 engineering and astronomy ; registrar and professor of physics; professor of English litera- 
 ture, mental science, and history; of ancient and modern languages; of agriculture and 
 natural history, architecture, &c. ; of chemistry, and the instructor in military science. 
 
 STUDENTS' FEES DEGEEES. 
 
 For the last five years the students have averaged 75, all males. Students pay, in ad- 
 dition to a board bill of $200, $75 a year for tuition. There are no scholarships. Since 
 1875 there have been 20 graduates. During the war the college was closed. 
 
 The degrees conferred are bachelor of arts, bachelor of science, master of arts, and 
 bachelor of agricultural science. Graduates are devoting themselves mostly to teach- 
 ing and to agricultural pursuits. Nearly 1, 400 students have registered since the college 
 was founded. 
 
 Women are not admitted to any of the departments, since military instruction is one 
 of the requirements of the government. 
 
 THE PLAN OF STUDY. 
 
 The course of instruction extends over four years, embracing all subjects under the 
 chairs enumerated. The plan of instruction is by a systematic series of recitations, each 
 one hour in length, accompanied by oral lectures and reviews. All the departments run 
 through the four years. 
 
 APPLIANCES AND APPARATUS. 
 
 The theoretical outfit of the ' department of agriculture is complete, embracing all 
 necessary charts, anatomical exhibits, seeds, minerals, and text books. There have 
 never been sufficient appropriations for workshops. The laboratory is in good working 
 order, and students are required to work four hours a week in practical chemistry; 
 analyses of soils, ores, and metals are frequently made during the course, which extends 
 from the sophomore year to the close. 
 
 TECHNICAL LABOR AND APPLICATION. 
 
 Students of the freshman and practical classes practice four hours a week upon all 
 necessary farm work, under the charge of the professor of agriculture. Students in this 
 class are divided into details for garden, field, yard, and grounds, and, under competent 
 supervision, are instructed in whatever work the season may offer in these divisions. At 
 the commencement of each week the respective details rotate, thus changing the work 
 to each class. 
 
 A suitable compensation is paid to students on special volunteer detail, on Saturdays, 
 during vacations, and during the hours from 4 to 6 p. m. 
 
 The laboratory work comprises work in agricultural chemistry ; work in the microscopic 
 department of botany and zoology ; work in geological, mineralogical, and osteological 
 cabinets ; work in the veterinary dissecting and other rooms. 
 
 SPECIAL METHODS. 
 
 Especial attention is directed towards a cultivation of veterinary knowledge. A class 
 of special agriculturists studying for farm superintendents, farmers, and teachers has 
 been organized. 
 
 By an act of the last legislature the Commissioner of Agriculture was placed upon 
 the board of trustees and tendered such portions of the farm, of 286 acres, as may in his 
 judgment be necessary for the benefit of the government and State. Several plats are 
 now devoted to a trial of the cereals. 
 
 COLLEGE BUILDING. 
 
 This is an imposing structure of brick, 120 feet long, 54 feet wide, 6 stories high, re- 
 lieved by an east and south portico. The basement contains the dining room, kitchen, 
 
 *The annual expense for teaching staff is now $4,000, and is being reduced. 
 
138 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 pantry, wash room, and bakery. On the first floor are the laboratory, museum, chapel, 
 bath room, and department of languages. On the second floor, the parlor, visitor's 
 room, president's room, registrar's office, commandant's office, room of officer of the day, 
 English, agricultural, and mathematical rooms, society hall, and library. The chambers 
 above are large, well ventilated, well heated, and lighted throughout with gas. 
 
 [Additional statements from latest reports received in this Office.] 
 THE SCHOOL OF AGRICULTURE. 
 
 It has been the aim of this institution, under the present direction, to make the school 
 of agriculture the leading one in the college course. The acquisition to the faculty of 
 Prof. A. Grabowskii has done much to make this possible. In the report of 1880 the 
 professor states that an increased interest has been aroused, 41 students taking the course 
 of agricultural studies. 
 
 The veterinary studies of this college have received a special evidence of approval in 
 the offer of the New York Veterinary College of a free scholarship for an appointee of 
 the Maryland institution, and the crediting also of the time spent at the college by all 
 students entering therefrom. 
 
 The fair (for 1880) of the National Agricultural Society, held at Washington, was 
 utilized by the Maryland college, the students visiting the fair and listening to explan- 
 atory lectures and statements. 
 
 THE FARM: AND APPLIANCES. 
 
 The farm consists of 286 acres, with artificially drained meadows, also dry bottom and 
 rolling uplands. There is a well selected herd of stock, animals for use and breeding. 
 
 The vegetable garden embraces ten acres, and several acres are laid down in fruit and 
 flowers. 
 
 The national Department of Agriculture is utilizing the farm for experimental pur- 
 poses to some extent. 
 
 THE COLLEGE COURSE, 
 
 The branches of study included in the college course are grouped under the following 
 departments: 
 
 1. Civil engineering and astronomy. 
 
 2. English literature, mental science, and history. 
 
 3. Pure mathematics. 
 
 4. Physics and applied mathematics. 
 
 5. Agriculture, architecture, and natural history. 
 
 6. Chemistry. 
 
 7. Ancient and modern languages. 
 
 Physical geography is classed with civil engineering and astronomy; constitutional law 
 with English literature, mental science, and history; calculus and mechanics with physics 
 and bookkeeping; lectures on shades, shadows, and perspective and descriptive geometry 
 with pure mathematics. 
 
 The studies of the school of agriculture are: Freshman year, general agriculture; 
 sophomore year, geology, animal anatomy and physiology, botany, and zoology; junior 
 year, horse and cattle raising, animal therapeutics, climatology, agronomy and manur- 
 ing, general and special plant culture, diseases of animals and animal obstetrics; senior 
 year, raising of swine, sheep, poultry, and bees, horticulture, vegetable gardening, agri- 
 cultural implements and machines, agricultural technology and architecture, arboriculture 
 and landscape gardening. 
 
 The practice comprises work on the farm and in the laboratories. For farm work, 
 students are divided into garden, field, yard and grounds details, and instructed in Avhat- 
 ever work the seasons may offer in these divisions. At the commencement of each week 
 the "details" rotate, thus changing the work to each class. The special agricultural 
 class is on practice detail daily from 2 to 4 p. m. ; all freshmen, on Tuesdays and Thurs- 
 days from 2 to 4 p. m. For work done during the time from 4 to 6 p. m. , during vacation 
 and on Saturdays, a suitable compensation is paid to volunteer students. 
 
 The laboratory work comprises practice in the chemical laboratory (agricultural chem- 
 istry), in the microscopic department of botany and zoology, in the geological, miner- 
 alogical and o=teological cabinets, and in the veterinary dissecting rooms. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 139 
 
 MASSACHUSETTS. 
 MASSACHUSETTS AGRICULTURAL COLLEGE. 
 
 [Statement prepared from the latest reports in this office and from other sources.] 
 
 OBJECT. 
 
 Professor Levi Stockbridge,* president of the college, writes that "the leading object 
 of this institution is education, as required by the act of Congress which gave us our 
 endowment fund, but, technically, everything is made to contribute to science and prac- 
 tice in agriculture." 
 
 ENDOWMENT AND FUNDS. 
 
 
 
 The permanent college endowment consists of two-thirds of the fund created by the 
 sale of the land scrip granted by the United States and held in the State treasury, and 
 of certain donations from private benefactors, with the income therefrom derived. The 
 full endowment fund, as derived from this sale and increased by the State, is as follows: 
 
 From sale of land scrip $236,307 40 
 
 Profits on bond investment 10,067 40 
 
 Added by the State 141,535 35 
 
 387,910 15 
 
 Of this total the State has expended $27,778.40 for an experimental farm, leaving the 
 total permanent fund $360,067.67. 
 
 Of this amount, invested by the State so as to produce a little over 5 per 
 
 cent, per annum, the agricultural college is endowed with two-thirds, or __ $240,045 20 
 
 Value of farm purchased by State 27,778 40 
 
 Donated by the town of Amherst, for building purposes 75, 000 00 
 
 Donation for constructing and stocking plant house 20, 000 00 
 
 For herbarium 2,000 00 
 
 For scholarships, prizes and books ( various) 7, 751 00 
 
 By State appropriations from 1864 to 1879f 240, 000 00 
 
 612,574 60 
 
 The present income outside of legislative aid is derived from the land scrip fund and 
 some additional sources (1881), and is as follows: 
 
 Income from State treasury $12,958 00 
 
 Income from other funds 907 00 
 
 Income from tuition, &c 4,601 00 
 
 Income from all other sources 6,379 00 
 
 24,845 00 
 Expenditures for 1881 were: 
 
 Salaries, &c _. $11,137 00 
 
 Other expenses _ _ 11, 444 00 
 
 22, 581 00 
 Value of realty, &c. 
 
 Buildings, farm, &c _ $202,747 00 
 
 Other property___ 3, 024 75 
 
 205, 771 75 
 
 THE FACULTY. 
 
 According to the catalogue of 1881 the college staff consisted of the president (profes- 
 sor of agriculture), professors of modern languages, chemistry, physics and civil engineer- 
 ing, botany and horticulture, military science, lecturers on veterinary science, geology, 
 zoology, and entomology, and the superintendent of nurseries 10 in all. 
 
 *Since succeeded by Hon. Paul A. Chadbourne, D. D.,LL. D. 
 
 fOf this amount, 8150,000 were designed for buildings and equipments. 
 
140 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 DEGEEES, STUDENTS, AND GRADUATES. 
 
 The college course continues four years. On graduation the degree of bachelor of 
 science is received. An advanced course is open for college graduates and licentiates of 
 scientific schools. The degrees are doctor of science or doctor of philosophy. 
 
 The number of students registered in the catalogue of 1881 was 113, 80 of whom were 
 in the regular classes. 
 
 The tuition fees are $12 per term $36 per annum. One free scholarship is awarded 
 to each Congressional district in the State, the value of which is $144 per annum. The 
 income from the bequest ($1,000) of Miss Mary Robinson, of Medneld, Mass., is bestowed 
 by the faculty on such needy student as is deemed most worthy. 
 
 The number of graduates previous to 1882 was 181, to whom the degree of bachelor 
 of science was given. A list of the graduates, with their occupations, is published from 
 time to time. That given in the last report shows that some 37 graduates are engaged 
 in farming; 28 as clerks, agents, salesmen and the like; 24 have entered the "learned 
 professions" or are taking professional studies; 11 are in mercantile business; 10 are in 
 manufacturing work; 10 are teachers, 5 of whom are in agricultural colleges; 9 are en- 
 gineers or surveyors, 6 florists, 3 veterinary surgeons, 3 druggists, 3 chemists, and the 
 remainder are occupied in a diversity of employments. Over 400 others have taken par- 
 tial courses. 
 
 Professor Stockbridge writes: "By vote of the trustees of this institution females are 
 invited here as students. In but one instance, however, has the opportunity been availed 
 of." In the catalogue for 1879 a report of meteorological observations for 1878, by Miss 
 Snell, is given. 
 
 COURSE OF STUDY. 
 
 Each collegiate year is divided into three terms. The studies for the first year are as 
 follows: Chemistry, general and inorganic; human anatomy, physiology, and hygiene; 
 algebra; English; agriculture; declamation; botany, general and systematic; geometry; 
 elocution; freehand drawing; French; military drill; and manual labor for six hours each 
 week, except in the second term. 
 
 For the second year: Systematic botany ; geometry; French; English; agriculture; dec- 
 lamation; geology; lectures in history; trigonometry; drawing; zoology; surveying; level- 
 ling; military drill, and manual labor as before. 
 
 For the junior year : Mechanics; entomology; market gardening; horticulture; physics; 
 practical chemistry; German; drawing; agricultural debate; astronomy; roads and rail- 
 roads; stock and dairy farming; military drill four hours, and manual labor as before. 
 
 For the senior year : English literature; lectures in history; practical chemistry; book- 
 keeping; roads and railroads; military science; original declamation; thesis; mental sci- 
 ence; agriculture; veterinary science; microscopy; botany; landscape gardening; rural 
 law; lectures on English language; agricultural review; military drill. 
 
 APPLIANCES AND APPARATUS. 
 
 The students have the advantage of contiguity to Amherst College and its collections, 
 library, and appliances, f :om which, though there be no direct connection, there cannot 
 but be beneficial aids obtained to the students of the Agricultural College. The library 
 property of the Agricultural College consists of over 2,000 volumes, mostly on technical 
 subjects, embracing every department of agriculture and the natural sciences. 
 
 The Knowlton Herbarium contains more than 10,000 species of catalogued plants and 
 botanical specimens. 
 
 The State cabinet of geology, ornithology, and entomology is complete in its illustra- 
 tion of the natural history of Massachusetts. 
 
 The chemical laboratory has accommodations for 70 students, and is in a high state of 
 efficiency. Practical laboratory work is required of each student daily for an entire year. 
 
 The department of physics and civil engineering is fully equipped. Practical field 
 work in surveying, laying out roads, &c., is required of every student sufficient to give 
 him a knowledge of the most approved instruments and methods, to be pursued under 
 a great variety of circumstances. 
 
 The military department affords facilities for valuable discipline, and is educating far 
 more thoroughly and completely than any militia system can be expected to do a large 
 number of young men, who go out capable of serving as officers or soldiers in case of 
 emergency. This feature of the course of study and training is far more important than 
 is generally supposed, and has from the first received the most careful attention by the col- 
 lege authorities, and has been eminently successful. 
 
 The horticultural department contains extensive plant and propagating houses, peach, 
 pear, and apple orchards, vineyards, and nurseries, thus affording ample facilities for in- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES, 141 
 
 straction and for the labor of students, who are paid by the hour for all work beyond the 
 limits of what is called "class work," which is required of all students six hours a week 
 as a part of the educational course. 
 
 The farm of nearly 400 acres must be regarded as an important adjunct of the college, 
 as it affords facilities for observation and labor which could not be had without it. It 
 has been somewhat cramped for means, and has been required to do a vast amount of 
 work in the way of grading grounds, building roads and walks, and teaming of various 
 kinds for the college, so that its accounts have not shown its actual working; but its ca- 
 pacities for usefulness in connection with other departments of the college are quite ob- 
 vious. 
 
 The farm stock, though considerably diminished, owing to sales in order to meeb in- 
 debtedness, still consists of 25 head, old and young, all but two of which are pure Ayr- 
 shires. 
 
 PRACTICAL EESULTS. 
 
 The farm is largely self-sustaining, and is in many ways profitable to the college. Its 
 benefits experimentally considered are very great. The horticultural department is also 
 nearly self-sustaining. The crops in 1880, with one or two exceptions, were good. The 
 vineyard produced very well, and the crop yielded about $150. The nursery is in good 
 condition, and contains a very large stock of peach and other fruit and ornamental trees, 
 consisting of apple, pear, plum, and peach seedlings (root grafted or budded), quince 
 stocks budded with pear, grape vines from cuttings, evergreens (mostly Japanese) from 
 cuttings, a large stock of the umbrella pine, Japanese maple, &c. 
 
 The catalogue of 1880 says: "Though the education and training of young men must 
 be regarded as the primary object, the contributions of the college to the science and 
 practice of agriculture have been extensive and valuable, and they are universally rec- 
 ognized throughout the country as in the highest degree creditable to the institution and 
 to the State; they have, indeed, in repeated instances been taken as the basis of impor- 
 tant legislative action in other States. The following may be stated as a few of the sub- 
 jects that have been investigated, most of them exhaustively and with valuable practi- 
 cal results: 
 
 " 1. The growing of sugar beets, the manufacture of sugar from them, and trials of their 
 value for cattle foods. This industry is soon to grow up in our midst and to absorb 
 large amounts of capital. 
 
 ' ' 2. The sources of supply and the quantity and quality of our manurial agents. These 
 careful scientific investigations have been the prime means of revolutionizing the manu- 
 facture and trade in fertilizers not only in this State but throughout the country. 
 
 ' ' 3. Laboratory and physical examinations of the South Carolina phosphates, and trials 
 of their agricultural value in the raw state and after treatment with acids. 
 
 "4. On the use and effect of common salt on the grain and root crops. 
 
 "5. The chemical and physical condition of the salt marshes of the State, and the de- 
 vising of methods by which they can be made available for agricultural purposes. 
 
 "6. Experiments with compound commercial fertilizers to test their comparative agri- 
 cultural value and their value as compared with single elements. 
 
 "7. To determine what elements will make practically a complete manure on our aver- 
 age soils. 
 
 1 i 8. Investigations of the quality and composition of commercial fertilizers offered for 
 sale, and the protection of the community by legal control and inspection from frauds in 
 them. 
 
 "9. Observations and study of the phenomena of plant life. 
 
 " 10. The circulation of sap in plants, and their expansive power during growth. 
 
 "11. To determine the proportions of different elements of nutrition in feeding sub- 
 stances to be used to save needless expense and to produce the most certain results. 
 
 " 12. Experiments on the continuous growth of crops on the same soil with chemical 
 fertilizers alone. 
 
 "13. The influence of different kinds of fodder plants fed to mil ch cows or* the quantity 
 and quality of their milk and butter. 
 
 "14. Examinations and trials to test the comparative value of different methods of 
 setting and treating milk in the butter dairy. 
 
 ' ' 15. Practical trials of new implements and a great variety of farm machinery. 
 
 ' ' 16. Investigations as to the effect of girdling fruit trees and plants to hasten the time 
 of ripening and to improve the quality of the fruit. 
 
 ' ' 17. The effect of chemical salts on the carbo-hydrate contents of plants and the quality 
 of fruits. 
 
 " 18. The construction and repair of common roads. 
 
 "19. The growing of early amber cane and the manufacture of sugar from its juice. 
 
142 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 ' ' 20. The influence of temperature on the vital functions of plants, and temperature of 
 soils and air on the changes in forms of water in soils and plants and vapor in air. 
 
 "21. Investigations in relation to the evaporation and percolation of water from the 
 soil. 
 
 ' ' 22. The tilling of soils of different characteristics as affecting the loss of water by 
 evaporation. 
 
 ' ' 23. The determination of the elements of plant nutrition lost from the soil by leach- 
 ing and of those it retains. 
 
 " 24. Investigations in relation to the comparative temperature of the soil and air by 
 day and by night. 
 
 " 25. The establishment of true meridian lines to regulate the practice of surveying. 
 
 "26. The comparative study of the milk of different breeds of cows. 
 
 * ' 27. Accurate investigations of the comparative nutritive and feeding value of northern, 
 southern, and western varieties of Indian corn. ' ' 
 
 In further illustration of the work achieved in this direction, as well as in that of prac- 
 tical training, the following testimony is given: 
 
 Dr. James R. Nichols, editor of the Journal of Chemistry, chairman of the exam- 
 ining committee for 1878, says: ' ' A prominent aim was to ascertain if the young men were 
 really qualified to go upon a farm and conduct its operations in an intelligent and prac- 
 tical manner." 
 
 After a recapitulation of the range of knowledge required and information possessed 
 by the students, Dr. Nichols says: Upon these points and many others the young men 
 were examined sufficiently in detail to bring out what they really knew; and it is grati- 
 fying to report that the answers showed marked proficiency in these departments of 
 study." 
 
 In 1870, Professor Agassiz, acting as chairman of the examining committee, reported 
 that the "theory of scientific agriculture is thoroughly taught, and the application of 
 such knowledge is made on the farm, * * * and all students are compelled to work 
 at the details of husbandry; so that manual labor becomes a valuable adjunct to mental 
 application." 
 
 In 1873, Professor Agassiz declared, in reference to one of the papers referred to in the 
 foregoing schedule: " Let me say to those who have not thought that the Agricultural 
 College was doing anything worth its expense, that the production of this one paper has 
 amply paid for every dollar which the State has thus far bestowed upon the institution. ' ' 
 
 MASSACHUSETTS INSTITUTE OF TECHNOLOGY, BOSTON. 
 
 [Statement from the latest catalogue and reports received at this office.] 
 OBJECTS. 
 
 This institution was organized under State charter in 1861 as an " institution devoted 
 to the practical arts and sciences, having the triple organization of a society of arts, a 
 museum or conservatory of arts, and a school of industrial science and art, ' ' and as a means 
 of aiding "the advancement, development, and practical application of science in con- 
 nection with arts, agriculture, manufactures, and commerce." The Congressional land 
 grant for the State of Massachusetts and in aid of a college of agriculture and the me- 
 chanic arts was divided between the Agricultural College at Amherst and the Institute 
 of Technology, the latter institution receiving one-third. 
 
 ENDOWMENTS AND FUNDS. 
 
 The endowment was obtained from the gifts of individuals and from the grant by the 
 State of one-third of the land-grant fund. The latter amounted to $120, 000 and the 
 private donations were about $515.000. Of this latter sum $316,000 were invested in 
 real estate, $54,000 in permanent property, and $145,000 are still regarded as productive 
 funds, which, with the national endowment of $120,000 and a small additional sum, 
 makes up $267,000 of permanent funds. The annual income and expenditure are each 
 about $60,000, two-thirds of which is paid for salaries. 
 
 THE FACULTY. 
 
 The faculty of the institute has 40 members, divided as follows: President, professor 
 emeritus of physics and geology; professors of mathematics (2), civil and topograph- 
 ical engineering, mechanical engineering, mining engineering, metallurgy and industrial 
 chemistry, general chemistry, analytical and organic chemistry, physics, theoretical and 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 143 
 
 applied mechanics, architecture, geology and geography, zoology and palaeontology, 
 modern languages, and English history; assistant professors of architecture, architectural 
 design, and modern languages; instructors in practical design, mechanical and free-hand 
 drawing, physics, geology and mineralogy, military tactics, and civil engineering, with 
 two others in the school of mechanic arts; and assistants in mechanical engineering, 
 quantitative analysis (2), physics, general chemistry and qualitative analysis (3), chem- 
 istry and biology, drawing, and applied mechanics. There are also four instructors and 
 assistants in the shops. 
 
 STUDENTS AND GEADUATES. 
 
 The number of students for 1880-' 81 is given as follows: 
 
 Graduate students 15 
 
 Regular students: 
 
 Fourth year 24 
 
 Third year 20 
 
 Second year 33 
 
 First year 87 
 
 Special students 138 
 
 In school of mechanic arts 39 
 
 In Lowell School of Practical Design __ 49 
 
 Deducting 15 (twice named) the total is i . 390 
 
 The number of graduates previous to 1880 was 244, whose occupations are approxi- 
 mately stated as follows: Civil engineers, 45; teachers, instructors, &c., 26; chemists, 22; 
 draughtsmen, 16; manufacturers, 13; in business, 13; superintendents of mills, &c., 11; 
 mining engineers, 10; mechanical engineers, 8; deceased, 14; miscellaneous employ- 
 ments, 51; not reported, 12. There were 8 graduates in 1880 and 28 in 1881. 
 
 Tuition is charged as follows: The institute proper, $200; school of mechanic arts, 
 150; average expense per scholar, $254.22. There are ten free scholarships: five in the 
 advanced or graduate course, three undergraduate, and two in the school of mechanic 
 arts. On the 1st of February, 1881, there were 35 young women in attendance, of 
 whom 14 were in the scientific department and 21 in the Lowell school of practical design. 
 
 THE COURSE OF INSTRUCTION. 
 
 Five of the regular courses open to students are purely professional in character and 
 are designed to train for active careers therein. These courses are: 1, civil and topo- 
 graphical engineering; 2, mechanical engineering; 3, mining engineering, or mining and 
 geology; 4, building and architecture; 5, chemistry. 
 
 THE STUDIES OF THE PROFESSIONAL COURSES. 
 
 The studies of the first year are common to all the courses, and embrace the following 
 subjects: Algebra, geometry, plane and spherical trigonometry, chemistry, qualitative 
 analysis, laboratory work, rhetoric, English composition, English history and literature, 
 French, drawing, military drill. 
 
 COURSE IN CIVIL ENGINEERING. 
 
 The studies of this course are: 
 
 Second year. Surveying, leveling, field practice, plotting from notes, topography, an- 
 alytic and descriptive geometry, differential calculus, physics, descriptive astronomy, 
 physical geography, English history and literature, German. 
 
 Third year. Roads and railroads, engineering drawing, integral calculus, statics, gen- 
 eral hydraulics, rivers and harbors, locks, dams, and canals, field practice, strength of 
 materials, cinematics and dynamics, physics, lectures and laboratory work, constitu- 
 tional history, political economy, German. 
 
 Fourth year. Framed structures, water supply, sewerage of cities and towns, drainage 
 and irrigation, details of construction, study of actual works, specifications and contracts, 
 theory of elasticity, dynamics, strength of materials, building materials, metallurgy, 
 history of engineering, thesis work. 
 
 COURSE IN MECHANICAL ENGINEERING. 
 
 Second year. Setting of machines, transmission and production of power, cinematics 
 of machines, machine drawing, analytic and descriptive geometry, differential calculus. 
 
14:4 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 physics, descriptive astronomy, physical geography, English history and literature, Ger- 
 man, pattern and foundry work (shop work), carpentry. 
 
 Third year. Combustion of fuel, steam generators and steam engines, machine draw- 
 ing, machine design, elements of thermodynamics, steam engineering laboratory, inte- 
 gral calculus, general statics, strength of materials, blacksmithing (shopwork), physics, 
 lectures and laboratory work, constitutional history, political economy, German, cine- 
 matics and dynamics, chipping and filing (shopwork). 
 
 Fourth year. Machine design, measurement and regulation of power, machine draw- 
 ing, thermodynamics of steam and other heat engines, pumping engines, hydraulic mo- 
 tors, machines and regulators, abstracts from memoirs, steam engineering laboratory, 
 strength of materials, hydraulics, metallurgy, theory of elasticity, dynamics, building 
 materials, blacksmithing (shopwork), engine lathe work (shopwork), thesis work. 
 
 COUESE A IN MINING (ENGINEERING). 
 
 Second year. Blowpipe analysis, crystallography, and determinative mineralogy, qual- 
 itative and quantitative chemical analysis, lectures and laboratory work, use of survey 
 instruments, surveying, field practice, drawing, analytic geometry, differential calculus, 
 physics, physical geography, English history and literature, German. 
 
 Third year. Quantitative chemical analysis, mining engineering, sinking, timbering, 
 hoisting, pumping, ventilating, etc., integral calculus, general statics, strength of ma- 
 terials, cinematics and dynamics, physics, lectures and laboratory work, assaying, struct- 
 ural, chemical and historical geology, constitutional history, political economy, Ger- 
 man. 
 
 Fourth year. Quantitative chemical analysis, mining labora-cory (work upon gold, sil- 
 ver, copper, and lead ores in quantity), metallurgy lectures, ore dressing lectures, drawing, 
 strength of materials, building materials, dynamics, welding and tempering, memoirs, 
 thesis. 
 
 COURSE B IN MINING (GEOLOGY AND MINING). 
 
 Second year. Blowpipe analysis, crystallography, and determinative mineralogy, quan- 
 titative chemical analysis, use of surveying instruments, surveying, field practice, draw- 
 ing, physical geography, zoology, palaeontology, botany, physics, German. 
 
 Third year. Mining engineering, sinking, timbering, hoisting, pumping, ventila- 
 tion, etc., quantitative chemical analysis, assaying, industrial chemistry, zoology, pa- 
 laeontology, physics (lectures and laboratory work), structural, chemical and historical 
 geology, constitutional history, political economy, German. 
 
 Fourth year. Quantitative'chemical analysis, mining laboratory (work upon gold, sil- 
 ver, copper, and lead ores in quantity), metallurgy lectures, ore dressing, drawing, ap- 
 plied physics, building materials, welding and tempering (shopwork), memoirs, thesis 
 work. 
 
 COURSE IN ARCHITECTURE. 
 
 Second year. Greek, Roman, and medieval architectural history, the orders and their 
 applications, drawing, tracing and sketching, analytic geometry, differential calculus, 
 physics, descriptive geometry, descriptive astronomy, botany, physical geography, Eng- 
 lish history and literature, German. 
 
 Third year. Theory of decoration; color, form and proportions; conventionalization, 
 symbolism, modern architectural history, the decorative arts, stained glass, fresco paint- 
 ing, tiles, terra cotta, etc., original designs, sketching, specifications, integral calculus, 
 general statics, strength of materials, cinematics and dynamics, bridges and roofs (de- 
 scriptive), stereotoniy, structural geology, physics, lectures and laboratory work, consti- 
 tutional history, political economy, German. 
 
 Fourth year. The history of ornament, the theory of architecture, style and compo- 
 sition, drawing, original design, sketching, specifications, strength of materials, building 
 materials, stability of structures, flow of gases, carpentry (shopwork), thesis work. 
 
 COURSE A IN CHEMISTRY. 
 
 Second year. Qualitative analysis, quantitative analysis (lectures and laboratory 
 work), blowpipe analysis, crystallography, and determinative mineralogy, chemical phi- 
 losophy, analytic geometry, differential calculus, physics, English history and literature, 
 German. 
 
 Third year. Quantitative a analysis, special methods and laboratory work, industrial 
 chemistry, lectures, work with the microscope, assaying, physics (lectures and laboratory 
 work), physical geography, drawing, constitutional history, political economy, German. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 145 
 
 Fourth year. Organic chemistry, lectures and laboratory work, metallurgy, lectures, 
 abstracts of memoirs, applied physics, optional studies. 
 
 Studies for the second term, including thesis work, will be specially assigned to each 
 student. 
 
 COURSES B AND C IN CHEMISTRY. 
 
 Second year. Qualitative analysis, quantitative analysis (lectures and laboratory- 
 work), blowpipe analysis, crystallography, and determinative mineralogy, chemical phi- 
 losophy, botany, physical geography, physics, descriptive astronomy, English history 
 and literature, German. 
 
 Third year. Quantitative analysis (laboratory work and special methods), industrial 
 chenrstry lectures, biology, assaying, physics, lectures and laboratory work, structural, 
 chemical and historical geology, drawing, constitutional history, political economy, 
 German. 
 
 Fourth year. Course B: Organic chemistry (lectures), chemistry (laboratory work), 
 metallurgy (laboratory work), abstracts of memoirs, applied physics, optional studies. 
 Course C: Organic chemistry (lectures), chemistry (laboratory work), industrial chemistry 
 (laboratory work), metallurgy (lectures), abstracts of memoirs, applied physics, optional 
 studies. 
 
 Studies for the second term, including thesis work, will be specially assigned to each 
 student. 
 
 THE STUDIES OF THE NON-PROFESSIONAL COURSES. 
 
 The course in metallurgy is similar to that in chemistry, but has more particular ref- 
 erence to the production and working of the metals. The course in natural history affords 
 an appropriate general training for those whose ulterior object is the special pursuit of 
 geology, mineralogy, botany, zoology, pharmacy, or rural economy. It is specially suit- 
 able for those who intend subsequently to enter upon the medical profession. 
 
 The course in physics is based on the mathematical and physical sciences, and offers a 
 suitable preparation for persons desirous of fitting themselves to teach physical science, 
 as well as for those desiring to enter upon the pursuit of the various practical applica- 
 tions of physics, as making physical tests of materials. 
 
 In view of the rapidly increasing development of the various branches of electrical en- 
 gineering, and the consequent demand for persons conversant with the theory and applica- 
 tions of electricity, a course of instruction has j ust been established bearing more directly 
 upon this subject than any of those which have hitherto been offered. It constitutes an 
 alternative course in physics differing from the one previously existing chiefly in the con- 
 tinued study of electricity, instead of a pursuit of other branches of physics, and in the 
 introduction of a considerable amount of practice in the laboratory of mechanical engi- 
 neering and the workshops, in place of chemical analysis. A knowledge of the theory of 
 electricity will be given sufficiently extensive to prepare for ordinary electrical work and 
 advanced study. Instruction in the various methods of electrical testing, and special 
 instruction regarding land and submarine telegraphy, the telephone, electric lighting, 
 the electrical transmission of power, and acoustics as involved in telephony will be given. 
 
 Certain general courses have been established for such as may not intend to adopt a 
 distinctly scientific profession and yet desire to obtain an education through studies of a pre- 
 dominantly scientific character. Each of these courses contains a solid body of scientific 
 study and of scientific field or laboratory work. In the first, physics, with the requisite 
 mathematics, predominates among the scientific studies; in the second, chemistry, with 
 the closely related sciences of botany and physiology; in the third, geology, with bot- 
 any and zoology, forming a thorough course in biology, with field work and laboratory 
 practice, especially with the microscope. 
 
 All the regular courses of the institute, whether professional or general, extend through 
 four years, and for proficiency in any one of them the degree of s. B., bachelor of science, 
 is conferred. 
 
 Advanced courses of study may be pursued, and the granting of the degree of doctor 
 of science has been authorized by a vote of the corporation. 
 
 INDUSTRIAL INSTRUCTION. 
 INSTRUCTION OF WOMEN. 
 
 The Lowell School of Practical Design, described further on, though open free to both 
 sexes, seems to be adapted more directly to the female students, so that a maj ority in attend- 
 ance are young women. They have also become members of various other classes, and 
 largely availed themselves of the opportunities for technical education. Special laboratories 
 have been provided for their instruction in chemical analysis, industrial chemistry, rnin- 
 S. Ex. 25 10 
 
146 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 eralogy, and biology. This instruction is arranged for those who by reason of other en- 
 gagements can spend only a few hours a week in these exercises as well as for such as 
 can devote their whole time to the work. Other instruction is given so far as suitable 
 arrangements can be made. 
 
 SCHOOL OF MECHANIC ARTS. 
 
 The School of Mechanic Arts is designed for industrial education as distinguished from 
 that given professional engineers and chemists. It embraces manual and technical in- 
 struction in the shop as well as an opportunity to continue elementary literary and sci- 
 entific studies. It is designed for students who have completed the ordinary grammar 
 school course. Students continue their elementary literary and scientific studies while 
 receiving instruction in the use of tools and machines. The plan of shop work adopted 
 is the same as that of the Imperial Technical School at Moscow, Russia. The studies are, 
 in addition to shop work: 
 
 For the first year, algebra to equations of the second degree, plane geometry, mechani- 
 cal drawing, and English composition. 
 
 For the second year, algebra, physics, mechanical drawing, and English composition. 
 
 The shop courses of the school are as follows: for the first year, carpentry and joinery, 
 wood- turning, pattern-making, foundery work; and for the second year iron-forging, 
 vise work, and machine tool work. 
 
 Two years cover the full course. It begins with simple lessons in carpentry and grad- 
 ually goes on to more difficult exercises requiring accuracy and judgment. Beginning 
 with the chalk-line and a piece of rough board, the pupil proceeds with sawing, planing, 
 squaring, jointing, mitering, nailing, boring,dove-tailing, mortising, and framing, receiving 
 intermediate lessons in the design, structure, and care of tools. * * Wood-turning 
 
 and pattern-making come next to round out his instruction in the working of wood. The 
 use of the pattern is illustrated by a series of lessons in moulding, core-making, and casting. 
 In the second year of the course the pupils enter the blacksmith's shop, where they are 
 first taught how to build and manage the fire; next how to heat and how to strike the iron; 
 then, consequently, how to bend, draw out, upset, shape, weld, punch, bore, and rivet; 
 how to heat, weld, and temper steel, how to case-harden iron. The articles made for 
 illustration are required to be of the precise forms and dimensions given in drawings, 
 and made with the fewest possible heatings. The aim is to teach the pupil to accom- 
 plish what is wanted with the fewest blows and the least waste of material. In forty- 
 five lessons of three hours each the pupil has practice in operations of every kind that a 
 blacksmith is called upon to perform, and he is enabled to do work that would not be 
 discreditable to the practical .journeyman. The material used is of inconsiderable cost, 
 and the articles made are of interest to the worker to call to mind just how the work 
 was done in each case. If he used due diligence he is justly proud of his work and is 
 allowed to keep it. After a short course in chipping and filing cast-iron, wrought-iron, 
 and steel, the pupil finishes his course with a series of exercises in lathe and plane work. 
 It is desirable to extend the course and include some other branches, such as soldering, 
 brazing, plumbing, painting, varnishing, &c. To all these arts, and many more, the 
 method of instruction may be adapted, keeping constantly in view the main purposes, 
 elementary instruction, moderate expense for tools, and very little expense in the cost 
 of material consumed. 
 
 FREE TECHNICAL INSTRUCTION. 
 
 The trustee of the Lowell Institute has established, under the supervision of the 
 Institute of Technology, courses of instruction, generally in the evening, open to students 
 of either sex free of charge. These courses are more or less varied from year to year by 
 the omission or interchange of particular subjects, but include in their entire scope in- 
 struction in mathematics, physics, drawing, chemistry, geology, natural history, phys- 
 iology, English, French, German, history, navigation and nautical astronomy, architect- 
 ure, and engineering. They have also made provision for a course of free instruction in 
 practical design for manufactures, open to a limited number of pupils of either sex. 
 Students are received at the beginning of the school year in September, to whom is 
 taugnt the art of making patterns for prints, delaines, silks, paper-hangings, carpets, 
 oilcloths, &c. The course embraces original design or composition of patterns, sec- 
 ondary design or variation of patterns, the making of working drawings, and technical 
 manipulations. This school is doing excellent work, and is especially availed of by 
 young women. It is under the personal direction of Mr. Charles Kastner, formerly of 
 the Atelier Le Bert, Paris, and for fourteen years designer at the Pacific Mills, Lawrence, 
 Mass. The school is provided with pattern looms. 
 
 The Massachusetts Charitable Mechanics' Association has founded two free scholar- 
 ships in the School of Mechanic Arts, for sons of past or present members of the asso- 
 ciation. The Public Library of Boston is placed at the full use of professors and 
 students. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 147 
 
 APPLIANCES AND APPARATUS. 
 
 The institute is amply provided for its work. Laboratories, \vell fitted and fully 
 equipped, are devoted to chemical studies, mineralogy, metallurgy, and to industrial 
 chemistry. In the new buildings there is a properly arranged laboratory for the women 
 students, with balance and reception rooms. The industrial chemical laboratory and 
 the microscopic and spectroscopic laboratory are in the same building; also the organic 
 chemical laboratory. 
 
 In physics the institute is provided with ample apparatus and the Rogers Laboratory 
 for advanced students. There are also laboratories of steam engineering, of mining and 
 metallurgy, of biology, and the museum of architecture; also the observatory. The last 
 named is used to great advantage in connection with instruction in geodesy and is a means 
 of studying practical astronomy. The laboratory of steam engineering provides practice 
 in testing, adjusting, and managing steam machinery and apparatus. The appliances in 
 connection with mining and metallurgy include a five-stamp battery complete, Blake 
 crusher, automatic machine jigs, a spitzkasten, also engine pulverizer, a Root and a 
 Sturtevaut blower, with blast, reverberatory, wasting, cupeliation, and fusion furnaces, 
 and all other necessary machinery for reducing and smelting ores. There is a large col- 
 lection of models. The architectural museum contains several thousand models, casts, 
 photographs, prints, and drawings. The museum of line arts, whose collection is close 
 by, i.3 open to students. The biological laboratory has a full outfit of microscopes and 
 accessory apparatus. 
 
 The shops for handwork, recently fitted up, are quite large and well arranged. They 
 include a vise-shop, forge-shop, machine, tool, or lathe shop, foundery, rooms ibr pattern 
 making, weaving, and other industrial instruction. The vise-shop contains four heavy 
 benches, with 32 vises attached. This gives a capacity for teaching 128 students the 
 course every ten weeks, or G40 students in a year of 50 weeks. The forge-shop has eight 
 forges. The foundry has 16 moulding benches, an oven for core baking, and a blast 
 furnace of one-half ton capacity. The pattern weaving room is provided with five 
 looms, one of them a twenty-harness and four-shuttle loom, and another an improved 
 Jacquard pattern loom. 
 
 SCHOOL OF MECHANIC ARTS. 
 
 The attention which has been directed to fnanual training schools makes it desirable to 
 present a further and more extended account of what is being done in this direction in 
 the Massachusetts Institute of Technology. The following extracts, taken from the Forty- 
 fifth Annual Report of the Massachusetts Board of Education, were written by Prof. John 
 D. llunkle. 
 
 This school was founded by a vote of the corporation of the institute dated August 
 17, 1876. Since October 1, 1878, it has been in charge of a committee of the faculty, Prof. 
 John M. Ord way, chairman, upon whom has devolved the main direction of the school. 
 While adhering to the spirit and method of instruction, the aim has been to make the 
 work in all departments as practical as possible, by selecting useful forms, if equally 
 good, to teach the particular manipulation. The accompanying pages of cuts showing 
 series of samples used in the shops are given as a general illustration, and not as the 
 only, or even necessarily the best, series, for teaching the manipulations in each case. 
 Every qualified teacher will naturally design his own course, and will also modify it from 
 time to time as experience suggests. There is obviously the same freedom here as in the 
 teaching of other subjects. 
 
 The mechanic art courses are as follows: Inwood: (1) carpentry and joinery; (2) wood- 
 turning; (3) pattern-making. In iron: (1) vise-work; (2) forging; (3) foundry-work; 
 (4) machine-tool work. 
 
 While these shops are used for the practical instruction of our students in mechanical 
 engineering, and for such other professional students of the institute as desire it, they 
 a,re most largely used by students in the school of mechanic arts. This school, in which 
 special prominence is given to manual education, has been established for those who wish 
 to enter upon industrial pursuits rather than to become scientific engineers. It is de- 
 signed to afford such students as have completed the ordinary grammar-school course 
 an opportunity to continue the elementary, scientific, and literary studies, together with 
 mechanical and free-hand drawing, while receiving theoretical and practical instruction 
 in these various arts, including the nature and economic value of the materials with 
 which they deal. Nine hours per week three lessons of three hours each of the stu- 
 dents' time are devoted to shop work, and the balance to drawing and other studies, 
 only one shop course, except in the case of special shop students, being carried on at a 
 time. 
 
 It may be well now briefly to indicate the steps necessary to be taken in fitting up a 
 shop and in working out the course of study. 
 
148 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 
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INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 149 
 
150 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The shop. 1. Settle upon the tools and appliances to be used during the course. 2. 
 Decide how many students can be taught in a section. 3. Design the fitting up of the 
 shop, giving each student the proper space and facilities, and so arrange that each stu- 
 
 co 
 
 dent in each section can lock up and control his own tools and instruments, Avliich are 
 not to be used in common. 
 
 The course of study. 1. Design a series of progressive lessons, especially adapted to teach 
 the use of the set of tools and appliances pertaining to each course. 2. Let the master 
 work each lesson or sample, that he may settle clearly in his own mind the best method of 
 solution, with a statement of the reasons therefor. 3. A system of inspection upon which 
 the quality of the work can be based and each student given his proper percentage, and 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 151 
 
 which shall also be the means of educating the judgment of the student, that it may keep 
 pace with his skill of hand to execute. 
 
 We find, then, that in this practical part of the problem there are three distinct edu- 
 cational steps. First, the best method of solution; second, skill of hand to execute the 
 work; third, the capacity to judge of the quality of the work. 
 
 The theoretical studies are arithmetic, algebra, geometry, English, physics, and draw- 
 ing. The shops are arranged for teaching sixteen in a section, except that for forging, 
 which contains only eight forges, on account of the smallness of the room. The defi- 
 ciency has been remedied as far as possible by enlarging the foundry and using portable 
 forges. 
 
 All our shops are entirely to small for the work we are endeavoring to do in them, and 
 the present temporary building must soon be replaced by a larger and better adapted 
 one if the purposes of the school are ever fully realized. 
 
 The carpentry, joinery, wood turning, and pattern shop. This shop is 50 by 20 feet, one 
 end containing the carpentry and joinery benches and the other the wood turning lathes 
 shown in the cut. The lathes are placed four on each side of two benches, and under each 
 lathe are four drawers to hold the tools of the four sections. The carpentry and joinery 
 benches at the other end of the room are similarly arranged. In the middle of the room 
 the cut shows the saws for cutting up the lumber to the dimensions needed in the courses 
 of instruction. 
 
 FIG. 4. 
 
 The first instruction in carpentry and joinery is the use of the saw and plane in work- 
 ing wood to given dimensions, and then a series of elements follow in order (Fig. 3): 
 No. 1, a square joint; 2, a mitre joint; 3, a dovetail joint; 4, a blind dovetail; 5, a mitre 
 dovetail; 6, a common tenon; 7, a key tenon; 8, a tusk tenon; 9, a brace tenon; 10, a 
 pair of rafters with collar-beam; 11, a truss tenon; 12, a drawer; 13, a panel. In addi- 
 tion to the above, each student makes a small frame, to apply several of the elements of 
 the previous lessons. A sample is given in Fig. 4. 
 
 The instruction in turning (Fig. 5) and circular section pattern making is given in 
 the following series of models: Nos. 1, 2, and 3 represent a series of manipulations in 
 simple turning; 4, 5, and 12, pulleys; 9, a globe valve; 6, 7, 8, 10, 11, 13, and 14, patterns 
 for various forms of pipes. Corresponding core patterns form part of the course. Bench 
 patterns and bench and lathe combined are not included for want of space. 
 
 The instruction in this shop is given by Mr. George Smith, assisted by Mr. Z. Nason. 
 
 The foundery. The cut representing the foundery shows a part of the sixteen mould- 
 ing benches, combined Avith troughs for holding the sand, with the cupola furnace at the 
 other end of the room. Over the furnace is seen the Sturtevant fan, which exhausts the 
 heat and dust from the blacksmith's shop beyond. The furnace connects with a flue, 
 which passes out of the shop, thence underground, into a chimney in the rear end of the 
 main institute building. The blast for the furnace is taken from the pipe shown over 
 the door, in the rear right hand corner of the room. An average charge of the furnace 
 is about 500 pounds. 
 
 Foundery course. Nos. 1, 2, 3, 4, and 5 are pieces used in the course of filing and 
 chipping; 6 and 7, curved castings; 8, a sheave; 9, a pulley; 10, a pulley; 11, an eccen- 
 tric; 12, a clutch; 13, 14, 15, 16, 17, 18, and 21, parts of a loom; 19 and 20, cog wheels; 
 22, a rack ; 23, a shield. 
 
 The forging shop. This shop is fitted with eight forges. The Sturtevant pressure 
 blower, which furnishes the blast for the forges, is placed in the engine room. The hoods 
 over the forges are connected with a 16-inch pipe, which runs longitudinally near the 
 ceiling of the shop and enters a No. 4 Sturtevant exhaust blower in the foundery. This 
 exhaust blower removes all smoke and dust and much of the heat. This shop was 
 planned and fitted by Mr. B. F. Sturtevant, of Boston, at his own expense. The school 
 is also indebted to him for other valuable assistance. 
 
152 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 153 
 
154 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
INDUSTKIAL EDUCATION IN THE UNITED STATES. 155 
 
156 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Tlie machine tool shop. This shop contains sixteen engine lathes of 4p bed, four speed 
 lathes, and a Brainard milling machine. The engine lathes were made for the school by 
 the Putnam Machine Company, of Fitchburg, Mass. , from new designs, and furnished at 
 a greatly reduced cost, and have proved in all respects first class tools. Under each lathe 
 is a chest of drawers to hold the tools belonging to the student using it. A bench under 
 the window holds the requisite number of vises. The shop needs a variety of additional 
 tools, which are not furnished for want of room. 
 
 The chipping, filing, and fitting shop. This shop contains benches with sixteen vises 
 and other needful appliances, with a planer, grindstone, &c. , for which there is no room 
 in the machine tool shop. The instruction in forging, vise work, and machine tool work 
 is in charge of Mr. Thomas Foley, a thorough and skillful mechanic, who has served his 
 seven years' apprenticeship, and has had, besides, a long and varied experience in his 
 profession. He has a clear comprehension of the problem of mechanic art education, 
 and has during the past five years shown equal capacity as a teacher. He recognizes 
 that the student should acquire something besides simple manual training in this depart- 
 ment of education. A want of method, a want of appreciation of the ends to be gained 
 on the part of the teacher, are both fatal to the best results. Mr. A. \V. Sanborn, a 
 graduate of the school, is Mr. Foley's assistant. 
 
 A report from Mr. Foley accompanies Professor Runkle's paper. From it the follow- 
 ing statements are taken: 
 
 ' ' The system of apprenticeship of the present day, as a general rule, amounts to very 
 little for the apprentice, considering the length of time he must devote to the learning of 
 his trade. He is kept upon such work as will profit his employer, who thus protects 
 himself. If the apprentice should be thoroughly taught all branches in the shortest 
 time, he would be likely to leave as soon as he could do better, letting his employer 
 suffer the loss of time devoted to his instruction. 
 
 11 Now, it appears like throwing away two or three years of one's life to attain a knowl- 
 edge of any business that can be acquired in the short space of twelve or thirteen days 
 by a proper course of instruction. The dexterity that comes from practice can be reached 
 as quickly after the twelve days' instruction as after the two or more years spent, as an 
 apprentice, under the adverse circumstances spoken of above. The plan here is to 1 give 
 to the student the fundamental principles in such lessons as will teach them most clearly, 
 and give practice enough in the shortest time to acquire a knowledge of the different 
 kinds of tools and various ways of using them. For instance, if a man can make a small 
 article in iron, steel, or any other material perfectly by such methods, he can make 
 it of larger proportions with the additional time and help required for such an under- 
 dertaking. The same in degrees of heat required for fusing or welding metals: if he can 
 do it well in a lesser degree, he can certainly do so in a greater, with the additional 
 facilities. 
 
 "After nearly five years' experience in the workshops in my charge, with the valuable 
 suggestions of the professors so much interested in the success of the school, we find the 
 best results in the time allowed accomplished by the method now in use in the institute 
 workshops, viz, three lessons per week of three hours each. 
 
 "The time is just sufficient to create a vigorous interest without tiring; it also leaves 
 a more lasting impression than by taxing the physical powers for a longer period. We 
 have tried four hours a day, and find that a larger amount of work and of better quality 
 can be produced in the three-hour lessons. 
 
 "In order to give each student the proper credit and to show him the most important 
 points in each piece, the following method has been adopted for inspection. Take case 
 of bending, the points to be noted by the student are rated as follows: 
 
 Dimensions 25 
 
 Form 70 
 
 Finish i 5 
 
 100 
 
 "The most important point in this lesson is the form, the next the dimensions, and 
 the last the finish. Through all the iron working and other metals in each shop the same 
 method is earned out. Every piece is made to certain dimensions laid down upon the 
 drawing. The object of working to dimensions is to establish the necessity of correctness 
 in measurement, and is followed throughout the course as a very essential point. The 
 most of the exercises convey the idea of the necessity of straight lines in drawing or 
 lengthening iron and graceful curves in bending." 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 157 
 
158 INDUSTRIAL EDUCATION' IN THE UNITED STATES. 
 
 MICHIGAN. 
 STATE AGRICULTURAL COLLEGE. . 
 
 The constitution of Michigan, adopted in 1850, directed the legislature to encourage 
 agricultural improvement and to provide for the establishment of an agricultural school. 
 In obedience to this direction, the legislature in 1855 authorized officers of the State 
 Agricultural Society to select, subject to the approval of the State board of education, a 
 site near Lansing for the school, and to purchase for it not less than live hundred, nor 
 more than a thousand, acres of land. It appropriated twenty-two sections of salt 
 spring lands, or the money arising from their sale, for the purchase of land, erection of 
 buildings, and the payment of necessary expenses. Few months passed before a site three 
 miles from Lansing was selected and the erection of buildings commenced. In May, 
 1857, the college went into operation. It then had a faculty of six and sixty-one stu- 
 dents. Daring the first 3 r ears of its existence the institution underwent severe trials. 
 The buildings had been poorly constructed and needed expensive repairs. The price of 
 building and furnishing materials was unexpectedly high. Efficient agricultural in- 
 struction could not be afforded. The question whether the institution should continue 
 to afford a general education or be so modified as to give professional training alone was 
 earnestly debated until in 1859 the advocates of the latter idea were victorious. The 
 course of instruction was cut down from four years to two. The professors resigned and 
 discontent prevailed. 
 
 In 1861 a State board of agriculture was created for the management of the State Agri- 
 cultural College. The board consists of six appointed members, and the governor of 
 the State and the president of the college members ex officio. The appointed members re- 
 ceive their appointment from the governor of the State and are confirmed by the senate. 
 One-half of them must be practical farmers. Their term of service is six years, two 
 going out of office every second spring. 
 
 The course of study is four years in length, and embraces agriculture in all its de- 
 partments, the sciences on which agriculture depends, and the elements of a general edu- 
 cation such as citizens of the State ought to possess. Foreign languages are not taught. 
 
 ENDOWMENT AND FUNDS. 
 
 The endowment of the college arises from the sale of lands donated to the State for 
 that purpose by the United States. The total number of acres of land given to the State 
 was 235,673.37 acres. The number of acres sold up to September 30, 188:2, was 100,- 
 203.50. The number of acres remaining unsold, and held for sale at $5, was 135,469.87. 
 
 The fund from the sale of these lands is held by the State as a trust fund for the in- 
 stitution, and the State pays 7 per cent, interest on it, quarterly, into the treasury of the 
 college. The State also collects 7 per cent, interest on the amount due from purchasers, 
 and pays that also quarterly into the college treasury. 
 
 The legislature each biennial session makes such appropriations for buildings, improve- 
 ments, and current expenses as it sees best. The appropriations for 1881 and 1882 
 amounted to $67,164. 
 
 The grounds and buildings are valued (October 1, 1882) at $240,928. The inventory 
 of all the property, not including lands for sale and the endowment funds, is (September 
 30, 1882) $338,471.55, being an increase in two years of $64,091.49. The annual current 
 expenses amount to $29,000. The annual expense of teaching staff is about $21,000. 
 
 FACULTY. 
 
 The faculty as laid down for 1883 is composed of professors of mental philosophy and 
 logic, chemistry, zoology and entomology, botany, horticulture, mathematics and civil 
 engineering, practical agriculture, and English language and literature, history and po- 
 litical economy, a librarian, assistants in chemistry, in mathematics, in agricultural ex- 
 periments, and in horticultural experiments, a lecturer in veterinary, a florist, a steward, 
 the foreman of the farm and of the horticultural department, an instructor in military 
 science and tactics, and the secretary of the State board of agriculture. The president 
 of the college is professor of mental philosophy and logic. Nearly all of the professors 
 have charge of some auxiliary department of the institution. One is farm superintend- 
 ent, another the superintendent of the horticultural department, another in charge of 
 experiments in sorghum, another of surveys and repairs in iron; others are in charge of 
 museums and the laboratories. 
 
 Additional work is performed by the professors and their coadjutors in conducting 
 farmers' institutes, six each winter, in different parts of the State, at which topics relating 
 to agriculture, domestic economy, and social life are discussed. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 159 
 
 STUDENTS AND THEIR EXPENSES. 
 
 The number of students in attendance in 1881-' 82 was 216. Of these 2 were resident 
 graduates, 29 seniors, 31 juniors, 56 sophomores, 81 freshmen, and 17 special students. 
 Less than 5 per cent, of the students were women. 
 
 Matriculation, incidental, laboratory, and graduation fees are charged, but tuition is 
 free. The rent of heated rooms is $3.50 a term for each student. Board is furnished at 
 cost in the college boarding hall, where all students are required to board. The average 
 price of board for the year 1881-'82 was $3.05 a week. 
 
 Students receive remuneration for most of their labor in the quarterly settlement of 
 accounts at a rate depending on their ability and fidelity, the maximum being eight 
 cents an hour. 
 
 GRADUATES. 
 
 The completion of the full college course entitles the student to the degree of bachelor 
 of science. The number of graduates, up to and including 1881, was 244, of whom 230 are 
 living. One hundred and forty-three are engaged in pursuits related to industrial arts. 
 Among these are 96 farmers, 16 instructors or professors of agriculture or allied sciences, 
 7 engineers, 6 horticulturists, 6 machinists and mechanics, 3 fruit culturists, 2 agricult- 
 ural editors, 2 housekeepers, 2 artists, 2 in United States Signal Service, and 1 printer. 
 Of the remainder 24 are business men (mercantile), 24 lawyers or students of law, 17 
 physicians or students of medicine, 14 teachers or general students, 3 ministers or students 
 of theology, 2 editors, 1 a lecturer, and 2 not reported. 
 
 Thus it appears that about 60 per cent, of the graduates are employed in industrial 
 labor. The interest taken by the alumni in each other and in their al ma ma cer is evidenced 
 by the fact that 86 graduates came back to enjoy the reunion of August 16, 1882, though 
 many of them resided in distant States. 
 
 INSTRUCTION. 
 
 The college year is divided into three terms of nearly equal length. A vacation of 
 about three months intervenes between the autumn term and the spring term. This ar- 
 rangement enables students to employ the winter months in teaching and be present at the 
 college during the time of the most important farm labor. Instruction is given daily, Satur- 
 days and Sundays excepted. 
 
 Elementary chemistry is taught by lectures during the first term of the second year, 
 organic chemistry during the second term, each student being employed daily in blow- 
 pipe analysis. The same class studies analytical hemistry three hours a day during the 
 third or summer term. The juniors have lectures during the autumn in agricultural 
 chemistry; during the spring term they study chemical physics; and in the summer term 
 they hear lectures on meteorology. Further instruction is frequently given, the above 
 being a minimum amount. 
 
 The study of botany is commenced in the summer term of the freshmen year and con- 
 tinued into the autumn term of sophomore year. It is resumed senior spring, two or three 
 hours of laboratory practice with the compound microscope being had daily for six weeks. 
 A three months' course of lectures on horticulture is given to the juniors, and a half term 
 each of landscape gardening to the juniors and seniors. Practical instruction is given 
 the juniors in connection with their three hours' daily labor in the horticultural depart- 
 ment of the college during the entire year. 
 
 Entomology, zoology, anatomy, physiology, veterinary science, and geology occupy 
 four terms in the junior and senior years. Students have practice in the management of 
 the apiary and the opportunity of dissecting and other laboratory work for two hours 
 daily for one term, an opportunity of which they generally avail themselves. 
 
 In practical agriculture the subjects of drainage and breeds of cattle occupy one term 
 of the freshmen year. Lectures are given during one term of senior year on stock breed- 
 ing, and the principles of general husbandry and of special systems of husbandry. Many 
 of the scientific principles of agriculture are taught by the professors of chemistry and 
 botany. Students receive practical instruction in agriculture during their hours of daily 
 labor throughout sophomore year. 
 
 The students receive instruction in rhetoric three terms and in history one term in 
 the freshman and sophomore years. Higher rhetoric (conviction and persuasion) occu- 
 pies a term in the junior year, and English literature another. Class readings in Shak- 
 spere and Milton and in masterpieces of senatorial discussion, in voluntary classes, 
 under instruction, are of continual occurrence. Instruction is given to the seniors one 
 term in psychology, one-half term in moral philosophy, one term in logic, with special 
 attention to induction, one term in political economy and political philosophy, and one- 
 half a term in the constitution of the United States. 
 
160 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 APPLIANCES AND APPARATUS. 
 
 The college is located on a farm of 676 acres, in which are included swamp lands, past- 
 ure lands, fields in rotation of crops, orchards, vineyards, an arboretum, fruit, vegetable, 
 and botanical gardens, a wild garden of native and foreign plants growing on rocky soil, 
 and a park of eighty acres. The farm has cattle, sheep, and pigs of various breeds, and 
 buildings for the protection of stock and the storage of form produce. 
 
 The mechanical department has a carpenter's shop and a blacksmith's shop. There is 
 also a museum of mechanical inventions, illustrating most of the industrial arts, espe- 
 cially agriculture, manufactures, architecture, and engineering. It is intended to enlarge 
 this department greatly another year, and to appoint a professor of practical mechanics. 
 
 The botanical department has a laboratory containing the study of the professor of 
 botany, a lecture room, a drying room, a store room, the Cooley herbarium of about 
 20,000 plants, a museum of vegetable products, and about thirty compound micro- 
 scopes. A green-house of seven rooms contains a choice collection of the best ornamental 
 plants and of those used in the arts. The botanic garden, the arboretum, beds of grasses, 
 and the labeling of trees and shrubs in the park furnish further facilities for botanical 
 study. 
 
 The chemical laboratory has a lecture room for 150 students, analytical rooms fitted 
 with evaporating hoods and tables for 68 students, the professor's private laboratory and 
 study, and rooms for researches in higher chemistry. It contains the chemical appa- 
 ratus and stores, apparatus for illustrating chemical physics, and a full set of instruments 
 for meteorological observations. 
 
 The zoological laboratory contains a lecture room for 80 students, rooms for anatom- 
 ical study and histological work, and a private study. 
 
 A general museum contains the usual variety of collections. The library has more 
 than 6,000 bound volumes exclusive of duplicates, and the reading room is supplied 
 with 100 periodicals. 
 
 A VISITOR'S REMARKS. 
 
 The distinctly agricultural character of the college has attracted much attention, ex- 
 cited many comments, and induced many students and promoters of agricultural educa- 
 tion to visit it. Hon. W. H. Ruffner, of Virginia, did so, when inspecting institutions 
 for industrial training, in obedience to the request of the board of visitors of the Vir- 
 ginia Agricultural and Mechanical College. The following paragraphs make up the 
 body of his report: 
 
 ' ' The farm contains 676 acres. This includes the ample grounds about the building, 
 which are used for instruction as well as ornament. The barns are large, well planned, 
 and well stocked with horses, cattle, sheep, and hogs, and are kept astonishingly clean. 
 There are six breeds of horned cattle, four of sheep, and four of hogs. But as hereto- 
 fore intimated, the plan now determined is to breed only one variety and buy samples of 
 others for study. The short horns are the favorite . cattle everywhere. I saw a short- 
 horn heifer at the college for which $1,000 had been paid. The Duchess and Oxford 
 families are preferred, and yet the Rose of Sharon cattle are nighty spoken of. 
 
 " Besides these appliances there are an apiary, a green-house, flower garden, sample 
 grounds for trees, hedge plants, herbs, grasses, and clovers; also gardens of small fruits 
 and orchards; also a botanical laboratory containing lecture room, drying room, herba- 
 rium, and museum of vegetable products. This is close to the gardens and grounds. 
 Besides these are other laboratories and museums and a library and reading room. The 
 buildings of this, as of the colleges generally, are large, handsome, and well furnished. 
 The discipline of the institution is managed "chiefly by the students themselves. 
 
 "The afternoons of five days in the week are devoted to labor by the entire body of 
 students, 232 in number. Dinner at the college boarding-house is at .12. At 12.45 the 
 students report at the tool rooms for orders. Every one who receives an implement is 
 charged with it, and must return it clean and otherwise in good order. The body is di- 
 vided off into squads, each squad under a leader, who may be one of the senior students. 
 At 1 o'clock they go to work, and are kept busy until four. 
 
 " Driving into the grounds through a self-opening gate, I first passed through a gang of 
 students paving the gutters. Next I came to a gang engaged in a very heavy and dis- 
 agreeable job of ditching and under-draining the lawn. Another party was working 
 in the botanical garden. A large party was husking corn, another cleaning off new 
 ground, &c. Generally they were stout, cheerful fellows who were neither afraid nor 
 ashamed of work, and who are said to become much interested in their jobs, and never 
 to complain so long as their bosses will lay hold and work with them. 
 
 " As to compensation for labor,, the principle here is the same as elsewhere, and is the 
 plan likely to prevail namely, to require unpaid labor when strictly under instruction, 
 and for the rest graduated pay, according to the kind of work and the skill and indus- 
 try of the worker. ' ' 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 161 
 
 MINNESOTA. 
 THE STATE UNIVEESITY. 
 
 The University of Minnesota is located in Minneapolis, on the east side of the Mis- 
 sissippi River, about one mile below the Falls of Saint Anthony, on an elevated bluli' 
 overlooking the thriving city and the falls. Its site had been acquired as early as 1857, 
 and a building commenced. Financial disturbances and the effects of the war prevented 
 the opening of the institution, and its practical organization was delayed until the legis- 
 lature of 1868 passed an act to reorganize the University of Minnesota and to establish 
 therein colleges of agriculture and of the mechanic arts. The act stated that the object 
 of the university "shall be to provide the means of acquiring a thorough knowledge of 
 the various branches of literature, science, and the arts, and such branches of learning as 
 are related to agriculture and the mechanic arts, including military tactics and other 
 scientific and classical studies. ' ' A faculty consisting of a president and eight professors 
 was formed in 1869, and the first college class organized in September of that year. A 
 preparatory department had been opened two years before. . The same privileges are ex- 
 tended to women as to men. 
 
 ENDOWMENT AND FUNDS. 
 
 When, in 1849, the Territory of Minnesota was created, two townships of public lands 
 (46,000 acres) were set apart for the endowment of a university. When the Terrritory 
 became a State in 1857 two more townships were added, and the grant of 1862 (120,000 
 acres) was retained for the university. Thus it had 212,000 acres at its disposal. That 
 which has been disposed of has sold at good rates. The price obtained for the earlier 
 sales of agricultural college land was $5.62 an acre. The regents of the university have 
 no control of the lands. They are in charge of the State land commissioner, who is also 
 State auditor. He is required by the law to manage them as he does the State school 
 lands. The annual income from them is received by the regents from the State treasury. 
 
 The financial condition of the university in 1881 was: 
 
 Value of grounds, buildings and apparatus $220, 000 
 
 Amount of productive funds 575,000 
 
 Income from productive funds 35,000 
 
 Receipts from the last year's State appropriation 23, 000 
 
 FACULTY. 
 
 The officers of instruction in 1881-' 82 were the president, who is instructor in politi- 
 cal science, and professors of mathematics and astronomy, chemistry, geology, mineralogy 
 and biology, English language and literature, German language and literature, French 
 language and literature, Greek language and literature, mental and moral philosophy 
 and history, rhetoric and elocution, public health, military science, engineering, and 
 theory and practice of agriculture; assistant professors of Greek and mathematics, and 
 of Latin, and instructors in English and German, vocal music, practical horticulture, 
 field work and drawing, and shopwork, and physics. 
 
 Student? in 1881-'82. 
 
 College or department. 
 
 
 Class. 
 
 Gentle- 
 men. 
 
 Ladies. 
 
 Totals. 
 
 
 f 
 
 Senior 
 
 18 
 
 14 
 
 32 
 
 Science, literature, and arts 
 
 
 Junior 
 
 8 
 
 7 
 
 15 
 
 
 ( 
 
 Senior 
 
 
 
 
 Mechanic arts 
 
 J 
 
 Junior 
 
 4 
 
 
 4 
 
 
 | 
 
 Special 
 
 14 
 
 
 14 
 
 Agriculture 
 
 
 Senior 
 
 1 
 
 
 1 
 
 
 
 Sophomores 
 
 39 
 
 11 
 
 50 
 
 Collegiate department 
 
 
 Freshmen 
 
 25 
 
 8 
 
 33 
 
 
 
 Special 
 
 24 
 
 9 
 
 33 
 
 
 
 
 
 
 
 Total 
 
 
 
 177 
 
 76 
 
 253 
 
 
 
 
 
 
 
 There are also 9 candidates for masters 1 degrees, 42 attending summer school of science, 
 51 attending evening drawing school, and 191 attending the farmers' lecture course. The 
 grand total of students is, therefore, 546. 
 
 The only university charge is an annual fee of $5 required of regular students for in- 
 cidental expenses. 
 
 S. Ex. 25 11 
 
162 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 GEADUATES. 
 
 The degrees which have been conferred in course up to and including 1882 are as fol- 
 lows: Master of arts, 3; bachelor in arts, 56; bachelor in science, 58; bachelor in litera- 
 ture, 34; bachelor in civil engineering, 8; bachelor in mechanical engineering, 1; bachelor 
 in architecture, 1 ; bachelor in agriculture, 1 ; total, 162. Nine persons have taken two 
 degrees. 
 
 The whole number of women who have been graduated is 42, viz: 6 B. A. ; 14 B. s. ; 
 22 B. L. 
 
 A statement of the occupations of 74 graduates was made in 1882. Of that number 
 31 were teachers, 28 lawyers, 8 farmers, 11 physicians, 10 ministers, 8 manufacturers, 9 
 merchants; and there were in banking, 2; journalism, 3; milling, 2; mining, 2; library 
 work, 3; building, 2; real estate, 3; engineering, 4; 2 were naturalists; 1 an archi- 
 tect; 1 a government clerk, and 1 a florist. Seven ladies were married. Those who 
 leave before graduating return usually to the employments they formerly pursued, and 
 as half the students are farmers' sons, many return to a farmer's life. 
 
 GENEEAL PLAN OF THE UNIVEESITY. 
 
 Under the organic law the board of regents are authorized to establish any desired 
 number of departments or colleges, the following, however, being specified: 
 
 A department of elementary instruction. 
 
 A department of science, literature, and the arts. 
 
 A college of agriculture. 
 
 A college of mechanic arts. 
 
 A college or department of medicine. 
 
 A college or department of law. 
 
 The colleges of law and medicine have not yet been organized. 
 
 The relative position of these colleges or departments is illustrated by the following 
 diagram: 
 
 AGRICULTURE. 
 
 .B. Agr. 
 
 COLLEGIATE 
 DEPARTMENT. 
 
 MECHANIC ARTS. 
 
 " 
 
 SCI., LIT., AND ARTS. 
 
 II'.' I 
 
 O 12, MEDI C^ CINE. 
 
 ,B.M. PI 
 .B.LL. 
 
 COLLEGIATE DEPAETMENT. 
 
 The department of elementary and collegiate instruction, known for short as the col- 
 legiate department, is introductory to the permanent colleges of the university. It includes 
 that part of the preparatory department which is retained, and two years of the usual 
 collegiate work. The following remarks on this plan of organization appear in the cal- 
 endar of 1881-'82 : 
 
 "This arrangement of departments emphasizes and formulates the growing tendency and 
 custom of American colleges and universities to make the close of the second or sophomore 
 year a branching point for the introduction of optional studies and for certain professional 
 or technical courses. It presupposes a separation of the secondary and superior epochs of 
 education, and a corresponding assortment of studies. The high schools and other fit- 
 ting schools of the State are thus invited to extend their work substantially up to the 
 junior year. When at length this shall have been generally done, the university will, as 
 provided by law, dispense with the whole of the department of elementary instruction, 
 and will extend her work on post graduate ground. Among the advantages claimed for 
 this general plan may be named the following: 
 
 " 1. A faithful adherence to the letter and spirit of the laws, State and national, which 
 have established and endowed the university, and which contemplate it as a federation 
 of literary, professional, and industrial colleges, having each its own organization, faculty, 
 buildings, and equipment. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 163 
 
 "2. That while offering the old college curriculum and discipline in their best forms 
 to the literary and professional classes, the university will provide for the industrial 
 classes that ' liberal and practical education ' required by law and public sentiment. 
 
 ' ' 3. The separation of the natural epochs of secondary and superior education, and the 
 ultimate liberation of the university from the elementary work of the former; and, coin- 
 ciding with this division, an advantageous assortment of studies, methods, and discipline 
 suitable to the two periods respectively. 
 
 "4. A close and vital articulation of the university with the public school system of 
 the State; the elevation of the high schools, by enlarging the recognized sphere of their 
 instruction. 
 
 "5. The elevation of the professional schools by requiring of candidates for degrees a 
 good general education as a prerequisite for admission, while not insisting upon the impos- 
 sible condition that all shall have gone over the whole of the old college course. 
 
 ' ' 6. The elevation in particular of the colleges of agriculture and mechanic arts to equal 
 rank and standing with other university courses, and the separation of the studies and 
 exercises properly belonging to them from the elementary branches taught in primary 
 and secondary schools." 
 
 There are three courses of study in the collegiate department, (1) classical, (2) scientific, 
 and (3) modern. The requisites of admission common to all courses are arithmetic, 
 elementary algebra, plane geometry, geography, history (United States and general), 
 physiology, and either English grammar or Latin grammar. The additional require- 
 ments for the classical course are Greek grammar, three books of Caesar, and two orations 
 of Cicero; for the scientific course, physical geography, the elements of astronomy and 
 physics, and either English history and English composition and word analysis, or the 
 Latin for the classical course; for the modern course, composition, word analysis, Eng- 
 lish history, and either the scientific or the Latin subjects mentioned.' 
 
 All successful examinations on entrance studies in the high schools under the State 
 high school board are accepted in lieu of entrance examinations at the university. 
 
 The work of the classical course is mostly confined to the ancient languages, math- 
 ematics, and the elements of science. The modern course has chiefly to do with modern 
 languages (German and French), mathematics, sciences, and English or Latin studies. 
 
 The scientific course is distinctly preparatory to the colleges of agriculture and me- 
 chanic arts. The required studies of sub-freshman year are, first term, elementary chem- 
 istry, ancient history; second term, drawing, algebra; third term, botany, geometry, 
 English studies. German and Latin are optional studies throughout the year. Draw- 
 ing and higher algebra, physics, trigonometry, and mediaeval history, and general chem- 
 istry, botany, and surveying are the required studies of the three terms of freshman 
 year. The optional studies are of the same nature as those of the previous year. In 
 sophomore year French is substituted for German in the optional list; and the required 
 studies are, first term, applied chemistry and physics; second term, descriptive geometry, 
 rhetoric, and analytical chemistry; third term, zoology, conic sections, history (modern), 
 and analytical chemistry. 
 
 The members of the subfreshman class and all students' lately admitted are required 
 to attend courses of lectures as follows: (1) On the use of the library, and on their rela- 
 tions, to the university, to be delivered by the president, in alternate weeks during the 
 first term of each year; (2) on books and reading, by the professor of English, in alter- 
 nate weeks during the second term; and (3) on health and hygiene, by the non-resident 
 professor of public health, in alternate weeks during the third term. Each student must 
 have as a general rule three recitations a day (fifteen a week), besides rhetorical, mili- 
 tary, and other exercises. 
 
 COLLEGE OF AGBICULTUEE. 
 
 Instruction in agriculture and the sciences relating thereto is imparted through the 
 following channels: 
 
 1. An elementary course to such as may choose it upon entering the university, which 
 affords special technical instruction from the beginning. 
 
 2. The regular undergraduate course, which is open to those who have pursued the 
 elementary course or one of the courses of the collegiate department. 
 
 3. Special courses of one, two, or three terms, which may be pursued without any 
 entrance examinations. 
 
 4. A farmers' lecture course, for admission to which no fees, examinations, or other 
 conditions are imposed. 
 
 5. Labor of students upon the farm, which though done primarily for pecuniary gain 
 does not fail to impart manual skill and a knowledge of better methods, together with 
 some theoretical insight. 
 
 6. The publication of the results of experiments which have been pursued. 
 
 The elementary course agrees in the main with the scientific course of the collegiate 
 department, differing from it chiefly in the substitution of natural sciences and practical 
 
164 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 instruction for a portion of the mathematics and languages. Students are admitted to 
 it on the same conditions and are required to engage in the same general exercises. Dur- 
 ing their course they have sufficient practice on the farm and in the garden to give them 
 skill in the different operations. The prescribed studies of sub-freshman year are algebra, 
 mechanical drawing, elementary chemistry, elementary botany, how crops feed and 
 grow, and English studies or German. Freshman year: Soils and manures, iarm crops, 
 general chemistry, physics, botany, drawing, and English or German. Sophomore year: 
 Horticulture, practical agriculture (farm animals), applied chemistry, analytical chemis- 
 try, meteorology, climatology, zoology, and English or French. 
 The regular undergraduate course is as follows: 
 
 Terras. 
 
 Junior year. 
 
 Senior year. 
 
 I 
 
 Composition and physiology of plants- 
 How Crops Grow. 
 Horticulture 
 Mechanical physics, or other elective. 
 
 Practical agriculture soils and fertilizers. 
 
 Comparative anatomy and physiology. 
 Geology, or other elective. 
 
 n 
 
 Agricultural chemistry. 
 Mineralogy and chemistry. 
 Mineralogy, or other elective. 
 
 Practical agriculture farm crops. 
 Veterinary medicine and surgery. 
 Civil government, or other elective. 
 
 in 
 
 Atmosphere and soils How Crops Feed. 
 Horticulture. 
 Psychology, or other elective. 
 
 Practical agriculture farm animals. 
 Economics "Accounts, markets, &c." 
 Political economy, or other elective. 
 
 The special courses in agriculture are arranged for three terms, each of which may be 
 taken separately. They arc as follows: 
 
 First term. Agricultural chemistry, how crops grow; agriculture, soils and manures; 
 horticulture, fruits. 
 
 Second term. Agricultural chemistry, how crops grow; agriculture, farm animals; 
 arboriculture. 
 
 Third term. Farm drainage and accounts; agriculture, farm crops; horticulture, veg- 
 etables. 
 
 The scope of instruction in agriculture can be understood more clearly by presenting 
 some of the important topics included under the general headings given above. 
 
 In agricultural chemistry a study is made of the elements of the volatile parts of plants, 
 as carbon and oxygen; of the organic compounds of plants, as water, starch, and sugar; 
 of the elements of the ash of plants and their compounds, as potassium, calcium, iron, 
 sulphates, and phosphates; and of the atmosphere and the soil as related to vegetation 
 and as sources of food to plants. A course in the analysis of soils, fertilizers, grains, and 
 fodders is taken. 
 
 In horticulture subjects of study are relations of heat, light, moisture, and food to plant 
 growth, and the means of controlling their supply and intensity; plant-houses and hot- 
 beds; soils and manures and their manipulation; propagation of plants; grafting,, bud- 
 ding, pruning, and training; planting and transplanting; hybridizing, crossing, and select- 
 ing; cultivation of fruits; kitchen, market, and landscape gardening and floriculture. 
 
 In arboriculture the reasons for planting forest trees are considered, as are also the kind 
 of trees to plant, methods of propagating, care in the nursery, and special culture of each 
 species. 
 
 Impractical agriculture the topics are the history of agriculture; composition, classifica- 
 tion, properties, peculiarities, treatment, and adaptations of soils; reclamation and im- 
 provement of soils, including drainage, subsoiling, trenching, tillage, &c. ; road making 
 and fencing; manufacture, preservation, and application of manures and stimulants; 
 green manuring and irrigation; farm implements and machinery; production, manage- 
 ment, and sale of crops; the different breeds of domestic animals, their characteristics and 
 adaptations, breeding, rearing, feeding, and management; selection and purchase of 
 farms; and the location, construction, and arrangement of farm buildings. 
 
 The students in agriculture have the benefit of the library and apparatus of the uni- 
 versity. Of these appliances the museum of agriculture, the plant-house, and the farms 
 belong especially to the College of Agriculture. 
 
 The museum of agriculture contains models of agricultural implements; seeds of garden 
 vegetables, grasses, grains, and noxious weeds, in jars; grains and grasses in the straw; 
 drawings and lithographs. of machines; fruits in alcohol; woods, from the United States 
 Department of Agriculture; and miscellaneous objects and materials used in agriculture. 
 
 The plant-house, covering an area equal to 34 by 45 feet, supplies plants and flowers 
 for the study of botany and the apparatus of instruction in the propagation and care of 
 plants. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 165 
 
 The experimental farm has been divided up by the extension of the city and the con- 
 struction of a railroad, and consequently is unfitted for advantageous use. A new farm of 
 155 acres has been procured, which is said to be one of the finest pieces of land in the 
 State. 
 
 A fruit farm is under the care of the regents. Upon it experiments chiefly in accli- 
 matization are being tried. 
 
 The farmers' lecture course is specially designed to meet the wants of farmers and oth- 
 ers who desire practical and scientific information on agricultural subjects, and who cannot 
 devote an entire year to study. The scientific instruction includes agricultural chem- 
 istry, botany, physiology, entomology, geology, and mechanics. It is given by the pro- 
 fessors who have these departments in charge in the university. The practical instruction 
 includes the improvement of soils by drainage, subsoiling, trenching, plowing, rotations, 
 manures, grain raising, dairying, fruit culture, forestry, farm accounts, and rural archi- 
 tecture. This instruction is given by the professor of agriculture and by men who have 
 become successful and noted in these special departments. One hundred and ninety-one 
 persons, many of them from distant parts of the State, were registered in the course given 
 in February, 1882. A large additional number were in occasional attendance. The course 
 was opened by a valuable address by Hon. George B. Loring, United States Qpmmissioner 
 of Agriculture. 
 
 THE COLLEGE OF MECHANIC ARTS. 
 
 The aim of the instruction given in the College of Mechanic Arts is to lay a broad and 
 solid foundation in mathematics, mechanics, and drawing, so that, with the practice in 
 field, shop, and office work, students shall be fitted for immediate usefulness upon grad- 
 uation, and after a moderate amount of subsequent practice and experience be capable 
 of taking charge of important works. 
 
 There are five courses of study, three regular and two special. The regular courses 
 are in mechanical engineering, civil engineering, and architecture; the special, in shop 
 work and drawing, and in mechanical drawing, an evening course. Students are admit- 
 ted to the last two courses if deemed competent by the professors giving instruction. 
 Applicants for admission to the regular courses must either have completed the scientific 
 course of the collegiate department or be examined in its studies. 
 
 The course in civil engineering is as follows: 
 
 Junior year. First term: (1) Curves, leveling, and earthwork; (2) analytical geome- 
 try; (3) history of civilization and comparative philology or other elective; (4) field work 
 and drawing. Second term: (1) Mechanics (statics); (2) differential calculus; (3) min- 
 eralogy; (4) drawing (descriptive geometry). Third term: (1) Mechanics (statics) and 
 strength of materials; (2) integral calculus and theory of equations; (3) English litera- 
 ture, or other elective; (4) topography and drawing. 
 
 Senior year. First term: (1) Arches, retaining walls, and hydraulics; (2) stereotomy; 
 (3) geology or astronomy; (4) railroad work and drawing. Second term : (1) Roofs, trusses, 
 and lectures on motive power; (2) practical physics (testing strength of materials) ; (3) 
 civil government, or other elective; (4) drawing. Third term: (1) Designs and specifica- 
 tions ; (2) practical astronomy; (3) political economy, or other elective; (4) drawing on 
 designs. 
 
 The course in mechanical engineering differs from that in civil engineering in the fol- 
 lowing particulars : 
 
 1. Shop work is offered every term except the last, and field and railroad work is 
 omitted. 
 
 2. In the junior year elements of mechanism is substituted for curves, leveling, and 
 earthwork, and dynamical mechanics for statical. 
 
 3. In senior year machinery takes the place of arches, retaining walls, and hydraulics; 
 applied descriptive geometry, the place of stereotomy; and steam engine, the place of 
 roofs, trusses, and lectures on motive power. 
 
 The course in architecture coincides with that in civil engineering except as follows : 
 
 1. The drawing throughout the course is especially arranged for architecural work. 
 
 2. In the first term of the junior year history and orders of architecture are substituted 
 for curves, leveling, and earthwork. 
 
 3. In the second term of the senior year lectures on decoration and color are substituted 
 for lectures on motive power. 
 
 4. In the third term senior year the designs and specifications are those of buildings 
 instead of bridges, &c. 
 
 The course in shop work, drawing, &c. , is intended to give a thorough drill in the use of 
 tools, teaching methods and processes common to different trades, and also a practical work- 
 ing knowledge of drawing and such branches of mathematics as may be studied. It is one 
 year in length. Instruction in drawing and mathematics is continued throughout. Vise 
 work is undertaken in the first term, forge work in the second, and wood work in the third. 
 
166 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 This course has been rendered possible by the equipment of shops for the practical work 
 of the course in mechanical engineering. These shops are three in number, and each has 
 its room in the basement of the Agricultural College building. (1) The vise shop con- 
 tains two benches, with double sets of drawers, so that thirty -two students can be accom- 
 modated in two reliefs. It has ten vises and the necessary tools for giving instruction 
 and practice in chipping and filing. (2) The forge shop is provided with eight forges and 
 anvils and the tools required for the manipulations of the blacksmith, a six-horse power 
 engine, and the usual accessories of such a shop. (3) The wood shop contains benches 
 and vises sufficient for accommodating thirty-two students in two sections. Shops for 
 instruction in the use of machine tools and in foundery work will be equipped when the 
 building for the college of mechanic arts is completed. 
 
 An evening course in drawing is arranged for the winter of 1882-'83, consisting of twenty- 
 five lessons. Those who have received instruction in drawing are given advanced work. 
 Beginners first receive instruction in geometrical and projection drawing; afterward the 
 work is varied as far as possible to meet individual requirements. 
 
 COLLEGE OF SCIENCE, LITEBATUEE, AND AET. 
 
 The College of Science, Literature, and the Arts is intended to furnish higher courses 
 of liberal studies, leading to the customary academical degrees. Accordingly there are 
 classical, scientific, and modern courses. About one-third of the work of each is pre- 
 scribed, two- thirds elective. The studies of the courses are as follows: 
 
 JUNIOR YEAR. 
 
 First term. Required: In the classical course: Greek Homer; in the scientific course: 
 Physics mechanics; in the modern course: German Goethe. Elective: History of civ- 
 ilization, comparative philology, analytical chemistry, analytical geometry, zoology. 
 
 Second term. Required: In the classical course: Latin comedy; in the scientific course: 
 Mineralogy; in the modern course: German Lessing. Elective: Psychology, differ- 
 ential calculus, analytical chemistry, and theoretical chemistry. 
 
 Third term. Required: In all courses: English literature. Elective: Logic, integral 
 calculus, analytical chemistry, Latin (philosophy), German (literature). 
 
 SENIOR YEAR. 
 
 First term. Required: in all the courses: Geology. Elective: History of philosophy, 
 English literature (British and American oratory), analytical chemistry, astronomy, 
 French. 
 
 Second term. Required: In all the courses: Ethics. Elective: Civil government, 
 French, analytical chemistry, economic geology, sanitary science, international law. 
 
 2Mrdtcrm. Required: In all the courses: Political economy. Elective: Practical as- 
 tronomy, French, analytical chemistry, English literature, natural theology, anthropology. 
 
 The instruction closes with the tenth week of the term; the examination takes place 
 in the eleventh week. 
 
 DEGEEES. 
 
 The completion of the classical course of the College of Science, Literature, and the 
 Arts entitles the student to the degree of bachelor of arts; of the scientific course, bach- 
 elor of science ; of the modern course, bachelor of literature. The courses of the College of 
 Mechanic Arts lead, respectively, to the degrees of bachelor of civil engineering, bachelor 
 of mechanical engineering, and bachelor of architecture; that of the College of Agriculture, 
 to bachelor of agriculture. 
 
 The degrees of civil engineer, mechanical engineer, and architect will be conferred upon 
 those who have received bachelor's degrees in those callings who shall, not sooner than 
 two years after attaining a first degree, pass a satisfactory examination on (1) some special 
 professional subject and (2) any three subjects on a prescribed list, and shall present a 
 design and a thesis. 
 
 On similar conditions, the furnishing of a design excepted, masters' degrees in science, 
 literature, and arts are conferred. The examination of the candidate for the degree of 
 master of arts is upon two classical authors (Latin and Greek) and on three sub- 
 jects chosen from a list. The characteristic subjects of examination are two distinct 
 branches of natural or physical science for candidates for the degree of master of sci- 
 ence; two modern authors (German or French) for the candidates for a master's degree 
 in literature. These candidates must also undergo examination upon three other sub- 
 jects chosen from a list, and all must submit a thesis. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 167 
 
 BUILDINGS AND APPLIANCES. 
 
 The general plan of the university buildings contemplates a central academic build- 
 ing, and grouped around it additional structures for the separate departments or colleges. 
 The main edifice and the agricultural college building have been erected, and an appro- 
 priation aggregating $180,000 is intended to supply a farm-house, a building for the Col- 
 lege of Mechanic Arts, a military building (including a gymnasium), an astronomical ob- 
 servatory, a museum, and a library. 
 
 The main or academic building is built of blue limestone, is 186 by 90 feet, and three 
 stories in height. The rooms. 53 in number, as well as the corridors, are heated by 
 steam and thoroughly ventilated. Water is suppiied from the city mains, and is amply 
 available in case of fire. 
 
 The agricultural college building is a brick structure with a central portion two stories 
 in height and one story wings, in one of which is the chemical laboratory. The other is a 
 plant house. Eooms in the central building are used for recitations in agriculture and 
 chemistry and for the museums of technology and agriculture. 
 
 The chemical laboratory occupies five rooms, as follows: (1) A large room for students' 
 work, fitted up for 64 persons working in two sections; (2) a smaller quantitative labo- 
 ratory; (3) an apparatus room ; (4) the professor's private laboratory; (5) a room in the 
 basement fitted up for assay and furnace work. 
 
 The physical laboratory is so arranged and furnished that students desiring to make a 
 specialty of physics can have an opportunity to use the apparatus and perform their own 
 experiments. One of the rooms has been set apart for a lathe and work bench. 
 
 The mineralogical laboratory is furnished with three double tables, accommodating 
 eighteen students. Each table is provided with all the apparatus and reagents necessary 
 for a complete series of blow pipe tests and for all the qualitative chemical work done in 
 the determination of rocks and minerals. The room is also used for the practical work 
 in zoology and botany. 
 
 Three of the museums of the university have not been described. They are the general 
 museum, the classical museum, and the museum of technology. The general museum 
 contains the collections of the geological and natural history survey of the State, sets of 
 collections of the United States Fish Commission, and a large display of zoological speci- 
 mens. The classical museum is to be composed of material illustrative of classical geo- 
 graphy and history, coins and medals, ancient books and manuscripts, specimens of in- 
 scriptions, implements of writing, and similar objects of interest. The museum of tech- 
 nology will be composed, among other things, of fuels, ores, furnace products, textile 
 materials, earthenware, and the processes and products of applied chemistry. 
 
 The library now contains about 15,000 volumes, and is open eight hours a day, Sun- 
 days and holidays excepted. 
 
 GEOLOGICAL AND NATTJBAL HISTORY SURVEY. 
 
 Among the kinds of work carried on under the supervision of the university which 
 are indirectly educational are the geological and natural history survey of the State and 
 the trial of agricultural experiments. The survey was commenced in 1872, but has been 
 confined principally to geological work. The collection of botanical specimens has re- 
 cently been ordered, with a view to the creation of a full herbarium of the flora of the 
 State. Systematic observations and reports on the birds of the State have also been com- 
 menced. A recent calendar says: 
 
 ' ' The law creating this survey is comprehensive. It embraces not only a strictly geo- 
 logical survey, including a complete account of the rocks and minerals of the State and 
 their chemical analysis, but also a natural history survey, comprising an examination of 
 all species of trees, shrubs, herbs, grasses (native or naturalized), and a complete account 
 of the animal kingdom, as represented in the State, including all mammalia, fishes, rep- 
 tiles, birds, and insects. It also orders the tabulation of meteorological statistics and an 
 investigation of the climatic peculiarities of Minnesota. It orders the collection of topo- 
 graphical and hypsometrical data, and the compilation of an accurate map which, with 
 the approval of the governor, is to be the official map of the State. The law also re- 
 quires an exhibition made during the progress of the survey, in the building of the uni- 
 versity, for public inspection free of cost, in well warmed and furnished rooms. The 
 regents make annual reports of progress, and on the completion of any portion of the 
 work a final report thereof is made to the governor." 
 
 FARM EXPERIMENTS. 
 
 The experimental work of the university has been extensive, important, and practical. 
 Alnios t all varieties of garden vegetables have been tested for determining their compar- 
 
168 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 ative value and their characteristics. Varieties of corn have been tried with reference to 
 time of ripening and productiveness. Wheat, rye. oats, and barley have been subjects 
 of experiment. Fertilizers, methods of culture, fruit trees, ornamental and forest trees, 
 the working value of implements and machines, and the germination of seeds are also 
 among the matters of experiment. The results of experiments are often exhibited at 
 fairs, and seeds produced are kept for sale at low prices, so that a wide distribution and 
 a careful trial of them are secured. 
 
 SUMMER SCHOOL OF SCIENCE. 
 
 Courses of instruction in botany, chemistry, and geology were given during July, 1881 
 and 1882. They were designed to afford teachers and all others interested in the prac- 
 tical study of science an opportunity to become acquainted with the methods of original 
 investigation and of teaching from actual specimens. 
 
 The course in botany was substantially as follows: (1) the general histology of plants, 
 five days; (2) the structure of cryptogams, seven days; (3) the structure of phanero- 
 gams, six days; (4) the special physiology of the higher plants, several days. The 
 course consisted to a great extent of laboratory work, preceded each afternoon by a lecture. 
 
 The lectures in chemistry comprised a presentation of the main points in the modern 
 theories of the science and a review of its practical applications. 
 
 The course in geology included (1) a statement of some recent theories in dynamic 
 geology, (2) an outline of historical geology, and (3) lectures on the geology of Minnesota. 
 
 Museums, laboratories, and the conservatory were in constant use. A laboratory fee of 
 $1 a week was charged; the lectures were free. 
 
 The summer school of 1882 was extended in its scope to embrace rhetoric and elocu- 
 tion, English literature, and the German language. 
 
 Over two hundred persons, chiefly teachers, attended. The instruction was given by 
 professors of the university, without extra compensation. 
 
 MISSISSIPPI. 
 THE AGRICULTURAL AND MECHANICAL COLLEGE. 
 
 The Agricultural and Mechanical College of Mississippi is located near Starkville, in 
 Oktibbeha Count}^. It was opened October 6, 1880, receiving national aid formerly given 
 to the State University for the endowment of an industrial college as one of its depart- 
 ments. The objects and character of the institution are presented in the first annual 
 catalogue as follows: 
 
 ' ' The legislature of Mississippi, in accepting the endowment or trust fund from the 
 general government, prescribed in the powers given to the board of trustees "' the estab- 
 lishment and maintenance of a first class institution at which the youth of the State may 
 acquire a common school education and a scientific and practical knowledge of agricult- 
 ure, horticulture, and the mechanic arts, also the proper growth and care of stock, with- 
 out, however, excluding other scientific and classical studies, including military tactics. 
 They shall regulate the course of study, rates of tuition, management of experimental 
 farm, manner of performing labor, and the kind of labor to be performed by students. 
 These two acts of the general and State governments plainly define the objects of the 
 college. The ' leading object 7 must be to benefit ' agriculture and the mechanic arts. ' 
 Should other studies be taught than those relating to these interests they should be con- 
 sidered secondary and rather as instruments to more readily comprehend the sciences 
 which underlie agriculture and the mechanic arts. 
 
 "The complexion of the college must be such as to familiarize students with the lead- 
 ing objects as set forth in the acts: to educate and direct their minds and tastes to agri- 
 culture, horticulture, care and growth of stock, management of farms, manner of per- 
 forming labor, and the mechanic arts. The college is not to be, in the strictest sense, 
 either literary, classical, or military, but rather a college intended for special technical 
 training in agriculture and the mechanic arts. 
 
 "This necessitates that special stress should be laid on the sciences, such as chemistry, 
 botany, geology, zoology, entomology, physiology, mechanics, mathematics, physics, &c., 
 which underlie agriculture, as this is the predominant interest of Mississippi. To under- 
 stand properly these sciences, a very liberal culture, especially in English, is requisite. The 
 foundation of this liberal culture must be proportionally as systematic and thorough as 
 that required to comprehend what are sometimes called the learned professions. The 
 varied conditions contributing to an intelligent understanding of agriculture as a science 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 169 
 
 and an art comprehend an education as broad and liberal as tbat needed in mastering 
 any profession. The education must necessarily, however, differ in kind. Students 
 whose education is intended to promote the interests designated in the acts must omit 
 some studies taught in other colleges looking to general or special trainings. The educa- 
 tion, too, is to be practical and industrial ; students must be familiar not only with farms 
 and labor, but must also labor themselves, and this labor is a part of their education. It 
 is educational in so far as it is in illustration of studies taught in the lecture or recita- 
 tion room. ' ' 
 
 FINANCIAL CONDITION. 
 
 The status of the agricultural land scrip fund donated by the United States Govern- 
 ment is as follows: The scrip represented 207,920 acres of public land, which was sold 
 for about ninety cents per acre, realizing in currency $188,928. This amount, by judi- 
 cious management, has been increased to $227,150, which is now in the State treasury, 
 represented by twenty year bonds running from 1876 to 1896, bearing five per cent, in- 
 terest per annum. This fund, by the terms of the act of the State legislature of Febru- 
 ary 28, 1878, is equally divided between Alcorn University and the Agricultural and 
 Mechanical College, giving to the college $113,575, or an annual interest of $5,678.75. 
 
 With the means furnished by the legislature in their first appropriation for the year s 
 1880 and 1881 ($85,000), they finished the college building, erected a dormitory for 200 
 students, a president's house, together with temporary barns and stables for stock. 
 
 They have bought and partially equipped a farm of 840 acres and paid the expenses of 
 conducting the college for one and one-half years, including pay of the faculty and the 
 partial equipment of the academic and scientific departments. 
 
 The recent legislature (18S2-'83) has made a most liberal appropriation ($120,000) to 
 put the college on a permanent basis. 
 
 The board of trustees now have the means and are proceeding to erect all needed build- 
 ings, such as additional dormitory room, a hospital, professors' houses, bams, stables, 
 &c.* Books for library are provided, as also the means to thoroughly equip the scientific, 
 agricultural, and horticultural departments, to exemplify varied and diversified agricult- 
 ure to the best advantage. The legislature has also given permission to remove from the 
 State capitol to the college the splendid cabinet of minerals and soils illustrating the 
 different sections of the State. 
 
 The legislature of the State has indicated its intention, by its acts, of supplementing 
 liberally the means furnished by the general government and to make the college a first- 
 class institution. 
 
 FACULTY AND OFFICERS. 
 
 The collegiate faculty as now constituted consists of a president, who is the executive 
 officer of the board of trustees, professors of English language and literature, biology, 
 scientific and practical agriculture, scientific and practical horticulture, chemistry and 
 physics, mathematics and civil engineering, military science and tactics, and a tutor of 
 English and mathematics. 
 
 This faculty intends to give a practical and scientific knowledge of agriculture and the 
 mechanic arts. 
 
 The board of trustees provided also for a preparatory department, which will afford 
 the youth of the State the means of acquiring a thorough elementary education. The 
 faculty of this department consists of a professor in charge and two assistants. 
 
 Other persons included in the faculty and officers are the secretary and treasurer of 
 the board of trustees and college, writing instructor, a steward and foreman of the farm. 
 
 STUDENTS AND COLLEGE EXPENSES. 
 
 Students in attendance the first year numbered 354; during the second year, 304. 
 The session of 1882-' 83 opened with nine students in the senior class, twenty in the 
 junior, forty in the sophomore, eighty in the freshman, and eighty in the preparatory 
 department, a larger number than at the opening in either of the previous years. Only 
 those who have older brothers are admitted under fifteen years of age. 
 
 Before admission all applicants must submit to an examination. If for the freshman 
 class, they must be thorough in arithmetic, geography, grammar, reading, spelling, and 
 writing. 
 
 Students will be admitted into the freshman class or any more advanced class at any 
 time, provided they can stand an examination in all the previous studies of the course. 
 
 * All of the new buildings are about completed, viz : 8 professors' houses, 2 large cattle barns, a mess- 
 hall to accommodate 300 students, engine-house, sorghum mills and evaporators, sub-earth ventilat- 
 ing dairy (in process of construction), and a hospital building. A new laboratory for chemistry is 
 going up, to cost $9,000. 
 
170 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 No one will be admitted into the preparatory department unless he is able to read ordi- 
 nary prose readily, to spell words of common use, to write simple English sentences, and 
 to read and write numbers with facility; he must also be thoroughly acquainted with 
 the four fundamental rules of arithmetic. 
 
 A matriculation fee of $5 is required. Tuition is free to residents of Mississippi. 
 Owing to large numbers of applicants no students, at present, are received from other 
 States. 
 
 The average cost of board is $9 per month. The college has accommodation for board- 
 ing 250 students. 
 
 The students wear a neat and serviceable uniform of cadet gray. The annual expense 
 of students (not including clothing and traveling expenses) is from $80 to $125. 
 
 Students are required to work on the farm, in the horticultural department, or under 
 the master mechanic for three hours for five days in the week, and are paid 8 cents an 
 hour for the \vork faithfully performed. They are marked in their work as in their 
 recitations, half work only gives 4 cents an hour. Work on Saturday is not compulsory 
 as during the week, but at the pleasure of the students. Some twenty-five students dur- 
 ing the session of 1880-'81, by means of their work, paid all their expenses with less than 
 fiity dollars from outside resources. 
 
 INSTRUCTION. 
 
 There is a single course of study extending over two years preparatory and four years 
 collegiate. Only common English studies are required in the preparatory department. 
 The collegiate course is as follows: 
 
 Freshman class. Algebra, geometry, outlines of history, English language, natural 
 philosophy, botany, agriculture (lectures), book-keeping, and writing. 
 
 Sophomore class. Geometry, trigonometry, surveying, English language, rhetoric, ele- 
 mentary chemistry (lectures), blow-pipe and wet analysis, organic chemistry (lectures), 
 and agriculture (lectures). 
 
 Junior class. English language and literature, mechanics, mechanical drawing, anat- 
 omy and veterinary science, agricultural chemistry, chemical physics, physiology, physi- 
 cal geography, horticulture, and free-hand drawing. 
 
 Senior class. Astronomy, civil engineering, English literature, meteorology (lectures), 
 agriculture (lectures), entomology (lectures), political economy, Constitution of the 
 United States, botany with microscope, moral philosophy, and zoology. 
 
 Preparatory department course of study. 
 
 First year. Arithmetic (mental and practical), elementary grammar, composition, 
 spelling, reading, writing, and declamation. 
 
 Second year. Arithmetic reviewed, English grammar and composition, geography, 
 writing and declamation, algebra, analysis, and United States history. 
 
 The energies of the college are at present centered in agricultural education, as shops 
 and conveniences for instruction in mechanics are not yet supplied. This deficiency is 
 made up by the employment of a first class master mechanic, who has charge of the 
 students inclined in this direction, and they are engaged in building, repairing, and shop 
 work done on the premises. 
 
 In the industrial department the farm and horticultural departments are separated, 
 and each is in charge of a professor. The professor of horticulture is now establishing 
 a large commercial nursery for supplying fruit trees to the people of the State. He has 
 also a large garden of 20 acres, which supplies vegetables for the students. The mess 
 hall of over 200 students is a market for sale of supplies from the farm and horticultural 
 department. 
 
 The principal topics of instruction in agriculture are the following: 
 
 Freshman class, second term. 
 
 Instruction is given by lectures, embracing the history, characteristics, breeding, and 
 care of the most valuable breeds of cattle, horses, sheep, and swine; dairying; the feeding 
 and care of the cow; manipulation of the milk in shipping or making into butter and 
 cheese. To illustrate the course of lectures the college is breeding pure and grade Jer- 
 seys, Holsteins, Galloway, and short-horn cattle, Merino sheep and Berkshire swine. 
 Other breeds will be added; also a dairy herd of 50 cows. During the present year a 
 model dairy house, with all the appliances for making butter and cheese, will be erected 
 and put in operation. 
 
 Sophomore class, third term. 
 
 Lectures on the principles of drainage, effect of an excess of water in the soil on the 
 cultivation and growing of crops, contamination of well and cistern water, surface and 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 171 
 
 subsoil drainage, laying tile and sewers, side-hill ditching, controlling streams, and pre- 
 venting soil from washing. 
 
 Principles and mechanical construction of farm implements and machinery, draught, 
 care of and repairs, with practical instruction in the Held in the use of the plow, culti- 
 vator, mower, reaper, &c. ; also the care of the steam engine, corn mill, evaporator, 
 threshing machine, feed mill and fodder cutter. 
 
 The college now owns and is using a complete set of farm machinery and implements, 
 procured from the leading manufacturers of the country. 
 
 Senior class, second term. 
 
 Lectures on farm economy and management, stock feeding, value of different kinds of 
 food and manures, management and application of manures and fertilizers, composting, 
 green manuring, adaptations of soils to crops, special crops, rotation of crops, different 
 methods of cultivation, planning and erecting farm buildings. The course of lectures is 
 based on the standard agricultural literature of the day and practical experience gained 
 in farming. The instruction, while embracing the theories and sciences relating to agri- 
 culture, is practical and will be illustrated by the work of the farm as far as possible. 
 As a means of illustration the college has a farm of nearly one thousand acres, embracing 
 a great variety of undulating land, both fertile and exhausted, with commodious barns 
 and out-buildings, planned with especial reference to exhibit special and mixed husbandry 
 on a sufficiently large scale to enable the student to become conversant with all the de- 
 tails of the business. The crops grown include the different grains, grasses and forage 
 crops, corn, cotton, sugar cane, sorghum, &c. , besides experimental plats of all the plants 
 that can be obtained that promise to be of value for any purpose. At present the college 
 owns over two hundred and fifty head of pure bred, grade, and native cattle. 
 
 The growing of food crops and their preparation for feeding in an economical manner 
 by cutting, grinding, and cooking, and the feeding of cotton seed and its products, and 
 the making of barn yard manure is one of the special features of the farm department. 
 
 The breeding and rearing of the several most noted breeds of stock, both for milk and 
 meat, and experiments in comparative tests in feeding, will acquaint the student with the 
 desirable qualities of the several breeds for various purposes. Nearly all the work of the 
 farm, except driving the teams, is performed by students. 
 
 At the close of the course in agriculture, questions pertaining to the details of the en- 
 tire work of the farm department will constitute a part of the regular required examina- 
 tion. 
 
 MILITARY DEPARTMENT. 
 
 Few agricultural colleges give as much prominence to military regulations and instruc- 
 tion as does the Agricultural and Mechanical College of Mississippi. 
 
 Drills are compulsory on all who are not specially excused by the surgeon, day scholars 
 equally with others. Companies are drilled by student officers, under the supervision of 
 the commandant. Battalion drills take place similarly. Artillery drill is by classes. 
 A new guard is mounted every morning, and there is a parade every day about sundown. 
 In the evening, during study hours, sentinels are posted along the halls of the dormitory 
 to maintain order. At the change of reliefs, each sentinel inspects the rooms on his post 
 to see that no one is visiting, sleeping, or absent without authority. 
 
 Members of the guard are not excused from study or recitation because of having been 
 on duty. Just before 10 o'clock sentinels are relieved and all retire, except officers, who 
 inspect at that hour. Early in the morning all students are wakened and immediately 
 attend roll call. 
 
 Half an hour later their rooms must be ready for inspection. Then study is required 
 until 7 o'clock, the breakfast hour. In like manner a ceaseless watch is kept over stu- 
 dents; and their delinquencies subject them to mild but certain punishments. 
 
 The professor of military science and tactics delivers a three months' course of lectures 
 to the senior class on subjects pertinent to his department. 
 
 ALCORN AGRICULTURAL AND MECHANICAL COLLEGE. 
 
 The fund for the education of the people of Mississippi in agriculture and mechanics is 
 divided equally between the white and colored races. The institution through which 
 the latter race receives the benefit of this is now called the Alcorn Agricultural and Me- 
 chanical College, formerly Alcorn University. It is located near Rodney, in Jefferson 
 County, which lies on the Mississippi River, just below Vicksburg. Little has been re- 
 ported recently from the college, and only a few general facts can be given. 
 
172 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The university was charted in May, 1871 ; it had been opened some months before. 
 There are collegiate and preparatory departments, each having agricultural and literary 
 courses. The collegiate courses are four years in length; the preparatory, two. The 
 faculty in 1881 consisted of the president, Rev. H. R. Revels, D. D., who was professor 
 of mental and moral philosophy; professors of mathematics and natural philosophy, and 
 ancient and modern languages and literature; tutors of English branches and penman- 
 ship; and the foreman of the farm. The students numbered 185. Only 15 of these were 
 in the collegiate department. Of those preparing for college 50 had a classical course in 
 view; 90, a scientific. Tuition is free, and expenses are made as low as possible. Further 
 figures are presented in the table in Appendix B, which wiy. show the financial condition 
 and other facts relative to the college. 
 
 MISSOURI. 
 UNIVERSITY OF THE STATE OF MISSOURI. 
 
 The University of the State of Missouri is located at Columbia, in a beautiful and 
 picturesque limestone region, on an elevated rolling table land lying back from the north 
 side of the Missouri River. It was chartered by the legislature of 1838-' 39, and went 
 into full operation on the 4th of July, 1840. Only a collegiate department was established 
 at that time, though a medical school at Saint Louis was associated with the university. 
 Agricultural instruction was commenced in 1859, in connection with the teaching of chem- 
 istry. No new departments were added until after the close of the war. During that 
 period it had a precarious existence. The constitution adopted by the State in 1865 
 required the general assembly to "establish and maintain a State university, with de- 
 partments for instruction in teaching, in agriculture, and in natural science, as soon as 
 the public school fund will permit. ' ' The condition of the university at a time little 
 later than this is stated in one of its publications as follows: 
 
 11 When Dr. Read came on the ground (in 1866) with a view of determining his course 
 of action as to accepting the position to which he had been elected, he found the uni- 
 versity largely involved in debt; its officers paid in university warrants, inconvertible 
 except at a large discount; the payment of the income of the endowment fund sus- 
 pended during the process of the conversion of the bank stock into United States bonds, 
 as required by the new State constitution; the university building greatly defaced and 
 injured in consequence of its occupation by United States troops, and some of the rooms 
 unfit for use; the roof leaky and the plastering fallen from the ceilings of many of the 
 rooms. * * * Upon the first week of the opening of the session not a single student 
 appeared to matriculate, there being a county fair in the neighborhood, and on the second 
 less than forty came forward for that purpose. ' ' 
 
 The prosperity of the university dated from the subsequent year. The State then 
 began to render aid. A normal college was opened in 1868, and other colleges have been 
 added since. The university now has suitable buildings, all necessary apparatus, and a 
 valuable library of about 13,000 volumes and as many pamphlets. It has been governed 
 by a broad and liberal policy, the principles of which were stated a few years since to be 
 as follows: 
 
 " 1. To keep the university perfectly free from complications of party politics and secta- 
 rian religion. 
 
 "2. To adapt the university to the peculiar needs of Missouri by giving it that scien- 
 tific cast required by our special circumstances; also, while furnishing the highest in- 
 struction in various departments for the scholar, to afford instruction to a large class who 
 require shorter courses to prepare themselves for specific pursuits. 
 
 "3. To give the largest practicable liberty of choice in the selection of studies, accord- 
 ing to the most advanced ideas of the day, a system commenced in the University of Vir- 
 ginia. * * * 
 
 "4. To admit women students to classes as they may desire; to keep the expenses of 
 university education at the lowest practicable point to the student by diminishing the 
 rate of tuition one-half and providing the means of cheap boarding. 
 
 "5. To aid and encourage our local and denominational colleges by opening the doors 
 of the university, without money and without price, to their graduates, in order that 
 they may avail themselves of the larger educational means afforded by the State in the 
 university. In short, it has been a settled policy to make the university an institution 
 for the whole of Missouri, and not for any section, party, or partisan clique." 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 173 
 
 
 
 FINANCIAL CONDITION. 
 
 The two townships received by Missouri when admitted into the Union in 1820, for 
 the support of a university were sold at $2 an acre in 1832. The net sum realized was 
 about |70,000. This was kept at interest, and amounted to $100,000 before the end of 
 the decade. Then it was determined to establish a university, and a bonus of $117,500 
 was offered by Boone County for its location at Columbia. These funds were used for 
 the erection of a building and other nesessary expenses, and the endowment of the uni- 
 versity. Missouri received nominally 330,000 acres of land by the grant of 1862 for ag- 
 ricultural colleges. Really it was somewhat less, in consequence of a provision requiring 
 that one acre taken within the railroad belt should be counted as two. After a long 
 struggle it was decided that the State University should have the benefit of the grant. 
 Most of this land remains unsold. Some of it is leased. The income from rents and 
 the interest on amounts realized from land sales has not been large. The land is in- 
 creasing in value, and will eventually provide a handsome endowment. The recent re- 
 ports of the property and income of the university, as made to the Bureau of Education, 
 are as follows: 
 
 
 1880. 
 
 1882. 
 
 Value of grounds, buildings, and apparatus 
 
 $150, 000 
 
 
 Amount of productive funds . . 
 
 227 000 
 
 $480 000 
 
 
 13 620 
 
 27 500 
 
 Receipts from tuition fees .-. 
 
 11,295 
 
 
 Receipts from State appropriations 
 
 27 000 
 
 
 
 
 
 OEGANIZATION. 
 
 The organization of the Missouri University is unlike that of ordinary colleges and 
 universities. A general plan was adopted fifteen years ago, and has been adhered to 
 since. It was as follows: 
 
 I. To retain substantially the usual college curriculum for those who desire that course. 
 II. To enlarge and perfect the scientific course. 
 
 III. To establish and maintain 
 
 1. A college of agriculture and mechanic arts, which, in addition to instruction in 
 agriculture, horticulture, military tactics, etc., shall embrace schools of engi- 
 neering, analytical chemistry, and mining and metallurgy. 
 
 2. A normal school. 
 
 3. A law school. 
 
 4. A preparatory school. 
 
 IV. To expand the university by instituting colleges of applied science or professional 
 
 departments, as its means will permit or the wants of the State demand. 
 V. To accumulate the materials of education, as books, apparatus, cabinets, models, 
 etc. 
 
 VI. To adjust the different departments of instruction so as to economize labor and 
 
 material, and thus render the institution the most effective to the largest num- 
 ber, and save means for the enlargement of the university and the increase 
 of its facilities. 
 
 VII. To exercise judicious economy in all departments, that there maybe improve- 
 
 ment in all, and the accumulation, year by year, of those educational means 
 and appointments which belong alike to all departments and increase the gen- 
 eral prosperity. 
 
 In pursuance of this plan the university is organized into a college, in which the sub- 
 jects of instruction are arranged in academic schools of (a) science and (&) language 
 and professional schools. The schools of (1) physics, (2) chemistry, (3) natural history, 
 (4) mathematics and astronomy, and (5) metaphysics constitute the schools of science; those 
 of (1) Hebrew and Semitic literature, (2) Greek, (3) Latin, (4)modern continental Ger- 
 man r French , Spanish, and Italian, and (5) English form the schools of language. The first 
 three schools of science are closely related to industrial education, and consequently de- 
 serve more than simple mention. 
 
 The school of physics is under the charge of a single professor. In it not only academic, 
 but agricultural, normal, medical and special students are instructed. The study of 
 the assigned text-book and the recitation are supplemented by laboratory work and by 
 lectures. The laboratory work familiarizes the student with physical apparatus, of 
 which the university has a fair supply, and fixes in his memory the principles and the 
 
174 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 > 
 
 processes which he sees illustrated. The lectures elaborate more fully subjects of special 
 difficulty or interest, as, for example, the steam engine. 
 
 The school of cliemistry is under the supervision of a professor and his assistant. In it 
 there are distinct courses of study in (1) phenomenal, (2) rational, (3) domestic, and (4) 
 agricultural chemistry, and (5) toxicology. The course in phenomenal chemistry is 
 elementary, and must be pursued by all the students of the university, except those in 
 law, before they can receive a diploma or be admitted to other classes in the chemical 
 department. The course in rational chemistry is a continuation of it. Organic and 
 applied chemistry largely enters into this course. Domestic chemistry is taught the 
 students in the ladies' department by lectures on the general subjects of air, water, food, 
 and cosmetics. Agricultural chemistry is also taught by lectures treating of the struct- 
 ure and functions of plants, the properties of soils, the composition and value of fertil- 
 izers, and other subjects similarly related to agriculture. The instruction in toxicology is 
 given principally to medical students by a course of lectures lasting about two months. 
 The chemical laboratory is furnished in the most approved style, with working tables, 
 reagents, and general apparatus. 
 
 The school of natural history is in the charge of two professors, and their instruction is 
 supplemented by lectures by other members of the university faculty. The subjefts of 
 instruction include geography, botany, entomology, anatomy and physiology, zoology, 
 comparative anatomy, mineralogy, paleontology, geology, and physical geography. The 
 last subject is taught at the end of the course, as it is more readily understood after a 
 study of the individual branches of natural history, and is a review of that whole sub- 
 ject. Especial attention is given to zoology, botany, and entomology. 
 
 The other academic schools do not contribute directly to industrial education. They 
 furnish general culture and discipline, and their studies make up the larger part of the 
 courses which must be pursued by undergraduates seeking a degree. These courses are- 
 four in number, namely: Course in arts, in science, in letters, and girls' course in arts. 
 Each covers four collegiate and two preparatory years, and it is estimated that four hours 
 a day five days in the week will be required for recitation and eight hours a day for study. 
 The course in arts is the old-time classical course slightly modified, and leads to the degree 
 of bachelor of arts. The course in science gives prominence to mathematics and sciences; 
 that in literature, to Latin and the modern languages. Their degrees are respectively 
 bachelor of science and bachelor of literature. 
 
 LADIES' DEPARTMENT. 
 
 The girls' course in arts is made up substantially of studies selected from the other 
 academic courses, with additional work in literature, composition, and criticism, and 
 diversified by studies peculiarly adapted to the culture of woman, such as calisthenics, 
 music, physiology, and domestic chemistry and economy. The degree of bachelor of do- 
 mestic arts is conferred upon those successfully completing it. Young ladies may choose 
 any academic course, but this one is the most popular with them. Its establishment has 
 tended to increase their number, which has already reached nearly a hundred. The ladies 
 are required to wear a prescribed dress and are expected to engage in calisthenics. The 
 opportunities for the study of music are good, and it is thought that they will be greatly 
 increased in the immediate future. 
 
 PROFESSIONAL SCHOOLS. 
 
 There are nine professional schools connected with the Missouri University. They are 
 the law school, attendance in 1881-'82, 38; medical school, 36; normal college, 83; com- 
 mercial school, 105; school of art, 140; school of military science and tactics, 53; engi- 
 neering school, 42; agricultural and mechanical college, 21; and the school of mines and 
 metallurgy at Eolla, 82. Each has a faculty of its own, or else is in charge of a single 
 professor, who is aided in the work of instruction by other members of the university 
 faculty as may be necessary. 
 
 The engineering school has a faculty of nine members, composed of the president of the 
 university, who is professor of the science of mind, and professors of mathematics and 
 astronomy, civil and topographical engineering, free-hand and topographical drawing, 
 military science and tactics, geology, chemistry, economic botany, and law. Instruc- 
 tion is also given by visiting lecturers on engineering. Fees are 40 a year. Forty-two 
 students were in attendance in 1881-' 82. In their professional preparation they are 
 instructed in the following subjects, among others: The location and construction of 
 roads, railroads, canals, and water-works; the surveys and improvements of coasts, har- 
 bors, rivers, and lakes; the determination of astronomical and geographical coordinates 
 on land and at sea; the design and construction of roofs and trusses, girders, and sus- 
 pension bridges; drawing and constructing the various kinds of arches; the design, ap- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 175 
 
 plication, and construction of wind and hydraulic motors, air and steam engin&s; "blow- 
 pipe analyses of minerals, and economic geology, mineralogy, chemistry (elementary 
 and applied); the art of war; the preparation of the various kinds of projections and 
 drawings used by the military, topographical, civil, and mine engineer; the selection, 
 tests, and applications of materials used in constructions; and papers and essays on pro- 
 fessional subjects. In order that the student may pursue those branches which are pre- 
 paratory to special departments of engineering, courses of study covering the last two 
 years of a six years' course are offered in (1) civil engineering, (2) topographical engi- 
 neering, (3) surveying and astronomy, and (4) military engineering. The college course 
 in science prepares the student for the professional study of any of these branches. In- 
 struction is given by text books, lectures, and field and observatory practice. 
 
 AGRICULTURAL AND MECHANICAL COLLEGE. 
 
 After a discussion, continuing seven years, the Agricultural and Mechanical College of 
 Missouri was located at Columbia in immediate connection with the university. The 
 county of Boone and the city of Columbia gave land costing $60.000 and $30,000 in bonds 
 for the sake of having the college within their limits. Three-fourths of the income of 
 the land grant belongs to the college, and the State cares for those wants which the in- 
 come from fees and productive property cannot supply, as it does for the university. 
 The attendance of students has not been uniformly large. In 1873 there were 138; in 
 1881-' 82, 21 . A few students have taken the degree of bachelor of agriculture ; a considera- 
 bly larger number have received certificates of proficiency in horticulture. The fees are 
 the same as the ordinary university fees, namely, an annual entrance fee of $10, and $10 
 a year for incidentals and use of library. 
 
 The course of study has been made strictly professional and reduced to two years, the 
 first, horticultural; the second, agricultural. Those completing the first year are enti- 
 tled to the certificate in horticulture. The full course leads to the degree of bachelor 
 of agriculture. The requirements for admission are very slight. The studies of the 
 first year are: First semester, propagation, pruning, training, soils, fertilizers, tillage, 
 and drainage; pomology, nursery business, forestry, and meteorology; physics and 
 mechanics; and nursery work at the discretion of the professors. Second semester, 
 gardens and gardening; entomology; orchards, vineyards, fruit gardens, ornamental 
 trees, and landscape gardening; botany; work in gardens and vineyards. The stud- 
 ies of the second year are: First semester, zoology and veterinary science, farm crops, 
 surveying, agricultural chemistry, mineralogy, mechanical drawing, and field work or 
 feeding and care of stock: Second semester, farm buildings, machinery, fences, and water 
 supply; domestic animals, geology, roads and bridges, and farm law, with out-door work. 
 
 Six prizes are offered, as follows: To the junior class (1) for best essay on pruning, 
 London's Encyclopedia of Gardening; (2) for best specimens of propagation, including 
 apples, pears, grapes, gooseberries, and strawberries, 20 plants each, $10; and (3) for best 
 show of garden vegetables, including tomatoes, cabbages, onions, pease, and beets, 20 
 plants each, $10. To the senior class (1) for best corn culture, f acre, $10; (2) for best 
 reaping, binding, and stocking, J acre, $10; and (3) for best specimen of plowing, Jacre, 
 $10. The college furnishes land and materials; the contestant must do all the work. 
 
 The college farm contains some 640 acres, has a variety of soils, and is well watered. 
 It offers opportunities for student labor, practical work, and agricultural experiment. 
 The value of different varieties of wheat, corn, and potatoes has been tested. Gardens, 
 vineyards, and orchards have been planted, and will be closely observed. A commercial 
 nursery is a special source of profit. A plantation of forest trees has been commenced. 
 
 SCHOOL OF MINES AND METALLURGY. 
 
 The School of Mines and Metallurgy is located at Rolla, Phelps County, in the midst 
 of an extensive and rapidly developing iron section and near districts abounding in lead 
 and zinc deposits. The institution was established in February, 1870, and opened in 
 November, 1871. Its design is to unite with the agricultural college in carrying out the 
 purposes of the national grant in aid of industrial education. This object has been kept 
 in view in arranging the studies of the school, in selecting its apparatus, and in organ- 
 izing its faculty. 
 
 The school has a one-fourth interest in the agricultural college lands. It still receives 
 its chief support from State appropriations, that for 1881 being $7,500. It also received 
 in that year $800 from students' fees and $3,300 interest on its productive funds, which 
 amount to $55,000. Its buildings, grounds, and apparatus are valued at $46,660. 
 
 The faculty of the school is composed of professors of mathematics, civil and mine 
 engineering and graphics, analytical chemistry and metallurgy, physics and natural his- 
 tory, and languages. The last is principal of the preparatory department, and has an 
 
176 INDUSTEIAL EDUCATION IN THE UNITED STATES. 
 
 assistant. The number of students reported for 1881 was 82. Of these 25 were prepar- 
 atory students, 45 in partial courses and 12 in regular courses. The annual fees are $20. 
 
 The graduates previous to 1882 numbered 24; the licentiates, 25. They are engaged 
 largely in teaching, studying, and professional work of kinds for which the school fur- 
 nishes preparation. 
 
 Great freedom is allowea students in the choice of studies, and five courses of study 
 are arranged in addition to the preparatory course of one year. There is a teachers' 
 course, two years in length, which includes the usual English studies of a high school 
 and normal instruction. Those completing it are assured of a first-class teacher's cer- 
 tificate, good for two years, from the State superintendent of public schools. A girls' 
 course in arts extends over four years. The professional courses are three years in length, 
 and lead to the degrees of mining engineer, civil engineer, and bachelor of philosophy, 
 respectively. Analytical chemistry, mineralogy, geology, metallurgy, pure and applied 
 mathematics, artistic and mechanical drawing, and civil and mine engineering form the 
 main branches of study. 
 
 The school is well furnished with apparatus, instruments, and other appliances for 
 practical instruction and demonstration. It has a full supply of excellent surveying and 
 engineering instruments, physical apparatus, embodying the newest forms for illustra- 
 tion and research, together with diagrams and models for the illustration of metallurgy 
 and for engineering, topographical and ornamental drawing. The geological, mineral- 
 ogical, and technical collections are all rapidly increasing, and are already rich in speci- 
 mens and products illustrative of the mineral industries of Missouri. The laborato- 
 ries for analysis and assaying have been increased in working capacity, and are amply 
 furnished with apparatus and reagents necessary for practical instruction and for any 
 line of chemical and metallurgical research. The library of 2,750 books and pamphlets 
 has been selected with special reference to supplementing the labors of the class and 
 lecture room, and consists, therefore, largely of standard reference works on the physical 
 sciences, mathematics, and technology. A good selection of technical periodicals is sup- 
 plied to the reading room. Earnest efforts are constantly made to increase the efficiency 
 of all the means of practice and illustration. 
 
 The rooms of the school building are comfortably furnished, well lighted, and well 
 ventilated. The first floor is occupied by the analytical laboratory, the chemical lecture 
 room, and the room of the professor of geology. On the second floor are the public hall, 
 the office, library, reading and engineering rooms; and in the third story are the rooms 
 of the professors of mathematics and English and a large drawing room, with ample 
 accommodations for upwards of eighty students. The basement contains the assay fur- 
 naces and other appliances for metallurgical work. 
 
 A recent report of the School of Mines and Metallurgy gives the following quotations 
 concerning the organization, equipment, and effective character of the school, taken 
 from an official report of the visit and examination of the legislative committee on mines 
 and mining: 
 
 ' ' We do not intend to eulogize this institution with high-sounding phrases, nor do we 
 mean to underrate the difficulty that each undertaking meets with during its incipient 
 stage; but with pride we acknowledge the unanimous opinion of your committee that 
 this school is highly worthy of the people of the great State of Missouri and in full coin- 
 cidence with the intent which led to its creation. We may look forward with well- 
 founded hopes that by the practical working of this school our dormant mineral wealth 
 will meet the attention of the entire civilized world. 
 
 ' ' The force of professors employed to teach the various branches of learning has been 
 selected with more than usual care, and their ability and devotedness justify the highest 
 expectations. 
 
 " Analytical chemistry, mineralogy, geology, metallurgy, mathematics (pure and ap- 
 plied), drawing (artistic and mechanical), civil and mine engineering, military tactics, 
 etc. , form the main branches of study in this institution. 
 
 "The apparatus, mathematical and philosophical instruments, are all of the latest and 
 most approved kind, and their selection shows excellent tact; the laboratory is in good 
 working order, and the library, consisting mainly of technical works, contains a large 
 number of rare volumes. 
 
 ' ' The morals of the students are vigilantly looked after, and the remarkable progress 
 made by them is not only noteworthy, but also a source of gratification to your committee. 
 
 "The maps of surveys and mines, the drawings of furnaces and reduction works, pre- 
 pared by the more advanced students, display art and mastery on the subject of their 
 study and labor. 
 
 ' ' A remarkable feature of the school consists in combining theory with practice. " 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 177 
 
 NEBRASKA. 
 THE UNIVERSITY OF NEBEASKA. 
 
 [Statement by Prof. S. R. Thompson.] 
 
 The University of Nebraska exists by virtue of an enactment made by its first legisla- 
 ture soon after it became a State. This act, passed in 1869, provided for the organization 
 of six colleges, as follows : 1. A college of literature, science, and the arts. 2. A college of 
 agriculture. 3. A college of law. 4. A college of medicine. 5. A college of practical 
 science, mechanics, and civil engineering. 6. A college of fine arts. Only the two first 
 named could be opened without consent of the legislature. 
 
 The regents appointed under this act organized, elected a chancellor and faculty, and 
 opened the college of literature, science, and art in September, 1871. During this year a 
 professor of agriculture was chosen and arrangements made to open the agricultural col- 
 lege in the autumn of 1872. The plan was to have students in the agricultural college 
 take their scientific and literary studies in the college of literature and science, so that 
 only special and technical instruction need be provided in the other. 
 
 In 1874 an improved farm of 320 acres was procured and provided with a fair outfit of 
 stock, teams, and tools. In 1875 a dormitory to accommodate about 20 students was 
 erected, and henceforward all students in agriculture were to reside on the college farm. 
 In 1877 the law was amended so as to consolidate the second and fifth colleges of the orig- 
 inal scheme into one to be called ' ' The Industrial College, embracing agriculture, prac- 
 tical science, civil engineering, and mechanic arts." In 1881 a professor of horticulture 
 and a tutor in civil engineering were appointed; these, with the professor of agriculture, 
 who is dean of the industrial college and superintendent of the farm, now constitute the 
 teaching force of this department. 
 
 The classes in both colleges use the same building for recitation and general purposes. 
 Students in the agricultural course reside on the farm and work an average time of two 
 hours a day. Part of this labor is compensated and part not. All other students find 
 boarding in or near the city as they prefer. 
 
 The course of study in the department of civil engineering is not materially different 
 from that of other schools of like character. The studies of the first four years are sub- 
 stantially th*e same as those of the scientific course, most of the special and technical 
 studies being assigned to the junior and senior years. 
 
 The course in agriculture is of the same length and difficulty as other courses in the 
 university, viz : four years, with two of preparatory work, which may be taken in the 
 university if desired. The following is a list of the studies which are taught to students 
 in the agricultural college only : Practical agriculture, book-keeping, horticulture, laying 
 out and improving farms, farm implements and machinery, entomology, anatomy and 
 physiology of domestic animals, stock raising, meteorology, rural and domestic sanita- 
 tion, vegetable physiology applied to farm crops, landscape gardening, bee keeping, agri- 
 cultural chemistry, cryptogamic botany, sorghum manufacture, and the history and lit- 
 erature of agriculture. 
 
 As regards means of illustration of subjects peculiar to the industrial college there ia 
 now provided a farm of 320 acres, all improved, with good buildings, orchards, timber 
 plantation, a nursery, the beginning of an arboretum, a vineyard, five breeds of cattle, 
 two of hogs, thirty stands of bees, and an agricultural reference library of 300 volumes. 
 There is also a fair outfit of meteorological instruments for making observations on the 
 weather. The State volunteer weather-service has its central station at the college and 
 publishes a monthly bulletin. 
 
 A considerable amount of experimenting has been undertaken, and it is intended to 
 enlarge that work as fast as possible. 
 
 The mechanical department has not been organized, but the legislature which meets 
 the coming winter will be asked to provide for it. 
 
 Since its opening in 1872, in all about 60 students have attended the industrial depart- 
 ment. Four have graduated, three in agriculture and one in engineering. Of these one 
 is now professor of horticulture in the institution, two engaged in farming, and one is in 
 charge of an engineering party of the Union Pacific Railroad in Wyoming. At present 
 there are enrolled 3 seniors," 5 juniors, 3 sophomores, 4 freshmen, and 7 in the prepara- 
 tory. This number, though small, is all that can be accommodated on the farm with 
 boarding and rooms until additional buildings are erected. 
 
 Besides the special facilities for study and instruction above enumerated, students in 
 this department have access to the university library of 4, 000 volumes, to the cabinet con- 
 taining some 70,000 mineralogical and geological specimens, to the herbarium with 25,000 
 S. Ex. 25 12 
 
178 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 species of plants, and to the entomological collection of 5,000 specimens. Facilities for 
 teaching analytical chemistry and physics are good, and the engineering department has 
 a good level, transit, and other apparatus for field work. 
 
 The number of students enrolled in all departments of the university for the year 
 1881-' 82, according to the catalogue soon to be issued, was 284, of whom 101 were in 
 the colleges classes and 183 in the preparatory school. 
 
 The whole number of professors and instructors now employed in the university is 
 sixteen. The entire support of the university has hitherto depended on appropriations 
 by the State legislature. Within two years some of the endowment lands have been 
 sold and more leased, but the income cannot be used till authority is granted by the legis- 
 lature. The funds arising from sales of educational lands are made by the constitution 
 trust funds and cannot be granted by the legislature for any but educational purposes. 
 No part of the school or university lands can be sold for less than $7 an acre. 
 
 The appropriation made in 1880 to the university was $28,000 per annum for two 
 years. 
 
 NEVADA. 
 
 STATE UNIVERSITY. 
 
 [Prepared from latest reports on file in this office.] 
 
 The State University of Nevada has received from the general government, by act of 
 Congress, the usual grant of land for university purposes, 46,080 acres, and also 90,000 
 acres as endowment for college of agriculture and the mechanic arts. 
 
 The agricultural land from the grant has been sold, and the fund, $90,000, is set aside 
 for the college, not yet organized. The interest, 8 per cent., is being added to the prin- 
 cipal. 
 
 The university is located at Elko, in the eastern part of the State. A preparatory de- 
 partment has been organized. 
 
 In 1880, the faculty consisted only of the principal and one professor. The pupils 
 numbered 48, 26 of whom were girls. 
 
 Tuition is free. Board and expenses at university dormitory, about $30 per month. 
 
 The value of buildings, grounds, and apparatus is stated at $25,000. Aryiual income 
 by State appropriation, $6,000. 
 
 NEW HAMPSHIEE. 
 COLLEGE OF AGRICULTURE AND MECHANIC ARTS, DARTMOUTH COLLEGE. 
 
 [Prepared from latest reports and catalogues on file in this office.] 
 HISTORY AND OBJECTS, 
 
 The New Hampshire College of Agriculture and the Mechanic Arts is an institution 
 associated with Dartmouth College, Hanover, and has for its object, "the liberal and 
 practical education of the industrial classes in the several pursuits and professions of 
 1 ife. " It was founded in 1866, by the State legislature, in accordance with the provisions 
 of the agricultural college legislation. 
 
 ENDOWMENT AND FUNDS. 
 
 The original endowment of the institution ($80,000) was derived from the proceeds 
 of the Congressional land grant, which, on being sold, was invested in New Hampshire 
 State bonds, the interest (6 per cent.) on which constitutes the chief source of annual 
 income. 
 
 The scrip received, representing 150,000 acres, was sold at 53 J cents per acre. The 
 endowment has been increased to $100, 000, Total annual income therefrom, $6, 000 ; State 
 appropriations (1880) for two years, $3,000; total, $9,000. 
 
 The tuition fees are stated at $30 per school year, but, as there are 34 free scholarships 
 nnd an average annual attendance only slightly more than that number, the income 
 from this source is small. 
 
 The total valuation of the college property, farm, buildings, apparatus, &c., is given 
 at $100,000. 
 
INDUSTEIAL EDUCATION IN THE UNITED STATES. 179 
 
 STUDENTS AND DEGREES. 
 
 According to catalogue of 1881-'82, the number of students was 41, of whom 10 were 
 seniors, 13 middlers, and 18 juniors. No women are admitted. 
 
 In 1881 the degree of bachelor of science was conferred upon 14 young men. 
 
 THE FACULTY. 
 
 The staff of the College of Agriculture and the Mechanic Arts consists of the president, 
 professors of chemistry, natural history, mathematics, and English language and litera- 
 ture, instructors in elocution and drawing, with lecturers (occasional) on the history of 
 agriculture, farming as a profession, irrigation and drainage, veterinary science, stock- 
 breeding, theoretical and practical farming, dairying, ensilage, fruit culture, and sheep 
 husbandry. The lectures are arranged in a course which is given each winter and are 
 open to all. 
 
 COURSE OF STUDY. 
 
 There is but a single course of study, covering a period of three years. The studies of 
 the first or junior year include algebra, geometry, trigonometry, Grecian, Eoman, medieval" 
 and modern history, physiology, zoology, botany, drawing, and bookkeeping. 
 
 The studies of the second year are mechanics, surveying, and field work; physics and 
 chemistry, with laboratory work; rhetoric and English literature; business law. The 
 optional studies provided for the first term of the year are theory of equations, ento- 
 mology, and history of civilization. 
 
 The regular studies of the senior year are physics, blowpipe analysis, astronomy, 
 meteorology, geology, mineralogy, mechanics, English and American literature, consti- 
 tutional law, and political economy. The optional studies include assaying, general 
 geometry, analysis of farm products, and international law. 
 
 The assignment of agricultural lectures to the different yea.rs is: Junior year, lectures 
 on history of agriculture, forestry, drainage, and irrigation; middle year, lectures on soils, 
 pi ant growth, stock feeding, stock breeding, ensilage, and fruit culture; senior year, dairy- 
 ing, diseases of animals, sheep husbandry, and general methods of farm management. 
 
 APPLIANCES, FARM TOOLS, STOCK, AND POLICY. 
 
 The library belonging to this institution contains about two thousand volumes, chief! j 
 valuable scientific works. The students also have access to the library, the cabinets, and 
 the observatory of Dartmouth College upon the same terms as the students of the latter. 
 
 A State museum of general and applied science has been established. The specimens 
 accruing from the State geological survey have been devoted to this institution by the 
 legislature. Various contributions have also been made by persons interested in this 
 object, and others are solicited. 
 
 The chemical laboratory is commodious, well lighted, and well ventilated, and is fur- 
 nished with appliances for instruction in general, analytical, and agricultural chemistry. 
 
 The college is provided with instruments for practical surveying and with apparatus 
 for illustration. The students also have the benefit of the valuable philosophical appa- 
 ratus belonging to Dartmouth College, and attend the lectures on physics and other sub- 
 jects. 
 
 A valuable tract of land of 360 acres in the immediate vicinity of Culver Hall (the 
 principal college building) was secured, and for several years it has been under cultiva- 
 tion as a college farm. In convenience of access and in the character of the soil it is ad- 
 mirably suited for the purposes of agricultural experiment. 
 
 It is the intention to keep upon the farm a i'ull line of such agricultural implements 
 as promise to be of practical value, and their use has reduced the manual labor employed 
 to a minimum. 
 
 The stock consists of 50 cattle, pure (milk producing) Durhams and Ayrshires, and 
 their grades; 40 Cotswold sheep, 3 horses, &c. 
 
 The farm policy is to pass from the conservative rule of " small areas richly tilled " 
 to larger areas; but these are well supplied with fertilizers, by means of rich foods given 
 to the stock, such as meal, bran, cotton seed meal, &c. Chemicals are also used in the 
 nutrition of crops. 
 
 CROPS, EXPERIMENTS, LABOR. 
 
 The crops for 1880 consisted of 6 acres of sugar beets; one-quarter of an acre of sorghum ; 
 3J acres of barley; 7 acres of oats and pease; 24 acres of corn; 8 acres of clover; 4 acres 
 
180 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 are devoted to experiments, and the remainder of the tillage is in grass. Corn yields 
 60 to 70 bushels per acre; oats, 60 to 80 bushels; grass, 2 to 3 tons. 
 
 Experiments are always being carried on. They are so conducted as to be of direct 
 use to the practical farmer as well as to the agricultural scientist. 
 
 Among the recent experiments have been those respecting root feeding, the compara- 
 tive merits of different corn-meals and brans, early and late cut hay, i-ne preparation and 
 use of fertilizers and the value of foods. 
 
 Student labor is employed at 12 1 cents per hour, instruction being at the same time 
 afforded in the use of farm machinery and in the experiments and work of the farm. 
 
 The scientific and engineering departments of Dartmouth College, known respectively 
 as the Chandler Scientific School and the Thayer School of Engineering, are accessible in 
 a general way to the students of the Agricultural College, and afford facilities for the 
 study of the mechanic art. 
 
 Mention of these schools has been made in this report among the institutions grouped 
 as not endowed by the agricultural land grant. 
 
 NEW JEESEY. 
 EUTGEKS SCIENTIFIC SCHOOL, NEW BRUNSWICK. 
 
 Eutgers College is one of the few institutions of its kind which were organized before 
 the revolutionary war. Its life during that period and through many years of the present 
 century was surrounded with peril. A few decades only have passed since its ultimate 
 prosperity was assured. In the early part of the civil war the attention of its officers 
 was called to the importance of introducing scientific instruction, and in 1863 a new de- 
 partment was organized for this purpose and named the Eutgers Scientific School. It 
 was determined by the State legislature in 1864 that this school should receive the 
 benefit of the national land grant of 1862. The act of the legislature directed the in- 
 terest on the proceeds of the land scrip to be paid to the trustees of Eutgers College, "to 
 be used wholly and exclusively for the maintenance of such courses of instruction as 
 should carry out the intent of the act of Congress," i. e., those relating to agriculture 
 and the mechanic arts and adapted "to promote the liberal and practical education of 
 the industrial classes in the several pursuits and professions in life." It required the 
 trustees to furnish instruction free to a designated number of students from the several 
 counties of the State; to erect additional and adequate buildings when they should be- 
 come necessary, without charge to the State; and in like manner to provide a suitable 
 tract of land, conveniently located, for an experimental farm. It also prescribed the 
 appointment of visitors, made it their duty to visit the college at least twice a year and 
 report to the legislature, and gave them general powers of supervision and control. Thus 
 Eutgers Scientific School became the "State College for the benefit of Agriculture and 
 the Mechanic Arts." 
 
 The relations which exist between the old college proper and the State college are stated 
 in a recent account of Eutgers College, as follows: 
 
 "The two are served by the same professors; their classes, though distinct, unite in 
 many subjects in the same recitations and are known by the same designations. The in- 
 terests of the two departments, in short, are made to harmonize with and to aid each other, 
 and the reciprocal benefits derived from this intercommunication and union can hardly be 
 exaggerated. The young men in the literary department are allowed to pursue practical 
 chemistry by making actual analyses in the laboratory along with the scientific students; 
 and the latter in turn compete with the former in elocution and composition, in mental 
 and moral philosophy, in political economy and constitutional law, and in biblical recita- 
 tions. The scientific students are thus preserved from the narrowing process of a purely 
 technical education. They do, indeed, get enough of technical training to prepare them, 
 when a little experience has been added to their theoretical knowledge, for entrance at 
 once upon civil engineering and analytical chemistry and into various mechanical and 
 industrial spheres; but along with this they absorb the refining and liberalizing influences 
 which spring from the enlarged culture alluded to above. In addition to this 
 
 the students of both departments join the same literary societies, and thus confer upon 
 each other all the advantages resulting from the generous emulation and contact of minds 
 engaged at many points on different subjects and having different objects of ambition." 
 
 The opportunities for education offered by the State college have been increased by the 
 extension of two regular courses of study from three to four years, and by the provision 
 of special agricultural and chemical, and post-graduate courses. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 181 
 
 ENDOWMENT AND PROPERTY. 
 
 The direct endowment and income of the scientific school are derived from the pro- 
 ceeds of the national land grant. The land scrip received represented 210,000 acres and 
 was sold for $116,000,55 cents an acre. This amount isinvestedin New Jersey State bonds 
 at 6 per cent, per annnm, and thus produces $6,960 a year. This sum is devoted to the 
 payment of salaries. The amount received from tuition fees is small, as nearly all stu- 
 dents have the benefit of the State scholarships. 
 
 The trustees of the college had expended for the school previous to 1874 $30,000 for a 
 farm, $50,000 for buildings, and $13,000 for equipment and miscellaneous expenses. 
 
 The financial report of the college to the Bureau of Education for the year ending 
 March 31, 1881, presents the following items: 
 
 Value of grounds, buildings, andapparatus 1 $400, 000 
 
 Amount of productive funds 303, 129 
 
 Income from productive funds 20,215 
 
 Receipts from tuition fees .._ 3, 270 
 
 FACULTY. 
 
 The faculty of the Rutgers Scientific School is composed of the president (professor of 
 moral philosophy) and professors of geology and agriculture, rhetoric, logic, and mental 
 philosophy, mining and metallurgy, history, political economy and constitutional law, 
 French and German, inorganic and organic chemistry, mechanics and physics, mathe- 
 matics and engineering, mathematics and graphics, mathematics and astronomy, analyt- 
 ical and applied chemistry, and military science and tactics, and an assistant in analytical 
 chemistry. The college has also professors of the Latin, Greek, and English languages 
 and literatures. 
 
 COURSES OF STUDY. 
 
 There are four years' courses of study in (1) civil engineering and mechanics and (2) 
 chemistry and agriculture, two years' courses in (1) chemistry and (2) agriculture, and 
 post-graduate courses. 
 
 The studies of the two full courses are the same during the first year, and are designed 
 to furnish either a suitable introduction to the pursuit of the several courses, or a course 
 complete in itself, suitable for those who desire to fit themselves for land surveying. 
 During the last three years the subjects of higher mathematics, mechanics, and engi- 
 neering, in the engineering course, are replaced by analytical chemistry, practice in the 
 laboratory, and agriculture in the other course. The studies of the sophomore year are 
 alike in the two courses, except the special professional branches. The common studies 
 are chemistry, history, mental philosophy, descriptive geometry, shades and shadows, 
 perspective, and the graphical solution of problems in these subjects and in solid geom- 
 etry and the intersection of surfaces and solids. The special studies of the course in 
 chemistry and agriculture for this year are qualitative and blowpipe analyses and lab- 
 oratory practice; of the engineering course, railroad curves, analytical geometry, and 
 essays in literary criticism. 
 
 The junior year in chemistry and agriculture embraces the following: German; analyt- 
 ical chemistry, by text book; laboratory practice and lectures; agriculture: lectures at 
 the farm, vegetable physiology; natural philosophy; history of civilization; political 
 economy; international law; constitutional history of United States; drawing, lettering, 
 tinting, with ink shading, flat and graded; constructions; mineralogy. 
 
 The senior embraces organic, applied, and other departments of chemistry and chem- 
 ical work; geology; principles of agriculture: its methods and products, animal physi- 
 ology: care and management of domestic animals; laboratory practice and theory; moral 
 philosophy; drawing; thesis. 
 
 The junior year in civil engineering and mechanics includes the following studies: 
 German; natural philosophy; history of civilization; constitutional history of the United 
 States; political economy and international law; differential and integral calculus; as- 
 tronomy; drawing, lettering, tinting, with ink shading, fiat and graded; construction, 
 &c. 
 
 The senior year embraces mechanics; engineering; bridge building; railway practice; 
 geodesy; geology; organic chemistry and chemical physics; indeterminate analysis; 
 moral philosophy; drawing: mechanical, architectural, and engineering; thesis. 
 
 SPECIAL COURSES. 
 
 The special course in chemistry extends over two years. The first year is devoted to 
 inorganic chemistry; qualitative, quantitative, and blowpipe analyses;" chemical physics; 
 stoichiometry; French; a thesis and a journal of travel and observation. 
 
182 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The work of the second year includes organic and applied chemistry; chemical physics; 
 quantitative analysis; assaying; mineralogy and geology; German, and thesis. 
 
 The special course in agriculture requires the following studies: 
 
 During the first year, algebra; geometrical problems; inorganic chemistry; physiology 
 and zoology; geometry; coloring and topographical drawing; analytical chemistry; min- 
 eralogy; bookkeeping; trigonometry; mapping; analytical chemistry; botany; farm ac- 
 counts. 
 
 During the second year, surveying; projections; natural philosophy; study of domes- 
 tic animals; systematic agriculture; navigation and nautical astronomy; architectural 
 drawing; physics; geology; how crops grow; leveling and roadinaking; machine draw- 
 ing; meteorology; botany; how crops feed. Composition and declamation throughout 
 the whole course. 
 
 The hours of lectures or recitations are four each day, besides work in the chemical 
 laboratory. 
 
 Post-graduate courses may be arranged in chemistry; geology and natural history; 
 geology, metallurgy and engineering; agriculture; mathematics (geodesy, pure mathe- 
 matics, astronomy, theoretical and applied, and the use of physical apparatus) ; modern 
 languages; and political and social science. Students completing a full course of two 
 years, in any two of these lines of study, are entitled to the degree of doctor of philos- 
 ophy. Those completing either of the four years' courses receive the degree of bachelor 
 of science. The practice of giving the degree of master of science as a matter of course 
 to all graduates of three years' standing has been discontinued. 
 
 Partial students may enter at any time and elect, under the advice and direction of 
 the faculty, such studies as they are qualified to pursue with classes already formed. 
 Such students are required to have their time fully occupied and receive certificates at the 
 close of their study showing the amount and kind of work performed. 
 
 STUDENTS. 
 
 The number of students in attendance at Rutgers College in 1881 was 143. Of these 
 
 6 were post-graduates, 10 special students, 87 members of the classical department, and 
 40 in the scientific department, 10 bsing seniors, 8 juniors, 4 sophomores, and 18 fresh- 
 men. Nearly all the counties of the State are represented in this scientific school. 
 Forty students are admitted free of expense for tuition on the recommendation of the t 
 superintendent of schools, each county having the right to nominate a number of can- 
 didates proportional to its representation in the legislature. 
 
 In filling these State scholarships the trustees have, from the first, interpreted the law 
 liberally, and adopted the policy of allowing any vacant scholarship to be filled tem- 
 porarily by applicants from another county, provided the superintendent of the county 
 entitled to the scholarship gives his consent. Tuition is habitually remitted to students 
 who are unable to pay that in addition to the other expenses of procuring an education. 
 
 GRADUATES. 
 
 The occupations of 158 persons who have been educated in the scientific school are 
 known to b3 as follows: Engineering, 47; business, 32; manufacturing, 20; farming, 19; 
 teaching, 13; medicine, 12; law, 10; architecture, 5. 
 
 APPLIANCES AND COLLECTIONS. 
 
 The students in the State college have the freest access to apparatus, appliances, library, 
 and all other aids and agencies at the disposal of Rutgers College. These include a large 
 variety of apparatus to illustrate the domain of physics, and ample laboratory and other 
 appliances for the courses in chemistry; a large and well-lighted drawing room; a fine 
 observatory, the gift of Daniel S. Schanck, a two-story building, with revolving dome, 
 containing a large equatorial telescope, a fine meridian circle, sidereal clock, and other 
 appliances; a museum, located in Geological Hall, and containing collections in mineral- 
 ogy, metallurgy, paleontology, conchology, and geology. 
 
 There are special cabinets of minerals, iron ores, and products, birds, fossils, and ex- 
 isting animals. 
 
 The general library, containing 10,500 volumes and 4,500 pamphlets, is open to stu- 
 dents. There are also special collections numbering 4,300 volumes. 
 
 THE COLLEGE FARM. 
 
 The trustees of Rutgers purchased for the State College of Agriculture and Mechanic Arts 
 
 07 acres of land for a college farm, at an original cost for the land of $16,712.60. Up to 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 183 
 
 1873 the amount expended on this for improvements and expenses was $43,846.06. 
 Up to the same date $23,386.61 were received from sales. 
 
 The land was in a wet and unprofitable condition. It has been thoroughly drained 
 with seven miles of under-drains. The former swamps are now the most productive 
 fields. The plans of working have been in the highest degree experimental and the re- 
 sults have been in the best sense of value to the agriculturist. 
 
 The farm is well equipped with buildings, stock, and tools, and the work done in the 
 way of technics theoretical and practical is of sterling character. 
 
 The State legislature established an agricultural experiment station in 1880 and 
 placed it mainly under the control of the board of visitors of the State College. "It has 
 only just begun its work; but it is receiving the hearty cooperation and support of the 
 farmers of the State, and is sending out to them bulletins containing the results of an- 
 alyses and investigations on fertilizers, cattle foods, fodders, milk, &c. , thus stimulating 
 them to study their own calling and to find profit in it. The farm of the Agricultural 
 College affords the opportunity for making proper experiments, and the rooms of the 
 Scientific School and of Rutgers College furnish the places for the necessary chemical 
 laboratories and experiments. " So that the experiment station may be fairly consid- 
 ered a part of the Scientific School, and the 3,500 farmers who regularly receive its 
 investigations and results are its students. The Scientific School teaches the ' ' branches of 
 learning related to agriculture and the mechanic arts, ' ' and the experiment station ap- 
 plies that learning to the practical operations of the farm. 
 
 NEW YORK. 
 
 THE CORNELL UNIVERSITY, NEW YORK STATE COLLEGE OF AGRICULTURE AND 
 
 THE MECHANIC ARTS. 
 
 [Compiled from various official sources.] 
 HISTORY AND OBJECTS. 
 
 The establishment of the Cornell University is due to the combined bounty of the 
 general government and of Ezra Cornell. 
 
 Under the act of July 2, 1862, the State of New York received for the benefit of in- 
 struction in agriculture and the mechanic arts, scrip representing about 990,000 acres 
 of land. Determining to concentrate the fund, it was first offered to the People's Col- 
 lege on certain conditions. Failure having been made in the observance of these condi- 
 tions, in 1865 the State transferred the scrip to the Cornell University on granting the 
 institution a charter, provided the university should admit one student from each as- 
 sembly district without the payment of tuition and that Mr. Cornell should give half a 
 million dollars as an endowment fund. This he did. adding two hundred acres of valu- 
 able farming lands contiguous to Ithaca then, and making the university from its organi- 
 zation in 1868 the object of most generous benefactions and watchful solicitude as long 
 as he lived. Besides gifts of cabinets, libraries, &c. , amounting to several hundred thou- 
 sand dollars, Mr. Cornell bought from the State the entire land scrip to which the 
 university was entitled at the price for which a single acre could be obtained, viz, 60 
 cents, agreeing to locate the scrip and sell the land, and, after deducting expenses, turn 
 over the balance to the university. Under this arrangement the land was carefully se- 
 lected and a considerable portion of it has been sold at $5 an acre. 
 
 "I would found an institution " (said Mr. Cornell) " where any person may find in- 
 struction in any study," and the charter of the university is conceived in the same broad 
 spirit. Providing that a majority of the governing body shall never be of any one reli- 
 gious denomination or of no religious denomination, the charter granted by the State 
 left the trustees at liberty to provide any instruction they might see fit in addition to 
 that contemplated by the act of Congress establishing the colleges of agriculture and the 
 mechanic arts. Women are admitted to all courses on the same terms as men, except 
 that they must be one year older. They are not required to drill or to study military 
 tactics. 
 
184 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 ENDOWMENT. 
 
 The following information has been taken from the report of the treasurer of the uni- 
 versity for the year ending June 1, 1881: 
 
 PRODUCTIVE FUNDS. 
 
 Cornell endowment fund $628, 596 61 
 
 Land scrip fund 473, 412 87 
 
 Sage College endowment 100, 000 00 
 
 Dean Sage sermon fund 30, 000 00 
 
 Sibley endowment 30, 000 00 
 
 Woodford medal fund* 1, 500 00 
 
 Horace K. White prize fund* 500 00 
 
 Total amount of productive funds. 1, 264, 009 48 
 
 OTHER PROPERTY. 
 
 Real estate, exclusive of western lands $689,465 48 
 
 Equipment of departments of university 253, 509 42 
 
 942, 974 90 
 
 WESTERN IANDS. 
 
 Number of acres of Congressional land grant remaining unsold June 1, 1881 : 
 
 Pine land 271, 952. 23 
 
 Farmland 37,863.53 
 
 Land from which pine timber has been sold 27, 500. 00 
 
 337, 315. 76 
 
 During the year ending June 1, 1881, land and timber were sold to the amount of 
 |153,278, the average price of land being nearly $7 an acre. 
 
 The income from the various funds reached $105,435.26; from tuition it was $14,750, 
 including rents, &c. ; the total income was $128,182.95. The disbursements, including 
 $84,609.94 for salaries, amounted to $118,987.03. 
 
 FACULTY. 
 
 The number and classification of professors and instructors given in the Register, 
 printed in 1882, were as follows: Whole number in the faculty, 48:28 resident pro- 
 fessors, 16 assistant professors, and 4 non-resident professors. In addition to 5 instruc- 
 tors and lecturers not included above, there were also various university officers em- 
 ployed as curators, assistant librarians, &c. There were 7 teachers employed in agri- 
 culture and its related sciences, 2 in architecture, 3 in chemistry, 3 in ancient languages 
 and 7 in modern, 5 in history and political science, 4 in mathematics, 3 in civil engineer- 
 ing, 6 in mechanics and physics, 1 in philosophy and 1 in military science, 1 in physiol- 
 ogy, and 2 in palaeontology and geology. 
 
 STUDENTS. 
 
 The number of students present in 1882 was 384, 22 of them being graduate students. 
 The attendance is considerably less than it was during the earlier years of the university 
 a result in part, probably, of the gradual but material elevation of the standard of ad- 
 mission that has been effected, and in part of the increase in the rate of tuition, which 
 is now $75 a year. 
 
 Applicants for admission to the university (who must be at least 16 if boys and 17 if 
 girls) are examined in English grammar; political and physical geography; physiology; 
 arithmetic; algebra, through quadratic equations and including radicals and the theory 
 of exponents; and plane geometry. 
 
 Holders of certificates or diplomas issued by the regents of the university or the State 
 superintendent, or of diplomas of the State normal schools or academies and high schools 
 whose requirements for graduation have been approved by the faculty, may waive the 
 examination except as to algebra. 
 
 For admission to the various courses of science, literature, arts, &c., further examina- 
 tions are required in French, German, Latin, Greek, mathematics, &c. 
 
 %Funds remaining in the hands of donors, interest regularly paid. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 185 
 
 Energetic young men desirous of defraying the expenses of their education by means 
 of manual labor are given work in the printing office, on the farm, and about the build- 
 ings, for which they are paid at current rates; but after a somewhat extended trial of 
 the system, the university authorities have reached the conclusion that the physical and 
 mental stamina of few young men is such that they can safely pursue a course of study 
 to advantage while providing entirely for their own support, and they therefore encourage 
 applicants to come not wholly unprovided for. 
 
 SCHOLABSHIPS. 
 
 In accordance with the provisions of the act of incorporation 1 free student from each 
 of the 128 assembly districts is admitted. The certificate of scholarship is granted after 
 a successful competitive examination, but the usual entrance examination is not waived 
 in the case of successful competitors. 
 
 GRADUATES. 
 
 The following table shows the number of graduates and the degrees taken for each 
 year since the organization of the university in 1869 to 1881 inclusive: 
 
 Degrees. 
 
 1869. 
 
 1870. 
 
 1871. 
 
 1872. 
 
 1873. 
 
 1874. 
 
 1875. 
 
 1876. 
 
 1877. 
 
 1878. 
 
 1879. 
 
 1880. 
 
 1881. 
 
 
 A. B 
 
 8 
 
 8 
 
 7 
 
 4 
 
 17 
 
 4 
 
 8 
 
 8 
 
 5 
 
 9 
 
 7 
 
 12 
 
 18 
 
 115 
 
 A M 
 
 
 
 
 
 1 
 
 
 
 4 
 
 2 
 
 1 
 
 
 
 
 8 
 
 Agr B 
 
 
 
 
 
 2 
 
 2 
 
 1 
 
 1 
 
 2 
 
 1 
 
 
 3 
 
 8 
 
 20 
 
 Arch B 
 
 
 
 
 
 1 
 
 6 
 
 4 
 
 6 
 
 7 
 
 2 
 
 4 
 
 2 
 
 
 32 
 
 B C E 
 
 
 
 7 
 
 16 
 
 18 
 
 15 
 
 8 
 
 12 
 
 15 
 
 14 
 
 10 
 
 7 
 
 9 
 
 131 
 
 B M E 
 
 
 
 
 
 3 
 
 1 
 
 5 
 
 6 
 
 7 
 
 12 
 
 5 
 
 3 
 
 3 
 
 45 
 
 B. S 
 
 
 8 
 
 16 
 
 88* 
 
 45 
 
 30 
 
 21 
 
 26 
 
 24 
 
 24 
 
 33 
 
 40 
 
 35 
 
 340 
 
 B V M 
 
 
 
 
 1 
 
 
 
 
 
 
 
 
 
 
 1 
 
 B V S 
 
 
 
 1 
 
 
 
 
 
 
 
 
 1 
 
 
 
 2 
 
 C E 
 
 
 1 
 
 
 
 1 
 
 4 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 
 2 
 
 16 
 
 lit B 
 
 
 
 
 
 3 
 
 4 
 
 
 1 
 
 2 
 
 3 
 
 7 
 
 5 
 
 5 
 
 30 
 
 M S 
 
 
 
 
 1 
 
 
 3 
 
 3 
 
 4 
 
 3 
 
 
 1 
 
 
 1 
 
 16 
 
 Ph. B 
 
 
 7 
 
 9 
 
 9 
 
 6 
 
 3 
 
 5 
 
 3 
 
 8 
 
 2 
 
 
 4 
 
 4 
 
 60 
 
 Ph D 
 
 
 
 
 1 
 
 1 
 
 1 
 
 
 
 1 
 
 
 1 
 
 
 
 5 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 8 
 
 24 
 
 40 
 
 70 
 
 98 
 
 73 
 
 55 
 
 73 
 
 78 
 
 70 
 
 71 
 
 76 
 
 85 
 
 821 
 
 No information as to advanced degrees conferred in 1880 has been available. 
 
 No record is kept of the occupations of those who have graduated, but the Ten- Year 
 Book of the Cornell University, first published in 1878, is expected to give all needful 
 information about graduates. 
 
 SPECIAL COURSES OF STUDY AGRICULTURE. 
 
 I. APPLIED AGRICTTI/rOBE. 
 
 In applied agriculture live hours weekly during the fourth year are devoted to tech- 
 nical instruction in all its leading and most of its minor branches. The student is also 
 required to spend three hours a day, two days in each week, in field practice, and in the 
 handling and feeding of domestic animals. 
 
 The instruction by lectures begins with the fourth year and continues through three 
 terms. 
 
 FIRST TERM. Wheat: Culture, varieties, preparation of the soil, seeding, injurious 
 insects, harvesting, threshing, marketing. . Swine: The history of breeds, feeding, gen- 
 eral management, piggeries. Farm buildings: Location, plans, material, construction, 
 repairs and preservation, contracts, liabilities of contractors. Fields: Shape and size. 
 Fences and gates: Construction, number, kind, repairs, durability of woods used. Farm 
 and public roads, bridges, and culverts: Location, construction, repairs. Farms: Selec- 
 tion and purehase with regard to remoteness or nearness to markets, agricultural capa- 
 bilities, roads, improvements, schools, and society. Titles, deeds, judgments, and mort- 
 gages. Farm-yard manures: Composition, manufacture, preservation, application. Com- 
 mercial fertilizers: Composition, application, utility. 
 
 SECOND TERM. Farm accounts. Principles of stock breeding: Law of similarity, of 
 variation as caused by food, habit, and climate, atavism, relative influence of male and 
 female, prepotency, sex, in-and-in breeding, crossing and out-crossing, grading up or 
 
186 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 breeding in hue. Races and breeds: Pedigrees, leading breeds of neat animals tieated 
 as to history, markings, characteristics, and adaptation to uses, soil, climate, and locality. 
 Breeding, feeding, and management of cattle. Butter, cheese, and milk dairies, and 
 beef production. Sheep husbandry treated in detail same as cattle. 
 
 THIED TEEM. The horse: Breeds and breeding, education, care, driving, stables. 
 Farm drainage: Mapping of drains, material, construction, utility. Plows and plowing. 
 Farm implements and machinery: Use, care, and repairs. Corn, oat, barley, and flax cult- 
 ure. Grasses and forage plants. Weeds and their eradication. Business customs, rights, 
 and privileges. Notes, contracts, and obligations. Employment and direction of laborers. 
 
 II. AGRICULTURAL CHEMISTRY. 
 
 The study of agricultural chemistry comprises analytical practice in the laboratory, 
 and 75 lectures, embracing the following subjects: 
 
 The general principles of chemical science, accompanied by introductory laboratory 
 practice; the chemistry of the elements and their compounds that constitute soils, plants, 
 and animals; agricultural chemical investigators and their methods and means of work- 
 ing, and the literature of agricultural chemistry; the chemistry of vegetable life, and 
 the production of vegetable substance in general; the physical and chemical properties 
 and agricultural resources of the soil ; tillage, drainage, &c. , and amendments and ma- 
 nures ; the composition of crops and other materials used for fodder ; animal chemistry and 
 nutrition; fermentation and putrefaction; milk and its manufactured products and resi- 
 dues; food, water, and air in their relations to human and animal life; the chemical 
 analysis of fodder and food; farm crops and their manufactured products and residues. 
 
 The analysis of agricultural materials and products is treated in a course of chemical 
 practice. 
 
 m. ECONOMIC ENTOMOLOGY. 
 
 The course of twenty lectures presents the characteristics of the orders of insects, 
 the more important families, and the species which are -injurious, beneficial, or otherwise 
 especially interesting. The lectures are illustrated by specimens of the stages and works 
 of insects, and due prominence is given to the practical treatment of forms having an 
 economic importance. 
 
 In the laboratory and field practice, students are instructed in all kinds of practical 
 entomological work, involving drawings and notes of observations, with methods of col- 
 lecting, breeding, destroying, preserving, arranging, &c. 
 
 IV. HORTICULTURE. 
 
 The instruction comprises two courses of lectures during the first term, supplemented 
 by experimental or practical work. 
 
 In the third year there is a course of lectures on arboriculture and landscape gardening; 
 in the fourth, one on the principles of horticulture. 
 
 Additional time is given to experimental work in the garden or conservatories. The 
 instruction in botany, both in the laboratory and in the several courses of lectures, is 
 intended to afford a scientific basis for the special instruction given in horticulture. 
 
 V. VETERINARY SCIENCE. 
 
 The regular course for students in agriculture, natural history, &c. , embraces five 
 lectures a week during an entire academic year; laboratory work on the bones, plastic 
 models, pathological preparations, and parasites of domestic animals; clinical instruction 
 on cases occurring in practice. 
 
 FIEST TEEM. Lectures on the anatomy and physiology of the animals of the farm. 
 Attention is given to the principles of hygiene as affected by genus, breed, climate, soil, 
 exposure, buildings, ventilation, drainage, food, and water; to the varying anatomical 
 peculiarities which imply special aptitude for particular uses; to the data for determining 
 age; to the principles of breeding, of shoeing, &c. 
 
 SECOND TEEM. Lectures on general comparative pathology; on specific fevers and other 
 contagious diseases; on the parasites and parasitic diseases of domestic animals; and on 
 constitutional diseases. An important feature in this course is the subject of veterinary 
 sanitary science and police, embracing as it does the prevention of animal plagues by 
 legislative and individual action, the improvement of unhealthy localities, and th3 de- 
 struction of animal poisons and parasites which are intercommunicable between man and 
 the domestic animals. 
 
 THIED TEEM. Lectures on the local diseases of the various systems of organs in the 
 different animals and on veterinary surgery. 
 
 Opportunities are afforded to students who desire it to pursue the study of veterinary 
 medicine and surgery further than is provided for in the regular courses of study. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 187 
 
 THE COURSES IN AGRICULTURE. 
 I. A FOUR YEARS' COURSE. 
 
 (Leading to the degree of bachelor of agriculture.) 
 First year. 
 
 FIRST TERM. French or German, 5; rhetoric, 2; geometry and conic sections, 5; free- 
 hand drawing, 3; hygiene, 6 lectures. 
 
 SECOND TERM. French or German, 5; rhetoric, 2; algebra, 5; free-hand drawing, 3. 
 
 THIRD TERM. French or German, 5; rhetoric, 2; trigonometry, 5; general chemistry 
 and laboratory work, lectures, 3. 
 
 Second year. 
 
 FIRST TERM. French or German, 3; agricultural chemistry, 5; zoology, lectures and 
 laboratory work (vertebrates), 3; anatomy, laboratory work, 2. Elective, 3. 
 
 SECOND TERM. French or German, 3; agricultural chemistry, lectures, 4; chemistry, 
 qualitative analysis, 5; anatomy, laboratory work, 2, Elective, 2. 
 
 THIRD TERM. French or German, 3; land surveying, 4; botany, lectures, 3, field work, 
 2; entomology, lectures, 2, laboratory work, 2. 
 
 Third year. 
 
 FIRST TERM. Experimental mechanics and heat, 3; compositse and gramineae, 2; ar- 
 boriculture and landscape gardening, 2; entomology, 3; veterinary anatomy and physi- 
 ology, 5. 
 
 SECOND TERM. Electricity and magnetism, 3; chemistry, quantitative analysis, 4; 
 vegetable physiology, 3; vegetable histology, 2; veterinary pathology, sanitary science 
 and parasites, 5. 
 
 THIRD TERM. Acoustics and optics, 3; chemistry, quantitative analysis, 9; veterinary 
 medicine and surgery, 5. 
 
 Fourth year. 
 
 FIRST TERM. Agriculture, lectures, 5; field-work, 3; botany (fungi), 4; horticulture, 
 lectures, 2; geology, 3. 
 
 SECOND TERM. Agriculture, lectures, 5; field-work, 2; systematic and applied botany, 
 3. Elective, 5. 
 
 THIRD TERM. Agriculture, lectures, 3, field-work, 3; building materials and construc- 
 tion, 2; American law, 5. 
 
 ii. A THREE YEARS' COURSE. 
 
 (Not leading to a degree.) 
 First year. 
 
 FIRST TERM. Geometry and conic sections, 5; free-hand drawing, 3; agricultural, 
 chemistry, lectures, 5, laboratory work, 3. 
 
 SECOND TERM. Algebra, 5; agricultural chemistry, lectures, 4, laboratory work, 6. 
 
 THIRD TERM. Trigonometry, 5; botany, lectures, 3, field-work, 2; entomology, lect- 
 ures, 2, laboratory work, 2. 
 
 Second year. 
 
 FIRST TERM. Experimental mechanics and heat, 3; composite and graminese, 2; ar- 
 boriculture and landscape gardening, 2; geology, 3; veterinary anatomy and physiology, 5. 
 
 SECOND TERM. Electricity and magnetism, 3;. chemistry, laboratory work, 4; vege- 
 table physiology, 3; vegetable histology, 2; veterinary pathology, sanitary science, and 
 parasites, 5. 
 
 THIRD TERM. Acoustics and optics, 3; land surveying, 4; chemistry, laboratory work, 
 4 5 veterinary medicine and surgery, 5. 
 
 Third year. 
 The same as the fourth year of the four years' course. 
 
 MECHANIC ARTS. 
 
 Each student in this department is required to devote two hours a day to work in the 
 shop; but such students as have, before entering, acquired sufficient practical knowledge 
 
188 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 are admitted to advanced standing. Attendance is required upon ten lectures or recita- 
 tions a week, or their equivalent, in addition to two hours daily drawing, two hours 
 daily shop-work, and the passing of the examinations at the close of each term. 
 
 THE COURSE IN MECHANIC ARTS. 
 
 (Leading to the degree of bachelor of mechanical engineering.) 
 First year. 
 
 FIRST TEEM. German, 5; geometry and conic sections, 5; freehand drawing, 3; shop 
 work, 3. 
 
 SECOND TERM. German, 5; algebra, 5; freehand drawing, 3; shop work, 3. 
 THIRD TERM. German, 5; trigonometry, 5; geometrical drawing, 3; shop work, 3. 
 
 Second year. 
 
 FIRST TERM. German, 3; rhetoric, 2; analytical geometry, 5; experimental mechanics 
 and heat, 3; shop work, 3. 
 
 SECOND TERM. German, 3; rhetoric, 2; calculus, 5; electricity and magnetism, 3; 
 shop work, 3. 
 
 THIRD TERM. Calculus, 5; descriptive geometry, text and drawing, 4; mechanical 
 drawing, 2; building materials, 3; shop work, 3. 
 
 Third year. 
 
 FIRST TERM. Calculus and analytical geometry, 5; descriptive geometry, text and 
 drawing, 6; mechanism, 3; shop work, 3. 
 
 SECOND TERM. Mechanics of engineering, 5; mechanism, 3; physics, laboratory work, 
 8; chemistry, 3; shop work, 3. 
 
 THIRD TERM. Mechanics of engineering, 5; mechanical drawing, with shades, tint- 
 ing, and perspective, 3; physics, laboratory work, 3; chemistry, 3; shop work, 3. 
 
 Fourth year. 
 
 FIRST TERM. Mechanics of engineering, 5; mechanical and working drawings, 3; 
 physics, laboratory work, 3; steam engine, 3; shop work. 3. 
 
 SECOND TERM. Mechanical drawing, 4; steam engine, 3; metallurgy, 2; experimental 
 work with indicators, governors, pumps, and injectors, 3; shop work, 3. 
 
 THIRD TERM. Graphical statics, 3; field practice and the use of instruments, 3; in- 
 dustrial chemistry, 3; technical reading and preparation of thesis, 3; shop work, 3. 
 
 Graduate course. 
 
 FIRST TERM. Machines for regulating, counting, &c., 3; mechanical or physical ex- 
 periments, or chemistry, 3; riparian laws, contracts, Patent-Office laws, &c., 2. Elec- 
 tive, 7. 
 
 SECOND TERM. Machines for change of form, 3; mechanical or physical experiments, 
 or chemistry, 3; technical reading, 2. Elective, 7. 
 
 THIRD TERM. Locomotive machines, hoists, cranes, &c., 3; mechanical or physical 
 experiments, or chemistry, 3; shop systems and accounts, 2. Elective, 7. 
 * The elective studies are hydraulics, assaying, mineralogy and blowpipe analysis, chem- 
 ical laboratory practice, physics (acoustics and optics), motors other than steam, archi- 
 tecture, civil engineering, shop work, mathematics, botany, French, rhetoric, history, 
 literature. 
 
 MILITARY SCIENCE. 
 
 The practical military exercises include: 
 
 Infantry tactics. To comprise the schools of the soldier, company, and battalion; with 
 skirmishing, the forms of parade, and the duties of guards. 
 
 Artillery practice. To comprise at least the school of the piece and section for the field 
 guns, with such further artillery instruction as may be found practicable. 
 
 Special exercises. To comprise recitations at such times as may be prescribed. 
 
 The advanced course of instruction in military science is optional, and is open to all 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 189 
 
 undergraduates and to such special students as have sufficient scientific and practical 
 preparation. 
 
 It requires an attendance upon a class exercise or lecture of one hour on three days of 
 the week during one year. The subjects are: 
 
 Military engineering. To comprise the principles of military topography; the effect of 
 projectiles; the principles of fortification, with their application to field works; military 
 mining; the attack and defense of works; and the construction of military roads and 
 bridges. 
 
 T/ie art of war. To comprise the history and principles of special tactics; the organi- 
 zation of armies, with some account of the administrative arrangements of our own army; 
 strategy; grand tactics; and accessory operations of war. 
 
 Military law. To comprise the origin, principles, and limitations of military law; the 
 nature and force of the articles of war and the general regulations for the army; a sum- 
 mary of the rules of evidence; the constitution, jurisdiction, and procedure of courts- 
 martial, courts of inquiry, military commissions, and military boards. 
 
 ARCHITECTURE. 
 
 The course in architecture is so arranged as to give the student instruction in all sub- 
 jects which he should understand in order to enter upon the practice of the art. 
 
 The instruction is given by means of lectures and practical exercises. Its object is not 
 merely to develop the artistic powers of the student, but to lay that foundation of knowl- 
 edge without which there can be no true art. Drawing is taught during the first two 
 years, and afterwards thoroughly used and applied in mechanics, stereotomy, and de- 
 signing. 
 
 Architectural mechanics occupies a part of each term for one year. The lectures are 
 each supplemented by at least two hours of work on problems. In developing the subjects 
 and in solving problems analytical methods are used, but for practical use special atten- 
 tion is paid to the application of graphical statics. 
 
 The study of the history of architecture and the development of the various styles runs 
 through five terms. The lectures are illustrated by photographs, engravings, drawings, 
 casts, and models. 
 
 Proper attention is paid to acoustics, ventilation, heating, decoration, contracts, and 
 specifications. The whole ground of education in architecture, practical, scientific, his- 
 torical, and aesthetic, is covered as completely as is practicable in a four years' course. 
 
 THE COURSE IN ARCHITECTURE. 
 
 (Leading to the degree of bachelor of architecture.) 
 First year. 
 
 FIRST TERM. French or German, 5; rhetoric, 2; geometry and conic sections, 5; free- 
 hand drawing, 3; linear drawing, 1; hygiene, six lectures. 
 
 SECOND TERM. French or German, 5; rhetoric, 2; algebra, 5; freehand drawing, 3; 
 projection and tinting, 1. 
 
 THIRD TERM. French or German, 5; trigonometry, 5; descriptive geometry, text and 
 drawing, 4; botany, 3. 
 
 Second year. 
 
 FIRST TERM. French or German, 3; composition and elocution, 1; analytical geom- 
 etry, 5; descriptive geometry, text and drawing, 6; experimental mechanics and heat, 3. 
 
 SECOND TERM. French or German, 3; composition and elocution, 1; calculus, 5; draw- 
 ing, 3; electricity and magnetism, 3; chemistry, lectures, 3. 
 
 THIRD TERM. French or German, 3; composition and elocution, 1; drawing, 3; 
 acoustics and optics, 3; chemistry, lectures, 3; building materials and construction, 3. 
 
 Third year. 
 
 FIRST TERM. Mechanics, strength of materials, 3; shades, shadows, and perspective, 
 3; drawing, 3; Egyptian, Greek, and Roman architecture, 3; designing, 4. 
 
 SECOND TERM. Mechanics, trusses, 3; Byzantine and Romanesque architecture, 5; 
 designing, 3; construction, 2; lithology and determinative mineralogy, 2. 
 
 THIRD TERM. Mechanics, arches, 3; freehand drawing, 3; Gothic architecture, 5; 
 designing, 3; construction 2. 
 
 Fourth year. 
 
 FIRST TERM. Renaissance architecture, 3; decoration, 3; designing, 6; stereotomy, 3. 
 SECOND TERM. Modern architecture, 3; designing, 4; stereotomy, applied to stone- 
 cutting, 5; economic geology, 3. 
 
190 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 THIRD TFRM. Decoration, acoustics, ventilation, warming, professional practice, 
 measurinfr. contracts, specifications, &c., 5; designing, 7. 
 
 CIVIL ENGINEERING. 
 
 The instruction is given by means of lectures and recitations, with drawing and field 
 and laboratory practice. The field work embraces the usual operations and the more re- 
 sent methods of land, railroad, and subterranean surveying, together with hydrography 
 and geodetic practice; and since 1874 the department of civil engineering has been en- 
 gaged in the surveys of the hydrographic basin of Central New York as a contribution to 
 the geodetic surveys of the United States Government. 
 
 Laboratory practice is provided in chemistry, mineralogy, metallurgy, geology, phys- 
 ics, and civil engineering. 
 
 The students of this department receive instruction in an extended course of mechan- 
 ics as applied to engineering, and their professional preparation comprises the follow- 
 ing subjects: The location and construction of railroads, canals, and waterworks; the 
 construction of foundations in water and on land and of superstructures and tunnels; 
 the surveys, improvements, and defenses of coasts, harbors, rivers, and lakes; the deter- 
 mination of astronomical coordinates; the application of mechanics, graphical statics, 
 and descriptive geometry to the constructions of the various kinds of right and oblique 
 arch bridges, roofs, trusses, and suspension bridges; the design, construction, and appli- 
 cation of wind and hydraulic motors; air, electric, and heat engines, and pneumatic 
 works; the drainage of towns and the reclaiming of lands; the preparation of plans and 
 specifications, and the proper selection and tests of the materials used in constructions. 
 As a part of their instruction, students have frequent practice in the preparation of papers 
 on subjects of professional importance. 
 
 An elementary course of lectures is given in engineering and mining economy, finance, 
 and jurisprudence. 
 
 To meet the growing demand for special training, a five years' course has been arranged 
 allowing considerable option and diversity of studies to students wishing to pursue spe- 
 cial lines of study in bridge architecture, or in railroad, mining, topographical, sanitary, 
 geographical, electrical, or industrial engineering. This course also offers lines of con- 
 tinuous study of a historical, literary, or scientific character, which may alternate with 
 the prescribed studies, and with architecture, general science, and technology. 
 
 THE COURSES IN CIVIL ENGINEERING. 
 
 i. A FOUR YEARS' COURSE. 
 (Leading to the degree of bachelor of civil engineering.) 
 
 First year. 
 
 FIRST TERM. French or German, 5; rhetoric, 2; geometry and conic sections, 5; free- 
 hand drawing, 3; hygiene, 6 lectures. 
 
 SECOND TERM. French or German, 5; rhetoric, 2; algebra, 5; freehand drawing, 3; 
 linear drawing, 2. 
 
 THIRD TERM. French or German, 5; trigonometry, 5; descriptive geometry, text 
 and drawing, 4; botany, 3. 
 
 Second year. 
 
 FIRST TERM. French or German, 3; analytical geometry, 5; descriptive geometry, 
 text and drawing, 6; experimental mechanics and heat, 3. 
 
 SECOND TERM. French or German, 3; calculus, 5; pen topography, 2; tinting and 
 shading, 2; electricity and magnetism, 3; chemistry, 2. 
 
 THIRD TERM. Calculus, 5 ; land surveying, 4 ; acoustics and optics, 3 ; chemistry, 
 3; technical essays, 1. 
 
 Third year. 
 
 FIRST TERM. Calculus, 5; shades, shadows, and perspective, 3; topographical map- 
 ping and sketching, 2; lettering, 1; cinematics, or physics, laboratory work, 3; techni* 
 cal essays, 1. 
 
 SECOND TERM. Mechanics of engineering, 5; detail drawing and graining, 2; physics, 
 laboratory work, 3; mineralogy or metallurgy, 2; geology, 3. 
 
 THIRD TERM. Mechanics of engineering, 5 ; railroad surveying, 5 ; colored topog- 
 raphy, 3; lettering, 2. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 191 
 
 Fourth year. 
 
 FIRST TERM. Mechanics of engineering, 5; spherical astronomy, 5; practical astron- 
 omy, night observations, 2; Egyptian, Greek, and Roman architecture, or physics, labo- 
 ratory work, 3; stereotomy and original problems, 3; civil engineering, 2; technical 
 essays, 1. 
 
 SECOND TEEM. Hydraulics, 5; higher geodesy, 5; mineralogy or metallurgy, 2; stone- 
 cutting and original problems and practice, 5. 
 
 THIRD TERM. Hydrauli motors, 2; civil engineering, 3; engineering economy, 2; 
 bridge stresses, 5; hydrographic surveying, chart-making, and geodesy, field work, 3^ 
 preparation of thesis. 
 
 Students in the courses in civil engineering are required to write memoirs upon pro- 
 fessional subjects of their own selection, before the close of the spring term, and these 
 memoirs are presented on the first Friday of the following term. The memoir of the last 
 two years must contain original investigations. 
 
 ii. A FIVE YEARS' COURSE. 
 (Leading to the degree of civil engineer. ) 
 
 The first four years are the same as in the four years' course. The choice of electives in 
 the fifth year is subject to the approval of the dean of the department. 
 
 Students in the fifth year pay no tuition fees and have all the privileges of resident 
 graduates. 
 
 Fifth year. 
 
 FIRST TERM. Riparian rights and law of contracts, 3; bridge construction and de- 
 tails, 3; projects, designs, and specifications, 3. 
 
 Elective, 9: Greek history, 2; modern history, 3; psychology, 2; American history, 
 2 or 3; physiology and zoology, 5; languages, 2; technical reading, 2; renaissance archi- 
 tecture, 3; chemistry, laboratory work, 3; engineering, laboratory work, 3; physics, lab- 
 oratory work, 3; rock drills and air compressors, 3; the steam engine, 3; mining proj- 
 ects, 3; geology, 3; industrial chemistry, 3; mathematics, 3. 
 
 SECOND TERM. River and harbor improvements, 3; advanced astronomy and geodesy, 
 3; technical reading, 2; projects, designs, and specifications, 2. 
 
 Elective, 8: Roman history, 2; American history, 2 or 3; political economy, 2; lan- 
 guages, 2; pure or applied mathematics, 5; zoology, 3; metallurgy or mineralogy, 3; 
 chemistry, laboratory work, 3; engineering, laboratory work, 3; physics, laboratory 
 work, 3; Romanesque architecture, 3; the steam engine, 3; mining projects, 2; indus- 
 trial chemistry, 3; geology, 3. 
 
 THIRD TERM. Sanitary engineering, 3; locomotive machines, etc., 3; projects, de- 
 signs, and specifications, 2. 
 
 Elective, 6: Roman history, 2; modern history, 3; American history, 2 or 3; lan- 
 guages, 3; pure or applied mathematics, 4; historical or technical reading, 3; geology, 
 3; chemistry, laboratory work, 3; engineering, laboratory work, 3; physics, laboratory 
 work, 3; Gothic architecture, 3; pumps and small machinery, 2; industrial chemistry, 3 j 
 mining projects, 4; arch ribs, 3; geodesy, field work. 
 
 MINING ENGINEERING. 
 
 Although no department of mining engineering has yet been formally established, all 
 the main instruction required by a mining engineer is now given, as follows: The pro- 
 fessor of civil engineering and his associates pay special attention to the needs of those 
 intending to connect themselves with the mining industries, giving lectures on tunneling 
 and on the theory and practice of such constructions as are common to the professions of 
 the civil and mining engineer. The professor of mechanical engineering and his associates 
 pursue a like course, giving instruction in mining machinery. The professors of general 
 chemistry and mineralogy, of analytical cliemistry, and of industrial chemistry give in- 
 struction in metallurgy, assaying, chemical analysis, and cognate subj ects. The professors 
 of geology and paleontology give instruction in the theory and classification of ores and 
 in those branches relating to chemical geology. 
 
 It is intended, at an early day, to supplement the existing force by the appointment 
 of such additional professors and lecturers as are necessary to the establishment of a min- 
 ing school for the most advanced work, both as regards theory and practice. As it is, the 
 university, by its existing provision in the departments named above, is enabled to give 
 such instruction that a student graduating in them can, in a very short time, make him- 
 
192 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 self acquainted with the practical processes; and, in all probability, by the time ,n^ 
 student now entering the existing departments shall be sufficiently advanced to need 
 instruction in the more elaborate special processes connected with mining, provision will 
 have been fully made to give it. 
 
 I'EEEHAND DRAWING. 
 
 Instruction in freehand drawing is given by means of lectures and general exercises 
 om the black-board, from flat copies, and from models. The work embraces a thorough 
 training of the hand and eye in outline drawing, elementary perspective, model and ob- 
 ject drawing, drawing from casts, and sketching from nature. 
 
 The efltort is to render the student familiar with the fundamental principles underlying 
 this art, and to enable him to represent any object he may desire correctly and rapidly. 
 The course is largely industrial, and the exercises are arranged, as far as possible, with 
 special reference to the drawing required in the work of the different departments. 
 
 All students in the departments of agriculture, architecture, civil engineering, me- 
 chanic arts, mathematics, and natural history devote two hours a day to freehand draw- 
 ing during the first two terms of the first year; and students in architecture, in addition, 
 two hours a day during one term of the second and one term of the third year. Students 
 in the other courses may take drawing as an elective study. 
 
 MATHEMATICS AND ASTEONOMY. 
 
 Undergraduates in all the regular courses except natural history have the mathematics 
 of the first year, namely, geometry, algebra, and trigonometry; those in mechanic arts, 
 architecture, and civil engineering have two or four terms of analytical geometry and 
 calculus; those in most of the general scientific courses have analytical geometry and as- 
 tronomy; and all students have the privilege of electing these and the higher branches. 
 The full course is designed for those intending to teach mathematics in academies and 
 colleges, or to use it as an instru nent of investigation. Most of the studies are either 
 directly mathematical or closely connected with mathematics. Substitutes are allowed 
 for nearly all others, so that no iixact course is actually pursued by students of mathe- 
 matics. 
 
 PHYSICS. 
 
 The instruction comprises a general course of lectures designed as an introduction to the 
 study of the subject, an elementary laboratory course, designed to give a general knowl- 
 edge of the science, and an advanced laboratory course. 
 
 The general course occupies one year, the exercises consisting of two experimental lect- 
 ures and one recitation weekly. The subjects are pursued as follows: first term, experi- 
 mental mechanics and heat; second term, electricity and magnetism; third term, acous- 
 tics and optics. A knowledge of mathematics through plane trigonometry is required for 
 registration in either of the subjects; and for registration in electricity and magnetism. 
 and in acoustics and optics a knowledge of experimental mechanics and heat is also re- 
 quired. 
 
 The elementary laboratory course consists of a series of simple experiments arranged to 
 perfect and fix the student's knowledge of physical facts and laws, and at the same time 
 give him some experience in physical manipulation. The course occupies seven and one- 
 half hours a week (equivalent to three hours of lectures) for one year. 
 
 Students are admitted to the laboratory to pursue only such subjects as they have com- 
 pleted in the general course of lectures. 
 
 The advanced laboratory course consists of a series of experiments for the establishment 
 of physical laws and the determination of constants. Many of these experiments involve 
 the most refined methods of measurement. Students entering this course are expected 
 to devote to it at least seven and a half hours a week. They may enter for one or more 
 terms at their option, and may, within certain limits, elect the line of work they wish to 
 pursue. Special students will d evote a part of their time to an original investigation. 
 
 CHEMISTRY AND MINEEALOGY. 
 
 I 
 I. DESCRIPTIVE AND THEORETICAL CHEMISTRY. 
 
 The instruction begins with lectures on inorganic chemistry. Three lectures a week 
 are given on the theoretical principles and the general study of the chemistry of inorganic 
 bodies. During the first term of the third year a course of lectures is given on the chem- 
 istry of organic bodies. 
 
INDUSTRIAL EDUCATION" IN THE UNITED STATES. 193 
 
 For laboratory instruction in this branch of the subject a course of introductory prac- 
 tice is given in the third term of the second year. This introductory practice consists in 
 the performance by the student of a series of experiments illustrating the more important 
 general principles of the science. The details of the manipulation of each experiment are 
 carefully described, but the results to be obtained are not given. For the better culti- 
 vation of the student's powers of observation he is required to observe and describe these 
 results for himself, and trace their connection with the principles which they are intended 
 to illustrate. 
 
 The instruction in theoretical chemistry is continued in the course in chemistry and 
 physics by recitations in chemical philosophy and by lectures on organic chemistry. 
 
 Metallurgy and mineralogy. During the second term two lectures a week are devoted 
 to each of these subjects in alternate years. The course in metallurgy is intended to 
 give the students in the technical courses a general idea of fuels, ores, and the most im- 
 portant methods of extracting the various metals which are especially 'used in construc- 
 tion, the metallurgy of iron claiming naturally the most attention. A certain amount 
 of laboratory work in blowpipe analysis, with practice in the identification of crystalline 
 forms, is required in connection with the lectures on mineralogy. 
 
 II. ANALYTICAL CHEMISTRY. 
 
 The course in analytical chemistry, beginning in the second year, comprises qualitative 
 and quantitative analysis both in the wet way and in the dry way (blowpipe analysis 
 and assaying), and is adapted in respect to length and completeness to the special course 
 of study the student is pursuing. 
 
 In the course of chemistry and physics, leading to the degree of B. s. , the qualitative 
 analysis in the wet way and the blowpipe analysis are taken in the first two terms, be- 
 ginning with the second term of the second year. This work may or may not, according 
 to the proficiency attained in these two terms, extend into the following term. In con- 
 nection with the quantitative work, which occupies at least a large part of the time 
 devoted to chemical practice in the third and fourth years of this course, some practice in 
 qualitative analysis is continued. 
 
 The quantitative work begins with general practice in the determination of bases and 
 acids by gravimetric and volumetric methods, after which follow the analysis of miner- 
 als, ores, and technical products in the wet way, and dry assaying, organic ultimate and 
 proximate analysis, the analysis of gaseous mixtures, the chemical examination of waters- 
 and articles of food, spectroscopic analysis, the preparation of substances, and, finally, the 
 thesis for graduation, to which most of the time of the last two terms of the course should 
 be devoted. 
 
 In the course in agriculture the analytical practice of agricultural chemistry begins in 
 the first term of the second' year, and comprises analysis in the wet way only; it is con- 
 fined to those substances that may occur in agricultural materials and products. The 
 qualitative analysis should be completed in two terms of this year, so that all the time 
 given to the subject in the third year may be devoted to quantitative analysis. This 
 quantitative work begins, as in the course in chemistry and physics, with general prac- 
 tice in the determination of bases and acids by gravimetric and volumetric methods. 
 The chemical examination of fertilizers, soils, and agricultural products occupies the re- 
 mainder of the course. 
 
 In the course in civil engineering a course of practice in blowpipe analysis is provided^ 
 which is intended to give to engineers such facility in the use of the blowpipe in deter- 
 minative mineralogy as will enable them to avail themselves of this useful instrument in 
 their field work, for the determination of the character of rocks and minerals. 
 
 In the medical preparatory course a short course of qualitative and quantitative analysis 
 in the wet way is given, which may carry the student far enough to qualify him to 
 examine animal liquids by chemical methods for assistance in the diagnosis of disease. 
 The amount of practice necessary for acquiring merely the rudiments of chemical analysis 
 renders it impracticable to accomplish more than this in the time allotted in the course. 
 Students intending to study medicine who have more time for chemical practice can take 
 a longer and more thorough course, which includes a better foundation in quantitative 
 work and a wider application of the proficiency thus gained to the chemical examination 
 of animal substances and articles of food and drink, and to medical jurisprudence. 
 
 III. INDUSTRIAL CHEMISTRY. 
 
 A course of lectures is given in the third term of each year, and the subject is begun 
 anew every second year. 
 
 The lectures relate to the applications of chemistry in the manufacturing industries 
 and in daily life, and include among others the following subjects: acids and heavy 
 
 S. Ex. 25 13 
 
194 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 chemicals, soaps, oils, coal gas, coal tar and its derivatives, glass, pottery, mortar and 
 cement, leather, paper, paints, dyes and dyeing, alcoholic liquors, food, water, and air. 
 
 The treatment of these subjects embraces the consideration of the chemical nature of 
 raw materials and the changes which they undergo in the course of manufacturing proc- 
 esses, the apparatus used and its resistance to chemical agents, the utilization or eco- 
 nomical disposition of wastes, and the perfection and purity of finished products. The 
 subjects of food, water, and air are also considered from a chemical standpoint with refer- 
 ence to their sanitary and industrial relations. 
 
 In connection with these lectures a course of laboratory work is provided, which bears 
 upon the industrial applications of chemistry ; and special courses are laid out for students 
 with reference to the needs of any branch of industry they may select. This work con- 
 sists of analyses of raw materials and commercial products, determinations necessary to 
 the chemical control of a technical process in its different stages, and, when the student 
 is sufficiently prepared, of original investigation with a view to the improvement of some 
 industrial method. 
 
 Practical illustration of the different subjects treated is furnished not only in the col- 
 lections belonging to the department, but also by means of excursions to mills and manu- 
 factories. 
 
 THE COURSE IN CHEMISTRY AND PHYSICS. 
 
 (Leading to the degree of bachelor of science. ) 
 First year. 
 
 FIRST TERM. French, 5, and German, 3, or German, 5, and French, 3; rhetoric, 2; 
 geometry and conic sections, 5; hygiene, 6 lectures. 
 
 SECOND TERM. French, 5, and German, 3, or German, 5, and French, 3; rhetoric, 2; 
 algebra, 5. 
 
 THIRD TERM. French, 5, and German, 3, or German, 5, and French, 3; rhetoric, 2; 
 trigonometry, 5. 
 
 Second year. 
 
 FIRST TERM. French or German, 3; composition and elocution, 1; analytical geom- 
 etry, 5; experimental mechanics and heat, 3; chemistry, laboratory work, 3. 
 
 SECOND TERM. French or German, 3; electricity and magnetism, 3; chemistry, lect- 
 ures, 3, laboratory work, 8. 
 
 THIRD TERM. French or German, 3; acoustics and optics, 3; chemistry, lectures, 3, 
 laboratory work, 5; botany, 3. 
 
 Third year. 
 
 FIRST TERM. Physics, laboratory work, 3; chemical philosophy, 3; chemistry, lab- 
 oratory work, 7; geology, 3. 
 
 SECOND TERM. Physics, laboratory work, 3; chemical philosophy, 3; organic chem- 
 istry, 1; chemistry, laboratory work, 5; mineralogy or metallurgy, 2; economic geol- 
 ogy, 3. 
 
 THIRD TERM. Physics, laboratory work, 3; chemical philosophy, 3; industrial chem- 
 istry, 2; chemistry, laboratory work, 7. 
 
 Fourth year. 
 
 FIRST TERM. Physics, laboratory work, 4; organic chemistry, 1; chemistry, labora- 
 tory work, 8; history of philosophy, 3. 
 
 SECOND TERM, Physics, laboratory work, 4; organic chemistry, 2; chemistry, labo- 
 ratory work, 8; metallurgy or mineralogy, 2. 
 
 THIRD TERM. Industrial chemistry, 2; chemistry, processes, 2, laboratory work, 8; 
 organic chemistry, 1. 
 
 NATURAL HISTORY. 
 I. BOTANY. 
 
 A course of lectures occupying 5 hours a week for 2 years is given upon each of the 
 folio wing subjects: physiological botany, gramineaeand composite, vegetable physiology, 
 vegetable histology, systematic and applied botany, higher cryptogamia, fungi, and algoe. 
 Most of these courses of lectures are given in connection with laboratory work, which is 
 further supplemented, whenever desirable, by field work or class excursions. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 195 
 
 II. GEOLOGY AND LITHOLOGY. 
 
 Instruction is given in general and economic geology and lithology by means of lect- 
 ures, laboratory practice, and field work. The lectures consist of a course on general 
 geology, a course on economic geology, and a course on physical geography, designed to 
 show the action of geological agencies in fitting the earth for human habitation. 
 
 The laboratory work consists of a progressive series of exercises in determinative min- 
 eralogy and lithology, and of exercises in the preparation of geological sections and maps 
 from the data furnished by government reports. There are frequent excursions and 
 lessons in field work. 
 
 To advanced students opportunities are offered for the microscopic investigation of 
 minerals and rocks, and for the extended study of important mineral districts, with the 
 preparation of reports thereon and discussions of the metallurgical methods and appli- 
 ances adapted to their products. The rocks of Ithaca and its neighborhood afford ample 
 material for study and original research. 
 
 III. PALAEONTOLOGY. 
 
 Instruction is given as follows: By laboratory work throughout the year; by excur- 
 sions to the rich fossiliferous localities in and about Ithaca; and by lectures on syste- 
 matic palaeontology. 
 
 The elementary work comprises the observation and recording of facts, the collecting 
 of material in the field, the critical study of the literature and the classification in the 
 laboratory of invertebrate fossils from all parts of the world. 
 
 Exceptional facilities are offered for advanced work in the interpretation of fossil forms 
 as marks of geological age and sequence; in the study of faunas, their conditions and 
 distribution; and in the critical study of species and genera, their characters, relations, 
 and modifications, as exhibited in the faunas and floras of the past. 
 
 IV. ZOOLOGY. 
 
 1. Hygiene. Early in the first term are given six lectures upon the personal care of 
 health and upon emergencies. Among other practical matters, students are shown how T 
 to check bleeding and how to practice the best methods for resuscitating the drowned. 
 
 2. Human physiology. The thirty-six lectures treat chiefly of the subjects not in- 
 cluded in the entrance examination, the phenomena of nervous and muscular action, the 
 vaso-motor system, and the structure and functions of the brain. They are illustrated 
 by a life-sized manikin and other models, by numerous anatomical preparations, by dia^ 
 grams, and by painless experiments upon the frog and cat. Each student also examines, 
 through the microscope, about thirty preparations of the tissues, including the living 
 amoeba, cilia in action, and the circulation in the frog's foot and menobranchus's gill. 
 
 3. General zoology. At one-third of the sixty-six exercises the students examine and 
 dissect representative forms, including amphioxus, lamprey, shark, perch, menobranchus, 
 frog, turtle, squid, crayfish, insect, clam, bryozoon, ascidian, starfish, &c. The lectures 
 are illustrated by a full set of Auzoux models, by diagrams, and by the free use of the 
 zoological collections. 
 
 4. Comparative anatomy. A course of twenty lectures is devoted either to the brain 
 or to some special group of vertebrates. In either case, practical work is done both in 
 dissecting and in the examination of the literature of the subject. 
 
 5. Anatomical, microscopical, and experimental technology. The forty lectures upon these 
 subjects are accompanied by practical demonstrations of all the methods presented, and 
 these methods are employed by the students in the laboratory. 
 
 LABORATORY PRACTICE. The laboratory practice varies with the needs of the student 
 and the extent of his preparation. Usually, as a basis for other work, the skeletons of 
 man and the domestic cat are studied, and some of the bones drawn and described by 
 the student. He then dissects some of the muscles, vessels, and nerves. In the second 
 term, the methods of microscopic manipulation are learned, and the tissues of the cat, 
 frog, and menobranchus are examined. In the third term the student examines the 
 brain, heart, and other viscera of the cat, and performs for himself the simpler physio- 
 logical experiments. Ordinarily this work can be commenced only at the beginning of 
 the year, and the student must have had instruction in drawing. 
 
 After the first year the student, according to his purposes, dissects other vertebrate 
 animals or human subjects, or insects and other invertebrates. There are special facili- 
 ties for the study of the vertebrate brain. 
 
 FIELD WORK. During the first and third terms students are occasionally accompa- 
 nied by their instructors to the field or lake in order to observe living animals and learn 
 the methods of their capture and preservation. 
 
196 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 THE COURSE IN NATURAL HISTORY. 
 
 (Leading to the degree of bachelor of science.) 
 First year. 
 
 FIRST TERM. French, 5, and German 3, or German, 5, and French, 3; rhetoric, 2; 
 freehand drawing, 5; hygiene, six lectures. 
 
 SECOND TERM. French, 5, and German, 3, or German, 5, and French, 3; rhetoric, 2; 
 chemistry, lectures, 3, laboratory work, 3. 
 
 THIRD TERM. French, 5, and German, 3, or German, 5, and French, 3; rhetoric, 2; 
 chemistry, lectures, 3, laboratory work, 3. 
 
 Second year. 
 
 FIRST TERM. French or German, 3; composition and elocution, 1; organic chemistry, 
 lectures, 2; human physiology, 3; zoology, lectures and laboratory work (vertebrates), 
 3; anatomy, laboratory work, 2; anatomical technology, 1. 
 
 SECOND TERM. French or German, 3; composition and elocution, 1; zoology, lectures 
 and laboratory work (invertebrates), 3; laboratory work in physiological anatomy and 
 histology, 5; microscopical technology, 1; blow-pipe determination of minerals, 3. 
 
 THIRD TERM. French or German, 3; composition and elocution, 1; botany, lectures, 
 3; field-work, 2; comparative anatomy of the brain, lectures, 2; laboratory work, 3; 
 museum methods and experimental technology, 1. 
 
 Third year. 
 
 FIRST TERM. Experimental mechanics and heat, 3; higher cryptogamia, lectures and 
 laboratory work, 2; composites and gramineae, 2; geology, 3; psychology, 2; essays, 1; 
 English literature, 3. 
 
 SECOND TERM. Electricity and magnetism, 3; vegetable physiology, or systematic 
 and applied botany, 3; vegetable histology, 2; economic geology, 3; palaeontology, lect- 
 ures, 2, laboratory work, 1 ; essays and orations, 1. 
 
 THIRD TERM. Acoustics and optics, 3; algae, lectures and laboratory work, 2; pal- 
 aeontology, laboratory, and field work, 3; geology, laboratory work, 3; entomology, lect- 
 ures, 2; laboratory and field work, 3. 
 
 Fourth year. 
 
 FIRST TERM. Fungi, 4; the anatomy, physiology, and hygiene of domestic animals, 
 lectures, 5; palaeontology or geology, laboratory and field work, 3; history of philosophy, 3. 
 
 SECOND TERM. Descriptive astronomy, 3; physics or natural history, laboratory work, 
 2; systematic and applied botany or vegetable physiology, lectures, 3; geology or palaeon- 
 tology, laboratory work, 2; advanced work in natural history or veterinary science, 5. 
 
 THIRD TERM. Physical astronomy, 3; physics or natural history, laboratory work, 2; 
 advanced work in natural history or veterinary science, 8. 
 
 PRELIMINARY MEDICAL EDUCATION. 
 
 There is no medical department of the university, but special facilities are provided for 
 those who wish their course to be of direct use in the study of medicine. A course of 
 preparatory studies two years in length is offered. Its principal studies are French, 
 German, physics, chemistry, botany, anatomy, and physiology. 
 
 Upon the completion of this course the student is entitled to a certificate countersigned 
 by the professor in physiology, or to one covering an equivalent amount of similar work 
 done in either of the full four-year courses or in one of the graduate courses. These cer- 
 tificates usually exempt the holder from one of the three years of study, under the direc- 
 tion of a physician, commonly required of the candidate for a medical degree. 
 
 LANGUAGES AND LITERATURE. 
 
 The departments of languages and literature provide thorough and comprehensive 
 instruction in all branches connected with those subjects. There are courses in (1) the 
 ancient languages; (2) the Oriental languages; (3) the Germanic languages; (4) the ro- 
 mance languages; (5) Anglo-Saxon and English literature; and (6) rhetoric, general lit- 
 erature, and oratory. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 197 
 
 In turning from the scientific to the literary courses of Cornell University, it may not 
 .be out of place to introduce some remarks from a recent article in the Unitarian Eeview 
 by the Rev. Henry C. Badger: 
 
 ' ' No error is greater than to suppose that Cornell University is but a training school 
 for mechanics. Many believe, with Matthew Arnold, that ' the university of Mr. Ezra 
 Cornell, a really noble monument of his munificence, yet seems to rest on a provincial 
 misconception of what culture truly is, and to be calculated to produce miners, or engi- 
 neers, or architects, not sweetness and light. ' But Mr. Cornell knew the full meaning 
 of his words now set on the college seal, and the l instruction ' he wished any person might 
 find here in any study was to be all-embracing, nor yet surface-building, with no attempt 
 to dig to the rock. And instruction was to be but one step in education. Culture was 
 a word of which Mr. Cornell was not afraid nor ashamed. He knew its best meaning. 
 
 "Studies are practical here. A brass foundry Mr. Sibley 's generosity has just annexed 
 to Sibley College. Young women may set type and cast stereotype plates. Young men 
 build steam-engines and electrical machines. The telephone speaks from the president's 
 house to the library, the business office, the professors' houses, and to the far-off village. 
 The water power, singing in the gorges which bound the college grounds, by day turns the 
 machinery in Sibley College and at night keeps a grand electric light gleaming high above 
 the campus and far over the surrounding country. It may soon light all the great college 
 buildings and the many professors' houses scattered about this hundred-acre campus. So 
 a very few young men learn, on the college farm, how to repress diseases and develop the 
 finer qualities of animals, grains, and fruits. But the thorough studies in anatomy (justi- 
 fying the future founding here of a medical college) or in botany, chemistry, physics, arch- 
 itecture, engineering, mathematics, and in all allied branches, with their separate pro- 
 fessors and colleges, make but the lower section of the studies here happily pursued. In 
 certain particulars, like the ancient languages, the university meets the demand, in others 
 it creates the demand. Probably nowhere else in America is the study of history, with 
 all that it involves, carried on with greater method and thoroughness than here."* 
 
 The truth of the last sentence is brought out as we proceed with the courses of study. 
 
 MORAL AND INTELLECTUAL PHILOSOPHY. 
 
 Instruction in philosophy begins in the first term of the third year. During that 
 term it comprises a study of the physiology of the nervous system in relation to mental 
 phenomena, and the nature and origin of knowledge; and during the second term, the 
 study of moral philosophy, theories of morals, and the development of moral sentiments. 
 
 It is resumed the third term, the subject being logic, including the laws of thought, 
 the formulae of reasoning, and the various methods of proof and refutation, together with 
 the methods of investigation and the grounds of certainty. 
 
 The subject during the first term of the fourth year is the history of philosophy, and 
 the progress of knowledge from its beginning in Greece to the present day, with criti- 
 cisms on the methods of philosophy and transcendental logic. 
 
 HISTORY AND POLITICAL SCIENCE. 
 I. HISTORY. 
 
 The aim in the courses of instruction in history is to present in logical and chronolog- 
 ical sequence: 
 
 1. General history, ancient, mediaeval, and modern, with especial reference to the po- 
 litical and social development of the leading nations. 
 
 2. The constitutional history of England, as that which has most strongly influenced 
 our own. 
 
 3. The comparative constitutional and legislative history of various modern states, as 
 eliciting facts and principles of use in solving American problems. 
 
 4. The history, political, social, and constitutional, of the United States, with a sys- 
 tematic effort to stimulate the student to original research into the soures of our national 
 history. 
 
 5. The philosophy of history, as shown by grouping the facts and thoughts elicited in 
 these various courses. 
 
 General history. 
 
 The instruction in general history extends through four years, as follows: 
 
 1. General ancient, Grecian, and Roman history, beginning with the third term of the 
 first year and continuing through the three terms of the second year. 
 
 2. Mediaeval history: General history of the social and political development cf Europe 
 
 "Unitarian Review, October, 1882, pp. 320-321. 
 
198 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 during the Middle Ages, mainly by instruction in general English history during the 
 first and second terms of the second year, and by special lectures in the third year. 
 
 3. Modern history: The history of the political and social development of Europe from 
 the close of the Middle Ages to the present day, with especial reference to the Reforma- 
 tion, the Reaction, the French Revolution, the Napoleonic era, and the recent period, di- 
 vided as follows: 
 FIRST TERM. The history of Germany begun. 
 
 SECOND TERM. The history of Germany concluded, and the history of France begun. 
 
 THIRD TERM. The history of France concluded, with incidental lectures on important 
 points and periods in the history of Italy and Spain. 
 
 English history. 
 
 The instruction in English history is given by recitations from text-books during the 
 entire second year, and by courses of lectures on the growth and principles of the Con- 
 stitution during the third year. The student is expected to supplement these lectures 
 by the use of some standard work for general details, and of monographs on particular 
 subjects and epochs. While avoiding the more obscure technicalities, the aim is to pre- 
 sent the great bases of law and policy on which the structure of the English Government 
 rests. The early Saxon institutions are described at some length; and the lectures follow 
 the development of the system from this germ through its leading phases down to mod- 
 em times. Special attention is paid, during the whole course, to such topics as illustrate 
 the institutions and constitutional history of the United States. 
 
 Comparative, constitutional, and legislative history. 
 
 This subject is treated, as far as possible, in the courses of lectures upon modern history 
 in the third year, and in a special course of lectures during the fourth year. 
 
 American history. 
 
 The study of American history extends through the third and fourth years. The topics 
 to which particular attention is paid are the following: The native races, especially the 
 mound builders and the North American Indians; the alleged pre-Columbian discoveries; 
 the origin and enforcement of England's claim to North America as against competing 
 European nations; the motives and methods of English colony -planting in America in 
 the seventeenth and eighteenth centuries; the development of ideas and institutions in 
 the American colonies, with particular reference to religion, education, industry, and 
 civil freedom; the grounds of inter-colonial isolation and of inter-colonial fellowship; the 
 causes and progress of the movement for colonial independence; the history of the forma- 
 tion of the national Constitution; the origin and growth of political parties under the 
 Constitution; the history of slavery as a factor in American politics, culminating in the 
 civil war of 1861-1865. 
 
 In the presentation of these topics the student is constantly directed to the original 
 sources of information concerning them and to the true methods of historical inquiry. 
 The effort is also made to use American literature as a means of illustrating the several 
 periods of American history. 
 
 Philosophy of history. 
 
 The lectures on this subject are given in the second term of the fourth year. Their 
 object is to trace the origin and progress of civilization, and to point out the causes and 
 institutions, civil, social, and religious, which have contributed to its advance or tended 
 to retard its progress. The first half of the course treats of general principles, and the 
 latter half, of the historic progress in civilization, beginning with the settlement of the 
 Aryan nations in Europe. 
 
 II. POLITICAL AND SOCIAL SCIENCE. 
 
 This division includes the following topics: 
 
 1. Political economy and the history and principles of finance. 
 
 2. Theoretical politics, or the state philosophically considered. 
 
 3. Systematic politics, or the state practically considered in respect to the organization 
 of the various functions. 
 
 4. International law, including American diplomatic history, policy, and organization. 
 
 5. American law and jurisprudence. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 199 
 
 Political economy. 
 
 The instruction in political economy is given by recitations from text books in the 
 elements of the science, and by a course of lectures in which practical questions arising 
 in the study of industrial society receive attention. A course of lectures upon the science 
 of finance, embracing a study of the comparative financial administration of constitu- 
 tional nations and the various sources of public revenue, is given. Both these courses of 
 lectures are to be supplemented by private reading. 
 
 Theoretical and systematic politics. 
 
 The aim of the instruction in political science proper is to present both the philosoph- 
 ical and the practical side of the subject in a logical order of treatment. It comprises 
 the two general topics of theoretical and systematic politics. 
 
 Theoretical politics treats of primitive societies, the growth of states, forms of govern- 
 ment, history of political literature and speculation, and the philosophy of the state. 
 
 Systematic politics treats of states in their concrete relations, and includes such sub- 
 jects as constitutional organization, legislation, administration, and civil-service methods, 
 justice, revenue, military systems, and a comparative survey of existing governments. 
 The historical and the analytical methods are both used, and the object of the course is 
 to make the student acquainted in a scientific sense with the true principles of political 
 organization and practice, as well as with the existing institutions of the great civilized 
 states. 
 
 International law and diplomacy. 
 
 Instruction in this department consists of a course of lectures given daily during the 
 third term of the fourth year. The course treats, among other subjects, of the history and 
 literature of the law of nations, rules of war, neutrality, prize, embassy, forms of diplo- 
 macy, history of American diplomacy, together with descriptions of some of the more 
 famous international disputes in which the United States have been concerned. 
 
 American law and jurisprudence. 
 
 The course consists of about forty lectures. The first three are devoted to the more 
 general relations of man to government; then follow twelve lectures on the Constitution 
 of the United States, and five on the origin and development of international law; then 
 lectures on the rights of persons and of property, with a general discussion of the nature 
 of contracts, partnerships, and corporations; then lectures on crimes and criminal law; 
 and the course concludes with four lectures on the legal maxims relating to sovereignty, 
 legislation, customary law, and the judiciary. 
 
 THE COUESE IN HISTORY AND POLITICAL SCIENCE. 
 
 (Leading to the degree of bachelor of philosophy.) 
 First year. 
 
 FIEST TERM. French or German, 5; Latin, 4; rhetoric, 2; geometry and conic sec- 
 tions, 5. 
 
 SECOND TERM. French or German, 5; Latin, 4; rhetoric, 2; algebra, 5. 
 
 THIRD TERM. French or German, 5; Latin, 4; rhetoric, 2; pre-historic times, 2; plane 
 trigonometry, 3. 
 
 Second year. 
 
 FIRST TERM. French and German, 6; essays,!; Grecian history, 2; English history, 
 3; Greek, Latin, modern languages, mathematics, or natural sciences, 3. 
 
 SECOND TERM. French and German, 6; essays, 1; Roman history, 2; English his- 
 tory, 3; Greek, Latin, modern languages, mathematics, or natural sciences, 6. 
 
 THIRD TERM. French and German, 6; essays, 1; Roman history, 2; English history, 
 3; theory of probabilities and statistics, 3. 
 
 Iliird year. 
 
 FIRST TERM. Mediaeval and modern history, 3; English constitutional history, 2; 
 American history pre-historic America and the period of discovery, 3; psychology, 2; 
 sanitary science, labor laws, and penal discipline, 2; essays, 1; elective, 3. 
 
200 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 SECOND TEEM. Modern history, 3; American history the planting of the Ameri- 
 can colonies, 3; political economy, 2; moral philosophy and political ethics, 2; essays 
 and orations, 2; elective, 3. 
 
 THIED TEEM. Modern history, 3; American history the institutions of the colonial 
 'times, 3; logic, 3; political economy, 2; essays and orations, 2; elective, 3. 
 
 Fourth year. 
 
 FIKST TEEM. American history the period of the Revolution, 1765-1789, 3; his- 
 tory of philosophy and the natural sciences, 3; theoretical politics, 3; finance and politi- 
 cal economy, 5; general literature and oratory, 3. 
 
 SECOND TEEM. American history first national period, 1789-1820, 3; philosophy 
 of history, 3; systematic politics, 5; comparative constitutional history, 2; general lit- 
 erature and oratory, 3. 
 
 THIED TEEM. American history second national period, 1820-1865, 3; compara- 
 tive constitutional history, 2; American law and jurisprudence, 5; international law and 
 diplomacy, 5; orators and oratory, 1. 
 
 GENEEAL COUESES OF STUDY. 
 
 In addition to the special departments and courses which have been described there 
 are general courses, partly made up from the various departments of study and partly 
 elective. They are in (1) arts, (2) literature, (3) philosophy, (4) science, and (5) science 
 and letters. Each is four years in length. 
 
 APPLIANCES. 
 I. THE UNIVERSITY BUILDINGS. 
 
 1. Tlie south and north buildings: These two edifices, architecturally alike, are each one 
 hundred and sixty-five feet by fifty, four stories in height. The south building cost 
 $70,000; the north, $75,000. The south building contains the offices of the president, 
 treasurer, &c., lecture rooms, and rooms for students. In the north building are four- 
 teen lecture rooms and the hall of the literary societies. 
 
 2. The McGraw building : The central portion of the building contains one hall one 
 hundred feet long, fifty-six wide, and nineteen in height; and another above it of the 
 same length and breadth, but over thirty feet high, the latter containing three galleries, 
 with an average height of twelve feet. In this part of the McGraw building are alcoves ' 
 and galleries for the library on the lower floor; and in the galleries on the second floor 
 are the various museums of the university. In the north wing is the anatomical theatre; 
 in the south wing is the physical lecture room, and immediately over it the geological 
 laboratory. This edifice is the gift of Hon. John McGraw, and was erected at a cost of 
 $120,000. 
 
 3. Tlie laboratory building: A new building for the department of chemistry and phys- 
 ics has recently been begun, and will be ready for occupation about January, 1883. 
 This building will contain all the necessary space for a museum, a library, laboratories, 
 lecture rooms, and other rooms, and will be thoroughly equipped with the most recent 
 and approved appliances for the proper prosecution of the work of the department. 
 
 The chemical laboratory now in use contains, besides two lecture rooms and the pri- 
 vate laboratories of the professors, laboratories for students, with accommodations 
 for two hundred. It is provided with gas and a full supply of apparatus for wet analysis, 
 dry assaying, blowpipe, spectroscopic, and all other branches of chemical analysis. Its 
 reading room contains the best English, French, and German works of reference, and the 
 current numbers of the chemical journals. 
 
 4. Tlie Siblcy College : Containing, on the first floor, the machine shop and the office of 
 the university press; on the second floor, the lecture rooms of the professor of industrial 
 mechanics and the mechanical museums; on the third floor, the mechanical and free- 
 hand drawing rooms. On the north side of the building are an engine room and a stereo- 
 type foundery. The building was erected by Hon. Hiram Sibley, at a cost of $30,000. 
 
 5. The Sage College for Women: This building will accommodate about one hundred 
 pupils, and is used as a home for female students. Besides the dormitories it contains 
 lecture and recitation rooms, a museum, laboratories for students in botany, with green- 
 houses, forcing-houses, and other facilities for the pursuit of floriculture and ornamental 
 gardening. The building cost $150,000. 
 
 6. The Sage C Impel: Which contains two audience rooms, the larger of which will seat 
 about five hundred persons. It cost $30,000. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 201 
 
 7. Cascadilla Place: This is a large building, used for a boarding-house, in which many 
 of the professors and students reside. 
 
 8. The McGraw-Fiske Hospital: In the year 1881, the sum of $45,000 was bequeathed 
 by Mrs. Jenny McGraw-Fiske as a provision for the care of students who may fall ill 
 during their attendance at the university. It is proposed that a portion of this sum be 
 devoted to the erection of a cottage hospital, made comfortable and attractive, and 
 thoroughly equipped in all respects; and that a trained nurse be attached to it, who shall 
 be ready to give attention the moment it is needed. 
 
 II. UNIVERSITY FARM. 
 
 The farm consists of 120 acres of arable land, the larger part of which is used for ex- 
 perimental purposes and the illustration of the principles of agriculture. Nearly all the 
 domestic animals are kept to serve the same ends. Those portions of farm and stock not used 
 for experiments are managed with a view to their greatest productiveness. Statistics of 
 both experiments and management are kept on such a system as to show at the close of 
 each year the profit or loss not only of the whole farm but of each crop and group of 
 animals. Of the two barns with which the farm is equipped, one is largely devoted to 
 the needs of the horticultural department; the other, containing steam engine, feed cut- 
 ter, stationary thresher, and other necessary appliances, furnishes accommodation for the 
 general crops and stock and for experimental work. 
 
 III. LIBRARIES, LABORATORIES* MUSEUMS, ETC. 
 
 1. The University Library. The library contains about 40,000 volumes, besides 
 15,000 pamphlets. It is made up chiefly of the following collections: A selection of 
 about 5,000 volumes purchased in Europe in 1868, embracing works illustrative of agri- 
 culture, the mechanic arts, chemistry, engineering, the natural sciences, physiology, and 
 veterinary surgery; the Antlion Library, of nearly 7,000 volumes, consisting of the col- 
 lection made by the late Prof. Charles Anthon, of Columbia College, in the ancient 
 classical languages and literature, besides works in history and general literature; the 
 Bopp Library, of about 2,500 volumes, being the collection of the late Prof. Franz Bopp, 
 
 of the University of Berlin, relating to Oriental languages, Oriental literature, and com- 
 parative philology; the Goldwin timith Library, of 3,500 volumes, presented in 1869 to 
 the university by Prof. Goldwin Smith, comprising chiefly historical works and editions 
 of the English and ancient classics, increased during later years by the continued liber- 
 ality of the donor; the publications of the patent office of Great Britain, about 3,000 
 volumes, of great importance to the student in technology and to scientific investigators; 
 the White Architectural Library, a collection of over 1,000 volumes relating to architect- 
 ure and kindred branches of science, given by President White; the Kelly Mathematical 
 Library, comprising 1,800 volumes and 700 tracts, presented by the late Hon. William 
 Kelly, of Rhinebeck; the Cornell Agricultural Library, bought by Hon. Ezra Cornell, 
 chiefly in 1868; the Sparks Library, being the library of the late Jared Sparks, president 
 of Harvard University, consisting of upwards of 5,000 volumes and 4,000 pamphlets, 
 relating chiefly to the history of America; the May Collection, relating to the history of 
 slavery and anti-slavery, the nucleus of which was formed by the gift of the library of 
 the late Rev. Samuel J. May, of Syracuse. 
 
 By the establishment of the McGraw library fund, the income of which will be avail- 
 able after the present year, and which is to be applied to the support and increase of the 
 University Library, the efficiency of the library both as regards the number of books and 
 the facilities for their use will be greatly enlarged. Beginning with the year 1882, it is 
 proposed to issue a serial containing classified lists of recent accessions and of books in 
 various departments, as well as other bibliographical matter intended to assist students 
 in their use of the library. 
 
 The library is a circulating one so far as the members of the faculty are concerned, 
 and a library of reference for students. Undergraduates have free access to a collection 
 of cyclopaedias, dictionaries, and works of reference in the various departments of study, 
 but they apply to the librarians for other works desired. Graduate students are ad- 
 mitted to the alcoves. 
 
 2. Equipment. The White Architectural Library contains over 1,000 volumes, and the 
 photographic gallery nearly 2,000 prints, all accessible to the student. Several hundred 
 drawings and about 200 models in wood and stone have been prepared to illustrate the 
 constructive forms and peculiarities of the different styles. 
 
 3. The library of the engineering department possesses many valuable works, among 
 them the extensive publications recently presented to it by the French Government. 
 
 4. Botanical herbarium and apparatus. The means of illustrating the instruction in 
 botany include the herbarium, estimated to contain above 20,000 specimens; two series 
 
202 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 of models, the Auzoux and the Brendel; two sets of maps, one by Achille Comte, the 
 other by Professor Henslow ; a lime lantern with 500 views, illustrating different depart- 
 ments of botany, but especially phytography; ten compound microscopes and several dis- 
 secting microscopes; a collection of fruits, barks, cones, nuts, seeds, fibres, and various 
 dry and alcoholic specimens; a general collection of economic vegetable products, and 
 above a thousand specimens of the woods of different countries. Besides these, the large 
 conservatories and gardens and an uncommonly rich native flora afford abundant mate- 
 rial for illustration and practical work. 
 
 5. Veterinary Museum. The museum embraces the following collections: 
 
 (1) The Auzoux veterinary models, comprising clastic models of the horse, sho wingthe 
 relative position of over 3,000 anatomical parts; models of limbs, sound and with de- 
 tachable pieces and their morbid counterparts, illustrating changes in diseases of the 
 bones, joints, muscles, &c. ; a set of obstetrical models, showing the virgin and gravid 
 uterus in different animals, and the peculiarities of the female pelvis and its joints; mod- 
 els of the gastric cavities of domestic animals; an extensive set of models of jaws, show- 
 ing the indications of age as well as of vicious habits and diseases; models of equine teeth 
 in sections, showing structure and the changes effected by wear. 
 
 (2) Skeletons of the domestic animals, articulated and unarticulated. 
 
 (3) A collection of diseased bones, illustrating the various constitutional diseases which 
 impair the nutrition of these structures, together with the changes caused by accidental 
 injuries and purely local disease. 
 
 (4) Skulls of domestic animals, prepared to illustrate the surgical operations demanded 
 in the different genera. 
 
 (5) Jaws of farm animals, illustrating the growth and wear of the teeth, age, dentinal 
 tumors, caries, &c. 
 
 (6) A collection of specimens of teratology, consisting of monstrous foals, calves, and 
 pigs. 
 
 (7) A collection of tumors and morbid growths removed from the different domestic 
 animals. 
 
 (8) Some hundreds of specimens of parasites from domestic animals. 
 
 (9) A collection of calculi from the digestive and urinary organs, &c. , of farm animals. 
 
 ( 10) Foreign bodies taken from various parts of the animal economy. 
 
 (11) A collection of surgical instruments used in veterinary practice. 
 
 (12) A collection of medicinal agents. 
 
 (13) In addition, a large number of diagrams, the property of Professor Law, available 
 in illustration of different points in anatomy, physiology, and pathology. 
 
 6. Zoological Collections. (1) Vertebrates. There are about three thousand examples of 
 about two thousand species of entire animals in alcohol. Half of the specimens are fishes 
 collected in Brazil by the late Prof. C. F. Hartt; the remainder include series of named 
 iishes from the Smithsonian Institution and the Museum of Comparative Zoology, rep- 
 resentatives of the general North American fauna and of the local fauna, and rare speci- 
 mens from various parts of the world. Among the last are the following: 
 
 (a) Orang, pangolin, sloths, ant-eaters, armadillos, jacana, sphenodon, monitor, croco- 
 dile, alligator, draco volans, axolotl, siren, amphiuma, pipa, ceratodus, polypterus, 
 calamoichthys, chimsera, myxine, bclellostoma, and amphioxus. 
 
 (&) More than two thousand anatomical preparations, about one-half of which are skulls 
 and skeletons; the remainder, brains, hearts, embryos, and other soft parts. Among them 
 are more than two hundred and twenty preparations of the cat's brain, a large series of 
 preparations of the lamprey and menobranchus, and embryos or young of opossum, kan- 
 garoo, manatee, dugong, peccary, lama, sea-lion, bat, alligator, menobranchus, amia, 
 lepidosteus, shark, and skate. 
 
 (c) About four hundred microscopical preparations, chiefly from the cat, frog, and 
 menobranchus. 
 
 (d) More than one thousand mounted skins of birds, most of which were presented by 
 the late Green Smith, esq. 
 
 (2) Invertebrates. The general invertebrate collection comprises a small but well se- 
 lected series of forms representing all of the larger groups. 
 
 (3) SM.ls. The Newcomb collection of shells embraces more than eighty thousand ex- 
 amples of more than twenty thousand varieties, representing at least fifteen thousand 
 species. 
 
 7. Museum of Paleontology. The museum comprises the following collections: 
 
 (1) The Jewett Collection, accumulated by the late Colonel Jewett when curator of the 
 State Cabinet of Natural History. This collection is especially rich in New York fossils, 
 containing many of the original specimens described in the State reports, and not a few 
 unique specimens. 
 
 (2) A fair representation of the rich faunas of the cretaceous and tertiary formations 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 203 
 
 along the eastern and southern part of the Union, and a large number of characteristic 
 English and European fossils. 
 
 (3) A fine series of English mesozoic fossils; of tertiary fossils from Santo Domingo; of 
 preglacial fossils from Sweden; and numerous smaller collections from various typical 
 localities in our own country. 
 
 (4) The Ward series of casts. 
 
 (5) The unique collections from Brazil, made by Professor Hartt and party on the Mor- 
 gan expedition, containing the original specimens and a great number of duplicates. 
 
 The palseontological laboratory is furnished with the appliances needful for study. 
 Among other thing, it has numerous maps, wall tablets, engravings of geological objects, 
 and magic lantern slides. 
 
 Large and important additions have also been made to the lithological collections. 
 
 8. Engineering Museum. This museum contains the following collections, which re- 
 ceive regular additions from a yearly appropriation: 
 
 (1) The Muret collection of models in descriptive geometry and stone cutting. 
 
 (2) The De Lagrave general and special models in topography, geognosy, and engineer- 
 ing. 
 
 (3) A nearly complete collection of the Schroeder models in descriptive geometry and 
 stone cutting, with some of the Olivier models, and others made at the university. 
 
 (4) The Grund and Sohn collections of bridge and track details, roofs, and trusses, sup- 
 plemented by similar models by Schroeder and other makers. 
 
 (5) A complete railroad bridge of one hundred foot span, the model being one-fourth of 
 the natural scale. 
 
 (6) The Digeon collection of working models in hydraulic engineering. 
 
 (7) Several collections of European photographs of engineering works during the proc- 
 ess of construction, and many other photographs, diagrams, and models. 
 
 (8) The following instruments of precision for astronomical purposes: A Troughton & 
 Simmss transit, a universal instrument by the same makers reading to single seconds, 
 three sextants, two astronomical clocks, chronographs, chronometers, two small equa- 
 torials, the larger of four and a half inch aperture, made by Alvan Clark, and other in- 
 struments necessary to the equipment of a training observatory. 
 
 (9) For geodetic work, a secondary base line apparatus, made under the direction of the 
 Geodetic and Coast Survey Office, and all the portable astronomical and field instru- 
 ments needed, including sounding machines, deep-water thermometers, heliotropes, &c. 
 
 (10) Among the coarser field instruments there is nearly every variety of engineers' 
 transits, theodolites, levels, and compasses ; such modern instruments as omnimeters 
 tachometers, with a large number of special instruments, such as planimeters, panto- 
 graphs, elliptographs, arithmometers, pocket altazimuths and sextants, hypsometers, and 
 meteorological instruments of all descriptions. 
 
 9. Physical Laboratory. Upon the completion of the new building now in progress, 
 ample rooms expressly designed for laboratory work will be available. The collection 
 of apparatus was increased by the expenditure during 1881 of about $15, 000. The collec- 
 tion includes a fine gravity escapement clock, a chronograph for measuring tenths of 
 seconds, and another for measuring short intervals of time to the ten thousandth of a 
 second, two cathetometers, a dividing engine, a large spectrometer reading to seconds, a 
 set of apparatus for electrical measurements, besides a large collection of illustrative ap- 
 paratus. 
 
 10. Mechanical laboratory and appliances. The machine shop is used for the sole pur- 
 pose of giving instruction in practical work. It is supplied with lathes of various kinds, 
 planers, grinding machinery, drilling machines, shaping machines, a universal milling 
 machine fitted for cutting plane, bevel, and spiral gears, spiral cutters, twist drills, with 
 additional tools and attachments for graduating scales and circles, and for working vari- 
 ous forms and shapes. 
 
 In addition to the hand and lathe tools of the usual kinds there are tools of the greatest 
 accuracy, consisting of standard surface-plates, straight-edges, and squares of various sizes, 
 a standard measuring machine, measuring from zero to twelve inches by the ten-thou- 
 sandth of an inch, a universal grinding machine for producing true cylindrical and coni- 
 cal forms, and a set of Betts's standard gauges. 
 
 Sn the iron and brass foundry and the blacksmith shop instruction is given in mold- 
 ing, casting, and forging. The cupola used is one of Colliau's improved, with a capacity 
 of melting one ton of iron per hour. 
 
 For the purpose of instruction in experimental work there is a twenty-ton Riehle test- 
 ing machine, arranged for testing the strength of materials by tension, compression, and 
 transverse strain; Richards'sand Thompson's steam-engine indicators, and Amsler'splan- 
 ometer ; Schaeffer & Budenberg's revolution counter, steam-gauges, injector, inspirator, 
 pop-valve, steam pump; Baldwin's link and valve motion, experimental valve motion, 
 
204 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 together with a large collection of brass, iron, and wooden models illustrative of mechan- 
 ical principles. 
 
 Closely connected with the lecture rooms in the department of mechanic arts is the 
 school of freehand and industrial drawing, in which there is a large collection of studies 
 of natural and conventional forms, both shaded and in outline; of geometrical models, 
 and of papier mache and plaster casts, including a number of antique busts, casts of parts 
 of the human figure, studies from nature, and examples of historical ornament. 
 
 NORTH CAROLINA. 
 THE STATE UNIVERSITY. 
 
 The original constitution of North Carolina, adopted in 1776, provided that all useful 
 learning should be encouraged and promoted in one or more universities. 
 
 The fortunes of war were such as to delay the founding of an institution of the con- 
 templated character until 1789, and its doors were not opened to students until 1795. 
 
 It prospered from its first opening until another war, more desolating than that of the 
 Revolution, called away its students, diminished its property, and impoverished its pa- 
 trons. 
 
 It was in this depressed condition when the State received the land scrip which had 
 been issued by the national government, and the university was considered the proper 
 institution for the benefits of the fund which should arise from this grant. 
 
 The scrip was disposed of in a manner which did not escape criticism. The univer- 
 sity, at the time of the sale of the scrip, received $10,000, which was devoted to the pay- 
 ment of university debts. The trustees claimed the right to do this because they fur- 
 nished a large tract of land, which might be available in agricultural instruction. 
 
 Not obtaining further aid, the university was compelled to suspend operations in 1872. 
 In 1875 the remaining proceeds of the land grant were made available, and the uni- 
 versity was reorganized and reopened. 
 
 Its objects, so far as they have a bearing upon industries, are "to aiford theoretical in- 
 struction in the sciences relating to agriculture and the industrial arts. ' ' 
 
 As there have been no funds derived from the State or other sources which can be used 
 for the establishment of an experimental farm, the university is at present enabled only, 
 in the words of the act of Congress of July 2, 1862, donating the land scrip, "to teach 
 the branches of learning relating to agriculture and the mechanic arts, without exclud- 
 ing the classics and other scientific studies." 
 
 The endowment of the university consists of the $125, 000, realized from the sale of the 
 land scrip, the Moore scholarship fund of $5,000 in United States bonds, and the Deems 
 fund of $12,000 to be used for loan to indigent students. The former sum is invested in 
 a North Carolina registered certificate, which yields an annual income of $7,500. 
 
 The State has recently appropriated $5,000 per annum, so that, with tuition money, 
 the total income is about $19,000, and the expenses of the teaching staff about $16,000, 
 the annual saving being devoted to the extinguishment of a small floating debt incurred 
 for building and repairs. 
 
 The number of instructors and lecturers is thirteen . They occupy the following chairs : 
 political economy, constitutional and international law ; mathematics; Greek and French ; 
 moral philosophy; history and English literature; general analytical and agricultural 
 chemistry; Latin and German; engineering, mechanics, and astronomy; geology, physi- 
 ology, zoology, and botany; natural philosophy; the theory and art of teaching; law; 
 anatomy and materia medica; geology of North Carolina (special). 
 
 The persons occupying the last four positions named are not charged with duties con- 
 nected with the discipline of the university. 
 
 The number of students in attendance in the year 1881-'82 was 199. Of these 140 
 were pursuing the regular undergraduate courses, 8 were post-graduate students, 47 
 were optional students, and 30 were studying a profession. Several were in more than 
 one department and therefore counted twice in the latter enumeration. * 
 
 The graduates from the reopening of the university up to and including 1882 num- 
 bered 90, of whom 55 took the degree of bachelor of arts, 23 of bachelor of philosophy, 
 and 12 of bachelor of science. No record is kept of their occupations. 
 
 The expense for tuition is $85 per annum; but there are ninety-six State scholarships 
 and throe created by private contribution; and indigent students who are worthy of aid 
 are admitted upon giving their notes for tuition, and in extraordinary cases entirely free. 
 The State scholarships are filled by appointment of the boards of commissioners of the 
 counties, and secure to the person aided iree tuition and room rent. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 205 
 
 Only males are eligible to either the scholarships or the university. 
 
 The university offers three regular courses of study : the classical, the philosophical, 
 and the scientific. The requisites for admission to the scientific course are only English 
 studies, such as are pursued in the common schools; for admission to the philosophical 
 course, algebra and Latin or Greek are added; and both Latin and Greek must have been 
 pursued by those who would enter the classical course. The amount of reading in the 
 classics is slightly less than that required for admission to most northern colleges. 
 
 The studies of the courses are as follows: 
 
 I. CLASSICAL COURSE. 
 
 The figures in parentheses denote the number of recitations or lectures per week. 
 
 First Year. Algebra and geometry (5), Latin (4), Greek (4), rhetoric and history (2). 
 
 Second Year. Trigonometry, surveying and analytical geometry (4), Latin (4), Greek 
 (4), zoology, physiology, and botany (3). 
 
 Third Year. Physics (3), chemistry (3), logic and rhetoric (2), elocution (1), and any 
 two of the following: Calculus (3), Latin (3), French (3), German (3), natural history 
 (3), industrial and agricultural chemistry (3), Greek (3), surveying and engineering (3). 
 
 Fourth Year. Mechanics and astronomy (3), geology and mineralogy (3), political 
 economy, constitutional and international law (3), English literature (3), essays and ora- 
 tions (1), psychology and moral philosophy (2). 
 
 II. PHILOSOPHICAL COURSE. 
 
 First Year. Algebra and geometry (5), Latin or Greek (4), French (3), rhetoric and 
 history (2). 
 
 Second Year. Trigonometry, surveying- and analytical geometry (4), Latin or Greek 
 (4), German (3), zoology, physiology and botany (3). 
 
 Third Year. Physics (3), chemistry (3), logic and rhetoric (2), elocution (1), and any 
 two of the following: Calculus (3), Latin (3), German (3), natural history (3), Greek 
 (3), French (3), industrial and agricultural chemistry (3), survey ing and engineering (3). 
 
 Fourth Year. Mechanics and astronomy (3), geology and mineralogy (3), political 
 economy, constitutional and international law (3), English literature (3), essays and ora- 
 tions (1), psychology and moral philosophy (2). 
 
 III. SCIENTIFIC COURSE. 
 
 First Year. Algebra and geometry (5), English (2), Latin or Greek (4), physiology, 
 zoology and botany (3), natural history, laboratory (2). 
 
 Second Year. Trigonometry and analytical geometry (4), chemistry (3), French or 
 German (3), rhetoric and history (2), advanced botany (2), book-keeping (1). 
 
 Third Year. Surveying and engineering, or calculus ("3), industrial chemistry and 
 qualitative analysis (5), physics (3), French or German (3), business law (1). 
 
 Fourth Year. Mechanics and astronomy (3), geology and mineralogy (3), political 
 economy, constitutional and international law (3), English literature (3), and any one of 
 the following: Calculus (3), surveying and engineering (3), quantitative analysis (3), psy- 
 chology and moral philosophy (2). 
 
 iv. TEACHERS' COURSE. 
 
 This course is intended to prepare young men to be teachers, either in the public or in 
 private schools. It embraces all the studies required by law to be mastered by public 
 school teachers, and several others that are indispensable to excellence in teaching. Stu- 
 dents pursuing this course may also select, free of charge, any studies embraced in the 
 other courses. Certificates will be awarded those who complete the course. It is be- 
 lieved that the studies embraced in this course and in the scheme of instruction offered 
 in the University normal school, which is. taught during the summer vacations and is 
 free to all, will be of incalculable benefit, not only to professional teachers, but to all 
 persons intending to enter into any business or profession and unable to complete one of 
 the regular four years' courses of study in the university. 
 
 First year. English, reading and elocution, arithmetic, algebra, geography (physical 
 and descriptive), physiology and school hygiene, drawing and writing, Latin or Greek, 
 theory of teaching. 
 
 Second year. Rhetoric, history, reading and elocution, book-keeping, surveying, alge- 
 bra, geometry, natural philosophy, business law, composition, theory of teaching. 
 
 The following synopsis of the work done in chemistry, natural history, natural 
 philosophy, and engineering, shows in greater detail the course of instruction in the de- 
 partments more nearly allied to agriculture and the mechanic arts: 
 
206 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 In the department of chemistry there are four distinct classes. A student pursuing the 
 regular course enters in his first year class of general chemistry. In that class he learns 
 the laws of physics so far as necessary for a clear understanding of chemistry proper, 
 then studies the philosophy of chemistry, the metalloids, the metals, their properties an A 
 compounds, and lastly organic chemistry ( which includes the compounds formed in the proc- 
 ess of vegetable and animal life). During the second year he pursues a course of labora- 
 tory work (six hours a week throughout the year) in which the substances of which he 
 has heard the year before are placed in his hands so that he may investigate their properties 
 and obtain a better knowledge of them. Ho is taught all the methods of detecting these 
 substances and establishing their identity, whether alone or in compounds, the so-called 
 qualitative analysis. During the same year he attends a course of lectures on the appli- 
 cation of chemistry to the industrial arts, learning first about the extraction of the use- 
 ful metals from their ores their valuable properties and their uses; then methods of 
 manufacturing the most important chemicals potash, soda, salt, sulphuric acid, ammonia, 
 &c. ; then the manufacture of glass, porcelain, and earthenware; the production of foods, 
 sugar, wines, and nervous stimulants. The subject of clothing engages his attention 
 next, the dyeing and bleaching of cloth, tanning of leather, &c. ; then the subject of 
 building materials, artificial stone, lime, cements, paints, and preservation of wood; and 
 lastly the manufacture of candles, soaps, inks, matches, &c. The last portion of the 
 course is especially devoted to the application of chemistry to agriculture, the chemical 
 constitution of plants, soils, and the atmosphere and the nature of plant-food, applica- 
 tion of fertilizers, &c. 
 
 In his third year the student gives his time altogether to practical laboratory work. 
 The course can be so varied as to suit the wants or aims of each student. If he desires to 
 fit himself as a practical analyst, he is given instruction in the methods of analysis of 
 minerals, soils, marls, mineral waters, fertilizers, &c. ; if he wishes to become a teacher 
 he is taught how to study the properties, constitution, syntheses, and decompositions of 
 chemical compounds; if a physician or druggist, he can devote his time more especially 
 to poisons, adulterations, and microscopical work. 
 
 All of these courses are fully carried out at present, but it is hoped that they can be 
 made in time even fuller and more complete. Instruction is given by means of lectures, 
 the training gained by taking notes being looked upon as very important. At the same 
 time good reference books are recommended for use in the various classes. In order that 
 the facts may be more clearly impressed upon the mind, numerous experiments are made 
 in illustration of them, and that the knowledge may not be altogether one gained from 
 mere descriptions, the various substances, as far as possible, are shown to the students, 
 thus helping greatly to fix their nature in the memory. For purposes of illustration a 
 very considerable number of specimens have already been collected and the collection is 
 being continually added to. 
 
 The attempt to increase the usefulness of the course of lectures on industrial and agri- 
 cultural chemistry by the collection of industrial specimens has met with pleasing suc- 
 cess considering the necessarily small amount of time that has been given to it so far. 
 These specimens illustrating the various steps in manufacturing processes and the result- 
 ing products serve as no mere description could to bring the whole subject clearly be- 
 fore the mind of the students. 
 
 GEOLOGY, MINEKALOGY, BOTANY, ZOOLOGY, PHYSIOLOGY. 
 
 The department of natural history embraces geology and mineralogy, zoology and 
 botany, and the instruction is divided into three courses corresponding to these subdi- 
 visions, as will be seen below. The instruction in the several branches is intended to be 
 practical. In all cases the economic benrings of the sciences will be considered as a prom- 
 inent feature, and especially their bearing upon agriculture. The instruction will be 
 given by lectures and text-books combined, supplemented whenever possible by work in 
 the laboratory and in the field. 
 
 The course in geology and mineralogy will occupy three hours per week during one 
 year. It will include mineralogy and lithology during the first session, general geology 
 during the first half Of the second session, and economic geology during the latter half 
 of the second session. The instruction in economic geology will be devoted mainly to a 
 consideration of geology in its relation to agriculture and mining, and special attention 
 will be paid to the soils, marls, ore-deposits, and other economic geological products of 
 North Carolina. 
 
 In zoology, in addition to physiology and hygiene, and general zoology, there have been 
 addod a course of lectures, laboratory, and field work on beneficial and noxious insects, 
 and a course of laboratory work in general zoology. 
 
 In the course in physiology and hygiene there will be given also a course of special lect- 
 ures on school hygiene. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 207 
 
 In botany a course of instruction will be given during the spring session in physi- 
 ological botany, including a study of the plant, structure, the relation which the differ- 
 ent parts bear to one another, and plant analysis; and an advanced course, extending 
 through one year. The advanced course will include a study of (a) rusts, smuts, and 
 other fungi parasitic upon field crops, (b) grasses and forage plants, and (c) vegetable 
 physiology, or the growth and cultivation of plants. 
 
 NATURAL PHILOSOPHY. 
 The studies are: 
 
 1. Rational mechanics, including statics, dynamics of a particle, and an introduction 
 to rigid dynamics. 
 
 2. Astronomy, including spherical and practical astronomy and cosmical physics. 
 The theory of central forces is studied in connection with mechanics. 
 
 PHYSICS. 
 
 This class has completed during the term the subjects of mechanics, hydrostatics, pneu- 
 matics, and heat. To test the student's thorough comprehension of the laws and facts 
 of physics, numerous examples ?,re given out in every branch of the subject. It is the 
 aim to require the students to perform for themselves, as far as practicable, the experi- 
 ments given in the text, and thus familiarize themselves with the principles and con- 
 struction of the instruments used. The experience of those engaged in teaching this 
 subject shows that a few hundred dollars' worth of apparatus to be thus used by the 
 students will be productive of better results than ten thousand dollars' worth which the 
 students are allowed to look at only. 
 
 SURVEYING AND ENGINEERING. 
 
 The first portion of this course is devoted to mechanical drawing. The student is 
 taught first the principles of projections and shades and shadows; later he is required to 
 execute working drawings of details used in wood, metal, and stone constructions, and 
 also drawings of ordinary structures and machines. In the surveying proper, field prac- 
 tice is made the prominent feature, each student having abundant opportunity to use the 
 instruments himself. Field practice extending nearly over the entire year is afforded in 
 
 (1) Surveying: measuring land, dividing up land, laying off land of given shape and area, 
 surveying roads and streams, and making accurate maps and plots from actual surveys; 
 
 (2) Engineering, which includes leveling, with its application to making roads and ditches, 
 laying out curves of any curvature on the ground, setting slope-stakes, the measurement 
 and calculation of earth- work, and all the work of locating a railroad up to the point of 
 actual construction. 
 
 Instruction is also given in the principles involved in and the drawings required of 
 the best and simplest kinds of roofs and bridges. 
 
 While the instruments used generally in this work are of the best make and costly, 
 methods are exhibited, when possible, by which many of the above operations can be 
 carried on with simple instruments which can be made by any person possessing ordi- 
 nary mechanical skill.* 
 
 BOOKKEEPING. 
 
 The subjects of single entry and double entry are thoroughly explained and illustrated. 
 
 Each student is required to write several sets, including, besides the principal books, 
 various auxiliary books and business papers. 
 
 An effort is made to present the science in as simple and practical a form as possible, 
 so that each one at any time may readily apply it to his own affairs. 
 
 AGRICULTURAL STUDIES. 
 
 By availing themselves of an optional course, students whose time and means are lim- 
 ited may obtain purely agricultural instruction in branches deemed of special value. 
 
 The appliances for instruction and illustration Consist of apparatus, not of large 
 amount at present, but of most improved make and being augmented every year, the 
 contents of several museums, laboratories for chemical, mineralogical, zoological, and 
 botanical work. 
 
 The museums contain geological, mineralogical, zoological, botanical, industrial, and 
 
 * A onsiderable amount of excellent apparatus has been recently purchased in Germany for the 
 use of the department of physics. 
 
208 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 chemical specimens; and a room has been devoted to the accommodation of valuable 
 agricultural tools, machines, and implements. 
 
 The laboratories are supplied with appliances necessary for the prosecution of the work 
 intended to be done in them, according to approved modern methods. 
 
 The university buildings are eight in number. They are of brick and can accommodate 
 500 students. One is five stories in height; another, four; three are three stories; two, 
 one story; and one, one story with basement. The lecture and recitation rooms are 
 large and commodious. 
 
 The information presented in this statement of the condition and work of the Uni- 
 versity of North Carolina has been chiefly supplied by the courtesy of its president, 
 Hon. Kemp P. Battle. He has also outlined the practical work of the university in 
 letters subsequent to the one which has been used in the preparation of this article. 
 From them the following extracts are selected: 
 
 The instruction in this institution is confined at present to theoretical teaching in our 
 lecture room, and to practical and field work in chemistry, botany, zoology, mineralogy, 
 engineering, physics, &c. , as explained above. It is expected at no distant day to con- 
 duct open air experiments in agriculture as ancillary to theoretical instruction, and we 
 are ready to conduct field experiments on a larger scale for the benefit of the public, as 
 soon as the means shall be placed at our disposal. Until last year (1881), the ''State 
 Agricultural Experiment and Fertilizer Control Station" was located in the university 
 buildings, its establishment by the State and its very successful beginnings and working 
 for several years being largely owing to the exertions and counsel of the officers of the 
 university. Its publications in the press of the State and in books and pamphlet form 
 have very greatly enlightened the people of the State in agricultural chemistry. 
 
 The influence of the station has been very great on the purchase and manufacture of 
 fertilizers. It has driven inferior brands from the market, increased the quality and 
 decreased the price of the brands now remaining, and has disseminated a vast deal of 
 information among our people on the subject of fertilizers; so that they buy more com- 
 mercial manures than ever before, and at the same time engage more extensively in the 
 preparation of fertilizers on their own farms. 
 
 By thus creating an intelligent demand for fertilizers, the station has greatly increased 
 the annual products of the soil, and there is reason to believe that its good eifects will be 
 lasting and will gather strength year by year. 
 
 The station has also driven fraudulent seedsmen out of the market by its tests for the 
 purity and power of the seeds here offered for sale. 
 
 It has also given much attention to the analysis of mineral waters, and its influence in 
 regard to the purification of water, both on the farm and in the cities, has been exerted 
 constantly and beneficially. Specimens of marl have frequently been analyzed, and the 
 production of marl for manure has been economized. 
 
 The scientific instruction given in the university relates to the following sciences: 
 chemistry (general and applied), agricultural chemistry, physics, civil engineering, botany, 
 zoology, physiology, geology, mineralogy. 
 
 No trades or industries are taught, but in an agricultural community like ours it is 
 of the first importance that the foundation be laid for scientific observation through life. 
 
 Habits of attention, observation, analysis, and generalization of scientific phenomena 
 are impressed upon our students early in life; and these, fortified by an exact and intel- 
 ligent acquaintance with the general principles of the sciences, cannot fail to produce 
 more useful citizens and more productive workmen. 
 
 The structure, habits, and diseases of animals, the uses, growth, and nature of plants, 
 the various sorts of food and their special uses, the value of minerals and their distin- 
 guishing features, and the various applications of the forces of nature to the service of 
 man, are among the subjects that are presented to our students during their period of 
 study. 
 
 The university had been in a state of suspension for several years, when it was reopened 
 in 1875, in consequence of the restoration of the land-grant fund by the State. 
 
 Its revival has been the beginning of a new life in the education of the State. 
 
 Its normal school has had an attendance during its six sessions of nearly two thousand 
 teachers, and the courses of instruction and methods of teaching have been greatly im- 
 proved, while the attendance on the schools has much increased. 
 
 Several hundred more North Carolina boys are now students in our colleges than were 
 before. By the aid of the land grant the university began its new career. 
 
INDUSTEIAL EDUCATION IN THE UNITED STATES. 209 
 
 OHIO. 
 
 STATE UNIVEESITY, COLUMBUS. 
 
 [Statements from circulars and reports.] 
 
 The chief object of the Ohio State University is to promote the liberal and practical 
 education of the industrial classes within the State in their several callings and pursuits. 
 
 The subjects commonly included among college studies are taught, and special provis- 
 ion has been made for extensive and practical instruction in the various branches of nat- 
 ural science and their applications. 
 
 The leading industries of the State agriculture, mechanics, mining, and engineering- 
 have each a separate department and special course of study, and the sciences which under- 
 lie these industries also have special departments, and are taught theoretically and practi- 
 cally by eminent instructors, who have ample means for illustration and for practical 
 work at hand. 
 
 UNIVEESITY FINANCES. 
 
 The grounds, buildings, and apparatus of the university are valued at $500,000, and 
 its endowment fund amounts to $559, 628. The sources from which the latter was mainly 
 derived were the proceeds of the national grant of 630,000 acres of public laud and the 
 net proceeds of certain tracts known as the Virginia military lands. The proceeds of 
 the national grant were $342,450. This sum was put at interest and the interest added 
 to the principal until the fund amounted to a little more than $500,000. 
 
 The sum realized from the sale of Virginia military lands up to the time of making 
 the report for 1880 was $39,031.49. A gift of $300,000 from Franklin County, in which it is 
 located, and frequent appropriations from the State treasury (among which the proceeds 
 of the Virginia military lands are included) have done much to swell the property of the 
 university to its present amount. 
 
 The special appropriation for 1880 amounted to only $3,350, of which $1,500 were for 
 farm improvements and stock. 
 
 The cash receipts of the university for 1880 from the permanent endowment fund were 
 $27,866; from incidental fees, $3,798; from State appropriation, $6,701; from military 
 lands, $7,285; from miscellaneous sources, $987; cash on hand at the beginning of the 
 year, $4,987; total cash receipts, $51,624. 
 
 The disbursements for the same period amounted to $48,526, of which $26,461 were 
 paid fer salaries. 
 
 FACULTY, STUDENTS, AND GRADUATES. 
 
 The faculty are 16 in number. Of these 12 are professors, including the president; 1 
 is an officer of the United States Army, on duty as commandant of the university cadets 
 and professor of military science and tactics; 1 is an officer of the United States Navy, on 
 duty as professor of steam engineering; 1 is assistant professor of industrial art, and 1 is 
 instructor in French and German languages. 
 
 The professorships are of philosophy and political economy, geology, general and ap- 
 plied chemistry, agriculture and veterinary science, mathematics and civil engineering, 
 zoology and comparative anatomy, mechanics, physics, mining and metallurgy, history 
 and English language and literature, Latin and Greek, horticulture and botany. These 
 12 professorships are here named in the order of appointments of the present incumbents, 
 with the exception of the first chair, which is occupied by the president. 
 
 In addition to the professors and assistant professors a number of tutors are employed 
 in primary work. 
 
 The number of students increased from 27 in 1873 to 330 in 1882. 
 
 No tuition fees are required, but an incidental fee of $15 per annum is charged; and 
 advanced students in chemistry are required to pay $10 a term for materials consumed 
 in laboratory work and the deterioration of instruments. Students in physics pay $7 per 
 term laboratory fees. 
 
 The first graduates reported to this bureau were those of 1878. The class of that year 
 numbered 6 and all but 1 took the degree in science. 
 
 The graduating class of 1879 had 7 members, and one post-graduate degree was given 
 in course, that of Ph. D. 
 
 The class of 1880 had 9 members; 6 of them received the degree of bachelor of arts, 
 and 1 each bachelor of science, mining engineer, and mechanical engineer. 
 
 The class of 1881 had 9 members; 2 of them received the degree of bachelor of arts, 
 S. Ex. 25 14 
 
210 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 5 the degree of bachelor of science, 1 the degree of bachelor of philosophy, and 1 the degree 
 of mining engineer. There was conferred also one post-graduate degree (of mining engi- 
 neer) upon a bachelor of science. 
 
 The other degrees given by the university are bachelor of philosophy, bachelor of agri- 
 culture, and civil engineer. Certificates of work done are also granted. 
 
 There are seven courses of study preparatory to the seven degrees which have been 
 mentioned. Three of them are general and four technical. 
 
 The general courses are in arts, philosophy, and science. The technical courses are in 
 civil engineering, mechanical engineering, mining engineering, and agriculture. 
 
 Of the general courses that in science alone has a special industrial bearing. Its studies 
 may be outlined as follows: 
 
 Freshman year: Analytical geometry, differential and integral calculus, chemistry, min- 
 eralogy, freehand drawing, and French. 
 
 Sophomore year: Botany, zoology, French, and an elective course in botany, chemistry, 
 or physics, continuing through the year. 
 
 Junior year: Geology, astronomy, and two elective courses in the sciences above men- 
 tioned with the addition of vertebrate anatomy and physiology. 
 
 Senior year: Ehetoric and logic, and two elective courses in sciences, or one in psychol- 
 ogy and ethics and the other in science. 
 
 The three engineering courses agree with the course in science for the freshman year, 
 and are similar to each other in all but the special studies during the remaining three 
 years. 
 
 The course in civil engineering has roads, drawing, geodesy, and civil engineering for 
 special studies; the course in mining has an extended course in geology and chemistry, 
 and furnishes thorough instruction in metallurgy, mineralogy, assaying, the treatment 
 of ores, the theory of veins, mining engineering, and the construction of metallurgical 
 works; the course in mechanical engineering gives prominence to physics and drawing,, 
 and is especially arranged for the purpose of giving instruction in thermo-dynamics, 
 prime movers, mill work, and mechanism, with practice in the mechanical laboratory. 
 
 The course in agriculture differs from all the others. Its freshman year is devoted to 
 work in the mechanical laboratory and the study of chemistry, mineralogy, surveying, 
 .civil engineering, and the construction of roads, drains, &c. The next year is wholly 
 taken up with botany, zoology, and veterinary anatomy. 
 
 The special agricultural studies, commencing in the junior year, include a discussion of 
 soils, manures, crops, and tillage, and farm improvement and management. The other 
 branches pursued are geology and physiology. * 
 
 In the senior year rhetoric and logic are the general studies; and the special studies 
 include domestic animals, stock breeding and feeding, dairy products, and the diseases 
 of animals and their treatment. 
 
 The practice of electing courses of study is so common to the students and so much 
 encouraged by the university that an account of the institution would not be complete 
 which did not give a view of the departments of instruction from which selection may 
 be made and the character of the work done in them, so far as it has relation to indus- 
 trial education. 
 
 The departments are fourteen in number, viz: Physics, chemistry, zoology and com- 
 parative anatomy, geology, agriculture, botany, mathematics, civil engineering, mechan- 
 ical engineering, mining engineering, military science and tactics, modern languages 
 and English, Latin and Greek, and history and philosophy. Of the last three depart- 
 ments no further mention is necessary. 
 
 In physics there are elementary and advanced courses. The latter occupies two years, 
 and includes the application of graphics and mathematics to physics, lectures on the use 
 of instruments and the details of observation and experimental work. The laboratory 
 is supplied with expensive and well selected apparatus designed for illustration and for 
 the purposes of original research. 
 
 Chemistry is required to be studied two terms and a half by all who are candidates 
 for a degree. In this time organic and inorganic chemistry and the relation of chemis- 
 try to the arts are considered, and the student is prepared for the advanced course, which 
 covers two years, and is required of students in civil and mining engineering. The work 
 in qualitative analysis is supplemented by instruction in the use of the spectroscope and 
 the blow-pipe. The volumetric and gravimetric methods of quantitative analysis are 
 both taught; and after known compounds have been sufficiently investigated, assistance 
 is given in doing work with substances which are employed in agriculture, medicine, 
 pharmacy, or the arts. A full course in assaying, given in the mining laboratory, is 
 open to students in chemistry. 
 
 The State has recently appropriated $20,000 for the erection of a new building for the 
 chemical and mining laboratories. This building is now in process of erection, and will 
 be completed before the beginning of the winter term. It is 160 feet long in front and 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 211 
 
 80 feet deep in the central portion. It will be two stories high, with basement and gable 
 roofs. The upper floor will be devoted to the chemical department exclusively. The 
 first floor will be occupied by the mining department. Ample space on this floor is re- 
 served for agricultural chemistry. 
 
 In the department of zoology and comparative anatomy instruction in human anatomy 
 and physiology is given to preparatory students; in zoology to the sophomores of all the 
 courses, and in more special studies to junior and senior students at their election. 
 
 The object of the sophomore year course in zoology is to afford a general understanding 
 of the animal kingdom as a whole, to illustrate -the objects and methods of classification, 
 to indicate the more important morphological relations on which classification is based, 
 and to give an insight into the principles which underfie the phenomena of animal life. 
 
 The elective work of the junior year is in connection with comparative anatomy, and 
 consists largely of practice in the laboratory and the dissecting room of the department. It 
 may be so modified as to prepare the student for the advanced study, in the senior year, 
 of either paleontology or physiology and histology. 
 
 Students in agriculture pursue the advanced studies in this department one year ear- 
 lier than students in science, that is, during their sophomore and junior years; and spe- 
 cial students take up such studies as they may be desirous of pursuing and are prepared to 
 undertake. 
 
 The collections and appliances of the department have been carefully selected. 
 
 The laboratory is supplied with microscopes and other appliances for biological work; 
 and the dissecting room affords ample facilities' for performing the work incident to the 
 study of veterinary and other branches of anatomy. 
 
 The department of geology presents no marked features. The collections made by the 
 State geological survey are in the possession of the university, and valuable fossils and 
 minerals have been added from various sources. Every geological formation in the State 
 is represented in the collection. 
 
 In the department of agriculture work is provided for three years. The first and second 
 terms of the first year's work are applied to the examination of soils, their origin, com- 
 position, organic relations, adaptations to particular crops and methods of culture, and 
 the preservation and restoration of fertility ; and to learning the character and value of 
 forage plants, the approved methods of field culture, and the value and application of 
 fertilizers. 
 
 The latter part of the year is devoted to the study of farm work and improvements. 
 Under the latter head come drainage, irrigation, the construction and repair of roads and 
 fences, and the erection of buildings. The second year is mainly spent on the following 
 topics: the natural history, description, and adaptation of the various domestic animals; 
 horse-training, cattle-feeding, wool-growing, dairy management, etc. The work of the 
 third year is spent on veterinary science. .. 
 
 The State has established an agricultural experiment station, which is now located at 
 the university. The station is sustained by appropriations from the State. 
 
 The experiments and investigations will be carried on both in the field and laboratory, 
 and will deal with the following great agricultural interests, viz: (1) Grain raising. 
 (2) Stock farming and dairy husbandry. (3) Fruit and vegetable culture. (4) For- 
 estry. 
 
 The station is prepared to test varieties; to analyze and test fertilizers and manures; to 
 examine seeds that are suspected of being unsound or adulterated ; to identify and name 
 weeds and other plants; to investigate, and describe when known, the habits of injurious 
 and beneficial insects; and other work of a similar character that properly comes within 
 its province. 
 
 Horticulture and botany have been provided for by the establishment of a sepa- 
 rate professorship, the aim of which is to unite scientific knowledge and investigation 
 with the most skillful practice in the important pursuits of fruit growing, gardening, 
 forest culture, and other like divisions. The professor of horticulture and botany is the 
 director of the agricultural experiment station. 
 
 An herbarium, representing quite completely the flora of the State, is accessible to stu- 
 dents. 
 
 Mathematics are taught by two professors. One term is given to astronomy, and ap- 
 pliances for the use of students in this subject are being obtained. 
 
 Civil engineering has a prominent place, and the course in it includes practical survey- 
 ing, the location and construction of railroads and bridges, strength of materials, geodesy, 
 and studies of a more technical character. Varied and adequate field work is undertaken, 
 for which a full set of finely-constructed instruments has been provided. 
 
 The department of mechanical engineering has recently been equipped, and is attract- 
 ing many students. 
 
 The course of study includes the principles of mechanism, machine-drawing and de- 
 
212 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 signing, four terms of laboratory work, and the consideration of auxiliary branches. It 
 is explained in a recent report as follows: 
 
 ' ' In the principles of mechanism are studied the parts of machinery by pairs, or ele- 
 mentary combinations of mechanism. In this the form and arrangement of the parts 
 necessary for securing the desired modification of motion are sought. 
 
 In the machine-designing the student takes up some problem in the shape of a partic- 
 ular machine for a special purpose. The forms, dimensions, and arrangements of the 
 parts are decided upon, and then a drawing is carefully made of the whole. Detail 
 drawings to regulation size are then made, and finished 'in shade lines, as done in the 
 best shops. The quality of these drawings is sufficient for the requirements of photo- 
 engraving for illustrations upon circulars. 
 
 In thermo-dynamics are studied the principles which form the groundwork of all heat- 
 engines. In prime movers are studied all kinds of heat-engines, such as steam, hot-air, 
 &c. , and also wind and water wheels. Mill work and machinery takes up valve-gears, fly- 
 wheels, governors, efficiency of parts of machines, strength of parts, &c. 
 
 The mechanical laboratory is intended for acquainting the student with the materials 
 used in machine construction; with the forms customary in machinery; to impart a de- 
 gree of skill in the use of tools and a knowledge of the operations and practices of the 
 shop. 
 
 The first term consists of the actual use of tools in executing a set of forms chosen with 
 a view to supplying the greatest possible amount of practical instruction for the time. 
 This is combined with weekly lectures on tools and their use. 
 
 The second term carries the above practice to the fitting together of parts and to the 
 use of machine tools, such as the lathe, planer, etc. This is combined with weekly ex- 
 ercises in designing and drawing of machine elements, such as cranks, bearing-boxes, 
 stub-ends, etc. 
 
 The third term is fully occupied in fitting parts carefully together, as in the joints of 
 machinery, and in finishing the surfaces by scraping, polishing, burnishing, etc. This 
 is in combination with a weekly exercise in the invention of simple machines for specific 
 operations, such as bending wire staples, cutting wool combs, &c. 
 
 The fourth term of mechanical laboratory practice is constructive. It is taken in con- 
 nection with the principles of mechanism. In the latter, problems in mechanism are 
 worked out, forms and dimensions assigned to the parts, and then these are executed in 
 tlie laboratory, resulting in models of mechanical movements for the cabinet. 
 
 The course in mining engineering secures to the student careful instruction in mining, 
 the preparation of the ore, and its metallurgical treatment. 
 
 Lectures, the study of text-books, preparation of maps and drawings, visits to existing 
 works, and practice in estimates and designs form parts of the field of instruction. There 
 is a collection of minerals such as are commonly met with in mining operations, a full 
 equipment of furnaces and ores for assaying, and models exhibiting all the common forms 
 of crystals. 
 
 The aid which the university directly renders to the agriculture of the State is given 
 through the lectures on practical agriculture and the experiments conducted upon the 
 i'arm. The lectures are given in the early part of each year, and are attended by intel- 
 iigent farmers, who wish to obtain modern and correct scientific ideas of subjects re- 
 lated to their occupation. 
 
 The professor of agriculture not only contributes to this course of lectures (if he does 
 not furnish the whole of it), but also attends the county institutes for farmers. 
 
 The university farm contains 320 acres of land. Valuable experiments are constantly 
 being tried upon it. Those reported in 1880 were in wheat culture (including yield of 
 varieties, effects of early and late sowing, late plowing, &c.,), corn culture, potatoes 
 (yield, effect of fertilizers, etc.), forage crops, millet, rye, rice, corn, grasses, and clover; 
 thorough drainage, and sorghum culture. 
 
 A circular of information on the classification of students, issued in June, 1882, is as 
 follows: 
 
 CLASSIFICATION OF STUDENTS. 
 
 The attention of students is called to the following system of classification, which has 
 recently been adopted by the faculty for the purpose of doing away with a large amount 
 of unnecessary irregularity. There is no desire or intention on the part of the faculty 
 to depart from its former liberal policy toward students seeking special facilities in any 
 particular direction for a definite purpose; such students will, however, be in future re- 
 quired to state the ends which they have in view, and to pursue such studies as are, in 
 the judgment of the faculty, conducive to the end designated. On the other hand, the 
 faculty cannot escape the conviction that there is a great deal of purposeless irregularity, 
 the result of mere whim or fancy in some instances, which they regard not only as det- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 213 
 
 rimental to the progress of the institution but also to the welfare of the students them- 
 selves. It is this conviction which has led to the adoption of the plan herein described: 
 
 First. The various departments of the university will hereafter be classified in four 
 schools, designated as follows: 
 
 The school of arts and philosophy, including those studies which enter into the courses 
 leading to the degrees of bachelor of arts and bachelor of philosophy. 
 
 The school of science, including those studies which enter into the course leading to 
 the degree of bachelor of science. 
 
 The school of engineering, including those studies which enter into the courses lead- 
 ing to the degrees of civil engineer, mechanical engineer, and mining engineer. 
 
 The school of agriculture, including those studies which enter into the course leading 
 to the degree of bachelor of agriculture. 
 
 Second. Every student (resident graduates alone excepted) shall enter one of the above 
 schools or shall be assigned to that one in which the majority of his studies are found 
 (in case of irregularity). There shall be no unclassified students. 
 
 Third. Each school will be under the direction of a standing committee of the faculty, 
 having power to act in all matters pertaining to the studies of students in such school 
 and in matters of minor discipline. The following committees have been appointed for 
 the various schools: 
 
 Arts and philosophy. The president, the professors of Latin and Greek, history, geol- 
 ogy, chemistry, and French and German. 
 
 Science. The president, the professors of mathematics, chemistry, physics, geology, 
 and zoology. 
 
 Engineering. The president, the professors of civil engineering, mechanical engineer- 
 ing, mining engineering, physics, and drawing. 
 
 Agriculture. The president, the professors of agriculture, horticulture, mechanics, 
 metallurgy, and zoology. 
 
 Students will report at the beginning of the fall term to the secretaries of their respect- 
 ive committees, whose names will be announced at that time. 
 
 Fourth. All students in each school will be regarded as belonging to one of two 
 groups; first, those whose purpose it is to enter upon one of the regular courses of study, 
 Avith the expectation of taking its degree; second, those who come to the university for 
 the purpose of pursuing some special study or line of work, and who do not expect to 
 take a degree. 
 
 The courses of study leading to the various degrees having been arranged by the fac- 
 ulty in the order which they believe to be the best adapted to the general requirements 
 of students, all who do not belong to the second of the groups indicated will be required to 
 enter upon the regular work of the college classes to which they belong, or in case of 
 present irregularity to remove such irregularity as speedily as practicable in the man- 
 ner prescribed by the committee of the school in which they are classed, and no such 
 student will be allowed to take more or other than his regular studies without present- 
 ing a request with reason therefor to his committee and receiving its consent. Such con- 
 sent may be revoked at any time when it may seem advisable to do so. 
 
 Students belonging to the second group, viz: those coming to the university for a lim- 
 ited time with the definite purpose of pursuing some special line of work, will in each 
 case enter the school in which their proposed work is chiefly included, and shall lay before 
 the committee a statement of the end in view, the studies proposed for the accomplish- 
 ment of that end, and the probable period of residence. 
 
 While it will be the purpose of each committee, in accordance with the well-estab- 
 lished policy of the university, to allow to such students full freedom in the selec- 
 tion of the branches which they desire to pursue, subject only to the necessary limita- 
 tions that they are prepared to take up the branches they select and that such branches 
 are in accordance with the end proposed, it is also their intention to hold students as 
 regularly to the performance of their accepted schemes of work as they do the members 
 of the first group to their prescribed course of study; and they will refuse admission to 
 this group to all of whose definiteness of purpose or fitness to undertake the work pro- 
 posed they fail to receive satisfactory evidence. 
 
 
 OREGON. 
 CORVALLIS COLLEGE. 
 
 The legislature of Oregon accepted the national grant in behalf of agricultural educa- 
 tion October 9, 1862. Nearly ten years later it gave the benefit of the grant to Corvallis 
 College, at Corvallis, an institution established in 1865 and chartered in 1868 for the 
 purpose of the preparatory and collegiate education of the }'outh of Oregon. The general 
 
214 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 character of the college has been maintained, although agricultural instruction is af- 
 forded. The object of this instruction is to give students a thorough knowledge of scien- 
 tific and practical agriculture, and through them so improve the present system of crop 
 culture that there shall be a minimum exhaustion of the soil and yet maximum crops. 
 
 The grant with which Corvallis College was endowed amounted to 90,000 acres. Part 
 of this land has been sold for $50,000. The grounds, buildings, and apparatus are valued 
 at $10, 000. The annual income is about $6, 000. 
 
 The faculty consists of the president, who is professor of moral philosophy and physics, 
 professors of mathematics and languages, and teachers in the preparatory department 
 and of drawing and painting. The subjects of instruction are arranged by schools. No 
 regular courses of study are given in the catalogue. Agricultural studies treat of the com- 
 position and analysis of soils, the preparation of soils and manures, modes of drainage, con- 
 struction of farm buildings, and stock raising. General, analytical, and agricultural 
 chemistry are taught by the president; mineralogy, geology, and zoology, by the pro- 
 fessor ol mathematics; and botany and fruit culture, by the professor of languages. 
 
 The number of students enrolled in 1881-' 82 was 150, of whom 90 were males and 60 
 females. Tuition for the scholastic year is, in the primary classes, $18; preparatory de- 
 partment, from $30 to $36; in the scientific and agricultural courses, $39; and in the 
 classical college, $45. There are sixty free scholarships for young men over sixteen years 
 of age. They are secured by application to the State senators or the president of the 
 college. 
 
 The graduates of the college up to and including 1881 numbered 47, 35 males and 12 
 females. The men received degrees as follows: A. M., 3; A. B., 3; B. s., 29; the women, 
 with one exception, took the degree of B. s. Farming is the favorite occupation among 
 them. About five hundred young men, mostly farmers' sons, have received an educa- 
 tion at the college. 
 
 PENNSYLVANIA. 
 PENNSYLVANIA STATE COLLEGE, CENTRE Co. 
 
 [Statement from catalogue, &c.] 
 
 The leading object of the Pennsylvania State College is, ' 'without excluding other classi- 
 cal and scientific studies and including military tactics, to teach such branches of learning 
 as are related to agriculture and the mechanic arts in such manner as the legislature of 
 the State may prescribe, in order to promote the liberal and practical education of, the 
 industrial classes in the several pursuits and professions in life." 
 
 Since its opening in 1859 the college has sought to teach the various sciences in such a 
 manner as to show their relations to the more common industries, and thus to combine 
 the theory with the practice, the science with the art. The entire organization and equip- 
 ment have, therefore, had these objects in view. 
 
 ENDOWMENT, ETC. 
 
 The income of the college is almost wholly obtained from a bond of the State of Penn- 
 sylvania for $500,000, upon which interest is paid semi -annually at the rate of 6 per cent, 
 per annum. The property of the institution its buildings, farm, farm stock, apparatus, 
 &c. is valued at $532,000. This property was in 1866 mortgaged for $80,000. For the 
 payment of the mortgage provision was made by act of the legislature approved June 12, 
 1878. Owing to the expenditure during 1879 of $10,000 for steam heating apparatus, 
 $2.000 for the extension and improvement of laboratories, and $5,000 for a professor's 
 house, the floating debt was increased to $33,000; but that is now in process of extin- 
 guishment by regular additions to a sinking fund. The amount expended for instruction 
 in 1882 was $17,500. 
 
 FACULTY AND STUDENTS. 
 
 The faculty consists of the president, who is professor of political and social science, 
 and professors of English literature and ancient languages, botany and horticulture, 
 agriculture and agricultural chemistry, mathematics and astronomy, military science 
 and tactics, chemistry, modern languages, physics, civil engineering, geology and zo- 
 Mogy, an assistant professor of ancient languages, and a lady principal in charge of the 
 Ibmale department. There are also three other teachers in the preparatory department 
 and an instructor of music. 
 
 There are superintendents of the college and experimental farms, the pastern experi- 
 mental farm in Chester County, and the western experimental farm in Indiana County. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 215 
 
 The students in attendance in 1880-' 81 were classified as follows: Resident graduates, 
 5; graduates at last commencement, 3; seniors, 10; juniors, 9; sophomores, 10; fresh- 
 men, 18; special students, 8; preparatory, 85; males, 125; females, 23; total, 148. 
 
 Tuition is free. Incidentals, including room rent and all college charges except 
 chemicals, are $40 per annum. 
 
 The whole number of graduates up to and including 1882 was 122. Of these 52 re- 
 ceived the degree of bachelor of science, 46 of bachelor of agriculture, and 24 of bachelor 
 of arts. Their occupations, as far as known, are lawyers and law students, 18; farmers, 
 18; teachers, 15; physicians and druggists, 11 ; chemists, 10; engineers (mining or civil), 
 6; manufacturers, 6; deceased, 5; miscellaneous, 33; total, 122. 
 
 COUESES OF STUDY. 
 
 The act of Congress of July 2, 1862, which the college regards as of binding authority, 
 requires instruction to be given in a large number of subjects. In order to employ fully 
 the large teaching force demanded, to meet as far as possible the wishes of its patrons, 
 and to serve to the best advantage the interests of the State, the college has organized 
 .and offers to both sexes the following courses of instruction: 
 
 Preparatory course, classical and scientific; two general courses, general science and 
 classics; and four technical courses, agriculture, natural history, chemistry and physics, 
 .and civil engineering. It also admits special students who do not intend to take all of 
 any college course. It still further offers to farmers and others who cannot become stu- 
 dents a farmers' institute or course of lectures, lasting two weeks in midwinter. Par- 
 ticulars concerning the studies are given below. 
 
 ADMISSION. 
 
 The college admits both sexes, on the following conditions: 
 
 First. Candidates for the preparatory department must be at least 14 years of age and 
 have a fair knowledge of the ordinary common school branches. 
 
 Second. For admission to the freshman class, general science course, the candidate 
 must be at least 15 years of age, and pass a further examination in United States his- 
 tory, Olney's Higher Algebra (to quadratics). Olney's Geometry (to section 7), Steele's 
 .Fourteen Weeks in Physics, and Houston's Physical Geography, or their equivalents. 
 For the classical course the applicant will be examined in Caesar, Cicero's orations, and 
 Xenophon's Anabasis, instead of physics and physical geography. Candidates for either 
 course should have some practical knowledge of drawing and bookkeeping. Students 
 whose advanced knowledge of some subjects will enable them to makeup their deficien- 
 cies in others may be admitted conditionally. Equivalents are accepted in all cases from 
 -candidates for admission. 
 
 PREPARATORY COURSES. 
 
 As many students come from districts where there are no advanced schools, it has 
 been found needful to maintain a department which shall prepare such persons for ad- 
 mission to college, and shall, at the same time, give a good practical training to those 
 who are unable from any cause to prolong their studies beyond the ordinary academic 
 -course. 
 
 Applicants should, as stated, be at least 14 years of age and have a good knowledge of 
 the common English branches. Preparatory students, except those who are under the 
 immediate care of their parents and guardians, are required to room in the building, 
 where they are under the supervision of the principal of the department and his assist- 
 ants during study hours; and every effort is made to incite in them a love of study and 
 to create and confirm habits favorable to it. 
 
 As there are two general courses in the college, there are two preliminary courses, de- 
 signed to prepare for these respectively. While these have much in common, clearness 
 demands that they be given separately. They are as follows: 
 
 IN GENERAL SCIENCE. 
 
 First year. 
 
 IN CLASSICS. 
 
 First year. 
 
 Fall session. Arithmetic, algebra, phys- Fall session. Arithmetic, algebra, phys- 
 iology, English analysis. | iology, Latin grammar and reader. 
 
 Winter session. Algebra, English com- Winter session* Algebra, English com- 
 position, physical geography, zoology. position, physical geography, Latin reader. 
 
 Spring session. Algebra, English his- 
 tory, botany, English composition. 
 
 Spring session. Algebra, English his- 
 tory, botany, Caesar and Latin composition. 
 
216 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 IN GENERAL, SCIENCE. 
 
 Second year. 
 
 Fall session. Algebra, English history, 
 natural philosophy, German. Practicum, 
 drawing one hour daily. 
 
 Winter session. Algebra, geometry, Uni- 
 ted States history, phy si cs or Latin. Prac- 
 ticum, bookkeeping one hour daily. 
 
 Spring session. Geometry, United States 
 history, geology or Latin. Practicum, 
 drawing one hour daily. 
 
 IN CLASSICS. 
 
 Second year. 
 
 Fall session. Algebra, English history,. 
 Caesar and Latin composition, Greek gram- 
 mar and reader. Practicum, drawing 
 one hour daily. 
 
 Winter session. Algebra, United States 
 history, Cicero's orations, Greek grammar 
 and reader. Practicum, bookkeeping one 
 hour daily. 
 
 Spring session. Geometry, United States- 
 history, Ovid, Xenophon's Anabasis. Prac- 
 ticum, drawing one hour daily. 
 
 GENERAL COLLEGE COURSES. 
 
 The college offers, as already stated, two full courses, each of four years. That in 
 general science embraces German and French, mathematics, and a fair outline of the 
 natural and the metaphysical sciences. The classical combines with the essentials of 
 the old time-honored " college course " a large amount of the scientific knowledge and 
 the practical training which that course formerly lacked. Each course as here taught 
 aims at the full development of the student's powers of observation and of reasoning. 
 
 At the close of the sophomore year the student in either course may enter one of the 
 technical courses. 
 
 In the following schedules of studies a figure placed after any subject indicates the 
 number of hours of recitation or of practice given to that study each week. 
 
 General science, course. 
 
 FRESHMAN CLASS. 
 
 Fall Session. Algebra (3), geometry (3), 
 German (5), tactics (4). Practicum draw- 
 ing (4), horticulture (4). 
 
 Winter Session. Algebra (4), geometry 
 (2), rhetoric (4), German (5). Practicum 
 drawing (2), mechanic arts (6). 
 
 Spring Session. Trigonometry (5), physi- 
 ology (4), German (3), French (3). Prac- 
 ticum drawing (4), horticulture (4). 
 
 Classical course. 
 
 FRESHMAN CLASS. 
 
 Fatt Session. Algebra (3), geometry (3) r 
 Virgil (5), Xenophon's' Anabasis and Greek 
 composition (4). Practicum drawing (4) f 
 horticulture (4). 
 
 Winter Session. Algebra (4), geometry 
 (2), rhetoric (4), Virgil (3), Plato's Apology 
 and Greek composition (3). Practicum 
 drawing (2), mechanic arts (6). 
 
 Spring Session. Trigonometry (5), physi- 
 ology (4), Sallust (3), Plato's Ph^do (3). 
 Practicum drawing (4), horticulture (4.) 
 
 SOPHOMORE CLASS. 
 
 Fall Session. Trigonometry and survey- 
 ing (4), chemistry (4), German (3), French 
 (4). Practicum surveying (6), chemis- 
 try (4). 
 
 Winter Session. General geometry (4), 
 chemistry (4), German (3), French (4). 
 
 Practicum 
 
 (2). 
 
 hemistry (8), mechanic arts 
 
 Spring Session. Chemistry (3), descrip- 
 tive botany (4), German (2), French (3), 
 general geometry ( 4) . * Practicum chem- 
 istry (6), botany (4.) 
 
 SOPHOMORE CLASS. 
 
 Fall Session. Trigonometry and survey- 
 ing (4), chemistry (4), Horace (3), Herodo- 
 tus (4). Practicum surveying (6), chem- 
 istry (4). 
 
 Winter Session. General geometry (4), 
 chemistry (4), Cicero deOfficiis (3), Homer 
 (4). Practicum chemistry (8), mechanic 
 arts (2). 
 
 Spring Session. Chemistry (3), descrip- 
 tive botany (4), Tacitus (4), Euripides' 
 Alcestis (4). Practicum chemistry (6), 
 botany (4). 
 
 *For the general geometry of this session students preparing for the course in agriculture or that 
 in natural history may substitute seven hours of practicum in chemistry. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 217 
 
 General science course. 
 
 JUNIOR CLASS. 
 
 Fall Session. Rational mechanics (4), 
 chemistry (3), logic (3), animal physiology 
 (4), or differential calculus (3), (elective). 
 Practicum mechanics (4), botany (4), 
 physiology (4). 
 
 Winter Session. Physics (4), chemistry 
 (4), zoology (4), integral calculus (2), or 
 natural theology (3) (elective). Practicum 
 physics (3), zoology (4), botany (4). 
 
 Spring Session. Physics (4), mineralogy 
 (3), civil government (3), English literature 
 (5). Practicum physics (3). 
 
 SENIOR CLASS. 
 
 Fall Session. Physics (4), geology (4), 
 mental philosophy (3), history of ancient 
 philosophy (3), English literature (3). Prac- 
 ticum physics (4), geology (3). 
 
 Winter Session. Geology (3), political 
 economy (3), astronomy (4), history of civ- 
 ilization (4). Practicum geology (5). 
 
 Spring Session. Geology (3), astronomy 
 (3), ethics (3), history of English literature 
 (3). Practicum geology (5), thesis or ora- 
 tion. 
 
 Classical course. 
 
 JUNIOR CLASS. 
 
 FaH Session. Rational mechanics (4) r 
 logic (3), Thucydides (4), botany (4), or 
 differential calculus (3) (elective). Practi- 
 cum mechanics (4), botany (4), physiology 
 
 (4). 
 
 Winter Session. Physics (4), zoology (4), 
 natural theology (3), Greek history and an- 
 tiquities (3), Demosthenes (3). Practicum 
 physics (3), zoology (4). 
 
 Spring Session. Mineralogy (3), civil gov- 
 ernment (3), English literature (5), Roman, 
 history and antiquities (3), Sophocles (3). 
 Practium physics (3). 
 
 SENIOR CLASS. 
 
 Fall Session. Geology (3), mental philos- 
 ophy (3), history of ancient philosophy (3) r 
 English literature (3). Practicum geology 
 (3). 
 
 Winter Session. Geology (3), political 
 economy (3), astronomy (4), history of civ- 
 ilization (4). Practicum geology (5). 
 
 Spring Session. Astronomy (3), ethics (3) r 
 history of English literature (3), evidences 
 of Christianity (3). Practicum geology (5). 
 
 TECHNICAL COLLEGE COUESES. 
 
 The technical courses now offered by the college are four in number: Agriculture,, 
 natural history, chemistry and physics, and civil engineering. For admission to either 
 of these courses with a view to graduation, the applicant must pass an examination on- 
 the studies of the freshman and sophomore classes of one of the general courses, or their 
 full equivalent. 
 
 1. COURSE IN AGRICULTURE. Agriculture involves the application of the sciences to* 
 a greater extent than any other human employment. The aim, then, of the college course 
 of instruction in agriculture is to teach how the sciences are applied to the business of 
 farming, to afford a thorough and comprehensive knowledge of its principles and methods. 
 It explains the nature of soils and of manures, the reasons for and the best methods of 
 tillage, the constituents and characteristics of plants and animals, and the conditions 
 favorable to their development; and it combines theory and practice wherever the proc- 
 esses involve skilled labor, but it does not consume the student's time in the mere man- 
 ual labor of plowing, planting, and feeding. For instruction in this branch there are the 
 college farms of 400 acres, with nearly 20 acres of orchard, vineyard of about 500 vines, 
 experimental grounds of more than 30 acres, barns, implements, &c. ; the libraries, the 
 laboratories of all the different departments, each of which is in certain respects subsidiary 
 to agriculture; and the laboratory for agricultural work, with its special appliances for 
 quantitative analysis of grain, grasses, fertilizers, &c. 
 
 In addition to purely technical studies, the schedule includes a few others, such as 
 mental philosophy, political economy, ethics, &c., which are needful to fit the student 
 for the right discharge of his duties as a citizen. 
 
 2. COURSE IN NATURAL HISTORY. The design of this course is to give a practical 
 knowledge of geology, zoology, botany, &c. , and to train its graduates for the work of 
 collecting and classifying objects in natural history, and for the superintendence of scien- 
 tific explorations and investigations. 
 
 Instruction is derived not only from the text books and lectures and the work in the lab- 
 oratories, but from the study of the various collections and from excursions in the vicinity 
 of the college, the surrounding district being especially rich in material illustrative of 
 geology and botany. 
 
 3. COURSE IN CHEMISTRY AND PHYSICS. This course aims to prepare the student 
 for work as a physicist or a practical chemist or pharmacist; it also seeks to fit him to- 
 enter the ranks of original investigators and discoverers. 
 
 The extensive and well-equipped laboratories afford opportunities for qualitative antf 
 
218 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 quantitative work in both chemistry and physics; they enable the physicist to verify the 
 laws of physical force, the assayist to determine the value of ores, and the agriculturist 
 to ascertain the composition of his organic products. 
 
 4. COURSE IN CIVIL ENGINEERING. This course was established a-t the opening of 
 the collegiate year, 1881-' 82. In general terms, its object is to combine thorough practi- 
 cal instruction and the higher mathematical training so essential to the success of the 
 professional engineer; and to this end students are required, in addition to the ordinary 
 class room work, to spend an unusual amount of time in the field and in the construction 
 and drawing rooms. 
 
 SCHEDULES OP TECHNICAL COURSES. 
 
 1. Agriculture. 
 
 JUNIOR CLASS. 
 
 Fall Session. Rational mechanics (4), ag- 
 ricultural chemistry (3), cryptogamic bot- 
 any (4), animal physiology (4). Practi- 
 cum Physics (4), chemistry (6). 
 
 Winter Session. Physics (4), agricultural 
 chemistry (4), zoology (4), agricultural en- 
 gineering (3) . Practicum Zoology or phys- 
 ics, chemistry. 
 
 Spring Session. Mineralogy (3), civil gov- 
 ernment (3), entomology (4), fertilizers (4), 
 crops (1). Practicum Agriculture, ento- 
 mology. 
 
 SENIOR CLASS. 
 
 Fall Session. Anatomy and breeding (4), 
 Geology (3), mental philosophy (3), horti- 
 culture (3), crops (2). Practicum Agri- 
 culture, dissection. 
 
 Winter Session. Geology (3), political 
 economy (3), feeding (4), veterinary (4), 
 farm economy (1). Practicum Agricult- 
 tire. 
 
 Spring Session. Dairy (3), sheep hus- 
 bandry (1), ethics (3), history of English 
 literature (3), history of agriculture (1). 
 Practicum Agriculture, geology, thesis. 
 
 2. Natural history. 
 
 JUNIOR CLASS. 
 
 Fall Session. Rational mechanics (4), 
 cryptogamic botany (4), animal physiology 
 (4), logic (3). Practicum Mechanics (4), 
 botany (4), physiology (4). 
 
 Winter Session. Physics (4), zoology (4), 
 pha3nogamic botany (4), natural theology 
 (3). Practicum Physics (3), zoology (4), 
 botany (4). 
 
 Spring Session. Physics (4), mineralogy 
 {3), civil government (3), entomology (4). 
 Practicum Physics (3), entomology (9). 
 
 SENIOR CLASS. 
 
 Fall Session. Anatomy and breeding (4), 
 geology (3), mental philosophy (3), zoology 
 (5). Practicum Geology (3), zoology (8). 
 
 Winter Session. Geology (3), political 
 economy (3), astronomy (4), embryology 
 {4). Practicum Geology (5), embryology 
 
 M 
 
 Spring Session. Geology (3), astronomy 
 3), ethics (3), history of English literature 
 3). Practicum Geology (5), thesis. 
 
 3. Chemistry and physics. 
 
 JUNIOR CLASS. 
 
 Fall Session. Rational mechanics (4), 
 chemistry (3), logic (3), animal physiology 
 (4) or differential calculus (3) (elective). 
 Practicum Mechanics (4), chemistry (8). 
 
 Winter Session. Physics (4), chemistry 
 (4), natural theology (3) or integral calcu- 
 lus (2) (elective). Practicum Physics (3), 
 chemistry (19). 
 
 Spring Session. Physics (4), chemistry 
 (4), mineralogy (3), civil government (3). 
 Practicum Physics (3), chemistay (9). 
 
 SENIOK CLASS. 
 
 Fall Session. Physics (3), chemistry (1), 
 geology (3), mental philosophy (3). Prac- 
 ticum Physics (4), chemistry (18). 
 
 Winter Session. Physics (3), chemistry 
 (2), geology (3), political economy (3)". 
 Practicum Physics (4), chemistry (16). 
 
 Spring Session. Physics (3), chemistry 
 3), ethics (3), history of English literature 
 3). Practicum Physics (3), chemistry 
 10), thesis. 
 
 4. Civil engineering. 
 
 JUNIOR CLASS. 
 
 Fall Session. Rational mechanics, differ- 
 ential calculus, descriptive geometry, shades, 
 shadows, and perspective. 
 
 Winter Session. Physics, integral calcu- 
 lus, descriptive geometry, analytical me- 
 chanics. 
 
 Spring Session. Physics, analytical me- 
 chanics, mineralogy, civil government. 
 
 SENIOR CLASS. 
 
 Fall Session. Geology, resistance of ma- 
 terials, principles of mechanism, railroad 
 surveying. 
 
 Winter Session. Geology, construction of 
 bridges, astronomy, political economy. 
 
 Spring Session. Geology, astronomy, hy- 
 draulics, ethics. 
 
 [Ten hours of practice a week through- 
 out the two years.] 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 219 
 
 SPECIAL COURSES. 
 
 Students of mature years and younger students whose parents or guardians request it 
 are permitted to choose such a special course as they may need. Of every such student 
 it is required that he be prepared to enter upon and pursue with profit the studies chosen, 
 that he have an equal number of hours of class-work with other students, and that he 
 take part in the practicum to which he may be assigned. In order, however, to, make a 
 still more specific provision for the needs of those who are unable, for any reason, to pur- 
 sue a full course, there were established in the early part of the year 1882-' 83 a short 
 special course in agriculture, of two years, 'and a similar course in chemistry. In these 
 courses the studies are arranged with direct reference to the student's immediate aim, 
 and of course cannot be largely educational in other directions. 
 
 PRACTICAL WORK. 
 
 The college has, from the first, sought to combine practical with theoretical instruc- 
 tion, and thus to fix in the student's mind a knowledge of both methods and principles. 
 With this end in view a portion of the student's time has been set apart for this training, 
 and the number of subjects in which such instruction is given and the apparatus for it have 
 been added to until the range of .topics is unusually extensive, as appears from the several 
 schedules. A portion of this training is largely technical, and so is almost wholly confined to 
 certain courses. Other parts, however, are so general in their character as to be appropri- 
 ately required of all students. Among these practicums common to all, the following may 
 be mentioned for the sake of illustration: Book-keeping, so important for the right con- 
 duct of all business; drawing, freehand and mechanical, needed by individuals in all 
 employments and professions; military drill, required by the law of Congress and helpful 
 in securing right habits of body and mind; mechanic arts, in which are learned among 
 other things the making of plane surfaces, correct angles and joints, and the care and use 
 of tools; horticulture, where instruction is given in all ordinary operations belonging to 
 fruit culture, such as pruning, grafting, budding, and propagation by cuttings and layers; 
 and surveying, which acquaints the student with the instruments of the art and trains 
 him to determine points, distances, and areas. Some of these practicums not only give 
 knowledge of almost universal use, but also serve a good purpose by developing, during 
 the early part of the course, tastes and aptitudes which may determine the student's 
 choice of a technical course and of his life work. 
 
 In each of the technical courses certain special lines of practice have a large amount of 
 time given them proportionate to their importance or subsequent professional use. Each 
 practicum is directed by an instructor who is familiar with both the theory and the prac- 
 tice and with their mutual relations. 
 
 FARMERS' INSTITUTES. 
 
 In order to meet the wants of farmers who desire to increase their knowledge of the 
 theory of their calling a farmers' institute has been held at the college during the last 
 two winter sessions. This two weeks' course comprises from thirty to forty lectures by 
 the college professors or by others whose services are secured, that they may present to 
 the farmers certain important specialties. 
 
 The following topics are among those included in the courses: Agricultural chemistry, 
 botany, dairying, entomology, farm accounts, feeding, fertilizing, fruit growing, grain 
 and forage crops, mechanics, roads and bridges, stock breeding, vegetable gardening, veter- 
 inary, drinkable waters, adulteration of foods, political economy for farmers, industrial 
 education, &c. Besides this direct attempt to meet the wants of farmers who are en- 
 gaged in the active pursuit of their occupation, the college has recently (November, 1882) 
 begun the publication of occasional bulletins containing the results of agricultural ex- . 
 periments and investigations conducted by the professor of agriculture. These bulletins 
 have reached a circulation of upwards of 5,000 copies, and are largely sought for by the 
 most intelligent farmers of the State. 
 
 No charge is made for instruction or for the use of the public rooms of the college. 
 
 FREE SCHOLARSHIPS. 
 
 There have recently been established fifty free scholarships, one for each senatorial dis- 
 trict in the State. 
 
 The scholar, male or female, is to be appointed by the senator of the district after a 
 competitive examination in the studies required for admission to the freshman class, 
 and must, therefore, fulfill the conditions requisite for admission to that class as given 
 above. 
 
220 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The holder of the scholarship is admitted to the privileges of the institution free of the 
 ordinary charges for incidentals, room rent, fuel, and furniture, this immunity to con- 
 tinue for the entire college course, provided that both conduct and class standing be sat- 
 isfactory to the faculty. Other expenses, such as boarding, books, and light, must be 
 borne by the student. 
 
 A vacancy may be filled after the opening of the college year if the appointee's attain- 
 ments are sufficient for admission to the class at that time. 
 
 For information as to vacancies, time and place of examination, &c., candidates for a, 
 scholarship apply to their senator, in whose care the details of appointment are placed 
 by the college. 
 
 MILITARY INSTRUCTION. 
 
 In addition to the exercises in the schedules of the several courses, all students, except 
 those exempted because of conscientious scruples or physical disability, take part in mili- 
 tary drill. The exercises occur, ordinarily, three times per week. Seniors and juniors 
 are required to be present at but half the number of regular exercises assigned for mem- 
 bers of the lower classes. The uniform used is of cadet gray cloth and of a standard pat- 
 tern. 
 
 LABORATORY EXPENSES. Students in the laboratories pay a small charge for their 
 outfit; also, for apparatus destroyed and material consumed by them. 
 
 BOARDING, The college does not maintain a boarding-hall, and most students de- 
 pend upon the boarding-houses in the vicinity, the regular charge being $3 per week. 
 The college offers special facilities to those who board themselves singly, and also to the 
 College Boarding Club, which supplies its members, now numbering about twenty, with 
 good boarding at about $2 per week. 
 
 FURNITURE. The furniture provided for students who room in the building consists 
 of a bedstead, mattress, table, washstand, and chair. The student provides all other ar- 
 ticles, including bedding, wash-bowl and pitcher, mirror, lamp, &c. 
 
 MEANS OF ACCESS. The turnpike from the college furnishes daily communications 
 by stage with Bellefonte, which is connected by two trains daily with Tyrone, on the 
 Pennsylvania Railroad, and with Lock Haven, on the Philadelphia and Erie Railroad. 
 
 Owing to the better accommodation and greater regularity of communications, the 
 route by Bellefonte is now preferable for all those coming by railroad. The Lewisburgh 
 and Tyrone Railroad runs within six miles of the college, and furnishes regular passenger 
 trains from Tyrone. 
 
 EXPENSES. 
 
 Fall Session: 
 
 Incidentals $ <> 
 
 Room rent, fuel, and furniture _ 9 
 
 Winter Session: 
 
 Incidentals -- 
 
 Room rent, fuel, and furniture 11 
 
 Spring Session: 
 
 Incidentals 4 
 
 Room rent, fuel, and furniture 6 
 
 There is no charge for tuition in any course. The charge for incidentals is intended to cover 
 the expenses of heating, lighting, and caring for the corridors and the recitation and other 
 public rooms. This is the only charge made to pupils who do not room in the college. 
 
 The above charge for room-rent, fuel, and furniture is made to those who room in the 
 building, and is on the basis of two persons to each room. In cases where a student rooms 
 alone, he is charged $4 additional per session. 
 
 INSTRUCTION OF WOMEN. 
 
 Ladies are admitted to the preparatory and college courses on the same terms as gen- 
 tlemen. For higher standing, also, the examinations are the same for both sexes, except 
 in those instances in which a difference in studies is noted at the foot of a schedule. It 
 is in contemplation, however, to establish at an early day a somewhat modified course for 
 ladies. 
 
 APPLIANCES, ETC. 
 
 The building is a plain and substantial structure of magnesian limestone, situated on 
 a pleasant rise of ground, in one of the most beautiful and healthful valleys of the Alle- 
 ghany region, and is two hundred and forty feet in length, eighty feet in average breadth, 
 and five stories in height, exclusive of attic and basement. It contains the public rooms, 
 such as chapel, library, armory, cabinets, laboratories, society halls and class rooms, and 
 a large number of dormitories. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 221 
 
 The tract of land on which the building stands contains nearly three hundred acres. 
 Of this about 50 acres in the immediate vicinity of the building constitute the campus 
 and furnish recreation grounds, sites for the professors' houses and other needful build- 
 ings, &c. 
 
 The campus contains at present four of these residences of professors, and it is adorned 
 with trees, shrubbery, flower-gardens, walks, and rustic bridges. 
 
 The college farm consists of 240 acres, of which 40 acres are woodland. The remainder, 
 except so much as is occupied by farm buildings, orchard, and vineyard, is worked under 
 & system of rotation of crops, in five divisions of 30 to 40 acres each. The soil is lime- 
 stone, with a large admixture of flint, and is admirably adapted to the production of the 
 various grains and grasses grown in this region. It responds freely to the use of lime, 
 gypsum, and the various artificial fertilizers; but the chief dependence for increase of 
 fertility is placed in barn-yard manure, which is obtained by fattening a large number 
 of beeves each winter. 
 
 The farm-buildings include two dwelling-houses, a large and excellent over-shot barn, 
 with double threshing-floor, threshing-house, corn cribs, root-house and stabling, a hog- 
 pen, a slaughter-house, a tool-house, &c. 
 
 An orchard of about 14 acres, chiefly of apples, and a vineyard of five hundred vines, 
 are in good bearing condition. 
 
 The greater part of the labor upon the farm, orchard, vineyard, and campus is done 
 by paid laborers; but the professors in charge of instruction in agriculture -and horticult- 
 ure make use of all parts of the college grounds for their purposes, but require of each 
 student under their charge only so much of the labor in each place as they deem needful 
 for proper practical training. 
 
 EXPERIMENTAL FARMS. 
 
 The college has three experimental farms of about 100 acres each, situated in different sec- 
 tions of the State one in Chester County, one in Indiana County, and one adjoining the 
 college farm. These are intended to test practically some of the doubtful questions that 
 vex agriculturists, to ascertain the value of new processes, to experiment in the breeding 
 and feeding of cattle, to determine the relative value of fertilizers, and, in general, to 
 further, through systematic and continued experiment under varying conditions of soil 
 and season, the interests of progressive agriculture. 
 
 EHODE ISLAND. 
 BROWN UNIVERSITY, PROVIDENCE. 
 
 This venerable college was chartered in 1764 and organized in 1765. It received in 
 1863 the benefit of the national land grant to Ehode Island, and organized its "depart- 
 ments of practical science " in 1869, so as to give instruction in such "branches of learn- 
 ing" as are related to "agriculture and the mechanic arts." 
 
 Students who enter only for these studies, either in part or in full, are subject to the 
 same conditions of admission as for any select course; and when they have duly pursued 
 such studies they will be entitled to a certificate stating the time of their university resi- 
 dence and the amount of their acquisitions. They may, however, pursue these studies 
 in connection with "the regular scientific and classical studies of the university," and 
 when they have so pursued them as to fulfill the requirements for the degree of bachelor 
 of arts or of bachelor of philosophy they will be entitled to these degrees. 
 
 The State received land scrip for 120,000 acres, which was sold for $50,000. This sum 
 is invested in State securities at interest, and the income is turned over to the university 
 to be expended in the education ' ' of scholars, each at the rate of $100 per annum. ' ' Ap- 
 pointments to these scholarships are made on the nomination of the general assembly, by 
 the governor and secretary of state, in conjunction with the president of the university. 
 
 The professors and instructors in the schools of practical science are as follows: 
 
 Rev. Ezekiel G. Robinson, D. D. , LL. D. , president, professor of moral and intellectual 
 philosophy. 
 
 Samuel S. Greene, LL.D., professor of mathematics and astronomy. 
 
 Benjamin F. Clarke, A. M., professor of mathematics and civil engineering. 
 
 John Howard Appleton, A. M., Newport Rogers professor of chemistry. 
 
 Eli W. Blake, jr., A. M., Harvard professor of physics. 
 
 John W. P. Jenks, A. M., professor of agriculture and zoology, and curator of the 
 museum. 
 
222 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Charles W. Parsons, M. D., professor of physiology. 
 
 Alpheus S. Packard, jr.. M. D., PH. D., professor of zoology and geology. 
 
 Nathaniel F. Davis, A. M., assistant professor of mathematics. 
 
 William Whitman Bailey, B. p., professor of natural history (botany) and curator of 
 herbaria. 
 
 William Channing Russel, LL.D., acting professor of history and political economy. 
 
 William Herbert Perry Faunce, A. B., instructor in mathematics. 
 
 Edwin Eddy Calder, assistant instructor in analytical chemistry. 
 
 The other professors in the university are those of the Latin language and literature, 
 Greek language and literature, rhetoric and English literature, Elton professor of nat- 
 ural theology, modern languages, and elocution, as well as a librarian and assistant 
 librarian. 
 
 The following is a summary of the students attending the present year (1882-'83): 
 Seniors, 52; juniors, 59; sophomores, 68; freshmen, 85; total, 264. 
 
 The cost of living varies much according to circumstances; the ordinary expenses are 
 as follows: 
 
 Tuition $100 00 
 
 Room rent . 20 00 
 
 Use of library ? 5 00 
 
 Registrar's salary 4 00 
 
 Public fuel, servants' hire, printing charged at cost, but average about 22 00 
 
 Board, 41 weeks, at $3 . 123 00 
 
 Total 274 00 
 
 This amount may be much reduced by holding some one of the scholarships shortly 
 to be mentioned, or it may be increased in various ways. If a student occupies a room 
 alone, his rent and servants' hire are doubled; if he rents rooms or suites in Slater's Hall, 
 he must pay from $25 to $155 per annum. 
 
 The foregoing estimate for tuition does not include the fees for instruction in analyti- 
 cal chemistry. The expenses of a student who takes a course of study of two hours daily 
 in the chemical laboratory are as follows: 
 
 Tuition $33 33 
 
 Gas, chemicals, &c , 36 6? 
 
 Breakage (varying with student's care), about 6 00 
 
 Total ___ _ 76 00 
 
 Students who take courses of four or six hours daily pay respectively double or treble 
 the above amounts. 
 
 Allusion has been made to the "scholarships of the department of agriculture," as 
 they are termed by the authorities of Brown University. 
 
 The amount received as interest is derived from $50,000 at 6 per cent., $501 at 7 per 
 cent. , and a variable amount on deposit at 7 per cent. If simple interest at these rates 
 on the sums named be calculated from August 30, 1870, when the final payment for the 
 land scrip was made, to August 30, 1881, it will be found to amount to $32,725, or about 
 $3,000 per annum. 
 
 The treasurer of the university for the years ending the middle of April, 1873, 1877. 
 and 1878 reports to the corporation as follows: 
 
 Year. 
 
 Income. 
 
 Disbursement. 
 
 1873 
 
 $3 381 22 
 
 $2 300 00 
 
 1877 ? 
 
 3, 287 32 
 
 3 300 00 
 
 1878 1 
 
 3,248 60 
 
 4 500 00 
 
 
 
 
 At the latter date there was a balance of income remaining and available of $4,859.33. 
 
 The expenditures seem to have been so kept within the income as to increase the fund 
 at interest every year, and thus gradually increase the number of persons benefited. 
 
 In addition to these there are 66 scholarships 'of $1,000 each, the income of which is 
 given, under the direction of a committee appointed by the corporation, to meritorious 
 students who may need pecuniary assistance; but a scholarship is forfeited if the candi- 
 date incurs college censure or fails to secure at least seventy -five per cent, of the maxi- 
 mum mark. 
 
 There are also scholarships arising from the income of $12,300 given by Henry R- 
 Glover. Mr. E. S. Bartlett. and others, on various conditions. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 223 
 
 Finally, u fund of something over $8,000 has been given to the university by two of 
 its friends. The income of this fund is to be applied, either by loan or by gift, to the 
 assistance of deserving young men of limited means. 
 
 It is needless to say that Brown University teaches a thorough classical collegiate course, 
 after the conservative fashion. It is only necessary here to mention at some length its- 
 " departments of science," already alluded to. 
 
 I. CHEMISTRY APPLIED TO THE ABTS. 
 
 The chemical laboratory is open to students (except on Sundays) from 8.30 a. m. to 
 2.30 p. m. 
 
 It is the design of this department to teach students analytical chemistry, and then to- 
 direct their studies to the practical applications of chemistry. 
 
 Attention is given to metallurgy, pharmacy, medical chemistry, agricultural chemistry,, 
 and the application of chemistry to manufacturing processes. 
 
 II. CIVIL ENGINEERING. 
 
 The regular course in this department occupies four years, but a longer or shorter course 
 may be pursued, according to the wants or abilities of students. Those who are unable 
 to pursue a full course will find the studies so arranged that the knowledge and practice 
 acquired in only a partial course will be practical and available. Ample provision will 
 be made for the instruction of any who desire a more extended course than is here indi- 
 cated in engineering and in higher mathematics. 
 
 in. PHYSICS. 
 
 The laboratory of the department of physics provides instruction during the second 
 half year to a limited number of students who show special aptitude for this study, and 
 axe desirous of familiarizing themselves with the construction and use of physical appa- 
 ratus and with the means of investigation. 
 
 A course of experiments in sound, light, heat, and electricity, involving the principal 
 phenomena and most important methods of measurement, has been arranged with refer- 
 ence to the needs of beginners. Apparatus available for more advanced students and for 
 researches has been purchased recently, with the view of meeting the demand for special 
 instruction in physics. 
 
 IV. BOTANY. 
 
 Instruction in botany is given by means of lectures, in which free use is made of the 
 blackboard and diagrams. The course embraces the necessary morphological and physi- 
 ological subjects, and is supplemented by practical class work, in which each student em- 
 ploys the dissecting microscope in examining specimens. 
 
 Great stress is laid upon the importance of drawing from nature, and students are taught 
 to make illustrative sketches. 
 
 Each student of botany is expected to pay a small fee for the cost of specimens used 
 in class work. 
 
 At the proper season excursions are made, under the guidance of the professor, to neigh- 
 boring points of botanical interest. At such times students are shown how to collect and 
 preserve specimens. 
 
 V. ZOOLOGY AND GEOLOGY. 
 
 Zoology, with special reference to palaeontology, is taught by lectures, laboratory work 
 (forming a course of comparative anatomy), and by dredging and collecting excursions in 
 Narragansett Bay and near the city, with special reference to the local fauna. 
 
 Instruction in geology is given by means of lectures and models, laboratory work, and 
 field excursions, with special reference to the geology structural and economic of Rhode 
 Island. 
 
 VI. AGRICULTURE. 
 
 The course of instruction in agriculture includes the courses in the preparatory branches, 
 chemistry and physics, botany, physiology, geology, and comparative anatomy. 
 
 It also includes special lectures on agriculture. These relate to the study of soils and 
 applied economic geology. The course of instruction is illustrated by specimens from, 
 the museum of natural history and by field excursions. 
 
 It also includes practical instruction in obtaining and preserving specimens and in tax- 
 idermy. 
 
224 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 SOUTH CAROLINA. 
 UNIVEETITY OF SOUTH CAROLINA. 
 
 The income of the proceeds of the land grant to South Carolina is now divided between 
 the South Carolina College of Agriculture and Mechanics at Columbia and the Claflin Col- 
 lege at Orangeburg. 
 
 These colleges, by the State law of March 22, 1878, are branches of a corporation styled 
 the University of South Carolina, under the control of a board of trustees consisting of 
 the governor, the State superintendent of education, the chairmen of the committees on 
 education in both branches of the legislature, and seven other persons chosen by joint 
 vote of the legislature. This board is created a body corporate and politic, with power 
 to hold property, real and personal, and is the successor of the former University of South 
 Carolina, of the College of South Carolina, and of the agricultural college at Orangeburg. 
 It has the power to appoint and remove officers and professors in the colleges, to organize 
 the colleges as shall be deemed best, and to confer degrees. The board may select ten 
 professors and two presidents for service in the colleges at Columbia and Orangeburg, and 
 these are paid from the treasury of the State. 
 
 The donation of land-scrip by the general government for the establishment of colleges 
 of agriculture and the mechanic arts, under the act of July 2, 1862, was accepted by the 
 State; and the law of December 10, 1869, directed that the proceeds of the sales of the 
 scrip should be invested in Federal or State bonds bearing 6 per cent, interest. In 1870 
 the scrip was received, sold, and the proceeds, $191,800, invested in State bonds, on which 
 the annual interest amounted to $11,508, the interest to begin July 1, 1870. The interest 
 ' was not promptly or regularly paid, and the principal was irregularly used to meet the 
 demands and obligations of the State treasurer, so that, ten years after, the legislature, on 
 December 23, 1879, passed an act appropriating $191,800 in State stock, at 6 per cent, 
 interest from July 1, 1879, to replace the principal; but the deficiency in interest, amount- 
 ing to $58, 736, was not reimbursed. The act j ust cited provided that the board of trustees 
 should open a college for white students at Columbia as well as the one for colored students 
 sit Orangeburg, and use the property of the former State University as might be found 
 necessary for this purpose. Tuition in the college was made free, and scholarships were 
 also authorized. 
 
 COLLEGE OF AGRICULTURE AND MECHANICS. 
 
 The first session of the new college began Tuesday, October 5, 1880, with the follow- 
 ing corps of instructors: 
 
 1. William Porcher Miles, LL. D., president and professor of English literature. 
 
 2. James Woodrow, PH. D. (Heidelberg), D. D., professor of geology, mineralogy, 
 botany, and zoology. 
 
 3. Benjamin Sloan (u. S. M. A.), professor of mathematics and natural philosophy 
 .and secretary of the faculty. 
 
 4. William Burney, PH. D. (Heidelberg), professor of analytical and agricultural 
 chemistry and experimental agriculture. 
 
 5. G. W. Connors, foreman of the farm. 
 
 6. Jesse Jones, foreman of the shop. 
 
 Two instructors, licensed by the college, give lessons in ancient and modern languages, 
 the compensation therefor being a personal matter between the teachers and students. 
 
 The ordinary course of instruction in the college is open to applicants not less than 
 fifteen years old who have passed a satisfactory examination in English grammar, geog- 
 raphy, arithmetic, and algebra through equations of the second degree. Some familiar- 
 ity with English and American history will be found useful. The following is the 
 course of study, occupying three years: 
 
 First Year. English history, rhetoric, composition and declamation, algebra, geometry. 
 
 Second Year. Logic, political economy, declamation, mineralogy, botany, trigonome- 
 try, descriptive geometry, shades and shadows, surveying, inorganic chemistry. 
 
 "Third Year. Mental philosophy, English literature ' and language, zoology, geology, 
 general geometry, differential and integral calculus, applied mathematics, organic chem- 
 istry, agricultural chemistry, analytical chemistry, both qualitative and quantitative. 
 
 The following extracts from a letter of President Miles shows something of the spirit 
 and vigor with which the new college is working for the benefit of its pupils and the 
 State at large: 
 
 ' ' From the many letters of inquiry which I receive, it would seem that there has been 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 225 
 
 little or no mention of this, our only State college for whites, in the local newspapers, 
 and no attempt to present to our impoverished people the advantages afforded them of 
 educating their sons gratuitously. I cannot but believe that if the course of instruction 
 and the qualifications of our professors and instructors were more generally known, there 
 would be many a poor young man desirous of a liberal education, and at the same time 
 unable to pay lor his tuition who would gladly seek our lecture rooms, where thorough 
 instruction in so many of the most important branches of human knowledge is freely 
 tendered him 'without money and without price.' 
 
 ' 'For enabling our students to acquire practical acquaintance with planting and farm- 
 ing, and the methods of cultivating our staple crops, we have an ample area of land, where 
 Mr. .Connors, our farmer, an experienced and skilled agriculturist, gives his undivided 
 attention to field and garden operations. Here the lectures on agricultural chemistry are 
 supplemented and illustrated by the test and comparison of various fertilizers on grow- 
 ing crops. We do not propose to make our farm an 'experimental farm,' as that term 
 is unusually understood, *'. e,, a collection of little, minute squares of ground, where 
 curious and fanciful experiments are to be made, such as Liebig might have made in 
 pots of earth in his laboratory. We will rather aim to teach our young men who pro- 
 pose to follow planting or farming as a means of livelihood the most approved and suc- 
 cessful methods of raising remunerative crops, as well in the preparation of the soil 
 (often half the battle) and best use of farming implements in all stages of the crops (from 
 seeding to harvesting and preparing for market) as in the supplying of all the requi- 
 sites of plant food. 
 
 " There is a dawn of a new era in the agriculture of our State. Our gifted and dis- 
 tinguished fellow-citizen, Dr. St. Julian Eavenal, has demonstrated, by repeated trials, 
 that sixty to seventy bushels of oats, and other grains proportionately, and from four to 
 five tons of hay, may be raised on an acre of land (by proper treatment and an applica- 
 tion of by no means expensive fertilizers) where without such treatment and application 
 hardly a tenth of such yield could be had. Bermuda grass may yet be destined to work 
 a revolution in our agricultural industry. It is now indigenous* to our soil, thoroughly 
 acclimated, indestructible by winter frosts or summer suns and droughts, requiring but 
 moderate care to nurse it into a luxuriant growth, with which timothy cannot com- 
 pare. The marked success which has attended its culture, on a large scale, by Governor 
 Hagood one of our most enlightened and educated and at the same time practical far- 
 mers has long taken this question of Bermuda grass hay out of the hands of the ex- 
 perimenter and the domain of theory. And in this connection I may be permitted to 
 add that Governor Hagocd, as chairman ex offieio of our board of trustees, takes not 
 only a deep interest in our farming operations, but kindly aids the foreman of the farm 
 with continual practical advice and suggestions. I trust you will pardon me for dwelling 
 at such length on the agricultural feature in our institution, but it seems to me worthy 
 of the extended notice I have given it. 
 
 ' ' Mr. Jesse Jones, a thoroughly skilled and unusually ingenious mechanic and machinist, 
 is our master mechanic, and has charge of the workshop, where, under his eye, the stu- 
 dent learns the use of all ordinary tools and how to handle them, and how to plan and 
 construct farm buildings, and to make and repair farming implements, &c. , and where, 
 gradually, a practical acquaintance with engines, mills, and machinery generally may 
 be acquired. 
 
 ' ' When our people shall have become thoroughly awakened to the necessity of providing 
 the means of education of the highest grade to the poorest classes of her citizens free of 
 expense, so that there can never more be even the excuse lor the cry that the college at 
 Columbia is 'an aristocratic institution,' 'the rich man's college,' &c., then we may 
 see our legislature, in imitation of the legislatures of our sister States of the South, mak- 
 ing provision herself, in addition to the congressional aid by which we are at present 
 solely supported, for enlarging the scope of instruction in our walls, and making the Col- 
 lege of South Carolina an institution of high and liberal culture, of which her people 
 may be justly proud, and for which unborn generations of her sons will be grateful. ' ' 
 * * * -x- * * * 
 
 " Let there be only a generous rivalry among us to see how much each of us can do to- 
 wards stimulating the youth of our State to the desire for and the pursuit of that ' higher 
 education' without which a people must inevifcibly retrograde, not only in intellectual, 
 but in material progress. For if there be one thing in the present age of the world more 
 certain than another, it is that mind rules not only the forces of the social and political 
 world, but to an even greater extent the forces of nature. Show me the nation where 
 the intelligence of the mass of the people is most developed by training, i. c. , where thor- 
 ough education is most diffused, and I will show you a nation most advanced in even ma- 
 terial wealth and prosperity. Let us multiply our schools and colleges, then, say I. \Ve 
 cannot have too many of them. In education the aphorism ' Too much of a good thing ' 
 does not hold. Who would oppose the building of a new church on the plea that there 
 S. Ex. 25 15 
 
22 G INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 were churches enough already? Is the plea any stronger in the case of colleges, espe- 
 cially in a State where the young men are growing up in such general illiteracy? No; 
 let us educate educate in common schools, in private schools, in high schools, in nor- 
 mal schools, in colleges, in universities everywhere educate ! And especially let our 
 mother, the State, extend to the poorest boy on her soil such advantages in the way 
 of education as may enable him to compete in a professional or public career, in any pur- 
 suit and in every way, with the richest and proudest in the land. ' ' 
 
 The number of students for the first session of 1880-' 81 was 66, all males, women not 
 being admitted to this college. 
 
 COLLEGE AND MECHANICS' INSTITUTE OF CLAFLIN UNIVEESITY. 
 
 The other branch of the University of South Carolina is the " Agricultural College and 
 Mechanics' Institute ' ' at Orangeburg. 
 
 In the year 1869 an institution was opened for the general instruction of colored youth ; 
 this was endowed chiefly by gifts of money from persons in the Northern States, among 
 whom was the late Lee Claflin, of Massachusetts. This school was chartered as Claflin 
 University and has continued with varying fortune until the present time. After the 
 State accepted the agricultural land grant, as already mentioned, the Agricultural Col- 
 lege and Mechanics' Institute was organized in 1872 as a coordinate branch of Claflin 
 University. Appropriations were made for some years at irregular intervals, being 
 scarcely sufficient to purchase the agricultural farm. When Governor Hampton came 
 into power the matter assumed a little more regularity, and $5,500 have been appropri- 
 ated annually from the agricultural fund to sustain the institution. 
 
 The faculty of the institute (and of the Claflin University as well) for the session of 
 1880-' 81 was composed of the following persons: 
 
 Rev. Edward Cook, A. M. , D. D. , president, professor of ethics and agricultural topics. 
 
 Rev. William H. Lawrence, A. M., professor of Latin, Greek, and German languages 
 and literature. 
 
 William J. De Treville, jr., c. E., professor of pure and applied mathematics. 
 
 Rev. James II. F. La Roche, A. B. , professor of natural science. 
 
 James S. Hey ward, adjunct professor of mathematics. 
 
 Miss Sarah G. Bagnall, preceptor in English literature and French. 
 
 The very low standard of attainments among the colored people has obliged the insti- 
 tute to take up the work of education where it is left by the poorly supported and de- 
 fective common schools of the State. As time has passed some of the pupils have been 
 prepared for the higher courses of study, and every effort seems to have been made to 
 utilize the resources of the university for the benefit of its pupils. At least two-thirds 
 of these are classed as attending the grammar school, which has a course of two years, 
 namely: 
 
 First year. First, second, and third readers; orthography word primer: arithme- 
 tic progressive primary. 
 
 Second year. Arithmetic rudiments of written arithmetic; English grammar lan- 
 guage lessons; orthography word book; geography primary; reading fourth reader; 
 penmanship Reynolds' series. 
 
 The earliest and most persistent necessity for the colored people has been well instructed 
 teachers for the public schools; Claflin University has provided, almost since its founda- 
 tion, a normal school course of three years' duration. 
 
 First year. Practical arithmetic; intermediate geography, completed; new English 
 grammar; dictionary and dictation exercises; school reader No. 5; advanced penman- 
 ship. 
 
 Second year. Arithmetic, completed; algebra, begun; English grammar and word 
 analysis; English and Saxon prefixes, suffixes, and derivations; history of the United 
 States; introductory Latin book; Latin and Greek prefixes and derivations; word analysis, 
 parts II, III; drawing and elocution. 
 
 1 hird year. Algebra, completed; physiology; natural philosophy; chemistry; rhetoric, 
 English history and literature; drawing, orations, and essays. 
 
 Pupils completing these courses, or possessing an equivalent training, are admitted to 
 the scientific and agricultural course, wfcich occupies four years. Those who desire to 
 pursue the classical collegiate course omit all the studies of the third normal year, except 
 the algebra, and substitute the following: Harkness' Latin Grammar and Reader; Caesar's 
 Commentaries; Cicero's Orations against Catiline; Boise's First Book in Greek; Xenophon's 
 Anabasis; Grecian mythology; Grecian and Roman history. 
 
 The following list shows the studies pursued in the institute (scientific and agricult- 
 ural) and the collegiate (classical) courses: 
 
 Freshman year. Higher algebra; plane geometry; rhetoric and composition; physi- 
 ology; physical geography; French language and literature; bookkeeping; farm and me- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 227 
 
 chanical work; JEneid of Virgil; Cicero de Officiis; Latin grammar and composition; 
 Xenophon's Memorabilia; Homer's Iliad. 
 
 Sophomore year. Solid and spherical geometry; trigonometry, plane and spherical; 
 surveying and navigation; English history and literature; rhetorical exercises; French 
 and German languages; drawing, freehand and mechanical; farm and mechanical work ; 
 Livy; Horace, Odes and Ars Poetica; Demosthenes, de Corona; Thucydides' histories. 
 
 Junior year. Conic sections; mechanics; natural philosophy and astronomy; composi- 
 tions and declamations; French and German languages; Tacitus, de Oratoribus and his- 
 tories; Greek historians or French and German. 
 
 Senior year. Chemistry; geology, mineralogy, lectures; logic; mental philosophy; 
 moral philosophy; Government Class Book in Civil Polity; orations before the college. 
 
 Though the law of 1879 makes the institute a part of the University of South Carolina, 
 it still continues in practice, a department of the older corporation, Claflin University. 
 The grounds and buildings of the institute (aside from those of the university) are worth 
 at least $10,000; these comprise a farm of one hundred and sixteen acres, a large barn, a 
 stable and carriage-house, four dwellings, and two small storehouses. The university 
 proper owns thirty -seveji acres, one large brick building containing chapel, lecture rooms, 
 laboratory, and president's quarters, and four dormitories. A grammar school building 
 has been erected recently. 
 
 Thus far the double connection of the institute does not appear to have resulted badly, 
 either for its interests or for those of its patrons, the union between the State and the 
 Clafliu corporation being both pleasant and profitable. 
 
 Admission to all classes, both in the university and the institute, is free to both sexes. 
 The catalogue of 1880r'81 shows 18 male and 2 female students in the collegiate course; 
 87 men and 39 women in the normal classes, and. 150 boys and 92 girls in the grammar 
 school. A recent letter from the president says: 
 
 ' ' With what can be earned in the industrial department, a student can get along com- 
 fortably with about fifty dollars additional a year. The scholarship is advancing rapidly 
 and the institution is doing a great work for the colored youth of South Carolina. 
 
 ' ' It has the confidence and moral support of the white citizens as well as the colored 
 people. ' ' 
 
 TENNESSEE. 
 UNIVERSITY OF TENNESSEE, KNOXVILLE. 
 
 [Statement of the president.] 
 
 * * * The college established in this university, according to the contract made be- 
 tween the trustees and the State of Tennessee and maintained with the income from the 
 national endowment, by act of Congress approved July 2, 1862, is now in a healthy 
 condition and useful operation. The trustees determined from the beginning to conduct 
 it with faithful adherence to the provisions of that Congressional act. They sought, 
 therefore, to provide, first, for instruction in such branches of learning as are related to 
 agriculture and the mechanic arts, " without, however, excluding from the field of teach- 
 ing other classical and scientific studies, and at the same time including military tactics." 
 Upon this basis the institution has been conducted from 1869 to this time. 
 
 The college grounds, buildings, and farm have been provided by the trustees of the 
 university as required of them by the law of the State. The present value of this prop- 
 erty is not easily determined with accuracy. It may, however, be placed at $120,000. 
 
 The endowments that yield income for the use of the college consist, first, of $9,000, 
 owned by the university for many years past, and which may be applied to building pur- 
 poses; and, second, of $396,000 in bonds of the State of Tennessee, bearing 6 per cent, 
 interest, and $4,000 in bonds of the same kind, bearing 5 per cent, interest, in which 
 bonds, the proceeds of the sale of the land scrip received by the State of Tennessee from 
 the United States under the act of Congress of July 2, 1862, have been invested. The 
 annual income from this fund, which exists in perpetuity for the maintenance of the col- 
 lege, is $23,960, and cannot be applied to building uses. 
 
 The income from college fees for the year ending July 1, 1882, was $2,891.68; the li- 
 brary fund yielded $311.45. The aggregate income for that period from all sources (in- 
 cluding cash on hand at its beginning) was $34,890.81. 
 
 The expenditure for the year ending July 1, 1882, including payments for the farm, 
 the library, for repairs and improvement of buildings and the construction of gas-works, 
 was $34,383.46. 
 
 The expense of the teaching corps, for the same time, was $19.890; the number of in- 
 structors was fourteen; the chairs were as follows, viz: 
 
228 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Ethics and evidences of Christianity (filled by the president) ; agriculture and horti- 
 culture; mathematics and mechanical philosophy; chemistry, mineralogy and geology; 
 history and philosophy; English language and belles-lettres; modern languages and com- 
 parative philology ; ancient languages and literature (assistant); mathematics; military 
 science (the professor being also commandant of cadets). There were also two instruct- 
 ors, one in English and one in ancient languages; one in vocal and instrumental music, 
 and an assistant in analytical chemistry. 
 
 The number of students in all departments of the college for the same period of time 
 was 225; all of these were males. No provision has been made, specially, for the instruc- 
 tion of females in technical or industrial branches of learning, nor has any female ap- 
 plied at any time for admission as a student. If such provision were made the applica- 
 tions would probably follow. 
 
 The average expense of tuition to students in the preparatory department is $30 a year, 
 and hereafter it will be the same to students in the college proper, to all of whom it is 
 now free. 
 
 The State is entitled to 275 scholarships tuition free. Each State senator may fill 
 two of these, and each representative, three. The State appointees have on some prin- 
 cipal railroads free transportation one way, and when needful both ways and on another 
 chief road, nearly half rates both ways. 
 
 The number of graduates since the receipt of income from the national endowment of 
 July 2, 1862, *. e., since 1871, is 108. Of these there were in 1880 
 
 Teachers ,. 22 
 
 Lawyers or students of law 22 
 
 Merchants or clerks in mercantile houses 9 
 
 Farmers 9 
 
 Physicians, dentists, druggists, and medical students 6 
 
 Christian ministers, including 1 theological student 3 
 
 Business agents, (railroad, insurance, &c.) > 3 
 
 United States Government clerks 2 
 
 Editors and newspaper reporters 2 
 
 Tanner and harness maker 1 
 
 Attache" of United States minister to Turkey 1 
 
 Student at German university ^ 1 
 
 Surveyors and civil engineers 2 
 
 Unknown, 3; deceased, 1 4 
 
 Deduct for twice counted . 
 
 87 
 7 
 
 80 
 
 Of the students who have withdrawn from the college without graduating, fewer in 
 proportion to the above have entered the profession of law, more have become farmers, 
 mechanics, traders, clerks, &c. , and a considerable number are teachers. 
 
 The course of instruction is divided among the following schools, or departments, with 
 the following hours per week in each, for forty weeks, viz: 
 
 Departments. 
 
 1 
 
 Sophomore. 
 
 Junior. 
 
 | 
 
 1 Mathematics 
 
 5 
 
 3 
 
 2 
 
 
 
 3 
 
 2 
 
 3 
 
 5 
 
 
 2 
 
 3 
 
 2 
 
 3 
 
 4 Natural history and geology j. 
 
 2 
 
 3 
 
 
 5 
 
 
 
 3 
 
 5 
 
 3 
 
 
 3 
 
 2 
 
 3 
 
 
 
 
 
 5 
 
 5 
 
 8. Modern languages 
 
 
 3 
 
 2 
 
 
 
 
 2 
 
 3 
 
 
 9. Ancient languages 
 Latin 
 
 5 
 
 3 
 
 2 
 
 
 Greek 
 
 5 
 
 3 
 
 2 
 
 
 
 
 
 
 2 
 
 & y 
 
 
 
 
 
 Preparatory course : One year in mathematics, Latin, Greek, English and elementary 
 science. 
 
 Students may take either (1) a science course, (a) mechanical, (6) agricultural, or (2) 
 a classical course, according to prescribed studies; or (3) an elective course. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 229 
 
 The collegiate year is divided into two terms of twenty weeks' eaeh, without intermis- 
 sion between them. The course of study is continuous throughout the year. 
 The means for practical application of instruction and studies are as follows : 
 
 1. The agricultural department. A farm of 260 acres, well stocked and furnished with 
 all needed agricultural implements, machinery, &c., also thorough-bred cattle, 2 Devons 
 (bull and cow), 7 short-horns (2 bulls, 3 cows and 2 calves), and other more numerous 
 cattle. The land is of fair quality, well improved, convenient, and admirably adapted 
 to stock-raising, and for the growth of the grasses, cereals, fruits, and all other crops 
 required to exemplify and enforce the class-room instruction in theoretical agriculture. 
 Several acres are for experimental purposes, and there have been made or are in progress 
 120 experiments in wheat, 4 in oats, 12 in grass, and 8 in cattle-feeding. Remunerative 
 labor is furnished to students on Saturdays at about 8 cents an hour. 
 
 The means of practical instruction in pomology, horticulture, and botany consist of 
 an orchard of 300 fruit trees, including all kinds; a vineyard of one-quarter of an acre; 
 a small hot-house, and a flower-garden. 
 
 2. The department of mathematics and mechanical philosophy. Considerable practice is 
 given students in the solution of original and selected problems in all branches of pure 
 mathematics. The graphical solution of problems in geometry, plane trigonometry, and 
 descriptive geometry initiates the course of mechanical drawing. In the school of ap- 
 plied mathematics there are provided two compasses, one transit, one Y level and level- 
 ing staff, one plane table and two chains, which are practically used in plane and topo- 
 graphical surveying, surveying of lines for roads and railroads, including running of 
 curves, making sections and profiles for excavations, embankments, &c. In the school 
 of physics and theoretical mechanics the apparatus is sufficient to illustrate all branches 
 of the subjects by experiments, but is not adapted to original investigations. 
 
 Topographical drawing is taught (1) with the pen, (2) with brush in colors. Mathe- 
 matical drawing is taught in shades, shadows, and perspective, with right line, pen, and 
 brush. Instruction is also given in machine and constructive drawing. 
 
 There is a small workshop, provided with a work-bench, a kit of carpenter's tools, an 
 iron vise, a turning lathe, a circular saw, and a fret saw, which are used by the pro- 
 fessor in preparing appliances for illustrative experiments, and by his students in man- 
 ufacturing pieces of apparatus. . 
 
 3. Department of natural history and geology. The means of practical instruction con- 
 sists of maps, globes, and charts; models of the human body and its various organs; 
 skeletons and preparations in alcohol of various animals, in whole or parts ; collections 
 of insects, and lithological and paleontological specimens, two microscopes, and chemical 
 reagents. Physiology and zoology are practically taught in the breeding and feeding of 
 domestic animals and the care of them in health and disease. 
 
 4. Department of chemistry and mineralogy. The laboratory is large and provided with 
 work-tables sufficient to accommodate the professor, his assistant, and 14 students at 
 one time. It is also well stocked with apparatus and materials for all the requirements 
 of qualitative and quantitative analyses by the gravimetric method and enough appa- 
 ratus. for volumetric analyses, both of liquids and gases. 
 
 For assaying and instruction in metallurgy there is a furnace room provided with ap- 
 paratus and materials necessary for the valuation of ores and for crucible operations. 
 
 Practical mineralogy is taught by means of a collection of about 500 minerals. Deter- 
 minative mineralogy is taught in the laboratory. * * * 
 
 THOS. W. HUMES, President, &c. 
 The following letter explains itself: 
 
 UNIVERSITY OF TENNESSEE, 
 Knoxville, Tenn., September 19, 1882. 
 Rev. THOS. W. HUMES, S.T.D., President, &c.: . 
 
 In accordance with your request I submit changes and improvements in the depart- 
 ment of applied mathematics since 1879. 
 
 1. The departments of pure and applied mathematics have been separated, each b*eing 
 now under the direction of a full professor. 
 
 2. The department of applied mathematics, of which I am professor, embraces the fol- 
 lowing subjects: Experimental physics, theoretical mechanics, astronomy, surveying, de- 
 scriptive geometry, shades, shadows, and perspective, civil engineering, topographical 
 drawing with pen and brush, mechanical and engineering drawing, and field practice 
 with instruments in surveying, leveling, laying out of roads and railroads. 
 
 3. The physical apparatus has received' valuable additions amounting to about $1,000 
 worth. These additions embrace important pieces of apparatus in illustration of the 
 principles of electricity, magnetism, heat, and ligut, and an excellent college telescope, 
 the latter costing $350. 
 
 4. Since I have been enabled to devote my time and attention exclusively to the 
 branches of applied mathematics, considerable additional work has been done in practi- 
 
230 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 cal work and drawing, and the students have made free use of the telescope in obser- 
 vations. 
 
 5. A number of graduates in the course of civil engineering have adopted the profes- 
 sion of engineering, and all of them are now in employment and are doing well. 
 
 6. The number of candidates for the degree of bachelor of civil engineer in the class of 
 this year is four. 
 
 Respectfully, 
 
 S. W. LOCKETT, 
 Professor of Applied Mathematics. 
 
 TEXAS. 
 STATE AGRICULTURAL AND MECHANICAL COLLEGE, COLLEGE STATION. 
 
 The object of the State Agricultural and Mechanical College of Texas is to su| 
 theoretical and practical professional training in agriculture and the mechanic arts. The 
 endowment fund consists of $174,000, invested in Texas 7 per cent, gold bonds, and 
 $35,000 in Texas 6 'per cent, bonds. The former sum was realized from the investment 
 of the proceeds of the national land grant; the latter from interest accrued on the origi- 
 nal endowment previous to the organization of the college. The annual income from 
 the $209,000 is $14,280. This amount is augmented by receipts from matriculation, in- 
 cidental, and other fees, and by appropriations. The expenses of the teaching staff for 
 the year 1880 were $12,000. 
 
 The college employs professors of the following subjects: Moral philosophy and politi- 
 cal economy; English language, history, and literature; ancient and modern languages; 
 physics and chemistry; mathematics; mechanics, engineering and drawing; scientific and 
 practical agriculture and horticulture ; and military science, A farm superintendent and 
 a foreman of the shops are included among the officers of the college. The number of 
 students in attendance in 1880-'81 was 127. Of these 1 was a senior, 14 were juniors, 
 29 sophomores, and 83 freshmen. The total attendance increased to 258 during 1881-' 82, 
 owing to changes in the length and character of the course of instruction, the provision 
 for State free scholarships, and the wider acquaintance of the people with the college. 
 The scholarships provided by the legislature in 1881 were 93 in number. One-half of 
 the beneficiaries are required to take the agricultural course and the other half the me- 
 chanical. They are maintained and instructed free of charge. Maintenance includes 
 board, fuel, washing, and lights. 
 
 The college offers a mechanical and an agricultural course of study, each three years 
 in length. The studies common to the two courses during the first year after admission 
 are arithmetic, algebra, geometry, United States history, English grammar, composition 
 and declamation; during the second year, geometry, trigonometry, surveying, physics, 
 Chemistry, history, and rhetoric; during the third year, astronomy, geology, English 
 literature, and the constitutions of the State and the United States. Mechanics comes 
 in the second year of the agricultural course and the third of the mechanical. 
 
 The special studies of the agricultural course are as follows: First year, breeds of horses, 
 cattle, sheep, and swine; soils, their formation and classification; history of agriculture 
 and structural botany. Second year, practical agriculture, farm irrigation, field crops, 
 fertilizers, tillage, drainage, dairying, and zoology. Third year, farm engineering, farm 
 management, nursery business, meteorology, veterinary science, entomology, rural law, 
 and forestry. Practice ii* the use of farm machinery is given during the first year; in 
 garden, orchard, and farm culture during the second year, and in experimental work 
 during the third year. 
 
 The special branches of the mechanical course are drawing, engineering, and shop prac- 
 tice. Drawing is taught through the course, beginning with freehand and mechanical and 
 ending with machine drawing and designing. The engineering 'instruction is given in 
 the third year, and includes civil engineering, with field work, and the consideration of 
 mills and mill work, the steam engine and iron. The practice of the first year is in the 
 making of elementary constructions in wood and in the use of wood- working machinery; 
 of the second year, in metal work, mill work, steam enginery, and the use of machine 
 tools; of the third year, in special constructions with machines. 
 
 Among the means of illustration and practical instruction are mineralogical and geo- 
 logical cabinets, a chemical laboratory equipped for analytical work, a physical laboratory 
 with valuable and extensive apparatus for illustrating the laws and phenomena of which 
 that science treats, engineering instruments, a drawing room supplied with tables, models, 
 and instruments, a farm of 2,416 acres (230 under fence), gardens, orchards, and vineyards, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 23 L 
 
 and a series of shops with tools, wood and metal working machinery, and a steam engine. 
 The college building consists of the main edifice, the mess-hall, president's house, and 
 five professors' residences, all of brick, costing about $160,000; two Avooden barracks of 
 twenty-four rooms each; a farmer's residence, a bath house, and a stable. 
 The president of the college in a recent report speaks of its needs as follows: 
 "For the mechanical students we need larger shops and a greater number of tools, 
 machines, and appliances. For the practical study of the sciences, chemistry, physics, 
 botany, geology, mineralogy, we need a spacious laboratory to itself, with various apart- 
 ments thoroughly provided with the most approved and latest instruments of physical re- 
 search, models, specimens, chemicals, &c. The department of civil engineering is suf- 
 fering badly from the want of more instruments' for field work. The library needs the 
 constant addition of new scientific works as they appear, and the regular standard scientific 
 journals. Quarters for 200 more students, for professors and officers, and for the sick : ap- 
 paratus and material for giving instruction in printing and in the use of telegraph and 
 telephone; live stock for the farm; and the means of artificial irrigation these are only 
 the most urgent needs which must be satisfied if the college is to do well and profitably 
 the great work which is expected of it by our people." 
 
 Of the department of agriculture and horticulture the professor in charge makes the 
 following statements for the year ending June, 1881: 
 
 "I have during the whole session given instruction in agriculture and horticulture to 
 those of the older students who have chosen the agricultural course. The class num- 
 bered in the first term eight members; three of these left college during the session, 
 leaving only five at present. As laid down in the catalogue of last year, all the fresh- 
 men are also in the agricultural course, but being hard pressed with studies in the funda- 
 mental branches, it was thought best to defer the technical studies till they were better 
 prepared to take them up. The subjects gone over during the first term in agriculture 
 were: The soil, its constituents, origin and formation, classification, and physical prop- 
 erties. We next completed a course in drainage. Both subjects were taught by lectures. 
 In the second term the class received full instruction in vegetable gardening and irriga- 
 tion. The former was taught by lectures; for the latter we used Stewart's text-book. 
 It has been my object throughout to make the instruction as practical as possible, and 
 the class room has been complemented by frequent illustrations and outdoor work ; es- 
 pecially is this the case with the gardening. It gives me pleasure to add that the class 
 has made very satisfactory progress. 
 
 " Practical instruction in farm and garden operations has also been given to students 
 in agriculture for four hours each week during the past term. They have thus grafted 
 a number of pear stock, which were purchased for that purpose, a work which proved 
 highly interesting; they received instruction in the formation and care of hot-beds and 
 cold frames; they assisted in pruning the orchard, in the planting of the seeds and care of 
 vegetables, &c., and they have also had practice in handling plows, cultivators, mowers, 
 and other farm implements. 
 
 " The total area under the plow this year is 53 acres, divided between the following 
 crops, viz: Corn, 24 acres; oats, 3 acres; cotton, 2 acres; millet, 3 acres; vegetables and 
 experiment plots, 10 acres; and orchard, 11 acres. 
 
 "There are now 25 varieties of grape vines in the garden, of which 20 varieties are 
 from cuttings purchased this spring, and therefore still young plants. The object is to 
 increase the stock by propagation till we can plant a vineyard, and also to add to the 
 number of varieties, so as to compare them together and report upon their merits. The 
 orchard is in a fair condition, and will this year bear a little fruit. ' ' 
 Of the industrial department the following report is given: 
 
 "The duties of this department are, to a great extent, planned with reference to illus- 
 trating and applying the scientific principles taught in the class room. All instructive 
 1 abor is regarded as compensated by the instruction given and the skill acquired. Manual 
 labor is not compulsory, but students who desire to help defray their expenses by work 
 can do so by taking part in the uninstructive labor, such as ordinary farm operations, re- 
 pairing, carpentering, painting, janitor's duties, and stock management, at fair wages. 
 This can be done at extra hours and on Saturdays, without interference with regular 
 studies and duties. 
 
 1 Instructive and uninstructive duties will be supplied in: 
 
 ' 1. Agriculture. General farm operations. 
 
 '2. Horticulture. Garden, vineyard and fruit culture. 
 
 ' 3. Stock and dairy management. 
 
 '4. Mechanics. Carpentering, fencing, painting, &c. 
 
 ' Four thousand dollars has just been expended by the board of directors for the equip- 
 ment of the mechanical department with the necessary tools, machinery, engine, and 
 materials. The shops in which systematic practical instruction is to be given are: (1) 
 
232 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 carpenter shop; (2) vise shop; (3) forge shop; (4) steam, wood, and metal working ma- 
 chinery. 
 
 ' ' The directors have fixed the maximum rate of compensation per hour in the agricult- 
 ural department at 15 cents; in the mechanical, at 20 cents. 
 
 "The object is to assist worthy students in every way possible, but the college cannot 
 guarantee to any one student sufficient labor to meet all his expenses, as labor can be 
 furnished only as long as the interests of the institution permit it. A small amount of 
 labor is annually expected from each student to assist the professor in the ornamenta- 
 tion and improvement of the grounds. Agricultural students are encouraged to use 
 their spare time in farm work, at fair wages, but will be paid for quantity and quality 
 of work, not for time only. All paid labor will be given by preference to those students 
 needing assistance." 
 
 VERMONT. 
 STATE UNIVERSITY AND AGEICULTUEAL COLLEGE, BURLINGTON. 
 
 The object of the University of Vermont and State Agricultural College is to furnish 
 the youth of the State opportunities for education in the branches of special importance 
 to them. 
 
 The trustees reported its property, exclusive of the Congressional fund, to be estimated 
 in 1882 at $363,000, its lands at $130,000, its buildings at $65,000, and the collections at 
 $50,000. The amount of trust funds was $113,250. The total income for 1879-' 80 was 
 $22,110; the expenditure $21,738, of which $17,506 was absorbed by the payment of 
 the salaries of the teaching staff. The proceeds of the national land grant amounted to 
 $135,500. This sum is invested in 6 per cent. State bonds, and the interest is paid to the 
 college by the State treasurer. 
 
 The university has faculties of applied science, arts, and medicine. The faculty of 
 applied science consists of the president, who is professor of political and social philos- 
 ophy, and professors of mathematics, civil engineering, zoology, botany and geology, Eng- 
 lish language and literature, chemistry and physics, modern languages, and military 
 tactics. These professors, excepting those who teach civil engineering and military 
 science, are in the faculty of arts; and their number is increased by professors of Greek 
 and Latin and of intellectual and moral philosophy. A professor of agriculture is to be 
 appointed as soon as a suitable man is found. The faculty of medicine has 26 members. 
 
 The summary of students for 1881-'82 is as follows: Seniors, 16; juniors, 14; sopho- 
 mores, 20; freshmen, 24; unmatriculated students, 3; total, 77. Of these 47 were tak- 
 ing a classical course, 17 an engineering course, 5 a literary -scientific course, 3 a scientific 
 course, 1 a chemical, and 1 a partial course. 
 
 The entire college expenses are estimated at from $176.50 to $249 a year $54 being for 
 tuition and special fees. There are eighteen scholarships, open equally to members of 
 all the collegiate departments. 
 
 As has been intimated, instruction is given in the three departments of arts, applied 
 science, and medicine. The first of these has the usual academic course in languages, 
 mathematics, physical sciences, mental, moral, and political philosophy, rhetoric, litera- 
 ture, and history. The second has courses in agriculture and related branches, chemistry, 
 engineering, and mining. Students have full liberty to elect their courses, but beyond 
 this options are not allowed to those who may be candidates for a degree, except that to 
 a limited extent equivalent substitutions may be made by express permission of the 
 faculty. 
 
 The department of applied science provides courses of study which fulfill the require- 
 ments of the act of Congress granting public land for the maintenance of agricultural 
 colleges. They are in (1) civil engineering, (2) theoretical and applied chemistry, (3) 
 agricultural and related branches, and (4) metallurgy and mining engineering. As the 
 course in engineering is taken by a comparatively large number of students and as the 
 agricultural course indicates the instruction which is afforded to prospective farmers, 
 these two courses are especially worthy of attention. The course in civil engineering is 
 presented in full, and the difference between that and the agricultural course afterward 
 noted. The studies of freshman year are the same for all the scientific courses, and in- 
 clude algebra, geometry, plane trigonometry and surveying, drawing, chemistry, botany, 
 and English studies, including moral philosophy. The special course in civil engineer- 
 ing is as follows: 
 
 SOPHOMORE YEAH. MATHEMATICS : Spherical trigonometry; analytical geometry ; cal- 
 culus. Drawing: Descriptive geometry; plotting; shades and shadows; isometrical draw- 
 ing; shading and tinting; topographical drawing. Physics: Stewart's elementary lessons. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 233 
 
 Astronomy. French or German. English: French on the Study of Words; Shakspere; 
 Chaucer. " Field work: Practice with transit and level; topographical surveying. 
 
 JUNIOR YEAR. MATHEMATICS: Geodesy. Mechanics: Weisbach's treatise com- 
 menced; resistance of material. Drawing: Linear perspective; plotting; construction of 
 maps; structural drawings. Henck's field book for engineers. Mineralogy, with blow- 
 pipe analysis. Physiology. French or German. English: Rhetoric. Field work: Har- 
 bor and river surveying; setting out curves; locating a line of railroad, with compu- 
 tations of excavations and embankments. 
 
 SENIOR YEAK. MECHANICS: Strains in bridge and roof trusses; hydrostatics; press- 
 ure of earth; stability of walls and arches; hydraulics and hydraulic motors. Draw- 
 ing: Mahan's stone cutting; graphical statics. Civil engineering: Mahan's building 
 materials; construction of bridges and roofs, roads, railroads, and canals. Geology. Eng- 
 lish: History and criticism of English literature. Thesis. 
 
 The agricultural course differs from the engineering by the substitution of chemistry 
 and physiology for the mathematics, physics, and the larger part of the drawing and field 
 work of the sophomore year; by replacing the mathematics, mechanics, engineering, and 
 drawing of junior year with chemistry, physics, meteorology, and forestry; and by de- 
 voting senior year to studies of special use to the farmer. Chemistry is required through- 
 out the year. In the first term, road making, breeding of animals, and the geology and 
 English of the corresponding term of the engineering course are taken; in the second 
 term, political economy; and in the third term, veterinary medicine and surgery, and 
 constitutional law. 
 
 The course in metallurgy and mining engineering coincides with that in civil engineer- 
 ing, save that in the last year metallurgy, assaying, and practical mining take the place 
 of special studies in civil engineering. The course in chemistry is presented elsewhere. 
 To meet the wants of young men who cannot leave the farm in the summer or autumn, 
 a course on agricultural subjects is offered for the winter months on condition ten persons 
 desire to enter upon it. The subjects treated would be agricultural chemistry, botany, 
 physics, entomology, stock breeding, dairying, fruit culture, road making, farm accounts, 
 and bee culture. The course is designed to give a general outline of the subjects 
 treated, to point out the true methods of investigation and the most reliable sources of 
 information, and to stimulate and guide private agricultural study. 
 
 The university has a library containing over 19,000 volumes; a museum containing 
 some 80,000 specimens, many of them rare and valuable; and a laboratory fitted up with 
 conveniences for manipulation and experiment amply sufficient for those pursuing studies 
 in chemistry. 
 
 The agricultural work of the college has passed beyond the instruction of youth and 
 reached the farmers themselves. The faculty have aided in conducting agricultural 
 meetings, giving lectures on veterinary science, fertilizers, the feeding of stock, insects 
 and parasites, social questions, and other matters of general and 'Special interest to the 
 tillers of the soil. Experiments have been conducted, under the supervision of the col- 
 lege, on farms located in different parts of the State. One prominent object was to as- 
 certain the practicability of increasing the fertility of soils by adding those ingredients 
 of plant food which each soil lacks. The results of these and other experiments were 
 published by the leading papers of the State in six articles prepared by one of the profess- 
 ors. They were also published in pamphlet form and extensively distributed. No 
 work undertaken in the interest of agriculture has been more acceptable to the farmers 
 of the State. 
 
 The governor of Vermont, in his inaugural message dated October 5, 1882, speaks as 
 follows regarding the University of Vermont and State Agricultural College: 
 
 " The act of Congress of July 2, 1862, which gave to Vermont the fund of which the 
 income goes to this institution, provides that this income shall be used for the support of 
 at least one college where the leading object shall be, without excluding other scientific 
 and classical studies and including military tactics, to teach such branches of learning 
 as are related to agriculture and the mechanic arts, in such manner as the legislatures 
 may respectively prescribe, in order to promote the liberal and practical education of 
 the industrial classes in the several pursuits and professions in life. November 9, 1865, 
 the legislature passed an act constituting the present institution, and provided that the 
 course of study should be such as shall render the whole instruction in conformity with 
 said act of Congress. In the succeeding February the trustees, in accordance with law, 
 established a professorship of mod'ern languages, a professorship of chemistry and its 
 application to agriculture and the rn.ech.anic arts, a professorship of geology, mineralogy, 
 and mining, and a department of military tactics. The next August a professor of veg- 
 etable and animal physiology was appointed, and a course of study established embrac- 
 ing laboratory practice in its application to agriculture, analysis of soils, relations of soil 
 to vegetable productions, botany, forestry, habits of domestic animals, insects injurious 
 to vegetation, and also civil engineering. Professional instructors of military tactics 
 
234 INDUS TKIAL EDUCATION IN THE UNITED STATES. 
 
 have also been provided, and special winter courses of lectures have been introduced on 
 agricultural chemistry, botany, physics, entomology, stock breeding, dairying, fruit cult- 
 ure, road making, farm accounts, and bee culture, and these courses will be renewed 
 and extended as they are called for. The trustees and officers have been constant and 
 indefatigable in their efforts to comply with the law in letter and spirit. 
 
 "At the time of its charter it was an experiment, and many leading men through the 
 State had great fears as to its success, and would have preferred a separate institution. 
 I have conferred with many of them during the past summer, and find that they are 
 now satisfied that the course taken was a wise and judicious one and its results most 
 beneficial, their only regret being the limited number of students who have availed 
 themselves of its privileges. Legislative committees have been appointed to investigate 
 its progress and management, and have found and reported that the trustees and man- 
 agers have studiously aimed and faithfully labored to comply with their charters and to 
 meet, so far as their means would allow, all the demands lor instruction that have been 
 made upon them, and that more than the income derived from the United States fund 
 is annually expended in paying the expenses of the industrial department. The presi- 
 dent and professors are always in readiness to respond to calls for public addresses from 
 lyceums, literary, agricultural, and other associations, and in this way do a vast amount 
 of good, and it is to be noted that they uniformly and pointedly enforce the idea of the 
 dignity and nobility of labor. 
 
 "Some persons favor an experimental farm.to be used in connection with the college, 
 and thoughtlessly reflect on the trustees for not providing one. The United States law 
 provides that not over 10 per cent, of the fund may be expended for land, and that on 
 no pretence whatever shall any part of the land be used for the erection, preservation, 
 or repair of any building. When the State is ready to erect the buildings and assume 
 their preservation we shall doubtless find the trustees ready to provide the land and 
 tutors. Experimental farming had its origin in Prussia thirty years since, and has rap- 
 idly extended, until there ar6 now many stations in Prussia, France, England, and our 
 country. They are to be found in our own latitude and climate in neighboring States. 
 Everything of value in the results of this experimental farming is published in agricult- 
 ural papers, and- is easily and cheaply accessible to all. Such work in Vermont would 
 be largely duplicate. Every State that accepted the government fund has largely aided 
 its agricultural college, in some cases to the amount of millions. Vermont has not 
 yet expended a cent. The institution has always kept out of debt, and its management 
 has inspired such confidence that private beneficence is being largely extended to it. 
 Through the liberality of Mr. John P. Howard the old edifice is now being greatly en- 
 larged and almost entirely rebuilt, and the announcement of Mr. Billings's generous gift 
 to the university has just been made public. It has an extensive library, art gallery, 
 laboratory, and a highly successful medical department. 
 
 ' ' I respectfully suggest that you take into consideration the propriety of extending 
 some aid to deserving young men of moderate means, to the end that the opportunities 
 here afforded for a higher education may be improved to a greater extent than is now the 
 case. As the senate is based on population, I would mention as one plan that each sen- 
 ator be allowed to name one person residing in his county who should be entitled to 
 tuition in the agricultural college." 
 
 VIRGINIA. 
 ," VIRGINIA AGRICULTURAL AND MECHANICAL COLLEGE, BLACKSBURG. 
 
 [Statement from catalogues and letter.] 
 
 "The objects of the college are to afford a fair, liberal, and practical education to young 
 men who mean to be farmers and mechanics, and to put such education within the reach 
 of many who have not the means to obtain it elsewhere. While the authorities by no 
 means underrate liberal general culture, they hold steadily in view the fact that the 
 mission of this school is peculiar, as designed to meet the wants of the industrial classes. 
 Hence, while reasonable provision is made for the liberal studies, chief attention is given 
 to those that have obvious connection with the needs of the educated farmer and me- 
 chanic. Consequently every student is expected to^meet the requirements for actual 
 manual labor, so far as such labor is imposed as a part of his education. ' ' 
 
 The sale of the land scrip donated by the national government produced $285,000, 
 which sum was invested by the board of education in State bonds. By act of the gen- 
 eral assembly, approved March 19, 1872, two-thirds of this sum was set apart for the 
 establishment and maintenance of the Virginia Agricultural and Mechanical College. 
 The college was to be located at Blacksburg, Montgomery County, on the conditions that 
 the real estate of the Preston and Olin Institute should be transferred to it and that the 
 county of Montgomery should subscribe $20,000 to its funds. These conditions complied 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 235 
 
 with, the first session began October 1, 1872. After ten years it was deemed necessary 
 to reorganize the institution. This was accomplished in 1882. The expense of the teach- 
 ing staff is about $14,000, which is two-thirds of the annual income. The original cost 
 of the grounds and buildings was about $100,000. 
 
 The number of students in attendance in the session of 1880-' 81 was 84; in the session 
 of 1881-' 82, 148. The law provides that 200 students from the State may attend free of 
 tuition. Those outside of the State are required to pay $40 per annum. The attend- 
 ance of students from other States is quite small. The graduates are about 100; they 
 have taken the degree of " graduate in agriculture " or that of "graduate in mechan- 
 ics;" the degree of A. B. has been added since the reorganization of the college. Prob- 
 ably one-half are engaged in agricultural or mechanical pursuits. 
 
 The course of study is framed for those intending to be farmers or mechanics, and to 
 give scientific and literary education and business preparation. It is as follows: 
 
 PEEPAEATOEY YEAE. 
 
 Arithmetic, English grammar, geography, history of Virginia, orthography, penman- 
 ship, elementary algebra, Latin. 
 
 JUNIOE YEAE, NEAELY THE SAME FOE ALL. 
 
 English grammar and composition, history of United States, Latin, higher algebra, syn- 
 thetic geometry, elementary physics, elementary course in agriculture, bookkeeping by 
 single entry, commercial calculations, drawing. 
 
 INTEEMEDIATE YEAE. 
 
 Agricultural, General chemistry, geology, lectures on agriculture, farm practice, rhet- 
 oric, history of English language, algebra, synthetic geometry, ancient and modern history. 
 
 Mechanical. Elementary mechanics, algebra, descriptive geometry, drawing, physics, 
 shop practice, rhetoric, English language, ancient and modern history. 
 
 Literary and scientific. Rhetoric, history of English language, French or German, 
 Latin, ancient and modern history, algebra, synthetic geometry, physics, geology, general 
 chemistry. 
 
 Business. Bookkeeping by double entry, business forms, political economy, rhetoric, 
 English language, ancient and modern history, algebra, synthetic geometry. 
 
 SENIOE YEAE. 
 
 Agricultural. Lectures on agriculture, horticulture, &c., agricultural chemistry, agri- 
 cultural botany, agricultural zoology, English literature, trigonometry, surveying, farm 
 practice. 
 
 Mecltanical.. Technical mechanics, industrial chemistry, mineralogy, metallurgy, me- 
 chanical drawing, English literature, trigonometry, conic sections, shop practice. 
 
 Literary and scientific. English literature, French or German, Latin, trigonometry, 
 surveying, conic sections, astronomy, psychology, ethics. 
 
 Students enter the class for which their preparation fits them, and are promoted as 
 they make attainments ascertained satisfactory by examination. 
 
 The course in agriculture of the senior year discusses the formation of soils, the ele- 
 ments necessary to a fertile soil, means of restoring lost fertility, how plants feed and 
 grow, the necessity and methods of drainage, the principles of stock-breeding, and the 
 general business of a farmer's life. 
 
 A 
 
 BUILDINGS AND A1PLIANCES. 
 
 The college is provided with considerable philosophical and chemical apparatus, by the 
 aid of which the lectures on chemistry and physics are illustrated. A farm of over three 
 hundred acres belongs to the college. It is cultivated in part by the labor of the stu- 
 dents. Experiments in agriculture, horticulture, stock breeding, and similar matters are 
 made, with a view to the training of the students and the information of the public. The 
 farm is well stocked and has numerous buildings. The other buildings consist of the 
 three principal college structures, five residences for professors, a commencement hall, 
 hospital, and workshops. The latter are provided with a good steam engine and several 
 excellent machines, among them a planer, band saw, spoke machine, and two turning 
 lathes. Much profitable work is done by the students In the shops, by which they gain 
 skill and experience, and supplement their means for obtaining an education. 
 
 The students wear a neat and serviceable uniform, and are required to enter the mili- 
 tary department and perform its duties, unless exempted for good reasons. 
 
 Expenses for a session of ten months, $132. 
 
 The college is oat of debt and has a large balance to her credit in the treasury. 
 
236 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. 
 
 EXPLANATION OF THE ACCOMPANYING DIAGBAM. 
 
 1. Virginia Hall,. 100 by 190 feet, built 
 in 1877: seventy sleeping rooms, chapel, 
 dining room to seat 300, kitchen, laundry, 
 work rooms, shops. 
 
 2. Academic Hall, 110 by 75 feet, con- 
 taining assembly and recitation rooms, of- 
 fice, and 8,ttic dormitory. 
 
 3. Seniors' cottage, 32 by 60 feet, 30 stu- 
 dents. 
 
 4. Maple Cottage, 25 by 32 feet, 18 stu- 
 dents. 
 
 5. Chapel. 
 
 6. 'Principal's residence. 
 
 7. Treasurer's residence. 
 
 8. Fire department. 
 
 9. Residence of farmer and of pastor. 
 
 10. Lexington Cottage. 
 
 11. Engineer's cottage. 
 
 12. Base ball grounds. 
 
 13. Hotbeds. 
 
 14. Barn. 
 
 15. Indian girls' building, "Winona 
 Lodge." 
 
 16. Raby Lodge. . 
 
 17. Ex-President Tyler's house. 
 
 18. 
 19. 
 20. 
 21. 
 22. 
 23. 
 24. 
 
 25. 
 26. 
 27. 
 28. 
 29. 
 30. 
 31. 
 32. 
 33. 
 34. 
 35. 
 36. 
 37. 
 38. 
 39. 
 40. 
 
 Rev. Mr. Tolman's residence. 
 
 Indian boys building, "Wigwam." 
 
 Office and library building. 
 
 Stone Memorial Building. 
 
 Students' dormitory. 
 
 Old workshop. 
 
 Huntington Industrial Works saw 
 
 mill, &c. 
 
 Machine shop. 
 
 Indian workshop. 
 
 Woodbine Cottage. 
 
 Rose Cottage. 
 
 Soldiers' monument. 
 
 Peach orchard, 700 trees. 
 
 Cherry orchard, 400 trees. 
 
 Standard pears, 250 trees. 
 
 Dwarf pear orchard, 400 trees. 
 
 Grape vines. 
 
 Nurseriec. 
 
 Apple orchard, 500 trees. 
 
 Normal school cemetery. 
 
 Strawberries. 
 
 The "Marquand" dormitory. 
 
If 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 237 
 
 HAMPTON NORMAL AND AGRICULTURAL INSTITUTE. 
 
 [Statement made October, 1882.] 
 
 The Hampton Normal and Agricultural Institute was founded for the instruction of 
 colored youth of both sexes in agriculture and the mechanic arts, and their preparation 
 for the work of teaching among their own race. It has more recently extended its work 
 to the teaching and training of Indian youth. The intention is not to develop the mind 
 of its pupils by collegiate studies, but rather to build up in them a substantial character 
 and habits tending to prosperity. This is done by combining a course of English studies 
 with drill in intelligent manual labor, instructive of itself, promotive of self-reliance 
 and manliness, and helpful to the poor and aspiring negro. The coeducation of the 
 sexes is expected to give the scholars just and appropriate views of their mutual relations. 
 The influence of the school is extended to the masses of the colored people through its 
 graduates, who carry its teachings to the youth of all sections and perform their work with 
 ability and success. 
 
 The school is chiefly supported by voluntary contributions from northern friends. It 
 also receives one-third of Virginia's share of the agricultural land grant from the general 
 government. Its sources of revenue are, first, income of agricultural college fund, about 
 1 10, 000; second, income of school endownment, about $3,500; third, voluntary contribu- 
 tions, about $30,000. 
 
 The value of the farms, school grounds, and buildings is $349. 283. 81 ; of stock and furni- 
 ture, $71,080.25; of invested securities, $67,208.46. 
 
 The annual expenditure, not including outlays for buildings or cost of 100 Indian stu- 
 dents, is $45,000, of which the salaries of officers and teachers is $30,000. 
 
 The teachers are as follows: Moral science and agriculture, 1; book-keeping and com- 
 mercial law, 1; political economy and civil government, 1; mathematics (arithmetic and 
 algebra), 3; English literature and language lessons, 1; grammar and composition, 1; read- 
 ing and elocution, 1; writing and spelling, 3; history, 1; geography, 1; physiology 
 and hygiene, 1; natural philosophy and chemistry, 1; music, 1; practice- teaching, 1; 
 night school for work students, 5; Indian classes, 8. Industrial teachers, 25; viz, farm- 
 ing, wheelwrighting and blacksmithing, 3; saw-mill and wood-working, 5; engineering, 
 machine shop and knitting room, 1; printing, 1; shoe-making, 1; Indian work shop: in- 
 struction in carpentry, painting, tinning, harness making and general repairs, 1, with 
 five assistant teachers; young women's industrial department: sewing and tailoring, 3; 
 cookery, 1 ; household work, 3. 
 
 The enrollment for the school year ending June, 1882, was as follows: colored young 
 men, 239; colored young women, 173; Indian boys, 61 ; Indian girls, 28; total 501. Aver- 
 age age of young women, 18| years; average age of young men, 20 years. There was a 
 gain of 106 colored students over the previous year, chiefly among the boarders. 
 
 No charge is made for tuition. Board is charged at $10 per month, of which an aver- 
 age of two-thirds is paid in work. Tuition is met by contributions of scholarships from 
 the North. 
 
 Scholarships are of two kinds, viz: 1. Permanent, $1,500 each, of which there are 
 thirty-five. 2. Annual, $70 each, of which there are an average of one hundred and eighty, 
 not including those for Indians. 
 
 Up to this time, October 23, 1882, 1,886 have been admitted; some of them remained 
 but a few weeks. Including the class of 1882, 456 have graduated. Of these, 23 'have 
 died. Not less than 90 per cent, of graduates have devoted themselves to the work of 
 teaching their people. About one-third of the graduates are girls. The proportion of 
 girls in the school is increasing. 
 
 The principal said in his report for 1880: "The testimony of southern educational men 
 to the success of our graduates since 1870 has been all that we could wish. They are 
 now in greater demand than ever for the charge of the free colored schools of this and 
 other States; over 20 more than we could supply having been called for this year. From 
 1 0, 000 to 20, 000 children have been taught by them the past year. The maj ority of them, 
 are in the country, with salaries of from $25 to $30 a month, for five or six months, which 
 have of late been paid with promptness. During the off months the industrial training 
 received here gives them t esources which they find indispensable. ' ' The demand has in- 
 creased and the applications continue to exceed the supply. 
 
 The course of study is as follows : 
 
 Junior year : Reading, penmanship and spelling, mental and written arithmetic, geog- 
 raphy and map drawing, grammar, and United States history. Instruction in practi- 
 cal farming and the mechanic arts commenced and continued throughout the course, from 
 a day and a half to two days each week. Instruction in sewing and household indus- 
 tries commenced and continued throughout the course, employing the girls from a day 
 
238 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and a half to two days each week. Bible lessons commenced and continued throughout 
 the course, on Sunday afternoon from 2 to 3 o'clock. 
 
 Middle year : Reading and elocution, penmanship and spelling, arithmetic, grammar, 
 composition and rhetoric, United States history, moral science, physiology, natural phi- 
 losophy, vocal training. Industrial training as before specified. 
 
 Senior year. Reading, English literature and composition, algebra, book keeping, 
 ancient history, political economy and civil government, theory of agriculture and chem- 
 istry, with laboratory work, lectures on Dr. Hopkins's Outline Study of Man, art of 
 teaching. Daily lessons are given to the senior class in the theory and methods of teach- 
 ing. Members of the class visit the Butler school (a primary school taught on the 
 grounds, and partly sustained by the county as a public free school) for purposes of ob- 
 servation and practice. 
 
 A three weeks' institute at the close of the course gives also special preparation for 
 teaching. 
 
 A fifteen minutes' talk is given daily to the whole school upon the news of the day, &c. 
 
 The studies of the Indian classes are rudimentary; teaching is chiefly by the object 
 method. At the close of the school year of 1880, after little over eighteen months' tuition, 
 they were reading simple stories. The girls have the same educational advantages as 
 the boys and are in the same classes. They are also taught sewing and housework by 
 their matron, and share the instructions of the cookery class with the colored girls. 
 
 Those of the Indian students who have sufficient knowledge of English enter the regu- 
 lar classes of the school. Three Indian young men graduated very creditably with the 
 class of 1882; another is doing well in the class of 1883; and over a dozen are in the two 
 lower classes boys and girls. 
 
 OPPORTUNITIES FOR INDUSTRIAL EDUCATION. 
 
 The students pay about two-thirds of the charges made against them, by manual labor. 
 The value of the work done is not so great as would be that of regular common laborers 
 hired at the usual rates. A loss of from 20 to 40 per cent, is entailed. This expense 
 is warranted by the good which is done in the training of the pupils. The question is 
 rather what can be done for the student than what he can do for the institution. Able 
 bodied farm boys get 8 cents an hour; wages are according to work done. 
 
 The following extract from the principal's report for 1882 gives the prominent present 
 and prospective industrial employments of the school: 
 
 INDUSTRIAL DEPARTMENTS. 
 Work details, colored students. 
 
 Housework. 175 
 
 Industrial room _ _ 65 
 
 Cookery class 60 
 
 Laundry 110 
 
 No work has yet been provided for day scholars. A gi rl often works in two departments. 
 
 Farm 65 
 
 Saw-mill 38 
 
 Knitting room 7 
 
 Engineer's department 9 
 
 Table waiters 35 
 
 Janitors 12 
 
 Office duty 4 
 
 General duty 3 
 
 Blacksmith 1 
 
 Printingoffice 3 
 
 Commissary department 1 
 
 Watchmen _. __*__ .2 
 
 Industrial room 1 
 
 Tinsmith 1 
 
 Painters 2 
 
 Cooks 3 
 
 Carpenters 4 
 
 Shoemakers 3 
 
 Tailor 1 
 
 Mail-carriers 2 
 
 Wheelwrights 3 
 
 Stockfarm 10 
 
 Brickmakers 4 
 
 Harness-makers-- 2 
 
 Day scholars on orderly duty, 13. Total earnings last year, $24,898.37. 
 
 Indian students. 
 
 Housework 15 
 
 Cookery class 20 
 
 Farmers 8 
 
 Carpenters 41 
 
 Shoemakers 11 
 
 Tinsmiths 7 
 
 Blacksmiths _ _ 3 
 
 Industrial room 28 
 
 Wheelwrights 4 
 
 Painters 2 
 
 Engineers 5 
 
 Butchers 2 
 
 Harness-makers 4 
 
 Printers.- 2 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 239 
 
 Indians have a monthly allowance of from $2.50 to $5.00 for their labor, according to 
 the time and value of it. It is not included in the above total ; with this they purchase 
 a portion of their clothing. This is to teach them the use of money. As a rule they 
 work half days, studying the other half, and have holiday on Saturdays. 
 
 Indian apprentices are slow, and, owing to ailments, not very regular; but they are 
 neat, interested in their work, and learn easily. 
 
 AGKICULTUEE AND MECHANICS. 
 
 The number of colored students employed in agriculture was 83; earnings last year, 
 $6,025 to be increased this year. 
 
 This department has two farms, one of 190 acres, connected with the school, and 
 another 4 miles distant, of 350 acres, called "Hemenway Farm " a gift, to which has 
 recently been added, by purchase, another of 250 acres adjoining; both are well adapted 
 for stock and grain. 
 
 The last named, of 600 acres, is in charge of Mr. Charles H. Vanison, a graduate, and 
 is cultivated entirely by work students. On the former, Mr. George Davis, also a gradu- 
 ate, assists Mr. Howe, the general manager. 
 
 Agriculturally the school is well appointed; nearly complete, with land, outfit, ma- 
 chinery, and stock. There remains only a debt of $2,500 on the last purchased farm, 
 half its cost. Brick-making and the wheelwright and blacksmith shops are in this de- 
 partment. 
 
 Total number of colored students employed in mechanics 82; number of Indians em- 
 ployed, 61. 
 
 THE HUNTINGTON INDUSTRIAL WORKS, 
 
 comprising a steam saw-mill and wood- working establishment, were the gift of Mr. C. 
 B. Huntington, of New York, costing in all over $30,000, and affording to industrious 
 young men without means the opportunity of getting an education and learning a good 
 trade. 
 
 Colored students employed 38 
 
 Earned last year $3,535 
 
 Earnings will be increased this year. The capacity of the mill per day is fifteen thou- 
 sand feet of lumber. Every year a class of from fifteen to twenty destitute, ignorant, 
 but earnest young men, enter the mill for one year steady work of ten hours. Of the 
 most promising, a few are selected for a two years' apprenticeship in the wood-working 
 shop in the second story. They are "work students," studying two hours every night 
 till they enter the regular course, and then are employed two days each week, studying 
 four days throughout the three years' course, being able to save from one year of steady 
 work at the mill $60 to $70 and in two years $140 for school expenses. They are the 
 poorest class, but ask no charity. 
 
 About one-fourth drop out for various reasons. Those who graduate are valuable men. 
 The mill is doing a good business, preparing and selling building material of all kinds. 
 It creates fine opportunities for young men to work their way, and may well be a source 
 of gratification to its generous founder. 
 
 ENGINEERING. 
 
 Number of students employed 13 
 
 Earned last year $1,130 74 
 
 and increasing. This branch has been established eight years, but has never had suit- 
 able quarters. It has piped all the principal buildings for steam, water, and gas, con- 
 necting them by an underground system of steam pipes 1,500 feet in length, which 
 works admirably; made 300 bedsteads out of gas pipe; attends to ten boilers and four 
 steam engines, and repairs machinery. 
 
 A gentleman has just offered $4,000 for a new brick workshop 60 by 40 feet, two 
 stories, in which a bone mill and grist mill can be placed to great advantage. 
 
 We have long ground bones, but never satisfactorily, owing to poor machinery, and 
 could save about $35 a month by grinding our own meal. 
 
 Considering the probable growth of the shop, a suitable steam engine, boiler, lathes of 
 various kinds, shafting, pulleys, drill press, planer, grist mill, and bone mill would cost 
 $10,000. 
 
 Such a machine shop would add to the educational powers of the institute and provide 
 much-needed opportunities. 
 
240 INDUSTEIAL EDUCATION IN THE UNITED STATES. 
 
 GENERAL STATEMENTS. 
 
 Agriculturally the negro is going ahead, for he is the laborer of ttie South; he is buy- 
 ing farms at $5 an acre, and covering the land with his small holdings. 
 
 Mechanically he is losing ground, for there is no way for him to acquire the needed 
 skill. The majority, however, are not adapted to, mechanics. For all that, they are 
 capable of producing an excellent mechanical class. The shops, North and South, are, 
 as a rule, closed to them. 
 
 The present generation of colored mechanics were nearly all trained in slavery. 
 
 In general, it may be said of the industries of schools which teach the trades in con- 
 nection with studies, that, if given the building and outfit and salaries of foremen, they 
 will take care of themselves. 
 
 Our problem is to turn to .account the labor payments of students, who, last year, 
 earned $24,898.37, being paid at the rate of from 4 to 8 cents per hour. This year it will 
 be more. 
 
 From their standpoint it is fairly earned. From ours, at least one-fourth of it, say 
 $6,000, is a direct drain on our resources. We give much employment regardless of 
 pecuniary profit; the welfare of the student is made paramount; instruction is primary 
 to production. The student learns, but the school loses. 
 
 This 6,000 must be had to pay for board and clothing. Shall it be received as a 
 charity or a wage-money? The difference is wide. We choose the latter, though it 
 would be easier to get it by an appeal to the benevolent in the name of poverty. We ask 
 the benevolent to maintain a work that within itself takes care of the student and de- 
 velops self-reliance and manual skill, and preserves his self-respect and dignity. 
 
 This is not the way to make polished scholars, but it makes men. 
 
 Last year's total charges to students (for board, &c.,) were 30,679 96 
 
 Last year's payments by students: 
 
 In labor 24,898 37 
 
 In cash 4,025 37 
 
 Aid indirect charity 2,159 29 
 
 Total 31,083 03 
 
 The surplus of students' credits is owing to the fact that the ninety work students who 
 attend night class only, working the whole of every week day, are 'laying up their earn- 
 ings by agreement, so as to have a fund from which to meet their cash payments when 
 they enter the regular course. As students have increased, charity has decreased, as 
 follows: 
 
 Session of 1878-' 79, 254 students; direct aid $2,452 19 
 
 Session of 1879-'80, 293 students; direct aid 2,491 04 
 
 Session of 1880-' 81, 321 students; direct aid 2,159 29 
 
 Average students' labor is not up to that of outside labor. The student's chief ambi- 
 tion is for book knowledge. He works because he must; his muscles are not tough; life 
 is not fully serious to him, for all its responsibilities are not upon him. There is a hu- 
 manity in the school that he may unconsciously count on. 
 
 Many, however, either flinch from work or break down under it. The w<iy to make 
 men is to train the head and the hand together. This is the most difficult, the most 
 costly problem in education, but it pays. The better the product the more it costs. 
 
 EESULTS OF INDIAN EDUCATION. 
 
 Our Indian workshop has completed, for the Indian Department in Washington, to be 
 used in the West, 2,000 pairs of shoes, 70 sets of double plow harness, and 500 dozen 
 articles of tinware, and hopes to supply something more. 
 
 The interesting fact of the year has been the return, after three years' training, of 
 thirty-one Indians five of them girls to their homes in Dakota. One went to Indian 
 Territory. 
 
 They were brought here by Capt. R. H. Pratt, in November, 1878, by order of Secre- 
 tary Schurz, and returned October 1, 1881. 
 
 They are employed at salaries of from fifteen to twenty dollars a month and rations, 
 as ibllows: Farmers and herders, 7; teachers, 3; carpenters, 9; blacksmiths, 2; office 
 boy, 1; issue clerk (for rations), 1; shoemaker, 1. 
 
 One is out of health and one was killed by accident. 
 
 They are settled among the Sioux agencies on the Upper Missouri, thus: At Yankton 
 agency, six four boys and two girls. These are favorably reported upon by the Rev. 
 J. P. Williamson and Rov. Joseph Cook, missionaries. The former says: 
 
 ' ' So far they have all run well. I have not heard a slander against one of the number. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 241 
 
 They attend church regularly; they are recognized as leading spirits among the Christian 
 youth ; their appearance is always creditable. ' ' He says: ' 'Not one white boy in sixteen 
 would do his work or teach as well as David Simmons!" 
 
 The latter writes less favorably of the two girls, who live in the camp with their 
 mothers. 
 
 Five are at Lower Brule", of whom three had not been doing well. Major Parkhurst, 
 agent, has just written as follows: 
 
 ' 'All the returned boys from Hampton have come to time, and are now at work. They 
 were 'tired of doing nothing,' and concluded 'to come under the yoke.' J: 
 
 Three boys and one girl are at Crow Creek, the latter keeping her father's store and 
 accounts, but not under the best of influences. The two shopboys, carpenters, are re- 
 ported as "doing all that could be expected," and the teacher as "doing splendidly." 
 They are exerting a good influence on the Indians around them. 
 
 Five boys are at Cheyenne River Agency. One is an assistant teacher; the rest are 
 mechanics. "All are doing splendidly," reports Major Love, agent. Mr. Kinney, mis- 
 sionary, writes, "Your boys are doing very nicely." 
 
 Two boys and one girl are at Standing Rock Agency. Major McLaughlin, agent, 
 writes: "Both the young men are doing well." A lady missionary reports that "The 
 young men are doing first rate; they are quite conscientious workers, and have the respect 
 of every one. ' ' The girl has poor prospects. 
 
 Five boys and one girl are at Fort Berthold Agency. The girl writes: * ' Hard out here 
 to be good woman. " She is doing well, however. Three of the boys give good satisfac- 
 tion as workers; two have gone to school at Santee. 
 
 The latest reports upon them are the most hopeful. Those who have separated them- 
 selves from camp-life, and occupy decent rooms at the agencies, have done the best. Girls 
 cannot do this, and suffer in consequence. Forty new pupils from the same agencies are 
 here, and will, we hope, in two and one-half years re-enforce them. Will they hold out? 
 Their relations with the school are most pleasant; there is constant correspondence, and 
 we hope to help them, even from here. A probation of six months is short, and not con- 
 clusive, but it gives ground for hope. 
 
 The new Indian girls' building, to which the name " Winona (Elder Sister) Lodge" 
 has been given, is finished, and has cost $30,000. Probably it is the most complete pro- 
 vision ever made for such a purpose. Our thirty Indian girls will be increased to at 
 least fifty next fall. 
 
 S. C. ARMSTRONG, Principal. 
 
 The following article from the American Missionary by the principal of Hampton In- 
 stitute, General S. C. Armstrong, gives a brief and comprehensive view of the work and 
 duty of Indian education in the east : 
 
 At Hampton there are ninety and at Carlisle there are nearly three hundred Indians 
 boys and girls ^ho are learning civilization as an object lesson, and are themselves an 
 object lesson to the centres of intelligence and wealth, where are the sentiment that in- 
 spires and the means that provide for the combined practical and spiritual teaching of the 
 red man. They suffice, perhaps, for a tangible proof of the Indian's capacity, of which 
 the need was great; their effect upon public sentiment has been marked. The result with 
 these Indians has, so far, proved satisfactory. Scattering these pupils among the farmers 
 of Massachusetts and of Pennsylvania for a portion of the year has had such a good effect 
 mutually that five hundred more might well be so placed in various States, under the 
 care of special agents, with proper rendezvous where the sick or unsatisfactory might be 
 kept with a view to returning home, say, 10 per cent, of the entire number. 
 
 The negro institutions at Nashville, Tenn., at Talladega, Ala., and elsewhere could do 
 excellent work for them. The aims and methods of most white schools render them 
 unfit for Indians. 
 
 We have found the weak point of the race to be physical, not mental or moral. They 
 can endure the hardships peculiar to the plains, but not steady work from day to day. 
 They are tainted with inherited disease; the lungs are their weak point. They are sin- 
 ewy but not muscular; however, as a race they hold their own with favorable surround- 
 ings, are not decreasing seriously, if at all, and will not settle the problem by dying out. 
 
 Mechanically they have proved apt to learn, but slow to execute. Our Hampton In- 
 dian workshops have this year supplied the Indian department with two thousand pairs 
 of men's brogan shoes, five hundred dozen articles of tinware, and seventy-five sets of 
 double plow harness, which were pronounced by the inspectors well made and satisfac- 
 tory. Carlisle has done more. 
 
 Both girls and boys take quickly and kindly to neatness and to industrial pursuits, as 
 well as to books. They are as eager as the negroes for knowledge, and become more and 
 S. Ex. 25 16 
 
242 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 more so as they advance. "Want of ambition is the least of their troubles. Teaching them 
 is hard work, but interesting and stimulating in the highest degree. 
 
 They resent injury, but are not revengeful; not a sign of treachery in nearly five years. 
 Eeligiously they are, I believe, the most hopeful of the heathen races. The vastness and 
 the grandeur of the West has affected them as desert life has the Arabs; they are remark- 
 ably oriental in customs and ideas. They worship no fetish, there are no idols to break, 
 but they have a crude faith to be cleared, dim eyes to be opened. 
 
 Christian efforts, under the care of Archdeacon Kirby of the Episcopal Church, have 
 evangelized ten thousand Indians of British America, in their simple natural life. The 
 mixed, harassed condition of our own makes the work far more difficult. 
 
 The mingling of races at Hampton has worked well; they are mutually helpful and 
 stimulating. An Indian classmate is kindly, thoughtfully treated by his colored com- 
 peers. A race that has been led is leading another. The "house-father," chief of our 
 sixty Sioux boys, is a negro. With perhaps finer mental and moral texture, the red 
 race does not produce half enough to feed itself; the rougher, stronger blacks have not 
 thrown a pauper upon the country, and raise raw material for the mills of Christendom. 
 With benevolent intentions we have diminished and weakened the one; using the other 
 only for selfish purposes, it has multiplied and grown stronger. Bringing both races 
 under the care of the American Missionary Association is most fitting and wise. Both 
 are peculiarly the concern of the American people, are providentially committed to our 
 care, and are a part of us. In doing for them we are doing for ourselves, our children, 
 and our country. 
 
 On the Indian girl rests most heavily the weight of past and present influences. 
 When, in October, 1881, I took 25 Indian boys and five girls back to their Dakota 
 homes, after three years' training at Hampton, the former were readily placed in rooms 
 by themselves, away from the camp, employed in agency workshops at the trades they 
 had learned, and thus helped on greatly. The girls could not be so isolated; they had 
 no trades, and though they could make their own garments and do housework, there 
 were not suitable situations for them; they returned to their mothers and grandmothers, 
 who might sell them to the brave who would pay the highest price in ponies for them. 
 
 One of the five, an earnest Christian, wrote: "Hard to be good woman out here." 
 She finally married a white man of good repute. Another is reported as a most satis- 
 factory house servant in the family of a missionary; another keeps her father's store and 
 books. He is one of the best and most thrifty of Indians; but the family live in one 
 room in a log house. Two others, younger, are waiting an opportunity to return to 
 Hampton for two years' more training, with a view to becoming teachers. 
 
 Teaching is the career for Indian girls, as it has been the one way for colored girls ol 
 the South to be more than drudges; there it is the only field for a womanly ambition. 
 The increase of educational work for Indians creates some hope for their girls, on whom 
 rests the future of their race. 
 
 There is a tendency to increase our Indian's course of study to longer than three years. 
 One set having returned, the Indians, whose parental feelings are tender and strong, are 
 more trustful of us, and readily consent to a longer absence of their children. One boy 
 has already returned at his own expense, and another is saving his money for the pur- 
 pose, both to learn more and to perfect themselves in their trade of shoemaking. The 
 sooner the Indian can stand without government aid the better. Any boy can return 
 who will pay his way back. This gives a motive to work, and creates appreciation of 
 his opportunities. 
 
 For the practical necessities of Indian life their training should be practical. 
 
 We give half the day to study and half to labor. An education which does not fit 
 them to take care of themselves may do them more harm than good. 
 
 I think that when charity and the government are linked together for Indian work 
 the former should erect the buildings and maintain the teachers, the latter supply the 
 wants of the body. United States beef and flour and shoes are as good as anybody's, but 
 government employes, as our civil service stands, are not the men to elevate the Indian. 
 The telling factor in all work for men is the person who does it. Unless that shall be 
 supplied from the pure fountains of our Christian civilization it will not, as a rule, be 
 supplied at all. I refer to the educational work at the agencies; there the government 
 day and boarding schools should be strictly responsible to the controlling power, and 
 their moral value will be that of the agent in charge. Missionary institutions should 
 stimulate these, and should be conducted by superior men and women directly respon- 
 sible to their Eastern supporters. I call it sham missionary work to send out Christian 
 teachers to be supported on public pay. The churches who do that, and some do, are 
 doing nothing. Let us first send our own teachers for the Indians, and then fit them to 
 become their own teachers; to make the teachers is to make the people. 
 
 The free negro schools in the South are vitalized by a number of strong central insti- 
 tutions under northern men that train the picked growth of the race as teachers. This 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 243 
 
 is, I think, the true relation of eastern charity to the Indian. There should be an ex- 
 cellent boarding and industrial school at each important agency for this purpose. Get- 
 ting $15 a month of Government for food and clothing for each pupil need not in the 
 least weaken the independence or morals of teachers. The friends of the Indian will do 
 the rest. The situation is critical, the opportunity is great; the rising tide of public 
 sentiment, the movement at Washington, the eagerness as well as the exigency of the 
 red man mean much. 
 
 But this work needs a leader; it will drag if thrown on an overloaded man. The man 
 is as much as the money; the one will bring the other, both by wise appeals and good 
 work that will commend itself to the country. For more than a century Indians re- 
 jected our civilization; now their thinking men for they are a race of thinkers forecast 
 the future and wish their children taught the white man's way as their only hope. They 
 do not choose this; they are compelled to it. Hundreds, thousands, are waiting for an 
 education. They beg for what they once refused. 
 
 KESULTS ATTAINED AT HAMPTON. 
 
 But the work of Hampton Institute is more largely with the colored people, and there 
 need be no better evidence of the thorough and practical education they are there receiv- 
 ing than the report of the last examining committee and large percentage (61.4) of cor- 
 rect answers to Questions submitted to the last senior class by Mr. George A. Walton, one 
 of the committee. Portions of the report are here presented, together with a list of the 
 questions mentioned : 
 
 Connected with the Normal Institute is the Butler school, which serves as a training 
 or practice school for the students of the Normal. This school is in charge of the teacher 
 of methods in the institute, and affords a fine opportunity for training in the art of teach- 
 ing. There each student spends a portion of his senior year, not simply in observing, 
 but in acquiring skill by the practice of his art. A ' ' kitchen garden, ' ' as it is called, 
 has been introduced into this school ; this consists of practice in the various duties be- 
 longing to housekeeping, such as sweeping, dusting, laying and tending table, washing, 
 and so on. These operations are practiced under direction of the teacher, by all the pu- 
 pils, sets of miniature utensils being furnished for the practice. Thus the ordinary ex- 
 ercises of the school are supplemented by training in those habits of order and neatness 
 so conducive to comfort, culture, and happiness in the home. Thus furnished, the stu- 
 dent of Hampton graduates with an outfit which must place him in the front rank of the 
 teaching profession in the section of the country where he is called to labor. 
 
 Nor does this growth cease with his graduation. By a plan, so far as known to the 
 committee, peculiar to Hampton, the former graduates of the school take the principal 
 parts at commencement; six of the exercises of this year were by graduates of the class 
 of 1881, one was by a graduate of the class of 1873. For practical wisdom and breadth of 
 comprehension, these parts could nowhere be excelled by any class of students of equal 
 opportunities. All were delivered with force and expression, and must have convinced 
 the most skeptical that the problem of the future of his race is solved when the colored 
 man is furnished with an education and an equal chance to labor. Less time than we 
 desired was given to examining the methods and estimating the results of the industrial 
 education, which is a leading feature of the Hampton Institute. Enough, however, was 
 seen to show that manual labor, as a means of mental and physical training, is an essen- 
 tial. Each student is required to give at least two days a week to this department. 
 Some are engaged in working upon the land, of which there are about 600 acres of till- 
 age ; others work at the various trades. The students make long days, but with the varied 
 employments, little fatigue is experienced, and good health is the rule. Thus, in addi- 
 tion to the knowledge and discipline received in the school proper, every student leaves 
 the institution with the ability to support himself by some useful employment. 
 
 The industrial pursuits are calculated to exercise the students' active powers or facul- 
 ties, as distinguished from their passive powers or capacities. In this respect these pur- 
 suits supplement in a remarkable degree the training received by the ordinary school 
 processes. The complaint frequently made that the student is unable to do anything 
 when he leaves school, is too often true; with such training as is received at Hampton 
 this complaint is not likely to be made, for it will not be true. This would be inferred 
 from the nature of the case, but it is actually shown in the service the graduates are able 
 to render. The treasurer's clerks are graduates of Hampton, doing their work with ac- 
 curacy and dispatch; the overseers on both the farms run by the institution are graduates 
 of the school, as is also the head of the tailoring department. Over 90 per cent, of all 
 the graduates have taught in the schools of Virginia or other States. One is principal 
 of a normal school in Alabama, while three-fourths of all the graduates have chosen 
 teaching as a profession. Others, not in schools, are filling positions of trust and respon- 
 
244 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 sibility; nearly all who teach report Sunday schools connected with their day schools, 
 and some have founded temperance societies. 
 
 Thus it will be seen that, wherever they go, the graduate teachers become the leaders 
 among their people. 
 
 And so, through this and similar institutions throughout the South, the problem of good 
 citizenship presented by negro suffrage is solved. Give the colored man a good education 
 and a fair chance and he will surely become a good citizen and win for himself and his 
 race honorable distinction. The figures in this problem are the slaves themselves; the 
 solution depends on liberal endowments and efficiency of management, such as is seen 
 at Hampton. 
 
 Though the colored race has been chiefly considered in the report and though the 
 evidence is less cumulative in the case of the Indian, from what is known there is every 
 reason to believe that, admitted to equal privileges and charged with the same responsi- 
 bilities, the same results are to flow to the red man. The committee heartily concur in 
 the statement in General Armstrong's report for the academic year just closed: "Our 
 four years' work for Indians satisfies us that their progress is a question riot of capabili- 
 ties, but of opportunities. Universal education means peace and prosperity to the red 
 man. Justice and humanity call for it, and common sense suggests that paying $800 in 
 three years for the education of an Indian is better than paying $1,000 a year for each 
 soldier sent to fight him. ' ' 
 
 So the question what shall be done with the emancipated slave and the ' ' savage In- 
 dian" is solved not by extermination, but by mental discipline and a training of their 
 powers to various forms of labor. 
 
 QUESTIONS. 
 I. 
 
 AEITHMETIC. How many bushels of potatoes in a rectangular bin 10 feet square at 
 the bottom and 2| feet deep, allowing 1^ cubic feet to a bushel? 
 
 LANGUAGE. Write a telegram to some person at home, stating that you have arrived 
 at New York and naming the day you expect to reach home; also naming the railroad 
 by which you are to come. 
 
 GEOGRAPHY. (1) Name some country in about the same latitude as New England, 
 which has a warmer climate. (2) What are some of the causes that affect the climate 
 of a country? 
 
 II. 
 
 ARITHMETIC. Two bushels one peck of seed peas were put up in bags, each holding 
 three-fifths of a gill; how many bags were required? 
 
 LANGUAGE. Correct the following sentence, if incorrect, and state the reason for the 
 corrections: 
 
 Samuel or John have worked here last year; i do not know as either of them are here 
 now. 
 
 GEOGRAPHY. Name a port to which vessels sailing from Boston go for (1) sugar and 
 molasses, (2) raw hides, (3) coffee. (4) Write anything you know about any of these 
 articles. 
 
 III. 
 
 ARITHMETIC. A square lot of land was inclosed by a fence at a cost of $40. If the 
 fence cost $0.62J per rod, what was the length of one side of the lot? 
 
 LANGUAGE. Correct the following sentence, if incorrect, and parse "laid" and 
 "by:" 
 
 A peck of these kind of peas were laid by for planting. 
 
 GEOGRAPHY. Name the bodies of water upon which are situated (1) Boston, (2) 
 Springfield, Mass., (3) Philadelphia, (4) Chicago. (5) Describe any of these cities. 
 
 IV. 
 
 ARITHMETIC. How many yards of carpeting three-fourths of a yard wide are required 
 to carpet a floor 16 } feet long and 9 feet wide, allowing nothing for waste? 
 
 LANGUAGE Correct the following sentences, if incorrect, and parse "ought:" 
 
 Ought a pupil to whisper in school i don't think they had. 
 
 GEOGRAPHY. (1) Name three important exports of the Southern States. (2) Tell 
 where they are produced and anything you know about any of them. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 245 
 
 V. 
 
 ARITHMETIC. How many cans, each holding l pints, will be required to hold 7 gal- 
 lons 2 quarts of preserves? 
 
 LANGUAGE. (1) What is the subject of a sentence? (2) Give an example of a sim- 
 ple sentence; (3) of a compound sentence; (4) of a complex sentence. 
 
 GEOGRAPHY. (1) Name five of the largest rivers of North America, and tell into 
 what each flows. (2) State anything you know about any of these rivers. 
 
 VI. 
 
 ARITHMETIC. If 2 boys can shovel a snow-path in 24 minutes, in what part of an 
 hour can 3 boys shovel it? 
 
 LANGUAGE. Write a short letter to your father, describing your school and your 
 work. 
 
 GEOGRAPHY. (1) Which is farther north, Albany or Paris? (2) Name in order the 
 bodies of water you would pass through in going from Albany to Liverpool. (3) De- 
 scribe any of the above named cities. 
 
 VII. 
 
 ARITHMETIC. Find the bank discount on $600 from July 15 to the 5th of August 
 next following, the rate being 5 per cent. 
 
 LANGUAGE. Write a letter to a manufacturer, ordering goods sent you by some par- 
 ticular express. 
 
 GEOGRAPHY. (1) Through what zone does the equator pass? (2) How many de- 
 grees in width is this zone? (3) What countries lie mainly in this zone? 
 
 VIII. 
 
 ARITHMETIC. Bricks are 8 inches long, 4 inches wide, and 2* inches thick. How 
 many bricks will it take to build a wall 20 feet long, 10 feet high, and 18 inches thick, 
 allowing one-fifth of the wall to be cement? 
 
 LANGUAGE. Correct the following sentence, if incorrect: (1) Each board of officers 
 keep their own accounts. (2) Make out a bill against your teacher for a hat, and re- 
 ceipt the bill. 
 
 GEOGRAPHY. (1) Draw an outline map of your own State, and locate your own 
 town. (2) Write a brief description of your town, naming in order the towns which sur- 
 round it. 
 
 WEST VIRGINIA. 
 WEST VIRGINIA UNIVERSITY, MORGANTOWN. 
 
 [Statement obtained from catalogues, &c.] 
 
 The proceeds of the land grant to West Virginia were supplemented by appropriations 
 from the State and aid given by the town in which the agricultural college was to be 
 located. The original institution was named the West Virginia Agricultural College, 
 but after it had been fully adopted by the State an act was passed requiring it to be 
 known as the West Virginia University. It is announced that its design is " to educate, 
 inform, and discipline the student's mind, to strengthen his moral principles, and supply 
 such general and generous as well as special culture as will best prepare him for success 
 and usefulness in any pursuit or profession in life." 
 
 The value of its grounds, buildings, and apparatus is estimated at $175,000. Its pro- 
 ductive funds amounted to $110,000, the annual income of which is $6,500. The State 
 appropriation for 1881 was $16,500. 
 
 The faculty has 12 members. The department of agriculture, chemistry, and physics 
 has been recently furnished with a commodious and well appointed laboratory of theo- 
 retical and practical chemistry. 
 
 The students in attendance in the school year 1881-' 82 were 177 in all the depart- 
 ments. Of these 102 were preparatory and 75 collegiate students. Nearly all of them 
 were residents of West Virginia, only 18 being from other States. The tuition in the 
 preparatory departments is $5 each term, and in other departments $8. There are three 
 terms a year. The number of graduates previous to 1883 was 78. 
 
 The instruction thus far provided for in the university is embraced in 5 departments, 
 namely: classical, scientific, agricultural, engineering, and military ; there are also law, 
 medical, and preparatory departments. The classical course is similar to the academic 
 course of other colleges. The scientific course gives special prominence to chemistry, 
 and agriculture is among the studies prescribed. The department of engineering has 
 the studies common to such a course, being the same as the scientific course up to the senior 
 year. In the military department there are daily drills by the cadets, and military sci- 
 ence is systematically taught. The studies include among others cavalry and artillery 
 
246 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 tactics, military history, military engineering, the strategy and art of war, military law 
 and court-martial, and ordnance and gunnery. Dress parade, reviews, inspections, and 
 guard mountings are held as often as deemed expedient. The law provides that five cadets 
 may be appointed in each senatorial district in the State. These are educated free of 
 cost for tuition, books, stationery, &c. The cadets may pursue their studies in any de- 
 partment of the university, subject to general regulations. The drill occupies one hour 
 on each of four days in the week. The cadets must be between sixteen and twenty-one 
 years of age. 
 
 The studies of the agricultural department are embraced in a two years' course, and 
 those who complete them creditably receive a certificate to that effect. Agricultural 
 instruction is given largely by lectures. The subjects treated by these in the first year 
 include the chemistry, structure, and physiology of plants, air, water, and soil; till- 
 age, draining, and manuring; domestic animals; foods; agriculture; products; garden- 
 ing and the culture of fruits and vegetables. In the second year topics directly treat- 
 ing of farm operations, including the raising of crops, the care of domestic animals, rural 
 economy, the history of agriculture, and entomology are made the subjects of lectures. 
 The law department includes courses for two years of nine months each, and leads to the 
 degree of bachelor of law. The medical department is also open during the entire uni- 
 versity session of nine months. In the two departments last named instruction is given 
 principally by means of lectures and practical exercises by the students. 
 
 WISCONSIN. 
 UNIVERSITY OF WISCONSIN, MADISON. 
 
 [Statement obtained from catalogues, letters, &c.] 
 
 The University of Wisconsin was organized in 1848, and reorganized in 1866. By the 
 act of reorganization its object was declared to be "to provide the means of acquiring a 
 thorough knowledge of the various branches of learning connected with scientific, in- 
 dustrial, and professional pursuits. ' ' 
 
 The endowment consists of the university fund, $226,460.78; the agricultural college 
 fund, $267,330.86; the Johnson endowment fund, $5,000; and the Lewis medal fund, 
 $200. The value of the grounds, buildings, and apparatus is $455,000. For the year 
 closing With September, 1881, the income was as follows: State appropriation, $44,558.27; 
 from productive funds, $31, 749. 38 ; students, $5, 933. 43 ; entire income, $82, 669. 81 . There 
 are 4,210 acres of university land and 4,359 acres of agricultural college land remaining 
 unsold. 
 
 The faculty consists of a president, 19 professors of the colleges of arts and letters, 7 
 professors of the law faculty, 11 instructors, and 5 other officers. 
 
 The collegiate professorships are as follows: Mental and moral philosophy; mathe- 
 matics; Latin and history; Latin; Greek language and literature; astronomy; civil 
 polity and political economy; physics; chemistry and agriculture; German language and 
 literature; English literature; geology; mining; metallurgy; Scandinavian languages; 
 rhetoric and oratory; French language and literature; zoology; civil and mechanical en- 
 gineering; botany and agriculture; music; military science and tactics. 
 
 The number of students in attendance during the collegiate year closing in 1882 was 
 398, classified as follows: 
 
 
 I 
 
 Juniors. 
 
 Sophomores. 
 
 Freshmen. 
 
 1 
 
 Resident graduate 
 
 
 
 
 
 1 
 
 
 18 
 
 11 
 
 19 
 
 18 
 
 66 
 
 Modern classical course 
 
 16 
 
 18 
 
 15 
 
 22 
 
 71 
 
 Scientific course 
 
 20 
 
 9 
 
 8 
 
 24 
 
 61 
 
 
 3 
 
 5 
 
 11 
 
 
 19 
 
 
 
 2 
 
 
 
 2 
 
 Metallurgical course ... 
 
 3 
 
 
 
 
 3 
 
 
 
 1 
 
 
 2 
 
 3 
 
 
 
 
 
 
 
 Total 
 
 
 
 
 
 228 
 
 
 
 
 
 
 116 
 
 
 
 
 
 
 50 
 
 
 
 
 
 
 f, 
 
 
 
 
 
 
 
 Grand total.... 
 
 
 
 
 
 398 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 247 
 
 There is preparatory work in Greek only. 
 
 Tuition is free to residents of the State; $18 to others. 
 
 There are ten scholarships, for the present limited to students speaking one of the Scan- 
 dinavian languages. Their annual value is $50 each. 
 
 The graduates number 877; collegiate, 570; law, 307. Of the collegiate graduates 430 
 are men; 140 women. 
 
 Degrees have been conferred as follows : A. B. (ancient classical course), 129 121 on 
 men, 8 on women; L. B. (modern classical course), 66 33 on men, 33 on women; s. B., 
 228 160 on men, 68 on women; c. E. B., 21; M. B. (mining), 7; M. E. B. (mechanical 
 engineering), 1; agriculture, 1. 
 
 The eight courses of study in the colleges of arts and letters are termed respectively 
 the ancient classical, modern classical, general science, agricultural, civil engineering, 
 mechanical engineering, mining, and metallurgical courses. 
 
 The ancient classical course corresponds to the usual academic course of other colleges. 
 
 The modern classical course substitutes French or German for Greek. 
 
 The general science course is, after the first year, chiefly elective, and election of studies 
 may be made from all the leading departments of mathematical and physical science, 
 and the modern languages. 
 
 The civil engineering course provides such instruction as shall fit its students to de- 
 velop into capable engineers. 
 
 The mechanical engineering course is accompanied throughout by practice in the ma- 
 chine shop. 
 
 The mining and metallurgical courses are nearly alike, the variation being in giving 
 special prominence to chemistry in the latter. The two courses may be united and accom- 
 plished by an able and diligent student in the usual time allotted to a single course. 
 
 The agricultural course is supplemented by experiments in agriculture and horticulture 
 on the university farm. 
 
 The courses in agriculture and mechanical engineering deserve extended notice, as being 
 the ones which most directly teach industries. 
 
 The course in mechanical engineering was established in 1877. The studies of the first 
 year are the same as those in the course in general science, with one exception. The 
 special studies of the second year are chemistry, drawing, and the elements of machines; 
 the third year, drawing, resistance of materials, the steam engine and machinery, and 
 mill work; the fourth year, drawing and the steam engine continued, metallurgy, hy- 
 draulics and hydraulic motors, and machine designing. Shop practice is continued through- 
 out the course. 
 
 The course in agriculture, extending through four years, is designed to meet the 
 wants of such young men as may desire a college education and yet have it tend in the 
 direction of the farm, 
 
 One language is taught in this course, namely, German, by which the way is opened 
 to a direct knowledge of the work of the agricultural experimental stations of Germany. 
 In this course some eight terms in all are spent in the study of chemistry, and practice is 
 given in analysis of agricultural products, both qualitatively and quantitatively. Next 
 to chemistry stands botany, which is taught during four terms, and comprehends a study 
 of not only our common plants but a familiarity with the wild and cultivated grasses, 
 and as full a consideration as time will permit of the noxious fungi. Among studies 
 requiring from one to two terms might be named zoology, physics, and geology. Agri- 
 culture as a study comes in the last year of the course, at a time when the student is well 
 prepared by previous preparation to take up such subjects as stock breeding, stock feed- 
 ing, rotation of crops, drainage, &c. Students completing the course are given the de- 
 gree of bachelor of agriculture. 
 
 Since the requirements for admission into this course are above the ability of many 
 young men who are desirous of devoting some time to study in this direction, special 
 students in agriculture are admitted upon passing examination in the common English 
 branches. Special students may pursue any studies of the course for which they are 
 prepared. 
 
 It is most evident, however, that the scope of an agricultural department is quite 
 limited if its effort ends with giving instruction to the pupils at hand. Cognizant of 
 this fact, and desirous of extending its usefulness to the many intelligent farmers of the 
 State who are otherwise ignored, the board of regents established the experimental farm. 
 For a series of years the farm was largely devoted to making tests as to the productive- 
 ness of the various varieties of field crops. Among the experiments, running through 
 several years, was that of the endeavor to find a winter wheat suited to Southern Wis- 
 consin. The value of the Fultz and Clawson were early demonstrated for this purpose. 
 
 In 1881 the legislature appropriated $4,000 for experiments in amber cane and the en- 
 silage of fodders. In 1882 it appropriated $2,000 for a continuance of this work. It is 
 yet too early to predict the results of these experiments as a whole, but those of the first 
 
248 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 year with amber cane were permanently successful as compared with results obtained in 
 this direction elsewhere. In 1881 about 1,200 pounds of good raw sugar were made, and 
 this was refined into good brown and white sugar. The yield per acre varied from 700 
 to 1,000 pounds of sugar, in addition to from 80 to 100 gallons of syrup and 30 bushels 
 of seed. 
 
 In the ensilage of fodders no very satisfactory data were obtained, but at present it 
 would seem that this season we have all the facts necessary to ascertain the value of this 
 method of preserving fodder in our State. 
 
 The university is open to females under such regulations as the board of regents may 
 deem proper. They are received in all respects on the same terms as young men. 
 
 The university is provided with extensive and valuable geological and mineralogical 
 cabinets, and collections in natural history; also with well selected philosophical and 
 chemical apparatus. 
 
 There are also chemical, zoological, physical, mineralogical, and assay laboratories, well 
 supplied with apparatus and material, affording excellent facilities for the prosecution of 
 studies in the several departments of science. 
 
 When the course in mechanical engineering was established, the work of fitting up a 
 machine shop, in which instruction in practical mechanics and machine construction 
 might be given as a supplement to that of the class room, was undertaken. A room 38 
 by 40 feet, 14 feet high, was set apart for the shop. Machinery and tools of the most 
 approved kinds were procured. Among them were a planer, two engine lathes, a hand 
 lathe, a milling machine, an upright drill, and a full complement of benches and bench 
 tools. The motive power is furnished by a thirty horse power steam engine. Ten hours 
 per week is required throughout the course. 
 
 The method of instruction is a combination of the Russian system with that followed 
 at the Worcester (Mass.) Free Institute. , Much practical work is done in the shop. One 
 of the articles in process of construction in 1880 was an engine for the State Capitol. 
 
 Each student is required to construct the model of a machine previous to his gradua- 
 tion. 
 
APPENDIX B. 
 
 STATISTICS OF INSTITUTIONS ENDOWED WITH THE NATIONAL LAND 
 
 GRANT. 
 
 Name. 
 
 Location. 
 
 Date of charter. 
 
 Date of organization. 
 
 President. 
 
 Preparatory 
 department. 
 
 Instructors. 
 
 Students. 
 
 1 
 
 
 
 
 State Agricultural and 
 Mechanical College. 
 Arkansas Industrial Uni- 
 versity. 
 University of California... 
 State Agricultural College 
 
 Sheffield Scientific School 
 of Yale College. 
 Delaware College 
 
 Auburn, Ala 
 Fayetteville.Ark 
 
 Berkeley, Cal 
 Fort Collins, Colo. 
 
 New Haven, Conn 
 Newark, Del 
 , Fla 
 
 1872 
 1871 
 
 1868 
 
 1877 
 
 1701 
 1867 
 
 1872 
 1871 
 
 1869 
 1879 
 
 1847 
 1870 
 
 Rev. I. T. Tichenor, D. 
 General D. H. Hill 
 
 William T. Reid, A. M. 
 Charles L. Ingersoll, M. 
 sc. 
 Rev. Noa'a Porter, D. 
 
 D., LL. D 
 
 William H. Purnell, A. 
 
 M., L.L.. D. 
 
 1 
 a6 
 
 
 
 47 
 a3 
 
 
 
 21 
 
 
 
 
 
 
 
 
 
 State Agricultural Col- 
 lege.6 
 University of Georgia : 
 Georgia State College 
 of Agriculture and 
 Mechanic Arts. 
 Southwest Georgia 
 Agricultural Col- 
 lege. 
 North Georgia Agri- 
 cultural College. 
 Middle Georgia Mili- 
 tary and Agricultu- 
 ral College. 
 South Georgia Agri- 
 cultural College. 
 Illinois Industrial Univer- 
 sity. 
 Purdue University 
 
 Iowa State Agricultural 
 College. 
 Kansas State Agricultural 
 College. 
 Agricultural and Mechan- 
 ical College of Ken- 
 tucky. 
 Louisiana State Univer-] 
 sity and Agricultural ! 
 and Mechanical Col- f 
 lege. 
 Maine State College of 
 Agriculture and the Me- 
 chanic Arts. 
 Maryland Agricultural 
 College. 
 Massachusetts Agricultu- 
 ral College. 
 
 
 
 
 Athens, Ga 
 Cuthbert, Ga 
 
 Dahlonega, Ga 
 Milledgeville, Ga 
 
 Thomasville, Ga 
 Urbana, 111 
 La Fayette, Ind. 
 Ames, Iowa 
 Manhattan, Kans.. 
 
 1872 
 1879 
 1871 
 
 1879 
 1867 
 1872 
 1869 
 1863 
 c!865 
 
 1853 
 
 1874 
 1865 
 
 1856 
 1863 
 
 1872 
 1879 
 
 1873 
 1880 
 
 1879 
 1868 
 1874 
 1869 
 1863 
 1866 
 
 1860 
 
 1874 
 1868 
 
 1859 
 1867 
 
 Rev. P. H. Mell, D. D., 
 LL. D. (ex officio). 
 
 V. T. Sanford, A. M 
 Hon D W Lewis 
 
 
 
 
 2 
 5 
 
 130 
 
 1 
 151 
 
 171 
 
 29 
 167 
 
 W. S. Dudley, M. D 
 O. D. Scott 
 
 Selim H. Peabody, PH. 
 
 D., LL. D. 
 
 Emerson E. White, A. 
 
 M.. LL. D. 
 
 A. S. Welch, LL. D 
 George T. FairchUd, A. M. 
 James K. Patterson, PH 
 
 D., F. B. H. S., F. S. A. 
 
 1 William Preston John- 
 f ston. 
 
 M. C. Fernald, A. M., PH. 
 
 D. 
 
 William H Parker .... 
 
 3 
 2 
 
 2 
 
 60 
 1 
 10 
 
 11 
 29 
 5 
 
 Lexington, Ky 
 
 Baton Rouge, 
 La. 
 
 Orono, Me 
 
 6 
 
 
 
 
 
 
 
 
 6 
 
 
 
 College Station, 
 Md. 
 Amherst, Mass 
 
 Hon. Paul A. Chad- 
 bourne, D. D., LL. D. 
 
 
 
 
 
 
 
 a Report of normal department is here included. 
 
 6 Location not fixed, and college not organized at last report, 1880. 
 
 c As a department of Kentucky University ; new charter in 1880. 
 
250 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 STATISTICS OF INSTITUTIONS ENDOWED, &e. Continued. 
 
 Name. 
 
 Location. 
 
 Date of charter. 
 
 Date of organization. 
 
 President. 
 
 Prepar a t o r y 
 department. 
 
 Instructors. 
 
 Students. 
 
 V 
 
 Female. 
 
 Massachusetts Institute of 
 Technology. 
 Michigan State Agricultu- 
 ral College. 
 University of Minnesota... 
 
 Alcorn Agricultural and 
 Mechanical College. 
 Agricultural and Mechan- 
 ical College of the State 
 of Mississippi. 
 University of the State of 
 Missouri. 
 School of Mines and Me- 
 tallurgy. 
 University of Nebraska .... 
 
 University of Nevada & 
 
 New Hampshire College 
 of Agriculture and the 
 Mechanic Arts. 
 
 Boston, Mass 
 Lansing, Mich 
 
 Minneapolis, 
 Minn. 
 Rodney, Miss 
 
 Agricultural Col- 
 lege, Miss. 
 
 Columbia, Mo 
 Holla Mo 
 
 1861 
 1855 
 
 1868 
 1871 
 1878 
 
 a!839 
 1870 
 1869 
 
 1865 
 1857 
 1867 
 1872 
 1880 
 
 a!840 
 1871 
 1871 
 
 1874 
 1866 
 
 1865 
 1868 
 1875 
 
 1873 
 c!865 
 1859 
 
 1765 
 
 1880 
 
 1870 
 1874 
 
 1809 
 1869 
 
 1876 
 
 1800 
 1865 
 
 1872 
 1868 
 1867 
 1849 
 
 Francis A. Walker, PH. 
 
 D. 
 
 T. C. Abbott, LL. D 
 William W. Folwell, 
 
 LL. D. 
 
 Rev. H. R. Revels, D. D.. 
 Stephen D. Lee 
 
 
 
 
 
 5 
 3 
 
 
 44 
 170 
 154 
 
 
 
 27 
 
 
 
 Samuel S. Laws, A. M., 
 
 M. D.,LL. D. 
 
 Charles E. Wait, c. E., 
 M. K., director. 
 Henry E. Hitchcock, 
 PH. D., acting chancel- 
 lor. 
 Hon, John S. Mayhugh, 
 (president of board of 
 regents.) 
 Rev. Samuel C. Bart- 
 lett, D. D., LL. D. 
 
 Rev. W. H. Campbell, 
 
 D. D., LL. D. 
 
 Andrew Dixon White, 
 
 LL. D. 
 
 Hon. Kemp P. Battle, 
 
 LL. D. 
 
 W Q Scott 
 
 2 
 2 
 
 25 
 91 
 
 22 
 
 92 
 26 
 
 Lincoln, Nebr 
 Elko Nev 
 
 Hanover, N. H 
 
 New Brunswick, 
 N.J. 
 Ithaca, N. Y 
 
 Chapel Hill, N. C. 
 
 Columbus, Ohio.. 
 Corvallis, Oreg... 
 State College, Pa. 
 
 Providence,R.I.. 
 Columbia, S. C.... 
 
 I Orangeburg,S.C. 
 
 Knoxville, Tenn. 
 
 College Station, 
 Tex. 
 
 ^Burlington, Vt... 
 Blacksburg, Va.. 
 Hampton, Va 
 
 Morgan town, W. 
 Va. 
 Madison, Wis 
 
 1866 
 
 1865 
 1789 
 
 1870 
 1868 
 1854 
 
 1764 
 1878 
 
 /1869 
 
 \1872 
 
 (1807 
 J1869 
 
 1871 
 
 /1791 
 1.1865 
 
 1872 
 
 1870 
 1867 
 1848 
 
 
 
 
 Cornell University 
 
 
 
 
 University of North Caro- 
 lina. 
 Ohio State University 
 
 
 
 
 7 
 
 74 
 
 19 
 
 B L Arnold A M 
 
 Pennsylvania State Col- 
 lege. 
 
 George W. Atherton, 
 
 A. M. 
 
 Rev. E. G. Robinson, 
 
 D. D., LL. D. 
 
 William Porcher Miles.. 
 Rev. Edward Cook, A. ) 
 
 M., D. D. j 
 
 Rev. Thomas W. 
 Humes, s. T. D. 
 
 John Garland James.... 
 
 Rev.MatthewH.Buck- 1 
 ham, D. D. J 
 
 Thomas N. Conrad, 
 
 A. M. 
 
 Gen. S. C. Armstrong, 
 principal. 
 Hon. W. L. Wilson 
 
 Rev. John Bascom, 
 
 D. D., LL. D. 
 
 5 
 
 66 
 
 19 
 
 South Carolina College of 
 Agriculture and the Me- 
 chanic Arts. 
 Claflin University and 
 South Carolina Agricult- 
 ural College and Me- 
 chanics' Institute. 
 University of Tennessee 
 and State Agricultural 
 College. 
 State Agricultural and Me- 
 chanical College of 
 Texas. 
 University of Vermont 
 and State Agricultural 
 College. 
 Virginia Agricultural and 
 Mechanical College. 
 Hampton Normal and Ag- 
 ricultural Institute. 
 West Virginia University... 
 
 University of Wisconsin... 
 
 
 
 3 
 3 
 
 
 
 d201 
 92 
 
 
 
 6115 
 
 
 
 
 4 
 
 12 
 e76 
 102 
 /5 
 
 
 c47 
 
 
 a Missouri Agricultural and Mechanical College, a department of this university, was chartered 
 and organized under the national grant in 1870. 
 6 Preparatory department only organized. 
 c Organized as an agricultural college in 1872. 
 dOf these 97 males and 39 females are normal students. 
 e Besides 48 boys and 26 girls in Indian classes. 
 /Preparatory Greek class. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 251 
 
252 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
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 j, M ---.. 
 
 oiisuioqos ui sjpaAY jo aaquinjsi 
 
 SSSkco'SS 883co %%%&%$%% S3 Sc3c3 
 
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 Students in scientific course. 
 
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 Students in classical course. 
 
 
 
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 j j j joco 
 
 
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 11 
 
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 ai^ma^ 
 
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 aiuraa^ 
 
 
 
 
 
 
 
 
 
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 s^uapn^s jo aaqtnnu aionjv^ 
 
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 000 
 
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 New Hampshire College of Agriculture and the Mechanic 
 Arts. 
 Rutgers College 
 Cornell University 
 
 University of North Carolina 
 Ohio State University 
 r^-..,,ii,- a rv>ii^,~ 
 
 Pennsylvania State College 
 Brown University 
 South Carolina College of Agriculture and the Mechanic 
 Arts. 
 Claflin University and South Carolina Agricultural Col- 
 lege and Mechanics' Institute. 
 University of Tennessee and State Agricultural College.... 
 State Agricultural and Mechanical College of Texas 
 University of Vermont and State Agricultural College 
 
 Maryland Agricultural College 
 Massachusetts Agricultural College 
 Massachusetts Institute of Technology 
 Michigan State Agricultural College 
 University of Minnesota 
 Alcorn Agricultural and Mechanical College .. 
 Agricultural and Mechanical College of the St 
 sissippi. 
 University of the State of Missouri 
 School of Mines and Metallurgy 
 University of Nebraska 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 253 
 
 s .g6c3>; 
 
 nmuii 
 
 A. a 
 
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 s irf * P 
 
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 r-H 2 ^ ^ 'O C5 
 
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 -S o S .2 So 
 
 1 *3 8 2" 
 
 I 111 I 8 
 
 I Hi I *fc 
 
 Iff 
 
 P S ft 5:! ^ 5 i <n &0 o 
 
 slliliili 
 
 
254 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 U h- ' ~ iJ 'r; ?5 .a rj M ^^ G ^ S w -j; '^^3-yti' el 
 
 si S llo**** -a g g-g| ,= ts s-g.i =. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 255 
 
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 gSJSJg^S'a-W-aBi 
 
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 irii 
 
APPENDIX C. 
 
 DESCRIPTIONS OF THE WORCESTER COUNTY FREE INSTITUTE OF IN- 
 DUSTRIAL SCIENCE, WORCESTER, MASS.; THE STEVENS INSTITUTE OF 
 TECHNOLOGY, HOBOKEN, N. J.; AND THE POLYTECHNIC AND MANUAL 
 TRAINING SCHOOLS OF WASHINGTON UNIVERSITY, SAINT LOUIS, MO. 
 
 WORCESTER COUNTY FREE INSTITUTE. 
 
 [Statement by Principal C. O. Thompson.*] 
 
 This institution arose from a conviction on the part of its founders that there is need 
 of a system of training boys for the duties of an active life which is broader and brighter 
 than the popular method of " learning a trade," and more simple and direct than the so- 
 called " liberal education." It is the undoubted opinion of the managers of the insti- 
 tute, and of all who have watched its operation, that the connection of academic cult- 
 ure and the practical application of science is advantageous to both in a school where 
 these objects are started together and carried on with harmony and equal prominence. 
 The academy inspires its intelligence into the work of the shop, and the shop, with eyes 
 open to the improvements of productive industries, prevents the monastic dreams and 
 shortness of vision that sometimes paralyze the profound learning of a college. 
 
 GENERAL IDEA. 
 
 The institute offers a good education based on the mathematics, living languages, 
 physical sciences, and drawing and sufficient practical familiarity with some branch 
 of applied science to secure to its graduates a livelihood. It is specially designed to 
 meet the wants of those who wish to be prepared as mechanics, civil engineers, chemists, 
 or designers for the duties of active life. 
 
 ORGANIZATION. 
 
 The training of students preparing for mechanical engineers occupies three and a half 
 years; that of all others three years, of forty-two weeks each. There are therefore four 
 classes, viz, apprentice, junior, middle, and senior. 
 
 ENDOWMENTS FUNDS EXPENSES. 
 
 JohnBoynton, ofTempleton, gave $100,000 
 
 Interest before use on this gift 27, 000 
 
 Ichabod Washburn, of Worcester, gave 130, 000 
 
 Stephen Salisbury, of Worcester, gave 250, 000 
 
 City ofWorcester, by citizens 67, 000 
 
 State of Massachusetts 50, 000 
 
 Total endowment 624, 000 
 
 Income from tuition paid by non-resident students a year 1,500 
 
 Value of Boynton Hall and equipment other than chemical and physical ap- 
 paratus -1 75, 000 
 
 Value of Washburn machine shop and its equipment 55, 000 
 
 Value of grounds (seven acres) and one dw elling-house 25, 000 
 
 Annual income 24, 000 
 
 Annual expense of teaching staff 21, 500 
 
 INSTRUCTORS. 
 
 Charles O. Thompson, A. M., Ph. D., principal, and professor of chemistry.* 
 George I. Alden, B. S., professor of theoretical and applied mechanics. 
 George E. Gladwin, professor of drawing. 
 
 *Professer Thompson has resigned and Rev. H. T. Fuller, A. M., has been appointed principal, 
 256 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 257 
 
 Jolm E. Sinclair, A. M., professor of higher mathematics and civil engineering. 
 
 Alonzo S. Kimball, A. M., professor of physics. 
 
 Edward P. Smith, A. M., professor of modern languages. 
 
 Thomas E. N. Eaton, A. M., junior professor of mathematics. 
 
 Milton P. Higgins, B. S. , superintendent of machine shop. 
 
 Walter U. Barnes, B. S., assistant in chemistry. 
 
 Aldus M. Chapin, C. E., instructor in field work. 
 
 Paul A. Chadbourne, D. D., LL. D., lecturer in geology. 
 
 Number of students, all boys, 93; average age at entrance, eighteen and three-quarters 
 years. 
 
 The institution is open to all qualified applicants regardless of locality, and students 
 are in attendance now from Pennsylvania, Maine, Connecticut, New Hampshire, Rhode 
 Island, Ohio, Texas, California, Minnesota, the District of Columbia, and Chili. But all 
 residents of the county of Worcester and 23 residents of Massachusetts and not of Wor- 
 cester County are entitled to free tuition. Others pay $150 per annum. 
 
 SCHOLARSHIPS. 
 
 Resolve of Massachusetts* Legislature, approved May 10, 1869. 
 
 Resolved, That there be allowed and paid out of the treasury of the Commonwealth 
 the sum of $50,000 to the Worcester County Free Institute of Industrial Science. And 
 in consideration of this grant, said institution shall annually receive twenty pupils, and 
 instruct them during the entire course, free of tuition; such pupils to be selected by the 
 board of education from the different counties in this Commonwealth, except that none 
 shall be taken from Worcester County. 
 
 Three students from that part of Norfolk County, viz: from the towns of Bellingham, 
 Foxboro', Franklin, Medway, Walpole and Wrentham, which formerly made part of the 
 ninth Congressional district, may receive free tuition in accordance with the terms of the 
 gift of Hon. George F. Hoar. 
 
 Applications for these scholarships are filed at the institute as soon as received. After 
 the entrance examination, successful candidates receive the scholarships in the order of 
 application. 
 
 GRADUATES. 
 
 Summary of employments of graduates, liable to daily cliange. 
 
 Whole number of mechanical engineers 88 
 
 All others 98 
 
 186 
 
 Of the mechanical engineers, 26 are journeymen; 21 are superintendents, foremen, or 
 proprietors of manufacturing establishments; 10 are draughtsman; 5 are mechanical or 
 civil engineers ; 3 are farmers; 1 is a chemist; 3 are teachers; 18 are engaged in miscel- 
 laneous business, generally in manufactures; 1 is dead; total, 88. 
 
 Of the graduates from other departments, 36 are civil engineers; 3 are superintendents 
 or foremen; 11 are teachers; 7 are draughtsmen or designers; 3 are journeymen mechanics; 
 6 are chemists, assayers, or apothecaries; 1 is a farmer; 27 are engaged in miscellaneous 
 occupations in active business; 4 are dead; total, 98. 
 
 Inasmuch as a large number of those reported as engaged in miscellaneous business 
 are really in positions in factories and mills with a certain prospect of promotion, and 
 where their technical training is indispensable, it is correct to say that 90 percent, of the 
 graduates of the institute are occupying positions for which their training directly pre- 
 pared them. 
 
 Note. All graduates are urged to begin life at the bottom and depend upon their edu- 
 cation for speedy advancement. 
 
 OUTLINE OF THE COURSE OF STUDY. 
 
 Recitations and practice are assigned to the classes according to the following scheme, 
 the figures indicating hours per week: 
 
 FIRST HALF-YEAB. 
 
 Seniors. Theoretical mechanics, 5; French or German, 3; English, 2; chemistry, 2; 
 physics, 4; mechanical drawing, 6; practice, 10. Middlers. General geometry, 5; de- 
 S. Ex. 25 17 
 
258 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 scriptive geometry, 3; German, 2; English, 1; chemistry, 4; free drawing, 2; mechanical 
 drawing, 6; practice, 10. Juniors. Algebra, 4; geometry, 4; German, 2; English, 1; 
 chemistry, 2; free drawing, 6. 
 
 SECOND HALF-YEAR. 
 
 Seniors. Applied mechanics, 5; French or German, 3; English, 2; chemistry, 4; me- 
 chanical drawing, 6; practice, 10. Hiddlers. Calculus, 5; German, 3; English, 1; physics, 
 4; free drawing, 2; mechanical drawing, 6; physics, 4; practice, 10. Juniors. Trigo- 
 nometry, 4; algebra, 4; German, 3; English, 1; chemistry, 4; free drawing, 6; practice, 
 10. Apprentices. English, 5; free drawing, 10; shop practice, 39. 
 
 INSTRUCTION TO WOMEN. 
 
 Several women have enjoyed the full advantage of the institute, receiving instruction 
 in return for service as assistants in the office. 
 
 The third supplement of Watts's Dictionary of Chemistry, London, 1879, page 426, sets 
 out the work of Miss Mary F. Reed as an original contribution to knowledge. 
 
 This work was done in this laboratory, and is the only original woman's work in 
 chemistry, so far as I know, which has secured notice in Watts's Dictionary. 
 
 BUILDINGS, WORK-ROOMS, SHOPS, LABORATORIES, ETC. 
 
 Rooms and utensils. Boynton Hall is a commodious granite building, 146 feet long by 
 61 feet wide, built by the citizens of Worcester. It contains a chapel capable of seating 
 four hundred persons; a lecture room, in the rear of which are a store room and private 
 laboratory, with store and balance rooms; furnished with all the tables, reagents, &c., 
 necessary for the students' use; a laboratory, fully equipped for instruction in chemis- 
 try; a physical laboratory, furnished with power from the shop and adapted to the use 
 of students in the practical solution of problems in physics, containing Willis's apparatus, 
 complete working machines to illustrate the movements of the link and valve; C. H. 
 Morgan's machine for showing the correct forms of cams and their movements; models 
 of bridges, thermic, optical, and galvanic apparatus to meet every want; two commo- 
 dious drawing rooms, one for freehand, the other for mechanical drawing, with model 
 rooms, where are the best French and English plates, manuscript drawings, models, 
 casts, &c., a designer's room, commodious recitation rooms, and office room. There is 
 also a full set of instruments for the use of the civil engineers. Through the generosity 
 of a constant friend the institute has come into possession of the celebrated Chevallier 
 universal microscope, which was imported by the late Francis Peabody, esq. , of Salem. 
 
 The Fairbanks testing machine, which was on exhibition at the Centennial and re- 
 ceived an award, has been added to the apparatus of the physical laboratory for the pur- 
 pose of instruction. This machine has a capacity of 52,000 pounds, and is of universal 
 applicability to the determination of the strength of materials. 
 
 Books. There is a small library of books of reference at the institute. Through the 
 liberality of the trustees of the Green library, which contains 45,000 volumes, students 
 share in its use with the citizens of Worcester. All new standard works in technical 
 literature are promptly added to this library as they appear. 
 
 The library of the American Antiquarian Society, of 60,000 volumes, is accessible to 
 students. 
 
 Practice. The Washburn machine shop offers unusual facilities to students in this 
 department for obtaining a practical knowledge of the use of tools and the management 
 of machines. The shop is equipped with the best tools and machinery for the working 
 of iron and wood, and is managed by a superintendent, who employs a sufficient number 
 of skilled workmen. The students spend their practice hours in it as apprentices. Be- 
 sides the general training in drawing, the mechanical engineers have special instruction 
 during senior year in making working drawings of machines, determining the strength, 
 dimensions, and proper proportions of machines from numerical specifications and in the 
 laws of motors. It is the main purpose of the shop to carry out the wise and compre- 
 hensive plan of its founder, the late Hon. Ichabod Washburn, of Worcester, as expressed 
 in the following extract from his letter of gift, dated March 6, 1866: 
 
 "There shall be a machine shop of sufficient capacity to employ 20 or more apprentices, 
 with a suitable number of practical teachers and workmen in the shop to instruct such 
 apprentices, and provided with all necessary steam power, engines, tools, apparatus 
 and machinery of the most improved models and styles in use, to carry on the business 
 of such machine shop in all its parts as a practical working establishment. There shall 
 be a superintendent of such shop, who shall be appointed and subject to be removed by 
 the trustees, who shall be a man of good morals and Christian character, having a good 
 English [education, a skilfull and experienced mechanic, well informed and capable of 
 teaching others in the various parts and processes of practical mechanism usually applied 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 259 
 
 or made use of in the machine shops of the country, who shall devote his time and at- 
 tention to the management and business of the shop, purchasing stock, making contracts 
 for the manufacture and sale of machines, and other work usually done in machine 
 shops, subject to such rules as the trustees may prescribe, and having charge of the proper 
 financial concerns of the shop, hiring necessary workmen, and discharging the same at 
 his discretion, and shall see that the apprentices are suitably taught in all the depart- 
 ments of practical mechanism, working of wood and metals, and use of tools, so as to 
 make them, so far as may be, skilled workmen, and fitted to carry on business for them- 
 selves after they leave the shop at the expiration of their apprenticeship. 
 
 11 He shall, moreover, have a care and oversight over the apprentices, such as a faith- 
 ful master would exercise, to the end that they may cultivate habits of industry, good 
 conduct, and attention to their studies." 
 
 The shop is a three-story brick building, 100 feet long by 40 feet wide, with a wing 65 
 by 40 feet, for engine, boilers, and blacksmith shop. These rooms are all equipped ac- 
 cording to the directions of the benevolent donor. 
 
 Students who desire instruction in mechanics according to the present arrangement 
 must enter the apprentice class, unless they have already attained adequate proficiency 
 in the use of tools and machinery. 
 
 As much variety as possible is sought in the kind of work assigned to students. In 
 general the apprentice class learn something of the use of wood- working tools and ma- 
 chinery; the junior, middle, and senior classes work mainly on iron. 
 
 Practice in the machine shop and drawing room is given in manufacturing the prod- 
 ucts enumerated in the catalogue. It comprises 
 
 IN THE WOOD ROOM. 
 
 BenchworJc. This includes a great variety of manipulation, under constant instruction, 
 in laying out work with knife and pencil, the use of the planes, the handsaws, chisels, 
 gouges, squares, gauges, and other tools. 
 
 Wood turning with the use of the various turning tools, on hard and soft woods. 
 
 Machine sawing with large and small circular saws, and scroll-saws. 
 
 Machine planing with the cylinder and Daniels planer. 
 
 Machine boring, the use of the shaping and moulding machines and the auxiliary manip- 
 ulations of all the machinery used. 
 
 IN THE IRON ROOM. 
 
 BenchworJc. Filing and chipping, preparing work for lathes, tapping, reaming, scrap- 
 ing, and fitting plane surfaces, finishing with oilstone and emery cloth. 
 
 Work with speed latlie. Drilling and countersinking, filing and polishing, hand-tool - 
 ing. 
 
 Work with engine lathe. Instruction in the use and care of lathe and turning tools, 
 squaring up, the proper and maximum speed for cutting metals, turning to exact size, 
 the use of the calipers, a variety of turning, both heavy and light, cutting threads, squar- 
 ing up and finishing nuts, chucking straight holes, reaming, inside boring, boring with 
 boring bar, fitting bearings, &c. 
 
 Drilling with speed-lathe, upright and traverse drillers. 
 
 Milling Use of universal milling machine, milling nuts, bolt heads and studs, cutting 
 splines, fluting taps and reamers, milling to size and line, cutting gears. 
 
 Planing Instruction in the use of the planer, planing surfaces and bevels. 
 
 Work with screw machine Making machine bolts with revolving head screw machine, 
 cutting up stock, making screws and studs and tapping nuts. 
 
 Tool making The correct forms of turning- tools and the principles of grinding them, 
 making taps, dies, reamers, twist drills, countersinks, counterbores, mills, milling ma- 
 chine cutters, mandrels, boring bars, chuck drills, centres. 
 
 Management of steam Care of the boilers and engine, including the work of firing, the 
 care and the control of the steam pressure, the water supply; also the care and manipu- 
 lation of the steam pump and injectors. This practice in the steam department is under 
 the constant oversight of the engineer. 
 
 Designing and constructing. At some point in senior year, after the students have each 
 accomplished the practice just specified, they will receive instruction in designing ma- 
 chinery and undertake the building of one or more complete machines from their own 
 drawings. These drawings, though made from definite specifications, are intended to 
 afford ample field and scope for the personal responsibility and originality of each stu- 
 dent in making correct design and arrangement of the^parts of the machine in hand. 
 While this work is not copying, it must not depart essentially from the best practice 
 among manufacturing rnechanis. The present senior class are constructing a Corliss 
 engine. 
 
260 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 CIVIL ENGINEERING. 
 
 The civil engineers join the mechanical engineers in the study of theoretical mechanics. 
 
 In applied mechanics they solve problems relating to the stresses and strains in gird- 
 ers, roofs, and trusses, the suspension bridge, the stability of the arch, the strength of 
 boilers, pipes, and thick hollow cylinders, deflection and designing of beams, the stabil- 
 ity of dams, reservoir walls and retaining walls, the pressure of earth and stability of earth 
 foundations, the energy of liquids in motion, the construction of water- wheels, and other 
 problems relating to engineering structures. 
 
 A full equipment of transits, levels, chains, &c. ? is provided for the instruction of the 
 students in practice in the different branches of civil engineering. 
 
 The junior class study Gillespie, solve problems in the field, in mensuration, triangu- 
 lation, leveling and general topography. All field notes are carefully plotted and re- 
 ported. 
 
 The middle class, after studying Henck's Field Book and Davis's Earth Work, proceed 
 with a practical application of the information thus obtained to locating highways and 
 laying out lines of railroads, setting slope stakes, and making calculations for excava- 
 tions and embankments. 
 
 The senior class study Mahan's Stereotomy with practical problems, Gilmore's Limes, 
 Hydraulic Cements and Mortars, and Gilmore's Road*, Streets, and Pavements. 
 
 CHEMISTRY. 
 
 The general course in chemistry is calculated to give every student a clear understand- 
 ing of the general principles of the science, and is taught to all students by means of 
 laboratory manipulation and class-room drill. 
 
 This course begins with twenty lectures, followed by ten two-hour lessons in labora- 
 tory manipulation in the first half of junior year. During the second half the class have 
 sixty recitations in Barker's Chemistry. 
 
 In the first half of middle year, forty two-hour lessons are given in wet analysis. 
 
 In the first half of the senior year twenty lessons in organic chemistry are given ; in the 
 last half, a course is given in the use of the blowpipe and determinative mineralogy, 
 followed by lectures on metallurgy. 
 
 Practice in the chemical laboratory, for those who intend to be practical chemists, in- 
 cludes, in addition to the general course, the following subjects : 
 
 Junior class. Blowpipe analysis, beginning with dictation lessons in the use of the 
 blowpipe with its auxiliaries, and concluding with the determination of fifty minerals 
 according to Dana's classification. 
 
 Qualitative analysis, dictation lessons, and examination of fifty mixtures. 
 
 Middle class. Use of the balance, and gravimetric problems with use of Fresenius' 
 quantitative analysis. 
 
 Volumetric analysis with use of Sutton's text-book. 
 
 Senior class. Blowpipe assaying of gold, silver, mercury, lead and copper; furnace as- 
 saying of gold, silver, lead and iron. Analysis of iron, steel and slags, milk, beer, water 
 and fertilizers. 
 
 PHYSICS. 
 
 All students receive instruction in the subject of general physics, which is amply illus-, 
 trated. Students who are qualified by previous mechanical training, or by special apt- 
 ness or taste for physical research, may practice in the physical laboratory. 
 
 The entire course in this department offers to the student facilities for the acquisition 
 of an exact knowledge of the elementary principles of physics. 
 
 Students in this department, in addition to the general course, spend their practice 
 hours in the physical laboratory. 
 
 The laboratory possesses a collection of apparatus specially constructed for the practi- 
 cal solution of physical problems, among which are the Fairbanks testing machine, dy- 
 namometers, apparatus for determining the tension of steam, latent and total heat of 
 vaporization, a model boiler and fittings for determining the efficiency and economy in 
 use of boilers, &c. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 261 
 
 The students perform experiments involving measurements in each branch of the sci- 
 ence treated in the lectures of the general course. The strength of materials, the fall of 
 bodies, the pressure and flow of liquids and gases, the vibration of sounding bodies, focal 
 distances of lenses, indices of refraction, latent and specific heat, tension of vapors, re- 
 sistance of telegraphic wires and cables, electro-motive force of batteries, and strength of 
 currents are among the problems assigned for laboratory practice. 
 
 Experimental investigations are carried on by the students under the direction of their 
 instructor, and experience has shown that as a means of discipline special researches of 
 this kind are more valuable than systematic work following a text-book. 
 
 DBA WING. 
 
 All students are taught freehand drawing. By carefully studied exercises in out- 
 line drawing, shading and coloring, from copies, models and casts, and by blackboard 
 work, discipline of the sense of form and proportion is secured, and an ability to deline- 
 ate objects is acquired which is of great value in all departments of applied science. 
 
 In the mechanical drawing-room instruction is given in the use of instruments, shad- 
 ing and coloring, plane and isometric projections, and the theory of shades, shadows and 
 perspective. All drawing is done under the eye of the instructor. 
 
 Students who evince marked power in drawing are admitted to practice in this de- 
 partment. 
 
 A course of lessons is devised for each student in practice, preparatory to designing for 
 textile fabrics, lithography, &c. Students enjoy access to collections of illustrations and 
 examples. Students who practice in drawing join the civil engineers in the study of 
 stereotomy. 
 
 The course in drawing is the best preparation for the business of a designer, whether 
 for prints, fresco, and ornamental painting, or any other similar art. 
 
 Every student in the department of mechanics, in addition to the work just specified, 
 is required to make at least one complete set of working drawings in the shop under the 
 direction of the superintendent, for use in the shop. 
 
 STEVENS INSTITUTE OF TECHNOLOGY. 
 
 The Stevens Institute of Technology, Hoboken, N. J., is a school of mechanical en- 
 gineering. It owes its foundation to the bequest by the late Edwki A. Stevens of a 
 valuable lot of ground in Hoboken and several hundred thousand dollars (about 
 $650,000) for the establishment of "an institution of learning for the benefit, tuition, 
 and advancement in learning of the youth residing from time to time, in future, within 
 the State of New Jersey." The executors of the will determined what should be the 
 nature of the instruction given. The endowment of the institute is about the same as at 
 the time of its opening in 1871. Its grounds, buildings and apparatus are valued at 
 $400,000; its productive funds amount to $410,000; the income from them for the year 
 1880 was $30,000, and the income from tuition fees was $13,840. 
 
 The faculty consists of a president, and professors of physics, mechanical engineering, 
 mathematics and mechanics, mechanical drawing, chemistry, languages, belles-lettres, 
 and experimental mechanics and shop work. Its members have supplemented the work 
 of teaching by making original investigations and contributing largely to scientific and 
 technical literature. The students in attendance in 1880 numbered 144, of whom 20 
 were seniors, 25 juniors, 46 sophomores, and 53 freshmen. 
 
 The expenses of the student for tuition are $150 per annum if he reside at the time 
 in New Jersey; $225 if he come from any place outside the State, New York City, for 
 example. In the chemical laboratory he must pay for injuries to apparatus, and in 
 the department of shop work for the material used, the cost of which is estimated at 
 $65 for the entire course. The tuition of a limited number of students is covered by 
 scholarships, as follows: One scholarship each year is given to the graduate of the high 
 school connected with the institute who passes the best examination at the end of the 
 spring term. Three scholarships each year are given to recommended graduates from 
 the public schools of Hoboken. 
 
 Previously to 1881, 83 young men had graduated. Nearly all of them took the degree 
 of mechanical engineer, and immediately engaged in professional work in desirable places. 
 The president of the trustees of the institute recently said: ll Our graduates have borne 
 splendid testimony to the men who have trained their minds and their hands to work. 
 
262 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Wherever they have gone they have made their mark. There is an air of serious earnest- 
 ness about them in their course of study that shows even to the casual observer that they 
 are here fcr work; and when they go out from us they show that they have been trained 
 to work with head and hands. ' ' 
 
 COURSE OF STUDY. 
 
 The full course of study covers four years, each year being divided into a preliminary 
 term of one month (during which the sophomore, junior, and senior classes devote eight 
 hours a day to experimental mechanics and shop work) and three regular terms of com- 
 bined lecture, recitation, and shop work. The following plan of instruction is given in 
 the catalogue: 
 
 The plan of instruction which has now been successfully pursued for ten years is such 
 as will best fit young men of ability for positions of usefulness in the department of 
 mechanical engineering and in those scientific pursuits from which this and all the sis- 
 ter arts are daily deriving such incalculable benefits. With this view there is aiforded: 
 
 (1.) A thorough training in the elementary and advanced branches of mathematics 
 and their application to mechanical constructions. 
 
 (2.) The subject of mechanical engineering, including theory and practice in the 
 construction of machines, forms a distinct department, under the charge of professors 
 experienced in the practical relations of this subject, who devote their entire attention 
 to this branch. 
 
 A mechanical laboratory has been instituted as an adjunct to this department 3 in which 
 students are permitted to study the materials of construction during the process of test- 
 ing, which is at nearly all times in progress, and frequently to take part in such work. 
 They are given opportunities to take part in tests of steam engines, boilers, and other 
 operations carried on in this laboratory, and engage in the construction of machinery 
 and other work done in the workshop. Much of this work is made from designs pro- 
 duced by students, and some machines here used are the work of students entirely. 
 
 (3.) The subject of mechanical drawing (which may well be called the language of en- 
 gineering) forms a separate department, to which much time and attention is devoted. 
 
 The course comprises the use of instruments and colors, descriptive geometry, shades, 
 shadows, and perspective, and the analysis of mechanical movements, the principles in- 
 volved being at once and continuously applied in the construction of working drawings 
 from measurements of machines already built, as well as in making original designs. 
 
 (4. ) Arrangements of an unusually perfect character have been made, to give a thor- 
 ough, practical course of instruction in physics, by means of physical laboratories, in 
 which the student is guided by the professor of physics, in experimental researches bear- 
 ing upon the subjects of his special study. 
 
 Thus the student will experimentally study those methods of making measures of pre- 
 cision which are "used in all determinations in physics; he will measure for himself the 
 tension o.f steam at various temperatures, and construct the curve showing their rela- 
 tions; he will determine the electrical resistance of several conductors and insulators, and 
 so on through the subjects of physics. 
 
 By such means as these not only will facts and laws be impressed in a manner which 
 no other process can approach, but a training will be given in methods of investigation 
 which will be invaluable for the mastery of the always new and varied problems of actual 
 work. 
 
 (5.) The subject of chemistry is taught chiefly by experimental work in the labora- 
 tory, with accompanying lectures and class room instruction. It is believed that in this 
 manner only can students be made thoroughly conversant with the subject. 
 
 (6. ) The French and German languages form an essential part of the course of instruc- 
 tion, since they are indispensable to the engineer and man of science as the vehicles of a 
 vast amount of information, and also as affording that kind of mental culture which mathe- 
 matical and physical science, if followed exclusively, would fail to supply. 
 
 (7. ) A department of belles-lettres furnishes the means of cultivating literary taste 
 and a facility in the graceful use of language, both in speaking and writing, which are as 
 desirable in the engineer and man of science as in the classical student. 
 
 INDUSTRIAL DEPARTMENTS. 
 
 The departments of physics, mechanical drawing, and mechanical engineering have a 
 direct bearing upon the industrial work of the institute, and therefore are worthy of 
 special description. 
 
 The department of physics is organized for purposes of instruction and original re- 
 search. The instruction of the first year is upon the inductive method of research, the 
 general properties of matter, inductive mechanics, pneumatics, the laws of vibratory mo- 
 tion, acoustics, and light. The second year is devoted to the study of heat, light, mag- 
 
PHYSICAL LABORATORY. 
 
 |.S. Ex. 25 face p. 203.] 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 263 
 
 not ism, and electricity. During the third year the professor of physics lectures upon 
 the modes of making exact measures, shows the application of these measures in the 
 various departments of science, and explains the construction, the methods of adjust- 
 ment, and the manner of using instruments of precision. The fourth year is spent in 
 the physical laboratories upon experimental investigations, schedules of which are pre- 
 pared by the professor. 
 
 ^The physical laboratory is provided with a complete outfit of all instruments of re- 
 search and exact measurement, including numerous forms of dividing engines, cathetom- 
 eters and comparators, spectroscopes, microscopes, electrometers, galvanometers, elec- 
 tric resistance coils, &c. Among recent additions is the original circular dividing engine 
 of James Ramsden. 
 
 The department of mechanical drawing was so organized as to make the course of in- 
 struction thorough, practical, directly useful, and comprehensive. The foundation of fut- 
 ure acquirement is secured by practice in the simple drawing of lines. Elementary 
 studies of projection are afterward taken, the method adopted being that of beginning 
 by making the drawings of a solid object bounded by plane surfaces in varied positions 
 and proceeding to more complex forms. The next step is the drawing of parts of ma- 
 chines from actual measurements and the study of descriptive geometry. Shades, shad- 
 ows, and perspective are not of primary importance to the mechanical engineer, and there- 
 fore are not long studied. More attention is paid to practical exercises in the plotting of 
 mechanical movements, the drawing of the various forms of gearing, and the construc- 
 tion of curves representing varied motion and the like. The course also includes some 
 actual planning. A subject is assigned or selected. The student proceeds to actual work 
 upon it, makes a skeleton diagram of the movement, sketches in the proposed arrange- 
 ment of parts, calculates their strength and proportion, modifies the original plan accord- 
 ingly, draws each part in detail and finally makes a general plan of the completed de- 
 sign. 
 
 The department of mechanical engineering provides thorough instruction in those sub- 
 jects which belong exclusively or preeminently to that field of study, and supplies such 
 practice as gives a knowledge of appliances, processes, and methods necessary to the con- 
 struction of such mechanical designs as the student may be taught to originate. The 
 workshop course consists of (1) carpenter work and wood turning, mill wrighting and 
 steam fitting, which are pursued by the freshman class; and (2) machinist work, black- 
 smithing, moulding and founding, and pattern making, which are pursued by the sopho- 
 more and junior classes. In the carpenter shop the student is first taught the prepara- 
 tion of tools for work and after ward given some twenty exercises in planing, sawing, fram- 
 ing, &c. The instruction in wood turning is upon the care and management of the lathe, 
 the production of prescribed forms and figures, and the behavior of different woods while 
 being operated upon. The practice in millwrighting and steam fitting is likewise thorough 
 and complete. 
 
 The machinist work includes eleven exercises in vise work; ten in planing, besides six 
 preliminary exercises ,in the management of the machine; familiarization with the move- 
 ments and management of milling machines, ten exercises in their regular use, and eight 
 in gear-cutting; sixteen exercises in drill press work; miscellaneous drilling by hand ; and 
 some forty exercises with the metal lathe. The course is finished by the student being 
 sent to examine the kind, size and use of tools and machines employed in various manu- 
 factories and mills, and the methods adopted in the production of heavy machinery. The 
 courses in blacksmithing, moulding, and founding, and pattern making are arranged with 
 similar care. The institute has been provided for a considerable time with a machine 
 and carpenter shop, an iron and brass foundry, and a blacksmith shop. It has increased 
 their equipment from time to time. 
 
 In 1881 a new machine shop was fitted up and presented to the institute by President 
 Morton. A description of this is given as follows: 
 
 "The building occupied by this shop is 50 feet by 80 feet on the floor, with a high 
 open roof, and galleries running around all four sides. 
 
 fc ' A Buckeye engine, placed near the center, drives two lines of shafting which run 
 along the fronts of the galleries, and from these belts pass off to the countershafts of the 
 various machine tools. 
 
 " A spiral stairway gives access to one of the galleries near its center, where is placed 
 the tool room, in which are systematically arranged all the small tools, such as drills, 
 cutters, taps and dies, mandrils, gauges, &c., which are used with the machine tools. 
 
 The machine tools on the main floor consist of fourteen lathes of different sizes from 
 one of 22 inches swing and 12 feet bed downward, all by different makers, and thus pre- 
 senting a wide range of variation in style and structure; two planers, with beds 20 inches 
 by 5 feet; two drill presses; and one universal milling machine. There are, besides, 
 grindstones and emery wheels, driven by power, and a large number of vises, work 
 benches, sets of wood working tools, and all other accessories," 
 
264 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 A mechanical laboratory was established in 1875, in which have been tested st iam 
 boilers and engines, the value of lubricants, the strength of building materials, the phys- 
 ical and mechanical properties of iron and .steel, and many other structures and sub- 
 stances. The other laboratories are also thoroughly furnished, and collections illustra- 
 tive of the sciences are not wanting. 
 
 WASHINGTON UNIVERSITY. 
 
 [Statement from latest reports and catalogues.] 
 
 Washington University, Saint Louis, Mo., was founded in 1853. It is intended to em- 
 brace the whole range of university studies, except theology, and to afford opportunity 
 of complete preparation for every sphere of practical and scientific life. Seven depart- 
 ments have been established, viz: Smith Academy, in which primary, secondary, and 
 preparatory instruction is given; Mary Institute, a female seminary located apart from 
 the central university; the college proper; a school of fine arts; a law school; a manual 
 training school ; and the O' Fallen Polytechnic Institute. In thL polytechnic school there 
 are courses in civil engineering, mechanical engineering, chemistry, mining and metal- 
 lurgy, and building and architecture. They extend through four years, and are intended 
 to prepare for professional work in the departments of engineering, chemistry, and archi- 
 tecture. The studies are the same for all the courses during the freshman and sopho- 
 more years. They include higher mathematics, surveying, drawing, descriptive geome- 
 try, pnysics, chemistry, history, modern languages, English studies, and shop work. 
 The courses are so arranged for junior and senior years as to include only studies directly 
 contributing to training in the professions to which they are preliminary. The course 
 in chemistry has only geology, mineralogy, and political economy, in addition to dis- 
 tinctly chemical work. The course in mining and metallurgy consists principally of 
 technical studies, such as the occurrence of minerals, the opening and ventilation of mines, 
 accidents, the transportation and preparation of ores, furnaces, fuels, metallic composi- 
 tions, and processes employed in manufacturing. 
 
 The courses in civil engineering, mechanical engineering, and building and architect- 
 ure include many subjects common to all. These are, in junior year, differential cal- 
 culus, descriptive geometry, drawing, chemistry, English composition, and shop work; 
 in senior year, mechanics, drawing, political economy, and shop work. The civil en- 
 gineering course is accompanied by laboratory and field practice, and includes practical 
 astronomy. The course in mechanical engineering gives special prominence to shop 
 work; that in building and architecture, to designing, modeling, architectural drawing, 
 and engineering. 
 
 DEPARTMENT OF ENGINEERING APPLIANCES AND METHODS OF STUDY. 
 
 The institute has a choice and extensive collection of photographs, models, and other 
 appliances illustrating the principles of civil and mechanical engineering. Its laboratory 
 of mechanical engineering is large, and equipped for testing boilers, engines, and ma- 
 chinery in general. The shops of the manual training school are open to the students, 
 and the use of tools for working word and iron is systematically taught. 
 
 The instruction in all branches of study is given from text books when practicable, 
 and supplemented by lectures and practical work. 
 
 Every effort is made to give the best engineering practice, both European and Ameri- 
 can, and to keep pace with the great advances made on all sides in every department of 
 physical science. Special prominence is given to the use of graphical methods which 
 are most advantageously employed in supplementing the processes of computation. Ad- 
 vantage is taken of the opportunities afforded by the city and the vicinity for the study 
 of manufactories, machinery, and engineering works. 
 
 \ 
 
 DEPARTMENT OF MINING AND METALLURGY. 
 
 This branch of the institute was organized in 1871 . The instruction is given by means 
 of lectures and recitations on various subjects pertaining to the course: practical work 
 in the physical, chemical, and metallurgical laboratories; field work in geology; projects, 
 estimates, and plans for the establishment of mines and metallurgical works; and the ex- 
 amination of mines and manufacturing establishments. The collections of the depart- 
 ment are increasing rapidly, and now include a series of models of crystals and specimens 
 illustrating the various minerals and rocks and their associations, ores, coals, petroleums, 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 265 
 
 fire clays, and building materials; botanical and zoological forms; characteristic fossils 
 of the different zoological ages; metallurgical products, &c. Special facilities are offered 
 for critical studies in microscopic lithology. 
 
 The following is a statement of the number of specimens in collections in September, 
 1882: 
 
 Crystal models 250 
 
 Minerals .- 15,000 
 
 Rocks - 5,000 
 
 M icroscopic preparations ( rocks and minerals) 1, 000 
 
 Fossils 40,000 
 
 Casts of large animals 250 
 
 Corals and shells (modern) 2,500 
 
 Zoological 300 
 
 Botanical 1,000 
 
 Archaeological 1,500 
 
 Metallurgical _. 3,000 
 
 Total 69,800 
 
 The assay laboratories are completely furnished with crucible, scorification, and cupel- 
 ling furnaces, and everything necessary for practical work in the assay of the principal 
 ores. From a large stock of these obtained from various parts of the country the students 
 are required to make a large number of assays. 
 
 In the numerous finely equipped chemical laboratories a practical course is pursued 
 in connection with lectures on qualitative and quantitative analysis. The students are 
 required to make tests and full analyses of coals, limestones, ores, clays, technical prod- 
 ucts, &c. An assistant is in constant attendance in the assay and metallurgical labo- 
 ratories, to aid in the practical work assigned. 
 
 During the summer vacation the students are required to visit some mining or metal- 
 lurgical district, and at the opening of the following term they hand in a journal of 
 travels, with a report of the operations conducted in the region visited, illustrated with 
 drawings. Before receiving their degree (engineer of mines) they execute plans for the 
 establishment and working of mines or smelting-works under given conditions, with 
 drawings, estimates, and written memoirs. 
 
 PHYSICAL LABORATORY. 
 
 The physical laboratory is provided with large tables fitted up for the purpose of en- 
 abling the students to perform certain assigned experiments in mechanics, pneumatics, 
 heat, optics, acoustics and electricity. These experiments are increasingly elaborate as 
 the student advances, and their purpose is to give an insight into the methods and means 
 used in physical investigation. 
 
 DRAWING DEPARTMENT. 
 
 With the beginning of the freshman year freehand drawing from the " round" or 
 solid is practiced, first in outline, then in shading with charcoal. In the first stages of 
 freehand shading there is but little attempt made at finishing work; the student is urged 
 to gain the power of expressing rapidly a clear idea of the object before him by means of. 
 his drawing rather than to attempt an artistic production. 
 
 Instruction in the conventional use of color and the use of the brush in shading as ap- 
 plied to mechanical and architectural drawing is taken up at this stage of the work. 
 
 Regular students of the sophomore class use as models during the time allotted to 
 freehand work parts of machinery, casts of ornaments, &c. During the first term they 
 spend some time in sketching from nature. The time devoted to mechanical drawing is 
 spent in line and brush shading, lettering, &c. 
 
 During the second term the time is devoted to machinery, architectural, and map 
 drawing. Recently a course in sepia painting has been partly introduced in the work of 
 this class. 
 
 The junior class in civil engineering work from models, arches, &c., finishing with 
 pen and ink, India ink with brush, and also practice sepia and water color painting. 
 
 The senior class in civil engineering devote the time allotted to drawing in finishing 
 drawings from actual measurement and the designing of structures. The drawings are 
 executed with pen and ink, brush-shading in sepia or India ink and water color. 
 
 The course pursued by the classes in mining engineering differs only in the objects 
 used as models. The juniors execute drawings of profiles, crystals, plans, and sections 
 of mines and mining machinery, furnaces, apparatus, and machinery of smelting workB. 
 Seniors execute similar work from actual measurement and constructions. 
 
266 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 MANUAL TRAINING. 
 
 In the enumeration of studies the word u shop work" is used to cover the systematic 
 Course of instruction and practice in the use of the more common hand and machine 
 tools. As at present arranged " shop work " is required of all engineering students, and 
 is available to all others. Generally four hours per week are given to the shop, the prac- 
 tice lasting a year in each one of the four shops : carpenter shop, turning shop, black- 
 smith shop, and machine shop. It is believed that the value of the training which stu- 
 dents can obtain in from four to twelve hours a week of shop work is abundantly suffi- 
 cient to justify the expense of materials, tools, and expert teachers, whatever may be their 
 plans for the future. No branch of study has been omitted from the theoretical work on 
 account of the shop practice. The standard of scholarship has not been lowered. The 
 knowledge of practical matters and the ability to use tools do not displace but supple- 
 ment abstract and theoretical work. 
 
 MANUAL TRAINING SCHOOL OF WASHINGTON UNIVERSITY, ST. Louis, Mo. 
 
 The manual training school of Washington University was established as a separate 
 and independent department of the university in June, 1879, and opened in September, 
 1880. It owes its existence to the conviction on the part of its founders that the interests 
 of Saint Louis demand for young men a system of education which shall fit them for the 
 actual duties of life in a more direct and positive manner than is done in the ordinary 
 American school. Its plan is outlined in Article II of the ordinance establishing it, which 
 is as follows: 
 
 OBJECT. 
 
 "Its object shall be instruction in mathematics, drawing, and the English branches of 
 a high school course, and instruction and practice in the use of tools. The tool instruc- 
 tion, as at present contemplated, shall include carpentry, wood-turning, pattern-making, 
 iron chipping and filing, forge work, brazing and soldering, the use of machine shop 
 tools, and such other instruction of a similar character as it may be deemed advisable to 
 add to the foregoing from time to time. The students will divide their working hours as 
 nearly as possible equally between mental and manual exercises. They shall be admitted 
 on examination at not less than fourteen years of age, and the course shall continue three 
 years." 
 
 STUDIES. 
 
 Applicants for admission must pass a good examination in the leading rules of arith- 
 metic, common school geography, spelling, and penmanship, and the writing of good 
 English. 
 
 The arrangement of studies and shop work by years is substantially as follows: 
 
 First year: Arithmetic completed, algebra to equations, the structure and use of the 
 English language (or Latin), history of the United States, physical geography, mechanical 
 and freehand drawing, penmanship, carpentry and joinery, wood carving, wood turning, 
 and pattern making. 
 
 Second year: Algebra through quadratrics, plane geometry, natural philosophy, English 
 history (or Latin continued), English composition and literature, principles of mechan- 
 ics, penmanship, drawing (line-shading and tinting machines, freehand detail drawing), 
 blacksinithing, and use of machine tools. 
 
 Third year: Solid geometry, plane trigonometry and mensuration, English composition 
 and literature, history or French, ethics and political economy, book-keeping, machine 
 and architectural drawing, study of the steam engine, benchwork and fitting, work in 
 the machine shop, and the execution of a project preliminary to graduation. 
 
 The course in drawing has three general divisions: First, freehand drawing, designed 
 to educate the sense of form and proportion, to teach the eye to observe accurately and to 
 train the hand to delineate rapidly the forms either of existing objects or of ideals in the 
 mind; second, mechanical drawing, including the use of instruments, geometric construc- 
 tions, the arrangement of projections, elevations, planes and sections, and the various 
 methods of producing shades and shadows with pen or brush; third, technical drawing, 
 illustrating conventional colors and signs, systems of architectural or shop drawings, and 
 at the same time familiarizing the pupil with the proportions and details of various 
 classes of machines and structures. 
 
 SHOPS. 
 
 The school has 2 carpenter, 2 turning, 1 blacksmith, and 1 machine shop, each having 
 accommodation for 20 pupils. Four classes of that size can be taught daily in each. 
 Every pupil in the woodworking shops has a set of edge tools for his exclusive use. 
 Other tools, such as squares, hammers, wrenches, &c., are provided for the use of each 
 class in succession. 
 
INDUSTKIAL EDUCATION IN THE UNITED STATES. 267 
 
 Each carpenter shop contains 20 benches, vises, and sets of tools for use in common, a 
 power grindstone, the instructor's desk and bench, settees for the class, and the requisite 
 quota of clamps, glue-pots, &c. A double circular-saw machine is provided for getting 
 out stock ("blanks" for class use) and jobbing. 
 
 Each turning shop contains 20 speed lathes, 12-inch swing and 5-foot bed, with com- 
 plete equipment of face plates, chucks, &c., for 60 pupils; and each shop contains sev- 
 eral 8-foot benches for pattern work, a power grindstone, and a moulder's bench and tools 
 for illustrating practically the use and handling of patterns for foundery work. 
 
 The blacksmith shop has its full equipment of 20 forges, anvils, tubs, and sets of ordi- 
 nary hand tools. Ten sets of heavy tools suffice for 20 pupils, as they may work in pairs 
 as ' ' smith and helper. ' ' The blast is supplied by a fan blower, and a powerful exhaust 
 fan keeps the shop reasonably free from smoke and gas. In connection with one of the 
 larger forges is a hand-bellows, which can be used when the engine is not running. As 
 every shop exercise lasts two hours, the shop readily accommodates eighty pupils a day. 
 
 The machine shop possesses an equipment of 7 engine lathes of 14-inch swing and 5-foot 
 bed; 4 speed lathes ; a post drill; a planer, 21-inch by 5 feet; a 25-inch goose neck drill; 
 a shaper of 15 inches stroke; and a large power grindstone. Ten vises and benches, with 40 
 drawers, afford opportunity for benchwork. It is furnished for a class of 20 students at 
 once. The Corliss engine occupies a part of this shop. It has a 14-inch cylinder and 24- 
 inch stroke, and runs at the rate of 65 revolutions per minute. The engine was built 
 specially for the school by Messrs. Smith, Beggs & Rankin, of Saint Louis. This equip- 
 ment of steam power furnishes to pupils of the third-year class the means of becoming 
 familiar with such machinery on a scale unsurpassed. 
 
 DETAILS OF SHOP INSTRUCTION. 
 
 The shop instruction is given similarly to laboratory lectures. The instructor at the 
 bench, machine, forge, or anvil, executes in the presence of the whole class the day's les- 
 son, giving all needed instruction and illustrations. The pupils make notes and sketches 
 as necessary, and questions are asked and answered that all obscurities may be removed. 
 The class then proceeds to the execution of the task, leaving the instructor to give ad- 
 ditional help to such as need it. At a specified time that lesson ceases, and the work is 
 brought in, commented on, and marked. It is not required that all the work assigned 
 should be finished; the essential thing is that it should be well begun and carried on 
 with reasonable speed and accuracy. 
 
 The shop-training is gained by regular and carefully-graded lessons, designed to cover 
 as much ground as possible, and to teach thoroughly the uses of ordinary tools. This 
 does not imply the attainment of sufficient skill to produce either the fine work or the 
 rapidity of a skilled mechanic ; this is left to after years. But a knowledge of how a tool 
 or machine should be used is easily and thoroughly taught. The mechanical products 
 or results of such lessons have little or no value when completed, and they are generally 
 used as new material for more exercises. 
 
 In the first place, the main object of one or more exercises is to gain control and mas- 
 tery of the tool in hand, and not the production of a particular model. The use of the 
 tool may be well taught by a large variety of exercises, just as a knowledge of bank dis- 
 count may be gained from the use of several different examples. No special merit can 
 be claimed for a particular example; neither can a particular model or series of models 
 have any great value. No good teacher is likely to use precisely the same set twice. 
 
 Again, the method of doing a piece of work, and not the finished piece, may be the ob- 
 ject of a lesson. The exercises by which certain methods of using tools are to be taught 
 often depend upon varying circumstances, such as the quality of the material, the age of 
 pupils, and their knowledge of working drawings. 
 
 HOW THE USE OF TOOLS IS TAUGHT. 
 
 The tools are not given out all at once; they are issued as they are needed, and to- all 
 members of a class alike. 
 
 I. CARPENTRY. 
 
 In carpentry work the tools used are the cross-cut, tenon, and rip saws; steel square, 
 try square, bevel and gauge, hammer, mallet, rule and dividers, oil stones, and slips; 
 and among edge tools the jack and smoothing planes, chisels, knife and gouges. Braces 
 and bits, jointer planes, compass saws, hatchets, and other tools are kept in the shop tool 
 closet to be used as needed. 
 
 The saw and the plane, with the square and gauge, are the foundation tools, and to 
 drill the pupils in their use numerous lessons are given, varied only enough to avoid 
 monotony. The pupil baing able to plane a piece fairly well and to keep to the line in 
 sawing, the next step is to teach him to add the use of the chisel in producing simple joints 
 
268 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 of various kinds. The particular shapes are given with the intent to familiarize the pupil 
 with the customary styles and methods of construction. 
 
 The different sizes of the same tool, chisels for instance, require different care and 
 methods of handling, and the means of overcoming irregularities and defects in material 
 form another chapter in the instruction to be given. With the introduction of each tool 
 the pupils are taught how to keep the same in order. They are taught that sharp tools 
 are absolutely necessary to good work. To make them realize this is a difficult task. 
 
 II. TURNING. 
 
 Five or six tools only are used, and from previous experience the pupils know how to 
 keep them in order. At first a large gouge only is issued, and the pupils are taught and 
 drilled in its use in roughing out and producing right line figures; then convex and con- 
 cave surfaces; then in work comprising all these all in wood turning with the grain. A 
 wide chisel follows, and its use in conjunction with the gouge is taught. Alter this a 
 smaller gouge, chisel, and parting tool, and a round point are given, and a variety of 
 shapes are executed. Next comes turning across the grain; then bored and hollow work. 
 Next, chucking and the various ways of manipulating wood on face-plates, chucks, man- 
 drels, &c. Finally, turning of fancy woods, polishing, jointing, and pattern work. 
 
 III. FORGING. 
 
 "Work in the blacksmith shop is in one essential feature different from any other kind. 
 Wood or cold iron will wait any desired length of timo while the pupil considers how he 
 shall work, but here comes in temperature subject to continual change. The injunction 
 is imperative to " strike while the iron is hot, " and hence quick work is demanded 
 a hard thing for new hands. To obviate this difficulty bars of lead are used, with which 
 the lesson is first executed, while all the particulars of holding and striking arc studied. 
 The lead acts under the hammer very nearly like hot iron, and permits of every oper- 
 ation of the blacksmith's shop, except welding. 
 
 The various operations of drawing, bending, upsetting, punching, welding, tempering, 
 &c., are learned in connection with the fabrication of hooks, stirrups, chains, swivels, 
 tongs, and other tools. 
 
 One of the most difficult lessons in the art of the smith is that of managing the fire. 
 The various kinds of heat are explained and illustrated, and habits of economy of both 
 iron and fuel are inculcated. 
 
 IV. IRON CUTTING. 
 
 The course in the machine shop begins with the chisel and the file. The series of les- 
 sons in vise work covers chipping and filing. The size, shape, quality, and use of cold 
 chisels are studied as well as their construction at the forge. Large models of drawings 
 are used to show the nature of files, and the various kinds of files are used upon exer- 
 cises designed to call out their special points. 
 
 Then comes the cutting tools of lathes, drills, and planers, and the multiform uses of 
 the various machine tools. The exercises are numerous and greatly varied. They all 
 involve only light work, no attempt being made to teach the manipulation of heavy 
 pieces. A boy accustomed to plan and reason soon learns such things. It can not be claimed 
 that the student workmen become skilled mechanics in any of the shops, though it is in- 
 sisted that every step shall be clearly understood and fairly executed. The rapid prog- 
 ress of boys to whom all subjects are presented in logical order, with clear and full ex- 
 planations, and who work under the continual guidance of an expert teacher, and only 
 two hours at a time, during which their interest is fully sustained the progress of boys 
 under such conditions is most surprising to those who compare the work produced here 
 with the performances of ordinary apprentices of the same number of hours. 
 
 STUDY AND MANAGEMENT OF STEAM. 
 
 The steam-generating apparatus of the university consists of a battery of three large steel 
 boilers, set and furnished in the most approved manner. These boilers furnish heat for 
 the entire group of university buildings, as well as steam for the engine in the shop. The 
 engine is of the best pattern and superior workmanship, and is capable of about sixty 
 horse-power. During their third year the pupils make a careful study of the engine and 
 furnaces, and are practiced in the management and care of them both. 
 
 / 
 
 PKOJECT FOR GRADUATION. 
 
 Before receiving a diploma of the school, each student must execute either alone or 
 jointly with others, a project satisfactory to the faculty of the school. The project con- 
 
PLAN OF FIRST STOIIY. 
 
 A. Anvils. 
 
 B. Machinists' benches. 
 
 C. Closets for shop clothes. 
 
 D. Drill. 
 
 F. Forges. 
 
 G. Grindstone. 
 L. Engine lathes. 
 P. Planers. 
 
 S. 0. Superintendent's office. 
 
 [S. Ex. 25 face p. 268. 
 
PLAN OF SECOND STORY. 
 
 B. Carpenters' benches. 
 
 C. Tool closets. 
 G. Grindstones. 
 L. Speed lathes. 
 
 I. B. Instructor's bench. 
 8. S. Settees. 
 
 o 
 
 SCHOOL ROOM 
 
 RECITATION ROOM 
 
 B B B 
 
 '. 
 
 !- Ex. 25 face p. 268. J 
 
 RECITATION ROOM 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 2G9 
 
 sists of the actual construction of a machine. The finished machine must be accompanied 
 by a full set of the working drawings according to which the machine is made. If it is 
 not feasible to construct the patterns for castings of such machines, proper directions for 
 their construction must accompany the drawings. 
 
 ENLARGED SCHOOL BUILDING. 
 
 A perspective view of the school building and the arrangement of the three floors are 
 shown in the accompanying cuts. It will be noticed that the original building, which 
 has been used for the first two years of the school, is to be henceforth wholly devoted 
 to the interests of shop work, while all needed study, recitation, and drawing rooms 
 are supplied in the recent addition. The enlarged building has a frontage on Washing- 
 ton avenue of 106 feet 4 inches, and on Eighteenth street of 100 feet. 
 
 THE RESULTS OF EXPERIENCE. 
 
 The catalogue of Washington University for 1881-'82, issued in December, 1881, also 
 contains the following statement: 
 
 The managers of the school are abundantly confirmed in their views as set forth in the 
 prospectus two years ago by the experience of the school during its first year and a half. 
 
 From the first the school has been well patronized, and vacant seats have been few; at 
 times every seat has been filled. The school was opened with sixty seats, all for a single 
 class. 
 
 The entire number of students enrolled during the first year was 60. The number of 
 seats was increased to 100 during the last summer. The number of students enrolled 
 thus far this year is 102, of whom 42 were members of the sehool last year. 
 
 The zeal and enthusiasm of the students have been developed to a most gratifying ex- 
 tent, extending into all the departments of work. The variety afforded by the daily 
 programme has had the moral and intellectual effect expected, and an unusual degree of 
 sober earnestness has been shown. Success in drawing or shop work has often had the 
 effect of arousing the ambition in mathematics and history, and vice versa. 
 
 Progress in the two subjects, drawing and shop work (and we had little previous 
 knowledge of what could be done with boys as young as those of the first year class) has 
 been quite remarkable. To be sure there was no doubt of the final result, but the prog- 
 ress has been more rapid than it seemed reasonable to expect. The second year 
 class contains already several excellent draughtsmen, and not a few pattern makers of 
 accuracy and skill. The habit of working from drawings and to nice measurements has 
 given the students a confidence in themselves altogether new. This is shown in the 
 readiness with which they undertake the execution of small commissions in behalf of the 
 school or for the students of other departments. In fact, the increased usefulness of our 
 students is making itself felt at home, and in several instances the result has been the 
 offer of business positions too tempting to be rejected. This drawback, if it can be called 
 one, the school must always suffer. The better educated and trained our students be- 
 come, the stronger will be the temptations offered to them outside, and the more difficult 
 it will be for us to hold them through the course. Parents and guardians should avoid 
 the bad policy of injuring the prospects of a promising son or ward by grasping a small 
 present pecuniary advantage at the cost of far greater rewards in the future. From the 
 testimony of parents (and by a circular all were invited to give frank expression to their 
 views), the physical, intellectual, and moral effect of the school is exceedingly satisfac- 
 tory. The unanimous response is, an unusual interest and pleasure in school, and very 
 generally an increased fondness for such books and periodicals as the Scientific Ameri- 
 can. A few boys who had never shown any interest in tools have developed into good 
 and enthusiastic workmen. As a rule the good scholars are the good mechanics. 
 
 SUCCESS OF THE BUSS1AN PLAN. 
 
 In another important respect our expectations have been more than realized, namely, 
 in our ability to introduce class methods in giving instruction in the theory and use of 
 tools. All divisions in the shops have thus far been limited to 20 pupils, and as a rule 
 all members of a division have just the same work. 
 
 The exercises have been two hours long, though often the students have asked for longer 
 work. It is but due to the pupils of the school to say that they have uniformly seconded 
 all efforts looking towards good order and good manners. No little surprise has been 
 expressed by visitors at seeing how quietly and independently twenty boys can work 
 for a couple of hours in the same room. An examination of the rules given below will 
 show the care and consideration expected of all during shop practice. Though all classes 
 handle keen-e^ged tools, no serious accident has happened, and very rarely have small 
 iiyuries been received. 
 
270 
 
 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 COST OP TOOLS. 
 
 The cost of our equipment of tools, &c., has been quite heavy, and the generosity >f 
 our friends has been put to the test. Over $30,000 have been paid for tools and furni- 
 ture. It is exceedingly gratifying to the management of the school to be able to report 
 that no call for money for needful apparatus has failed of a favorable response. 
 
 REGULATIONS FOR PRACTICE HOURS IN THE WORKSHOPS OP THE MANUAL TRAINING SCHOOL. 
 
 . "1. When dismissed for shop work, students will go directly to the shop assigned. 
 
 "2. During practice hours students must give their undivided attention to the work 
 assigned, not leaving it to clean up till the ringing of the first bell. 
 
 " 3. All singing, whistling, and lounging on the benches is strictly forbidden; students 
 should talk only when it is necessary, and then in a low tone. 
 
 "4. During the regular hours private work can not be permitted. At other times, 
 such work, if of a suitable character, may be allowed, at the option of the instructor. 
 
 ' ; 5. Students should clean, and return to its place any tool taken from the tool cases 
 as soon as they are through using it. 
 
 "6. Promptly upon the ringing of the first bell work should cease; the tools should 
 be put in their proper places, and the bench or machine cleaned, before leaving the room 
 to wash up. Unfinished work should be put in the drawers, or in such places as the in- 
 structor may direct. The tool drawers should always be left clean and in order. 
 
 "7. Students will be admitted only to such shops as their work calls them, and at the 
 hours assigned, except by permission of the instructor. 
 
 11 8. The circular saws are not to be used except when specially directed by the in- 
 structor. 
 
 ' ' 9. Students are expressly forbidden to stand around the saw table while the saws 
 are in use. 
 
 "10. When directed to use a saw, do not raise it higher than is necessary to cut 
 through the stock. 
 
 " 11. Avoid passing the hands beyond the saw; use a stick to push small pieces be- 
 tween the saw and the guide. Too much care cannot be exercised in all things pertain- 
 ing to the use of machines. 
 
 "12. When a student has finished the work assigned him, and he sees that the instruc- 
 tor is not engaged, he may go to him for further instructions; otherwise he will remain 
 quielly at his place. 
 
 "13. Students must promptly report to the superintendent any loss or breakage of 
 either tools or furniture. Losses and injuries which are the result of gross carelessness 
 or disobedience of orders should be paid for by the students responsible for them." 
 
 STATEMENT OP CONDITION SEPTEMBER 27, 1882. 
 
 The entire building is completely equipped. It is proposed to admit 100 new pupils 
 annually. This number will diminish to about 80 the second year and 60 the third 
 year. Hence the maximum number of pupils is 240. Ninety new pupils have been ad- 
 mitted the present year. The entire number now in school is 130. 
 
 There are nine divisions in the shops. There are 9 teachers on an average in the 
 school, not including the director, who hears no regular class. 
 
 The daily programme of the school is as follows: 
 
 Daily programme. 
 
 Class. 
 
 Divis- 
 ion. 
 
 9 a. m. to 11 a. m. 
 
 11 a. m. to 1 p. m. 
 
 1 p. m. to 
 1.20 p. m. 
 
 1.20 p. m. to 3.20 p. 
 ni. 
 
 Third year. 
 
 A 
 B 
 
 Physics, geometry- 
 Machine shop 
 
 Machine shop 
 Mechanics, geome- 
 
 
 
 
 French, drawing. 
 History, drawing. 
 
 
 
 
 try. 
 
 
 
 
 
 Second year. 
 
 A 
 
 Algebra, physics 
 
 Blacksmith shop 
 
 
 
 
 Drawing, English 
 history. 
 
 
 B 
 
 Blacksmith shop.... 
 
 Algebra, physics 
 
 
 
 
 English history, 
 
 
 
 
 
 
 
 
 drawing. 
 
 
 C 
 
 Algebra, English 
 
 Blacksmith shop 
 
 
 
 
 Drawing, physics. 
 
 
 
 history. 
 
 
 
 cr 
 
 
 
 First year. 
 
 X 
 
 Carpenter shop 
 
 Drawing, physical 
 geography. 
 
 
 1 
 
 
 Arithmetic, Eng- 
 lish grammar. 
 
 
 B 
 
 Drawing, Latin 
 
 Carpenter shop 
 
 
 K 
 
 
 Arithmetic, physi- 
 
 
 
 
 
 
 
 
 cal geography. 
 
 
 Q 
 
 Arithmetic, draw- 
 
 Carpenter shop 
 
 
 
 
 Physical geogra- 
 
 
 
 ing. 
 
 
 
 
 
 phy, Latin. 
 
 
 N 
 
 English grammar, 
 
 Arithmetic, draw- 
 
 
 
 
 Carpenter shop. 
 
 
 
 physical geogra- 
 
 ing. 
 
 
 
 
 
 
 K 
 
 phy. 
 Carpenter shop 
 
 Arithmetic, Eng- 
 lish grammar. 
 
 
 
 
 Drawing, physical 
 geography. 
 
PLAN OF THIRD STORY. 
 B. B. Carpenters' Benches and Speed Lathes. 
 8. Carpenter and Turning Shop. 
 
 [S. Ex. 25 face p. 270.J 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 271 
 
 NOTES. All drawing exercises are one full hour long. 
 
 Recitations of third year class are 60 minutes; all other recitations are 40 minutes. 
 
 Third year class, A division, have United States Constitution twice in place of physics 
 and once in place of geometry per week. 
 
 Whole third year class have English literature once a week in place of French or his- 
 tory. 
 
 Second year class have studies in literature once a week in place of history, and compo- 
 sition and spelling in the place of physics. 
 
 First year class omit arithmetic, physical geography and English grammar, once a 
 week, to give place for spelling, penmanship, and composition. 
 
APPENDIX D. 
 
 SPECIAL EFFORTS FOR THE EDUCATION OF CARRIAGE MAKERS. 
 
 NOONDAY CLASS OP CARRIAGE BUILDERS' APPRENTICES AT THE FACTORY OF 
 BREWSTER & Co. (OF BROOME STREET), NEW YORK. 
 
 [Description by J. L. H. Hosier, esq.] 
 
 In the latter part of January last, while debating with myself what to do to insure 
 success, the happy thought of noon hour studies came to my relief. I would make ed- 
 ucation compulsory. I began with calling them together for reading only; at a later 
 period I furnished them with paper and caused them to write a full "foolscap" page 
 at home every week, and to present the same to me on Mondays or Tuesdays. I gave 
 each boy a small pass book and instructed them how to keep account of the wages earned 
 by them simple debit and credit. Later on I gave them simple lessons in perspective 
 drawing. I made the sketches, and to advance my clerk he copied them; each boy re- 
 ceives a copy and six slips of paper; there are five or six sketches. He must copy the 
 sketches on both sides of one slip each week and present them. If he has made sufficient 
 progress when the six slips are filled, we give him advanced sketches to copy; if the re- 
 verse, he is kept at the old one until he is perfect. Marks are scored for being late or 
 absent and for a lack of deportment. The reward is one term at the technical school 
 of carriage builders, three nights per week for seven months. 
 
 This year I shall introduce arithmetic and a higher grade of bookkeeping. I have 
 also caused them to elect a president, and vice-president, and secretary, and shall also 
 give them a little parliamentary training. 
 
 - In engaging a boy I give him and his parents a brief outline of what I have here re- 
 lated, and make it a part of the contract, verbal; a failure to comply means dismissal. 
 
 Thus far I have met with better success than I anticipated, enough to encourage me 
 in my good work. Brewster & Co. furnish stationery, &c. As class books we have The 
 Hub, Carriage Monthly, and the Blacksmith and Wheelwright, which are given the 
 class, gratis, by the publishers of the journals mentioned. 
 
 EVENING CLASS FOR CARRIAGE MECHANICS AT NEW HAVEN, CONN. 
 
 [Description by George A. Hubbard, instructor.] 
 
 Several years ago, upon coming to this city from Central New York, I found that the 
 construction of carriage bodies was of a decidedly complicated nature, and involved some 
 of the most intricate geometrical problems in the preparation of the plans and drafts laid 
 out for the workmen. Wishing to fathom what were then mysteries to me, I paid an 
 experienced workman for explanations. These were given in so crude and incomplete a 
 manner that I resolved to exert myself and, if possible, establish a class or school where 
 instructions pertinent to the wants of carriage mechanics might be given. With that 
 object in view I have studied during my spare time to get the matter in as simple and 
 clear a form as possible. 
 
 Most of the pupils, after a hard day's work, walked about two miles, both in coming 
 and returning from the session. One came from a distance of over three miles, walking 
 most of the time, and was absent only four evenings during the session. When you con- 
 sider in connection with this exertion the laborious nature of the work performed during 
 the day of ten hours' duration, you will form some idea of the disposition manifested by 
 the pupils to acquire knowledge. The ages of the pupils run from eighteen to thirty- 
 three years, with but two exceptions over twenty years. 
 
 Being myself a mechanic and laboring each day, I found the exertion for the session 
 of 1881-'82 too much, and for the session of 1882-'83 I deemed it prudent to form but 
 one class of 12 pupils two evenings a week, the pupils being selected through priority of 
 application, there being in all between 25 and 30 applications for membership. The 
 session opened the first Tuesday in October, and is now proceeding satisfactorily. In 
 the construction of carriages there are brought into practical application artistic design- 
 ing; mechanical and geometrical drawing; mechanics; knowledge of wood, iron, steel, 
 272 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 273 
 
 cloths, leather, upholstering material, paints, oil, and varnish; chemical action of atmos- 
 pheric changes upon the different materials used, both in process of completion and in 
 the finished vehicle; draft of vehicles; and, lastly, mechanical skill. 
 
 In addition to the annual session I have formed a permanent session, open to all of my 
 pupils, meeting regularly every other Wednesday evening through the year, for the pur- 
 pose of considering mechanical topics. As an aid I have begun a cabinet of materials 
 entering into the construction of carriages, both in the natural such as woods and ores 
 and merchantable form. My library relating to carriages is now one of the best in 
 this country. 
 
 [Among the volumes relating to carriages are : Draftbook of Centennial Carriages ; 
 Book of Carriage Drafts ; World on Wheels, by Stratton ; Carriage Builders' Reference 
 Book ; History of Coaches, by Thrupp ; The Underwork of Carriages, by Budd ; Car- 
 riage Makers' Manual, by Ware ; Carriage Painters' Manual, by Gardner ; Construction 
 of private Carriages in England, by Hooper ; Coach Body Makers' Guide, by Mattison ; 
 The Hub, 11 volumes ; Carriage Monthly, 15 volumes ; New York Coach Maker, 9 vol- 
 umes ; Harness and Carriage Journal, 2 volumes ; Blacksmith and Wheelwright, 6 vol- 
 umes ; Coach Painter, 3 volumes ; Le Guide du Carrossier, 3 volumes ; Saddlers, Har- 
 ness and Carriage Gazette, 3 volumes. J 
 
 REPORT OF THE COMMITTEE ox TECHNICAL EDUCATION. 
 
 PHILADELPHIA, October 18, 1882. 
 To the members of the Carriage Builders' National Association. 
 
 GENTLEMEN: Since making our last report to you in Cincinnati, just a year ago, the 
 second term of the Technical School for Carriage Mechanics has closed and the third term 
 fairly opened; and we now have the pleasure of presenting a brief review of the progress 
 of the school during the season of 1881-'82, and of indicating the prosperous beginning 
 which has been made in its work for the season just opened. 
 
 The second term opened on October 4, 1881, when the class was removed, together 
 with all the classes of the Metropolitan Museum of Art Schools, to the new and more 
 convenient location at Nos. 214 and 216 East Thirty-fourth street, New York, and con- 
 tinued until May 30, 1882, covering a period of about eight months. Three evening les- 
 sons were given each week during the time named, excepting the month of January, 
 when there were two lessons per week. The total number of sessions thus numbered 
 100, and it is worthy of special note that the instructor, Mr. John D. Gribbon, was never 
 once absent. 
 
 The term opened with 26 pupils on the roll (against 22 at the close of season of 1880-' 81), 
 which number increased to 40 at the end of October, 47 at the end of March, and 49 at 
 the end of the term. These were divided among the different mechanical departments 
 as follows: 14 journeyman body makers, 17 apprentice bodymakers, 2 journeyman black- 
 smiths, 2 apprentice blacksmiths, 2 journeyman painters, 2 apprentice painters, 1 super- 
 intendent, 1 journeyman wheelmaker, and 8 office men. 
 
 The widening influence of the school was indicated by the distance from which many of 
 the pupils came in order to utilize its advantages, 29 of the pupils being Irom New York 
 City, while the remainder were divided among the following localities, namely: Long 
 Island, 7; Newburgh, N. Y., 1; New Jersey, 1; Ohio, 2; Kentucky, 1; Iowa, 1; Massa- 
 chusetts, 3; Delaware 1; Connecticut, 1; and Canada, 2. Some of the pupils from a 
 distance who were obliged to discontinue attendance were supplied by the instructor 
 with drawings and lesson papers, by which they were enabled to continue their studies 
 at their homes. 
 
 It being found impossible for the instructor to attend to the demands of all the pupils, 
 an assistant instructor, Mr. John C. Konrad, was selected from among the more experi- 
 enced pupils, who rendered valuable assistance to Mr. Gribbon. 
 
 The attendance during the second term ranged as follows, namely: During October, 
 1881, the average number present was 24; November, 24; December, 21; January, 25; 
 February, 18; March, 18; April, 18; and May, 21; or 21 as the average for the season. 
 The decreased average during February, March, and April was no doubt partly owing 
 to the activity of business in the shops, and the consequent working overtime. Tlie at- 
 tendance on Saturday nights, however, was unsatisfactory throughout the season, and 
 materially reduced the general average; and we have taken steps to remedy this diffi- 
 culty by altering the class nights during the present season to Monday, Wednesday, and 
 Friday, by which means it is hoped and expected that the average of attendance will be 
 materially increased. We understand, however, that the above statement of attendance 
 compares favorably with that of other similar evening classes in New York, where thp 
 pupils are a&tually engaged during the day in mechanical pursuits. 
 
 Blackboards were provided for such pupils as were sufficiently advanced to make use 
 of them, and creditable working drawings in full size were produced by Messrs. Pease, 
 S. Ex. 25 18 
 
274 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Oak, Donovan, Mondin, and Campbell. Some of these drawings have been reproduced 
 in full size on roll paper, and are for your inspection in another part of the building. 
 
 The progress of the pupils is thus reported upon by the instructor, Mr. Gribbon, who 
 says: " I consider that the scholars made creditable progress during the second term, 
 taking into consideration the fact that nearly all of them had received no previous in- 
 struction in drawing of any kind, or in geometry; " and he adds: " I consider it a great 
 loss to the apprentices that they have not been taught the first principles of geometry in 
 the public schools before trying to learn a trade, for there is so little manual labor nowa- 
 days in consequence of the general use of machinery, that a boy requires to be more in- 
 telligent and to have a better mental training in order to make a place for himself in the 
 trade than in the days of long apprenticeship. ' ' 
 
 After due consideration, it was decided to give certificates to such pupils as showed 
 special aptitude and application during the term. The following form was adopted : ' ' Cer- 
 tificate of progress awarded to , of , for regular attendance, diligent study, 
 
 and commendable progress, while a pupil in the class in carriage drafting and construc- 
 tion connected with the Metropolitan Museum of Art Schools of New York, from 
 
 to ." Twenty-three certificates of this character, printed in attractive form, and 
 
 duly signed by the committee and the instructor, and also stamped with the seal of the 
 association, were awarded during the second term. Similar certificates will also be given 
 during the current season. 
 
 In addition to the one hundred regular class nights, four evenings during the season 
 were devoted to lectures upon mechanical topics, namely: Wednesday, December 7, 1881, 
 lecture by Mr. Chauncey Thomas, of Boston, on "Novelty and expression in design;" 
 Wednesday, January 25, 1882, lecture by Mr. J. L. H. Mosier, of New York, on "Fracture 
 of iron and causes thereof;" Wednesday, March 8, 1882, lecture by Mr. J. L. H. Mosier, 
 of New York, on "Sound and its relation to wheeled vehicles;" and Wednesday, May 
 17, 1882, lecture by Mr. Howard M. Du Bois, of Philadelphia, on ' ' The whys and where- 
 fores in wheel making," at all of which there was a full attendance of the pupils. The 
 committee owe special thanks to the above named gentlemen for their courtesy in freely 
 giving these interesting and instructive lectures. 
 
 The third term for the season of 1882-'83 was opened on the evening of Monday, Octo- 
 ber 9, when twenty-six pupils were enrolled, the same number as at the beginning of the 
 previous term, divided among the different departments as follows: Body makers, 17; 
 blacksmiths, 5; gearmaker, 1; office men, 2; and carriage draughtsman, 1. Various 
 improvements in the working facilities have been introduced during the summer vaca- 
 tion, including a rearrangement of the tables and gas jets, and the introduction of four 
 new blackboards and an additional case in the museum for the reception of models. 
 
 The class is continued at the same location as last year, and under the same arrange- 
 ment with the committee of the Metropolitan Museum of Art, to whom we pay $1,200 
 annually, and allow all fees received from pupils; in consideration of which a suitable 
 class room is supplied to the carriage class, now second in size and importance in the 
 school, together with lighting, heating, and superintendence, and all necessary working 
 facilities. Mr. John D. Gribbon, by a unanimous vote, has been retained as instructor, 
 and he will be assisted as before by Mr. John C. Konrad. The term will be continued 
 until May 26, 1883, or thirty-two weeks, with three lessons per week, the tuition fee to 
 pupils being placed at the nominal rate of |5 for the season. 
 
 It is proposed to continue the series of technical lectures by experts, though arrange- 
 ments have not yet been perfected for the course; and we take this opportunity of sug- 
 gesting that any member of the association who feels disposed to address the class on any 
 mechanical subject connected with the trade, or who can assist us to secure the services 
 of any expert known to him, will greatly oblige the committee by communicating with 
 them on the subject, as a growing conviction is felt that such lectures can be made an 
 important and valuable feature of the school work. 
 
 The committee would also invite your attention to the need of increasing the working 
 facilities of the school by making constant additions to its technical library and museum. 
 Accessions of some importance have been made during the past year to both these depart- 
 ments, special acknowledgment being due to Mr. J. L. H. Mosier and his associates con- 
 nected with the Brewster Carriage Works, Broadway and Forty-seventh street, New York, 
 for a gift of 36 volumes; and to Mr. H. M. Du Bois, and Messrs. Hoopes, Brother & Dar- 
 lington, for specimens of wheels and parts of same. The usefulness of the library would 
 be largely increased if many of the pamphlets, periodicals, and collections of carriage 
 drawings should be bound into volumes, and it is hoped that a sufficient surplus will be 
 derived from your subscriptions this year toward the school fund to authorize the com- 
 mittee not only to forward the work of binding, but also to purchase many additional 
 txt books and works of reference, the need of which is now keenly felt. To better 
 illustrate the requirements of the school in this regard, and to enable you to judge of 
 what has already been accomplished in this direction and to perceive what further con- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 275 
 
 tributions will be most acceptable, a printed catalogue of the books, pamphlets, and period- 
 icals now in possession of the school will be distributed among the members of the asso- 
 ciation at this convention; and gifts of any additional works of technical interest which 
 the study of this catalogue may suggest to you are earnestly invited. 
 
 We also take the liberty of suggesting that any of the parts of carriages exhibited by 
 the members of the association at this convention which exhibitors may feel disposed to 
 present to the school will be thankfully received by the committee and duly deposited 
 in the museum of models. 
 
 Before closing this our annual report we take pleasure in alluding to the successful 
 continuance of two similar classes for the instruction of carriage mechanics now in suc- 
 cessful operation in New Haven, Conn., and New York City, namely: Mr. George A. 
 Hubbard's class for carriage draughtsmen, in New Haven, and Mr. J. Polya's class for 
 carriagebody makers, at No. 1295 Broadway, New York. We are pleased to learn that 
 both these classes have met with marked success during the past year, and that courses 
 of study similar to those already pursued will be continued during the present season. 
 Respectfully submitted. 
 Signed by the committee on technical education: 
 
 JNO. W. BRITTON, Chairman. 
 
 WILDER H. PRAY, Treasurer. 
 
 WM. D. ROGERS. 
 
 LOWE EMERSON. 
 
 CHAUNCEY THOMAS. 
 
 WM. N. FITZ GERALD. 
 
 GEO. W. W. HOUGHTON, Secreta.ry. 
 
 REPORT OF THE TREASURER OF THE TECHNICAL SCHOOL. 
 
 Total single subscriptions $3,770 90 
 
 Total yearly subscriptions 5, 520 00 
 
 Paris scholarship 500 00 
 
 Grand total 9, 790 90 
 
 Amount due and unpaid 405 00 
 
 RECEIPTS. 
 
 Single subscriptions 3,790 90 
 
 Yearly subscriptions 3, 325 00 
 
 Paris scholarship 500 00 
 
 Interest on deposits 142 31 
 
 Rebate on school payments 11 15 
 
 Total receipts 7, 769 36 
 
 Total disbursements 4,432 83 
 
 Cash on hand 3, 336 53 
 
 7, 769 -36 
 
 Cash on hand 1 3, 336 53 
 
 Subscriptions due and not paid 405 00 
 
 Subscriptions not due... _ __ 1, 620 00 
 
 5, 361 53 
 
APPENDIX E. 
 
 SCIENTIFIC INSTRUCTION IN WELLESLEY COLLEGE; THE INDUSTRIAL 
 TRAINING OF WOMEN IN LASELL SEMINARY, THE IOWA AGRICULT- 
 URAL COLLEGE, AND THE ILLINOIS INDUSTRIAL UNIVERSITY; A HIS- 
 TORICAL SKETCH OF THE NEW YORK SCHOOL OF COOKERY; THE WORK 
 OF MISS MARIA PARLOA AS A TEACHER OF COOKERY; "COCKING 
 SCHOOLS IN THE SOUTH; AND THE NElf CENTURY EVENING CLASSES 
 FOR WOMEN." 
 
 COUKSE OF INSTRUCTION IN SCIENCE IN WELLESLEY COLLEGE. 
 
 The scientific course is arranged for students who desire to give the four years of col- 
 lege life to the pursuit of the natural, physical, and mathematical sciences and the studies 
 necessarily connected therewith. The course as laid out gives opportunities for scientific 
 study which are substantially the equivalent of those given to young men in the best 
 scientific and technical schools. 
 
 In the department of chemistry and mineralogy there are two laboratories, a lecture 
 room, and a storeroom for -apparatus. The chemical laboratory is furnished with appa- 
 ratus, cupboards, and drawers for ninety-six students, working in divisions. The desks 
 are furnished with sinks, gas, and hot and cold water. The laboratory is provided with a 
 number of convenient hoods for manipulation of noxious gases. 
 
 After studying chemistry a year, the students commence the course in mineralogy. 
 This embraces the various topics comprehended under morphology, the physical properties 
 of minerals, and the chemical reactions employed as tests. In the mineralogical laboratory 
 every convenience for blowpipe analysis is provided. From 20 to 30 determinations (ac- 
 cording to Brush) are required. Students can also determine as many other minerals as 
 they desire. 
 
 Throughout the course they study minerals, and become familiar with their chemical 
 and physical properties by careful observation and comparison, with the aid of the blow- 
 pipe, the microscope, and chemical reagents. They have access to the cabinet collections 
 and use specimens in the class room. 
 
 The study of crystallography is taken up in connection with mineralogy. This is 
 aided by a collection of models of crystal forms and a collection of typical crystals. 
 
 The study of lithology follows. There is a large collection of rocks specially arranged 
 for this course. An important branch of this study is carried on with the aid of the com- 
 pound microscope, the polariscope, and a collection of microscopical sections of typical 
 rocks and their constituent minerals. 
 
 The department of physics occupies a convenient lecture room, with lantern and porte- 
 lumidre constantly in place for the illustration of lectures or the projection upon the screen 
 of minute experiments. Water, wires from the battery, oxygen and hydrogen, and illu- 
 minating gas are furnished at the lecturer's desk. There are a professors' laboratory, for 
 the preparation of experiments, and an extensive students' laboratory, supplied with in- 
 struments for quantitative work. One dark room is supplied with a Bunsen's photom- 
 eter for measuring the candle power of lights, and with apparatus for spectrum analysis, 
 &c. Another room is fitted up for an electrical laboratory, and supplied with a Wheat- 
 stone's bridge and resistance coils, Thomson's mirror galvanometer and lamp stand, and 
 other apparatus necessary for electrical measurements. There is also a battery room and 
 a room for photography. 
 
 Physical astronomy is an elective study of the senior year. The basis of instruction is 
 given by lectures, illustrated by globes, charts, and lantern slides. The lectures are sup- 
 plemented by the constant use of the works in the astronomical library and by observa- 
 tions with the telescope. Every student is required to observe the moon at several 
 phases, and to identify certain prominent craters and seas; also, to observe the sun and 
 planets and certain nebulse and clusters. Especial attention is given to spectroscopic 
 astronomy and the constitution of the sun. 
 
 In botany instruction is given by recitations, lectures, and by practical work in the 
 laboratory. Compound microscopes are furnished by the college for the use of all the 
 27t> 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 277 
 
 classes. The students have access at all times to the herbarium and the botanical library. 
 Plants from the greenhouse are supplied during the winter. 
 
 In biology the full course extends through two years, and consists almost entirely of 
 laboratory work. Every student is provided with a microscope and two or three object- 
 ives The laboratory possesses lenses of the highest power, and each student is furnished 
 with a complete set of dissecting instruments, and a case of twenty reagents and coloring 
 fluids for testing the nature and properties of the objects studied. After a lecture upon 
 the subject of the day, the students repair to their respective tables, each of which is 
 provided with the organism or tissue to be studied. Drawings are made of their dissec- 
 tions and preparations, and these are accompanied by written descriptions, together with 
 notes of physiological action, &c. 
 
 There are in constant use in the different scientific departments 65 microscopes of 
 various patterns, according to the work to be done; also a microscope especially adapted 
 to the study of rock sections, and a polari-microscope. There is a large battery of object- 
 ives, ranging in power from 1.25 inches down, and a variety of accessory apparatus. 
 
 There are, in addition to the general library of 20,000 volumes, five special libraries. 
 viz, the botanical, that of biology and zoology, the chemical, that of the physical depart- 
 ment, and the Gertrude library for biblical study. A large reading room is also supplied 
 with newspapers, periodicals, and more than a hundred literary reviews and magazines, 
 and the best scientific journals of every kind published in the United States, England, 
 Germany, and France. 
 
 INDUSTRIAL TRAINING IN LASELL SEMINARY, AUBURNDALE (NEAR BOSTON), MASS. 
 
 Thorough instruction in cooking has been given in this school for six years by Miss 
 Parloa and Mrs. Daniels, of Boston, and for five years lessons have been given in dress 
 cutting and fitting, after Taylor's system, and in millinery by experienced city workers. 
 The primary object has been to qualify the pupils to supervise every department of home 
 interests; to present them in an attractive aspect; to elevate them to their true place, as 
 likely to be in any well ordered home most important prerequisites in the fulfilment 
 of duty. At the same time the instruction is so thorough technically as to be available 
 if necessary for any service. Classes are formed in each branch of work, in which the pupils 
 are demonstrators, the teacher supervising if more special instruction is desired. Both 
 these and the general lectures are entirely apart from the domestic department of the 
 school, as in the chemical lectures or other laboratory work, which they follow in gen- 
 eral style of presentatio:-. 
 
 Miss Parloa's lessons given on Saturday afternoons, were free, and attended by the 
 whole school. A programme for the entire course of lessons is issued at the beginning 
 of the year, each lesson containing a variety of substantial and dessert dishes. Miss Par- 
 loa prepares these at a table on a low platform, and cooks, as may be necessary, at a stove 
 on the same platform, in near view of her audience, explaining as she works. The vari- 
 ous dishes disappear in an assembly of school girls ready with spoon and napkin, as well 
 as with note book; and the whole bears the appearance of a recreation rather than a task. 
 The interest has been surprising, even to those who had the most sanguine faith in ulti- 
 mate success. The circular issued for this year contains extracts from notices by the 
 press in every part of the country, representing every variety of interest, and expressions 
 from the homes to which the pupils belong of great gratification with the interest awak- 
 ened and the success in repeating the processes learned at school. 
 
 The dressmaking work is done by the pupils themselves, in classes of six, in one of 
 the usual recitation rooms. At the junior socials fair hostesses have received their in- 
 vited guests in dresses fitted and made in connection with this class, entertained later in 
 the chapel with the usual literary exercises, and led the way to a tastefully arranged 
 table, where they served sandwiches, a variety of delicious cake, coffee, and ice creams, 
 entirely the work of their own hands. 
 
 As we learn, recently a whole side of beef was cut up, as furnished for the best pri- 
 vate tables, and a thorough lesson given in the uses and prices of the various pieces. It 
 is a part of the plan to impart practical knowledge of materials in market and shop, to 
 encourage the development of judgment and skill for all the needs of household life. 
 
 A little time steadily given through a year to the cultivation of practical intelligence 
 in these matters is found to detract in no way from the usual school requirements, while 
 it builds a broad, easy way over the gulf which lies for many a girl between her school 
 and her married life. 
 
 "My daughter has improved in so many ways," is a frequent comment of mothers. 
 ' ' She has brought home an interest never apparent before in all our home work. ' ' This 
 is what was most desired to bring the girl's mind into relation with life as it is likely 
 to be for her, to bring her highest scholarly acquirements to enrich her home life. 
 
278 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 The principal is more than satisfied of its practicability, and so much considers the 
 experiment an established and gratifying success that a practice kitchen and dining room, 
 with all appliances of the best cooking schools, were provided in the new wing added last 
 year. 
 
 In all the departments of home instruction there is eager interest on the part of pupils 
 and assurance of the best success. 
 
 DEPARTMENT OF DOMESTIC ECONOMY IN THE IOWA AGRICULTURAL COLLEGE, AMES. 
 
 [By Mrs. Mary B. Welch, lecturer on domestic economy.] 
 
 The first instruction in this department was given in 1872 by a course of lectures to 
 the junior girls on matters connected with housekeeping. In 1877 the trustees added n 
 course in cooking, and provided and furnished a kitchen for the use of the class. For 
 the last four years, therefore, lessons in cooking have been given to the junior class, in 
 connection with lectures on such subjects as house furnishing, care of the sick, care of 
 children, management of help, dress, &c. Physiology and domestic chemistry are care- 
 fully taught as a part of the course in domestic economy. 
 
 In 1879 the course was further extended by the addition of sewing and laundry work. 
 These have been taught with fair success for two years. Many of our students, however, 
 have been able to pass them by examination, and it was found difficult to arouse the same 
 degree of interest in either as in cooking. There has been a steadily increasing demand 
 for instruction in the latter, and the course has been reorganized for this year so as to give 
 the cooking lessons to a larger number of students. These lessons were formerly confined 
 to the juniors, on account partly of want of room in the small kitchen provided by the 
 board, and partly on account of lack of drill in chemistry in the preceding years. At 
 the last session of the legislature larger rooms were assigned to the department, and the 
 present plan arranges for progressive lessons to the freshman, sophomore, and junior 
 classes. 
 
 The young women of the freshman class prepare, under my instruction, the noonday 
 meal for one table in the main dining hall, where two hundred students are boarded. 
 The housekeeper furnishes the bill of fare for the day, and sends to the practice kitchen 
 sufficient material for a dinner for ten persons, which is cooked and served by the teacher 
 and her class. Not more than five work at once, and thus each receives careful super- 
 vision and can get actual practice at every lesson. In this w T ay the class is taught plain 
 cooking how to prepare meats, vegetables, and simple desserts. The dinner cooked at 
 the last lesson is a fair sample of the daily work. It consisted of roast beef, mashed po- 
 tatoes, stewed tomatoes, and apple dumplings. While the work was going on the teacher 
 explained not only the culinary processes, but told the class also something about the 
 value of beef as a food, the best cuts, how to tell good beef from poor, the marks of dis- 
 ease, something also about the history and food value of the potato and apple, the tests 
 for good flour, and the composition and action of baking powder. 
 
 In order to get time for this minute instruction to so large a number, the laundry work 
 and sewing were necessarily abolished and the sophomores are given the lectures, which 
 have been extended to embrace not only those matters which relate strictly to house- 
 keeping, but more comprehensive information on hygiene, the laws of good breeding, and 
 those things which go to make a home beautiful as well as clean and convenient. The 
 class is required to take notes, and in connection with the lectures do a good deal of 
 careful reading and write several essays eah on the topics treated of. 
 
 Finally, to the juniors is given a more elaborate course in cooking. Great pains is 
 taken in that year to explain as carefully as may be the nutritive value of different foods, 
 tests for adulterations, the combination of the several classes of food in bills of fare so as 
 to be most valuable, &c. Together with the theory is given thorough practice in both 
 plain and ornamental cookery. Bread and soups are made the subjects of special drill, 
 while salads, side dishes, pastry and cake, carving, boning, and garnishing are also most 
 thoroughly taught. A few lessons are given in the preparation of food for the sick, and 
 these are dwelt on with special emphasis. 
 
 The interest of the students in the department of domestic economy has been constant 
 and lively, while the board of trustees, the college faculty, and the patrons of the school 
 have united in encouraging its development. It is acknowledged to have met a long-ex- 
 isting want and to have done real service to the young women of the State. It has not 
 only given them manual skill, but it has also increased their respect for all branches of 
 such labor, and added dignity to that p?"~t of their life work hitherto considered as 
 menial drudgery. The promise for the ft.. Jure is most encouraging. Stimulated by the 
 enthusiasm of her pupils, strengthened by the good will of her fellow teachers, and aided 
 by the generous appreciation and liberal policy of the board of trustees, the teacher of 
 domestic economy looks forward with sure faith to the fullest development of her de- 
 partment. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 279 
 
 THE SCHOOL OF DOMESTIC SCIENCE OF*THE ILLINOIS INDUSTEIAL UNIVEESITY. 
 
 [By Mrs. John M. Gregory.] 
 
 This school was formally opened in Urbana, 1874, being the first college course of high 
 grade in domestic science organized in the United States, if not in the world. With 
 no precedent to guide, few or no text books on the subject to furnish material aid, with 
 an incredulous public opinion to contend against, and opposition in most unexpected 
 quarters to meet, the undertaking at the outset seemed formidable enough. But the six 
 years that have intervened have sufficed to overcome many obstacles and demonstrate the 
 practical value of the work. 
 
 The school was the outgrowth of a conviction that a rational system for the higher and 
 better education of women must recognize their distinctive duties as women the mothers, 
 housekeepers, and health keepers of the world and furnish instruction which shall fit 
 them to meet these duties. 
 
 As set forth in the catalogue, it was the aim of the school to give to earnest and capa- 
 ble young women a liberal and practical education, which should fit them for their great 
 duties and trusts, making them the equals of their educated husbands and associates, 
 and enabling them to bring the aids of science and culture to the all important labors 
 and vocations of womanhood. 
 
 This school proceeded upon the assumption that the housekeeper needs education as 
 much as the house builder, the nurse as well as the physician, the leaders of society as 
 surely as the leaders of senates, the mother as much as the father, the woman as well as 
 the man. We discarded the old and absurd notion that education is a necessity to man, 
 but only an ornament to woman. If ignorance is a weakness and a disaster in the places 
 of business where the income is won, it is equally so in the places of living where the in- 
 come is expended. If science can aid agriculture and the mechanic arts to use more suc- 
 cessfully nature's forces and to increase the amount and value of their products, it can 
 equally aid the housekeeper in the finer and more complicated use of those forces and 
 agencies in the home, where winter is to be changed into genial summer by artificial 
 fires, and darkness into day by costly illumination; where the raw products of the field 
 are to be transformed into sweet and wholesome food by a chemistry finer than that of 
 soils, and the products of a hundred manufactories are to be put to their final uses for 
 the health and happiness of life. 
 
 The purpose was to provide a full course of instruction in the arts of the household, and 
 the sciences relating thereto. No industry is more important to human happiness and 
 well being than that which makes the home. And this industry involves principles of 
 science as many and as profound as those which control any other human employment. 
 
 In the fall of 1874 the writer of this article was called to take charge of this school, 
 which then existed only in name. During the first year she gave much time to map- 
 ping out and preparing a course of study, which was presented for the first time in the 
 catalogue of 1875-' 76, substantially as follows: 
 
 COUESE OF DOMESTIC SCIENCE 
 
 Required for degree of B. S. in school of domestic science. 
 
 FIRST YEAR. 
 
 1. Chemistry; trigonometry; drawing (full term) ; British authors. 
 <2. Chemistry; designing and drawing; American authors. 
 3. Chemistry; designing and drawing; rhetoric. 
 
 SECOND YEAR. 
 
 1. Botany; physiology; German or English classics. 
 
 2. Food and dietetics (simple aliments) ; botany and greenhouse; German or English 
 classics. 
 
 3. Food and dietetics (compound aliments and principles of cooking, &c.); zoology; 
 German or English classics. 
 
 THIRD YEAR. 
 
 1. Domestic hygiene; ancient history; German or French. 
 
 2. Physics; mediaeval history; German or French. 
 
 3. Physics or landscape gardening; modern history; German or French. 
 
280 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 FOUBTH YEAR. 
 
 1. Household aesthetics; mental science; history of civilization. 
 
 2. Household science; constitutional history; logic. 
 
 3. Domestic economy; usages of society, &c. ; political economy; home architecture; 
 graduating thesis or oration or essay. 
 
 It will be seen in the above that the technical studies do not begin until the second 
 term of the sophomore year. There are two reasons for this arrangement: First, the very 
 evident one that the applications of a science must be preceded by and based upon a 
 knowledge of the theory and general principles of that science. For instance, no truly 
 scientific study of food and dietetics could be entered upon until the pupils had acquired 
 a knowledge of general chemistry, qualitative and quantitative analysis, as also some 
 knowledge of plant structure, and skill in manipulating the microscope. A second rea- 
 son for placing the technical studies late in the course is that the students may bring to 
 this work greater maturity of mind. 
 
 No other one science is more constantly applicable to the necessities of every-day life 
 than chemistry. Hence it was made a prominent feature of the course, either under the 
 form of general chemistry with laboratory practice, or in the study of foods and their 
 analysis. Moreover, laboratory practice is calculated to develop that patient, careful at- 
 tention to minutiae, and appreciation of exact weights and measures, which is quite as es- 
 sential to definite results in the kitchen as in the laboratory. A habit of searching for the 
 causes of failure, formed in the laboratory, will yield good results in the kitchen. George 
 Eliot makes one of her characters in " Adam Bede " say: U A woman will make porridge 
 every day for twenty years and never think of measuring the proportion between the 
 meal and the milk; a little more or less she'll think doesn't signify. The porridge will 
 be awkward now and then; if it's wrong, it's something in the meal, or it's something in 
 the milk, or it's something in the water. Look at me; I make my own bread, and there's 
 no difference between one batch and another from year's end to year's end; but if I'd a 
 woman in the house I must pray for patience at every baking of the bread if it turns out 
 heavy. It's an impious, unscriptural opinion to say a woman's a blessing to a man now; 
 you might as well say that adders and wasps are blessings, when they are only evils be- 
 longing to this state of probation. ' ' Not so bad as that, Mr. Massey. She simply needs 
 to be educated. Man's contact with the world has taught him to give "pounds and 
 ounces as to quantity, ' ' where woman gives only approximative handfuls. 
 
 The other corner stones of the course are anatomy, physiology, and hygiene. No other 
 acquisitions can atone to young women for the lack of a thorough practical knowledge of 
 these. Woman, much more than man, has suffered from lack of proper instruction in 
 school courses in these vital sciences. 
 
 Mathematics is required in the course only through trigonometry, this being as far as 
 required by any subsequent study in the course, and as far, in all probability, as will be 
 needed by young women in after life. 
 
 TECHNICAL STUDIES. 
 
 The work in the technical studies was necessarily conducted by lectures, class demon- 
 strations, and readings. The students were thus made acquainted with the best 1 iterature 
 on the -subjects treated. The university library, with its wide range of carefully se- 
 lected scientific works and annual appropriations for the purchase of new books, afforded 
 excellent opportunities for the students to consult authorities. 
 
 Food and dietetics. This study occupied two terms. The work began with a study of 
 the simple aliments, such as starch, the structure of its grains in different plants, shown by 
 the microscope; test, action of heat, water and other agents upon it; digestibility and 
 dietetic value; sugar, kinds, sources from whence obtained; tests, relative sweetening 
 values, processes of manufacturing and refining; effects of heat, acids, and other agents 
 upon it, and means of judging quality; dietetic value. The hydrocarbons, the nitroge- 
 nous group, and saline principles were studied in the same manner, care being exercised 
 to bring into prominence, appropriately grouped, all the physical and chemical properties 
 having a practical bearing upon the preparation of foods to secure their highest dietetic 
 value. 
 
 This preliminary work prepared the students for the more complicated study of the 
 compound aliments and the general principles of cooking and dietetics. The cereal* fur- 
 nished the themes for a number of instructive lectures. The structure of the wheat 
 grain was shown under the microscope, and also by means of one of Doctor Auzoux's ad- 
 mirable papier mddie models. A knowledge of the physical properties and composition 
 of the different parts of the grain made clear the transformations produced in the proc- 
 esses of grinding and bolting, and showed the comparative nutritive value of the differ- 
 ent products of milling. This was followed by lectures on bread-making by fermentation 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 281 
 
 and by the use of chemicals, the advantages and disadvantages of the two methods. The 
 yeast plant was studied under the microscope, and the effect of different temperatures 
 upon it noted. The qualities of good bread, the chemical transformations that take place 
 in rendering the dough light, the temperature required for baking, the methods of de- 
 termining the temperature of the oven, the digestibility of bread as influenced by its 
 freshness, lightness, and sweetness, and other related topics, were subjects in which the 
 students became much interested. They often expressed great pleasure and surprise to find 
 so many and such profound principles of science bearing upon so common an art as bread- 
 making. They left the subject, no longer to regard the difference between good and bad 
 bread as a matter of "luck," but as dependent upon the intelligent application of scien- 
 tific principles; principles as much under human control as are those which regulate the 
 action of a steam-engine. The world readily concedes that knowledge is essential to suc- 
 cess in controlling a locomotive, but it is slow to see that it is equally essential to suc- 
 cess in the management of a bake oven. In a little, well-directed study of the chemistry 
 and philosophy of bread-making may be acquired useful principles that women are left 
 to find out for themselves, as a rule, through experience, which, too often, means months 
 of sad failure and impaired health. 
 
 We are apt to regard the common vegetables of our gardens as devoid of interest and 
 unworthy of study. This is because of our ignorance. Take for example the Irish po- 
 tato (Solanum tuberosum}. Look into its history, study its chemistry and philosophy, 
 and what a volume of political economy, national destiny, practical truth, and anecdote 
 is opened up. From a mere curious exotic planted in Sir Walter Raleigh's garden in 
 1586, so disappointing that he ordered his gardener to "pull up the worthless weed," it 
 becomes one of the most widely diffused plants, struggling for existence even within the 
 arctic circle. It has added millions to the populations and wealth of Europe. A single 
 failure of the potato crop left Ireland in a famishing condition, reducing its population, 
 it is said, from eight or nine millions to five millions. The potato famine in Ireland was 
 but one of Heaven's great hygienic teachers, confirming two great natural laws, viz. : 1. 
 Rotation of crops. Plants long cultivated on the same soil fail at least. 2. Variety in 
 diet. Long ago it was written "Man cannot live by bread alone." This contains a 
 dietetic as well as a spiritual truth, even more applicable to the potato than to bread. 
 
 The discussion of the potato and other vegetables common upon our tables, afforded 
 many a topic of as much interest as importance. The composition, chemical changes in 
 cooking, various methods of preparation, and dietetic uses and value were thoroughly 
 studied. 
 
 The potato is defective in nitrogenous principles, fat, and mineral matter. In this is 
 to be found an explanation of the enormous consumption of potatoes by the Irishman. 
 
 Tea, coffee, and cocoa furnish topics for a number of practical lectures, treating of the dif- 
 ferent kinds, their comparative values, composition, properties, effects- upon the system, 
 &c. The best way to teach one how to make good coffee is to begin by teaching the prop- 
 erties of its constituent principles. This known, good results are insured or failures 
 will be speedily corrected. For example, know that the peculiar aroma upon which the 
 goodness of coffee so largely depends is dissipated by long boiling or continued exposure 
 to the air and one will not Aake the common mistake of roasting, grinding, and leaving 
 coffee long exposed to the air before using, or allowing it to boil until the aroma is dis- 
 sipated and the residuum but a bitter dose. 
 
 That questionable food, alcohol, was impartially considered in the light of the latest 
 and most reliable scientific investigations, and the highest authorities were questioned in 
 regard to its effects upon the system in extremes of heat, cold, hunger, severe mental or 
 physical labor, its medicinal value, &c. ; and then all the force of moral considerations 
 was brought to bear upon this instrument of evil that so baffles scientific certainty, that 
 is so delusive in the exquisitely cut wine-glass, this will-o'-the-wisp that lures men on 
 to ruin and is the direct or indirect cause of so many woes. 
 
 The time has come when women should be educated for battle with king alcohol. 
 Young, impressible womanhood must drink from the springs of learning, that their eyes 
 may be opened to a full realization of the nature and strength of this evil, to a percep- 
 tion of its chief strongholds and its vulnerable points. They must be led to see that pre- 
 natal influences are largely responsible for the intemperance of the world; that bad 
 bread, unwholesome food, insufficient nutrition, and improperly selected diet create a 
 want in the system, which, not being understood, often seeks gratification in the wine 
 cup. We shall never get the upper hand of intemperance until we have gone back of 
 the saloons, in search of the causes that gave it birth; till we have entered the homes, 
 and taught those who preside over them the strong moral influences exerted by good 
 bread, wholesome food, and healthful, attractive homes. Says an English philanthropist 
 of extended observation, ' ' The more we investigate the social evils of the day, tracing 
 them to their causes, the more convinced shall we be that reform to be healthful must 
 proceed from within rather than from without. If we wish to purify and elevate the 
 
282 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 national life we must begin, therefore, in the home. And if we wish to reform the 
 homes of the people we must train aright those who for good or for evil will preside over 
 them." 
 
 Animal foods open up a wide field for interesting study and research. The importance 
 of a mixed diet, the omposition and nutritive value of different meats, the average mar- 
 ket price and economical value of different parts of the beef, methods of cooking with 
 reference to comparative economy and healthfulness, temperature required, means of 
 judging of the quality of meat, the use of the microscope in detecting the presence of tri- 
 china and other parasites, thorough cooking as a safeguard against these parasites, and its 
 antiseptic action when meat is tainted, were among the topics discussed, and are sufficient 
 to show the magnitude and importance of the subject. 
 
 We need no better argument for the importance of instructing the people on these 
 subjects than is furnished by the official reports of the enormous quantity of diseased 
 and unwholesome meat that annually finds its way into the markets, .in spite of health 
 officers and inspecting boards. Boards of health, however vigilant, will labor with tied 
 hands until they find in educated housekeepers efficient colaborers. 
 
 Milk, a typical food, its analysis, examination under the microscope, varying composi- 
 tion as influenced by breeds of cows, their treatment, and food, and by climate, &c., the 
 philosophy of butter making, temperature for setting the cream and for churning, impor- 
 tance of cleanliness, duration of churning, working, washing, and salting butter, and 
 other related topics were discussed. 
 
 When it is so comparatively easy to make good butter it seems a pity that ignorance 
 should be allowed to serve us a dyspeptic article. But many a farmer's wife does not 
 know what good butter is, much less the methods of producing it. 
 
 FOOD MUSEUM. 
 
 To aid in this study of food and dietetics, the nucleus of a food museum was begun, 
 with the purpose of developing it, when the requisite funds could be secured, somewhat 
 on the plan of the food collection of the Bethnal Green Museum, London, where the la- 
 bors of Playfair, Huxley, Frankland, and Church are doing so much to instruct the public 
 in this hitherto neglected department of education. The London food collection is a grand 
 object-lesson on the materials and processes of every-day life to the multitudes who visit 
 it. Specimens of all the important human foods are gathered from the various quarters 
 of the globe, and the composition of the most important foods is shown by what is termed 
 " displayed analyses," enabling the eye to take in at a glance the relative proportion of 
 the various constituents of a given food. 
 
 Colored charts, drawings, and diagrams attract the eye and fix the attention, teaching 
 even the most illiterate useful lessons on the composition and physiological functions of 
 foods, and guarding them against adulterated and spurious articles. Numerous water an- 
 alyses are so shown as to enforce the necessity for pure drinking water. Filters of di fferent 
 kinds and the materials used in their construction are exhibited, and the actual process 
 of filtering through sand, gravel, and charcoal is displayed. In short, in every depart- 
 ment of this great museum the endeavor has been to make tlie food collection tell its own 
 story in a most forcible and practical manner. It is a matter of reproach to the United 
 States that hitherto little or nothing in this direction has been done here, either in a 
 public or private way. 
 
 it was also the as yet unfulfilled purpose of the school of domestic science to have a 
 kitchen museum, fitted up with the most approved modern conveniences, partly for ex- 
 perimental purposes in connection with class lectures and partly as a means of illustrat- 
 ing the most convenient arrangement for a kitchen, showing the great economy in time 
 and strength that would result from having kitchens properly planned and arranged. 
 
 Hygiene. In addition to the study of advanced anatomy and physiology, this school 
 provided for its young women a special course of lectures, extending through a term, on 
 the hygiene of the home, embracing such topics as the location of dwellings, good drainage, 
 uncleanliness as a cause of disease; the necessity for good ventilation, pure water, and 
 abundant sunlight; bathing, exercise, and other conditions of health; the construction, 
 material, and hygiene of dress ; the principles of nursing the sick. Lectures were also given 
 on the anatomy, physiology, and hygiene of the female pelvic organs, under the conviction 
 that it is through the want of this knowledge that so many women become confirmed in- 
 valids. The teacher, delicately, cautiously, prayerfully, and with reverential tread, en- 
 deavored to lead her pupils into paths which show the grander possibilities for humanity 
 through an enlightened motherhood. The young women were taught to look upon disease 
 as the penalty for disobedience to inexorable natural laws; that among the many causes 
 which combine to rob woman of her birth-right, good health, one of the most potent is 
 her very unhygienic dress. And it was not found impossible to secure, if not a radical, 
 at least a very sensible reform in the dress of the members of the class. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 283 
 
 From one-seventh to one-fourth of all children both fail to pass their first year, and 
 25 to 40 per cent, perish before they have completed their fifth year, we are told.. 
 
 We appeal to physicians to stay this terrible "slaughter of the innocents," but with 
 a grave shake of the head they tell us they are all but powerless in the matter, and that 
 our future hope must look mainly to a more enlightened motherhood. But, full of old 
 time prejudices, we are slow to act. Says Eev. Charles Kingsley, "Would to God that 
 some man had the historical eloquence to put before the mothers of England the mass of 
 preventable suffering, the mass of preventable agony of mind and body which exists iu 
 England year after year; and would that some man had the logical eloquence to make 
 them understand that it is in their power, in the power of the wives and mothers to 
 stop, as I believe, three-fourths of it. ' ' 
 
 What is true of England is true of America. 
 
 1 ' To tens of thousands that are killed add hundreds of thousands that survive with 
 feeble constitutions and millions that grow up with constitutions not so strong as 
 they should be, and you will have some idea of the curse inflicted on their offspring 
 by parents ignorant of the laws of life." (Herbert Spencer.) Is any thing more needed 
 to show the importance of introducing into courses of study for girls the lectures outlined 
 above? 
 
 The following is from a board of health report: "The records of infant mortality offer 
 a melancholy illustration of -the necessity of the mother's previous, preparation for the 
 care of her children. The first-born die in infancy in much larger proportion than their 
 successors in the family. The mother learns at the cost of her first child, and is better 
 prepared for the care of the second, and still better for the third and fourth, whose 
 chances of development into full life and strength are much greater than those of the 
 oldest brothers and sisters." "Think of the mo'ther learning ' at the cost of her first 
 child, ' and of the absurd young mother learning beforehand, and choose between. Also, 
 please compare the ' previous preparation, ' here recommended with the mere bureau- 
 drawer preparation which is the only one at present deemed necessary." (Mrs. Diaz.) 
 
 What knowledge can be of higher value than that which ' ' aims to render growth 
 more perfect, decay less rapid, life more vigorous, and death more remote," by the con- 
 trol it gives over the causes of disease? Strange that the question should need asking. 
 "Stranger still that it should need defending," says Herbert Spencer. 
 
 All are ready to concede our need of a physical reformation, but few are prepared to do 
 anything to bring it about. Only physicians seem to have any just conception of the 
 great number of preventable diseases that year after year are desolating our homes. 
 Not until our schools and colleges shall more generally unite their efforts with those of 
 physicians and health boards, can we hope for any very marked progress in sanitary re- 
 form. If women were properly educated they could do in this sanitary work what can- 
 not be done by men. 
 
 ' Within the last few years sanitary science has attained proportions too vast to admit 
 of its being summarily disposed of in the meager " hints on health " usually appended 
 to text books on physiology. Physiology and hygiene are sciences so vast in importance 
 and extent as to merit being more generally dignified in colleges by separate profes- 
 sorships. 
 
 Especially do girls need to have the gospel of good health preached to them and lived 
 before them daily. It cannot be true that Michelet is right when he asserts that women 
 are essentially diseased. It cannot be true that the Divine Architect, every where else 
 so wise a builder, so accurate in His estimates, so judicious in apportioning means to 
 their ends, has here alone made the burden too heavy for the support, the aspirations too 
 great for the ca pacities. It may be true that at present disease is the rule among women and 
 health the exception; but let us not make the mistake of charging the fact to a blunder 
 in the original formation of woman. To do so is to defeat the possibility of our attain- 
 ing to anything better. When we are better educated this matter will surely be righted, 
 and only then. 
 
 We profess to believe that education should include the whole man, physical, moral, 
 and intellectual ; but is not the attention given to physical education, as a rule, dispro- 
 portionate to our professed belief in its importance ? Culture of the intellect too often 
 stands for the whole of education, and girls especially have grown to look upon matters 
 pertaining to physical education as unworthy their attention. 
 
 Houselwld esthetics. The following were the general topics embraced in this study: 
 General principles of taste as applied to ornamentation, requisites of furniture, wall and 
 ceiling decoration, treatment of floors, selection of carpets, ceramic art, and the esthetics 
 of dress. The university library furnished many valuable and rare works on household 
 and decorative art for reference. 
 
 If, as Keats tells us, "A thing of beauty is a joy forever," then a study which seeks 
 to secure more beauty in our homes, and so multiply joys, should take no mean place in 
 the education of girls. 
 
284 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 In the study of household esthetics one of the first points we endeavored to impress 
 upon the girls was that women are not "instinctively authorities on all matters pertain- 
 ing to taste " any more than upon metaphysical points, but that they may become such 
 by much the same means as they would adopt to become proficient in metaphysics or lit- 
 erature, viz, by well directed study and effort. We referred them to art critics, who 
 charge the decline in art largely to the false models kept so constantly before the eye, 
 and so led them to appreciate the importance of having the objects by which we are sur- 
 rounded in the home beautiful and in good taste. We taught them that a reform in 
 woman's dress is demanded not only on the ground of health, but for well-defined esthetic 
 reasons. In the art gallery we, showed them the Venus of Milo in the majesty of her 
 perfect womanhood, and noted her comparative chest and waist measure. We pointed 
 to her as the model female form before which every true artist bows. 
 
 Through the influence of certain very helpful articles in some of our popular maga- 
 zines, quite a general desire has been created to attain to something better than we have 
 yet known in this direction in our homes. But by what means may girls acquire this 
 knowledge ? When one stops to think of it seriously, the marvel is not that women so 
 generally offend in this respect, but rather that we should see even so much good taste 
 displayed as we do, since it is only as anew departure in education that this subject con- 
 stitutes any part of a course of study for girls. 
 
 In one term it is not possible to turn out finished art critics, but in this time, a teacher 
 full of the spirit and importance of the subject can do much to wards awakening thought 
 and giving direction to future study. 
 
 Our manufactories will not supply us with artistic domestic articles till there is a de- 
 mand for them oy appreciative consumers. And this demand will not be made until our 
 systems of education give the impulse. 
 
 The same amount of time that is now devoted by girls, irrespective of native aptitude, 
 to dabbling in water-colors and oils, and to constructing cardboard air-castles, that have 
 no real or apparent use, or, as Anna Brack ett puts it, in "crocheting covers for covers, and 
 covers for covers of covers," concentrated upon a vigorous, well-directed study of the 
 principles of ornamentation, would do far more towards permanently beautifying our 
 homes, walls, floors, chairs and tables, our daily lives, than we can ever know, so long as 
 woman's leisure is given to those ephemeral productions that are so sadly out of place in 
 a world where moth and dust doth corrupt, and where time is so valuable and opportu- 
 nity so limited. 
 
 Under the name household science the following topics are treated: The principles of 
 heating and ventilation, kinds and comparative values of different fuels, usual methods 
 of heating dwellings, grates, stoves, furnaces, hot water and steam apparatus, culinary 
 utensils, their most approved forms, properties of the materials of which they are made, 
 iron, tin, copper, brass, &c., contaminations of food liable to occur from carelessness or from 
 ignorance of the properties of certain metals, preservation of foods, chemistry of illumi- 
 nation. The adulteration of foods is treated by lectures and laboratory practice in test- 
 ing foods. 
 
 Does it sound Utopian to speak of the value to the housekeeper of skill in manipulating 
 the microscope? Ah ! but the Utopian ideas of one age very often become the blessings 
 of their successors, and the future may show that housekeepers who in their college days 
 had the keenness of their sight multiplied from fifty to one thousand times in testing 
 foods for adulterations and impurities, will consider a Zentmeyer's grand American mi- 
 croscope quite as indispensable to their households as a Chickering grand piano, a safe 
 guarantee, aided by a knowledge of chemistry, that they will not give their children a 
 stone when they ask for bread, or put poisoned confections in their darlings' stockings at 
 Christmas time. 
 
 Domestic economy, as taught, included lectures on the conservation of the forces of the 
 household, on expenditures, and on the management of servants. A series of lectures 
 were given on the government and instruction of children. 
 
 If a knowledge of political economy be of service in the production and distribution of 
 wealth, a knowledge of domestic economy is no less serviceable in securing a right use of 
 that wealth. If a knowledge of the former is necessary for those who sit in parliaments 
 and legislative halls, how much more necessary is a knowledge of the latter to those who 
 rule over the homes and give to mind its first and most lasting impressions. 
 
 Plato taught us that the beginning is the chiefest part of every undertaking. We are- 
 very fond of saying "As the twig is bent the tree's inclined;" "She who rocks the cradle 
 rules the world;" that what Napoleon needed to secure the welfare of France was "good 
 mothers." Such expressions have long formed the key-note of addresses to young wo- 
 men, graduating from courses of study in which no instruction was given upon those all- 
 important duties we all agree in declaring to be hers. If there be truth in these beauti- 
 ful sayings why not act upon them in shaping courses of study for girls ? Herbert Spen- 
 cer pertinently asks, ' ' Is it, then, that the unfolding of a human being in body and mind 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 285 
 
 is so comparatively simple a process that any one may superintend and regulate it with 
 no preparation whatever ? If not if the process is with one exception more complex than 
 any in nature, and the task of administering to it one of surpassing difficulty, is it not 
 madness to make no provision for such a task? Better sacrifice accomplishments than 
 omit this all-essential instruction. ' ' 
 
 Domestic economy well taught and intelligently practiced would save many a home 
 from that worst of bankruptcies the bankruptcy of peace, health, and happiness. 
 
 Etiquette. The following topics were treated by lectures and discussions: Importance 
 of a proper study of the rules of politeness and of the usages of good society; intimate 
 relation of morals and manners; politeness but the embodiment of the golden rule; good 
 manners not a thing to be put on with the Sunday dress, but to become a part of us by 
 habitual use; etiquette of the home circle of the first importance; behavior in public 
 places; visits, calls; hospitality a duty; dress, "cleanliness next to godliness;" forms 
 of introduction; salutations; grace in personal bearing; the laws of conversation; sin- 
 cerity in manner and speech cultivated; slang phrases, high-sounding adjectives, scandal, 
 gossip, &c. , to be avoided. 
 
 Home architecture. We have no statistics to show the exact saving in time that would 
 be secured to the world by having properly planned and constructed houses. But, doubt- 
 less, if the sum total of the time and energy lost to women in taking unnecessary steps 
 in the course of the preparation of a meal from the inconvenience of absent or misplaced 
 closets and doors that open the wrong way, from the vexation of spirit caused by smoky 
 chimneys, the nervous and physical exhaustion due to stairs so constructed as to endan- 
 ger life and limb, the impaired vitality, depression of spirits, days lost in sickness from 
 rooms that cannot be properly ventilated and lighted could be presented to the social 
 economist the showing would be something truly startling to him. 
 
 Women are the chief sufferers from these causes, but at present there seems no redress 
 for them. He is a rare builder who is willing to concede that the average woman knows 
 anything about how a house should be built. In very many cases we fear he is right. 
 Many a woman has found when she attempted to d irect these matters that she knew too lit- 
 tle of architectural principles to be able to express her desires in an intelligible form. May 
 we not in educating girls do something toward securing in the future houses for the people 
 better adapted for homes ? We believe so. In our school of domestic science the professor of 
 architecture gave a series of lectures to the girls upon home architecture, including such 
 topics as the principal architectural styles, general characteristics of exteriors, chief 
 requisites of interiors, requirements of different apartments, sanitary requisites, cellars, 
 walls, water supply, light, and convenience. To make the work as practical as possible 
 the pupils were required to present drawings of original plans, and were taught how to 
 make these drawings to a scale, and with a proper use of lines, shading, and colors. 
 
 The professor of horticulture taught them the general principles of landscape garden- 
 ing, the kinds and uses of trees, shrubs, grass, and flowers, the construction and laying 
 out of drives and walks, location of buildings, &c. The pupils first drew from copy, 
 then, after the actual study of some locality with its environs, designed and drew full 
 plans for its improvement. In the conservatory they had practice in the propagation 
 and care of flowering and other ornamental plants. The young ladies took hold of this 
 work with an enthusiasm which showed that they appreciated its value, and we believe 
 that they will find in after life that the few weeks thus spent in their college days will 
 bring them larger returns than if devoted to making copies of imaginary landscapes in 
 oil and in manufacturing bouquets in water colors, or even in digging for Greek roots. 
 
 At the end of the course an original thesis was required on some subject bearing upon 
 the technical studies of the school. The following are among the subjects selected by 
 those who have graduated from this school: Art in the Home, Adulterations of Foods, 
 Wheat, Chemistry of Foods. 
 
 Those who complete the full course receive the degree of B. s. in the college of nat- 
 ural science. 
 
 Such, in outline, was the technical part of the education given in this school of domes- 
 tic science and the main principles on which it was based. Its results are yet to be told 
 by the lives of its students; but enough has been seen to inspire the desire for the con- 
 tinuance of the experiment and for its extension in all the higher institutions of learn- 
 ing where women are educated. The sun of this nineteenth century, which has wit- 
 nessed so much of progress in bringing the power of education to bear upon the work 
 and well being of men, will not set till it has seen the school and college fling helpful 
 light into the home and household the work and well being of women. 
 
 THE NEW YORK SCHOOL OF COOKERY. 
 
 This school was founded in 1876 by Miss Juliet Corson. The first lessons were given 
 in the ladies' course, where the instruction covered (1) the preparation of plain and in- 
 
286 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 expensive articles of food in palatable and attractive forms; (2) the dressing of the remains 
 of food in side-dishes suitable for breakfast and luncheon; (3) the elaborate and delicate 
 dishes of artistic cookery. f 
 
 In 1877 the plain cook's course was instituted for the purpose of teaching the princi- 
 ples of plain family cooking to young housekeepers in moderate circumstances, to young 
 women employed as domestics, and to the wives and grown daughters of workingmen. 
 
 In 1878 the first and second artisan courses were planned for the instruction of the 
 children of working people in cooking the cheapest kinds of food in simple and nutritious 
 dishes. 
 
 The number of lessons given in the above-named courses from 1876 to 1881 was 740; 
 the attendance, ranging through all social classes, was over 7, 500 persons. In 1879 Miss 
 Corson's illustrated lectures in the Cooper Union Saturday evening course were attended 
 by about 5,000 people. 
 
 An important fact in connection with this instruction is that it has frequently been 
 given in direct connection with young ladies' schools. In Montreal a special course of 
 lessons was given to the pupils of the high school, under the supervision of the board of 
 school commissioners, and many of the pupils of Mrs. Mercer's young ladies' school at- 
 tended the lessons given before the Ladies' Educational Association. 
 
 Lessons were given in Farmington, Conn., before the pupils of Miss Porter's school. 
 In Washington some of the lessons were attended by the scholars of Park and Mount 
 Union Seminaries, Miss Ross' and Miss Osborne's schools, the pupils of the city normal 
 and high schools, of the Spencer Business College, and the advanced grammar school. 
 
 During the year 1881 a class from Miss Brown's young ladies' school, of New York, 
 has been regular in its attendance at the school of cookery. Two comprehensive lessons 
 in cookery for the sick and convalescent were given in December, 1880, to the pupils of 
 the training school for nurses attached to the New York Charity Hospital. 
 
 During the spring and early fall seasons MissCorson gives lessons outside of New York, 
 and has found large and interested audiences at Montreal, Canada; Washington, D. C. ; 
 Indianapolis, Ind. ; Peoria, 111. ; Cedar Rapids, Iowa; Farmington, Conn. ; Syracuse, N. Y. ; 
 Pittsfield, Mass., and Hartford, Conn. 
 
 Miss Juliet Corson also gives the following account of her work during the past two.or 
 three years: 
 
 During the season of 1880-'81 my local teaching comprised 144 lessons to twelve 
 private classes of ladies, where the attendance numbered 120; 50 private lessons to in- 
 dividuals; 21 lessons to mixed classes, where the attendance reached the number of 150; 
 17 public lessons to cooks, attendance, 166; and 50 lessons to the children of working peo- 
 ple, where the average attendance at each lesson was 8. One of the private classes was 
 composed of quite young ladies, the pupils of Miss Annie Brown's school, No. 22 West 
 56th street, New York. 
 
 In December, 1880, I gave two lessons on the preparation of food for the sick and con- 
 valescent before the pupils of the Training School for Nurses attached to the Charity 
 Hospital of New York. The class consisted of 30 nurses; the commissioners of charities 
 and corrections and the resident and visiting physicians of the public institutions on 
 Blackwell's Island were present. 
 
 The first lessons of the next season (1881-'82) given away from New York were at Pitts- 
 field, Mass. , for the Ladies' Art Association, and consisted of six lessons in general cook- 
 ery to the ladies of the town and the pupils of Maplewood Institute for Young Ladies, 
 the attendance being about 100, and six free lessons in economical cookery to working 
 people, with an average attendance of 50. 
 
 The second course of outside lessons was given at Hartford, Conn. , under the auspices 
 of the City Mission, Mrs. Virginia T. Smith, superintendent; there were twelve lessons to 
 ladies at Cheney Building, where the attendance numbered about 150, and twelve free 
 lessons to working people at the Morgan Street Mission, to a class of about 50. 
 
 At the close of March, 1881, I resigned my connection with the charity department of 
 the New York Cooking School, and continued my usual line of instruction as in previous 
 years. 
 
 In April, 1881, I gave twenty-four lessons to ladies at Saint Louis, Mo., for the benefit 
 of the Women's Christian Association of that city; the average attendance was about 
 three hundred in the public class and fifty in a special private class. The president of 
 the association, Mrs. C. R. Springer, in a letter dated May 29, 1881, says: "We cleared 
 over $1,200. Have any people done better financially ? "* 
 
 From Saint Louis I went to Chicago, 111. , where I gave one lecture on Domestic Econ- 
 omy in Fairbank Hall, one free evening lesson to about five hundred working people, 
 and eighteen public lessons to ladies. 
 
 In May, 1881, I gave six lessons to ladies, under the auspices of the Diet Dispensary 
 of Cleveland, Ohio, to an audience of about one hundred. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 287 
 
 In the same month, at Northampton, Mass., I gave seven lessons to a class of about 
 one hundred and fifty ladies, one evening lesson to the students of Smith College, which 
 was attended by President Seelye and the faculty of the college, and one evening lesson 
 to working-people. 
 
 In June, 1881, I gave six lessons in cookery for invalids to the pupils of the New York 
 State Training School for Nurses, in Brooklyn, Long Island, N. Y. 
 
 In September I went to Concord, Mass. , at the invitation of Miss Ellen T. Emerson, 
 and, under the management of that lady and Mrs. Judge Hoar, I gave six lessons to 
 ladies, six lessons to cooks, and six free lessons to working people, in the old Concord 
 school-house. These lessons were the inaugural series of the Concord Cooking School. 
 
 In December, 1881, I accepted the invitation of Captain R. H. Pratt, U. S. A., to visit 
 the government Training School for Indian Youth, at Carlisle Barracks, Carlisle, Pa. 
 At that time I gave a course of lessons to the Indian girls, some of whom did not speak 
 or understand English, but all proved attentive and intelligent pupils. 
 
 The following extract from the paper published at the training school gives the local 
 impression of the result of the lessons, and it is borne out by subsequent reports from 
 the school, received from Captain Pratt during the past summer. A further indication 
 of the genuine nature of the interest felt by the Indian girls is the pleasure thay evinced 
 when I promised to write an Indian cookery-book for them. They at once began to make 
 lists of their cooking utensils and food supplies for my guidance. This book is now in 
 hand. The following is the extract from The Big Morning Star: 
 
 ' ' We were indeed glad to accept Miss Corson's generous offer to give our girls a course 
 of lessons in cookery. Her teaching was simple and practical, and admirably adapted 
 to the capacity of our Indian pupils. A table was placed ready for the lesson; in front 
 of it were grouped the girls, and back of it stood Miss Corson, calling to her aid from time 
 to time eager volunteers from the class. Beginning with the importance of absolute 
 cleanliness the table was scoured, the utensils to be used were rubbed and polished until 
 they shone. Only such materials and utensils were used as she learned from the girls 
 they could get at their homes. Miss Corson's experience at the New York School of 
 Cookery, where she has done so good a work in training poor children, enabled her to 
 use such simple language, such telling gestures that even those with the least knowledge 
 of English could follow and understand her teaching. Usually she had two or three 
 dishes in course of preparation at once. A little girl washed potatoes, rubbing each care- 
 fully with a bit of rag, and deftly imitating Miss Corson, as she showed her how to pare 
 a ring of skin from each, and then to boil them just long enough, so that they should be 
 dry and mealy, slipping readily from their loosened jackets. Meantime another girl 
 peeled more potatoes, and following her teacher's example neatly removed a thin, 
 transparent paring, and cut out defects, and while she did it the whole class received a 
 lesson in avoiding wastefulness. After each step in the lesson Miss Corson questioned 
 the class as to what had been done and why it was done. In this way from plain and 
 meagre materials very palatable dishes were prepared. It was a most interesting sight; 
 the earnest watchfulness of the girls who looked on; the self-important little airs of the 
 girls who carried out the lessons as they bent over the table and peered into the sauce- 
 pans bubbling on the range. They made soups and stews; they baked and broiled; and 
 even the much maligned frying-pan was brought into requisition, as Miss Corson taught 
 them that it was possible to fry things without making them greasy and indigestible, As 
 each dish was prepared she told them what other materials could be used in the same 
 way. The pleasure of the girls in receiving this training was shown by their expressions 
 in their home letters. * * * Miss Corson says she found the Indian girls as quick, 
 and apt and enthusiastic as any pupils she has had. The desire to become good hou sekeep- 
 ers became more eager from her pleasant teachings, and we are sure that when she comes 
 again, as she has promised, she will find that they have not lost what they learned, and 
 are ready to go on as far as she will take them. ' ' 
 
 The New York season of 1881 -'82 was conducted as usual, instruction being given to 
 both ladies and cooks, with the average attendance at the various lessons. During this 
 season a course of twelve lessons to ladies and one free lesson to workingwomen was 
 given at the Industrial Restaurant, No. 112 Lexington avenue, Brooklyn, N. Y. The 
 class numbered about twenty. 
 
 In March, 1882, a course of six lessons in cookery for invalids was given before the 
 physicians and nurses attached to the nurses' training school of the Brooklyn City Hos- 
 pital, of which Mrs. Seth Low is president. The class numbered about fifteen. 
 
 In April a course of seven lessons to a private class of forty ladies was given in Stam- 
 ford, Conn., under the management of Mrs. Schuyler Merritt. 
 
 It affords me great satisfaction to be able to make a favorable report of my connection 
 with the Lake Erie Female Seminary, at Painesville, O. My first instruction there was 
 given in the form of a course of six lectures on food and digestion, in the autumn of 
 1881, which were attended by about one hundred and forty of the pupils of the seminary 
 
288 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 and many of the ladies of Painesville. These lectures were followed by a course of prac- 
 tical lessons in cookery in the autumn of 1882, attended by the entire school. The young 
 ladies took an active part in the preparation of the various dishes, and the most excellent 
 results are reported by Miss Mary Evans, principal of the seminary. These lessons in 
 cookery form part of the regular course of instruction at the seminary. 
 
 The season of 1882-'83 in New York was begun in November, 1882, and is not yet 
 finished. The usual instruction is being given to ladies and cooks, with the usual suc- 
 cess. My labors among the working-people this season include the writing of a " Dietary 
 for Workingmen," published in the workingmen's paper, the DAILY NEWS of New York ; 
 the revision of a paper on Domestic Economy for the Charity Organization Society of New 
 York ; the teaching of soup making to a woman chosen by Miss McBryde, of the Church 
 of the Holy Trinity of this city; this soup is sold to the poorer members of the church 
 and its missions at the cost of production. I am also giving a course of free lessons in 
 economical cookery to these workingwomen at the same church. 
 
 In February of the present year I shall give a course of six lessons at Plainfield and at 
 Morristown, N. J. , assisted by Mrs. Thomas H. Taylor, who proposes to establish a cook- 
 ing school at Plainfield. 
 
 In conclusion, I beg leave to call attention to a series of articles on ' ' Dietetics, ' ' now ap- 
 pearing in Harper's Bazar; the subject is important, and has not yet been treated in an 
 adequate manner. These articles will be republished in book form, probably during the 
 present year. 
 
 JULIET COESON, 
 Superintendent of the New York School of Cookery. 
 
 THE WOEK OF Miss MAKIA PARLOA AS A TEACHER OF COOKEKY. 
 
 INDIVIDUAL WOKK. 
 
 Each year the interest increases. I am constantly obliged to turn away applicants for 
 admission to private classes. The public lectures were never better attended, but I am 
 able to deliver only two a week; so much of my time is occupied in giving instruction 
 outside of my own school. During the past year I have lectured thirteen times before 
 the ladies of Springfield and three times before the working- women in the evening. At 
 these lectures there were large audiences, and after I had completed my work in the city 
 several cooking clubs were formed. At Lowell I gave nine lessons. Much interest was 
 manifested, and a cooking school for working-women and children, with a few classes for 
 ladies, is to be begun this month. A course of lectures on physiology, hygiene, and nurs- 
 ing was arranged for the working-women of Providence, R. I. , and I gave three talks on 
 cookery. These were largely attended, about 500 people being present at one on market- 
 ing. It is confidently hoped that a school will soon be established in Providence. A 
 resident at Manchester-by-the-Sea employed me to give three lectures there this summer, 
 and at the close of the series there was a call for more, but I had not the time for the 
 lessons. I am now engaged to lecture at Taunton and expect to go also to Worcester. 
 At Lasell Seminary, Auburndale, the work goes on prosperously. There is a course of 
 twelve lessons during the school year, given by myself on alternate Saturdays, and there 
 are practice classes, taught by the wife of the principal. Last year there was but one 
 class, but there are now three. The girls take a deep interest in this study and demon- 
 strate in their homes their ability to carry out the instruction received. During the pres- 
 ent term is to be introduced, as a text book, ' The First Principles of Household Manage- 
 ment and Cookery, by Maria Parloa. ' ' Plans have been drawn for a model practice- 
 kitchen. This is to be made as complete as possible, so that in one school at least have 
 the most sensible preparations been made for the permanence of object lessons in cookery. 
 
 THE BOSTON COOKING SCHOOL, 
 
 which was started about three years ago by a special committee of ladies from the Wo- 
 man's Educational Association (under whose auspices the Harvard examinations for 
 women were inaugurated, and the Boston Art School and the women's department at 
 the Massachusetts Institute of Technology were established and they are now success- 
 fully carried on), is doing a broad work. Here there are classes taught by Mrs. D. A. 
 Lincoln, whose time is fully occupied; classes of ladies and cooks, and of girls from the 
 Horace Mann School for Deaf-Mutes. A normal department has been opened this year, 
 in which I am the teacher. Already a number of pupils in this department have been 
 assured of situations as teachers as soon as they are prepared to accept them. 
 
 The Boston Cooking School has established branches for poor women and children. In 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 289 
 
 1880 a demonstration lesson was given on one evening of every week, and several prac- 
 tice lessons were given during the week. This branch school is supported entirely by 
 contributions. Last year about three thousand persons were present at the lessons, some- 
 times more than two hundred women attending at one time. 
 
 At the South End the second branch was started, and is supported by ladies of the 
 South Congregational Society. Lessons are given in the vestry of the church. Though 
 there is as yet only one lesson a week the interest grows steadily. These schools are 
 doing great good among the poor. 
 
 OTHER MATTERS. 
 
 Miss Joanna Sweeney, who has given lessons in Boston six or seven years, has as many 
 private classes as she is able to receive. 
 
 Madame Favier continues her private classes. At the rooms of the Young Women's 
 Christian Association there are classes of school girls on Saturdays. 
 
 It thus appears that the interest here is not decreasing. On the contrary it is certain 
 that there would be many more pupils if there were enough competent tea&hers. 
 
 MARIA PARLOA. 
 
 Information has recently been received from Miss Parloa of her work subsequent to 
 that already described. It is as follows: 
 
 My last report to the Bureau of Education was made in the summer of 1881, when I 
 was about to close my school in Boston, after a pleasant experience of four years in it, 
 and seek a new field. In the fall I went West, and gave courses of six lectures or lessons 
 at Chicago, 111, twelve at Evanston, in the same State, and twelve at Milwaukee, Wis. 
 The interest taken in my work was not so great as I had expected, although before the 
 courses were finished it increased considerably. Returning in the spring to the East, 
 and visiting New York, I gave a series of lessons under the auspices of the New York 
 Cooking School. The audiences were large, and much interest was manifested. This 
 work occupied Mondays and Tuesdays; on the other days of the week I lectured twice 
 at West Winsted, Conn., and twice at Waterbury, and the patronage of both series was 
 gratifying. In a month's time there were given ten lessons in New York, six in Win- 
 stead, and seven in Waterbury. At the end of these engagements a call to Buffalo, N. Y. . 
 took my attention. Ladies of that city had arranged two courses of lectures, one for the 
 morning, for the benefit of themselves and their friends, and the other for the evening, 
 for cooks. Plans also were made for three special evening lectures to working people. 
 In the three weeks of my stay in Buffalo I gave thirty-three lessons. At all times the 
 attendance was large, but it was particularly large at three free lectures, when it was 
 necessary to turn hundreds of persons away, and at the lecture on marketing, which was 
 so popular that it was repeated, by request, in a more spacious hall. At one lecture in 
 Buffalo the audience numbered nine hundred. Much hope was expressed that a perma- 
 nent school of cookery would be established, but I think it has not. From Buffalo I 
 went, early in May, to Orange, N. ,1. Both there and at Newark I gave six lessons, two 
 a week at each place. The other days of the week I spent at the Charity Hospital, 
 BlackwelFs Island, New York, giving instruction in sick-room cookery to the nurses 
 and young physicians connected with the hospital and the training school for nurses. 
 It was June before this labor was finished. In the early summer I prepared additional 
 matter for my u First Principles of Household Management and Cookery" and then 
 gave at Windsor, Vt. , a course of leetures arranged by Miss Mary Evarts. At all lectures 
 general information is given in regard to kitchen work and cookery and dishes are made 
 in the presence of the audience. 
 
 During my stay in New York I became impressed by the vastness of the field, the great 
 need of work and the desire for knowledge, and so, abandoning plans made for a Euro- 
 pean trip for purposes of study, I determined to establish a practice school in the metrop- 
 olis of the country. I hoped to live to see cooking schools as practically and firmly 
 founded in New York as in Boston. This I say not of any local pride, but because the 
 work has received careful attention there for many years and has grown steadily on this 
 account, so that it is now on a sure foundation, and appears likely to go on forever. 
 
 Having leased the house No. 222 East 17th St., New York, for a long term, I have had 
 it so altered and furnished as to be commodious in every way for my purposes. Espe- 
 cially is it bright and inviting, so as to enhance the attractiveness of the work to be done. 
 School was opened October 30, and every week there are given two public demonstration 
 lessons. Thus far these have been well attended. There are several practice classes, in 
 which the ladies do the work. Some of these I teach and some are taught by my assist- 
 ant. The ladies who patronize the lectures and classes are of all ages, from the young 
 girl to the white-haired matron, and a gratifying fact is that many report successful 
 work at home. The nurses of the training school of the New York Hospital are soon to 
 
 S. Ex. 25, 19 
 
290 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 begin taking a course of private lessons in cooking for the sick. I have lately given a 
 series of lectures at Albany, N. Y., and two lessons at Orange, N. J., for the benefit of a 
 hospital. This week I begin a course of twelve lessons at New Haven, Conn. 
 
 And so the work goes on. The school, as was the case in Boston, is entirely under 
 my own management and maintenance. The expenses of the establishment are heavy 
 enough to preclude my doing such charitable work as I would like to do and as is possible 
 in those schools which are partly supported by subscriptions. The real need of the 
 country, as I wrote you in 1879, is a national training school of cookery, where women 
 and girls could receive a thorough education in physiology, chemistry, hygiene, and cook- 
 ery. No private enterprise could give the same return as such a national school. When 
 we have an institution of this kind, whose benefits are within reach of persons of small 
 means, the work will go forward as it should. 
 
 REPORT ON COOKING SCHOOLS IN THE SOUTH. 
 
 WASHINGTON, May 9, 1881. 
 
 SIB : Cooking schools at the North have long since justified their existence, but that the 
 South had room for them, or that it would even allow them foothold, had been doubted 
 by all who imagine they knew southern characteristics and the inherited inaptitude lor 
 personal labor of any sort. 
 
 U A cooking school in the South ! It can't be done;" insisted wise heads when the 
 project was first unfolded. Prejudice will be too strong for you. Old conditions are 
 powerful enough still to make peisonal labor a degradation, and you will not find a 
 dozen people enlightened enough to care for or understand the A r irtue in such an under- 
 taking." 
 
 SCHOOL AT KALEIGH. 
 
 In the mean time the said undertaking was progressing at Raleigh, N. C., with as 
 much energy as was consistent with the modes of w r ork prevalent there. The head 
 of a flourishing school for girls located at that point a man of unusual energy and 
 in many points of advanced ideas upon education had decided upon introducing the new 
 branch, and a large and airy class room, fitted up in the best manner with every needed 
 appliance for successful lessons, was organized. A few indorsed the movement, but for 
 the most part it was regarded from the standpoint of the old Israelites a standpoint as 
 popular to-day as then ' ' all they that passed by did wag their heads for scorn. ' ' With 
 the 1st of October, 1879, the course began, a class being formed from the very few in the 
 city who had become interested, while two lessons weekly were given in the school it- 
 self. The names from this source had come in slowly, seven only expressing any will- 
 ingness to ' ' take, ' ' and even these hesitating and doubting if they were not in some mys- 
 terious manner to be betrayed into ' i niggers' work. ' ' 
 
 The first lesson settled this question. The class quadrupled and had to be limited as 
 to numbers, and from October to May worked not only steadily but enthusiastically, ac- 
 complishing far more than had been expected for it. Utterly ignorant as most of them 
 were in the beginning, and requiring to be taught details which come by intuition to the 
 New England girl, within four months they were able to give a supper to the trustees of 
 the school, not so elaborate in character as perfect in preparation, and at the end of the 
 session each one was mistress of certain points which must inevitably redeem any home 
 she enters from the curse of food ruined in the preparation. To make the best bread, 
 brown and white, boil a potato perfectly, make coffee and tea as perfectly, and roast or 
 broil or stew the rather dubious meat supply in the best and most savory way, may seem 
 a small accomplishment, unless one knows something of what the southern dietary is, 
 and has tested personally all the miseries involved in three meals daily of saleratus-bis- 
 cuit or corn-pone, and bacon or beef fried to the consistency and flavor of old leather. 
 Beginning with the southern antipathy to cold bread, the class quickly found that the 
 amount prescribed for the lesson was by no means sufficient to meet the demand for it, 
 and a keen rivalry began as to who should make the handsomest loaf. Household 
 science generally made part of the course. Familiar talks and papers on all phases of 
 this subject stimulated interest, and in addition a topic was given weekly usually the 
 history of some ingredient in the day's lesson. As the line of work came to be under- 
 stood, inquiries came from various parts of the State as to its practicability and success. 
 The classes for the towns-people had been well filled by enthusiastic learners, and in 
 three months the " Raleigh cooking school" had no further need to question its future, 
 but knew itself an assured success. 
 
 Some 45 lessons were given in the school girls' six months' course, a written examination 
 ending it, and certificates of degrees of proficiency being given. Three courses of twelve 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 291 
 
 lessons each were given to ladies' classes from the city, and in March, 1880, a course was 
 a.lso given to a large class in Charlotte, N. C., and arrangements were made for organizing 
 a school at Staunton, Va. 
 
 COOKEEY FOE THE DEAF AND DUMB. 
 
 So recent is the interest in the questions of the education of the deaf and dumb, that 
 to prove them susceptible of training at all has seemed a sufficient accomplishment. 
 Each institution has had, in addition to the regular school course, its set of workshops, 
 and the poorer boys, to whom some trade is a necessity, have learned basket and broom 
 making, carpentering, &c. , while the girls have been taught mattress making and sew- 
 ing in general, as the only occupation open to them. For these girls, hedged in on every 
 si tie, I would speak as in all senses more helpless, and appealing even more strongly than 
 their brothers for training, and for some more potent weapon of defence in their journey 
 through the world than the needle has ever proved. 
 
 Before giving details, there are several points to be considered, one or two of which are 
 urged as objections to any general adoption of the new system. 
 
 Necessarily, institutions for the deaf and dumb must be filled with pupils from the 
 lower, and often from the lowest, grades of society. Poverty, drunkenness, and disease 
 own these unfortunates as offspring, and to many of them, gathered in from poorhouses 
 and jails, or from homes where deepest want and degradation have ruled, the first knowl- 
 edge of plentiful and wholesome food, of personal cleanliness, of kindness, or of any 
 sense of brightness in life comes from their introduction to the asylum. 
 
 But, however clouded their intelligence, they prove, almost Without exception, easily 
 guided, keenly susceptible to sympathy, and reaching out with intense eagerness for any 
 clew to the unknown life about them. No one who has worked among them can be in- 
 sensible to the demand made by these shut-in souls, whose only avenue to understanding 
 is the eye, and whose very presence is an appeal for all the light and help we may give. 
 
 So long as the asylum offers them a home, they are secure; but when the term of years 
 in which the State provides for them has expired, what is the outlook? One or two, 
 perhaps more, from each graduating class, are likely to become teachers; but the field is 
 a limited one, and only very unusual intelligence admits of this possibility. A few others, 
 from prosperous or comfortable homes, will return to be cared for by parents, till the 
 chances and changes of life turn them over to the uncertain mercies of their nearest rela- 
 tives. But the large maj ority are homeless, and must depend upon themselves. To such, 
 only positions as seamstresses or nurses are open. For the latter field they are in many 
 points unfit, while the former is already overcowded. 
 
 Work for women is in all cases hard to find and poorly paid. If this be so where full 
 faculties go begging for it, how doubly is it so where communication must always be 
 limited and hampered, and where training grudgingly given to the best fitted recipient 
 Avould be withheld altogether from these, because demanding time and patience beyond 
 the will of the employer. 
 
 Household service suggests itself as the only opening. But the instinctive prejudice 
 against manual or rather menial labor which seems the American woman's instinct crops 
 out as strongly in the deaf-mute as in the shop girl, who would rather stand fourteen 
 hours daily behind a counter than one hour behind a cooking stove or wash tub. This 
 prejudice, too deeply rooted at the North, is intensified at the South by every influence 
 of inheritance and present surroundings. Until a new sense of the dignity of labor has 
 reached the masses in the only way possible, that is through its indorsement by the bet- 
 ter class, the work of overcoming such prejudice will be difficult and well-nigh impossible. 
 
 The perplexed philanthropist who has studied the limitations of his work dismisses 
 the matter as settled when he has said, " Let them become cooks or housekeepers." He 
 leaves the topic with the comfortable sense that ' ' fiat cooks " is as potent a watchword 
 as ' ' fiat money ' ' to the Greenback ers. 
 
 No popular delusion is more deeply rooted than the idea that all women take as in- 
 stinctively to housekeeping as a duck to water. The bookkeeper, the merchant, the 
 artisan admits the necessity of preliminary training, and submits to the inevitable ap- 
 prenticeship with a patience born of the knowledge that only by and through training 
 can any successful result be accomplished. But that the myriad details of housekeep- 
 ing the ordering of a home the preparation or direction of the preparation of food, 
 demand anything more than some instinctive sense is seldom admitted, such sense being 
 supposed to come at the required time, whether previously developed or not. Women 
 themselves are partially responsible for this theory, and announce that given a home any 
 woman can oversee its details. 
 
 On this theory girls remain untaught, even where teaching would be easy. But it is 
 always harder to do justly than to love mercy, and always more work is involved in 
 teaching unskilled hands than in using one's own. And even where there is an honest 
 
4 
 292 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 intention to teach days and months slip hy. Any time will do, and " any time " ends 
 in no time. If this is the case where teaching would be comparatively easy, how much 
 more so where limited capacity and hopelessness of full communication and understand- 
 ing still further complicate the work. 
 
 The home thus giving no surety of such training, and the homeless having even less 
 possibility of the desired knowledge, the State must provide some means by which its 
 wards may be saved from finally returning upon its hands as paupers. But the limita- 
 tions of work already referred to have made the question a perplexing and baffling one 
 to all who have sought its solution. 
 
 The solution must be found in opening up new and suitable avenues of employment, 
 and of these, scientific and practical cookery offers one of the most useful and appro- 
 priate. 
 
 A year of quiet work in a class of ten, in the Institute for the Deaf and Dumb, at 
 Raleigh, N. C., has shown what can be accomplished in a new industry, which, it has 
 now been demonstrated, may form a part of the ordinary school training without inter- 
 ference with the nsual course or any lengthening of the time required for its comple- 
 tion. 
 
 With the establishment and full success of the South Kensington Cooking School, fol- 
 lowed shortly with equal success by those of New York and Boston, came the thought 
 to one of the trustees of the North Carolina Institute for the Deaf and Dumb, that such 
 schools might be a possibility for them. He was a man of broad culture and strong hu- 
 manity, with whom thought and action marched hand in hand. No time was lost in 
 suggesting the innovation, but in a conservative, slow-moving community, hampered by 
 legislative stupidity, always more ready to work for future election than for public good, 
 it was a long and tedious process. Aided at last by the warm cooperation of the prin- 
 cipal, and stimulated by the fact that a cooking school had been projected and organized 
 in connection with a large and liberally managed school for girls, known as Peace Institute, 
 the necessary steps were at last taken. A room was fitted up with all essential appoint- 
 ments, and the superintendent of the Raleigh Cooking School, the first one in the entire 
 South, was called upon for a course of lessons. 
 
 Beginning with many misgivings as to their success, yet with a faith that could not 
 doubt their practicability for, at least, the most intelligent of the class, a month had not 
 passed before suspense gave place to certainty. The class, the ten members of which 
 were chosen from among the most intelligent pupils, was still of varying capacity. One 
 or two were slow to understand a and awkward in execution. But the dullest face bright- 
 ened as the lesson began. The least movement of the teacher was copied with Chinese 
 minuteness. To a portion of the class, coming from homes where bacon and saleratus 
 biscuit or corn-pone had been the chief diet, and where the range of cooking utensils 
 are as limited as the food supply not only the appointments of the room, but the arti- 
 cles to be cooked, were all mysteries. They were soon mastered, however. The quick 
 eyes and ready hands speedily took possession of the new knowledge. A young teacher, 
 chosen as interpreter, made all questionable points plain, and by her own carel'ul prepa- 
 ration of her class-book gave a model, which all followed with greater or less success. 
 Immediate objections were made by some of the parents, who looked upon the new de- 
 parture as something designed to degrade their children, and who protested loudly that 
 they should not do ' ' niggers' work. ' ' But, as representatives of the best families had 
 been chosen, this statement sufficed to quiet them, and the rapidly growing interest of 
 the girls themselves completed the work. 
 
 Realizing that a portion of the system in use in the practice class of the cooking school 
 proper must be set aside here, and that, with these limited intelligences, the physiology 
 and chemistry of food could find little or no place, it became the superintendent's aim 
 to form a set of lessons which should include chiefly simple and economical dishes per- 
 fectly prepared, and thus to lay a foundation on which each might build as circumstances 
 might indicate. To this end breadmaking in all its forms, the best cooking of meats 
 and ordinary vegetables and simple sweets, made up the greater part of the work. So 
 unexpected were the results that within three months the class prepared the largest por- 
 tion of a supper for the trustees, the delicate quality and serving of which were the best 
 answer to any doubt that may still have lingered as to the efficacy of the new system. 
 
 With the close of the session in June, 1880, ten young girls left the institute with a 
 well tested and established knowledge of principles in cookery, which will in time redeem 
 whatever home they may enter from the curse of the inevitable ill-health and conse- 
 quent ill-regulated thought entailed by the wretched cookery of the past. With her own 
 hands each one had made, often enough to assure future certainty, bread, both white and 
 brown; coffee and tea; had broiled a steak, and prepared meats in various ways good 
 soups and simple desserts besides solving the mystery of cooking perfectly a boiled po- 
 tato. Two or three of the class showed a special aptitude for the work, and having 
 learned to their surprise that a lady could handle pots and pans, yet remain a lady, are 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 293 
 
 ready now for places from which a year ago they would have shrunk. Small as this 
 entering wedge may seem its effects are incalculable. The cooking school means for the 
 future of each pupil the largest result from the smallest expenditure; a knowledge which 
 will make the cheapest and simplest food savory and palatable, and which, carried out, 
 must end much of the chronic dyspepsia and general ill-health from which all suffer. 
 Household labor dignified, its appliances made more perfect, and delicacy and order and 
 daintiness ruling, in place of the dirt and wild confusion supposed to be the inseparable 
 concomitants of all southern kitchens, a new race of servants will arise, and the genera- 
 tion of old family servants, last passing away, and whose loss is daily mourned, will be 
 replaced by a class to whom waste will be w T ell-nigh impossible, and who will revolu- 
 tionize old fashions, not by destruction but by reconstruction. Comfortable and ade- 
 quate support need never fail the owner of this knowledge, and bondage to the needle 
 will cease once for all. The session of 1880-' 81 has had a building specially adapted to 
 the purpose, the former one being slightly cramped, and a larger class were allowed the 
 advantage of the course, an assistant trained last year having taken efficient charge of it. 
 The work is only in its infancy, but gives fullest promise of vigorous growth, and it is 
 the superintendent's earnest wish and hope that it may not be confined to the Kaleigh 
 Institution, but may be attempted in others. 
 
 COOKING SCHOOLS AT STAUNTON, VA., AND WASHINGTON, D. C. 
 
 The school at Staunton, Va., opened the 1st of November, 1880, and continued to 
 April 1, 1881, some forty lessons having been given to a class of about 30 school girls, and 
 one course to a ladies' class. While retaining the general oversight of these schools, the 
 headquarters of the superintendent will be hereafter in Washington, the Washington 
 School of Cookery having been formally opened at 1323 H street, northwest, the workings 
 of which will be on much the same plan as the Boston Cooking School, though modified 
 by experience of special needs. A diet kitchen has also been organized in connection with 
 the school, and Washington will, it is believed, admit of as representative work as has 
 been accomplished in other cities.* 
 
 Beginning work in this field with the intention of using Miss Corson's system, it was 
 very soon found impracticable. It demands the choicest supply our large city markets 
 can afford, and the meat dishes have too characteristic a French flavor to be liked by 
 those unaccustomed to French cooking. Miss Corson's admirable clearness of statement 
 and dexterous handling can always be imitated to advantage, but practical work is better 
 accomplished on Miss Parloa's theories. My ow*n course based itself more and more on 
 my experience as a housekeeper, both at South and North, and aimed at last simply to 
 utilize to the best advantage the food supply of the place in which work must be done, 
 with a constant effort to improve the nature of that supply, though the difficulties hedg- 
 ing about not only this but many other features of the work are more than it is worth 
 while to consider here. 
 
 Finding, as before stated, no manual which met the need of classes, it became neces- 
 sary to prepare one; and the publishers, Messrs. Fords, Howard & Hulburt, of New York, 
 issued in February of the present year ' ' The Easiest Way in Housekeeping and Cooking, ' ' 
 adapted to domestic use or study in classes. In this I have aimed to cover the ground 
 constantly talked over in all my class-work, and in small space to make a practical 
 hand-book of household science. There are many most excellent authorities for the 
 trained housekeeper, Marian Harland, Mrs. Henderson, Miss Parloa, and many others 
 having made trustworthy and valuable books, but still not adapted to class use. 
 
 Interest is spreading so steadily that cooking schools must shortly be found in every 
 city, North or South, where real progress is known, and the cooking school should and 
 must include some knowledge of domestic science both in detail and as a whole. 
 
 HELEN CAMPBELL, 
 Superintendent of the Washington School of Cookery, 
 
 1323 H Street, Northwest. 
 
 Hon. JOHN EATON, 
 
 Commissioner of Education. 
 
 *The cooking school in Washington is in a prosperous condition. It is composed of mission 
 classes, a diet kitchen, and pay classes. The latter are for (1) cooks, (2) nvirses, acd (3) ladies. The 
 mission classes arc conducted by Miss Lizzie Gammill; the diet kitchen and pay classes by Mrs. R. 
 A. Baker. Mrs. A. L. Woodbury has a supervision of the school, and makes it a place for the free 
 instruction of the poor children of the city in this branch of household economy. 
 
294 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 NEW CENTURY EVENING CLASSES FOR WOMEN. 
 
 The evening classes, conducted by members of the New Century Woman's Club of 
 Philadelphia, include the following: Monday, German; Tuesday/ cutting and fitting, 
 sewing, physiology, elocution, French ; Wednesday, arithmetic, literature ; Thursday, 
 cooking; Friday, book-keeping, writing, German, spelling 7 ; Saturday, French, grammar. 
 The subjoined letter explains fully the origin and management of these classes : 
 
 PHILADELPHIA, January 29, 1883, 
 
 1112 Girard Street. 
 
 DEAR SIR : Your letter received in regard to New Century Evening Classes for Women 
 in Philadelphia. 
 
 These classes were started last winter, as an experiment, by a few of the members of 
 the New Century Woman's Club of Philadelphia. They are offered only to persons of 
 limited means, whose day hours are occupied. The rooms of the club house are used 
 for class-rooms, and the teaching is done mainly by club members. A few of the studies 
 cost from 5 to 10 cents a lesson ; but the rule is 50 cents for 24 lessons. The class of ap- 
 plicants ranges from house servants, laundresses, &c., up to teachers, a large proportion 
 being saleswomen, clerks, cash-girls, &c. Last winter we had 226 pupils ; this season, 
 over 400; and the demand for such instruction being larger than we can supply, the press- 
 ure has resulted in the opening of several other such centers, working on precisely the 
 same basis. 
 
 Several of the higher branches are not so superfluous as might at first appear, French, 
 and especially German, being much in demand in stores. Embroidery is used in making- 
 articles for sale, drawing directly put to designs for embroidery, illuminating, &c. 
 
 The attendance after the first week or two, in which a few drop out and are seen no 
 more, is remarkably 'steady, and we think it an encouraging fact that so many young 
 women are willing, after a day of hard work, to devote the evening to mental improve- 
 ment. 
 
 In connection with the classes, a course of Saturday lectures to women is in progTess, 
 chiefly on domestic subjects "How to wash the baby," "How to cook for the sick," 
 "What to do till the doctor comes, " &c. We have' also just started a society called 
 M The New Century Women's Guild," with parlor, library, magazines, music, &c., to be 
 always open to members at cost of $1 a year, as a place of recreation and also a center 
 for whatever projects in the interests of women may grow out of it. 
 Yours, respectfully, 
 
 ELIZA S. TURNER. 
 Chairman Committee an Evening Classes in New Century Club. 
 
 Hon. JOHN EATON, 
 
 Commissioner of Education. 
 
APPENDIX F. 
 
 INSTRUCTION IN CHEMISTRY IN INSTITUTIONS ENDOWED WITH THE 
 NATIONAL LAND GRANT WHICH HAVE SPECIAL COURSES IN CHEM- 
 ISTRY. 
 
 [Principally from Circular of Information No. 6, 1880.] 
 
 UNIVEKSITY OF CALIFOENIA. 
 
 To students in the classical course lectures upon chemistry are delivered during the 
 first half of the junior year. Students in the literary course take chemistry both in the 
 lecture room and the laboratory throughout the sophomore year and may continue it as an 
 elective in the first junior term. 
 
 In the several scientific departments a course of general and theoretical chemistry is 
 given during the latter half of the freshman and the whole of the sophomore year. It 
 embraces the elements of both inorganic and organic chemistry, and includes lectures, 
 recitations, and laboratory work. The last is of an elementary character. In the college 
 of mining, analytical chemistry, both qualitative and quantitative, is studied through the 
 j unior and senior years. In the college of agriculture the advanced lectures to the juniors 
 are also given, together with a course upon organic chemistry in the senior year. Chemi- 
 cal analysis, with its special bearings upon agriculture, is carried through both the junior 
 and the senior classes, and the juniors have also special instruction in agricultural chem- 
 istry. In the college of chemistry the entire four years' course of study leading to a de- 
 gree is as follows: 
 
 Freshman year, Algebra, solid geometry and conic sections, trigonometry, analytical 
 geometry, rhetoric, composition, French or German, and elementary chemistry. 
 
 Sophomore year. German or French, physics, inorganic and analytical chemistry, blow- 
 pipe analysis, general botany, industrial botany, and descriptive geometry. 
 
 Junior year. History, zoology, political economy, surveying, physics, analytical 
 chemistry, mineralogy, and theoretical chemistry. . 
 
 Senior year. Physiological, analytical, and organic chemistry, metallurgy, mineralogy, 
 assaying, geology, physical laboratory, and thesis. 
 
 Students taking this course spend at least fifteen hours a week in the laboratory dur- 
 ing the j unior year and twenty hours a week during the senior year. Practical instruc- 
 tion in electrometallurgy is given to such students as desire it. Special students in chern- 
 istry are received. 
 
 The 1 aboratories are open daily, including Saturdays. The room for quantitative analy- 
 sis has accommodations for thirty-two students. Adjoining it are the laboratory and 
 study of the professor, the balance room, and the fusion room. Below is a room for quali- 
 tative analysis, also with accommodations for thirty-two students. Adjacent to this is a 
 room devoted to work in elementary chemistry. A* charge of $15 a term is made for 
 chemicals used in analysis. Breakage is also charged for. 
 
 YALE COLLEGE SHEFFIELD SCIENTIFIC SCHOOL. 
 
 Chemistry in its different branches is the principal study of the chemical course. The 
 other subjects, which in respect to the amount of time devoted td them may be termed 
 the minor studies, besides contributing something toward a general scientific education, 
 are for the most part connected with the main object of the course. A knowledge of 
 French and German sufficient to render available the chemical literature of those lan- 
 guages is indispensable to the advanced student. Mineralogy is so intimately connected 
 with chemistry that it may properly be termed the chemistry of natural inorganic com- 
 pounds, while a knowledge of the more important elements or outlines of geology may be 
 considered of sufficient value in itself to repay the student for the moderate amount of 
 time required for its acquisition. 
 
 The freshman year, being designed to fit the student equally well for any of the courses 
 which he may choose at the beginning of the junior year, must necessarily include some 
 studies which are not absolutely indispensable as a foundation to his future course. The 
 chemistry, physics, German, and in part the mathematics of this year may be regarded 
 as strictly preparatory to the chemical course. 
 
 295 
 
296 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 Junior year, During a greater part of this year instruction is given by means of text- 
 books and recitations in chemical philosophy or "theoretical chemistry.'' This may be 
 considered as a continuation of the elementary chemistry studies during the freshman yeai. 
 Throughout the year the student spends four consecutive hours in the chemical laboratory 
 five days of every week. On one day of the week exercises in mineralogy take the place of 
 chemistry. The laboratory study is devoted to a systematic course in analytical chemis- 
 try except during a part of the summer term, in which analytical chemistry is replaced 
 by experimental work in organic chemistry. This work consists of the preparation by 
 synthetic methods of a series of organic compounds, and is designed as a preparation for 
 the systematic study of that branch of chemistry which is carried on during the senior 
 year. French and German are studied throughout the year. 
 
 Senior year. During this year also about four hours daily are given to the study of 
 analytical chemistry in the laboratory. At the end of the first term the student is fa- 
 miliar with the most important general analytical methods. The subject of his laboratory 
 work during the second term is to a great extent optional. He may, if desirous, gain 
 experience in the assaying of ores or analysis of some particular class of products with 
 a view to its technical application ; or he may devote his time to original research on some 
 subject of scientific interest. Not less important, although requiring less time, is the 
 study of organic chemistry. On account of the lack of a suitably-organized laboratory 
 for organic chemistry, experimental work which, under favorable circumstances, would 
 be highly desirable, is not carried on in connection with this study during the senior 
 year. Lectures in zoology are attended during the first term and recitations in geology 
 during the year. These exercises, together with three lessons weekly in French, fully 
 occupy the time not required for chemical studies. 
 
 Method of instruction. In most of the studies of the course instruction is given by means 
 of text-books and recitations in the usual manner, which requires 110 particular expla- 
 nation. In regard to analytical chemistry, to which more time is allotted than to any 
 other single branch of study in the course, it may be observed that it is intended to serve 
 two purposes. It is to be used by the advanced student as a means of investigation in 
 scientific or technical researches. The beginner, however, derives from its study ad- 
 vantages of another kind. The knowledge of the properties of chemical compounds and 
 familiarity with chemical reaction gained by experience in the laboratory, and the devel- 
 opment of the reasoning faculties by the application of this knowledge in analytical proc- 
 esses, enable the student to generalize and classify chemical phenomena and aid him 
 to understand the more abstract theories of chemical philosophy. The method of in- 
 struction adopted is conformed to this view of the uses of the study. Text-books are 
 used and recitations are required, but the more important part of both study and instruc- 
 tion is performed in the laboratory. In order to solve the problems which are thus pre- 
 sented, the student, aided by books and instructors, must learn both principles and their 
 application. 
 
 Graduate work. This school has been constantly increasing the facilities which it offers to 
 graduate students for the study of different branches of chemistry. The laboratories for 
 analytical and physiological chemistry are open seven hours daily for their use. They may 
 begin with a course in quantitative analysis or with more advanced work, according to 
 their previous preparation. Each one receives separately in the laboratory all assistance 
 necessary to enable him to advance in proportion to his ability and diligence. Eecitations 
 in quantitative analysis accompany laboratory work during the first term of the year. 
 Graduates may also, "if desirous, attend any of the recitations or exercises belonging to 
 the above described chemical course. After suitable preparation the undertaking of 
 original investigations is encouraged. (The work of this kind carried on in our labora- 
 tories has afforded, it is believed, the most valuable training possible for the student and 
 has often resulted also in the production of contributions to science of considerable value. ) 
 
 Laboratories. The chemical laboratories of the school may be designated according to 
 their special uses as follows: 
 
 1. A laboratory for elementary chemistry, used exclusively for instruction of the fresh- 
 man class. 
 
 2. A laboratory for qualitative analytical chemistry. 
 
 3. A laboratory for quantitative analytical chemistry and various chemical investiga- 
 tions. 
 
 laboratory arranged especially for this purpose in the Peabody museum. (Sixteenth an- 
 nual report. ) 
 
 The special report on chemistry and physics, from which the statements of this appen- 
 dix are generally taken, says: " Blowpipe analysis is taught in all the regular courses. 
 In the engineering courses this study is taken by the seniors. Other courses have it in 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 297 
 
 the junior year. Students in the courses of ' natural history ' and 'biology' have in- 
 struction in qualitative analysis during the first junior term. In the latter course toxi- 
 cology and physiological chemistry are taught through the second junior term. Juniors 
 in the agricultural course take the chemistry assigned for the same time to the chemical 
 students. In the senior year they have agricultural chemistry. ' ' 
 
 UNIVERSITY OF GEORGIA. 
 
 There are two classes in chemistry, the junior and the senior. The students of the 
 junior class study general chemistry, meeting the professor three times a week for ten 
 months. Subjects are taken up in the following order: (1) The non-metallic elements; 
 their history and their combinations with each other. (2) The principles of chemical 
 nomenclature, symbols, and notation; the general principles of chemical philosophy. (3) 
 The metals; their history, combinations, &c. (4) Organic chemistry. Text book, 
 Fownes. This course is illustrated experimentally, and practical applications of the 
 several subjects are duly noted. The senior class meet also three times a week for ten 
 months, and study organ : c, industrial, and agricultural chemistry. Industrial chemis- 
 try is taught by lectures, illustrated by specimens, models, and drawings. The lectures 
 upon agricultural chemistry begin about the 1st of March, and are free to the public, in 
 accordance with the terms of the Terrell endowment. In this course the following sub- 
 jects are presented: (1) The chemistry of the plant; (2) the anatomy and physiology 
 of the plant; (3) the chemistry of the atmosphere; (4) the chemistry of the soil and its 
 physical properties influencing agriculture; (5) means of improving the soil and influ- 
 encing the growth of plants (farmyard manures, commercial fertilizers, &c.). 
 
 There is also a class for practical work in the laboratory. This class meets three times 
 a week, spending on each occasion from two to four hours in actual practice. A thor- 
 ough course of manipulation, blowpipe analysis, qualitative and quantitative analysis, 
 is thus offered to students of the university. 
 
 The following course of study leads to the degree of bachelor of chemical science: 
 
 Freshman class. English, algebra, geometry, drawing, history, botany. 
 
 Sophomore class. English, algebra and geometry completed, history, book-keeping, 
 geometrical drawing, elements of mechanics, trigonometry, mensuration and surveying 
 (with practical exercises), botany, zoology, agriculture. * 
 
 Junior class. General chemistry; laboratory practice in manipulation, blowpipe analy- 
 sis, and qualitative analysis; physics; English and English literature; French; German. 
 
 Senior class. Industrial chemistry, including mining and metallurgy, chemical man- 
 ufactures, &c. ; agricultural chemistry; quantitative analysis, gravimetric and volumet- 
 ric; physics; astronomy; French; German. The student is obliged to spend at least five 
 hours a day in the laboratory six days of the week. 
 
 In the agricultural course the students are engaged in the laboratory six hours a week 
 through the junior and senior years. Their work is necessarily in those portions of 
 chemistry most directly related to agriculture. 
 
 The city of Athens contributed $25,000 for the erection of a laboratory building. This 
 is a three story structure with a basement covering an area of one hundred by fifty feet. 
 The entire first floor and basement are occupied by the department of chemistry, and 
 contain analytical laboratories, balance rooms, an assay room, a room for microscopic and 
 spectroscopic work, an industrial museum, store rooms, engine room, workshop, print- 
 ing office, &c. The second floor contains a lecture room and museum for the department 
 of agriculture, with an apparatus room, working room, and lecture room for the depart- 
 ment of physics. The third floor is devoted to the department of engineering and draw- 
 ing. The laboratories are open to students the whole of each day. A fee of $15 is 
 charged to each student for the use of chemicals. A common set of ordinary apparatus 
 is furnished at a cost not exceeding $10. Special students may, by permission of the 
 faculty and payment of a fee of $35, take a course of chemistry alone, including lectures 
 8-nd laboratory practice. 
 
 The industrial collection of the university is quite extensive, numbering over four 
 thousand items. It well illustrates the applications of chemistry to the useful arts and 
 is made a prominent feature in the organization of the chemical department. 
 
 A few researches are reported upon such subjects as analysis of the cotton plant, of 
 Georgia marls, tests of strength of Georgia timber and iron, and so on. The university 
 was founded in 1800, and the sciences were taught from the beginning. In 1870 labora- 
 tory work was introduced, and it has since been made a part of the regular college cur- 
 riculum. Chemistry and physics are not taught in the elementary schools of Athens. 
 
 ILLINOIS INDUSTRIAL UNIVERSITY. 
 
 In the schools of agriculture and horticulture, chemistry is taught throughout the fresh- 
 man year and agricultural chemistry during two sophomore terms. The latter is pur- 
 
298 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 sued in connection with laboratory practice in the analysis of soils, fertilizers, foods, &c. 
 The school of architecture has but one term of chemistry, with laboratory practice, in the 
 junior year, while the schools of civil and mechanical engineering have double this amount. 
 Students in mining engineering take chemistry, with laboratory practice, through two 
 junior terms and the entire senior year. This laboratory practice covers qualitative and 
 quantitative analysis, with assaying and blowpipe work, and is arranged with special 
 reference to the needs of miners and metallurgists. In the school of natural history 
 chemical instruction is given through the freshman year. In the two specially lin- 
 guistic schools it is required for one junior term, but the school of English and modern 
 languages offers an additional term as an elective. There is also a school of chemistry, 
 in which a regular four years' course of instruction is provided. In this course textbook 
 recitations upon the principles of chemistry and chemical physics occupy six weeks of the 
 first term. Through the remainder of the first year recitations alternate with laboratory 
 practice. During the next three years each student is expected to work two hours daily 
 in the laboratory, five days in the week. In order to graduate he must make an original 
 investigation and present a thesis. Students who pursue chemistry incidentally to other 
 courses work two consecutive hours daily in the laboratory during as many terms as their 
 special ' ' school ' ' may require. The full course for a degree in the school of chemistry 
 is as follows : 
 
 First year. First term : Trigonometry, advanced geometry, British authors or French, 
 chemistry with laboratory practice (the latter in qualitative analysis). Second term: 
 Analytical geometry, American authors or French, chemistry, and qualitative analysis 
 completed. Third term: Calculus or freehand drawing, rhetoric, French (optional), or- 
 ganic chemistry, and quantitative analysis. 
 
 Second year. First term : Physiology or botany, German, quantitative analysis. Sec- 
 ond term : Zoology or botany, German, volumetric analysis, alkalimetry and acidimetry, 
 analysis of corn or other grain. Third term : Zoology, German, preparation of salts, 
 acids, &c., electroplating. 
 
 Third year. First term : Mineralogy, German, ultimate organic analysis, analysis of 
 urine. Second term : Physics, German, blowpipe analysis and determination of min- 
 erals; assaying, both dry and humid, of gold, silver, and lead ores. Third term : Phys- 
 ics, German, photography, including the preparation of photographic chemicals. 
 
 Fourth ?/ear. First term : Mental science, meteorology and physical geography, gas 
 analysis, analysis of mineral waters. Second term: Constitutional history, logic, toxi- 
 cology, including the microchemistry of poisons. Third term : Political economy, geol- 
 ogy, original research, and thesis. 
 
 The purely chemical portions of this course are somewhat variable, in order to accom- 
 modate the needs of students who intend to become pharmacists, agriculturists, metal- 
 lurgists, &c. 
 
 PUEDUE UNIVERSITY. 
 
 Chemistry is required, with laboratory practice, two hours a day throughout the 
 junior year. Inorganic chemistry occupies two-thirds of the time and organic chemis- 
 try one-third. No set text books are employed. The course includes theoretical chem- 
 istry, the elements of synthetical chemistry, qualitative analysis, and crystallography. 
 Students use the balance and apply the principles of stoichiometry from the first. Defi- 
 nite quantities of substances are used, and the product of each reaction is weighed or 
 measured, the actual quantities thereof being compared with the theoretical. 
 
 There are also two years of elective study, arranged as follows: 
 
 First year (second year from the beginning). First term: Lectures on qualitative 
 analysis, five hours a week; laboratory practice, ten hours a week. Second term: Lect- 
 ures on qualitative analysis continued; soils, minerals, and fertilizers; principles of 
 quantitative analysis? instruction five hours, laboratory work, ten hours a week. Third 
 term: Quantitative analysis continued; general review of principles of analysis; time 
 allotted as before. 
 
 Second year (third from the beginning). Mineralogy, descriptive, mathematical, and 
 determinative; metallurgy and assaying; organic chemistry, lectures, recitations, and 
 laboratory work. Special reference is made to technical applications. Students taking 
 this year's course are expected to spend from six to eight hours a day in actual labora- 
 tory practice. 
 
 MAINE STATE COLLEGE or AGRICULTURE AND THE MECHANIC ARTS. 
 
 In this college there are five regular courses of study, as follows: (1) in agriculture, 
 (2) in civil engineering, (3) in mechanical engineering, (4) in chemistry, and (5) in 
 science and literature. Special students are also received. 
 
 Chemistry is required of all regular students through the sophomore year. The stu- 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 299 
 
 dents in agriculture continue the study during the junior year and the candidates for a 
 chemical degree carry it on to the end of the course. In the first sophomore term there 
 are daily recitations in general chemistry, based upon Roscoe's text book. These are 
 supplemented by lectures. During the first junior term, the students in courses 1 and 4 
 recite daily together in agricultural chemistry. Through the second junior term and 
 the whole senior year, the chemical students have daily recitations from Naquet's Prin- 
 cipes de chimie, the latest French edition. 
 
 In courses 1 and 4 at least two hours daily through not less than nineteen weeks of the 
 sophomore year are spent upon qualitative analysis in the laboratory. Quantitative 
 analysis, at least two and a half hours daily, runs through the junior and senior years 
 in course 4, but only through the junior year in course 1. The work done in quantita- 
 tive analysis covers the usual ground of gravimetric and volumetric determinations, in- 
 cluding assaying for gold and*silver. Special attention is necessarily paid to agricultural 
 analysis. Organic combustions and the more difficult analyses of complicated minerals, 
 cast iron, and so on are undertaken by post graduate students. Four original researches 
 in chemistry have been published from this college. 
 
 The laboratory facilities are good. The laboratory building contains two apparatus 
 rooms, a lecture room, a cabinet, a library and weighing room, a recitation room, and 
 rooms for analytical purposes. The general laboratory room measures 35 by 60 feet, is 
 provided with gas and water, and accommodates thirty-two students. There is the 
 usual supply of apparatus and .chemicals. 
 
 MASSACHUSETTS INSTITUTE OF TECHNOLOGY. 
 
 A certain amount of chemistry is required of all students who are candidates for degrees, 
 namely, all the inorganic portion of Eliot and Storer's Elementary Manual, and, in quali- 
 tative analysis, a knowledge of general methods, with the ability to identify the various 
 metallic elements in simple compounds and to prove the presence or absence of the com- 
 moner acids. Both general chemistry and qualitative analysis are taught by lectures and 
 laboratory practice during the first school year. Students who pursue courses in chem- 
 istry, mining, metallurgy, physics, or natural history continue the study of qualitative 
 analysis in their second year, the laboratory work being supplemented by lectures. In 
 the second term of the same year they take up quantitative analysis. Chemical philoso- 
 phy is taught to the students in chemistry and physics, partly by lectures and partly by 
 recitations upon the basis of Cooke's text book. Strictly chemical students follow the 
 preceding course with the study of organic chemistry, Schorlemmer's work being used 
 as a basis for the lecture room exercises. Parallel with the latter there is a course of 
 laboratory instruction, and some organic research is usually undertaken as thesis work. 
 Other lines of investigation may. however, be chosen. Industrial chemistry is taught by 
 lectures and laboratory practice, and instruction in physiological chemistry is also pro- 
 vided. 
 
 Candidates for a degree in chemistry have three courses of study open to them, all be- 
 ing identical in the first year. Course A runs as follows: 
 
 Second year. First term: Qualitative analysis, analytical geometry, physics, English 
 history and literature, German. Second term: Quantitative analysis, chemical philoso- 
 phy, differential calculus, physics, English history and literature, German. - 
 
 Third year. First term: Quantitative analysis, microscopy, physical laboratory, con- 
 stitutional history, German. Second term: Quantitative analysis, industrial chemistry, 
 drawing, physical geography, dynamical geology, physical laboratory, political economy, 
 German. 
 
 Fourth year. First term: Organic chemistry, metallurgy, history of chemistry and 
 allied sciences, abstracts of memoirs, applied physics, optional studies. Second term: 
 Studies for this term, including thesis work, are specially assigned to each student. 
 
 In courses B and C mathematics is dropped at the close of the first year, being replaced 
 by the natural sciences. Course B is for students who prefer a larger amount of the last 
 named studies, and course C for those who intend to pursue industrial chemistry. The 
 laboratories for qualitative and quantitative analysis were established in 1805. That for 
 organic chemistry was started in 1877. The laboratory for industrial chemistry has been 
 equipped during the past year, 1878-'79. No list of researches has been prepared, al- 
 though a considerable amount of good work has issued from the institute. 
 
 RUTGERS SCIENTIFIC SCHOOL. 
 
 In this school there are two regular courses of study, extending through four years, 
 one in civil engineering and mechanics, the other in chemistry and agriculture. There 
 is also a special course of two years in chemistry, with opportunity for post graduate 
 work. Through the sophomore years, students in both of the regular courses attend 
 
300 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 lectures upon theoretical and inorganic chemistry, using Barker's text book. The 
 seniors in the engineering course also hear two terms of lectures upon organic chemistry 
 and one term upon chemical physics. For the students in chemistry and agriculture, 
 chemical instruction is given both in the junior and in the senior years. The juniors 
 have determinative mineralogy and analytical chemistry, while the seniors continue 
 their laboratory practice and hear lectures upon agricultural chemistry and chemical 
 physics. According to the catalogue, the laboratory work of the last senior term seems 
 to be devoted to a thesis. The special course of chemistry is as follows: 
 
 First year. First term: Inorganic chemistry, stoichiometry, blowpipe and qualitative 
 analysis, French, physics, thesis. Second term: Inorganic chemistry, qualitative analy- 
 sis, physics, French, thesis. Third term: Inorganic chemistry, qualitative analysis, 
 French, thesis. 
 
 Second year. First term: Organic and applied chemistry, stoichiometry, quantitative 
 analysis, physics, German, thesis. Second term: Organic and applied chemistry, quan- 
 titative analysis, physics, German, thesis. Third term : Geology, applied chemistry, 
 mineralogy, German. 
 
 In all the lecture courses the students are required to take notes and to submit them 
 to the inspection of the professor. Problems are given out for solution continually. In 
 the laboratory a written report of every analysis is required. Rigid written and oral 
 examinations are held at the end of every term. Original research on the part of ad- 
 vanced students is encouraged to the utmost. Post graduate students are taken in as 
 subassistants and receive a certain compensation for their work; they thus acquire that 
 most valuable discipline which teaching alone can give. 
 
 CORNELL UNIVERSITY. 
 
 The instruction in chemistry is substantially as follow r s: General chemistry: Sixty lectures 
 inorganic and twenty-four organic, covering three terms of work. The organic chemistry 
 is elementary. Laboratory practice: This begins with a course of exercises in elementary 
 chemical manipulation. As little assistance as possible is given the student, to whom are 
 left the result of each experiment and its interpretation. A written report of all work 
 is daily handed to the instructor for criticism. After the usual qualitative course, 
 quantitative analysis is taken up. Work is here laid out with reference to the future 
 needs of individual students, whenever it is possible to do so. Those who are preparing 
 for some application of chemistry to industrial processes are directed as early as possible 
 towards original investigation in the line of the industry specified. Instruction in blow- 
 pipe analysis, determinative mineralogy, and assaying is given in the appropriate rooms 
 at all laboratory hours. Industrial chemistry: Two series of sixteen lectures each occupy 
 the third terms of two successive years. A collection of raw materials, waste, and fin- 
 ished products is being made to illustrate chemical industries and to exhibit before the 
 class. The study of this material in detail is an essential feature of the course. Printed 
 synopses of the lectures and copies of all diagrams used to illustrate them are given to 
 each student who attends them. Agricultural chemistry: The course of instruction includes 
 about sixty lectures and a large amount of laboratory practice. Medical chemistry: Students 
 who intend to pursue the study of medicine receive a course of laboratory instruction in 
 qualitative and quantitative analysis, the latter being especially in the line of the animal 
 secretions. Chemical philosophy: Cooke's treatise is used as a textbook, and special atten- 
 tion is paid to the problems contained in it. Lectures are also given upon recent devel- 
 opments of the subject, and the reading of Wurtz's History of Chemical Theory is re- 
 quired. Higher organic chemistry: Advanced instruction is given by lectures and recita- 
 tions, the text book for the latter being either in French or in German. During the 
 past year the second volume of Naquet's Principes de chimie has been used. 
 
 The laboratory rooms open to students are as follows: (1) the general laboratory for in- 
 troductory and qualitative work; (2) a special laboratory for general quantitative an- 
 alysis; (3) a special laboratory for agricultural and medical quantitative analysis; (4) a 
 blowpipe room; (5) an assay room; (6) a room for spectroscopic and other optical work 
 in chemistry; (7) a room for weighing and for the analysis of gases; and (8) a reading 
 room. The last named room is well provided with chemical journals and works of ref- 
 erence. 
 
 All chemicals needed for experimental or analytical work are directly accessible to stu- 
 dents. Gases are drawn from appropriate stop cocks in the general laboratory, at a table 
 provided with pneumatic troughs. Hydrogen and sulphydric acid are carried to the 
 different rooms of the laboratory from generators in charge of the curator. Richards's 
 jet aspirator is used for water blast and filter pumps, one of the latter being attached to 
 every* working table in the quantitative laboratories. These rooms are also fitted with 
 steam evaporating baths, drying closets, self regulating air baths at different tempera- 
 tures, batteries for electrolytic determinations, and so forth. The laboratories are open 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 301 
 
 five clays in the week from eight o'clock until five, and students are permitted to arrange 
 their working hours according to their own convenience. But not less than two hours of 
 continuous work can be taken at any time. Chemicals, apparatus, and gas are supplied 
 to students at current prices. 
 
 A chemical and physical society has been organized by the special students in chemis- 
 try and physics for the reading of original papers and the general discussion of appro- 
 priate subjects. It meets semi-monthly in the laboratory building. 
 
 UNIVERSITY OF VERMONT AND STATE AGRICULTURAL COLLEGE. 
 
 The classical students take chemistry in the second third of the sophomore year. 
 The instruction is given by experimental lectures. A little laboratory work sometimes 
 is taken as an extra. Students in the literary-scientific course may take chemistry in 
 place of Greek. Engineering students receive three terms' instruction, lectures in the 
 first freshman term and laboratory work in the second and third. 
 
 The agricultural and chemical students have chemistry throughout the course, except 
 in the third term freshman and junior years. Even in these terms, however, a little 
 chemical work may be done. The course of study is about as follows: Freshman year: 
 First term, lectures on descriptive chemistry: second term, theoretical chemistry and 
 laboratory work, the former being taught by recitations from Barker's text book and the 
 latter consisting of exercises in manipulation and the preparation of chemical products ; 
 third term, blowpipe analysis. Sophomore year: First and second terms, qualitative 
 analysis (Fresenius); third term, quantitative analysis. Junior year, first and second 
 terms, quantitative analysis continued, both gravimetric and volumetric. In the second 
 term, assaying and metallurgy are optional. Senior year: Firsi term, recitations in or- 
 ganic chemistry and laboratory work. In the second and third terms, Jhe agricultural 
 students study agricultural chemistry. The chemical students do organic laboratory 
 work in the second term, and during the third they take analytical, organic, or technical 
 chemistry, according to option. 
 
APPENDIX O. 
 
 INDIAN INDUSTRIAL SCHOOLS. 
 TRAINING SCHOOL FOE INDIAN YOUTH AT CARLISLE, PA. 
 
 UNITED STATES INDIAN SERVICE, 
 TRAINING SCHOOL FOR INDIAN YOUTH, CARLISLE BARRACKS, 
 
 Carlisle, Pa., January 22, 1883. 
 
 DEAR SIR: In compliance with your request I herewith furnish you a brief history of 
 the Carlisle school and some account of its industrial features. In the spring of 1875 
 74 Indian prisoners were sent to Florida from the Indian Territory. At the instance of 
 General Sheridan the War Department placed me in charge of those prisoners, they hav- 
 ing been under my care at Fort Sill. They were from the Cheyenne, Arapahoe, Kiowa, 
 and Comanche tribes, and were selected for this banishment because of well known 
 offenses against the peace of the frontier. Some of them were guilty of the most out- 
 rageous crimes. Years of army service among the Indians and observation of their treat- 
 ment had led me to favor giving to the Indian a broader chance, and to form a desire 
 that he might be brought more in contact with the peaceful and industrious side of civ- 
 ilized life. Before the prisoners were started from Fort Sill, therefore, I wrote to my 
 superiors urging that they be educated and trained industrially during their imprisonment. 
 Soon after reaching Saint Augustine I wrote repeatedly to the War Department urging 
 that some locality with more industrial surroundings be selected and the prisoners be 
 transferred. This was denied, and I then set to work to make the best use of the ele- 
 ments to be found in the sleepy old Spanish town. 
 
 With no means I was forced to seek the cooperation of charitable and missionary 
 folks. Miss S. A. Mather, Mrs. King Gibbs, Mrs. Couper Gibbs, of St." Augustine, and 
 Mrs. Dr. Caruthers, of Tarry to wn, N. Y. , winter residents of St. Augustine, volunteered 
 to teach and did teach the classes of those grown Indian men for two years and a half, 
 giving them about an hour of instruction daily. Industrially, there was little practical 
 opportunity, but numbers were placed at work for different periods in saw-mills, at pick- 
 ing oranges, as hostlers, grubbing the land, boating, and whatever could be found in 
 connection with their own necessities and comfort in the old fort. Twice we boated pine 
 logs from a distance and constructed log houses within the fort, riving the clap-boards, 
 building stick chimneys, chinking and daubing, that they might learn to construct 
 houses, to replace the skin tepes. Some of them advanced rapidly in acquiring lit- 
 erary, English speaking, and industrial knowledge. Others were very stupid. One of 
 the most satisfactory results in the labor line was in placing five men to grub five acres 
 that had intimidated other laborers, both white and black. The undergrowth and roots 
 to be removed were of the most dense and appalling kind, and yet the Indians stuck to 
 it until they had made a complete success of it, notwithstanding their blistered hands. 
 A good evidence of the success of our labors was a petition to Congress, signed by a very 
 considerable number of the laboring class and others of the community, asking that I be 
 forbidden to put the Indians out to labor in competition with other classes, as I was 
 taking bread from the mouths of those who were dependent upon such labor for their 
 living, &c. In the spring of 1878 the authorities at Washington determined to release 
 the prisoners and permit them to return to their homes. There were 22 of them who 
 preferred to remain east and get a better knowledge of civilized life and more education 
 before going home. The expenses of these 22 young men were assumed by charitable 
 people. General S. C. Armstrong, of the Hampton Normal Institute, received 17 into 
 his institution, and 4 went to Paris Hill, near Utica, N. Y., under the immediate charge 
 of Rev. J. B. Wickes, an Episcopal clergyman, encouraged by Bishop Huntirigton, all 
 the expenses being defrayed by Mrs. Burnham. One was taken to Tarrytown, N. Y. , 
 in Dr. Caruthers' s own family. Hampton Institute is an industrial school, and furnished 
 the most reasonable and practical education of any institution I was able to find. The 
 remainder of the party were returned to their respective agencies, and such was the ef- 
 fect of their training in Florida during their three years' absence that they at once be- 
 came the best element for progress in their tribes. At this time, while a few have gone 
 302 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 303 
 
 back to the blanket condition (most likely from necessity, because no other way was 
 open to them), there is abundant testimony in the reports of their respective agents dur- 
 ing the past four years that they continue to form a useful and leading industrious ele- 
 ment among their people. 
 
 A few weeks after the arrival of the party at Hampton Institute General Armstrong 
 was so favorably impressed with the conduct and progress of the 17 he had received that 
 he was willing to accept 50 more, including girls. Mr. Schurz and Mr. McCrary, then 
 Secretaries of the Interior and War Departments, accepted the proposition, and I was 
 sent in the Ml of 1878 to Dakota and brought away 49 children from six different agen- 
 cies of the Sioux, Gros Ventres, Mandan, and Arickeree tribes. These, together with 
 the former Florida prisoners, were placed under training in all the varied systems of 
 literary and industrial pursuits Hampton Institute so liberally provides for its colored 
 pupils. Side by side with those colored pupils the Indian boys and girls, in perfect har- 
 mony with the new life, demonstrated their capacity to hold their own in improving the 
 best of chances. It was very much desired by the friends of this new move, and par- 
 ticularly General Armstrong, that I should remain with them, and a clause was intro- 
 duced in the Army appropriation bill, which passed Congress in the spring of 1879, for 
 the ' ' detail of one officer not above the rank of captain for duty with reference to Indian 
 education. ' ' 
 
 It was a theory I had advocated for several years, that to get the best results in our 
 educational work among Indian children as many as possible should be removed from 
 reservation and tribal influences and placed in an atmosphere of civilized life. To this end 
 I had urged the use of vacant military posts and barracks as furnishing, without much 
 cost in changing and improving buildings, places for making a beginning, and I now 
 proposed to the Interior and War Departments to undertake the education of 250 to 300 
 children at the old military barracks at Cai'isle. This proposition was accepted. 
 
 After many preliminaries I was sent in September, 1879, to the Eosebud and Pine 
 Ridge Agencies in Dakota, whence I brought away 84 children, and immediately after 
 went to the Indian Territory, and from the Kiowa, Cheyenne, Pawnee, and other tribes 
 brought 52 more. To these were added 11 from the Hampton Institute of the young men 
 who had been with me in Florida. The school was opened on the 1st of November, with 147 
 students. From time to time children from various-western tribes came in, and at the end 
 of July, 1880, we numbered 239 children, about one-third girls. At the end of the sec- 
 ond year, October, 1881, we had increased to 295. At the present time we number 379, 
 132 girls and 247 boys. From the beginning our principle has been to place the most 
 emphasis on industrial training, next English speaking, and then literary training. To 
 accomplish the first we very early in the work established shops for mechanical instruction 
 in carpentry, black-smithing, wagon-makiug, harness-making, tailoring, tin-smithing, 
 shoemaking, printing and baking, and our farm of 115 acres gave some scope for agricult- 
 ural training. We have avoided theory in our industrial training and adhered to prac- 
 tice, being governed to a great extent by the old apprentice system. We have at the head 
 of each branch a skilled mechanic as practical instructor, and as nearly as possible we 
 pursue the methods of trades-people in their instructions to apprentices. We give half 
 of each day to work and the other half to school, and have found that our progress is pro- 
 portionately greater in each than it would be if the attention was directed to either the 
 one or the other for the whole time. Under this system we have under training as car- 
 penters 13 boys; as wagon-makers and blacksmiths, 15; as harness-makers, 15; as shoe- 
 makers, 19; as tailors, 12; as tinners, 11; as printers, 5; as bakers, 3; and every boy not 
 engaged at some trade is required to work during the season upon the farm. Such prod- 
 ucts of our labors as we are not able to make use of for the school are purchased by the 
 Indian Department and shipped to agencies. We think our boys as forward in capacity 
 for receiving instruction in each of the several branches as the average white boy. In 
 the blacksmith shop our apprentice boys, after two years' instruction, are able to iron a 
 wagon, repair a plow, shoe a horse, &c. In the wood-working department they are able 
 to get out all the different wood parts of the wagon ready for the blacksmith; in the tin- 
 smithing, to construct coffee-pots, buckets, pails, pans, cups, &c. ; in the harness- making, 
 to cut out and manufacture harness; in the tailoring, to cut out and manufacture cloth- 
 ing; in shoemaking, to repair and manufacture boots and shoes; in printing, to set up 
 and distribute type and make up forms; in baking we have no other help than Indians. 
 We give to our girls instruction in the various industries of the sex. In cooking, sewing, 
 housework, laundry work, &c., they a% apt pupils. 
 
 . One of the most useful features of our work has been to place our boys and girls in pri- 
 vate families, principally among farmers, where they perform the same kind of labor and 
 are subjected to the same home and industrial influences as white children of their own 
 age. This has led to the most beneficial results. The children take on English speaking 
 and the industries of civilized life very speedily. During vacations we place out all we 
 can spare from our own work, and during the winter we allow a considerable number to 
 
304 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 remain and attend the public schools in the several neighborhoods, they being required 
 to do such work mornings and evenings as they are capable of, and so pay for their board 
 and clothes. By this course we are enabled to train a considerably larger number of pu- 
 pils tlwn we are allowed appropriation for. It is plain that the real hindrance to Indian 
 progress is found in the fact that they are kept entirely separated from the other masses of. 
 our population, and by every act of our Government and every sentiment of its people, 
 societies, missionary and other, made to feel that they are a separate people and must so 
 remain forever. With their education in separate schools, with their home life on prison 
 reservations, with their liberty of coming and going restricted to these reservations, with 
 all their aspirations and ambitions so limited there con be no healthy growth. To over- 
 come these difficulties the Indian mind and the mind of the public, as well as of Con- 
 gress, must be educated to grant to them the enlarged privileges accorded to all other 
 races. The boy will never learn to swim until he goes into the water, and the experiences 
 of industrial and civilized life, through its associations and competitions, will determine 
 for both Indian and white his true status. We have had quite enough of the Sioux, 
 Cheyenne, Comanehe, &c., as Sioux, Cheyenne, Comanche, &c. We can end their exist- 
 ence among us as such separate people by a broad and generous system of English educa- 
 tion and labor training which will reach all the 50,000 children, and in a very few years 
 remove all our trouble from them as a separate people and as separate tribes, and instead 
 of feeding, clothing, and caring for them from year to year, put them in condition to feed, 
 clothe, and care for themselves. Our experiences in many individual cases in the last 
 few years make it very evident that not only may we fit the Indian to talie care of him- 
 self in his own home, but may fit him to go and come and abide in the land wherever he 
 may choose, and cease to be a savage. 
 
 We appreciate the difficulties of the return of our pupils to the great mass of unedu- 
 cated and savage influence, but it must be borne in mind that the conditions of the In- 
 dians have entirely changed within the past decade. They are now hemmed in on all 
 sides by the aggressive white population, their reservations are reduced to very small 
 limits, and the passage of railroads through them, and the constant going and coming of 
 white men, have so brought them in contact with civilized life that by those means and 
 influences alone a great deal of pressure is brought to bear upon the tribes in general. 
 So our returned pupils, instead of becoming isolated on their return to their people, be- 
 come mediums of communication between f ,heir people and this surrounding civilization ; 
 and, whereas a few years ago an educated Indian returning to his people found himself 
 entirely separated and useless as an educated and civilized man, he now finds himself a 
 valuable medium for helping his own people to meet the overpowering wave of civiliza- 
 tion that is upon them. 
 
 We have returned from Carlisle in round numbers about two hundred pupils since we 
 began our work. I am safe in claiming that two-thirds to three-fourths of these re- 
 turned pupils are exerting a most valuable influence on their tribes. Many of them 
 are used by the agents in the schools and in the workshops and even in the offices of the 
 agency. We have an instance where a young Sioux, after three years at Carlisle, has so 
 fitted himself in his penmanship and knowledge of office duties as to get a salary of $60 
 a month as an assistant clerk. One of our graduates has charge of the discipline and 
 management out of school hours of the boys in a school of 125 pupils. From the agent, 
 from the teachers, and from the superintendent of the school I have the most flattering 
 encomiums. Others are employed as blacksmiths, carpenters, harnessmakers, and shoe- 
 makers after having acquired some knowledge of these trades in our Carlisle school, and 
 are standing examples to their people of the utility of civilized knowledge and occu- 
 pations. 
 
 I would however revert to the original idea and that is the absorption of the Indians 
 in our population the same as that of all other races that come from foreign shores to us. 
 We must build forward and as rapidly as possible to the day when we shall have no ex- 
 clusive schools for Indians, but when Indians shall enter into our school systems and 
 into our labor systems the same as the other races; and it is not a very great matter to 
 accomplish this result. We have upward of fifty millions of people, and we have only 
 261,000 Indians, one Indian to every two hundred of our population. There is not the 
 same race prej udice against the Indian as against some other peoples. Indeed the whites 
 may well be reminded that many now classed as Indians are more Anglo-Saxon than In- 
 dian. Besides, many traits of Indian character have always received the commendation 
 of the Saxons. 
 
 The effect of our observation and experience in this work is to mpke us more and morei 
 confident of the successful result of well-directed industrial Indian education. 
 Very respectfully, your obedient servant, 
 
 R. H. PRATT, 
 
 First Lieutenant Tenth United States Cavalry, Superintendent. 
 Gen. JOHN EATON, 
 
 Commissioner of Education, Washington, D. C. 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 305 
 
 THE INDIAN SCHOOL AT FOREST GROVE, OREGON. 
 
 [From the Oregonian.] 
 
 The Indian Industrial and Training School at Forest Grove dates from the year 1879. 
 In this year the appropriation of $5,000 was conditionally secured for the establishment 
 of an Indian training school and Capt. M. C. Wilkinson, an energetic and enthusiastic 
 advocate of this method of dealing with and settling the Indian problem, was placed in 
 charge of the work. This amount was by the Secretary of the Interior set apart for the 
 purpose designated from the civilization fund created from the sale of Indian land in 
 Kansas and was not a Congressional appropriation. Its conditions required the school 
 to be in progress with an attendance of 25 pupils by the following July. Captain Wil- 
 kinson went immediately to work. A site was secured adjoining the town of Forest 
 Grove on the northwest, consisting of four acres of land in a state of primeval wildness. 
 Here ground was broken for the school in November, 1879, and the work was pushed 
 forward with so much energy that on the 26th of February, 1880, the school opened with 
 18 pupils, gathered from the Puyallup tribe. With this first sum of $5,000 a clearing 
 was made and a building 60 by 32 feet, two stories high, with a wing or addition 30 by 30 
 for kitchen, laundry, &c., was erected; the children were gathered from their homes, sub- 
 sistence and stores were purchased, and employes paid for one year. 
 
 A nucleus was now formed around which industrial forces began to rally. In 1880 an 
 appropriation of $10,000 was granted from the same fund, and another building of the same 
 dimensions as the first was constructed by the labor of the Indian boys alone. Added 
 to this building was a wood shed and wash room 24 by 15 feet. The four acre tract was 
 cleared of trees and undergrowth, leveled, and inclosed with a substantial board fence, 
 which, together with all buildings and outbuildings, was neatly whitewashed. Side- 
 walks were laid around the buildings and cross-walks between the two, these greatly aid- 
 ing in keeping the floors clean. These buildings present on the outside an appearance 
 precisely similar, and stand a distance of perhaps 200 feet apart. On the ground floor 
 of the first are the school rooms, chapel, and boys' sitting room. The school rooms have 
 comfortable seats and the same appliances in the way of maps, charts, blackboards, &c. , 
 that are usually found in the district school house. In the upper story of this building 
 is the boys' dormitory, an apartment extending the entire length of the main building, 
 passably well ventilated and kept scrupulously clean. The beds are placed in two rows, 
 six feet apart, furnished with good mattresses and pillows and made comfortable by gray 
 blankets. Two boys occupy each bed. The bedsteads are home made, or rather ' 'school 
 made," being the work of the boys themselves, under direction of Captain Wilkinson. 
 
 The second building contains on the ground floor the school dining room, the sewing 
 room, and the matron's and superintendent's private apartments. On the upper floor is 
 situated the girl's dormitory. This is divided into rooms, in each of which is a double 
 bed, stand, &c. , the older girls occupying the rooms in pairs. There is also an extension 
 of this dormitory, arranged like that occupied by the boys, where the younger girls sleep. 
 
 The long tables in the dining room are neatly covered with white oil cloth, and when 
 laid with linen washed and ironed by the Indian girls, and laden with well cooked veg- 
 etables, raised by the Indian boys, and surrounded by both girls and boys neatly clad 
 and dining after the manner of civilized people, they present in themselves an encourag- 
 ing picture of civilization. 
 
 As an individual instance of the great transformation effected in these heretofore un- 
 tutored children of nature, the writer's attention was called to the Spokane girl who has 
 charge of the table linen and general supervision of the dining room. It is stated that 
 upon her arrival at the school some two and a half years ago she was a complete speci- 
 men of the wild, untidy Indian girl of the border, unable to speak a word of English, 
 and was withal unusually repulsive in her appearance. So ready a pupil has she become 
 in the ways of civilization that she is now as neat as any country lass; is careful and 
 painstaking in the labor assigned her, speaks English quite intelligently, and is polite 
 and engaging in her manners. Her case is but a single instance of the progress made by 
 the girls in the art of civilized home making; and when these, after their term expires, 
 are returned to their people the hope is certainly not without reason that their influence 
 in cultured, womanly ways will be of vast benefit. The work and government of the 
 house and school are thoroughly systematized and each department is placed under the 
 charge of careful, competent, and thoroughly trained assistants, the whole being at present 
 under the management of Mrs. Gertrude B. Wilkinson. 
 
 The employes are a clerk and superintendent, a matron, two teachers, a farmer, seam- 
 stress, blacksmith, shoemaker, and carpenter, who each supervise their special branch of 
 industrial education. In conducing the school cleanliness and obedience are the first 
 rules, and that these are carefully enforced is apparent to the visitor. 
 
 The sexes are kept strictly separate in play and work, the dividing line between the 
 S. Ex. 25 20 
 
306 INDUSTRIAL EDUCATION IN THE UNITED STATES. 
 
 two buildings and play grounds being indicated by a row of flower beds, being called by 
 Captain Wilkinson the "dead line," but renamed by Mrs. Wilkinson the "life line,'' 
 it being explained by this lady to the pupils, in her pleasant and convincing way, as the 
 moral life of the Indian to observe strictly the social and moral conditions without which 
 it is impossible for any people to be healthful, happy, and prosperous. Efforts are made 
 to break up all tribal associations, those of race being deemed ample to hold the Indians 
 in bonds of fraternal sympathy. Among the first things insisted upon is the use of the 
 English language. So far as can be avoided, no "Indian talk " is allowed, and by strict. 
 attention to this matter the pupils are usually able, often in three or four months, to 
 communicate tolerably well in English. Progress is made here to a certain extent, after 
 which for a time advancement seems to cease altogether, until the pupil is taught to 
 "think in English," thus making the language his own instead of a mere medium 
 whereby his thoughts in the language of his tribe are conveyed. When this point is es- 
 tablished the progress is more rapid, and is indeed in most cases quite satisfactory. In 
 the schools the rudimentary elements of education are taught by oral and written methods 
 and object lessons, each being patiently applied. As at present arranged each pupil 
 spends a half day in the school room and a half day in the shops or work rooms. This 
 rule is absolute, no pupil being excused except for illness. In industrial pursuits the 
 boys are taught blacksmithing, shoemaking, carpentering, wagonmakiug, and farming. 
 The blacksmith and shoe shops are located in the center of the village of Forest Grove. 
 There are in the first seven apprentices, and the cash received for their labor for the 
 fiscal year ending June 30, 1882, was $1,038.50. 
 
 These boys are strong and muscular, work at the forge and wield the sledge with a 
 will, and learn readily. In the shoemaker's shop are eight apprentices. These made 
 shoes for the school from the 1st of March to the 31st of August, 1882, to the value of 
 $212.25. The cash received for labor for the same period amounted to $133.95. In car- 
 penter work during the two months preceding the last report made by Captain Wilkin- 
 son, thirteen boys built two dormitories 32 by 32 feet, 24 feet high; a sick ward, double 
 walled, 25 by 36, 12 feet high; an addition to the kitchen, 14 by 28 feet, and in the same 
 time made seven bedsteads. These boys did all tie work, putting it together in a sub- 
 stantial and workmanlike manner, the carpenter of course directing. Last spring a 
 tract of 45 acres of land was rented and 10 boys were put under the direction of the 
 farmer. Of the tract 14 acres were pasture land, from which was harvested 10 tons of 
 hay. On the residue was raised 5 bushels of onions, 300 dozen green onions for table 
 use, 96 bushels of beans, 340 bushels of potatoes, 120 dozen cabbage, 150 bushels of 
 apples, 6 bushels of plums, 10 bushels of pears, 56 bushels of peas, 153 bushels of beets, 
 154 bushels of turnips, 1,272 dozen ears of green corn and 10 bushels of tomatoes. The 
 boys in addition to their work in the garden during the summer built a sewer 750 feet 
 long and 4^ feet deep, cut 50 cords of wood for winter use and labored as opportunity 
 offered in the neighboring harvest fields. It will be seen that the industrial progress of 
 the boys is rapid and is of a varied character. 
 
 The girls on entering the school are first started at the wash-tub, the fitness of this 
 being obvious, as personal cleanliness is unknown to them in a savage state. This is 
 followed by instruction in ironing, dishwashing, preparing vegetables for cooking, sweep- 
 ing, scrubbing, cookery, chamberwork, sewing, and mending. During the year ending 
 June 30, 1882, they had, under direction of the seamstress, made 1,118 garments and 
 had kept their own and the boys' clothes in repair, besides attending to their studies 
 and taking their turn at housekeeping details. The most judicious care is exercised 
 over the morals of all the pupils, their instruction in ways of modesty and virtue being not 
 the least of the teacher's care. All pupils, unlesss ill, attend divine service every Sun- 
 day, and have on stated evenings prayer meetings and other religious exercises in their 
 own chapel-room. 
 
 Their deportment during these services is usually good, as is also their deportment 
 about the school, shops, and grounds. It is not claimed that Indian boarding schools 
 are doing more than pioneer work. In their management there is neither precedent nor 
 text-books to follow. From the first the school at Forest Grove has been hampered for 
 means. The first three appropriations of $5,000, $10,000, and $15,000 from the civiliza- 
 tion fund, as before stated, were supplemented last year by a Congressional appropria- 
 tion of $30,000. 
 
 Want of funds has prevented the use of many conveniencies which are considered nec- 
 essary to the proper management of a private family and which are even more essential 
 to the smooth working of a large household. Too often the ingenuity of teachers is 
 taxed to see how they could manage to do without instead of how they could teach the 
 pupils to use the appliances of civilized life. The time heretofore allotted to the students 
 for instruction in the training school was three years. It is apparent that to return im- 
 mature youth to heathen homes after only three years' training in ways of civilization 
 under specially favorable conditions is a hazardous experiment. Justice and true economy 
 
INDUSTRIAL EDUCATION IN THE UNITED STATES. 307 
 
 alike require a supplemental course of at least two years to give the new habits formed 
 time to take deeper root. Hence hereafter Indian parents will be expected to surrender 
 their children for five instead of three years. 
 
 There are at present under instruction in the school 91 pupils, varying in age from 10 
 to 20 years. Of these 54 are boys and 37 girls. Twelve tribes are represented, as fol- 
 lows: Chehalis, 6; Alaskans, 12; Nesquallies, 3; Oyster Bay, 2; Pitt River, 2; Piute, 1; 
 Puyallup, 22; Spokane, 18; Snohomish, 1; Umatilla, 10; Warm Springs, 2; Wascoes, 12. 
 
 As has before been stated, efforts are made to abolish all tribal associations, and so 
 successfully that one or two representatives of several tribes feel quite as much at home 
 as those that are represented by large numbers. 
 
 The great need of the school at present is land. The four acres occupied belong io 
 Pacific University, and efforts will be made the coming year to lease for a long term of 
 years or to buy the site occupied. To earn the Congressional appropriation of $30,000 
 it will be necessary to have 147 pupils under tutelage for a year, and to accommodate 
 the increased number the superintendent is now making important additions to the 
 buildings. Captain Wilkinson, who had been in charge of the work from its incep- 
 tion, was a few months since ordered to join his regiment at Missoula and was thus 
 compelled to relinquish the work. This removal is greatly to be regretted at the pres- 
 ent stage of affairs, as it will be almost impossible for any one else to take up the work 
 and carry it forward in detail without more or less loss of time. The Department of the 
 Interior has, however, done the best possible thing under the circumstances, in placing 
 Mrs. Wilkinson in charge. She has been from the first an enthusiastic worker, has shared 
 fully all of her husband's plans, and has once visited Washington in the interest of the 
 school. 
 
 It was thought best to separate the school proper entirely from Pacific University. 
 This has accordingly been done and Lieutenant Pierce detailed to succeed Captain Wilkin- 
 son as professor of military tactics in the university. A visit to the Indian industrial school 
 at Forest Grove will well repay the curious, the skeptic, or the humanitarian. The vis- 
 itor who inspects it and learns from its workings cannot fail to be impressed favorably 
 with the civilizing effects upon the Indian youth, and will look with interest as the years 
 go on for a chronicle of the good results which can scarcely fail to follow this educational 
 effort. 
 
 An account of Indian education at Hampton Institute, Virginia, has already been 
 given in connection with the description of that institution in Appendix A. 
 
INDEX. 
 
 The extended statements in the appendixes respecting individual institutions usually contain facts 
 about (1) their objects ; (2) finances ; (3) faculties ; (4) students ; (5) scholarships ; (6) courses of study ; 
 and (7) buildings 'and appliances. Entries under these headings were not generally made in indexing 
 the appendices. Reference to the respective institutions will guide the reader to information on these 
 subjects. 
 
 A. 
 
 Page. 
 
 Abbot, President T. C. , his opinion of manual labor 28 
 
 Agassiz, Professor, his opinion of the Massachusetts Agricultural College 142-157 
 
 Agricultural and Mechanical College of Kentucky, account of 129-131 
 
 scholarships - 21 
 
 Agricultural and Mechanical College of Mississippi, account of 168-171 
 
 manual labor 27 
 
 Agricultural and Mechanical College of Missouri, account of 175 
 
 Agricultural and Mechanical College of Texas, account of 230-232 
 
 scholarships 22 
 
 shop practice 31 
 
 Agricultural College and Mechanics' Institute, Claflin University, account of. 226, 227 
 
 Agricultural colleges, courses of study 24-28 
 
 faculties 19, 20 
 
 finances 17-19 
 
 graduates 23 
 
 objects 8-16 
 
 principles determining their establishment and organization 13-15 
 
 reports required of 7 
 
 results 34 
 
 statistics 249-255 
 
 students 20 
 
 tuition and scholarships 21-23 
 
 work of 3-6 
 
 Agricultural department, University of Tennessee 229 
 
 Agricultural experiments 29 
 
 Agricultural experiment station in Connecticut 95 
 
 in New Jersey ,. 183 
 
 in North Carolina .. 208 
 
 in Ohio 211 
 
 Agricultural instruction in Louisiana University 131 
 
 Agricultural schools in Europe, comparison of American schools with 5, 6 
 
 Agriculture, college of, Illinois Industrial University 105, 106 
 
 University of Minnesota 163 
 
 Agriculture, courses and instruction in, Brown University 223 
 
 Bussey Institution 36 
 
 Cornell University 185-187 
 
 Kansas Agricultural College , 125 
 
 Maine State College 133 
 
 Michigan Agricultural College 159 
 
 Mississippi Agricultural College 170 
 
 Ohio State University 210,211 
 
 Pennsylvania State College 217, 218 
 
 Purdue University 112 
 
 Rutgers Scientific School 181,182 
 
 Sheffield Scientific School 96 
 
 Texas Agricultural and Mechanical College 230, 231 
 
 Uni versity of California 89 
 
 University of Georgia 100 
 
 Uni versity of Nebraska 177 
 
 University of Wisconsin 247 
 
 Vermont Agricultural College 233 
 
 West Virginia State University 246 
 
 309 
 
310 INDEX. 
 
 Page. 
 
 Agriculture, relations of science to 4 
 
 Agriculture, school of, Iowa Agricultural College 119 
 
 Agriculture, studies iu 20 
 
 in University of North Carolina 207 
 
 Agriculture, study of, in Alabama Agricultural College 82 
 
 Agriculture, work in, at Hampton ( Va. ) Institute 238, 239 
 
 Aid to students in agricultural colleges 22 
 
 Alabama Agricultural and Mechanical College, account of 81-84 
 
 mining engineering 32 
 
 Alcorn Agricultural and Mechanical College 171 
 
 American Institute of Instruction, recommendations of committee on indus- 
 trial education 56 
 
 American principles, preservation of 77 
 
 Apprentices, instruction for carriage builders' 272 
 
 Apprenticeship, condition of 8-10 
 
 lack of, being supplied 75 
 
 reasons for decay of 10 
 
 unnecessary extension of 156 
 
 Architecture, course in building and, in University of Georgia 101 
 
 Architecture, course in, in Cornell University 189 
 
 Massachusetts Institute of Technology 144 
 
 University of Minnesota 165 
 
 Architecture, instruction in home 285 
 
 Architecture, school of, Illinois Industrial University 107 
 
 Arkansas Industrial University, account of 84-86 
 
 Armstrong, General S. C., report of Hampton Normal and Agricultural In- 
 stitute 237-241 
 
 on Indian education in the East 241-243 
 
 Art, course in industrial, Purdue University 115 
 
 gallery of, Illinois Industrial University 108 
 
 school of, Illinois Industrial University 108 
 
 schools of, Cooper Union 39 
 
 Artisans, powers necessary to . 56 
 
 Art School, Massachusetts Normal 35 
 
 Atkinson, Prof. Edward, on the need of educating the operative 75 
 
 Atlanta University 103 
 
 B. 
 
 Badger, Rev. Henry C. , remarks on Cornell University 197 
 
 Battle, Hon. Kemp P., statements respecting University of North Carolina. . . 208 
 
 Bavaria, higher agricultural education in 6 
 
 Boarding-houses, licensing of, in South Carolina . 22 
 
 Boston, Mass. , evening drawing schools 50 
 
 introduction of manual labor into its schools 54-55 
 
 sewing in its schools 60 
 
 Boston Industrial School, work of 54 
 
 Brewster & Co. , instruction of apprentices with 272 
 
 Brown University 221-223 
 
 Bussey Institution 36 
 
 C. 
 
 California, University of. (See University of California.) 
 
 Campbell, Helen, on cooking schools in the South 290-293 
 
 Carlisle Barracks, Indian school at 302-304 
 
 Carpentry, instruction in, in Kansas Agricultural College 127 
 
 in manual training school, Saint Louis '267 
 
 Carpentry and joinery, course in, in Purdue University 114 
 
 in Massachusetts Institute of Technology 150-TL51 
 
 Carriage Builders' National Association, report of its committee on technical 
 
 training 273-275 
 
 Carriage-makers, instruction of 272-275 
 
 Carriage mechanics, evening class for, at New Haven 
 
 technical school for >! 
 
 Carriages, library of works relating to 273 
 
 Case School of Applied Science 41 
 
 Chambers, Prof. W. H., statement of agriculture in Alabama Agricultural 
 
 College 82 
 
INDEX. 311 
 
 Page. 
 
 Chandler scientific department of Dartmouth College 
 
 Chaney, Rev. George L., his idea of school shops 
 
 Chemistry, courses in, in agricultural colleges 
 
 Chemistry, instruction in, in Alabama Agricultural College 
 
 Arkansas Industrial University 86 
 
 Cornell University 192-194,300 
 
 Illinois Industrial University 107,297 
 
 Kansas Agricultural College 126 
 
 Maine State College 133,135,298 
 
 Massachusetts Institute of Technology 144,299 
 
 Michigan Agricultural College 159 
 
 Ohio State University 210 
 
 Purdue University 116,298 
 
 Rutgers Scientific School 181,299 
 
 Sheffield Scientific School 295-297 
 
 University of California 90, 295 
 
 University of Georgia 101, 297 
 
 University of Missouri 174 
 
 University of North Carolina 205 
 
 University of Vermont 301 
 
 Worcester County Free Institute 261 
 
 Chemistry, instruction in agricultural, in Cornell University 186, 193 
 
 University of Minnesota 164 
 
 Chemistry, value of, to industries 13 
 
 Chemistry and mineralogy, department of, in University of Tennessee 229 
 
 Chemistry and physics, course in, in Pennsylvania State College 217,218 
 
 Chemnitz, Saxony, industrial education in 45 
 
 Children, industrial instincts of 46 
 
 removal of, from school to work 48 
 
 Citizenship, education for, needed in America 5 
 
 Civil engineering, instruction in, in Cornell University 190-191 
 
 Maine State College 134 
 
 Massachusetts Institute of Technology 143 
 
 Ohio State University * 210 
 
 Pennsylvania State College 218 
 
 Rutgers Scientific School 181 
 
 Sheffield Scientific School 95 
 
 University of Minnesota 165 
 
 Worcester County Free Institute 260 
 
 See also Engineering. 
 
 Civil engineering and mechanics, course in, in Rutgers Scientific School 181 
 
 Clanin University 226,227 
 
 Classification of students of Ohio State University 212 
 
 Colorado Agricultural College, account of 91-93 
 
 department of drawing and mechanics 30 
 
 manual labor 27 
 
 Colorado State School of Mines 35 
 
 Colored youth, education of, at Hampton, Va 237-245 
 
 Columbia College School of Mines 39 
 
 Cookery, instruction in 277,278,279-282,285-293 
 
 New York School of Cookery 285-288 
 
 See Domestic Science. 
 
 Cooking schools in the South 290-293 
 
 Cooper Union for the Advancement of Science and Art 38 
 
 School of Telegraphy of 72 
 
 Cornell University, account of 183-204 
 
 instruction in chemistry 300 
 
 instruction in horticulture 73 
 
 shop practice 31 
 
 Corson, Miss Juliet, her account of New York School of Cookery 386-288 
 
 Corvallis College 213 
 
 Course of study in Colorado Agricultural College 92 
 
 Courses of study in colleges of agriculture and the mechanic arts 24-34 
 
 Crime, diminution of, through industrial education 76 
 
 D. 
 
 Dairying, instruction in, in Kansas Agricultural College 127 
 
 instruction for women in 73 
 
312 INDEX. 
 
 Page. 
 
 Dairy of Iowa Agricultural College 119 
 
 Dartmouth College, scientific and engineering branches of 37-38 
 
 Deaf and dumb, instruction of, in cookery > 291 
 
 Delaware College 97-98 
 
 Design, school of, Massachusetts Institute of Technology 73, 146 
 
 Designs, value of attractive 13 
 
 Domestic economy, department of, Iowa Agricultural College 121, 278 
 
 instruction in, in Kansas Agricultural College 127 
 
 Domestic science, instruction in 63, 277-293 
 
 school of, Illinois Industrial University 109,279-285 
 
 Drawing, course in, in manual training school, Washington University 266 
 
 Purdue University 115,116 
 
 Sheffield Scientific School 96 
 
 University of Georgia 101 
 
 Drawing, department of mechanical, Stevens Institute of Technology .., 262,263 
 
 instruction in, in Worcester County Free Institute 261 
 
 instruction in freehand, in Cornell University 192-204 
 
 value of, in industries 13-74 
 
 value of, to mechanics 48 
 
 Drawing classes in mechanics' institutes 40, 42 
 
 Drawing department, Washington University 265 
 
 Drawing in evening schools 49-52 
 
 Dwight School, Boston, shop practice at 55 
 
 E. 
 
 Economy, encouragement of students in 22 
 
 Electrical engineering, instruction in, in Massachusetts Institute of Tech- 
 nology 145 
 
 Elizabeth Aull Seminary, school of home work of 63 
 
 Engineering, college of, Illinois Industrial University 106 
 
 Engineering, course in, in University of California 90 
 
 University of Georgia '. 101 
 
 Engineering, department of, Washington University 264 
 
 Engineering, instruction in, Alabama Agricult ral College 82 
 
 Engineering, school of, Iowa Agricultural College 120 
 
 Purdue University 116 
 
 University of Missouri 174 
 
 See, also, entries under Civil engineering, Mining and metallurgy, and 
 
 Mechanical engineering. 
 
 Engineering and surveying, instruction in, in North Carolina University .... 207 
 
 Engineering, museum of, Cornell University 203 
 
 Esthetics, instruction in household 283 
 
 Etiquette, instruction in 285 
 
 Evening classes for women, New Century Woman's Club of Philadelphia 294 
 
 of Franklin Institute 43 
 
 of Ohio Mechanics' Institute 40 
 
 of Spring Garden Institute 42 
 
 Evening drawing schools 49-52 
 
 Evening High School of New York, purposes and occupations of its students. 47 
 
 studies in 48 
 
 Evening school of science, Cooper Union 39 
 
 Evening schools - 47-52 
 
 Excursions of students of Columbia College School of Mines 39 
 
 Experimental farm, advisability of procuring, in Vermont 234 
 
 Experimental work, Colorado Agricultural College 93 
 
 Massachusetts Agricultural College 141 
 
 New Hampshire College of Agriculture and the Mechanic Arts 180 
 
 Purdue University 113 
 
 University of Minnesota 1C7 
 
 University of Wisconsin 247 
 
 Experiments, agricultural 
 
 Experiment station in North Carolina 208 
 
 Ohio State University 211 
 
 Rutgers Scientific School 183 
 
 F. 
 
 Fairchild, President Geo. T., his report of Kansas State Agricultural College. 123-129 
 
 Farmers, demand of, for agricultural schools 4 
 
INDEX. 313 
 
 Page. 
 
 Farmers' institutes, at Pennsylvania State College 219 
 
 in Colorado 91 
 
 Farmers' lecture course, University of Minnesota 165 
 
 Farms of agricultural colleges.... 86, 93, 109, 123, 124, 136, 138, 141, 160, 165, 169, 175, 
 
 177, 179, 182, 201, 212, 221, 227, 229, 231, 235, 239 
 
 Finances of colleges of agriculture and the mechanic arts 17-19 
 
 Foley, Thomas, remarks on manual training 156 
 
 Food and dietetics, instruction about 280 
 
 Forest Grove, Oreg., Indian school at 305-307 
 
 Forging, course in manual training school, Saint Louis 268 
 
 Massachusetts Institute of Technology 151, 155 
 
 in Purdue University 114 
 
 Foundry course, Massachusetts Institute of Technology 151, 154 
 
 Franklin Institute 41 
 
 G. 
 
 Geological and natural history survey of Minnesota 167 
 
 Georgia State College of Agriculture and the Mechanic Arts, account of 99-102 
 
 German technical instruction compared with American 7 
 
 Gloucester, Mass., manual training at 53 
 
 Goss. Prof. M. F. M., his account of mechanical instruction in Purdue Uni- 
 versity 114 
 
 Graduates of colleges of agriculture and the mechanic arts 23 
 
 of industrial institutions, the ends served by them 76 
 
 of the Alabama Agricultural and Mechanical College 81 
 
 Hampton (Va.) Institute 243 
 
 Illinois Industrial University 105, 110 
 
 Iowa State Agricultural College 118 
 
 Maine State College 133 
 
 Massachusetts Agricultural College 140 
 
 Massachusetts Institute of Technology 143 
 
 Michigan Agricultural College 159 
 
 Pennsylvania State College ... 215 
 
 Kutgers Scientific School 182 
 
 University of Minnesota 162 
 
 University of Tennessee 228 
 
 Worcester County Free Institute 257 
 
 Gregory, J. M., tribute to, by regent of Illinois Industrial University 110 
 
 Gregory, Mrs. J. M., her account of the school of domestic science, Illi- 
 nois industrial University 279-285 
 
 H. 
 
 Hampton Normal and Agricultural Institute, account of 236-245 
 
 domestic instruction 64 
 
 manual labor 28 
 
 statistics of graduates 24 
 
 Hardaway, Prof. R. A., his reports on engineering and military instruction in 
 
 Alabama Agricultural College 82, 83 
 
 Harvard University, course for women at 58 
 
 scientific departments 36 
 
 Hill, Gen. D. H. , his report of Arkansas Industrial University 84-85 
 
 History and political science, instruction in, in Cornell University 197-200 
 
 Home architecture, instruction of women in 285 
 
 Horticulture, instruction in, in Cornell University 186 
 
 Kansas Agricultural College 126 
 
 University of Minnesota 164 
 
 instruction of women in 73 
 
 studies in, in Illinois Industrial University 106 
 
 Hubbard, George A., his description of his evening class 272 
 
 Humes, President Thomas W., his report of University of Tennessee 227-229 
 
 Huntington, Miss Emily, her kitchen garden system 62 
 
 Huntington industrial works of Hampton Institute 239 
 
 Hygiene, instruction of women in 282 
 
 I. 
 
 Illinois 1 ndustrial University, account of 103-110 
 
 instruction in chemistry i&7 
 
314 INDEX. 
 
 Illinois Industrial University Continued. Page. 
 
 mechanical engineering 30 
 
 mining and metallurgy 32 
 
 Indian education at Hampton ( Va. ) Institute 240-243 
 
 Indian girls, instruction of, in cookery 237 
 
 Indian industrial school at Carlisle, Pa 302-304 
 
 at Forest Grove, Oreg 305-307 
 
 Indian instruction in the East 241-243 
 
 Industrial college of University of Nebraska 177-178 
 
 Industrial education, need of, in America 4 44 
 
 promised results of . 74 
 
 Industrial education in agricultural colleges 24-34 
 
 in schools other than those endowed with the national land grant 34-57 
 
 Industrial work in evening schools 47 
 
 Industries, increasing value, of American 74 
 
 Instructors, large number of, in foreign technical schools 7 
 
 Instructors in colleges of agriculture and the mechanic arts 19, 20 
 
 Iowa State Agricultural College, account of 118-123 
 
 manual labor 28 
 
 shop practice 30 
 
 Iron cutting, instruction in, in manual training school, Saint Louis 238 
 
 Iron working in Worcester Free Institute 259 
 
 In vestiga lions, agricultural, at Massachusetts Agricultural College 141 
 
 J. 
 
 John C. Green School of Science 38 
 
 Journal of Franklin Institute 41 
 
 of Ohio Institute 40 
 
 K. 
 
 Kansas State Agricultural College, account of 123-129 
 
 instruction for women 64 
 
 instruction in agriculture .' 25 
 
 manual labor 27 
 
 objects .... 1 15 
 
 Kentucky Agricultural and Mechanical College 129-131 
 
 Kindergarten work, a preparation for industries 45-47 
 
 Kitchen garden at Hampton (Va.) Institute 243 
 
 Kitchen gardens t>2 
 
 L. 
 
 Laboratories of Illinois Industrial University 109 
 
 Iowa Agricultural College 123 
 
 Massachusetts Institute of Technology 147 
 
 University of Georgia 99 
 
 Labor, manual, in agricultural colleges 27,28 
 
 Colorado Agricultural College 95 
 
 Cornell University 185 
 
 Hampton (Va.) Institute 238-240,243 
 
 Iowa State Agricultural College ' 123 
 
 Kansas Agricultural College 128 
 
 Maine State College ' 135 
 
 Michigan Agricultural College 159,160 
 
 Mississippi Agricultural College 170 
 
 Texas Agricultural and Mechanical College 232 
 
 Laborers, effect of elementary education on 47 
 
 elevation of, through education 74 
 
 skill needed by 12 
 
 Ladies' department of University of Minnesota 174 
 
 Land, Congressional grant of 16 
 
 Lasell Seminary, industrial training in 277 
 
 Lawrence Scientific School 36 
 
 Lecture course for farmers, University of Minnesota '. 165 
 
 Lectures, instruction by 7 
 
 Lectures of Franklin Institute 42 
 
 Lehigh University, school of technology 43 
 
INDEX. 315 
 
 Page. 
 
 Leland, Charles G. , his circular on industrial art 47 
 
 Lewis College 44 
 
 Literary and scientific departments, relations of, in Rutgers College 180 
 
 Living, cost of, diminished by education 75 
 
 Lockett, Prof. S. W., his letter on applied mathematics in University of Ten- 
 nessee 229 
 
 Louisiana State University and Agricultural College 131-132 
 
 Lowell Institute, lecture courses of 146 
 
 M. 
 
 MacDonald, George, his opinion of industrial occupation 75 
 
 Machine shop of Stevens Institute of Technology : 263 
 
 Worcester Free Institute 258 
 
 Machine work, instruction in, in Purdue University 114 
 
 Maine State College of Agriculture and the Mechanic Arts, account of 132-136 
 
 graduates 24, 133 
 
 instruction in chemistry 298 
 
 manual labor 27 
 
 shop work 30 
 
 Manual labor. (See Labor.) 
 
 Manual training in public schools 52, 54-56 
 
 Manual training school, Massachusetts Institute of Technology 147 
 
 Washington University 266-271 
 
 Manual training schools, effect of, on their students 75 
 
 Manufactures, improvement of American 44 
 
 improvement of, through industrial education 74 
 
 Marvel, Mr. L. H., his account of manual training at Gloucester, Mass 53 
 
 Maryland Agricultural College 136-138 
 
 Maryland Institute 52 
 
 Massachusetts Agricultural College 139-144 
 
 method of instruction 25 
 
 Massachusetts Institute of Technology 142-157 
 
 instruction in chemistry *. 299 
 
 mining and metall argy 33 
 
 school of practical design 73 
 
 shop work 30 
 
 Massachusetts Normal Art School 35 
 
 Mechanical engineering, courses and instruction in, Cornell University 31, 187-188 
 
 Illinois Industrial University 30, 106 
 
 Iowa Agricultural College 30, 120 
 
 Louisiana State University 131 
 
 Maine State College 30, 134, 135 
 
 Massachusetts Institute of Technology 30, 143, 147-157 
 
 Ohio State University 31, 210, 211 
 
 Purdue University 30,113 
 
 Sheffield Scientific School 95 
 
 Stevens Institute of Technology 263 
 
 Texas Agricultural and Mechanical College 31, 230, 231 
 
 University of Minnesota 165 
 
 University of Wisconsin 247 
 
 Mechanical laboratory of Cornell University 203 
 
 Mechanical work in Spring Garden Institute 42 
 
 Mechanic arts, college of, University of Minnesota 165 
 
 colleges of agriculture and mechanic arts, statistics of 249-255 
 
 courses of study in 29-34 
 
 instructors in 20 
 
 School of, Massachusetts Institute of Technology 146, 147-157 
 
 University of California 89 
 
 Mechanics, education needed by 11 
 
 their desire for technical education 4 
 
 Mechanics and civil engineering, course in, in Rutgers Scientific School 181 
 
 Mechanics and drawing, department of, in Colorado Agricultural College ... 92 
 
 Mechanics' institutes 40,41-43 
 
 Metallurgy. (See Mining and metallurgy.) 
 
 Method of instruction in manual training school of Washington University . 267 
 
 Metropolitan Museum of Art, evening classes of 52 
 
 Middle Georgia Military and Agricultural College 102 
 
316 INDEX. 
 
 Page. 
 
 Michigan State Agricultural College, account of 158-163 
 
 instruction in agriculture 25 
 
 Military department of Mississippi Agricultural College 171 
 
 Military instruction in Alabama Agricultural College 83 
 
 Arkansas Industrial University 85 
 
 Kansas Agricultural College 128 
 
 Military science in Cornell University 1H8 
 
 instruction in, in Illinois Industrial University 107 
 
 Iowa Agricultural College 122 
 
 Miller Manual Labor School 53 
 
 Miller school of agriculture, zoology, and botany, University of Virginia 44 
 
 Milwaukee College 59 
 
 Mining, instruction in, in Alabama Agricultural and Mechanical College 32 
 
 Arkansas Industrial University 85 
 
 Cornell University 191 
 
 Massachusetts Institute of Technology 33, 144 
 
 Ohio State University 33,210 
 
 University of California 90 
 
 Mining and metallurgy, courses in 32-34 
 
 department of Washington University 204 
 
 instruction in, in Illinois Industrial University 32 
 
 University of Vermont 233 
 
 Mines, Colorado School of 35 
 
 Mines and Metallurgy, Missouri School of 175-176 
 
 Minnesota, University of. (See University of Minnesota.) 
 
 Mississippi Agricultural and Mechanical College, account of 168-171 
 
 manual labor 27 
 
 Missouri State University 172-176 
 
 Modeling in industrial art department of Purdue University 115 
 
 Mount Holyoke Female Seminary, labor in 63 
 
 Mosier, Mr. J. L. II., his account of noonday class of carriage-makers' appren- 
 tices 272 
 
 his labors for working youth 51 
 
 Museum of Bureau of Education, exhibit of school sewing work at 62 
 
 Museum of engineering, Cornell University 203 
 
 Museums of University of California 88 
 
 K. 
 
 Naillen, A. van der. his school of engineering 34 
 
 Natural history, instruction in, in Cornell University 194-196 
 
 Natural history, school of, University of Missouri 174 
 
 Natural science, college of, Illinois Industrial University 107 
 
 Naval achitecture in University of Michigan 37 
 
 Towne Scientific School 43 
 
 New Century Won an's Club of Philadelphia, evening classes of a . 294 
 
 New Hampshire College of Agriculture and the Mechanic Arts 178-lbO 
 
 New Jersey Bureau of Statistics of Labor and Industries, replies of workmen 
 
 to 4,8 
 
 New Jersey College for the benefit of Agriculture and the Mechanic Arts 180-183 
 
 New York School of Cookery 285-288 
 
 Nichols, Dr. James R., his opinion of education at the Massachusetts Agricult- 
 ural College 142 
 
 North Carolina, influence of the State University 208 
 
 University of. (See University of North Carolina.) 
 
 North Georgia Agricultural College 102 
 
 Nurses, training schools for 64-72 
 
 0. 
 
 Objects of colleges of agriculture and the mechanic arts 8-1C 
 
 O' Fall on Polytechnic Institute, Washington University 264-266 
 
 Ohio Mechanics' Institute 40 
 
 Ohio State University, account of 209-213 
 
 mining engineering 33 
 
 practice in mechanics 31 
 
INDEX. 317 
 
 P. 
 
 Page. 
 
 Page, James A., report of shop at D wight School, Boston 55 
 
 Palfrey, Gen. J. C., his opinion of drawing 48 
 
 Pardee scientific department of Lafayette College 41 
 
 Paris Carriage-makers' Society, school of 51 
 
 Parloa, Miss Maria, work of, as a teacher of cookery 288-290 
 
 Pattern-making, instruction in, in Purdue University 114 
 
 Patterson, President J. K., on the position of the Agricultural and Mechan- 
 ical College of Kentucky 130 
 
 Peasants, prosperity of, around Grouingen, Holland 75 
 
 Pennsylvania State College 214-221 
 
 Physics, apparatus for, in Uui versi ty of Georgia 99 
 
 Polya, Mr. J., his drawing school for carriage- makers 51 
 
 Practical work before technical training 49 
 
 Practicums of Pennsylvania State College 219 
 
 Pratt, Lieut. R. H., his account of Indian education at Carlisle, Pa 302-304 
 
 Printing, instruction for women in 73 
 
 instruction in, in Kansas Agricultural College 128 
 
 Prizes offered by Agricultural and Mechanical College of Missouri, 175 
 
 Public schools, connection of Illinois Industrial University with 110 
 
 connection of University of Minnesota with 6 
 
 manual training in 52, 54-56 
 
 Purdue University, account of 110-118 
 
 instruction in chemistry 298 
 
 manual labor 27 
 
 scholarships 21 
 
 school of mechanics 30 
 
 R. 
 
 Ravenal, Dr. St. Julian, his experiments in agriculture in South Carolina... 225 
 
 Rensselaer Polytechnic Institute 40 
 
 Rockford Seminary 59 
 
 Rose Polytechnic Institute 35 
 
 Ruffuer, Hon. W. H., his remarks on the Michigan Agricultural College 160 
 
 his statement about Delaware College 98 
 
 Runkle, Prof. John D., his account of the School of Mechanic Arts at Boston. 147-157 
 
 his enumeration of studies in the Royal Agricultural Academy at Hohen- 
 
 heim 26 
 
 his statement of the principles of the Russian system of shop practice ... 32 
 
 on differences between foreign and American technical schools 7 
 
 Russell, Mr. J. S., his estimate of the practical education of woman 58 
 
 his list of agricultural studies 26 
 
 lessons from his work on technical education 11 
 
 Russian system, principles of 32 
 
 Rutgers Scientific School, account of 180-183 
 
 instruction in chemistry 299 
 
 8. 
 
 Salaries, relation of, to total expenses of agricultural colleges 18 
 
 Scholarships in agricultural colleges 21 
 
 School of mines and metallurgy in Missouri 33, 175-176 
 
 School-shop connected with Dwight School, Boston 55 
 
 Science, relations of, to agriculture 4 
 
 summer school of, University of Minnesota 168 
 
 Secret societies, not allowed at Purdue University 117 
 
 Sewing, instruction in 59-62 
 
 in Kansas Agricultural College 128 
 
 Sheffield Scientific School, account of 93-97 
 
 instruction in chemistry 295-297 
 
 mining engineering 32 
 
 Shop practice at Massachusetts Institute of Technology 146, 151-157 
 
 Worcester County Free Institute 258 
 
 Shops, equipment of 147-150 
 
 Shops, practice in 30-31 
 
 Shops and shop courses (illustrated) of the Massachusetts Institute of Tech- 
 nology 148^-157 
 
318 INDEX. 
 
 Page. 
 
 Shops of Cornell University 203 
 
 Illinois Industrial University 109 
 
 Kansas Agricultural College 125 
 
 manual training school, Washington University, Saint Louis 266-2H7 
 
 University of Minnesota 166 
 
 Shop- work, methods of 31 
 
 Shop- work in Purdue University 113, 114 
 
 Skilled labor, economy of 11, 12 
 
 Smith College 59 
 
 South Carolina College of Agriculture and Mechanics 224-227 
 
 South Georgia Agricultural College 103 
 
 Southwest Georgia Agricultural College 102 
 
 Special students, provision for, in Iowa Agricultural College 119 
 
 Springfield, Mass., evening drawing school 50 
 
 Spring Garden Institute 42 
 
 Summer school of science, University of Minnesota 168 
 
 Superintendents, qualifications necessary to 12 
 
 Statistics of institutions endowed with the national land grant 249-255 
 
 Steam, study and management of, Manual Training School, Saint Louis 268 
 
 Stenography, instruction in 72 
 
 Stetson, Mr. C. B., his conclusions on value of technical education 12-13 
 
 Stevens Institute of Technology 261-264 
 
 Straight, Prof. H. H. , on industrial education 56 
 
 Stubbs, Prof. Wm. C., his report on chemistry in Alabama Agricultural Col- 
 lege 83 
 
 T. 
 
 Taxation for schools in Chemnitz, Saxony 45 
 
 Technical education, moral effects of 11 
 
 social effects of 11 
 
 value of 12-13 
 
 Technical education in Europe and America contrasted 7 
 
 Technical schools, expensiveuess of 17 
 
 value of, to Chemnitz 45 
 
 Technical training, actual work a preparation for 49 
 
 Telegraphy, instruction in, in Kansas Agricultural College 128 
 
 instruction of women in 72 
 
 Tennessee, University of 227-230 
 
 Tenney, President E. P., his remark on industrial education in the West 13 
 
 Texas State Agricultural and Mechanical College 230-232 
 
 shop work 31 
 
 Thayer School of Civil Engineering 38 
 
 Thompson, Charles O., his"account of the Worcester County Free Institute.. 256-261 
 
 Thompson, Prof. S. E., his statement about the University of Nebraska 177-178 
 
 Thwing, Mr. Charles F., on illiteracy and want of trade education in crimi- 
 nals 76 
 
 Ticheuor, Rev. I. T., his report of the Alabama Agricultural College 81 
 
 Towne Scientific School 43 
 
 Trade, extension of American 44 
 
 Trades, how learned 8-10 
 
 Training schools lor nurses 64 
 
 Trenton Art School 52 
 
 Tuition in colleges of agriculture and the mechanic arts 21 
 
 Turning, instruction in, in Manual Training School, Saint Louis 268 
 
 in Massachusetts Institute of Technology 151, 152 
 
 U. 
 
 Union College, School of Civil Engineering 40 
 
 Universities, relation of State, to practical education 14 
 
 University of California, account of 86-91 
 
 college of mining 33 
 
 instruction in chemistry 295 
 
 University of Georgia 98-103 
 
 instruction in chemistay 297 
 
 University of Michigan, engineering courses in 37 
 
 University of Minnesota, description of 164-168 
 
 relation of, to public schools 6 
 
IKDEX, 319 
 
 Page. 
 University of Missouri, account of 172-176 
 
 domestic instruction in 
 
 University of Nebraska 177-178 
 
 University of Nevada 178 
 
 University of N orth Ca rolina '204-208 
 
 assignment of scholarships 
 
 University of Pennsylvania, Towne Scientific School 
 
 University of South Carolina J 224 
 
 University of Tennessee 227-230 
 
 University of Vermont and State Agricultural College, account of 232-234 
 
 instruction in chemistry 
 
 University of Virginia 44 
 
 University of Wisconsin, account of 246-248 
 
 mining engineering 
 
 mechanical engineering 
 
 V. 
 
 Vacation study, Columbia College School of Mines 
 
 Vaccine lymph, station for, in Louisiana 132 
 
 Vassar College 59 
 
 Vermont, University of. (See University of Vermont and State Agricultural 
 College.) 
 
 Veterinary museum of Cornell University 202 
 
 Veterinary science, instruction in, in Cornell University 186 
 
 Illinois Industrial University 106 
 
 Maryland Agricultural College 138 
 
 instructors in 19 
 
 school of, Iowa Agricultural College 121 
 
 Virginia Agricultural and Mechanical College 234-235 
 
 agricultural studies 26 
 
 Virginia Military Institute 44 
 
 Vise work in iron, in Purdue University 114 
 
 W. 
 
 "Wages increased by education 75 
 
 Walton, Mr. George A., his examination of students of Hampton Institute... 243-245 
 
 Washington University 264-271 
 
 Webster, Daniel, his enumeration of American political principles 77 
 
 Welch, Mrs. Mary B., on instruction in domestic economy in the Iowa Agri- 
 cultural College 278 
 
 Wellesley College, instruction in science in 276 
 
 West Virginia State University 245* 
 
 White, President E. E., his remarks on students' expenditures 22 
 
 White, President A. D., his remark on the vitality of the demand for practical 
 
 education 5 
 
 Wilkinson, M. C., his work in Indian education 305-307 
 
 Wines, Dr. E. C., prison statistics from 76 
 
 Wisconsin, University of. (See University of Wisconsin.) 
 
 W 7 ives, education of 58 
 
 Woman, scientific and industrial education of 57-74 
 
 Women, industrial and scientific instruction for 273-294 
 
 Women , instruction for, in Massachusetts Institute of Technology 145 
 
 Wood turning, course in, in Purdue University 114 
 
 Wood working in Worcester Free Institute 259 
 
 Worcester, Mass., evening drawing schools of 50 
 
 Worcester County Free Institute 256-261 
 
 Workshop regulations 270 
 
 Wright, Col. Carroll D., on the improving condition of laborers 75 
 
 Y. 
 
 Yale College. (See Sheffield Scientific School). 
 
 Z. 
 Zoology, instruction in, in Cornell University _. .. _ M . 195 
 
 O 
 
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 UNIVERSITY OF CALIFORNIA LIBRARY 
 
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