LIBRARY 
 
 OF THE 
 
 UNIVERSITY OF CALIFORNIA. 
 Class 
 
OF THE 
 
 UNIVERSITY 
 
 OF 
 
W 
 
HISTORY 
 
 OF THE 
 
 RENSSELAER POLYTECHNIC 
 INSTITUTE 
 
 1824 1894 
 
 BY 
 
 PALMER C. RICKETTS 
 
 Neb) 
 
 JOHN WILEY AND SONS 
 
 53 EAST TENTH STREET 
 
 1895 
 
Copyright, 1895, 
 
 BY 
 
 PALMER C. RICKETTS. 
 
 .GENERAL 
 
 ROBERT DRUMMOND, ELECTROTVPER AND PRINTER, NEW YORK. 
 
TO THE MEMORY 
 
 OF 
 
 Btepljen llan Hensselaer 
 
 AND 
 
 (Saton. 
 
 101603 
 
PREFACE. 
 
 HAVING recently been compelled to write several 
 brief historical sketches of the Institute the writer 
 became interested in its early history. In preparing 
 these narratives he found the official publications 
 giving the characteristics of the School at the time 
 of its foundation to have become very rare. In fact, 
 very few of them antedating 1840 are known to be 
 in existence. For these reasons he determined to 
 expand the sketches and publish a short history of 
 the Institution which should consist largely of a de- 
 scription of the development of its curriculum. 
 
 The student of the history of education will recog- 
 nize the importance of an account of the early 
 methods of instruction pursued in an institution which 
 was, at once, the first School of Science and the first 
 School of Civil Engineering to be established in any 
 English-speaking country, and if the conceded origi- 
 nality of these methods be also considered it is 
 believed that no excuse for the appearance of this 
 somewhat condensed narrative will be thought 
 necessary. 
 
 Interesting information has been obtained from 
 
VI PREFACE. 
 
 the recently discovered original minutes of the board 
 of trustees for the twenty- five years immediately 
 following the founding of the School, which were be- 
 lieved to have been destroyed in the fire of 1862, 
 and the thanks of the writer are due the President 
 and Secretary of the present board for placing at his 
 disposal the minutes covering the period from 1862 
 until the present time. 
 
 The author is also under obligation to Professor 
 Henry B. Nason for the loan of a number of the 
 early circulars, to A. J. Weise, Esq., for the picture 
 of the Van Der Heyden mansion ; to James Irving, 
 Esq., for that of the building on the Infant School 
 Lot, and to Professor William G. Raymond for the 
 two photographs from which the pictures showing 
 railroad and hydrographic work of students were 
 taken. The Bibliography at the end of the last 
 chapter shows other sources whence information has 
 been obtained. 
 
 P. C. R. 
 
 RENSSELAER POLYTECHNIC INSTITUTE, 
 TROY, N. Y., January i, 1895. 
 
CONTENTS. 
 
 PAGE 
 
 CHAPTER I. THE FOUNDATION OF THE SCHOOL i 
 
 Scientific Instruction at the Beginning of the Century. 
 Count Rumford's London Prospectus. Foundation of the 
 Royal Institution of Great Britain. Opinions of John 
 Adams upon Scientific Instruction. School proposed by 
 Thomas Jefferson. Foundation of the Franklin Institute. 
 Foundation of Rensselaer School. Letter of Stephen Van 
 Rensselaer. 
 
 CHAPTER II. STEPHEN VAN RENSSELAER AND AMOS EATON . . 12 
 
 Ancestors of Stephen Van Rensselaer. Early Education. 
 Military and Political Life. Erie Canal Commission. Re- 
 gent of the University. Central Board of Agriculture. 
 Geological Survey of the State. Educational Efforts. 
 Tribute to his Memory. Amos Eaton. Early Education. 
 Student at Williams College. Admitted to the Bar. Lec- 
 tures on Natural Science. Lectures before the Legislature. 
 Geological Surveys. Senior Professor at Rensselaer School. 
 Tribute from the Board of Trustees. List of his Publica- 
 tions. Tribute from James Hall. 
 
 CHAPTER HI. ACT OF INCORPORATION AND EARLY BY-LAWS . . 29 
 
 First Meeting of the Board of Trustees. Name given the 
 School. Announcement of the Opening. Letter from 
 Stephen Van Rensselaer. Enclosed By-laws. Act of In- 
 corporation. Curriculum. Degree conferred. Cost of 
 Tuition and of Living. Catalogue of 1826. 
 
 CHAPTER IV. METHODS OF INSTRUCTION. PREPARATION BRANCH. 42 
 
 Distinct Characteristics of the School. Routine Work. 
 Equipment of the Laboratories. Daily Exercises. Parlia- 
 mentary Exercises. "Afternoon Amusements." Methods 
 of Lancaster and Fellenberg compared with those of the 
 
 vii 
 
Vlll CONTENTS. 
 
 PAGE 
 
 School. Preparation Branch established. Curriculum of 
 the Branch. Expenses of Students. 
 
 CHAPTER V. NAME CHANGED TO RENSSELAER INSTITUTE. RE- 
 MOVAL TO THE VAN DER HEYDEN MANSION 57 
 
 Botanical and Geological Excursions. Rensselaer School 
 Flotilla. Prudential Committee created. District Branches 
 Established. Letter from Stephen Van Rensselaer. Free 
 Instruction of County Students. Education of Women. 
 Eaton's Opinions upon the Education of Women. Contribu- 
 tions of Van Rensselaer. Curriculum of 1831. Apparatus 
 in 1830. President Nott. Letter from Stephen Van Rens- 
 selaer. Name changed to Rensselaer Institute. Removal 
 to the Van der Heyden Mansion. Number of Students. 
 
 CHAPTER VI. ESTABLISHMENT OF THE DEPARTMENT OF CIVIL 
 
 ENGINEERING 69 
 
 Early European Technical Schools. West Point Military 
 Academy. Engineering in the Early Years of the Century. 
 Canals. Railroads. Steamships. Water-wheels. Steam- 
 power. Tunnels. Bridges. First Instruction in Engineer- 
 ing. Charter amended by the Legislature. Number of 
 Trustees Increased. Degrees of Bachelor of Natural Science 
 and Civil Engineer Conferred. First Class in Engineering 
 Graduated. First Civil Engineering Circular. Examina- 
 tion Paper of 1835. Qualifications for Graduation in 1842. 
 
 CHAPTER VII. REORGANIZATION OF THE SCHOOL. THE RENS- 
 SELAER POLYTECHNIC INSTITUTE 89 
 
 Fourth Act of Legislature. School placed under the Re- 
 gents. Return to the Old Bank Place. Removal to the 
 Infant School Lot. Inventory of Property. Number and 
 Distribution of Students, 1839-43. Changes in the Faculty 
 and Board of Trustees. Reorganization of the Curriculum 
 by B. Franklin Greene. Degrees B.S. and C.E. con- 
 ferred. Comparison with French Schools. Methods of 
 Instruction. Schedule of Course in Civil Engineering. 
 Schedule of Course in Natural Science. Text-books used. 
 Name changed to Rensselaer Polytechnic Institute. Tui- 
 tion. Fifth Act of Legislature. Courses in Topographical, 
 Mechanical and Mining Engineering. Schedule of Course 
 in Mining Engineering. Changes in the Faculty and Board 
 of Trustees. 
 
 CHAPTER VIII. PRESENT EQUIPMENT. MISCELLANEOUS INFOR- 
 MATION II3 
 
CONTENTS. IX 
 
 PAGE 
 
 The Fire of 1862. Removal to Present Site. Main Build- 
 ing. Chemical Laboratory. Courses in Natural Science, 
 Mechanical Engineering and Mining Engineering abolished. 
 Course in Natural Science again established. Semi-cen- 
 tennial Celebration. Changes in the Faculty. Williams 
 Proudfit Observatory. Endowment Fund. William How- 
 ard Hart Professorship. Gymnasium. Geological Collec- 
 tion. Library. Alumni Building. Changes in the Faculty 
 and Board of Trustees. Macdonald Prize. Alumni Associa- 
 tions. Publications issued by Students. Fraternities. Rens- 
 selaer Society of Engineers. Sigma Xi Society. Exhibits 
 at World's Fairs. Appropriations by the Legislature. Num- 
 ber of Graduates. Degrees conferred. Distribution of 
 Students. Percentage of Graduates. Work of the Gradu- 
 ates. 
 
 CHAPTER IX. CURRICULUMS OF THE Two EXISTING COURSES . 135 
 
 Existing Buildings. Methods of Instruction. Sessions in 
 the Scholastic Year. Schedule of the Couse in Civil En- 
 gineering. Schedule of the Course in Natural Science. 
 Mathematics and Astronomy. Descriptive Geometry and 
 Stereotomy. Chemistry. Mineralogy. Geology. Metal- 
 lurgy. Physics. Surveying. Geodesy. Highway En- 
 gineering. Railroad Signals. Summer Courses. Topo- 
 graphical Drawing. Rational Mechanics. Structures. Re- 
 sistance of Materials. Bridges and Roofs. Hydraulics. 
 Sewerage. Steam Engineering. Theses. 
 
 BIBLIOGRAPHY 157 
 
 APPENDIX 163 
 
 Trustees, Instructors and Graduates from 1824 to 1894, 
 inclusive. 
 
 INDEX 187 
 
ILLUSTRATIONS. 
 
 RENSSELAER POLYTECHNIC INSTITUTE, 1894. . . Frontispiece 
 
 OLD BANK PLACE Facing page 6 
 
 STEPHEN VAN RENSSELAER . . . . * '12 
 
 AMOS EATON " " 18 
 
 MAIN BUILDING " " 24 
 
 CHEMICAL LABORATORY " " 30 
 
 RANKEN HOUSE " " 36 
 
 WILLIAMS PROUDFIT OBSERVATORY ... " " 42 
 
 GYMNASIUM '* " 48 
 
 ALUMNI BUILDING ....... " ** 58 
 
 VAN DER HEYDEN MANSION ..... " '* 64 
 
 USING THE SOLAR TRANSIT * " 70 
 
 IN THE CHEMICAL LABORATORY .... " " 76 
 
 ASSAYING " " 80 
 
 BUILDING ON INFANT SCHOOL LOT ... " " 90 
 
 IN THE DYNAMO ROOM ...... *' " 96 
 
 A CORNER IN THE PHYSICAL LABORATORY . *' " 102 
 
 TRIGONOMETRICAL SURVEYING .... ' 108 
 
 HYDROGRAPHICAL SURVEYING . . . . " "114 
 
 PRELIMINARY SURVEY FOR A RAILROAD . " " 120 
 
 TESTING CEMENT ....... " " 126 
 
 MEASURING THE VELOCITY OF A STREAM . . ' " 132 
 
 MERIDIAN OBSERVATIONS IN THE OBSERVATORY . " " 140 
 
 MEASURING THE RESISTANCE OF INCANDESCENT LAMPS. " " 144 
 
 TESTING METALS " " 150 
 
 WEIR MEASUREMENTS . M -. ** 156 
 
HISTORY 
 
 OF THE 
 
 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 CHAPTER I. 
 
 THE FOUNDATION OF THE SCHOOL. 
 
 (AT the beginning of this century the study of the 
 physical sciences in the United States was in its in- 
 fancy. All branches were included under the terms; 
 Natural Philosophy and Natural History. Their 
 meaning was not well defined, although under the 
 latter was generally included all of what was thea 
 known of astronomy, physics, chemistry and geology.. 
 Scarcely any provision was made for scientific in- 
 struction in any of the colleges of the country. As- 
 tronomy, physics, chemistry and botany had indeed 
 been taught during the preceding century in a few 
 institutions of learning, a department of Mathematics 
 and Natural Philosophy having been created at 
 Harvard College as early as ij2j, a professorship of 
 
2 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Botany in Columbia College in 1792, and a chair 
 of Chemistry at Princeton in 1795. Instruction had 
 also been given in physics and chemistry at the Uni- 
 versity of Pennsylvania and Dartmouth College, and 
 in physics at Union College. This short list, how- 
 ever, includes all the colleges which had given the 
 physical sciences more than an insignificant place in 
 their curriculums. Even in these the instruction was 
 given by lectures, supplemented at times by experi- 
 ments which the teachers performed ; and anything 
 approaching laboratory work by the student was al- 
 most wholly unknown. When Prof. Silliman was 
 elected, in 1801, to the chair of Chemistry, Geology 
 and Mineralogy at Yale College, he visited Dr. 
 Maclean, who was professor of Chemistry at Prince- 
 ton, and then for the first time saw experiments in 
 chemistry performed.*]) Considering the state of 
 scientific knowledge at this period and the general 
 lack of opportunity for the study of science even in 
 Europe, it is not remarkable that this should have 
 been the case in a new country the total population 
 of which in the year 1800 scarcely exceeded that of 
 the city of London to-day. 
 
 With the general awakening to the value of the 
 natural sciences, during the first quarter of the cen- 
 tury, came provision for their study in other of the 
 academic schools of the country. Within that time 
 courses in various branches were inaugurated at 
 Yale, Williams, Bowdoin, Dickinson, William and 
 
 \ * Education in the United States, Richard G. Boone.^ 
 
THE FOUNDATION OF THE SCHOOL. 3 
 
 Mary, and Hobart Colleges, and in the universities of 
 Georgia, North Carolina and South Carolina. Facil- 
 ities for practical work by the students were still 
 wanting in nearly all of them, though the apparatus 
 used for illustration had grown in quantity and 
 variety. A chemical laboratory, already mentioned, 
 was in existence at Princeton, one was fitted up 
 at Williams College in 1812, and one at Harvard 
 shortly after this date. A few others were also to be 
 found. They were all, of course, crude and unpre- 
 tending compared with those thickly scattered over 
 the country to-day. Nor were the steps taken in the 
 study of science always forward. Thus there was. 
 organized in the University of Pennsylvania, in 
 1816, a department cf Natural Science "with five 
 professors ; and annual courses of lectures, to be 
 publicly delivered, were required by the regulations. 
 The courses of instruction embraced natural philoso- 
 phy, botany, natural history, mineralogy, chemistry 
 applied to agriculture and the arts, and comparative 
 anatomy. The support given by the public, how- 
 ever, was not sufficient to compensate for the efforts 
 put forth, the professors were badly paid and the 
 department soon fell into neglect. It was abolished 
 shortly after the establishment of the Franklin Jnsti- 
 tute, in 1824, which rendered, it was said at the time, 
 such a department in the university * unnecessary.' " * 
 The time had now come, not only for the addition 
 
 * Historical Sketch of the University of Pennsylvania, John L. Stewart. 
 Circular No. 2, 1892, of the U. S. Bureau of Education. 
 
4 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 of scientific courses to the curriculums of the institu- 
 tions of learning, but for a general diffusion of scien- 
 tific knowledge among those who could not have the 
 advantage of an education higher than that afforded 
 by the common schools. Attempts in this direction 
 had already been made in Europe. (When Count 
 Rumford returned from Munich to London in 1795 
 he endeavored to interest the people of England, as 
 he had those of Germany, in his plans for public and 
 domestic economy, more particularly in the economi- 
 cal consumption of coal, improvements in the con- 
 struction of fireplaces and the heating of buildings 
 by steam. In 1799 he issued in London a prospec- 
 tus entitled " Proposals for forming by subscription, 
 in the metropolis of the British empire, a public 
 institution for diffusing the knowledge and facilitat- 
 ing the general introduction of useful mechanical 
 inventions and improvements, and for teaching, by 
 courses of philosophical lectures and experiments, 
 the application of science to the common purposes 
 of life." The result was the establishment, in the 
 year 1800, of the Royal Institution of Great Britain, 
 which had for its object the purposes outlined in his 
 prospectus. \ 
 
 Other men had not been blind to the benefits 
 which would accrue to civilization if the people gen- 
 erally could be instructed in the application of science 
 to the common purposes of life. Franklin's opinions 
 upon this subject are well known. John Adams 
 believed that the state should make provision for this 
 
THE FOUNDATION OF THE SCHOOL. 5 
 
 purpose, as is shown by the following extract from 
 the constitution of Massachusetts, of 1780, of which 
 he was the principal author: "to encourage private 
 societies and public institutions, rewards and immu- 
 nities for the promotion of agriculture, arts, sciences, 
 commerce, trades, manufactures, and a natural history 
 of the country." Jefferson also proposed a school of 
 technical philosophy, to be maintained wholly at 
 public expense, where certain of the higher branches 
 should be taught in abridged form to meet practical 
 wants. " To such a school ", he wrote, " will come the 
 mariner, carpenter, shipwright, pump-maker, clock- 
 maker, machinist, optician, metallurgist, founder, cut- 
 ler, druggist, brewer, vintner, distiller, dyer, painter, 
 bleacher, soap-maker, tanner, powder-maker, salt- 
 maker, glass-maker, to learn, as much as shall be 
 necessary to pursue their art understandingly, of the 
 sciences of geometry, mechanics, statics, hydrostatics, 
 hydraulics, hydrodynamics, navigation, astronomy, 
 geography, optics, pneumatics, acoustics, physics, 
 chemistry, natural history, botany, mineralogy and 
 pharmacy." * 
 
 The influence of such opinions gave impetus to 
 the diffusion of scientific knowledge among the 
 people on this continent as well as abroad. Partly 
 for this purpose the Franklin Institute at Philadelphia 
 was founded at the end of the first quarter of the 
 
 * Early History of the University of Virginia, as contained in the letters 
 of Thomas Jefferson and Joseph C. Cabell. Edited by J. W. Randolph, 
 Richmond, 1856. 
 
O RENSSELAER POLYTECHNIC INSTITUTE. 
 
 century, and the example of Count Rumford is be- 
 lieved to have been at least one of the causes of the 
 foundation of another institution which has done 
 more for science and engineering in this country than 
 any other school. Although, as before shown, op- 
 portunities had been offered in various colleges and 
 universities for the study of natural science, and the 
 above-mentioned institutions for popular lectures on 
 its various branches had been founded here and in 
 England, there had not been in existence in either 
 country a school created avowedly for purposes of 
 scientific instruction ; and there was left to Stephen 
 Van Rensselaer of Albany, N. Y., the honor of 
 establishing, at his own expense, an institution with 
 this as its main object. 
 
 It was called the Rensselaer school. That the 
 founder had definite ideas not only in relation to the 
 purposes of the institution but also in regard to its 
 general management and the methods of instruction 
 to be pursued, is attested by a letter dated November 
 5, 1824, to the Rev. Samuel Blatchford of Lansing- 
 burgh. It forms the first official notice of the foun- 
 dation, and reads as follows : 
 
 " Dear Sir : I have established a school at the 
 north end of Troy, in Rensselaer county, in the 
 building usually called the Old Bank Place, for the 
 purpose of instructing persons, who may choose to 
 apply themselves, in the application of science to the 
 common purposes of life. My principal object is, to 
 qualify teachers for instructing the sons and daughters 
 
THE FOUNDATION OF THE SCHOOL. 7 
 
 of farmers and mechanics, by lectures or otherwise, 
 in the application of experimental chemistry, philos- 
 ophy and natural history, to agriculture, domestic 
 economy, the arts and manufactures. From the trials 
 which have been made by persons in my employ- 
 ment at Utica, Whitesborough, Rome, Auburn and 
 Geneva during the last summer, I am inclined to 
 believe that competent instructors may be produced 
 in the school at Troy, who will be highly useful to 
 the community in the diffusion of a very useful kind 
 of knowledge, with its application to the business of 
 living. Apparatus for the necessary experiments has 
 been so much simplified, and specimens in natural 
 history have become subjects of such easy attainment, 
 that but a small sum is now required as an outfit for 
 an instructor in the proposed branch of science ; con- 
 sequently every school district may have the benefit 
 of such a course of instruction about once in two or 
 three years, as soon as we can furnish a sufficient 
 number of teachers. I prefer this plan to the en- 
 dowment of a single public institution, for the resort 
 of those only whose parents are able and willing to 
 send their children from home or to enter them for 
 several years upon the Fellenberg plan. It seems to 
 comport better with the habits of our citizens and the 
 genius of our government to place the advantages 
 of useful improvement equally within the reach of 
 all. 
 
 " Whether my expectations will ever be realized or 
 not. I am willing to hazard the necessary expense of 
 
8 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 making the trial. Having procured a suitable build- 
 ing advantageously located among farmers and 
 mechanics, and having furnished funds which are 
 deemed sufficient by my agent in this undertaking 
 for procuring the necessary apparatus, etc., it now 
 remains to establish a system of organization adapted 
 to the object. You will excuse me if I attach too 
 much consequence to the undertaking. But it ap- 
 pears to me that a board of trustees to decide upon 
 the manner of granting certificates of qualifications, 
 to regulate the government of students, etc., is essen- 
 tial. I therefore take the liberty to appoint you a 
 member and president of a board of trustees for this 
 purpose. I appoint the following gentlemen trustees 
 of the same board. The Rev. Dr. Blatchford and 
 Elias Parmalee of Lansingburgh ; Guert Van 
 Schoonhoven and John Cramer, Esqs., of Waterford ; 
 Simmeon De Witt and T. Romeyn Beck of Albany ; 
 John D. Dickinson and Jedediah Tracy of Troy. 
 And I appoint O. L. Holley, Esq., of Troy, and T. 
 R. Beck of Albany, first and second vice-presidents 
 oi said board. 
 
 " As a few regulations are immediately necessary 
 In order to present the school to the public, it seems 
 necessary that I should make the following orders, 
 subject to be altered by the trustees after the end of 
 the first term. 
 
 " Order i. The board of trustees is to meet at 
 times and places to be notified by the president, or 
 by one of the vice-presidents, in the absence or disa- 
 
THE FOUNDATION OF THE SCHOOL. 9 
 
 bility of the president. One half of the members of 
 the board are to form a quorum for doing business. 
 A majority of the members present may fill any 
 vacancy which happens in the board ; so that there 
 may be two members resident in Troy, two in Lan- 
 singburg, two in Waterford, and two in Albany. 
 The powers and duties of the trustees to be such as 
 those exercised by all similar boards, the object of 
 the school being always kept in view. 
 
 " Order 2. I appoint Dr. Moses Hale of Troy, 
 secretary, and Mr. H. N. Lockwood, treasurer. 
 
 " Order 3. I appoint Amos Eaton of Troy, pro- 
 fessor of chemistry and experimental philosophy, 
 and lecturer on geology, land surveying, and the laws 
 regulating town officers and jurors. This office to 
 be denominated the senior professorship. 
 
 " Order 4. I appoint Lewis C. Beck of Albany, 
 professor of mineralogy, botany and zoology, and 
 lecturer on the social duties peculiar to farmers and 
 mechanics. This office to be denominated the junior 
 professorship. 
 
 " Order 5. The first term is to commence on the 
 first Monday in January next, and to continue fifteen 
 weeks. For admission to the course, including the 
 use of the library and reading-room, each student 
 must pay twenty-five dollars to the treasurer, or give 
 him satisfactory assurances that it will be paid in one 
 year. In addition to this, each section of students 
 must pay for the chemical substances they consume 
 and the damage they do to apparatus. 
 
10 RENSSELAER POLYl^ECHNIC INSTITUTE. 
 
 " Order 6. All the pay thus received by the 
 treasurer, as for parts of courses of instruction, is to 
 be paid over to said professors as the reward of their 
 services. 
 
 ( " Order 7. In giving the course in chemistry the 
 students are to be divided into sections, not exceed- 
 ing five in each section. These are not to be taught 
 by seeing experiments and hearing lectures, accord- 
 ing to the usual method. But they are to lecture 
 and experiment by turns, under the immediate direc- 
 tion of a professor or a competent assistant. Thus 
 by a term of labor, like apprentices to a trade, they 
 are to become operative chemists. 
 
 " Order 8. At the close of the term each student 
 is to give sufficient tests of his skill and science be- 
 fore examiners, to be appointed by myself, or by the 
 trustees if I do not appoint. The examination is not 
 to be conducted by question and answer; but the 
 qualifications of students are to be estimated by the 
 facility with which they perform experiments and 
 give the rationale ; and certificates or diplomas are 
 to be awarded accordingly. 
 
 " Order 9. One librarian, or more, to be ap- 
 pointed by the professors, will be keeper of the read- 
 ing-room. All who attend at the reading-room are 
 to respect and obey the orders of the librarian in 
 regard to the library and conduct while in the room. 
 
 " Order 10. Any student who shall be guilty of 
 disorderly or ungentlemanly conduct is to be tried 
 and punished by the president or vice-president and 
 
THE FOUNDATION OF THE SCHOOL. II 
 
 two trustees. The punishment may extend to ex- 
 pulsion and forfeiture of the school privileges, with- 
 out a release from the payment of fees. But a student 
 may appeal from such decision to the board of trustees. 
 4 'This instrument, or a copy of it, is to be read to 
 each student before he becomes a member of the 
 school ; and he is to be made to understand that his 
 Matriculation is to be considered as an assent to 
 tiese regulations. 
 
 "STEPHEN VAN RENSSELAER. 
 "ALBANY, Nov. 5, 1824." 
 
 This document shows the aim of the founder of 
 the Rensselaer School to have been substantially 
 that of the originator of the Royal Institution, 
 though the methods pursued in attaining the object 
 sought were different. He was doubtless familiar 
 with the work and writings of Rumford, and it will 
 be noticed that he has used in his description of the 
 purpose of the school the same expression found in 
 the London prospectus of 1799 "the application of 
 science to the common purposes of life." * Atten- 
 tion will be given later to the peculiar methods of 
 instruction outlined in this letter, and before pro- 
 ceeding with the history of the school a short ac- 
 count will be given of the lives of its founder and of 
 another to whose talent as a teacher and scientific 
 investigator the success of the school was largely due. 
 
 * See the address of President James Forsyth in Proceedings of the 
 Semi-Centennial Celebration of the Rensselaer Polytechnic Institute, 
 1874. 
 
CHAPTER II. 
 
 STEPHEN VAN RENSSELAER AND AMOS EATON. 
 
 STEPHEN VAN RENSSELAER was the fifth in direct 
 line of descent from Killian Van Rensselaer, a mer- 
 chant of Holland, who obtained by purchase from 
 the Indians, about the year 1637, a district about 
 twenty-four miles in breadth by forty- eight in length, 
 comprising the territory which has since become the 
 counties of Albany, Columbia and Rensselaer, in the 
 state of New York. He named it the Colony and 
 Manor of Rensselaerwyck, and was its first Patroon. 
 Stephen was born November i, 1764, in the city 
 of New York. His father was Stephen Van Rens- 
 selaer, the seventh Proprietor or Patroon of Rensse- 
 laerwyck, and his mother was Catharine, the daugh- 
 ter of Philip Livingston. Upon the death of his 
 father in 1769, the care of the estate, which fell 
 exclusively to him by the law of primogeniture, de- 
 volved upon his uncle, General Ten Broeck, who 
 also acted as guardian during his minority. He was 
 at first sent to a school in Albany and afterwards to 
 one in Elizabeth town, New Jersey. At the begin- 
 ning of the Revolution he was removed to Kingston, 
 N. Y., and acquired the elements of a classical edu- 
 cation at the Kingston Academy. He was later 
 
 12 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 13 
 
 sent to Princeton College, but, in consequence of its 
 proximity to the seat of war, it was thought advisa- 
 ble to send him to Harvard College, where he was 
 graduated as a Bachelor of Arts in 1782, in the 
 nineteenth year of his age. Returning to Albany 
 he married, in 1783, a daughter of General Philip 
 Schuyler, and upon reaching his majority settled 
 down in the Manor House and took charge of his 
 estates. By offering leases for long terms at a very 
 moderate rent he succeeded in bringing a large por- 
 tion of his land into cultivation, but little of which 
 had, until then, been converted into farms, and thus 
 secured for himself a competent income. 
 
 He was made a major of infantry in 1786, and 
 when, in 1801, Governor Jay formed the cavalry of 
 the state into a separate corps he was placed in 
 command with a commission of major-general of cav- 
 alry. He was elected, as a federalist, to the Assem- 
 bly of the State in 1789, and the next year became 
 a state senator, which position he held until 1795, 
 when he was chosen lieutenant-governor at the 
 same time that John Jay was elected governor. 
 He was lieutenant-governor for six years, and was 
 nominated for governor in 1801, but was defeated 
 by De Witt Clinton. In the same year he was a 
 member of the constitutional convention, and pre- 
 sided over it during the greater part of its delibera- 
 tions. He was again elected to the Assembly in 
 1807, and when, during this term, a project was 
 agitated to appoint a commission for exploring a 
 
14 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 route for a western canal, he was strongly in favor 
 of it. Having been appointed, in 1810, to serve 
 on this commission, he, in company with the other 
 members, made an exploration of the route for a 
 canal from the Hudson River to Lake Erie. 
 
 When war with great Britain was declared in 
 1812, he was given the command of the state 
 militia, and on the I3th of October of that year 
 assaulted and took the Heights of Queenstown, 
 Canada, from which, however, he was compelled to 
 withdraw by the refusal of the state militia, under 
 the plea of constitutional scruples, to leave the state. 
 His services in the field ended with this campaign, 
 and in 1813 he was again nominated for governor, 
 but was defeated by a small majority. In the mean- 
 time the canal commission had continued its exist- 
 ence, and in 1816, when the Legislature directed the 
 construction of the Erie Canal and committed the 
 execution of the work to a board of canal commis- 
 sioners, he was made a member of that body, and 
 was its president from April, 1824, until his death. 
 He was again elected a member of Assembly in 
 1816, in 1819 became a Regent of the State Univer- 
 sity, of which he was chancellor from 1835 until his 
 death, and was a member of the constitutional con- 
 vention of 1821. 
 
 From his position as Patroon and because of the 
 great extent of territory he possessed, as well as on 
 account of his great intelligence and the benevolence 
 of his nature, Stephen Van Rensselaer had always 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 15 
 
 been strongly in favor of the encouragement of farm- 
 ers and the improvement of agriculture. When, 
 therefore, in 1819, an act for the encouragement of 
 agriculture was passed by the Legislature of the 
 State, under the provisions of which delegates from 
 county societies formed a Central Board of Agri- 
 culture, he was elected its president at the first meet- 
 ing in Albany, in January, 1820. Although the life 
 of the board was brief, it was long enough to permit 
 a geological and agricultural survey of the counties 
 of Albany and Rensselaer to be made under its 
 direction, though at the expense of its president. 
 This survey was executed by Professor Amos Eaton 
 with the aid of two assistants, and was the first at- 
 tempt made in this country to collect and arrange 
 geological facts with a direct view to the improve- 
 ment of agriculture. Analyses of soils were in- 
 cluded, as well as a consideration of the proper 
 methods of culture adapted to them, and the results 
 were published in three volumes of Transactions and 
 Memoirs. Imbued with strong opinions as to the 
 value of such scientific investigations, when the 
 board ceased to exist Stephen Van Rensselaer was 
 unwilling to discontinue work of this character, and 
 in the years 1822 and 1823 he caused to be made, 
 at his own expense, under the direction of Professor 
 Eaton, a geological survey extending from Boston to 
 Lake Erie, a distance of about five hundred and fifty 
 miles. It embraced a belt fifty miles in width, which 
 covered, in this State, the line of the Erie canal. 
 
1 6 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 The intelligence and benevolence of the subject of 
 this sketch were now, when he had reached the age 
 of sixty years, to be directed into a new channel. 
 He had long been interested in the instruction of 
 the poorer families of his tenantry, and had reached 
 the conclusion that the most valuable education to 
 be given the masses engaged in the ordinary occu- 
 pations of life was one which would enable them to 
 apply the principles of science to the " business of 
 living". His first step in this direction was to secure 
 the services of Professor Eaton, with whose qualifica- 
 tions he was thoroughly familiar. He employed him, 
 in the summer of 1824, to traverse the State on or 
 near the line of the Erie canal, provided with suffi- 
 cient apparatus and specimens to deliver, in all the 
 principal towns where an audience of business men 
 or others could be collected, a series of lectures, ac- 
 companied with experiments and illustrations, on 
 " chemistry, natural philosophy and some or all the 
 branches of natural history." This undertaking was 
 entirely successful. Encouraged by it, he determined 
 to establish an institution one of the principal objects 
 of which should be " to qualify teachers for instruct- 
 ing the sons and daughters of farmers and me- 
 chanics, by lectures or otherwise, in the application 
 of experimental chemistry, philosophy and natural 
 history to agriculture, domestic economy, the arts and 
 manufactures" ; and there resulted the foundation at 
 Troy, N. Y., in 1824, of the school which is the sub- 
 ject of this historical sketch. He at first intended to 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 1 7 
 
 sustain the school for three years only, expecting 
 that, if at the end of this period it were successful, 
 the public would maintain it. Besides the expense 
 of its original establishment he bore, however, until 
 his death fourteen years later, about one half the 
 cost of its maintenance. As will be seen hereafter, 
 the course of instruction was considerably enlarged, 
 during his life and with his approval, to meet the 
 growing demand for educated engineers and scien- 
 tific men. 
 
 In the meantime, in 1823, General Van Rensselaer 
 had been elected to Congress as a Representative 
 from Albany county, and some of his instructions in 
 relation to the new school were forwarded from 
 Washington. He continued in Congress for six 
 years, and was during this period chairman of the 
 Committee on Agriculture. During a part of his 
 active public life, from 1793 until his resignation in 
 1819, he was a trustee of Williams College. In 
 1825 the degree of LL.D. was conferred on him by 
 Yale College. He died at the old Manor House 
 in Albany on the twenty-sixth day of January, 
 1839.* 
 
 Although distinguished because of his position 
 and character, and on account of many years of suc- 
 cessful public service in important positions, the 
 memory of Stephen Van Rensselaer will be per- 
 
 * See "A Discourse on the Life, Services and Character of Stephen 
 Van Rensselaer", by Daniel G. Barnard, Albany, 1830. 
 
1 8 RENSSELAER POLYTECHNIC INSTITUTE 
 
 petuated chiefly by means of the school which he 
 established for the benefit of his fellow-men. 
 
 In an article on the Institute, one of an interesting 
 series on the engineering schools of the United 
 States, written in 1892 for Engineering News by 
 A. M. Wellington, he says : " The founder was not 
 of the class of rich men who found colleges only 
 from a vague philanthropic instinct and to perpet- 
 uate his name. He had distinct and very original 
 and decided views as to proper methods of instruc- 
 tion, which he took great pains to provide for and 
 enforce at length. His love of thoroughness, his 
 determination that the instruction should be of the 
 best, if there was any, and that the school should 
 take a high rank among the kindred institutions of 
 the world, crop out constantly in his letters and deed 
 of foundation. . . He was no common founder, and 
 he founded no common school. The cause of engi- 
 neering education owed much to him indeed." 
 
 It will be noticed in the account just given of his 
 life that in all his efforts for the advancement of 
 scientific knowledge, whether by agricultural and 
 geological surveys or by the more direct method 
 of instruction, he employed one individual as his 
 agent. That no error was made in the choice is 
 proved by the uniform success of his endeavors. 
 
 Amos Eaton was indeed no ordinary man. The 
 history of the last seventeen years of his life is identi- 
 cal with that of the Rensselaer Institute. The im- 
 portance of his work, however, not only in the early 
 

STEPHEN VAN RENSSELAER AND AMOS EATON. 1 9 
 
 development of the school but as a scientific inves- 
 tigator and author of works on the natural sciences, 
 renders it advisable to give, in this connection, a 
 sketch of his earlier history. He was a native of 
 Chatham, N. Y., and was born May 17, 1776. His 
 father, Abel Eaton, was a farmer in comfortable cir- 
 cumstances. He early manifested superior abilities, 
 and was selected to deliver an oration on the Fourth 
 of July, i79> when but fourteen years of age. 
 About this time, having acted as chainman during a 
 land survey, he determined to become a surveyor. 
 Not having the requisite instruments, he interested a 
 skilful blacksmith in his behalf, who agreed to work 
 for him at night if he would " blow and strike " by 
 day. A needle and a good working chain were the 
 result of several weeks' work. This circumstance in 
 his life doubtless gave rise to the remark, found in 
 Sillimaris Journal, that "in 1791 he was an ap- 
 prenticed blacksmith." The bottom of an old pewter 
 plate, well smoothed, polished and graduated, served 
 as a compass-circle, so that Eaton, when sixteen 
 years old, was in the field with his home-made in- 
 struments, doing occasional surveying in the neigh- 
 borhood. He aspired, however, to higher attain- 
 ments, and, encouraged by his parents, was fitted for 
 college at Spencertown, N. Y., and was graduated 
 at Williams College, in 1799, with a high reputation 
 for scientific knowledge. In the same year he began 
 the study of law at Spencertown, and subsequently 
 continued his studies in New York. 
 
20 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 At this time he first became interested in the 
 study of botany and other natural sciences. While 
 in New York, in 1802, he borrowed Kirwan's " Min- 
 eralogy ", then a scarce book, and made a manuscript 
 copy of the entire work. He was admitted to the 
 bar, at Albany, in 1802, and soon after established 
 himself as a lawyer and land agent in Catskill, N. Y. 
 Here he remained several years, his position afford- 
 ing him excellent opportunities for cultivating his 
 growing taste for the natural sciences. In May, 
 1810, he made in Catskill, it is believed, the first 
 attempt in this country at a popular course of lectures 
 on botany, compiling for the use of his class a small 
 elementary treatise. For this Dr. Hosack, who had 
 formerly taught him in New York, complimented 
 him as being the " first in the field ". 
 
 Having found his love for the details of his pro- 
 fession diminishing and his interest in the natural 
 sciences increasing, he finally resolved -to abandon 
 the practice of law and to fit himself more thoroughly 
 for scientific pursuits. With this end in view he 
 went to New Haven, in 1815, to avail himself of the 
 advantages found at Yale College. He placed him- 
 self under the instruction of Professor Silliman, who 
 threw open to him his lectures on chemistry, geology 
 and mineralogy, as well as his own library and the 
 cabinet of minerals of that institution. Here, also, 
 he found a good botanist in Dr. Eli Ives, Professor 
 of Botany and Materia Medica in the medical de- 
 partment of the college, who had accumulated a 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 21 
 
 good library, to which he gave Eaton free access. 
 With these advantages and his already advanced 
 acquirements he was soon well qualified as an ex- 
 plorer and teacher. Returning to Williamstown in 
 1817, he gave courses of lectures in botany, miner- 
 alogy and geology to volunteer classes of students. 
 His influence in the college was remarkable, and he 
 awakened there an interest in the natural sciences 
 which has never died out. His pupils published, in 
 1817, the first edition of his " Manual of Botany", a 
 i2mo of 164 pages, which, as the late Dr. Lewis C. 
 Beck wrote in 1852, "gave an impulse to the study 
 of botany in New England and New York, as the 
 only descriptive work which was then current was 
 that of Pursh, an expensive one with Latin descrip- 
 tions." This work was improved by repeated revi- 
 sions and additions, and became, in the eighth edi- 
 tion, published in 1840, a large octavo volume of 
 625 pages, which was entitled " North American 
 Botany", and contained a description of 5267 species 
 of plants. 
 
 The encouragement received by Mr. Eaton at 
 Williams College determined him to give courses of 
 popular scientific lectures, accompanied with practi- 
 cal instructions, to such classes as he might be able 
 to organize in several of the larger towns of New 
 England and New York. These met with great 
 success, and in the course of two or three years he 
 diffused a great amount of scientific knowledge, and 
 there sprang up as the result of his labors an army 
 
22 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 of young botanists and geologists. According to 
 Professor Albert Hopkins, of Williams College, he was 
 one of the first to popularize science in the Northern 
 States, and was one of the first in this country to 
 study nature in the field, with his classes. 
 
 In 1818, in compliance with a special invitation 
 from Governor DeWitt Clinton, he went to Albany 
 and delivered a course of lectures before the mem- 
 bers of the Legislature. Here he became acquainted 
 with many of the leading men of the State, interest- 
 ing them especially in geology and its application, 
 by means of surveys, to agriculture. A train of 
 causes was thus set in operation which resulted in 
 giving to the world that great work, "The Natural 
 History of New York ", so creditable to the State 
 and to the scientific men who executed it, of whom 
 several had been Prof. Eaton's pupils. In this year 
 he published the first edition of his " Index to the 
 Geology of the Northern States", which was the 
 first attempt at a general arrangement of the geologi- 
 cal strata in North America. In his " Education in 
 the United States", Boone says : " Among the older 
 geologists, and one of the first to study nature in the 
 field, was Prof. Amos Eaton of Williams College. 
 He has been called the ' Father of American Geol- 
 ogy ', was the instructor of Hall, Dana and Williams, 
 and initiated the interest in a half dozen states." 
 
 He afterwards delivered several courses of lectures 
 in the medical college at Castleton, Vt, in which he 
 was appointed Professor of Natural History in 1820. 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 2$ 
 
 In this year and the following one he made the geo- 
 logical and agricultural surveys of Albany and Rens- 
 selaer counties to which reference has been made in 
 the sketch of the life of Stephen Van Rensselaer. Of 
 these surveys Professor Silliman remarked, in his Jour- 
 nal, " The attempt is novel in this country " ; adding, 
 " We are not aware of any attempt, on so extensive 
 and systematic a scale, to make them subservient 
 to the important interests of agriculture." There has 
 also been previously mentioned the geological survey 
 of the district adjoining the Erie Canal, made by 
 Professor Eaton in 1822 and 1823. A report of this 
 survey, consisting of 1 60 octavo pages, with a profile 
 section of rock formations from the Atlantic Ocean, 
 across the states of Massachusetts and New York, to 
 Lake Erie, was published in 1824. In relation to 
 this work Governor Seward, in his introduction to 
 the " Natural History of the State of New York", 
 said : "This publication marked an era in the prog- 
 ress of geology in this country. It is in some re- 
 spects inaccurate, but it must be remembered that its 
 talented and indefatigable author was without a guide 
 in exploring the older formations, and that he de- 
 scribed rocks which no geologist had, at that time, 
 attempted to classify. Rocks were then classified 
 chiefly by their mineralogical characters, and the aid 
 which the science has since learned to derive from 
 fossils, in determining the chronology and classifica- 
 tion of rocks, was scarcely known here and had only 
 just begun to be appreciated in Europe. We are 
 
24 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 indebted, nevertheless, to Prof. Eaton for the com- 
 mencement of that independence of European clas- 
 sification which has been found indispensable in 
 describing the New York system." He also said : 
 " Prof. Eaton enumerated nearly all the rocks in 
 western New York, in their order of succession ; and 
 his enumeration has, with one or two exceptions, 
 proved correct. It is a matter of surprise that he 
 recognized, at so early a period, the old red sand- 
 stone on the Catskill mountains, a discovery the 
 reality of which has since been proved by fossil 
 tests." 
 
 Such was the man chosen by Stephen Van Rens- 
 selaer to take charge, as Senior Professor and Agent, 
 of the institution which he established in 1824. 
 Eaton's enthusiasm and remarkable powers as a 
 teacher doubtless had their influence in determining 
 him to bear the expense of the series of lectures in 
 towns along the Erie Canal, and afterwards to under- 
 take the creation of the school. And it does not 
 detract from the credit of the founder to say that the 
 methods and the object of the institution, as set forth 
 in his letter to Dr. Blatchford, were, if not wholly, at 
 least partly, due to its first Senior Professor. 
 
 Rev. Calvin Durfee in his History of Williams 
 College (1860), from which most of this account of 
 the life of Eaton is taken, says : " In this school 
 Prof. Eaton was able to perfect and carry out, to a 
 high degree of success, his favorite plan of teaching 
 classes by making his pupils experimenters and 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 2$ 
 
 workers in every department of science where it was 
 practicable ; substituting also lectures by the pupils 
 to each other in place of the usual system of recita- 
 tions. This method of giving instruction and of pre- 
 paring young men to become successful teachers has 
 here succeeded most admirably, and has been, in 
 some of its features, introduced into other schools 
 of science." And again : " The history of natural 
 science on this continent can never be faithfully writ- 
 ten, without giving the name of Amos Eaton an 
 honorable place. It was he, more than any other 
 individual in the United States, who, rinding the 
 natural sciences in the hands of the learned few, by 
 means of his popular lectures, simplified text-books 
 and practical instructions, threw them broadcast to 
 the many. He aimed at a general diffusion of the 
 natural sciences, and nobly and successfully did he 
 accomplish his mission." 
 
 The last seventeen years of his life were passed in 
 Troy as Senior Professor in the Rensselaer School 
 or Rensselaer Institute, the name by which it was 
 afterwards known. In the minutes of the Board of 
 Trustees we find this tribute to his memory : " The 
 trustees are called to the painful duty of recording 
 the death of Prof. Amos Eaton, who has long 
 been at the head of the Rensselaer Institute. He 
 died on the tenth day of May, 1842, in the sixty- 
 sixth year of his age. It is but simple justice to say 
 that Prof. Eaton was, under its distinguished patron 
 and benefactor, the founder of this school of the 
 
26 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 natural sciences ; that he was a faithful and success- 
 ful instructor in these studies, and that he contributed, 
 by his labors in the Institute and by his geological 
 survey of the State of New York, more than any 
 other man in our country to the cultivation of geo- 
 logical science. While the trustees consider the ex- 
 periment, as to the mode of communicating knowl- 
 edge adopted in the Rensselaer Institute, as a suc- 
 cessful one, they are fully persuaded that much of 
 this success is due to the industry and enthusiasm of 
 Prof. Eaton. Few men were ever more devoted to 
 the peculiar duties of his profession than he, and his 
 perseverance was equal to his devotedness. His 
 removal may be considered not only as a loss to our 
 city but to our country." 
 
 /An idea of his labors as an author and investi- 
 gator may be obtained from a list of his works. He 
 published an Elementary Treatise on Botany, 1810 ; 
 Manual of Botany, 1817 ; Botanical Dictionary, 1817 ; 
 Botanical Exercises, 1820; Botanical Grammar and 
 Dictionary, 1828; Chemical Note Book, 1821; 
 Chemical Instructor, 1822 ; Zoological Syllabus and 
 Note Book, 1822 ; Cuvier's Grand Division, 1822 ; 
 Art Without Science, 1800 ; Philosophical Instructor, 
 1824; Directions for Surveying and Engineering, 
 1838 ; Index to the Geology of the Northern States, 
 1 8 1 8 ; Geological and Agricultural Survey of the 
 County of Albany, N. Y., 1820; Geological and 
 Agricultural Survey of Rensselaer County, 1822 ; 
 Geological Nomenclature of North America, 1822 ; 
 
STEPHEN VAN RENSSELAER AND AMOS EATON. 2? 
 
 Geological and Agricultural Survey of the District 
 adjoining the Erie Canal, 1824; Geological Text 
 Book, prepared for popular lectures on North Ameri- 
 can geology, 1830 ; Geological Note Book for Troy 
 Class, 1841. Of most of these works a number of 
 different editions were published. 
 
 In after years his memory as a botanist was 
 honored by Professor Gray, who named for him two 
 species of plants, the Eatonia obtusata and Eatonia 
 Pennsylvania. \ 
 
 Enough has been said to show the great value of 
 his original work in the natural sciences, and this 
 short sketch of his life will be closed by a tribute to 
 his memory as a teacher, paid, thirty years after his 
 death, by one of his former pupils. At the ceremo- 
 nies attending the erection of a monument to him, 
 during the celebration of the semi-centennial of the 
 Rensselaer Polytechnic Institute, in 1874, Professor 
 James Hall, of the class of 1832, New York State 
 Geologist and Palaeontologist, himself with a world- 
 wide fame in his specialty, said, in part : " In the 
 progress of civilization, "it is not the slow uniform 
 motion of the great masses that helps it forward, but 
 the few men who come out from them and strike a 
 new key. Prof. Eaton taught us the manipulations 
 in science with the simplest materials, so that a stu- 
 dent could go into the forest and construct a pneu- 
 matic trough, or a balance, and perform there his ex- 
 periments in chemistry or physics. To his memory 
 we owe much. His name has been neglected before 
 
28 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 the public, but cherished in the bosoms of those who 
 knew him a man capable of interesting young men, 
 having a brain one fourth larger than that of the 
 mass of mankind, and that brain devoted to the ser- 
 vice of science. If we with great means do what 
 he did with small, we shall deserve well of coming 
 generations." 
 
CHAPTER III. 
 
 ACT OF INCORPORATION AND EARLY BY-LAWS. 
 
 SHORTLY after the receipt of Stephen Van Rens- 
 selaer's letter, given in the first chapter, the Rev. Dr. 
 Blatchford called together the Board of Trustees of 
 the new school. The first meeting was held Decem- 
 ber 29, 1824, and the institution was then named the 
 " Rensselaer School". An outline of the method of 
 instruction to be pursued may be gathered from the 
 minutes of the proceedings of this meeting, during 
 which it was : 
 
 /' Resolved, That persons attending the courses of 
 instruction at Rensselaer School be distributed into 
 three classes, viz.: a Day Class, an Afternoon Class 
 and an Evening ClassA 
 
 " The exercises of tne Day Class, for six hours in 
 each day, except Sunday, shall consist of experiments 
 in chemistry, performed by themselves and in giving 
 explanations, or the rationale of the experiments ; 
 and they shall undergo daily examinations and alter- 
 nately become examiners themselves. Each mem- 
 ber of this class shall pay $25 a term (as prescribed 
 by the founder in the orders promulgated by him), 
 and at the end of each term shall be examined for 
 his certificate. 
 
 29 
 
3O RENSSELAER POLYTECHNIC INSTITUTE. 
 
 " The Afternoon Class shall consist of those who 
 may have previously attended one or more courses 
 of lectures on chemistry at some public institution. 
 They will hear no afternoon lectures ; but their exer- 
 cises will consist of a course of experiments in chem- 
 istry, performed by themselves, as above, with the 
 rationale, conducted under the superintendence of 
 the senior professor. These exercises will occupy 
 three hours in the afternoon of each week-day ex- 
 cept Saturday. Each member of this class shall pay 
 $10 a term, and at the end of each term undergo an 
 examination for his certificate. 
 
 " The Evening Class will attend lectures, on three 
 evenings of each week, for ten weeks. This course 
 of lectures will embrace chemistry, experimental 
 philosophy and the outlines of mineralogy, geology, 
 botany and zoology. The charge for attendance 
 will be $5. Members of this class will not be exam- 
 ined at the end of the term, but may have certificates 
 of attendance." * ! 
 
 The opening of the school on Monday, January 3, 
 1825, was announced by a notice, signed by the 
 president, printed in the Troy Sentinel of December 
 28th. The announcement reads, in part, as follows : 
 
 " The Hon. Stephen Van Rensselaer having estab- 
 lished a school near the northern limits of Troy for 
 teaching the physical sciences with their application 
 to the arts of life ; having appointed Profs. A. Eaton 
 and L. C. Beck to give courses of instruction particu- 
 
 *Troy Sentinel, January 4, 1825. 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 31 
 
 larly calculated to prepare operative chemists and 
 practical naturalists, properly qualified to act as 
 teachers in villages and school districts ; having ap- 
 pointed an agent and furnished him with funds for 
 procuring apparatus and fitting up a laboratory, 
 library-room, etc. ; and the agent having given notice 
 to the president of the institution that the requisite 
 collections and preparations are completed, it seems 
 proper to give public notice of these circumstances. 
 
 " Accordingly the public is respectfully notified that 
 everything is in readiness at the Rensselaer School 
 for giving instruction in chemistry, experimental 
 philosophy and natural history, with their applica- 
 tion to agriculture, domestic economy and the arts ; 
 and also for teaching land surveying. . . 
 
 " During the day no lectures will be given by the 
 professors, but under their superintendence the stu- 
 dents, divided into sections, will perform all the 
 experiments and give the explanations, the stu- 
 dents thus acting as lecturers and the professors as 
 auditors. . . 
 
 " Students who wish for extra accommodations 
 will pay from $1.75 to $2.00 a week for board and 
 lodging. But any number of students can have good 
 plain board and lodging near the school for $1.50 a 
 week." 
 
 The courses and methods thus set forth are seen 
 to be those outlined in the letter of the founder, with 
 the orders accompanying it ; and the trustees, in- 
 structors and other officers were the persons named 
 
32 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 by him in the same document. Being at this time a 
 member of Congress, Mr. Van Rensselaer wrote 
 from Washington another letter to Dr. Blatchford, 
 dated February n, 1825, in which a draft of by-laws 
 for the further government of the institution was en- 
 closed. As these two letters are both important 
 documents in the early history of the school, being 
 adopted as its constitution at the first meeting of the 
 trustees and the two following ones, held March 1 1 
 and June 5, 1825, the second letter will also be given 
 in full : 
 
 "WASHINGTON, February u, 1825. 
 
 "Dear Sir: I offer my acknowledgements for the 
 interest you have taken in promoting the school over 
 which you preside. I have enclosed a draft, hastily 
 drawn up, of by-laws, for the government of the 
 school, .which I beg to submit to yourself and the 
 gentlemen associated with you for consideration and 
 amendment. I flatter myself that the school will 
 succeed and that the advantages I anticipated will be 
 realized. 
 
 " With respect, yours sincerely, 
 
 " S. V. RENSSELAER." 
 
 [ENCLOSED DRAFT.] 
 
 " i. That there be two terms in each year, of twelve 
 or fifteen weeks each, to be called the summer term 
 and winter. The summer term to commence in May, 
 the winter term to commence in January say, the 
 last of May and January. 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 33 
 
 " 2. That during the summer term the students shall 
 be taught the elementary principles of the science of 
 chemistry, experimental philosophy, natural history, 
 land surveying, etc., with their application to agricul- 
 ture, manufactures and the arts. 
 
 " 3. That, with the consent of the proprietors, a 
 number of well cultivated farms and workshops in 
 the vicinity of the school be entered on the records 
 of the school as places of scholastic exercise for stu- 
 dents, where the application of the sciences may be 
 most conveniently taught. 
 
 " 4. That during the winter term students be exer- 
 cised in giving lectures, by turns, on all the branches 
 taught in the summer term, under the direction of 
 the professors or their assistants, in order to qualify 
 them for giving instruction in these branches. And 
 that a course of evening lectures be given in the 
 winter term, by the professors, so as to embrace 
 elementary views of the whole course of instruction 
 given at the school. 
 
 " 5. That an annual commencement be held in 
 April at the close of the winter term, for conferring 
 diplomas on those qualified." 
 
 After about fourteen months of successful trial the 
 school was incorporated by the following act, passed 
 March 21, 1826 : 
 
 AN ACT TO INCORPORATE THE RENSSELAER SCHOOL.* 
 
 Whereas, the honorable Stephen Van Rensselaer has pro- 
 cured suitable buildings in the city of Troy, in Rensselaer 
 * Laws of the State of New York, 1826, Chap. 83. 
 
34 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 county, and therein set up a school, and at his own private 
 expense has furnished the same with a scientific library, 
 chemical and philosophical ; instruments for teaching land 
 surveying and other branches of practical mathematics, which 
 are useful to the agriculturist, the machinist, and to other 
 artists, has caused to be prepared and furnished separate and 
 commodious rooms for instruction in natural philosophy, 
 natural history, the common operations in chemistry, and an 
 assay-room for the analysis of soils, manures, mineral and 
 animal and vegetable matter, with the application of these de- 
 partments of science to agriculture, domestic economy, and 
 the arts : And whereas, said Van Rensselaer has employed 
 teachers, and caused an experimental system of instruction to 
 be adopted by them, whereby each student is required to 
 observe the operations of a select number of agriculturists and 
 artists in the vicinity of said school, and to demonstate the 
 principles upon which the results of such operations depend, 
 by experiments and specimens performed and exhibited by 
 his own hands, under the direction of said teachers : And 
 whereas, one important object of said school is to qualify 
 teachers for instructing youths in villages and in common- 
 school districts, belonging to the class of farmers and mechan- 
 ics, by lectures or otherwise, in the application of the most 
 important principles of experimental chemistry, natural phi- 
 losphy, natural history and practical mathematics to agricul- 
 ture, domestic economy, the arts and manufactures : And 
 whereas, the trustees of said school, who were appointed to 
 take charge thereof by said Van Rensselaer, by an instrument 
 in writing dated November the fifth, in the year eighteen 
 hundred and twenty-four, have represented to this Legislature, 
 that after having tested the plan of said school by a trial of 
 one year, they find it to be practicable and in their opinion 
 highly beneficial to the public : And whereas, the legislature 
 considers it to be their duty to encourage such laudable 
 efforts and such munificent applications of surplus wealth of 
 individuals : Therefore 
 
 i. BE it enacted by the People of the State of New York, 
 represented in Senate and Assembly, That Simeon De Witt, 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 35 
 
 Samuel Blatchford, John D. Dickinson, Guert Van Schoon- 
 hoven, Elias Parmalee, Richard P. Hart, John Cramer and 
 Theodore Romeyn Beck, shall be and hereby are constituted 
 a body corporate and politic, by the name of " the president 
 and trustees of Rensselaer School, ' and by that name they 
 shall have perpetual succession, and shall be capable of suing 
 and being sued, pleading and being impleaded, answering and 
 being answered unto, defending and being defended, in all 
 courts and suits whatsoever ; and may have a common seal, 
 with power to change or alter the same from time to time, 
 and shall be capable of purchasing, taking possession of, hold- 
 ing and enjoying to them and their successors any real estate, 
 in fee simple or otherwise, and any goods, chattels, and per- 
 sonal estate, and of selling, leasing, or otherwise disposing of the 
 said real and personal estate, or of any part thereof, at their 
 will and pleasure ; Provided, however, That the funds of said 
 corporation shall be used for and appropriated to the objects 
 contemplated in the preamble of this act ; And provided also, 
 That the clear annual income of such real and personal estate 
 shall not exceed the sum of twenty thousand dollars. 
 
 2. And be it further enacted, That the said trustees shall, 
 from time to time, forever hereafter have power to make, con- 
 stitute, ordain and establish such by-laws and regulations as 
 they shall judge proper, for the election of the officers and pre- 
 scribing their respective functions, for the government of the 
 officers and students of said school as to their respective 
 duties, for collecting fines, impositions, and term fees, for 
 suspending, expelling, and otherwise punishing students, so 
 that it shall not extend further than expulsion and retaining 
 term fees, and collecting the amount of any damage done by 
 students to the property of said school ; for conferring on stu- 
 dents such honors as they may judge proper, having relation 
 to the object of said school as expressed in the said preamble, 
 and for managing and directing all the concerns of said school; 
 also for confirming the constitution and by-laws, or any part 
 thereof heretofore adopted by said trustees, provided such 
 by-laws and regulations have relation to the subjects of the 
 preamble of this act exclusively. 
 
36 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 3. And be it further enacted, That the officers of said school 
 shall consist of a president, two vice-presidents, a treasurer 
 and secretary, two professors, and such a number of adjunct 
 professors and assistants as the trustees may from time to 
 appoint or authorize the appointment of, a librarian, monitor 
 and steward. That whenever any vacancy shall happen 
 among the trustees of said school, such vacancy or vacancies 
 may be filled by a quorum of the remaining trustees, so that 
 two trustees shall reside in Albany, two in Troy, two in Lan- 
 singburgh, and two in Waterford. 
 
 4. And be it further enacted, That there shall be one annual 
 meeting of the trustees of said school on the last Wednesday 
 in April, at which meeting four members of the board of trus- 
 tees shall constitute a quorum, and that four members shall 
 also constitute a quorum at all special meetings, to be called 
 by the president at any time after the passing of this act, pro- 
 vided a written notice of such meeting, signed by the presi- 
 dent or by one of the vice-presidents, shall be left at the 
 dwelling-house or place of residence of such member of the 
 board seven days previous to such special meeting. 
 
 5. And be it further enacted, That Samuel Blatchford shall 
 be president, and that he, together with all the other officers 
 of the said school, shall remain as heretofore, until a special 
 meeting of a quorum of said trustees shall be assembled at 
 such school, by the president, or by a vice-president, as pre- 
 scribed in the fourth section of this act, or until the annual 
 meeting on the last Wednesday in April next, then to be per- 
 mitted to continue in their respective offices, or their places to 
 be filled at the pleasure of the trustees. 
 
 6. And be it further enacted, That the legislature may at any 
 time modify or repeal this act. 
 
 Upon the passage of the act of incorporation the 
 trustees named therein held a meeting at the school 
 on April 3, 1826, and, after reappointing all the 
 officers who had been serving at the time the bill 
 was passed, they resolved that the constitution pre- 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 37 
 
 viously adopted, consisting of the two letters of 
 Mr. Van Rensselaer, should continue to be the con- 
 stitution of the school, with certain amendments. 
 These amendments provided that there should be 
 three terms in each year, to be called the Fall Term, 
 Winter Term and Spring Term ; that the fall term 
 should be an experimental term commencing on 
 the third Wednesday in July and continuing fifteen 
 weeks ; that the winter term should be a recitation term 
 commencing on the third Wednesday in November 
 and continuing twelve weeks ; that the spring term 
 should be an experimental term commencing on the 
 first Wednesday in March and continuing until the 
 last Wednesday in June, and that the last mentioned 
 day should be the Annual Commencement. 
 
 At the same meeting a code of by-laws consisting 
 of eleven articles was passed. Some of these articles 
 which embody the curriculum of that day will be 
 given in full. 
 
 ''Article i. The course of exercise at said school 
 in the Fall Term shall be, as nearly as circumstances 
 will permit, as follows : Each student shall give five 
 lectures each week on systematic botany, demon- 
 strated with specimens, for the first three weeks, and 
 shall either collect, analyze and preserve specimens 
 of plants, or examine the operations of artists and 
 manufacturers at the school workshops, under the 
 direction of a professor or assistant, who shall explain 
 the scientific principles upon which such operations 
 depend, four hours on each of six days in every week, 
 
38 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 unless excused by a professor on account of the 
 weather, ill health or other sufficient cause. For the 
 remaining twelve weeks, each student shall give 
 fifteen lectures on mineralogy and zoology, demon- 
 strated with specimens ; fifteen lectures on chemical 
 powers and substances not metallic ; fifteen lectures 
 on natural philosophy, including astronomy ; and 
 fifteen lectures on metalloids, metals, soils, manures, 
 mineral waters, and animal and vegetable matter- 
 all to be fully illustrated with experiments performed 
 with his own hands ; and shall examine the opera- 
 tions of artists at the school workshops, under the 
 direction of a professor or assistant, four hours on 
 every Saturday, unless excused as aforesaid. 
 
 " Article 2. During the Winter Term students shall 
 recite, to a professor or to a competent assistant, 
 the elements of the sciences taught in the fall and 
 spring terms ; and shall study and recite, as auxiliary 
 branches in aid of these sciences, rhetoric, logic, 
 geography, and as much mathematics as the faculty 
 shall deem necessary for studying land surveying, 
 common mensuration, and for performing the com- 
 mon astronomical calculations. 
 
 " Article 3. The course of exercises in the Spring 
 Term shall be, as nearly as circumstances will admit, 
 as follows : Each student shall, during the first six 
 weeks, give ten lectures on experimental philosophy ; 
 ten lectures on chemical powers and on substances 
 not metallic ; and ten lectures on metalloids, metals, 
 soils and mineral waters. For the remainder of the 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 39 
 
 term each student shall be exercised in the applica- 
 tion of the sciences before enumerated to the analy- 
 sis of particular selected specimens of soils, manures, 
 animal and vegetable substances, ores and mineral 
 waters ; and shall devote four hours of each day, un- 
 less excused by one of the faculty, to the examina- 
 tion of the operations of the agriculturists on the 
 school farms, together with the progress of cultivated 
 grains, grasses, fruit-trees and other plants, to prac- 
 tical land surveying and general mensuration, to cal- 
 culations upon the application of water-power and 
 steam which is made to the various machines in the 
 vicinity of the school, and to an examination of the 
 laws of hydrostatics and hydrodynamics which are 
 exemplified by the locks, canals, aqueducts and nat- 
 ural waterfalls surrounding the institution." 
 
 Article 4 relates to the admission of students. It 
 provides that no candidate shall be admitted as an 
 annual student under the age of seventeen years. 
 The conditions under which examinations are to be v 
 held and degrees given are set forth in Article 5. 
 The degree conferred was Bachelor of Arts in Rens- 
 selaer School, A.B. (r.s.). After the expiration of 
 three years from the receipt of this degree, or of one 
 year, if the student attended a second annual course 
 at the school and proved his capacity, the degree 
 Master of Arts in Rensselaer School, M.A. (r.s.), 
 was conferred. No degree could be conferred on 
 any one less than eighteen years old ; and in using 
 the abbreviation for Bachelor or Master of Arts 
 
40 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 the letters (r.s.) had to be added. It is provided in 
 Article 6 that, after receiving a degree, a person ever 
 after remained a member of the school, and must, 
 every three years, report his occupation to the 
 trustees. We learn from Article 7 that at this time 
 the tuition was $15 for each experimental term and 
 $6 for the recitation term. The student also had to 
 pay extra for breakage and chemicals consumed and 
 his proportion of the cost of fuel and lights and 
 the services of the monitors. Article 8 relates to 
 weekly reports from professors, Article 9 to the times 
 of meeting of the board of trustees, Article 10 makes 
 void all previous rules and by-laws, and Article 1 1 
 provides for temporary rules to be made by the 
 faculty. 
 
 Much of the information above given in relation 
 to the founding of the school is taken from the origi- 
 nal minutes of the meetings held by the board of 
 trustees and from a pamphlet entitled " Constitution 
 and Laws of Rensselaer School in Troy, New York ; 
 adopted by the board of trustees April 3, 1826; 
 together with a Catalogue of Officers and Students", 
 which was published in Albany in 1826. Among 
 " Notices and Remarks " found in it there is a para- 
 graph containing an itemized account of the necessary 
 expenses of a student. This will be quoted to show 
 the difference between the cost of education at that 
 time and the outlay required at the present day : 
 " The expenses for a student of ordinary prudence 
 
ACT OF INCORPORATION AND EARLY BY-LAWS. 41 
 
 will be about $100, if he is absent during the winter 
 term : 
 
 Board, 30 weeks at $1.50 $45.00 
 
 Washing, about 18 cents per week.. 5.62 
 
 Chemical substances, etc., about 4.00 
 
 Proportion of fuel and lights, about . . 6.00 
 
 Text-books, about 4.00 
 
 Experimental term fees, $15 30.00 
 
 Total 194.62" 
 
 The catalogue contains the names of the professors 
 and twenty-five students. Amos Eaton is entitled 
 professor of chemistry and natural philosophy and 
 lecturer on geology, land surveying, etc., and Lewis 
 C. Beck, professor of botany, mineralogy and zoology. 
 Eighteen of the students came from the state of New 
 York, two from New Hampshire, two from Massa- 
 chusetts, one from Vermont, one from Ohio and one 
 from Pennsylvania. 
 
CHAPTER IV. 
 
 METHODS OF INSTRUCTION PREPARATION 
 BRANCH ESTABLISHED. 
 
 ALTHOUGH a general knowledge of the mode of 
 instruction pursued at the Rensselaer School may be 
 obtained from the letters of the founder and especially 
 from the by-laws adopted by the board of trustees, 
 April 3, 1826, the novelty of the system of teaching 
 and the fact that the institution was the first school 
 of science established either in this country or Great 
 Britain, renders advisable a more detailed account of 
 its methods at that time. The peculiarities of the 
 school are described in several of the earlier pam- 
 phlets published under the auspices of the board of 
 trustees. Its three distinct characteristics will be 
 given in the words of one of these publications. 
 / " i. The most distinctive character in the plan of 
 the school consists in giving the pupil the place of 
 teacher in all his exercises. From schools or col- 
 leges where the highest branches are taught to the 
 common village schools, the teacher always improves 
 himself more than he does his pupils. Being under 
 the necessity of relying upon his own resources and 
 of making every subject his own, he becomes aa 
 

METHODS OF INSTRUCTION. 43 
 
 adept as a matter of necessity. Taking advantage 
 of this principle, students of Rensselaer School learn 
 by giving experimental and demonstrative lectures, 
 with experiments and specimens. 
 
 " 2. In every branch of learning the student begins 
 with its practical application, and is introduced to a 
 knowledge of elementary principles, from time to 
 time, as his progress requires. After visiting a 
 bleaching-factory he returns to the laboratory and 
 produces the chlorine gas and experiments upon it 
 until he is familiar with all the elementary principles 
 appertaining to that curious substance. After seeing 
 the process of tanning he enters the laboratory with 
 most ardent zeal for a knowledge of the principles 
 upon which the tanner's operations depend. He 
 can now apply the experiment for making an insolu- 
 ble precipitate of tannin and animal gelatin, also the 
 soapy compound of animal oil and an alkaline earth, 
 etc. After seeing buhr millstones consolidated by a 
 gypsum cement, he is anxious to try the experiment 
 of disengaging the water of combination in the gyp- 
 sum, to observe the effect of reabsorption. By this 
 method a strong desire to study an elementary prin- 
 ciple is excited by bringing his labors to a point 
 where he perceives the necessity of it and its direct 
 application to a useful purpose. 
 
 " 3. Corporal exercise is not only necessary for the 
 health of students, but for qualifying them for the 
 business of life. When such exercises are chosen by 
 students they are not always judiciously selected. 
 
44 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Such exercises as running, jumping, climbing, scuf- 
 fling and the like are calculated to detract from that 
 dignity of deportment which becomes a man 01 
 science. Therefore a system of exercises is adopted 
 at this school which, while it improves the health, 
 also improves the mind and excludes those vulgarisms 
 which are too often rendered habitual among stu- 
 dents. Such exercises as land surveying, general 
 engineering, collecting and preserving specimens in 
 botany, mineralogy and zoology, examining work- 
 shops and factories, watching the progress of agricul- 
 tural operations, making experiments upon nutritious 
 matters proper for vegetables in the experimental 
 garden, etc., are made the duties of students for a 
 stated number of hours on each day." \ 
 
 To further illustrate the methods employed an ac- 
 count will be given of the routine work during the 
 three terms which composed the year. Each term 
 was divided into sub-terms three weeks in duration. 
 Students were admitted at the beginning of any sub- 
 term and their annual course was completed at the end 
 of a year from the time they commenced. The exer- 
 cises were so arranged that it was a matter of indif- 
 ference at which sub-term they began. The fall 
 term opened on the third Wednesday in July. The 
 first sub-term was devoted wholly to botany, and each 
 student gave fifteen extemporaneous lectures on this 
 subject before his fellow-students and one or more 
 professors. At the end of the first sub-term the class 
 was distributed into four divisions. The first division 
 
METHODS OF INSTRUCTION. 4$ 
 
 was placed in the natural history room for one sub- 
 term, the second in the common laboratory, the 
 third in the natural philosophy room, and the fourth 
 in the assay room. 
 
 The equipment of these laboratories, as first estab- 
 lished, is interesting : " The natural history room is 
 furnished with sufficient specimens for illustrating 
 mineralogy, botany and zoology, a large furnace, a 
 goniometer, a megascope, a blowpipe, scales, tests, 
 etc, sufficient for investigating subjects in natural 
 history. 
 
 " The common laboratory is furnished with a cistern, 
 furnace, and everything necessary for performing 
 chemical experiments, excepting those which teach 
 the analysis of metalloids, metals and animal and 
 vegetable matter. 
 
 " The natural philosophy room is furnished with 
 a small observatory, skylights, mechanical powers, 
 hydraulic instruments, optical instruments, mathemat- 
 ical instruments, pneumatical apparatus, etc., suffi- 
 cient for demonstrating every principle in experi- 
 mental philosophy. 
 
 "The assay room is furnished with skylights, a 
 forge, large bellows, and other conveniences for the 
 analysis of minerals, mineral waters, and animal and 
 vegetable matter." 
 
 Each of the four divisions was wholly employed 
 with the subjects assigned to the room occupied by it 
 during one sub-term. Then all the divisions moved 
 on " in a circle ". The first took the place of the 
 
46 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 second, the second that of the third; the third that of 
 the fourth, and the fourth that of the first. At the 
 beginning of the next sub-term all the divisions 
 moved on in the circle again as before ; and so on, 
 until each division had devoted a sub-term to each 
 department. 
 
 There was a regular daily routine for the work. 
 The first bell rang at sunrise and the second twenty 
 minutes later. Five minutes after this the students 
 gathered in the reading-room for an examination on 
 the exercises of the preceding day. At nine o'clock 
 a lecture was given by a professor to all of the stu- 
 dents, and at ten o'clock the daily assistant, called 
 the officer of the day, gave a lecture before all of them 
 in the presence of the professor. The place of daily 
 assistant was filled by the students in rotation. At 
 the close of the lecture the students criticised his 
 style, manner and experimental illustrations. Ten 
 minutes after the close of this exercise two sub-assist- 
 ants gave lectures in separate rooms, each before 
 two divisions, in the presence of a professor or assist- 
 ant. Every one took notes, for use at the meeting 
 held for purposes of general criticism at the close of 
 the exercises of the forenoon. At the expiration of 
 ten minutes from the end of these lectures the four 
 divisions separated, each going to its respective de- 
 partment, where every student in turn lectured before 
 the others and a professor or assistant. They then 
 all met in the reading-room and each criticised all the 
 lectures he had heard. These exercises closed at 
 
METHODS OF INSTRUCTION. 47 
 
 one o'clock. After dinner the divisions went to their 
 respective departments to prepare for the experiments 
 and demonstrations of the next day. After this prep- 
 aration, which was generally completed by four 
 o'clock, the students met in the reading-room to 
 receive directions for the " afternoon amusements". 
 They were then arranged in divisions and led by 
 professors or assistants to workshops, factories, etc., 
 " for the purpose of applying the principles of me- 
 chanical philosophy and chemistry to the various 
 operations of artists," or to the field to collect plants. 
 Five days of each week were occupied as above 
 described. Every other Saturday, and also Friday 
 and Saturday evenings, were devoted to parliament- 
 ary exercises. The students represented the differ- 
 ent states and formed a parliament for purposes of 
 debate. On the alternate Saturdays not devoted to 
 debate, after the morning examinations were over, 
 they were free for the rest of the day. 
 
 The exercises of the Winter term, which was 
 twelve weeks in duration, were conducted on the 
 same plan as that described for the Fall term. Rhet- 
 oric, logic, etymology, history, geography and math- 
 ematics were taught. The afternoon amusements, 
 adopted according to the state of the weather and 
 without systematic order, were : use of the sextant, 
 compass, goniometer, blowpipe, telescope and other 
 optical instruments, construction and use of ice 
 lenses and prisms, map-drawing and the dissection 
 of animals. 
 
48 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 The first six weeks of the Spring term were de- 
 voted to a review of the subjects of the Fall term, 
 and the last nine weeks, or three sub-terms, were 
 employed in the practical application of the work of 
 the Fall term. Instruction was given in the analysis 
 of selected specimens of minerals, mineral waters, 
 soils, manures and animal and vegetable matter, 
 animal and vegetable physiology, origin and nature 
 of the nutritious substances necessary for the growth 
 of plants, microscopic examination of the structure 
 of organized substances, principles of astronomical 
 calculations, with practical application to eclipses and 
 matter found in the common almanac ; taking lati- 
 tude and longitude, lunar observations, etc. The 
 afternoon amusements for the last nine weeks were : 
 collecting and preserving plants, animals and min- 
 erals ; land surveying and levelling ; calculating 
 water pressure in locks, aqueducts, mill flumes, dams, 
 raceways, penstocks and pumps ; applying the prin- 
 ciples of " mechanical philosopy " to the machinery 
 of steamboats, mills, factories, etc. ; application of 
 mathematics to cask and ship gauging and to other 
 cases of practical mensuration ; examination of the 
 progress of agricultural and horticultural operations ; 
 application of active substances to plants in the ex- 
 perimental garden, such as the strong acids and 
 alkalies, the various gases, free and combined, and 
 the effects of the atmospheric gases where all other 
 active agents are excluded. 
 
 Examinations were held at the end of each term \ 
 
GYMNASIUM. COMPLETED, 1887. 
 
METHODS OF INSTRUCTION. 49 
 
 and at the annual examinations in June candidates 
 for degrees gave lectures on the application of the 
 sciences to the common purposes of life. Degrees 
 were conferred annually on the last Wednesday in 
 June. 
 
 The system of instruction thus outlined was un- 
 doubtedly novel in certain particulars. Its author 
 or authors stoutly maintained that this was the case. 
 Claims for its originality were made in a number of 
 the early circulars./ It is believed that Professor 
 Eaton was responsible for the composition of most of 
 these. We find under the head of " remarks," in a 
 prospectus issued in 1827 : " It will appear from a 
 perusal of this pamphlet that this school is not 
 Fellenbergian nor Lancastrian, but is purely Rens- 
 selaerean. The unwillingness to admit fas, possibility 
 of an American improvement in the course of educa- 
 tion which generally prevails, and the universal hom- 
 age paid to everything European, has caused much 
 effort to trace the Rensselaerean plan to some sup- 
 posed shade of it on the other side of the Atlantic. 
 Hitherto these invidious efforts have totally failed./' 
 Also: "These principles have now been practically 
 applied for three years, to the full satisfaction of the 
 patron and trustees. The method of teaching by 
 lectures is original ; though Captain Basil Hall, of 
 the British navy, who is now making a tour of the 
 United States, told me that Prof. Pillans of Edin- 
 burgh had accidentally fallen upon that method in 
 some degree, though he had received no account of 
 
50 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 this school, and that he set a high value upon it." 
 Again, in a circular issued in 1833 there appears the 
 paragraph : " It is well known that numerous colleges 
 (literary and medical), academies, male and female 
 seminaries, etc., now adopt the experimental method 
 to a greater or less extent. Their not acknowledg- 
 ing the origin of these improvements can never affect 
 the feelings of the patron. It is sufficient for his 
 purpose that the cause of education is improved and 
 improving by his silent efforts ; without show or loud 
 pretentions." 
 
 The method of instruction pursued by Eaton was 
 certainly neither that of Lancaster nor of Fellenberg, 
 though it had points of similarity to both. His 
 " officer of the day " performed some of the duties 
 of the monitor in the Lancastrian system, both 
 having charge of the classes for a certain period of 
 the day ; but here the similarity between the two 
 methods ended. A short sketch of Fellenberg's 
 efforts in the cause of education will indicate the dif- 
 ference between his schools and that of Van Rens- 
 selaer. Both men were actuated by the same mo- 
 tives the education of those who could not afford 
 to pay much for the privilege. 
 
 Emanuel de Fellenberg was a Swiss nobleman 
 who, after taking part in the public affairs of his 
 country during its occupation by the French, deter- 
 mined to devote his life and fortune to the instruction 
 of the poor. In 1799 he purchased an estate at 
 Hofwyl, in the canton of Berne, upon which he estab- 
 
METHODS OF INSTRUCTION. 5 I 
 
 lished his schools for this purpose. His " Agricul- 
 tural Institution " or " Poor School " was founded in 
 1808. The fundamental principles in its govern- 
 ment were the employment of agriculture for the 
 moral education of the poor and the defrayment of 
 the expense of their education by means of their 
 own labor. About the same time a school of " The- 
 oretical and Practical Agriculture " for all classes was 
 formed. These were very successful, and he soon 
 afterwards commenced the formation of a normal 
 school or seminary for teachers at his own expense. 
 Forty-two teachers of the canton of Berne came to- 
 gether the first year and received a course of instruc- 
 tion in the art of teaching. 
 
 In 1827 he established his ''Intermediate or Prac- 
 tical Institute ", designed for the children of the 
 middle classes of Switzerland. The course of instruc- 
 tion included all the branches which were deemed 
 important in the education of youths not intended 
 for the professions of law, medicine or theology. 
 The pupils belonged to families of men of business, 
 mechanics, professional men and persons in public 
 employment whose means did not allow them to give 
 their children an education of accomplishments. In 
 addition to an ordinary scholastic course the pupils 
 were all employed two hours each day in manual 
 labor on the farm, in a garden plot of their own, in 
 the mechanic's shop and in household offices, such as 
 taking care of rooms, books and tools.* It is there - 
 
 * American Journal of Education, Henry Barnard, Vol. II I, Hartford, 1857. 
 
52 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 fore evident that a marked difference existed be- 
 tween any of Fellenberg's institutions and the Rens- 
 selaer School. 
 
 (jhe practical demonstration of the success of the 
 system adopted in the experimental school deter- 
 mined the patron and trustees to extend its usefulness 
 by the establishment of what was called a "prepara- 
 tion branch ", to accommodate those who were dis- 
 qualified for entrance to the school proper either by 
 want of education or because they were under sev- 
 enteen years of age. It was a preparatory school for 
 the regular course, and the exercises were of the 
 same character though more elementary than those 
 of the latter. A special laboratory was provided for 
 this class. The studies to be pursued and other in- 
 formation relating to it were given in a circular dated 
 September 14, 1826, which will be quoted in full. 
 
 PREPARATION BRANCH RECENTLY ESTABLISHED AT 
 RENSSELAER SCHOOL. 
 
 From a respect for the frequent solicitations of many gentle- 
 men in the Southern States, and of some in the Northern, and 
 from a desire expressed by the patron, to see the results of an 
 extension of his plan, a preparation branch was this day estab- 
 lished at this school, to go into operation on the third Wednes- 
 day in November. 
 
 The following is an outline of the Plan. 
 
 T. The original method of instruction which has produced 
 such unexpected results, called the Rensselaerean method, 
 will be extended to this branch; to wit, that of exercising the 
 student, on the forenoon of each day, by causing him to give 
 an extemporaneous dissertation or lecture on the subject of his 
 
METHODS OF INSTRUCTION. 53 
 
 course, from concise written memoranda; and to spend the 
 afternoon in scholastic amusements. 
 
 2. The circle of instruction is divided into five parts; and 
 to each part is attached a course of summer and winter after- 
 noon amusements. The following order will be observed in 
 the fall and winter terms. In the spring term it will be 
 inverted. 
 
 First Division. BOTANY and ETYMOLOGY. (The latter 
 branch will extend to so much knowledge of the structure of 
 the Latin, Greek, and French languages, as will enable the stu- 
 dent to trace scientific terms to their themes, which are de- 
 rived from those languages.) AMUSEMENTS. For summer. 
 Collecting and preserving minerals, plants and insects. For 
 winter none, as this division will not be studied in the winter. 
 
 Second Division. GEOGRAPHY and HISTORY. AMUSEMENTS. 
 For summer. Selecting specimens for illustrating the physi- 
 ology of vegetation, and examining them under the common, 
 and the solar, microscopes, and making drawings of their in- 
 ternal structure. For winter. Each making a globe of 
 plaster of Paris, and drawing the chief subjects of geography 
 upon it. 
 
 Third Division. Elements of PRACTICAL MATHEMATICS and 
 of MORAL PHILOSOPHY. AMUSEMENTS. For summer. Land- 
 surveying, taking the latitude, and performing simple hydraulic 
 experiments. For winter. Making and using a set of me- 
 chanical powers, exercises in percussion with suspended balls, 
 gauging, measuring cordwood and timber. 
 
 Fourth Division. LOGIC and RHETORIC. AMUSEMENTS. 
 For summer. Experimenting upon the most common gases, 
 as oxygen (obtained from vegetables by the action of light), 
 nitrogen, hydrogen, carbonic acid (with its combination in 
 soda-water), testing their specific gravities, etc., and experi- 
 menting upon aqueous exhalations all to be performed with 
 apparatus made with their own hands. For winter. Making 
 and using galvanic batteries and piles, electrometers and mag- 
 nets; and disengaging combined caloric by compression and 
 affinity. 
 
 Fifth Division. Elementary principles of GOVERNMENT and 
 
54 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 LAW, and PARLIAMENTARY RULES. AMUSEMENTS. For Spring 
 
 and fall. Constructing dials, fixing meridians, constructing 
 and using air-thermometers and hygrometers, taking specific 
 gravities, using the blow-pipe and constructing the three ele- 
 mentary musical chords to illustrate the science of tones. 
 For winter. Making camera-obscura boxes; producing focal 
 images by a pair of common burning glasses and ice lenses, 
 and illustrating the microscope and telescope by the same ; 
 illustrating the laws of refraction and reflection by cheap mir- 
 rors and vessels of water, and separating the colored rays by 
 ice cut into triangular prisms. 
 
 Candidates are admitted to the preparation branch, who are 
 deemed of sufficient discretion for going through the course, 
 provided they have been successfully taught in reading, writ- 
 ing, common arithmetic and English grammar. The Faculty 
 of Rensselaer School are to judge upon their qualifications; 
 but the Trustees have, in the second article of the by-laws of 
 this branch, expressed an opinion, that " the age of thirteen or 
 fourteen years and upwards, is best adapted to this course." ) 
 
 EXPENSES. Tuition $1.50 for every three weeks, which 
 constitutes a step in the circle. Students may enter either 
 step in the circle at the commencement of every three weeks, 
 reckoning from the beginning of each term. The terms 
 or sessions of this branch, correspond with the other terms 
 of the School. Board, in commons with the other students, 
 never to exceed $1.50 per week. Rooms will be furnished 
 at or near the school, to be under the inspection and con- 
 trol of the faculty, at a small expense. No charge is made for 
 the use of public rooms, library, chemical and philosophical 
 apparatus, tools of the workshop, or the cabinet. And each 
 student will attend the daily lectures of the Professors, free of 
 charges. A student of strict prudence, may pay all his ex- 
 penses for the 42 weeks in each year, at this branch, with 
 $120, as follows: Tuition $21: board $63: fuel and lights 
 $10: washing and lodging $10: text books $6: amusement 
 apparatus, $10. 
 
 As this circular may fall into the hands of some, who have 
 not read the new code of by-laws, passed April 3d, 1826, and 
 
METHODS OF INSTRUCTION. 5$ 
 
 the legislative act of incorporation, passed March 2ist, 1826, 
 it may be advisable to state as follows: 
 
 The Rensselaer School was founded by the Honorable 
 Stephen Van Rensselaer, solely for the purpose of affording an 
 opportunity to the farmer, the mechanic, the clergyman, the 
 lawyer, the physician, the merchant, and in short, to the man 
 of business or of leisure, of any calling whatever, to become 
 practically scientific. Though the branches which are not 
 taught here, are held in high estimation, it is believed that a 
 school attempting every thing, makes proficients in nothing. 
 The Rensselaer School, therefore, is limited to an EXPERI- 
 MENTAL COURSE in the NATURAL SCIENCES. The studies of 
 the preparation branch are extended no farther than is neces- 
 sary, as auxilaries to the experimental course. 
 
 The FALL TERM commences on the third Wednesday in July, 
 and continues 15 weeks. 
 
 The WINTER TERM commences on the third Wednesday in 
 November, and continues 12 weeks. 
 
 The SPRING TERM commences on the first Wednesday in 
 March, and continues until the last Wednesday in June;, 
 which is the day of the annual commencement. 
 
 EXPENSES. All the same as in the preparation branch, with 
 the addition of double the charge for tuition in the fall and 
 spring terms, on account of the great additional labor required 
 for teaching the student to perform with his own hands about 
 sixteen hundred experiments in chemistry and natural philos- 
 ophy. But students who have gone through a course in the 
 preparation branch with success, will not be required to at- 
 tend the winter term. This will reduce the necessary ex- 
 penses to about $95 for the whole experimental course. 
 /'Many unsuccessful attempts have been made to render 
 science amusing to the youthful mind. They have generally 
 proved very unprofitable, by diverting the attention of the 
 student from literary pursuits, and by creating an attachment 
 to useless, and often demoralizing sports. By the plan adopted 
 at this school, the objections to scholastic amusements are ef- 
 fectually obviated; and it will appear by this circular, that 
 those have been selected, which will give due exercise to both. 
 
$6 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 body and mind. The muscular powers of the body will be 
 called into action, and their forces will be directed by mental 
 ingenuity, until the student becomes familiar with the most 
 important scientific manipulations, and particularly with those 
 which will be most useful in the common concerns of life. 
 
 The Rensselaerean scheme for communicating scientific 
 knowledge had never been attempted on either continent, until 
 it was instituted at this school, two years ago. Many indeed 
 mistook it, at first, for Fellenberg's method; but its great su- 
 periority has now been satisfactorily tested by its effects. As 
 the experimental school, as well as the preparation branch, were 
 founded solely for the public benefit by its disinterested patron, 
 it is the particular desire of the trustees, that its excellences 
 should be understood and imitated at other schools, as set 
 forth in a former circular. Like other useful inventions, 
 much expense was required for making the first experiment. 
 Fortunately for science, the trial has been fairly made at the 
 expense of many thousands, advanced by a single individual. 
 Now it may be followed, in its chief advantages, by every 
 school district ; while the parent school at Troy will prepare 
 competent teachers. 
 
 By order of the Trustees. 
 
 SAMUEL BLATCHFORD, President. 
 
 RENSSELAER SCHOOL, TROY, (N. Y.) Sept. 14, 1826. 
 
CHAPTER V. 
 
 THE NAME CHANGED TO RENSSELAER INSTITUTE. 
 REMOVAL TO THE VAN DER HEYDEN MANSION. 
 
 IT has been seen that from its beginning an essen- 
 tial part of the educational system of the school con- 
 sisted in an examination of workshops and factories 
 in the neighborhood of Troy and in botanical and 
 geological excursions in its immediate vicinity. It 
 was determined to extend such excursions to more 
 distant points in order to afford better facilities for 
 the practical study of mineralogy and geology. At 
 a meeting of the board of trustees held February 
 12, 1827, a by-law was passed requiring each stu- 
 dent to make " a tour of about three weeks along the 
 transition and secondary district of the Erie Canal 
 immediately after commencement and across the 
 primitive district in an eastern direction immediately 
 after the close of the fall term." In a circular of six 
 pages, written by Amos Eaton, entitled, " Rensselaer 
 School Flotilla for the Summer of 1830", the pro- 
 gramme of a proposed travelling tour for that year is 
 given in detail. It was to begin on the twenty-third 
 of June and to last ten weeks. Students taking it 
 were to meet at the dock at the lower end of Cort- 
 landt Street in New York City and to proceed by 
 
 57 
 
58 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 steamboat to Albany, whence a flotilla of canal-boats 
 was to take them through the Erie Canal to Lake 
 Erie. They were to return by the same route. 
 Daily lectures were to be given in the morning, and 
 in the afternoon botanical and geological excursions 
 were to be made. The boats were to move slowly 
 so that specimens could be obtained at any point 
 along the route. There is a list of twenty-nine places 
 to be visited, Trenton Falls, Niagara Falls and Lock- 
 port being included. This trip was not obligatory r 
 and in succeeding publications three excursions which 
 might be substituted for it are enumerated : one to 
 the Connecticut River, one to the Helderberg and 
 the third to Carbondale, Pa., and Amboy, N. J. 
 
 At this time the total cost of attendance for one 
 year, including excursions, was said to be $230, though 
 it was observed that a young gentleman of tolerable 
 economy could reduce this to $170. 
 
 At the trustee meeting to which reference has 
 just been made there was also added to the curricu- 
 lum the requirement that students should speak ex- 
 temporaneously once a week during the winter term 
 and twice a month during the other terms. 
 
 At the same time the first " prudential committee ", 
 consisting of the president and two trustees, was ap- 
 pointed. Succeeding boards have retained this com- 
 mittee, which has the power to perform, between the 
 regular meetings of the board, such duties as cannot 
 properly be delayed. 
 
 To further increase the usefulness of the institution 
 
ALUMNI BUILDING. COMPLETED, 1893. 
 
NAME CHANGED TO RENSSELAER INSTITUTE. 59 
 
 the faculty were authorized, May 24, 1827, to estab- 
 lish district branches in any part of the state when 
 application was made and assurance given by re- 
 sponsible persons that suitable rooms and sufficient 
 apparatus would be supplied. The object was to ac- 
 commodate those who wished to be educated and 
 yet were unable to leave home for the whole or even 
 a part of the year. It was provided that the branch 
 students were to be taught that part of the annual 
 course which did not require expensive apparatus ; 
 " for more than three fourths of an experimental course 
 of scientific instruction may be taught with apparatus 
 worth but one hundred dollars ; whereas the remain- 
 ing fourth requires apparatus worth three or four 
 thousand dollars." Should they desire, they might 
 then come to the school, and after devoting nine 
 weeks to that part of the course requiring expensive 
 apparatus, they would be received as candidates for 
 the Rensselaer degree on an equal footing with those 
 who had spent the whole year at Troy. 
 
 Complete directions for introducing experimental 
 science in academies and common schools were also 
 given at this time. Beside information in relation to 
 the regular work to be pursued, advice was given 
 regarding the "amusements". Under this head oc- 
 curs the clause : " A level sufficiently accurate may be 
 made by any one, with the cost of a spirit-level tube 
 of but a few shillings' value. Such students may 
 then be taught the general outlines of civil engineer- 
 ing, land surveying, etc., in lieu of mischievous tricks, 
 
60 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 degrading contortions called gymnastics and profane 
 language." The circular from which this quotation 
 is taken was dated September 19, 1828. There is 
 added to it a note in which we are informed that 
 forty mechanics, members of the Mechanics' Institute 
 of Troy, placed themselves under the direction of the 
 Rensselaer School during the winter of 1827, and 
 that most of them became tolerably proficient in ex- 
 perimental chemistry as applied to the arts and man- 
 ufactures. They were not regular members of the 
 school but paid one of the professors to teach them. 
 
 All these efforts show the active interest displayed 
 by the founder and the officers of the school in the 
 extension of the experimental system and the dif- 
 fusion of scientific knowledge. (To extend still further 
 the benefits of the institution Mr. Van Rensselaer, 
 while in the House of Representatives, wrote from 
 Washington the following letter to the president of 
 the Institute. It was dated December 31, 1827 : 
 
 " Dear Sir: I take the liberty of suggesting to you 
 and the trustees the propriety of offering the school 
 (over which you preside with so much dignity and 
 usefulness) to the Legislature, to educate teachers, as 
 proposed by Gov. Clinton in his message at a former 
 session of the Legislature perhaps an amendment to 
 the charter, extending the power of the trustees to 
 change the location of the School, if they deem it 
 necessary." 
 
 Nothing having come from this suggestion, he 
 
NAME CHANGED TO RENSSELAER INSTITUTE. 6 1 
 
 caused, in 1828, an invitation to be given to each 
 county of the state to furnish a student, selected by 
 the clerk of the county, for gratuitous instruction at 
 Troy. This invitation was accepted by nearly all 
 the counties. The students thus instructed were re- 
 quired to teach the experimental and demonstrative 
 method in their own counties for a period of one 
 year. 
 
 The authorities of the school seem also to have 
 had, for those days, advanced ideas in regard to the 
 education of women, for we find, as an addendum to 
 a circular dated October 29, 1828, the following 
 " Notice by A. Eaton, in his private capacity. ' At 
 the urgent solicitations of several judicious friends, a 
 lady, well qualified for the duty, will take charge of 
 two experimental courses in chemistry and natural 
 philosophy, in each year, for ladies : similar to the 
 courses proposed for gentlemen in the annexed cir- 
 cular. They will be nine-week courses, at the same 
 times and for the same charges. But no extempora- 
 neous lectures will be required, excepting of those 
 ladies who wish to prepare for giving instruction '." 
 
 And in the minutes of the board there is a copy 
 of a letter from Professor Eaton to the examiners, 
 dated February n, 1835, in which he requests them 
 to give an informal examination to eight young ladies, 
 who had been instructed for one quarter in practical 
 mathematics, " so far as to be enabled to draw a fair 
 comparison between the study of speculative geom- 
 etry and algebra as generally practised in female 
 
62 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 seminaries and this mode of applying mathematics to 
 the essential calculations of geography, astronomy, 
 meteorology, necessary admeasurements, etc." The 
 examiners complied with his request and were highly 
 gratified at the progress made by the class.) 
 
 It may be explained that all examinations, in the 
 early period of the school's history, were made by 
 boards composed of from three to six qualified per- 
 sons appointed by the trustees. None of the mem- 
 bers of these boards was connected with the school. 
 
 / 
 
 ^Professor Eaton's pronounced opinions upon the 
 educational methods generally pursued in schools /or 
 young men have been illustrated in preceding pages. 
 These extended to the education of women as well, 
 and the manner in which he expressed them was 
 quite as forcible in the one case as in the other. He 
 remarks, at the end of a printed synopsis of the math- 
 ematical course for the year 1834-5 : " The waste of 
 time in many female schools, by the fashionable 
 mummery of algebra, half learned and never applied, 
 has caused many to ascribe the failure in mathematics 
 to the perversion of female genius, when it is drawn 
 from elegant literature, music, painting, etc., to the 
 severe sciences. The true cause is to be found in 
 parsimony, which excludes competent teachers, badly 
 selected subjects and wretchedly compiled text-books.j 
 Our country is inundated with wild schemes of learn- 
 ing ; while the speculating book-sellers are sending 
 their harpie-like pedlars to rob our youth of the last 
 fragments of common sense." 
 
NAME CHANGED TO RENSSELAER INSTII^UTE. 63 
 
 Although by the year 1829, after a trial of four 
 years, it had been conclusively proved that the ex- 
 perimental and demonstrative method, as they called 
 it, was successful as a system of instruction, the in- 
 stitution had not been self-supporting. Its founder 
 paid each year more than one half of its expenses. 
 This was becoming burdensome to him, and he sig- 
 nified to the trustees his desire to discontinue it, 
 and especially his intention of discontinuing the grat- 
 uitous education of county students after October, 
 1829. He did not in fact cease to contribute to the 
 support of the school, but in consequence of this 
 declaration it was " farmed out" in November, 1829, 
 to Amos Eaton for a period of one year. He was 
 constituted the " Agent" of the trustees to transact 
 all the pecuniary business of the institution, which, 
 however, was to remain under the control of the 
 board. He relinquished all claim for compensation, 
 and in consequence was authorized to receive and 
 expend all moneys at his discretion and to retain all 
 profits for his own benefit. An inventory of the 
 property was made and he was permitted to use it for 
 purposes of instruction. This arrangement was con- 
 tinued for one year only, as he terminated it in Sep- 
 tember, 1830, although he still acted as agent and 
 retained his position as Senior Professor. 
 
 In spite of pecuniary embarrassments, improve- 
 ments were continually being made both in the in- 
 struction and the equipment of the laboratories. The 
 prospectus for the eighth annual course shows that in 
 
64 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 1831-2 the year had been divided into seventeen 
 sub-terms of three weeks each, of which, however, 
 three, called " reading terms", might be used either 
 to visit friends or for a course of reading in the 
 library. The fifteenth and sixteenth sub- terms were 
 occupied in the travelling tours to which reference 
 has been made. 
 
 During the morning exercises of the year each 
 student had to give one hundred and eighty extem- 
 poraneous lectures, upon which he was closely criti- 
 cised. These lectures were illustrated by about 
 twelve hundred experiments performed by himself, 
 and by " suits " of minerals, plants and animals. 
 
 At this time the equipment included a reading- 
 room, a natural history room, a philosophy room and 
 three laboratories. Considerable additions had been 
 made to the apparatus as described in the circulars 
 of 1826. The philosophy room now contained an 
 air-pump, a force-pump, barometer, thermometers, 
 pluviometer, solar microscope, megascope, standing 
 microscope, magic lantern, telescope, lenses, convex 
 and concave mirrors, prisms, electrical-machine, gal- 
 vanic battery, electromagnetic instrument, magnets, 
 sextant, theodolite, compass and chain, mechanical 
 powers, hydrostatic bellows, hydrostatic and hydraulic 
 cylinders and tubes, hydrometers and glass pumps. 
 
 The laboratories were furnished with the necessary 
 forges, furnaces, bellows, lead-pots, Argand lamps, 
 common lamps, iron retorts or gun-barrels for gases, 
 anvils, anvil hammers, cisterns, pipes for conducting 
 
NAME CHANGED TO RENSSELAER INSTITUTE. 6$ 
 
 gases from the barrels, gas-pistol, iron stand, iron 
 mortar and mercurial bath. 
 
 In the meantime the Rev. Samuel Blatchford, after 
 earnest and successful labor in behalf of the school, 
 died March 27, 1828, and was succeeded by the Rev. 
 John Chester, a clergyman of Albany, who was 
 appointed June 25, 1828. His term was, however, 
 a short one, as he was compelled, on account of 
 ill health, to resign in about six months. He was 
 succeeded by the Rev. Eliphalet Nott, appointed 
 September 2, 1829, who was at the same time 
 president of Union College. 
 
 During the first seven years of its existence the 
 school had been situated at the corner of Middleburgh 
 and River streets, in the building formerly occupied 
 by the Farmers' Bank, and known, at the time of its 
 establishment, as the Old Bank Place. Partly be- 
 cause it had not yet become self-supporting and 
 partly because it was, in some respects, not conveni- 
 ently situated, it was determined to obtain authority 
 from the legislature to change its location if satisfac- 
 tory arrangements could be made. An act was 
 consequently passed April 26, 1832, which gave the 
 trustees power, after October 23, 1832, if the patron 
 consented, to remove to the site of the Greenbush 
 and Schodack Academy, in the town of Greenbush, 
 in Rensselaer county, and to unite with this academy 
 if its trustees consented. In this case the united 
 institution was to be called the Rensselaer Institute. 
 If, however, the patron or the trustees of the academy 
 
66 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 objected, the trustees of Rensselaer School were 
 given authority to remove the institution, after the 
 consent of Stephen Van Rensselaer had been given, 
 to any part of Rensselaer county and to continue as 
 an experimental and classical school under the name 
 of the Rensselaer Institute. 
 
 The inquiries and negotiations made, in relation to 
 the removal to Greenbush, were not satisfactory, as 
 may be seen from the following letter written by the 
 patron to the Rev. Dr. Nott and read at a meeting 
 of the board of trustees held November 18, 1833 : 
 
 " ALBANY, November 18, 1833. 
 
 " To the President and Trustees of the Rensselaer 
 School: 
 
 " Gentlemen : Sufficient provision for the support of 
 said school not being offered to its location at Green- 
 bush, according to the first section of the amendment 
 of April 26, 1832, I feel bound in duty to object to 
 its removal to Greenbush. But under present cir- 
 cumstances I cheerfully consent to a removal to the 
 Van der Heyden mansion, or to any other suitable 
 building near the central part of said city of Troy. 
 Respectfully your humble servant, 
 
 " S. V. RENSSELAER." 
 
 Among the by-laws passed at this meeting was 
 one by which the name of the school was changed to 
 the " Rensselaer Institute," which was to include an 
 ''experimental and classical department". At the 
 same time the scholastic year was divided into two 
 
NAME CHANGED TO RENSSELAER INSTITUTE. 67 
 
 terms instead of three, the winter term, sixteen 
 weeks in duration, to commence on the third Wed- 
 nesday in November ; and the summer term, of 
 twenty-four weeks, to begin on the last Wednesday 
 in April. Each term was divided into sub-terms of 
 four weeks each. It was also resolved to remove to 
 the Van der Heyden mansion on or before April, 
 1834. This building was selected on account of its 
 size and convenience of access. It was situated on 
 the southwest corner of Eighth and Grand Division 
 streets, and the removal took place in April, 1834. 
 
 During the occupation of the Old Bank Place the 
 number of students at any one time had never ex- 
 ceeded and was generally less than twenty-five. 
 The number of teachers was regulated by the num- 
 ber of students, one being assigned to each section 
 of five or six. The triennial catalogue for 183234 
 gives a list of twenty-five instructors who had already 
 been connected with the school. The small number 
 of students was partly due to the standard required 
 for entrance to the regular course ; at one time twelve 
 of the twenty-five present were graduates or mem- 
 bers of colleges. In the notices for the ninth annual 
 course, 1832-3, during the time that the change of 
 location was being considered, it is remarked : 
 " None are received but those whose minds are dis- 
 ciplined to habits of study. Hence it is that the 
 patron has already advanced over twenty-two thou- 
 sand dollars in support of the school for eight years. 
 To improve the plan of education is his object ; not 
 
68 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 to establish a school at any particular location. 
 Therefore patronage is not asked. These terms are 
 printed, not for the benefit of the school, but for the 
 benefit of those who wish to profit by the improve- 
 ments made by trials which cost the patron many 
 thousands." 
 
 The first clause of the preceding quotation could 
 hardly have referred to the junior members of the 
 school, in the Preparation Branch ; as Rule 8 of 
 the by-laws of 1835 reads : " In case of any disobe- 
 dience of any juniors to orders of teachers, after 
 being particularly called to obey, it shall be the duty 
 of said professor to lay hands on such disobedient 
 student and remove him from the premises, or con- 
 fine him (in such a manner as to cause no personal 
 injury) for a time not exceeding two hours. But no 
 beating or flagellation shall in any case be permitted 
 at the Institute." 
 
CHAPTER VI. 
 
 ESTABLISHMENT OF THE DEPARTMENT OF CIVIL 
 ENGINEERING. 
 
 THE preceding pages show that the original inten- 
 tion of the founder was to establish a school for the 
 diffusion of scientific knowledge, and that his object 
 more particularly was to disseminate among farmers, 
 mechanics and the poorer classes generally informa- 
 tion in relation to the application of scientific princi- 
 ples to their various occupations which would enable 
 them to improve their material condition. At the 
 same time the management of the institution was of 
 too broadminded a character to permit its benefits to 
 be confined to any particular branch of practical 
 science, and, although many of those who had up to 
 this time been graduated afterward became eminent 
 in various departments of pure and applied science, 
 the renown of the school is principally due to the 
 work of its alumni in the field of engineering a course 
 in which was about to be added to the curriculum. 
 
 No school of civil as distinguished from military 
 engineering had yet been established in any English 
 speaking country, although on the continent of 
 Europe a number of technical institutions had been 
 founded, most of which were maintained partly or 
 
70 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 wholly at the expense of the state. The Ecole des 
 Fonts et Chausse'es was established in France as early 
 as 1747, though it did not become of importance as 
 a school for engineers until a much later period, and 
 the Konigliche Sachsische Bergakademie (Freiberg) 
 was founded in 1765. Among other continental 
 technical schools of early date which afterwards be- 
 came well known may be mentioned the Ecole Poly- 
 technique (Paris, 1794), a school of general science, 
 having for its principal object the preparation of stu- 
 dents for several special government technical insti- 
 tutions, including the School of Bridges and Roads 
 above mentioned ; the Polytechnisches Institut (Vi- 
 enna, 1815), intended for the education of engineers, 
 architects and manufacturers ; and the Konigliches 
 Gewerbe Institut (Berlin, 1821), which at the time of 
 its foundation and for twenty- five years thereafter 
 was, as its name indicates, a trade rather than an 
 engineering school. The Technische Bohmische 
 Standische Lehranstalt (Prague) came into existence 
 in 1806. Beside these, which depended largely 
 upon government aid, a private institution, the Ecole 
 Centrale des Arts et Manufactures (Paris, 1829), 
 attained prominence as a school of engineering im- 
 mediately upon its establishment. Before 1835 a 
 few other technical schools of less importance, con- 
 taining trade-school features, had been founded in 
 the German states. 
 
 The continental schools of science antedated those 
 of Great Britain. Among the English schools in 
 
USING THE SOLAR TRANSIT. 1894. 
 
DEPARTMENT OF CIVIL ENGINEERING. 7 1 
 
 which scientific instruction was early given may be 
 mentioned University College, London, which was 
 opened in 1828 under the name of the University 
 of London and King's College, London, established 
 by royal charter in 1829. In the University of 
 London engineering subjects were first taught in 
 1 840 ; and in the same year a chair of civil engineer- 
 ing and mechanics was established by Queen Victoria 
 in the University of Glasgow. The School of Engi- 
 neering in Dublin University (Trinity College) was 
 founded in 1842. The other well-known British 
 schools of science were established at still later dates. 
 Among them are Owens College, Manchester (1851); 
 the Department of Engineering in the University of 
 Edinburgh (1868); the Royal Indian Engineering 
 College, London (1871) and Mason College, Birm- 
 ingham (1875). 
 
 In this country the Military Academy at West 
 Point, which was established in 1802, though it was 
 a school in name only until its reorganization after 
 the war of 1812, was the only institution giving an 
 education to which the word engineering could be 
 applied, and it, of course, was a military school. 
 f In fact, at the time of the foundation of Rensselaer 
 School it could scarcely be said that there were any 
 engineers other than military engineers. The term 
 civil engineer had only recently come into existence. 
 There were no schools of civil engineering here be- 
 cause, although there had been inventors and con- 
 structors of genius before that date, civil engineering 
 
72 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 had hardly yet been recognized as a profession. A 
 consideration of the condition of the country and of 
 the state of scientific knowledge as applied to the 
 constructive arts towards the beginning of the cen- 
 tury shows why this was the case. In comparison 
 with the European states, in which the early schools 
 of science above mentioned had been established, the 
 country was new and sparsely settled. In the year 
 1800 the total population of the United States was 
 only 5,300,000. In the same year the state of New 
 York contained 589,000 and New York City only 
 60,000 inhabitants. In 1830 the country had 
 12,866,000 inhabitants, while New York state had 
 i, 9 1 9,000 and New York City 203,000. Troy was 
 a village of 1800 people at the former period, and in 
 1830 this number had increased to 1 1,500. Methods 
 of communication were primitive and travelling was 
 expensive. 
 
 No canal of considerable length (and these were 
 the first engineering works of great magnitude to be 
 luilt) was begun until after the conclusion of the 
 second war with England, that of the Schuylkill 
 Coal and Navigation Company, 108 miles in length, 
 being commenced in 1816 and finished in 1825. 
 Others in Pennsylvania were commenced about the 
 same time, and both the Erie and Champlain canals 
 were begun in 1817. By the end of the first quarter 
 of the century about 1400 miles of these waterways 
 had been built ; but no steam railroads existed, lo- 
 comotives not becoming practically successful until 
 
DEPARTMENT OF CIVIL ENGINEERING. 73 
 
 about 1830. The first ones used weighed only three 
 or four tons, although in the years 1836-7 Baldwin of 
 Philadelphia built eighty weighing from nine to 
 twelve tons each. 
 
 Steam navigation was in a more forward state : the 
 Clermont, a steamer one hundred and thirty-three 
 feet in length, built by Fulton and Livingston in 
 1807, having made the trip up the Hudson River 
 from New York to Albany in thirty-two hours. A 
 steam ferry-boat ran between Jersey City and New 
 York in 1812, and in 1815 there were steamboats 
 running between New York and Providence. In 
 the year 1830 there were eighty-six steamers on the 
 Hudson River and Long Island Sound. The first 
 steamship to cross the Atlantic was the Savannah, of 
 350 tons, built at Corlears Hook, N. Y. The en- 
 gines, however, were used only eighteen out of the 
 twenty- five days required for the passage from 
 Savannah to Liverpool, and sails had to be depended 
 upon for the remainder of the trip. It was not until 
 1838 that the transatlantic voyage was made wholly 
 by steam. In this year the Sirius, of 700 tons, crossed 
 from Cork to New York in nineteen days, and the 
 Great Western, of 1 340 tons, made the passage from 
 Bristol to New York in fifteen days. 
 
 In the early days of the country the small amount 
 of power required for manufacturing purposes was 
 obtained principally from wind and water wheels. 
 Of the latter, undershot, overshot and breast wheels 
 were employed ; and Francis says that until 1 844 
 
74 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 high-breast wheels were considered the most perfect 
 water-wheels that could be used. Although Four- 
 neyron had erected his first turbine, in France, in 
 1827, and Elwood Morris of Pennsylvania had shortly 
 afterwards built and put two of them in operation in 
 this country, other wheels of this type were not used 
 here until about the middle of the century. Boyden 
 designed his turbine in 1 844 ; and the Manufacturing 
 Companies at Lowell, which had begun to improve 
 the water-power of the Merrimac in 1822, purchased 
 the right to use it in 1849. 
 
 The practical application, in Great Britain, of the 
 steam-engine to pumping water from mines led to 
 the introduction of the first one of any size ever used 
 in America. All of its principal parts were imported 
 from England and a mechanic was sent over to erect 
 and run it. It was put together in 1763 at the 
 Schuyler copper-mine on the Passaic River, a few 
 miles above Newark, N. J. Frederick Graff says* 
 that in 1803 there were in use in the United States 
 five steam-engines beside the one-referred to above ; 
 two at the Philadelphia water-works, one just about 
 being started at the Manhattan water- works in New 
 York, one in Boston, one in Roosevelt's saw-mill in 
 New York, and quite a small one used by Oliver 
 Evans to grind plaster of paris, in Philadelphia. The 
 first steam-engine built in America is said to have 
 been constructed in 1772 by Christopher Colles for a 
 
 * Notice of the Earliest Steam-engines used in the United States,, 
 by Frederick Graff, in Journal of the Franklin Institute, 1853. 
 
DEPARTMENT OF CIVIL ENGINEERING. ?$ 
 
 distillery in Philadelphia, but it was very defective. 
 Those of the Philadelphia water- works were built in 
 1 800 at the Soho Works of Roosevelt, near Newark, 
 N. J. From this time onward the application of 
 steam as a source of power for manufacturing pur- 
 poses increased with the demands of the times. Im- 
 provements dictated by experience, for little was 
 known of the theory were continually made, and by 
 the middle of the century the various types had as- 
 sumed practically the proportions used at the present 
 time. 
 
 One of the first tunnels built in the United States 
 was on the Allegheny Portage Railroad in Pennsyl- 
 vania. It was built in 1831 and was 900 feet long. 
 The Black Rock tunnel on the Reading Railroad 
 was built in 1836. It was 1932 feet long. In 1820 
 one of the first cast-iron water-mains in the country 
 was laid for the Philadelphia water- works. 
 
 Bridges of wood and stone had of course been 
 built almost from the time of settlement of the 
 country. Some of the former were of long span and 
 reflected the greatest credit upon the genius of their 
 constructors, who, however, had only empiric meth- 
 ods of proportioning the parts. Palmer, Burr and 
 Wernwag were the most noted builders at the be- 
 ginning of the century. The Piscatauqua bridge, 
 built by Palmer, near Portsmouth, N. H., included an 
 arch span 244 feet in length ; and his Schuylkill River 
 bridge had two arch spans 150 feet and one 195 feet 
 long. Between 1 804 and 1 808 Burr built his Water- 
 
76 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 ford, Trenton and Schenectady bridges, with spans 
 ranging from 150 to 203 feet, and, from 1812 to 1816, 
 the Harrkburgh bridge, with twelve spans of about 
 210 feet each. Wernwag built his " Colossus " over 
 the Schuylkill at Philadelphia in 1812. The span 
 was 340 feet. Town patented his lattice truss in 
 1820, and Howe's patent was not taken out until 
 1840. The era of iron bridges did not begin until 
 1840. Finley had built a number of small suspen- 
 sion, bridges of chain cables between 1796 and 1810 ; 
 and in 1810 Templeman replaced the i6o-foot span 
 of Palmer's Essex- Merrimac bridge by one of chain 
 cables. Paine's memoir on cast-iron bridges was 
 printed in 1803, and Canfield took out the first patent 
 for an iron truss bridge in 1833 ; but the first iron 
 truss bridge built in this country is believed to be 
 the one erected in 1840 by Trumbull over the Erie 
 Canal at Frankford.* In the same year Whipple 
 built his first iron bridge.) 
 
 The few historical facts above given serve to indi- 
 cate the condition of engineering science at the 
 period of the school's history which we are now con- 
 sidering. Although many of the fundamental prin- 
 ciples of applied mechanics were known as well then 
 as now, the development of the science, particularly 
 in its application to structures and machines for the 
 production of useful work, had taken place largely 
 upon empiric lines. Most of the eminent men to 
 
 * American Railroad Bridges, by Theodore Cooper, in Transactions 
 of the American Society of Civil Engineers, July, 1889. 
 

 IN THE CHEMICAL LABORATORY. 1894. 
 
DEPARTMENT OF CIVIL ENGINEERING. 77 
 
 whom this development had been due were self- 
 taught, were mechanics whose results had been ob- 
 tained by successive experiments and with little 
 knowledge of the resistance of materials or of the prin- 
 ciples of the design of engineering constructions as 
 practised to-day. And if with these conditions there 
 is taken into consideration the comparative smallness 
 of the population and its extended geographical dis- 
 tribution, the wise forethought and liberality of mind 
 displayed by the authorities of the school in establish- 
 ing at such an early date a department of civil en- 
 gineering will be thoroughly appreciated. 
 f In the pamphlet, published in 1826, giving the 
 constitution and laws of the school, instruction in land 
 surveying was included among the duties of the 
 Senior Professor, and in the catalogue of officers pub- 
 lished in 1828 he was required to lecture on land 
 surveying and civil engineering. This is the first 
 appearance of the term " civil engineering " in any of 
 the circulars, and no well-defined course in the subject 
 was formulated for several years/) In the " Notices 
 for the Eighth Annual Course", (1831-2), to which 
 reference has before been made, the first sub-term, 
 beginning November 16, was devoted to " Practical 
 Mathematics, including mensuration applied to land 
 surveying, timber and cord- wood measure, excava- 
 tions, docks, etc.", and the second sub-term, from 
 December 7 to December 28, to " Trigonometry, 
 Navigation and the elements of Civil Engineering " 
 The fifteenth and sixteenth sub-terms, from Septem- 
 
78 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 her 12 to October 24, were occupied in the " appli- 
 cation of Engineering and Natural History to the 
 occurrences of four travelling tours to Connecticut 
 River, to the Helderberg, to Carbondale coal beds 
 and to New Jersey ". These quotations include all 
 references to the subject ; and in the " Notices " for 
 the ninth annual course civil engineering is not speci- 
 fically mentioned, though this was an octavo circular 
 containing only three printed pages. 
 
 In 1833 the curriculum in the experimental de- 
 partment contained " Practical Mathematics, including 
 Surveying, Engineering, Navigation, Latitude and 
 Longitude, etc., from the 3rd Wednesday in Novem- 
 ber, 12 weeks." In the original minutes of the board 
 of trustees we find a record of the examinations of 
 fourteen students in surveying and in engineering. 
 These were held February u and 12, 1834. 
 
 Up to this time the degree of Bachelor ol Arts, 
 A.B. (r.s.), was the only one conferred by the institu- 
 tion, and although the course in engineering had been 
 gradually developing it had not yet been differen- 
 tiated from that in general science. Preparatory to 
 the separation of these two branches the legislature 
 was petitioned to amend the charter of the school. 
 This was done by an act dated May 9, 1835. The 
 second section of this law reads as follows : " The 
 said board of trustees shall have the power to estab- 
 lish a department of mathematical arts, for the 
 purpose of giving instruction in engineering and 
 technology, as a branch of said institute ; and to re- 
 
DEPARTMENT OF CIVIL ENGINEERING. ?$ 
 
 ceive and apply donations for procuring instruments 
 and other facilities suitable for giving such instruction 
 in a practical manner, and to authorize the president 
 of said institute to confer certificates on students in 
 said department in testimony of their respective 
 qualifications for practical operations in the mathe- 
 matical arts." 
 
 At a meeting of the board of trustees held May 
 22, 1835, their number was increased, in accordance 
 with a provision of the above-mentioned act, by the 
 addition of the Mayor, Recorder and Alderman of 
 the Fourth Ward of the city of Troy ; and it was 
 resolved that " A department of Mathematical Arts 
 is hereby established as a branch of the Institute for 
 the purpose of giving instruction in Engineering and 
 Technology ". At the same meeting it was decided 
 that the degree of Bachelor of Natural Science, 
 B.N.S., should thereafter be conferred instead of 
 Bachelor of Arts, and that graduates in the depart- 
 ment of Mathematical Arts should receive the degree 
 of Civil Engineer. Also that " no one shall receive 
 the last-mentioned degree until he shall have been 
 regularly disciplined at this school at least two 
 quarters, after being well taught in elementary math- 
 ematics here, or elsewhere ". 
 
 The first class in civil engineering was graduated 
 in 1835. The first four candidates for the degree 
 were recommended in the following letter from the 
 examiners, dated October 14, 1835 : 
 
Z 
 
 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 " To the Revd. E. Nott, D.D., President; 
 
 " We . have examined Edward Suffern, William 
 Clement, Jacob Eddy and Amos Westcott as candi- 
 dates for the degree of Civil Engineer. We find 
 them acquainted with the theory of practice. But as 
 this is the first class proposed to be graduated, their 
 own honor and the honor of this institution demand 
 great caution in conferring degrees. We therefore 
 recommend as follows : that they receive the degrees, 
 but that the diplomas be left with the Secretary until 
 the President shall receive satisfactory certificates 
 that they have reviewed their Text Books (outlines 
 Gregory), that they can read algebraic equations, 
 and have a general knowledge of Perspective 
 generally. 
 
 " A. R. JUDAH, Chairman. 
 
 " P. H. GREEN, ) _ 
 
 , T ,,, \kxaminers. 
 
 " HARVEY WARNER, ) 
 
 By this time a complete curriculum in civil en- 
 gineering had been established. It was printed in 
 a circular which will be given in full, as it is believed 
 to be the first prospectus of a school of civil engineer- 
 ing ever printed in English. It is well worth perusal, 
 not only because the curriculum outlined contains 
 much information regarding the most advanced 
 scientific instruction given in this country at that 
 period, but because the concluding paragraphs throw 
 a curious light upon the expenses of students and 
 the general requirements necessary for graduation. 
 
ASSAYING. 18940 
 
DEPARTMENT OF CIVIL ENGINEERING. 8 1 
 
 NOTICES OF RENSSELAER INSTITUTE. 
 
 TROY, N. Y., October 14, 1835. 
 [Being the answer to letters of inquiry.] 
 
 HON. STEPHEN VAN RENSSELAER, Patron, with the right to 
 appoint the Annual Board of Examiners. 
 
 ACTING FACULTY. 
 
 Rev. E. NOTT, D.D., President also President of Union 
 College. 
 
 Judge DAVID BUEL, Jr., Vice President. 
 
 AMOS EATON, Senior Professor, and Professor of Civil En- 
 gineering; also holding the Agency and Supervision of the 
 Institute. 
 
 EBENEZER EMMONS, Junior Professor. 
 
 JAMES HALL, Professor of Chemistry and Physiology. 
 
 Assistants Edward Suffern and D. S. Smalley. 
 
 Instruction, wholly practical, illustrated by Experiments and 
 Specimens, is given 40 weeks in each year. Five days in each 
 week the forenoon exercises are from 8 A.M. to i P.M. 
 
 WINTER SESSION commences the third Wednesday in No- 
 vember, and continues 16 weeks. During the first 12 weeks, 
 each fornoon is devoted to practical Mathematics, Arithmet- 
 ical and Geometrical. This is a most important course for 
 men of business, young and old. During the last 4 weeks of 
 the Winter Term, extemporaneous Speaking on the subjects of 
 Logic, Rhetoric, Geology, Geography and History, is the fore- 
 noon exercise. Throughout the whole session the afternoon 
 exercises are Composition, and, in fair weather, exercises in 
 various Mathematical Arts. A course of Lectures on National 
 and Municipal Law, is given by the Senior Professor. 
 
 SUMMER SESSION commences on the last Wednesday in 
 April, and continues 24 weeks: ending with Commencement. 
 
 Students of the Natural Science Department are instructed as 
 follows : 
 
 Three weeks, wholly practical Botany, with specimens. 
 
82 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 t 
 
 Four weeks, Zoology, including organic remains ; and Phy- 
 siology, including the elements of Organic Chemistry. 
 
 Three and a half weeks, Geology and Mineralogy, with 
 specimens. 
 
 Three weeks, traveling between Connecticut River and 
 Schoharie Kill, for making collections to be preserved by each 
 student, and exhibited at examinations ; also for improving in 
 the knowledge of Natural History and Mathematical Arts. 
 
 Ten weeks, Chemistry and Natural Philosophy. 
 
 Half a week, preparing for examination and Commencement. 
 
 The afternoons of all fair days are devoted to Surveying, 
 Engineering, and various Mathematical Arts also to Miner- 
 alizing, Botanizing, and to collecting and preserving subjects 
 in Zoology. 
 
 Students of the Engineer Corps are instructed as follows : 
 
 Eight weeks, in learning the use of Instruments; as Com- 
 pass, Chain, Scale, Protractor, Dividers, Level, Quadrant, 
 Sextant, Barometer, Hydrometer, Hygrometer, Pluviometer, 
 Thermometer, Telescope, Microscope, etc., with their applica- 
 tions to Surveying, Protracting, Leveling, calculating Excava- 
 tions and Embankments, taking Heights and Distances, Specific 
 Gravity and Weight of Liquids, Degrees of Moisture, Storms, 
 Temperature, Latitude and Longitude by lunar observations 
 and eclipses. 
 
 Eight weeks, Mechanical Powers, Circles, Conic Sections, 
 construction of Bridges, Arches, Piers, Rail-Roads, Canals, 
 running Circles for Rail-Ways, correcting the errors of 
 long Levels, caused by refraction and the Earth's convexity, 
 calculating the height of the Atmosphere by twilight, and its 
 whole weight on any given portion of the Earth, its pressure 
 on Hills and in Valleys as affecting the height for fixing the 
 lower valve of a Pump ; in calculating the Moon's distance by 
 its horizontal parallax, and the distances of Planets by pro- 
 portionals of cubes of times to squares of distances. 
 
 Four weeks, in calculating the quantity of Water per second, 
 etc., supplied by streams as feeders for Canals, or for turning 
 Machinery ; in calculating the velocity and quantity effused 
 per second, etc., from flumes and various vessels, under various 
 
DEPARTMENT OF CIVIL ENGINEERING. 83 
 
 heads; the result of various accelerating and retarding forces 
 of water flowing in open race-ways and pipes of waterworks, 
 and in numerous miscellaneous calculations respecting Hydro- 
 statics and Hydrodynamics. 
 
 Four weeks, study the effect of Steam and inspect its vari- 
 ous applications Wind, as applied to Machinery ; also Elec- 
 tro-Magnetism inspect the principal Mills, Factories, and 
 other Machinery or works which come within the province of 
 Mathematical Arts ; also, study as much Geology as may 
 be required for judging of Rocks and Earth concerned in 
 construction. 
 
 Fees for instruction, including all Lectures, Experiments, 
 etc.; also for use of Instruments, Apparatus, Library and Spe- 
 cimens, $4 for each sub-term of four weeks. No student re- 
 ceived for less than a sub-term. No extra charge excepting 
 $8 for the course of Experimental Chemistry, where each stu- 
 dent gives a course of experiments with his own hands. 
 
 Students furnish their own fuel, light, and text-books. Each 
 boards where he pleases ; but the Professors will aid strangers 
 in the selection of boarding houses. A small number of 
 strangers are boarded at the School at $2 per week ; they 
 furnishing their own bedding, washing, etc. 
 
 The Rensselaer degree of Bachelor of Natural Science is 
 conferred on all qualified persons of 17 years or upwards. 
 The Rensselaer degree of Civil Engineer is conferred on can- 
 didates of 17 years and upwards, who are well qualified in 
 that department. This power was given to the President, by 
 an amendment to the Charter, passed last session of the Legis- 
 lature. Candidates are admitted to the Institute who have a 
 good knowledge of Arithmetic, and can understand good 
 authors readily, and can compose with considerable facility. 
 
 After a trial of two seasons, it is found to be inexpedient to 
 enter young lads in the regular divisions, before they have suf- 
 ficient pride of character to govern their conduct when pre- 
 paring for their exercises in the absence of a teacher ; arrange- 
 ments will therefore be made for having a teacher always 
 present with them, when they are not in the immediate charge 
 of a Professor or Assistant. 
 
84 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Students in any one department have the right to attend 
 one Experimental Lecture each day in the other departments, 
 free of expense. 
 
 One year is sufficient for obtaining the Rensselaer degree of 
 Bachelor of Natural Science, or of Civil Engineer, for a candi- 
 date who is well prepared to enter. Graduates of Colleges 
 may succeed by close application during the 24 weeks in the 
 Summer term. 
 
 Candidates may commence the course at the beginning of 
 any sub-term ; but the third Wednesday of November is to be 
 preferred, unless the candidate is a graduate of a regular Col- 
 lege, or otherwise well instructed in general Mathematics and 
 Literature. In such cases the last Wednesday in April is the 
 most suitable time of entering. -His theoretical views may 
 then be reduced to practice during the Summer course. 
 
 The degree of Master of Arts is conferred after two years of 
 practical application. 
 
 Gentlemen wishing to learn the outline of the terms of the 
 Rensselaer Institute, are requested to pay postage on their 
 letters; and they will receive this printed notice. If this ap- 
 pears to be a " narrow notice" I will state that I paid $54.28 
 in one year in postage for letters on others' business: some for 
 our school course, more for advice about mines, minerals, and 
 visionary projects. 
 
 AMOS EATON, Agent. 
 RENSSELAER INSTITUTE, TROY, Oct. 14, 1835. 
 
 A better understanding of the scope of the instruc- 
 tion given may be obtained from an examination 
 paper covering the work of the winter term in the 
 department of Mathematical Arts. This was sub- 
 mitted to fifteen students ; and the results of the ex- 
 amination are given in a report of three examiners, 
 dated February 23, 1836. There were fifty-three 
 questions : 
 
DEPARTMENT OF CIVIL ENGINEERING. 85 
 
 LIST OF SUBJECTS FOR EXAMINATION. 
 
 1. Extract the square root. Illustrate by diagram. 
 
 2. Find by the square root the length of a ladder placed 
 against a wall 37 feet high, its bottom being 9 feet from the 
 wall. 
 
 3. Demonstrate this application of the square root by 
 trigonometry. 
 
 4. Find the distance across a river without instruments, by 
 calculating a base frustrum of an isosceles triangle, pointing 
 the apex to an object on the opposite shore. 
 
 5. Explain the legs and hypothenuse of a right angled 
 triangle within a circle; also with the vertical leg outside the 
 circle. 
 
 6. Explain, by the rule of three, the proportion between the 
 sides and angles of triangles. In this sines must be used as 
 measures of degrees in working with degrees. 
 
 7. Illustrate the table of natural sines by a diagram. 
 
 8. Explain parallax generally. 
 
 9. Apply trigonometry to finding the moon's distance by its 
 horizontal parallax. 
 
 10. Apply trigonometry to finding the sun's distance by the 
 transit of Venus. 
 
 n. Apply the root and sines only in finding the height of a 
 mountain, when the distance between the station and foot of 
 the mountain is known, and angle at the base of the mountain 
 between horizontal line and slant of hill. 
 
 12. Apply trigonometry to finding the length of a perpendic- 
 ular of a right angled triangle, the base and sum of the per- 
 pendicular and hypothenuse being given. 
 
 13. Scale and dividers with all the lines on the scale. 
 
 14. Explain carpenter's sliding rule. 
 
 15. Explain sector and its use in perspective drawing. 
 
 1 6. Explain pantograph. 
 
 17. Explain spirit levels. 
 
 1 8. Glass thermometer and common ditto. 
 
 19. Explain barometer. 
 
 20. Hydrometer. 
 
86 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 21. Explain hygrometer. 
 
 22. Explain quadrant, circular and quarter circle. 
 
 23. Explain sextant. 
 
 24. Pluviometer applied to rain and snow. 
 
 25. Compass, surveyors and navigators. 
 
 26. Chains and tallies, and why 9 stakes and 7 tallies are 
 preferable. 
 
 27. Explain harbor surveying. 
 
 28. Illustrate the manner of working a traverse by sea or 
 land. 
 
 29. Traverse about a field ; calculate the same by trape- 
 zoidal method. 
 
 30. Calculate the length of a degree of longitude at any 
 degree of latitude. 
 
 31. Explain Mercator's chart. 
 
 32. Take the latitude of any place. 
 
 33. Take the longitude of any place. 
 
 34. Calculate the height of the atmosphere. 
 
 35. Calculate the pressure of the atmosphere upon any given 
 surface on the earth by the barometer, say on a square yard. 
 
 36. Calculate the height of the lower valve of a pump at a 
 given place by the barometer. 
 
 37. Cast the solid contents of a cone. 
 
 38. Cast the transverse diameter made by cutting an ellipse 
 through the given frustrum of a cone. 
 
 39. Finish out a cone from a given frustrum. 
 
 40. Calculate a cask by assuming each end as a frustrum of 
 a cone, without allowing for curvature. 
 
 41. Allowing for curvature, also the addition to the bung 
 diameter of one tenth of the difference between bung and 
 head. 
 
 42. Explain the method of calculating the angles of inflec- 
 tion in running a curve on a railroad when run on the 
 periphery. 
 
 43. Explain the same when run by chord lines from one 
 station. 
 
 44. Explain the method for calculating offsets from a chord 
 line for fixing given equal points on a regular curve. 
 
DEPARTMENT OF CIVIL ENGINEERING. 8/ 
 
 45. Show the method of calculating the quantity of water 
 per second furnished by a running stream. Describe the best 
 method for ascertaining the average velocity in a deep steam. 
 
 46. Illustrate contraction of the vein of water from an 
 aperture. 
 
 47. Show that the velocity of effusions of apertures is in- 
 creased as the square root of the height is increased ; taking 4 
 feet head giving 16.2 feet velocity per second, calculations 
 may be made almost accurately. 
 
 48. Apply formula for determining the velocity and cubic 
 feet of effusion per second under a given head. 
 
 49. Apply formula for determining the velocity and cubic 
 feet under a given head through given cylinder waterworks. 
 
 50. Apply formula for calculating the velocity in open race- 
 ways and canals. 
 
 51. Apply formula for calculating the velocity and quantity 
 of water pitching over a waste weir or dam. 
 
 52. Calculate excavations for canals. . 
 
 53. Calculate embankments, dykes, docks, etc. 
 
 A few years later, in 1842, the following were 
 given as " Qualifications requisite for a candidate for 
 the degree of Civil Engineer : 
 
 He must be theoretically and practically familiar with trig- 
 onometry and mensuration, with their various applications. 
 
 He must be familiar with the level in laying out roads,, 
 M'Adam roads, railroads, canals, etc. 
 
 He must be perfectly familiar with running curves and. 
 staking out, and calculating for excavations and embankments. 
 
 He must be familiar with casting and constructing tables of 
 ordinates and versed sines; also, the principles on which 
 tables of natural sines are calculated, constructed and used. 
 
 He must be familiar with conic sections as far as they are 
 used in civil engineering. 
 
 He must be familiar with statics and dynamics, and hydro- 
 statics and hydrodynamics, so far as respects application to 
 flumes, water-wheels, and descending raceways; also the veloc- 
 
88 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 ity and efficient powers of spouting fluids applied to driving 
 machinery. 
 
 He must be familiar by practice with the calculations for 
 filling and emptying locks, the supply of water by weight and 
 measure which any stream will afford as a feeder, or for any 
 hydraulic purpose. 
 
 He must be familiar with taking the specific gravity of 
 materials for construction. 
 
 He must be familiar with the necessary calculations for 
 water-works ; whether conveyed in pipes, boxes or open 
 raceways. 
 
 He must be familiar with calculating the height and press- 
 ure of the atmosphere. 
 
 He must be familiar with casting the height of clouds. 
 
 He must be familiar with taking and calculating latitude 
 and longitude. 
 
 He must be familiar with taking the heights of hills and 
 mountains with the barometer and thermometer ; also, with 
 taking extemporaneous surveys and profiles with the barometer 
 and triangular spans. 
 
 He/must be qualified by practice to fix a transit line when- 
 ever required. 
 
 He must be qualified by practice to determine the variation 
 of the needle at any time and place very nearly. 
 
 He must be qualified by practice to make a topographical 
 survey of any district of country. 
 
 He must be qualified to change spherical areas of large dis- 
 tricts, taken by latitude and longitude, into rectangular areas, 
 by Mercator's method. 
 
 He must be an accurate land surveyor in theory and 
 practice. 
 
 He must be a practical geologist, so far as to be able to 
 make a correct report of the rocky and earthy deposits through 
 which he lays out a canal or railroad. 
 
 He must be so far versed in architecture as to be enabled 
 to direct the construction of bridges and other works of en- 
 gineering in a comely style. 
 
 He must be perfectly familiar with plotting and business 
 drafting." 
 
CHAPTER VII. 
 
 REORGANIZATION OF THE SCHOOL. THE RENS- 
 SELAER POLYTECHNIC INSTITUTE. 
 
 THE fourth act of the Legislature relating to the 
 Institute was passed May 8, 1837. It permitted 4he 
 Troy Academy to be revived and united with the 
 school. The new institution was to be named the 
 Rensselaer Institute and was to consist of two sepa- 
 rate branches, one to be called the department of 
 experimental science and the other the department 
 of classic literature. No such combination, however, 
 resulted. By the same act the school was made sub- 
 ject to the visitation of the Regents of the University 
 of the State and was declared to be entitled to the 
 same privileges, government funds and other advant- 
 ages as the academies, colleges and other schools of 
 the higher order when it complied with the terms 
 required by law and the rules of the Regents. 
 
 At a meeting of the trustees held September 25, 
 1841, the prudential committee was empowered to 
 place the institution under the supervision of the 
 Regents. Nothing was done in this direction, how- 
 ever, and on April 30, 1845, this committee was again 
 authorized to consider the question. An application 
 dated January 29, 1846, which contained a complete 
 
 8 9 
 
go RENSSELAER POLYTECHNIC INSTITUTE. 
 
 inventory and valuation of the property, was accord- 
 ingly presented, and, in consequence, on the fifth of 
 February of the same year the school was made sub- 
 ject to the visitation of the Regents, being classed 
 as an academy until after its reorganization in 
 1849-50. Annual reports were made for eight years, 
 and during this time it received a small amount of 
 money, $744 in all, as its share of the literature 
 moneys distributed to the academies of the state. In 
 1854 the authorities declined to make further reports, 
 on the ground that the school had little in common 
 with the academies. They were again made in 
 1869 and 1870, the institution being then classed as 
 a scientific school. Another is found in the Report 
 of the Regents for 1880, and since 1882 they have 
 been made annually. They are now compulsory. 
 
 Upon the removal of the Institute, in May, 1834, 
 from the Old Bank Place to the Van der Hey den 
 mansion, a five-years' lease of the latter place was 
 made ; and in order to provide proper facilities for 
 the students the Patron caused a laboratory and study 
 rooms to be built upon its grounds. After his death, 
 which occurred January 26, 1839, the lease was 
 renewed for two years. During this period the 
 school suffered by the mutilation and final destruction, 
 under the orders of the road commissioners of Troy, 
 of the buildings erected by Mr. Van Rensselaer, and, 
 as the agent of the property refused to restore them, 
 at the expiration of the lease on May i, 1841, a return 
 to its original location was effected. Its second oc- 
 
1: 
 
REORGANIZATION OF THE SCHOOL. QI 
 
 cupation of the Old Bank Place was only three years 
 in duration. 
 
 In 1843 the infant school lot situated on the north- 
 east corner of State and Sixth streets, with a front- 
 age of one hundred feet on Sixth Street and of ninety- 
 eight feet on State Street, was offered as a gift by the 
 city to the trustees, with the condition that William 
 P. Van Rensselaer, a son of the founder, should 
 give to the institution a sum of money equal to the 
 value of the property. There was upon the lot a 
 brick building fifty by thirty feet in size which was 
 valued at $2500. The property was appraised at 
 $6500, and, the condition being accepted by Mr. Van 
 Rensselaer, was deeded to the trustees June i, 1844. 
 The $6500 in money thus obtained was invested as 
 a permanent fund, and at the same time 11260 was 
 raised by subscription for the purpose of building a 
 laboratory. This was a one-storied brick building 
 fifty by twenty-six feet in size, and was built upon the 
 lot in 1844. It cost 1 1 150. In the same year these 
 two buildings were occupied by the school. 
 
 In the complete inventory contained in the appli- 
 cation to the Regents made January, 1846, the build- 
 ings and lot were valued at $7 650 ; the library of 
 three hundred and ninety-six volumes at $973.45, and 
 the surveying instruments, apparatus and specimens 
 at $537.63. The money in possession of the trustees 
 amounted to $6690, so that the total estimated value 
 of the property of the Institution was $15,851.08. 
 The total debts at the same time amounted to $1050* 
 
92 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 In the catalogue for the thirty-fifth semi-annual 
 session, published in 1841-2, during the second oc- 
 cupancy of the Old Bank Place, is given a list of 
 students for the years 1839, 1840 and 1841, with 
 their ages and addresses. During these three years 
 there were seventy-seven students, most of whom 
 came from the state of New York. Twelve of them, 
 however, came from Connecticut, Maryland, New 
 Hampshire, New Jersey, Pennsylvania, Tennessee, 
 Vermont and Canada. Their ages varied generally 
 between seventeen and twenty-five years, the aver- 
 age being twenty years. The list for the years 1840, 
 1841 and 1 842, given in the catalogue of 1842-3, 
 contains the names of seventy-five students, of whom 
 ten were not residents of the state. One of them 
 came from the territory of Wisconsin. During the 
 next few years, until the extension of the course of 
 study, the number varied between thirty-five and 
 sixty-five annually, with an average age of about 
 nineteen years. These numbers include students, of 
 whom there was always a considerable number, who 
 took partial courses and stayed only part of the year. 
 
 Amos Eaton having died May 6, 1842, George H. 
 Cook, of the class of 1839, afterwards widely known 
 for his work as State Geologist of New Jersey, was 
 appointed Senior Professor and Agent September 
 19, 1842. He had previously been appointed Assist- 
 ant Professor in March, 1840; Adjunct Professor of 
 Civil Engineering in October, 1 840, and Professor of 
 Chemistry, Mineralogy and Zoology in September, 
 
REORGANIZATION OF THE SCHOOL. 93 
 
 1841. His duties as Senior Professor included the 
 delivery of courses of lectures on geology, chemistry 
 and civil engineering. After somewhat extending 
 the courses of study he resigned in 1846. His re- 
 signation was accepted by the board of trustees, 
 with resolutions of regret, at a meeting held No- 
 vember 30, 1846, and on the same date B. Franklin 
 Greene, Professor of Mathematics and Natural 
 Philosophy in Washington College, Maryland, was 
 appointed Senior Professor. He was graduated 
 from the Institute in the class of 1842 with the 
 degrees of Civil Engineer and Bachelor of Natural 
 Science, and had been teaching at Washington Col- 
 lege since 1843. In assuming the duties of Senior 
 Professor he became at the same time Professor of 
 Mathematics and Physics. 
 
 In the meanwhile the resignation of Dr. Nott had 
 been accepted April 30, 1845, an d Rev. Dr. N. S. S. 
 Beman, who had been Vice-president since 1841, 
 was elected President in his place. 
 
 The acceptance of the direction of the Institute by 
 B. Franklin Greene marks an epoch in the history of 
 the school. With the exceptions of its founder and 
 Amos Eaton, it owes more to him than to any other 
 person. Up to this date the course had been one 
 year in duration, and although this length of time 
 spent at the school did not necessarily insure the 
 acquirement of either of the degrees, which were 
 given only after satisfactory examinations had been 
 passed, the average student who came reasonably 
 
94 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 well prepared could complete either of the courses in 
 this period. After a careful study of the scientific 
 and technical institutions of Europe Professor Greene 
 thoroughly reorganized the curriculum. This reor- 
 ganization, which included a material enlargement of 
 the course of study and the requirement of a more 
 rigid standard of scholarship from candidates for 
 degrees, took place in the years 1849-50. 
 
 Professor Greene, who in the meanwhile had be- 
 come Director of the institution when that office was 
 created by act of Legislature in 1850, published in 
 1856 a pamphlet of eighty-seven pages, entitled 
 "The Rensselaer Polytechnic Institute. Its Reor- 
 ganization in 1849-50; Its Condition at the Pres- 
 ent Time; Its Plans and Hopes for the Future." 
 This, as its title indicates, was descriptive of the 
 reorganization. Quotations from it will show more 
 clearly the character of the changes and the inten- 
 tions of the authorities : 
 
 "The managers of the Institute therefore resolved 
 that their field should be narrowed and more thor- 
 oughly cultivated ; that, indeed, their educational 
 objects should be restricted to matters immediately 
 cognate to Architecture and Engineering; that, 
 moreover, for a somewhat irregular and for the most 
 part optional course, requiring but a single year for 
 its accomplishment, they would substitute a carefully 
 considered curriculum which should require at the 
 least three full years of systematic and thorough 
 training ; and that, finally, they would demand the 
 
REORGANIZATION OF THE SCHOOL. 95 
 
 application of the strictest examination tests to the 
 successive parts of the course prescribed, not only in 
 respect to the translation of students from lower to 
 higher classes, but, especially, in all cases of ultimate 
 graduation with professional degrees. It was in ac- 
 cordance with such views as these that, in 1849-50, 
 this institution was wholly reorganized upon the basis 
 of a general polytechnic institute, when it received 
 the distinctive addition to its title, under which it has 
 since been more or less generally known. Its objects 
 were thenceforward declared to be * The education 
 of architects and civil, mining and topographical 
 engineers, upon an enlarged basis and with a liberal 
 development of mental and physical culture V 
 
 " But it is proper to remark that, with the compre- 
 hensive statement and formal announcement, then 
 made, of what was proposed to be the future work of 
 the Institute, there was associated in the minds of its 
 managers no immediate expectation of realizing more 
 than a very partial development of their plans, with 
 the comparatively limited resources in material of 
 every kind at their command. Accordingly it was 
 resolved that, of the entire Institute curriculum, they 
 would at first proceed to develop the General Course 
 the common scientific basis of the four professional 
 courses and the two specialties of Civil and Topo- 
 graphical Engineering to as good a degree of excel- 
 lence as should be practicable under the existing cir- 
 cumstances ; while they would defer any attempt to 
 effect the more complete development of their plans, 
 
96 RENSSELAER POL YTECHNIC INSTITUTE. 
 
 including the important specialties of Architecture 
 and Mining Engineering, to a period when they 
 might hope to be able to invoke effectively the 
 aid of conditions more favorable to realizations so- 
 desirable." 
 
 As indicated in these extracts, no attempt was 
 made to develop at once all the special technical 
 courses which it was intended to establish eventually. 
 The course in Natural Science was made two years 
 in length and that in Civil Engineering required 
 three years. The first year was common to both. 
 The degree given for the former course was Bachelor 
 of Science, B.S., and for the latter Civil Engineer, 
 C.E. The highest or senior class was called Division 
 A and the others divisions B and C. In 1852 a 
 " preparatory class ", in which students were fitted to 
 enter Division C, was inaugurated. 
 
 An examination of the new curriculum shows the 
 effect upon its formation of the study of the French 
 scientific schools. Its object was practically that of 
 L'Ecole Centrale des Arts et Manufactures, which, in 
 a three-years' course, was intended to train civil en- 
 gineers, directors of works, superintendents of man- 
 ufactories, professors of applied science, etc., and the 
 reorganized course bears considerable resemblance 
 to that of the same school. That part of it which 
 forms the groundwork for the higher technical studies 
 also resembles the curriculum of L'Ecole Polytech- 
 nique, which, it will be remembered, does not furnish 
 a complete system of instruction, but has for its object 
 
REORGANIZATION OF THE SCHOOL. 97 
 
 the preparation of students for entrance to certain 
 government technical institutions. 
 
 It was the intention to obtain, as far as the condi- 
 tions would admit, the same end here in a single 
 school that was obtained in France from L'Ecole 
 Polytechnique and the special schools combined. 
 As a matter of fact, with the same high aim in view, 
 the curriculums of such institutions, wherever situated, 
 must necessarily bear a resemblance to each other. 
 In relation to this subject the circular of February, 
 '1851, informs us that " In the essential features of its 
 design and intentions the Institute may be said to 
 occupy a position between L'Ecole Polytechnique 
 and L'Ecole Centrale des Arts et Manufactures, of 
 Paris. It claims no other resemblance to these cele- 
 brated and richly endowed institutions. To its pecu- 
 liar mode of study there is no known counterpart'' 
 
 The mode of study at this time contained the 
 essential features of that which characterized the: 
 beginnings of the school. The students took full 
 notes of the lectures delivered by the professors and 
 afterwards studied the subjects by the aid of their 
 notes, their own practical exercises and books of 
 reference. The next day they were interrogated 
 by the instructors and after the interrogation were 
 divided into small sections which assembled in 
 different rooms. Each student then delivered an 
 extemporaneous lecture upon the subject under con- 
 sideration, which was afterwards criticised by the 
 other members of his section and by an officer styled 
 
9 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 a " Repeater ", who, under the direction of the pro- 
 fessor at the head of the department, took charge of 
 the several sections. 
 
 The Repeaters were generally resident graduates 
 or students who were members of the highest class 
 in the institution. The term seems to have been 
 taken from the name R6f6titeur> given in L'Ecole 
 Centrale to a class of instructors with similar duties. 
 It was used only a few years and appears for the last 
 time in the catalogue of 1859, in which, among 
 twelve instructors, there is found only one, the Re- 
 peater of Mechanics, who was at the same time As- 
 sistant Professor of Mathematics. In that of 1855, 
 among eleven instructors there is no repeater. The 
 practice of requiring daily lectures from each student 
 was gradually dropped with the use of this title, and 
 the present method of strict interrogations and of 
 blackboard demonstrations which partake of the na- 
 ture of the lectures, was as gradually introduced. 
 This change was largely and almost necessarily the 
 result of the increased attendance at the school. 
 
 The " Notices" of 1835 and the examination ques- 
 tions of the succeeding year, together with the quali- 
 fications required of candidates for degrees in 1842, 
 all of which are found in the preceding chapter, 
 give a reasonable knowledge of the character of the 
 work done at that period of the school's history. As 
 it is now proposed to set forth the curriculum after the 
 reorganization, it will be well to preface it with the 
 remark that, although the limited time given to the 
 
REORGANIZATION OF THE SCHOOL. 99 
 
 course naturally restricted its value, gradual improve- 
 ments had been made in the intermediate years, as 
 required by the advances in natural and applied 
 science. In fact, the reorganization itself was not 
 immediately completed. Although it may be said 
 to have taken place in 1849-50, and the courses were 
 extended at this time, a departure, in most respects 
 so decided, from its previous methods necessarily 
 could not be immediately accomplished. By the 
 year 1854 the courses in Civil Engineering and 
 Natural Science had been well developed. The 
 table which follows, taken from the Annual Register 
 of that year, gives an outline of the subjects studied 
 and the order of their distribution. 
 
 SCHEDULE OF THE COURSE IN CIVIL ENGINEERING 
 
 (1854). 
 
 Departments of Instruction. Subjects of Study. 
 
 FIRST YEAR. 
 FIRST TERM. 
 
 Mathematics Algebra Geometry. 
 
 General Physics Molecular Forces Thermotics. 
 
 Graphics Geometrical Drawing: Elementary Draw- 
 ing- 
 
 Geodesy Line Surveying: Theory (Commenced) ; 
 
 Field Work. 
 
 English Composition The Course (Commenced). 
 
 French Language The Course: French Grammar. 
 
 SECOND TERM. 
 
 Mathematics Trigonometry Higher Algebra. 
 
 General Chemistry Non-metallic Chemistry. 
 
 Graphics Topographical Drawing: General Topog- 
 raphy; Maps of Farm Surveys. 
 
 Geodesy Line Surveying: Theory (Finished); 
 
 Office Work. 
 
100 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Natural History Botany. 
 
 English Composition The Course (Continued). 
 
 French Language The Course: Translations from French 
 
 into English. 
 
 SECOND YEAR. 
 
 FIRST TERM. 
 
 Mathematics Analytical Geometry Differential Cal- 
 culus. 
 
 General Physics Electricity. 
 
 General Chemistry Metallic Chemistry. 
 
 Natural History Mineralogy. 
 
 Graphics Descriptive Geometry: General Theory 
 
 Geometrical Drawing: Architectural 
 Drawing. 
 
 Geodesy Practical Trigomometry. 
 
 English Composition The Course (Continued). 
 
 French Language The Course: Reading from French Sci- 
 entific Authors. 
 German Language The Course: German Grammar. 
 
 SECOND TERM. 
 
 Mathematics Integral Calculus. 
 
 General Physics Acoustics Optics. 
 
 Natural History Zoology. 
 
 Geology and Physical 
 
 Geography Geology. 
 
 Graphics Descriptive Geometry: Shades and 
 
 Shadows Geometrical Drawing: Ma- 
 chine Drawing. 
 
 Geodesy Topographical Surveying Hydrograph- 
 
 ical Surveying. 
 
 English Composition The Course (Continued). 
 
 German Language The Course: Translations from German 
 
 into English. 
 
 THIRD YEAR. 
 FIRST TERM. 
 
 Mechanics Mechanics of Solids Mechanics of 
 
 Fluids. 
 
 Practical Astronomy The Course (Commenced). 
 
 Physical Geography The Course. 
 
 Practical Geology The Course. 
 
 Geodesy Trigonometrical Surveying. 
 
REORGANIZATION OF THE SCHOOL. IOI 
 
 Graphics Descriptive Geometry: Perspective ; Iso- 
 
 metrical Projection Topographical 
 Drawing : Maps of Trigonometrical 
 Surveys. 
 
 Machines Theory of Machines. 
 
 Industrial Physics Practical Pneumatics Practical Ther- 
 
 motics. 
 
 Philosophy of Mind The Course (Commenced). 
 
 English Composition The Course (Finished). 
 
 SECOND TERM. 
 
 Constructions Theory of Structures General Con- 
 structions Bridges Hydraulic 
 Works Railways. 
 
 Machines Prime Movers Special Machines. 
 
 Mining The Course. 
 
 Practical Astronomy The Course (Finished). 
 
 Geodesy Railway Surveying Mine Surveying. 
 
 Graphics Descriptive Geometry: Stone Cutting 
 
 Topographical Drawing: Maps, etc., of 
 Railway Surveys; Plans, etc., of Mine 
 Surveys. 
 
 Metallurgy General Metallurgy Metallurgy of 
 
 Iron. 
 
 Industrial Physics Architectural Physics. 
 
 Philosophy of Mind The Course (Finished). 
 
 SCHEDULE OF THE COURSE IN NATURAL SCIENCE. 
 FIRST YEAR. 
 
 The course for the first year is the same as that in Civil Engineering. 
 
 SECOND YEAR. 
 FIRST TERM. 
 
 General Physics Electricity. 
 
 General Chemistry Metallic Chemistry. 
 
 Natural History Mineralogy. 
 
 Geology and Physical 
 
 Geography Physical Geography. 
 
 Practical Geology The Course. 
 
 Graphics Geometrical Drawing : Architectural. 
 
 Industrial Physics Practical Pneumatics Practical Ther- 
 
 motics. 
 
102 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Philosophy of Mind The Course (Commenced). 
 
 English Composition The Course (Finished). 
 
 French Language The Course: Reading French Scientific 
 
 Authors. 
 German Language The Course: German Grammar. 
 
 SECOND TERM. 
 
 Natural History Zoology. 
 
 Geology and Physical 
 
 Geography Geology. 
 
 General Chemistry Organic Chemistry. 
 
 Natural History Applied 
 
 to the Arts The Course. 
 
 General Physics Acoustics Optics. 
 
 Industrial Physics Architectural Physics. 
 
 Philosophy of Mind The Course (Finished). 
 
 German Language The Course: Translations from German 
 
 into English. 
 
 In the table the use of the term "The Course" 
 after a subject refers to a detailed description of it in 
 an exhaustive schedule which follows the table in 
 the Register. This gives in minute detail the scope 
 of each subject taught and the text-books and works 
 of reference used. It covers forty pages, containing 
 thirty-one main and two hundred and two sub- 
 divisions. 
 
 Lectures and text-books were both used in most 
 of the courses. Among the text-books may be men- 
 tioned : Davies' Legendre's Geometry, Davies* 
 Bourdon's Algebra, Chauvenet's Trigonometry*. 
 Church's Analytical Geometry, Church's Calculus, 
 Mahan's Industrial Drawing, Davies' Shades, Shad- 
 ows and Perspective ; Davies' Descriptive Geometry, 
 Jopling's Isometrical Perspective, Davies' Surveying, 
 Simms' Mathematical Instruments, Gummere's As- 
 
A CORNER IN THE PHYSICAL LABORATORY. 1894. 
 
. 
 
 V OF THE 
 
 UNIVERSITY 
 
 OF 
 
REORGANIZATION OF THE SCHOOL. 103 
 
 tronomy, Hitchcock's Geology, Dana's Mineralogy, 
 Gray's Botany, Gregory's Elements of Chemistry, 
 Mill's Qualitative Analysis, Fresenius' Quantitative 
 Analysis, Morfit's Chemical Manipulation, Bird's 
 Natural Philosophy, Bartlett's Acoustics and Optics, 
 Bartlett's Analytical Mechanics, Weisbach's Mechan- 
 ics of Machinery and Engineering, Pambour's Theory 
 of the Steam Engine, Moseley's Mechanical Prin- 
 ciples of Engineering and Architecture, Morin's 
 Aide-Memoire de Mecanique Pratique, Haupt's 
 Bridge Construction, Mahan's Civil Engineering and 
 D'Aubuisson's Traite d'Hydraulique. A list of one 
 hundred and twenty-nine works of reference in 
 English, French and German is also given. 
 
 The practical part of the work of the school in- 
 cluded surveys, chemical and physical laboratory 
 work, botanical and geological excursions, visits to 
 factories, etc. 
 
 Applicants for admission were required to be at 
 least sixteen years old. The majority were over 
 eighteen. They were required to be well prepared 
 in geography, English composition, arithmetic, in- 
 cluding the metric system ; plane geometry, and 
 algebra to equations of the second degree. 
 
 The first " Register " to appear after the reorgan- 
 ization was a pamphlet of sixteen pages dated August 
 15, 1851. The second, which was published in 
 October, 1852, contained after the names of the stu- 
 dents their grades in the different departments and 
 their class standing. After some of them the letters 
 
104 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 " d " and " a ", meaning respectively " deficient " and 
 " not examined ", were placed. To this there was 
 decided objection on the part of the students, who 
 republished this register in December of the same 
 year, leaving out the objectionable features. The 
 grades were in consequence omitted from succeed- 
 ing registers, though the " order in general standing " 
 upon graduation was published until 1855, since 
 which year all names of undergraduates have ap- 
 peared in alphabetical order in the different divisions. 
 
 About this time students were advised to wear a 
 " uniform dress ", and many of them did so. The 
 suit, including a cap, was made of dark-green cloth. 
 The coat was a single-breasted frock with a black 
 velvet collar, and the cap had an ornamental symbol 
 in gold placed on the band in front. The custom 
 did not continue very long, and the uniform was 
 officially mentioned for the last time in the Register 
 of 1855. 
 
 Shortly after the extension of the course of study 
 the name of the school was changed from the Rens- 
 selaer Institute to the Rensselaer Polytechnic Institute. 
 In a " Programme" issued in 1851 it is called by its 
 former name, but in the Register published in August 
 of the same year the latter title is used. Although 
 henceforth known as the Rensselaer Polytechnic 
 Institute, the change was not ratified by act of Legis- 
 lature until April 8, 1861. The name " Annual 
 Register " was first given to the official catalogue in 
 
 1854. 
 
REORGANIZATION OF THE SCHOOL. IO5 
 
 The improvement of the curriculum was followed 
 by an increase in the number of students and instruc- 
 tors. The report to the Regents of the University 
 of the State, made in 1848, shows that on September 
 29 of that year there were twenty-two students, and 
 that during the year ending on that date there had 
 been a total attendance of fifty-one. The number of 
 instructors was five, including the president, who 
 lectured once a week on Mental and Moral Philoso- 
 phy. In 1855 there were one hundred and fourteen 
 students, of whom fifty-one were from the state of 
 New York, forty-eight from fourteen other states, 
 including Maine, Louisiana and California, and fifteen 
 from foreign countries. The number of instructors 
 had increased to eleven, including Dr. Beman. In 
 consequence of the extension of the course no class 
 was graduated in 1852. 
 
 In 1848 the tuition was $20 for each term of five 
 months, or $40 a year. Those who worked in the 
 chemical laboratory paid $8 a term more. In 1851 
 the corresponding fees were $60 a year and $5 a 
 term. In 1857 the tuition was $100 a year, with no 
 extra charges. This was increased to $150 a year in 
 1864 and again in 1866 to $200, at which price it 
 still remains. 
 
 The fifth act, relating to the institution, passed by 
 the Legislature of the state was dated March 8, 1850. 
 Beside creating the office of Director this law reor- 
 ganized the board of trustees. It was enlarged to 
 nineteen members, and the only ex-officio member 
 
106 RENSSELAER POLYTECHNIC INSTITUTE, 
 
 left in it was the Mayor of Troy. All restrictions as 
 to place of residence of members were abolished. 
 The act of April 8, 1861, which legalized the change 
 of name of the Institute made ten years before, also 
 gave the board the power to increase its number to 
 twenty-five members, including the Mayor of Troy. 
 No further change has since been made in this num- 
 ber. By the same law the Trustees were given the 
 power to confer the degrees of Civil Engineer, 
 Topographical Engineer, Bachelor of Science and 
 such other academic honors as they might see fit. 
 This was merely a more explicit definition of their 
 power to grant certificates than was given by the act 
 of 1835, under which they had been annually con- 
 ferring degrees. 
 
 In pursuance of the plan outlined at the time of 
 the reorganization a course in Topographical En- 
 gineering was, in 1857, added to those already exist- 
 ing. Upon its satisfactory completion the candidate 
 received the degree of Topographical Engineer, T.E. 
 Like the course in Natural, or, as it was then called, 
 General Science, it was two years in length, while 
 that in Civil Engineering required three years. A 
 special course in Land Surveying, only one year in 
 duration, was also inaugurated. The first year of the 
 Topographical curriculum was identical with that in 
 Civil Engineering. In the second year pure mathe- 
 matics, graphics, physics, chemistry and geology 
 were taught, and especial attention was given to* 
 
REORGANIZATION OF THE SCHOOL. IO/ 
 
 general surveying, practical astronomy and topo- 
 graphical drawing. 
 
 /It will be remembered, in considering the time 
 given to the three principal courses, that the prepara- 
 tory class increased their length for some of the stu- 
 dents by a period of one year. Since the first year 
 of its establishment its members had varied in num- 
 ber from twenty-two to thirty-two. They were 
 treated as members of the Institute, and their names 
 were printed in the Register, after Division C, under 
 the heading " Preparatory Class ". In 1858 " Divis- 
 ion D" was prefixed to this title, and after 1862 it 
 was no longer called the preparatory class but simply 
 " Division D ". 
 
 In 1860 the special course in Land Surveying was 
 abolished and the courses in General Science and 
 Topographical Engineering were made three years 
 in length, the same as that in Civil Engineering. In 
 1862, when the preparatory class became Division D, 
 the latter course was made four years in length and 
 the two former each three years. These two, how- 
 ever, began with Division C, the course in Topo- 
 graphical Engineering being identical with that in 
 Civil Engineering throughout the work of divisions 
 C and B, and the course in General Science coincid- 
 ing with both of the engineering courses in Divis- 
 ion C. 
 
 At this time candidates for admission to Division 
 D were required to be not less than fifteen years old, 
 and they were examined in geography, English 
 
108 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 grammar, arithmetic and algebra (through equations 
 of the first degree). J 
 
 During the scholastic year 1862-3 $ti\\ other 
 changes were made, a course in Mechanical En- 
 gineering was added, and each of the four courses 
 was made four years in length, the first two years 
 being identical in all. The last two years in Me- 
 chanical Engineering contained, of course, more of 
 the theory and practice of machine construction than 
 those leading to the other two professional degrees. 
 Courses in Structures and Hydraulics were more 
 largely developed in the Civil Engineering curricu- 
 lum, and Geodesy and General Surveying in that of 
 Topographical Engineering. The improvements in 
 these various courses, made annually during the 
 preceding years, are given in detail in the Annual 
 Registers. 
 
 In 1866 the course in Topographical Engineering 
 was replaced by one in Mining Engineering. The 
 number of students in the former had never been 
 great, and of these only five had been graduated, 
 all in the class of 1860. The first two years in Min- 
 ing Engineering were identical with those of the 
 other courses. The distribution of the subjects in 
 the last two years will be given here. 
 
TRIGONOMETRIC SURVEYING. 1894. 
 
OF THE 
 
 UNIVERSITY 
 
 OF 
 
REORGANIZATION OF THE SCHOOL. 1 09 
 
 SCHEDULE OF THE Two LAST YEARS OF THE COURSE 
 IN MINING ENGINEERING (1866). 
 
 Departments of Instruction. Subjects of Study. 
 
 DIVISION B. 
 
 FIRST TERM. 
 
 Mathematics Differential Calculus Integral Calculus 
 
 Method of Least Squares. 
 
 Physics Electricity : Terrestrial Magnetism ; 
 
 Statical and Dynamical Electricity. 
 
 Chemistry Qualitative Analysis : Behavior of bases 
 
 and acids with reagents. 
 
 Natural History Mineralogy. 
 
 German Language German Grammar English Transla- 
 tions. 
 
 Geodesy Practical Trigonometry Levelling 
 
 Topographical Surveying. 
 
 Geometrical Drawing Machine Drawing: Elements of Machines. 
 
 Topographical Drawing . . Maps of Topographical Surveys. 
 
 SECOND TERM. 
 
 Rational Mechanics Mechanics of Solids Mechanics of 
 
 Fluids. 
 
 Descriptive Geometry.... Linear Perspective. 
 
 Physics Acoustics and Optics. 
 
 Chemistry Qualitative Analysis. 
 
 Natural History Mineralogy Geology Zoology Palae- 
 ontology. 
 
 German Language English Translations. 
 
 Geometrical Drawing Perspective. 
 
 Topographical Drawing.. Colored Topography. 
 
 DIVISION A. 
 FIRST TERM. 
 
 Physical Mechanics Mechanics of Solids : Friction ; Strength 
 
 of Materials. Mechanics of Fluids: 
 Practical Hydraulics ; Practical Pneu- 
 matics. 
 
 Machines Theory of Machines. 
 
 Descriptive Geometry.... Stone Cutting. 
 
 Chemistry Qualitative Analysis Metallurgy. 
 
HO RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Natural History Mineralogy Geology. 
 
 Philosophy Intellectual Philosophy. 
 
 Geometrical Drawing Stone Cutting. 
 
 SECOND TERM. 
 
 Machines Theory of Prime Movers: Steam Engine. 
 
 Designs for and Reviews of Special 
 Machines. 
 
 Chemistry Quantitative Analysis Metallurgy As- 
 saying. 
 
 Geodesy Mine Surveying. 
 
 Practical Mining Sinking and Driving Ventilation and 
 
 Drainage General Management. 
 
 Philosophy Ethical Philosophy. 
 
 In July, 1859, B. Franklin Greene severed his 
 connection with the Institute, after a service of more 
 than twelve years. At first Senior Professor with 
 the chair of Mathematics and Physics, his title was 
 changed in 1850 to Director and Professor of Physics, 
 Chemistry and Geology. In 1852 he became Pro- 
 fessor of Physics, Mechanics and Constructive En- 
 gineering, and in 1855, Professor of Mechanics, 
 Machines and Constructions. The change in the 
 character of the course while he was at the head of 
 the faculty gives evidence of his efficiency and great 
 ability. 
 
 Ever since he had been elected Vice-president in 
 1841, Rev. Dr. Beman had delivered lectures on 
 Mental and Moral Philosophy at the Institute, and 
 since 1854 he had been Professor of Mental Philos- 
 ophy as well as President of the Board of Trustees. 
 Upon the resignation of B. Franklin Greene he was 
 made Director as well, and the title of Senior Pro- 
 fessor was revived and conferred upon Charles 
 
REORGANIZATION OF THE SCHOOL. Ill 
 
 Drowne, who became at the same time Professor of 
 Civil Engineering. Professor Drowne was graduated 
 in the class of 1 847 with the degree of Civil Engineer, 
 and in the same year became Assistant in Mathe- 
 matics and Physics. In 1850 he was Adjunct Pro- 
 fessor of Theoretical and Practical Mechanics, and 
 from 1851 to 1855 Professor of Mathematics, Astron- 
 omy and Geodesy. Dr. Beman remained Director 
 only one year, and in 1860 Charles Drowne became 
 Director and Professor of Theoretical and Practical 
 Mechanics. The term Senior Professor was then 
 dropped and has not since been used, 
 
 Although resigning as Director, Dr. Beman con- 
 tinued President of the Board of Trustees until ad- 
 vancing years compelled him to terminate, in 1865, 
 his long and useful connection with it. He was 
 succeeded, March 20, 1865, by John F. Winslow, one 
 of the proprietors of the Rensselaer Iron Works of 
 Troy. He had been a trustee since 1860. Mr. 
 Winslow retained his position only three years ; his 
 removal to Poughkeepsie causing him to resign 
 April 9, 1868. On May 7 of the same year the 
 sixth President, Dr. Thomas C. Brinsmade, was 
 elected. He was a physician of Troy who had been 
 a trustee for twenty-four years, having been elected 
 March 4, 1844, during the second occupation of the 
 Old Bank Place. His term of office was short. 
 Whilst reading a paper on the condition of the Insti- 
 tute at a public meeting, held in the evening of June 
 22, 1868, for the purpose of raising funds for the 
 
1 1 2 RENSSELA ER POL Y TE CHNIC INS TITU TE. 
 
 school, he died suddenly of heart disease. James 
 Forsyth, a lawyer of Troy, was made President 
 December 15, 1868. He had not previously been 
 connected with the institution. 
 
CHAPTER VIII. 
 
 PRESENT EQUIPMENT MISCELLANEOUS 
 INFORMATION. 
 
 A GREAT fire which swept over many blocks and 
 destroyed property valued at nearly three millions of 
 dollars occurred in the city on May 10, 1862. It 
 burned the buildings of the Institute, which, beside 
 the two already described, included one adjacent to 
 them obtained shortly before the fire for a mineralog- 
 ical and geological museum. The furniture, geolog- 
 ical specimens and a part of the chemical apparatus 
 were also destroyed, though a portion of the appa- 
 ratus and the library were saved. 
 
 Temporary quarters were immediately obtained in 
 the University Building on the hill, now called the 
 Provincial Seminary, and the course was resumed on 
 the following Wednesday. Accommodations for the 
 next year were secured in the Vail Building, on the 
 northeast corner of Congress and River streets ; and 
 the school remained there until the completion, in 
 May, 1864, of the structure on Eighth Street, at the 
 head of Broadway, which, under the name of the 
 Main Building, is still used for purposes of instruc- 
 tion. It is built of brick and is one hundred and 
 fifteen feet long' by fifty feet wide, consisting of a 
 
114 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 central portion five stories in height and two wings, 
 each of four stories. The land upon which it is situ- 
 ated, including that now occupied by the Winslow 
 Laboratory, was given by the Warren family of 
 Troy, Joseph M. Warren, one of its members, having 
 been a trustee and firm friend of the school since 
 1849. 
 
 The construction of a chemical laboratory was 
 begun in 1865 on that part of the grounds north of 
 the Main Building. It was named the Winslow 
 Laboratory, in honor of President John F. Winslow. 
 He had always been deeply interested in the pros- 
 perity of the school, and had contributed largely 
 toward the construction of the Main Building. The 
 laboratory, which was completed during the summer 
 of 1866, was built of brick and was sixty feet long by 
 forty feet wide, and three stories in height. During 
 the night of August 27, 1884, the upper story, con- 
 taining lecture and recitation rooms and the chemical 
 library, was burned, and much apparatus and nearly 
 a thousand volumes were lost. It was rebuilt and 
 ready for occupancy by February, 1885. In the re- 
 building it was improved and enlarged, and is now 
 seventy-three feet long by forty feet wide, and three 
 stories in height. 
 
 In 1871 it was determined to improve the course 
 in Civil Engineering and concentrate the efforts of 
 the school upon it. The three courses in Natural 
 Science, Mechanical Engineering and Mining En- 
 gineering were therefore abolished. The number of 
 
PRESENT EQUIPMENT. 115 
 
 students taking the first two had been small, and, 
 although more had taken the last, between the years 
 1868 and 1871 only twenty-three had been graduated 
 with the degree of Mining Engineer. Metallurgy 
 and free-hand drawing were added to the civil en- 
 gineering curriculum, and the courses in chemistry, 
 physics and geology, as well as those in a number of 
 the practical engineering subjects, were extended 
 and improved. In the course as developed a wide 
 significance was given to the term civil engineering, 
 as is shown by the inclusion in the course of such 
 subjects as metallurgy, thermodynamics, the theory 
 and construction of engines and other machines, etc. 
 
 There was at this time, as there always has been, 
 a considerable number of students who took special 
 courses and were not candidates for a degree. After 
 a lapse of fourteen years the course in Natural 
 Science was re-established at a meeting of the trus- 
 tees held September 23, 1885, and still continues a 
 department of instruction at the Institute. 
 
 The semi-centennial celebration of the foundation 
 of the school was held at Troy, June 14 to 18, 1874. 
 Besides the usual commencement exercises there 
 was a largely attended alumni meeting, three days in 
 duration, at which historical and other addresses per- 
 tinent to the occasion were made by the President, 
 graduates, professors and others. A monument to 
 Amos Eaton, which had recently been placed in 
 Oakwood Cemetery, was dedicated, and sketches 
 were given of the lives of five graduates and students 
 
Il6 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 who had served in the civil war and for whom me- 
 morial windows had recently been placed in the Main 
 Building. These were Major James Cromwell, C.E., 
 Colonel Charles Osborn Gray, Major Otis Fisher, 
 Lieutenant Henry W. Merian, C.E., and Major 
 Albeit Metcalf Harper, C.E. Shortly after the 
 meeting a sixth window, to the memory of Captain 
 James R. Percy, C.E., was added. These six memo- 
 rials, however, did not represent all of the graduates 
 and students who had been in the war. More than 
 seventy-five had served in the army and navy of the 
 United States, in various capacities, during that period. 
 
 In 1874 memorial windows to Amos Eaton and to 
 Professors John Wright and William Elderhorst were 
 also placed in the assembly hall of the Main Building. 
 Professor Wright had held the chair of Botany and 
 Zoology from 1838 to 1845, and William Elderhorst 
 had been Professor of Chemistry from 1855 to 1861. 
 
 A leave of absence was granted Professor Browne, 
 in November, 1875, on account of ill health. He did 
 not recover sufficiently to enable him to return, but 
 resigned December 9, 1876, on which date William 
 L. Adams was appointed Director. President For- 
 syth had been acting in this capacity from Decem- 
 ber n, 1875, un til his appointment. Professor 
 Adams was a graduate of the class of 1862. After 
 some experience in the field he became Acting 
 Professor of Geodesy, Road Engineering and Topo- 
 graphical Drawing from September, 1864, to Febru- 
 ary, 1 865, when he resumed the active practice of his 
 
PRESENT EQUIPMENT* 1 17 
 
 profession. In September, 1872, he returned to the 
 Institute to take charge of the department in which 
 he had previously been Acting Professor. He again 
 left, in 1878, to return to the profession of railroad 
 engineering, and on September 10 of the same year 
 David M. Greene of the class of 1851 was elected 
 Director. Professor Greene had been for a short 
 time after his graduation Assistant in Mechanics and 
 Physics at the Institute, and had occupied the chair 
 of Geodesy and Topographical Drawing from 1855 
 to 1861. 
 
 The third building to be erected for purposes of 
 instruction was an astronomical observatory which 
 was finished in 1878. It was presented by Mr. and 
 Mrs. Ebenezer Proudfit of Troy as a memorial to 
 their son Williams Proudfit, a bright and promising 
 student of the class of 1877, who was, in 1875, fatally 
 injured by being thrown from his carriage. The 
 trustees received a letter from the donors November 
 6, 1875, m which they signified their intention to 
 erect the observatory. In consequence, a suitable 
 site was found in the Ranken property, situated on 
 the east side of Eighth Street, nearly opposite to the 
 chemical laboratory. This was bought by the Board 
 January 25, 1877. It has a frontage of one hundred 
 and fifty feet on Eighth Street and extends eastward 
 about five hundred feet to the brow of a hill which 
 has an elevation of about two hundred feet above 
 the Hudson River. The property included a dwell- 
 ing-house and stable, both built of brick. The house 
 
Il8 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 forty feet square and two stories in height, now con- 
 tains the testing-machines of the school. 
 
 The Williams Proudfit Observatory, situated on 
 the brow of the hill, is built of brick with stone trim- 
 mings, and consists of a central part thirty feet square, 
 with three wings, the total length being seventy-six 
 feet and breadth sixty feet. The main part is two 
 stories high, with a dome twenty-nine feet in diameter, 
 under which is the main pier intended for an equa- 
 torial telescope. The wings are each one story in 
 height, that to the east containing the transit instru- 
 ment and other apparatus used for astronomical 
 purposes. 
 
 During the alumni meeting held at Troy in June, 
 
 1 88 1, a committee of graduates was appointed to 
 solicit funds for the endowment of the institution. 
 Francis Collingwood, '55, was made chairman, and 
 the other members were : George W. Plympton '47, 
 William H. Martin '56, William Metcalf '58, Joseph 
 M. Wilson '58, Robert Neilson '61, Arba R. Had- 
 dock '62, Frederic W. Vaughan '63, Joseph C. Platt 
 '66, Joseph W. Campbell '68, Thomas Appleton '68, 
 Theodore Voorhees '69, Arthur E. Boardman '70, 
 David Reeves '72, Frank L. Rowland '75, J. F. 
 Aldrich '77, Conrad B. Krause '79, and George A. 
 Just '8 1. 
 
 This action was approved at the meeting held in 
 New York City in- January, 1882, and was officially 
 sanctioned by the board of trustees February 24, 
 
 1882. On this date the board appointed James P. 
 
PRESENT EQUIPMENT. 1 19 
 
 Wallace '37, E. Thompson Gale '37, and Charles 
 Macdonald '57, as a committee to receive and man- 
 age the funds, which were to be deposited, pending 
 investment, with the Central Trust Company of New 
 York City. It was concluded to make an effort to 
 raise $100,000 for the purpose of endowing the 
 Directorship. Subscriptions were solicited from 
 graduates, and although the whole sum has not yet 
 been raised, partly because other demands have since 
 been made upon them, notably for the construction 
 of the Alumni Building, a considerable proportion 
 has been received. The amount collected was 
 largely due to the efforts of Mr. Collingwood. 
 
 The year 1883 is made memorable by the endow- 
 ment of the chair of Rational and Technical Mechan- 
 ics. Sixty thousand dollars was given for this pur- 
 pose by Mrs. Mary Elizabeth Hart, as a memorial to 
 her husband, with the condition that the chair should 
 be designated the William Howard Hart Professor- 
 ship of Rational and Technical Mechanics. The 
 communication to the board of trustees offering the 
 endowment was dated June n, 1883, Mr. Hart 
 having died on the third day of the preceding April.. 
 He was the son of Richard P. Hart, who had been 
 a trustee of the school in its earlier days (1825-43), 
 and was a man of fine character ; an earnest student 
 of nature with strong scientific tastes. He had 
 always been interested in the school, and in her letter 
 Mrs. Hart informed the board that the endowment 
 was " in furtherance of his views and as a fitting 
 
120 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 memorial of his interest in the prosperity and success 
 of the Institute ". It is proper to remember, never- 
 theless, that the gift was due to Mrs. Hart and was 
 an evidence of that benevolence of character which 
 has since been shown in so many ways, to the bene- 
 fit of her native city. 
 
 In May, 1883, a petition was received by the 
 trustees from the students, who asked that steps be 
 taken by the board to provide a suitable gymnasium 
 for their use. The subject was again agitated later 
 in the year, and in 1884 a lot on the south side of 
 Broadway, at the foot of the property containing the 
 Main Builing, was purchased by the trustees. Upon 
 this site a gymnasium of brick, trimmed with stone 
 and terra-cotta, eighty feet long by forty-four feet 
 wide, and two stories in height, was erected. It was 
 opened March 1 1, 1887. About half the money ex- 
 pended in its construction was contributed by alumni, 
 trustees, students and residents of Troy, and the 
 remainder was appropriated from the funds of the in- 
 stitution. The first story contains a reception-room, 
 a dressing-room, shower-baths and bowling-alleys, 
 and the second the main hall, which is about thirty 
 feet high and is fitted with the best patterns of gym- 
 nastic apparatus. There is a running track around 
 this hall and at one end a gallery for spectators. 
 
 It has been seen that the geological and minera- 
 logical specimens belonging to the school were 
 destroyed by the fire of 1862. Another collection 
 immediately begun by Professor H. B. Nason, 
 
PRELIMINARY SURVEY FOR A RAILROAD. 1894. 
 

PRESENT EQUIPMENT. 121 
 
 at that time Professor of Natural History, who was 
 then in Europe. A thousand dollars was given for 
 this purpose, and by the fall of 1862 more than a 
 thousand specimens of minerals, rocks and fossils 
 had been obtained. Since then their number has 
 been constantly augmented and collections in other 
 branches of natural history have been accumulated. 
 At the present time the cabinets of minerals, rocks, 
 fossils, etc., contain more than ten thousand speci- 
 mens, the collection of shells numbers about seven 
 thousand, of birds about four hundred, of specimens 
 of wood nearly three hundred, and of plants about 
 five thousand. 
 
 The library, composed almost wholly of scientific 
 books, has also been constantly increasing in value. 
 It consists at present of about six thousand volumes 
 and about three thousand pamphlets and maps. It 
 contains many engineering works, including the pub- 
 lications of foreign and American scientific societies, 
 and bound volumes of all the more important techni- 
 cal journals. The valuable professional library and 
 drawings of Alexander L. Holley, formerly a trustee 
 of the Institute, was bequeathed to it in 1882. 
 
 For many years the geological collections and 
 cabinets of natural history were kept in a large hall 
 on the top floor of the Main Building and the library 
 was in a room on the second floor. The erection of 
 a fire-proof building in which both could be safely 
 kept was urged by Professor Nason at the Alumni 
 meeting in Troy, June 13, 1888. The State Geolo- 
 
122 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 gist of New York, Professor James Hall of the class 
 of 1832, had promised to give a valuable collection 
 of fossils if such a building were provided. Part of 
 the amount required for its construction was raised 
 by subscription from graduates at the meeting, and at 
 the Pittsburgh meeting of the association of gradu- 
 ates held January 31, to February i, 1889, enough 
 was pledged to insure its erection. A lot on the 
 east side of Second Street, between State Street and 
 Broadway, immediately north of the Savings Bank 
 building, was purchased June 2, 1890, with a fund 
 raised by subscription among the trustees, and the 
 building was completed in 1893. Wilson Brothers 
 and Co. of Philadelphia provided the plans, the three 
 brothers from whom the firm takes its name being 
 graduates of the Institute. The structure is fire- 
 proof fifty feet square and three stories in height. 
 The lower portion is faced with brownstone and the 
 upper with yellow brick and terra-cotta. The library, 
 a room for the trustees and the office of the Director 
 are on the first floor, and the other two contain the 
 geological, mineralogical and general natural history 
 collections. There is also a lecture-room for the de- 
 partment of Geology on the second floor. 
 
 President Forsyth, who beside his official duties 
 as President of the Board of Trustees had lectured 
 on the Law of Contracts since 1873, died August 10, 
 1886. Upon his death, William Gurley of the class 
 of 1839, the Vice-president of the board, became 
 Acting President and remained so until his death 
 
PRESENT EQUIPMENT. 123 
 
 January n, 1887. On June i of the same year 
 Albert E. Powers, a banker and manufacturer of 
 Lansingburg, who had been a trustee since 1861, was 
 elected Vice-president and acted as President until 
 May 2, 1888, when John H. Peck, a prominent 
 lawyer of Troy, was elected to that office. Mr. Peck 
 had been a member of the board of trustees since 
 June i, 1887. He is still (1895) President and is 
 also lecturer on the Law of Contracts. 
 
 After a service of thirteen years David M. Greene 
 resigned September 15, 1891, and Professor Dascom 
 Greene, at the head of the department of Mathe- 
 matics and Astronomy, was appointed temporary 
 Director. He held this position until the election, 
 January 15, 1892, of Palmer C. Ricketts of the class 
 of 1875, wno na d been Assistant in Mathematics and 
 Astronomy from that year until 1882 and Assistant 
 Professor in the same department from 1882 until 
 1885, when he became William Howard Hart Pro- 
 fessor of Rational and Technical Mechanics. He is 
 still (1895) Director and Professor of Mechanics. 
 
 Ever since the reorganization of the Institute by 
 B. Franklin Greene each candidate for a degree has 
 been required to present a thesis on some subject 
 germane to his course. Such theses are read at 
 commencement, and one of the conditions for gradu- 
 ation is that they must be approved by the faculty. 
 In order to improve their quality Charles Macdonald, 
 C.E., LL.D., of the Union Bridge Company, a grad- 
 uate of the class of 1857, established, September 24, 
 
124 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 1890, a prize consisting of the net annual income from 
 $2000, to be given to that member of Division A, in 
 each year, who should, on graduating, present the 
 best thesis involving a design for an engineering work 
 or an investigation of a process or natural product, or 
 of a natural law of especial interest to civil engineers. 
 This prize is awarded at the commencement follow- 
 ing that at which the competitor graduates. It has 
 already proved of much value as it increases the 
 interest taken in their theses by those students com- 
 peting for it, and incidentally has been effective in 
 improving the character of all which are presented. 
 Three graduates have received it : from the class of 
 
 1891, Stacey E. Denny ; from that of 1892, Elmer J. 
 Bucknell ; and from the class of 1893, Ralph H. 
 Chambers. The successful competitor in the class 
 of 1 894 is Paul L. Reed of Denver, Colorado. 
 
 The Alumni Association of the Institute was or- 
 ganized at Troy June 22, 1869. Annual meetings 
 are held on commencement day of each year at Troy, 
 and of late years it has been customary to hold winter 
 reunions some time during February in one of the 
 larger cities of the country containing a considerable 
 number of resident graduates. Such meetings have 
 been held in New York, Philadelphia, Pittsburgh, 
 Buffalo, Kansas City and Cleveland, and a summer 
 meeting was held, during the Columbian Exposition, 
 at Chicago in August, 1893. The first general re- 
 union was held February 18, 1881, in New York, at 
 the residence of Hon. Clarkson N. Potter of the class 
 
PRESENT EQUIPMENT. 12$ 
 
 of 1843. The names of graduates who have been 
 presidents of the Association, with their terms of 
 office, are as follows : James Hall, 1869-71 ; Albert 
 R. Fox, 1871-73; Strickland Kneass, 1873-74; 
 William Gurley, 1874-78 ; John G. Ambler, 1878- 
 79; James P. Wallace, 1879-80; Francis Colling- 
 wood, 1 880-8 1 ; Charles Macdonald, 1881-83 ' 
 Charles C. Martin, 1883-84 ; Joseph M. Wilson, 
 1884-85 ; Joseph C. Platt, 1885-86 ; David Reeves, 
 1886-87; Theordore Voorhees, 1887-88; T. Guil- 
 ford Smith, 1888-89; Christopher C. Waite, 1889- 
 90; Joseph J. Albright, 1890-91; Clark Fisher, 
 1891-92 ; William B. Cogswell, 1892-93 ; Theodore 
 N. Ely, 1893-94, and William Metcalf, 1894. 
 
 Several local alumni associations have recently 
 been formed;' one, February 10, 1888, at Kansas 
 City called the " Central R. P. I. Association " ; the 
 " Pittsburgh Association of Graduates" May n, 
 1888 ; the " Chicago R. P. I. Association " November 
 25, 1889, and the " R. P. I. Alumni Association of 
 New York City" January 17, 1893. 
 
 In past years a number of attempts were made by 
 undergraduates to publish periodicals in the interest 
 of the students and alumni of the school. The first 
 number of the Rod and Leveller appeared No- 
 vember 1 8, 1865 ; and in May, 1884, the Rensselaer 
 Polytechnic Institute Quarterly was issued for the 
 first time. These failed shortly after their inception. 
 A successful effort in this direction, however, was 
 made by Tracy C. Drake of the class of 1886, and 
 
126 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 the first number of the Polytechnic, with him and 
 A. R. Elliott as editors, appeared February 16, 1885. 
 Since that time it has been issued regularly each 
 month during the scholastic year and is now well 
 supported by students and alumni. It is published 
 by a board of editors from different classes and each 
 issue contains about twenty-five quarto pages of 
 scientific and literary articles and of news items 
 relating to the school and its graduates. 
 
 The Transit, an annual issued under the aus- 
 pices of the Fraternities by a board of editors selected 
 from members of Division B, has been published for 
 twenty- nine consecutive years. The first number, 
 dated December, 1865, was issued by the class of 
 1867. Beside the roll of members of the classes, 
 fraternities and societies it contains lists of mem- 
 bers of the athletic, glee and other clubs and miscel- 
 laneous organizations. 
 
 The ''Selected Papers" of the Rensselaer Society 
 of Engineers are also published at irregular intervals. 
 These are often of much scientific value. 
 
 The first college fraternity to establish a chapter at 
 the Institute was the Theta Delta Chi. The Delta 
 chapter was chartered in 1853 and remained until 
 1870. It was re-established in 1883. Beside this 
 there are five others existing at present : the Alpha 
 chapter of Theta Xi (1864), Lambda of Delta Phi 
 (1864), Psi Omega of Delta Kappa Epsilon (1867), 
 Theta of Chi Phi (1878) and Upsilon of Delta Tau 
 Delta (1879). The Pi chapter of Zeta Psi was 
 
TESTING CEMENT. 1894. 
 
PRESENT EQUIPMENT. I2/ 
 
 established in 1865 and withdrawn in 1893. Several 
 others were chartered at various times but were 
 withdrawn after an existence of one or two years. 
 
 The Pi Eta Scientific Society, organized January, 
 1866, became afterwards the Rensselaer Society of 
 Engineers, which was incorporated by act of legisla- 
 ture in May, 1873. Papers are read by the student 
 members at the meetings throughout the year and 
 scientific lectures are also delivered at intervals by 
 graduate members of the society and others. 
 
 The Zeta chapter of the Sigma Xi Society was 
 established at the Institute May 6, 1887. This 
 society is modelled to some extent after Phi Beta 
 Kappa, though it is not a secret society. Its under- 
 graduate members are chosen only from those who 
 have distinguished themselves in scholastic work. 
 
 The Institute has had exhibits at three world's 
 fairs. It sent some students' drawings to the 
 World's Industrial and Cotton Centennial Exposition, 
 held at New Orleans in 1884-85, and received a 
 medal and diploma of the " First Order of Merit " 
 for mechanical and free-hand drawing. It also ob- 
 tained for its exhibit at the Universal Exposition of 
 the French Republic at Paris, in 1889, the only 
 grand prize awarded to any American scientific 
 school. At the World's Columbian Exposition of 
 1893, m Chicago, it exhibited the work of its stu- 
 dents and graduates and received awards for each, 
 worded as follows : u Superior instruction in matter 
 and method, through its long continued service. 
 
128 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Marked attainments of its students in all forms of 
 class work, including topography, railroad maps, 
 mechanical drawing and theses " ; and " The magnifi- 
 cent work of its graduates, including (a) the arches 
 of the Liberal Arts building, (b} the Ferris Wheel, 
 (c) the Brooklyn Bridge, (d) the Poughkeepsie 
 Bridge, (e) the models of their inventions, (/) the 
 bibliography of their publications." 
 
 It will be inferred from what has been said in pre- 
 ceding chapters that the school cannot be classed 
 among the wealthy institutions of the country. In its 
 early days a considerable portion of the expense of 
 its maintenance was borne by the founder; during 
 the first eight years he expended more than $22,000 
 in it support. Upon the removal to the Van der 
 Heyden mansion, in 1834, he built a laboratory and 
 rooms for study upon the new site, and he continued 
 to assist the institution until his deatji. Its equip- 
 ment at first was not great, though it compared 
 favorably with that used for scientific purposes in the: 
 oldest and wealthiest colleges. In 1828 the collec- 
 tions and library were valued at $3615 and the real 
 estate at $ 1 348. The total value of its property was 
 $5009. The complete inventory made in 1846, after 
 the removal to the Infant School lot, showed the total 
 value of real estate, invested funds, library and ap- 
 paratus to be $15,851 and the debts to amount to 
 $1050. This value though small was not inconsider- 
 able for schools of science at that period. 
 
 At various times the authorities of the school have 
 
PRESENT EQUIPMENT. 1 29 
 
 made appeals for aid to the Legislature of the State. 
 One such petition, signed by B. Franklin Greene, 
 LeGrand B. Cannon, John B. Tibbits and D. Thomas 
 Vail, was presented shortly after the reorganization, 
 and in the act making appropriations for general 
 purposes, passed July 10, 1851, $3000 was given to 
 the Institute. To aid in rebuilding after the fire, 
 $10,000 was appropriated April 23, 1863. Another 
 memorial signed by all of the trustees and by 
 Director Charles Drowne was presented in 1866. 
 They asked for $50,000. This was not given, but by 
 an act passed April 23, 1864, the State Palaeontolo- 
 gist was authorized to select from the duplicate fossils 
 belonging to the State, and present to the Institute, 
 a collection as full and complete as could be made. 
 The fossils were given and an appropriation of 
 $15,000 was also made May 8, 1868. Again in 
 1 86 1, by an act passed April 28, $3750 was donated. 
 These sums, together with the $744 received from 
 the Regents between the years 1846 and 1853, 
 while the Institute was under their visitation as an 
 academy, make the total amount of money received 
 from the State, since the foundation of the school, 
 $32,494. This is wholly inconsiderable when com- 
 pared with the sums which have been received from 
 the same source by other institutions. 
 
 The aggregate amount of money subscribed at 
 intervals since the reorganization by the trustees, 
 alumni and citizens of Troy has been comparatively 
 large. It would in general be invidious to mention 
 
130 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 only those who have contributed most largely, though 
 in a few instances, where individual gifts have been 
 made for specific purposes, as in the case of the 
 Proudfit Observatory, Hart Professorship and Mac- 
 donald Prize, the names of the donors have been 
 given. It is gratifying to record the fact that in con- 
 sequence of such contributions the property owned 
 by the school has been trebled during the past fifteen 
 years. 
 
 In the seventy years which have elapsed since the 
 foundation of the Institute, from 1824 to 1894, m ~ 
 clusive, there have been 1 126 graduates. Of these 
 two hundred and sixty-five are known to be dead, 
 which would show that there are 86 1 living. This 
 number is probably somewhat too large, as there are 
 doubtless some dead, especially in the early years, 
 who have not been so recorded. Of these graduates 
 sixty-seven received the degree A.B. (r.s.), seventy- 
 seven that of Bachelor of Natural Science, B.N.S., nine 
 hundred and eighty-two graduated as Civil Engineers, 
 C.E., twenty-three as Mining Engineers, M.E., five 
 as Topographical Engineers, T.E., and the degree of 
 Bachelor of Science, B.S., was conferred upon thirty - 
 three. Eleven hundred and eighty-seven degrees 
 have therefore been conferred upon graduates. 
 Sixty-one of them took two degrees each. Fifty- 
 four of those who took two degrees were graduated 
 before the reorganization of 1849-50, and obtained 
 both C.E. and B.N.S. 
 
 Only four honorary degrees have been conferred : 
 
PRESENT EQUIPMENT. 13 1 
 
 In 1882 the honorary degree of Civil Engineer was 
 conferred upon Charles H. Fisher, Chief Engineer of 
 the New York Central and Hudson River Railroad, 
 who had been a student in the class of 1853, and also 
 upon Luiz da R. Bias, Chief Engineer of the Bahia 
 and Caribaen Railroad, Brazil, who had been gradu- 
 ated in the class of 1860 as a Topographical En- 
 gineer. In 1884 the degree of Civil Engineer was 
 also conferred upon William B. Cogswell, formerly of 
 the class of 1852, the Chief Engineer and General 
 Manager of the Solvay Process Company of Syracuse, 
 N. Y. At the same time the honorary degree of 
 Doctor of Philosophy was given James C. Booth, 
 Director of the United States Mint at Philadelphia, 
 who in 1831 had been a student at the school and an 
 assistant to the Senior Professor. 
 
 The total number of students who have attended 
 the Institute is not exactly known, though it closely 
 approximates three thousand. 
 
 The reputation of the Institute as a school of en- 
 gineering is well known. As the pioneer in any 
 English-speaking country in this branch of education 
 its fame was early established. Students have come 
 to it from forty-two of the states and territories of the 
 Union and from many foreign countries, including the 
 Bahamas, Brazil, Canada, Chili, China, Costa Rica, 
 Cuba, Ecuador, England, Germany, Honduras, Ire- 
 land, Italy, Japan, Mexico, Nicaragua, New Bruns- 
 wick, Nova Scotia, Peru, Porto Rico, Russia, San 
 
I3 2 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Domingo, Sandwich Islands, Spain, United States of 
 Colombia and Venezuela. 
 
 Its renown has not been due to its age but to its 
 methods of instruction, its rigid requirements for 
 graduation and the work of its alumni. 
 
 Its methods and curriculums of the past have 
 already been set forth in preceding chapters ; those 
 of to-day will follow. 
 
 Its requirements for graduation may be indicated 
 in a general way by finding the ratio of the gradu- 
 ates in any class to the total number of students who 
 have been members of it. Such ratios for every 
 decade since the reorganization, beginning with 1 860, 
 are as follows : for the class of 1860 the percentage is 
 45.0, for 1870 it is 31.6, for 1880 it becomes 33.3 
 and for 1890 it is 27.0. The highest ratio, 50.0 per 
 cent, is found for the class of 1885. In the class of 
 1874 it is 1 7*5 P er cent. The average ratio for the 
 last forty years is 36.0 per cent. 
 
 It is, however, to the work of its graduates that the 
 reputation of the school is largely due. They have 
 left an imprint in the history of the scientific devel- 
 opment, constructive art and material progress of this 
 and other countries which cannot be effaced. Their 
 success has been marked not only in the profession 
 of engineering and as scientific investigators but in 
 business pursuits. It has been widespread. An ap- 
 pendix containing all the known addresses and occu- 
 pations of the alumni was published, for the first time, 
 
MEASURING THE VELOCITY OF A STREAM. 1894. 
 
OF THE 
 
 UNIVERSITY 
 
 ^ OF 
 
PRESENT EQUIPMENT. - 133 
 
 in the Register of November, 1860. This began 
 with the class of 1850. It has since been published 
 in all Registers and now includes all classes from 
 the beginning. A " geographical index ", giving the 
 place of residence of all the graduates, was added in 
 1 89 1 . In the Register of 1 894 this shows the living 
 ones to be at present at work in forty-five of the 
 states and territories of the Union and in nineteen 
 foreign countries. 
 
 In 1892 a pamphlet entitled " A Partial Record of 
 the Work of Graduates of the Rensselaer Polytechnic 
 Institute " was compiled from the annual Registers. 
 Its gives the names and positions of those of the 
 alumni whose pursuits could be easily classified. 
 Even in this particular it is necessarily incomplete, 
 and no mention is made in it of many who have 
 attained eminence in various diverse callings. This 
 partial list contains the names of thirty-three presi- 
 dents, one hundred and twenty-one vice-presidents, 
 managers and superintendents, and sixty-nine chief 
 engineers of railroad companies, steel and iron works, 
 bridge companies, water works, electric companies, 
 mining companies, sewerage systems, canals, etc. 
 It shows that they have helped to build and operate 
 more than one hundred and nine thousand (109,000) 
 miles of the railroad system of North America alone 
 and that they have been connected as designers and 
 constructors with all the important bridge companies 
 and nearly all the great bridges of the country. 
 
134 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 There is given also a list of fifty-six who have be- 
 come professors in our leading universities, colleges 
 and schools of science. More than two hundred 
 have been connected with the American Society of 
 Civil Engineers in its various grades of membership. 
 
CHAPTER IX. 
 
 CURRICULUMS OF THE TWO EXISTING COURSES, 
 
 THE Institute has at present six buildings in use 
 for purposes of instruction : the Main Building, the 
 Winslow Laboratory, the Ranken House, the 
 Williams Proudfit Astronomical Observatory, the 
 Gymnasium and the Alumni Building. The Main 
 Building contains lecture and recitation rooms, draw- 
 ing-rooms and the laboratories of the department of 
 Physics. The main hall of the institution, where 
 the reading of theses and other general exercises 
 takes place, is also in this building. The Winslow 
 Laboratory is devoted entirely to the department 
 of Chemistry. The first story contains rooms for 
 quantative analysis and special investigations, and 
 also the furnaces for assaying. The general labora- 
 tory for qualitative analysis and rooms for chemical 
 balances and for the instructor in charge are on 
 the second floor. The third story contains the 
 general lecture-hall, a recitation -room, a room for 
 the apparatus used in the lectures on general chemis- 
 try and an office for the use of the instructors in 
 the department. In this room there is a carefully 
 selected special chemical library. 
 
 135 
 
136 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 The Williams Proudfit Observatory is well equipped 
 with instruments for use in engineering instruction, 
 containing a transit instrument, chronometer, chro- 
 nograph, clocks and sextant. There is a special 
 astronomical library in the computing-room. The 
 Ranken House contains the machines used for test- 
 ing wood, stone, cement and metals, and also a recita- 
 tion-room for the department of mechanics. The 
 gymnasium and Alumni Building have already been 
 sufficiently described. 
 
 The methods of instruction are similar to those in 
 vogue shortly after the reorganization. Text-books 
 are largely used, though these are almost invariably 
 supplemented by lectures. The classes are divided 
 into small sections and each student is required to 
 recite every day in all the subjects taught. Some- 
 times the recitations consist of interrogation only, but 
 generally both interrogation and blackboard work 
 are required every day. 
 
 The scholastic year is divided into two terms the 
 first beginning about the middle of September and 
 the second about the first of February. For divisions 
 D and A these are each about nineteen weeks in 
 duration, and for divisions C and B the first term is 
 about nineteen weeks and the second two weeks 
 longer. This is because the latter two divisions 
 spend the month of June in the field, surveying, 
 whereas the former end the work of the second term 
 about the middle of June. Each term is divided into 
 three periods, the advance, the review and the ex- 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 137 
 
 animation. The advance, during which the student 
 takes up a subject for the first time, lasts about fifteen 
 weeks, the review about three, and the examina- 
 tion period is about one week in duration. In the 
 review no new subject is studied, but those taken 
 during the advance are repeated. During both 
 the advance and review, when a subject is once 
 taken up it is continued until it is finished. Reci- 
 tations are held on consecutive days until the course 
 is ended. 
 
 The principal course of instruction given is that of 
 Civil Engineering, for which the degree conferred is 
 Civil Engineer (C.E.). The instruction, however, is 
 not narrowed to any special branch of civil engineer- 
 ing. The design of steam-engines, as well as that of 
 bridges, sewerage systems, water- works,, etc. is 
 taught and the student receives instruction as well in 
 the principles of electrical engineering as in the loca- 
 tion and construction of roads and railroads. A 
 course in Natural Science is also given, upon the 
 satisfactory completion of which the degree of 
 Bachelor of Science (B.S.), is conferred. Special 
 courses are given in Chemistry and special students 
 are taken in any department for which they are 
 qualified. 
 
 General schedules for the two courses will first 
 be outlined, and afterwards detailed descriptions of 
 the methods pursued in each department will be 
 given. 
 
138 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 SCHEDULE OF THE COURSE IN CIVIL ENGINEERING. 
 FIRST YEAR. 
 
 FIRST TERM. SECOND TERM. 
 
 Solid Geometry. Trigonometry. 
 
 Algebra. Physics. 
 
 French. French. 
 
 Projections, Theory. Surveying, Theory. 
 
 Projections, Drawing. Surveying, Practice. 
 
 Free-hand Drawing. Colored Topography. 
 
 Plane Problems. Bridge Drawing. 
 Elements of Drawing. 
 Pen Topography. 
 
 A Thesis must be written during the Summer vacation, 
 SECOND YEAR. 
 
 FIRST TERM. SECOND TERM. 
 
 Physics. Chemistry, Theory. 
 
 Logic. Chemistry, Lectures. 
 
 Descriptive Geometry, Theory. Differential Calculus. 
 
 Descriptive Geometry, Drawing. Surveying, Theory. 
 
 Analytical Geometry. Shades and Shadows, Theory. 
 
 Surveying, Theory. Shades and Shadows, Drawing- 
 
 Surveying, Practice. Perspective, Theory. 
 
 Physical Experiments. Perspective, Drawing. 
 
 Free-hand Drawing, Lettering. 
 
 A Thesis must be written during the Summer vacation. A four* 
 weeks' course in Surveying during the month of June is required. 
 
 THIRD YEAR. 
 
 FIRST TERM SECOND TERM 
 
 Integral Calculus. Rational Mechanics. 
 
 Rational Mechanics. Structures, 
 
 Geodesy. Railroad Engineering, Theory. 
 
 Highway Engineering. Astronomy. 
 
 Chemistry, Qualitative Analysis. Machine Construction, Theory. 
 
 Mineralogy. Machine Construction, Plates. 
 
 Electricity and Magnetism. Chemistry; Blowpipe Analysis;. 
 
 Map Drawing. Assaying. 
 
 A Thesis must be written during the Summer vacation. A four- 
 weeks' 1 course in Railroad Engineering during the month of June iz 
 required. 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 139 
 
 FOURTH YEAR. 
 
 FIRST TERM. 
 
 Machines. 
 
 Resistance of Materials 
 
 Hydraulics. 
 
 Sewerage. 
 
 Bridges and Roofs. 
 
 Economic Theory of Railroad 
 Location. 
 
 Practical Astronomy, Theory. 
 
 Practical Astronomy, Observa- 
 tions. 
 
 Metallurgy. 
 
 Physical Laboratory Work. 
 
 SECOND TERM. 
 
 Bridge Design. 
 
 Hydraulics. 
 
 Hydraulic Motors. 
 
 Thermodynamics. 
 
 Steam Engineering. 
 
 Stone Cutting, Theory. 
 
 Stone Cutting, Plates. 
 
 Electrical Engineering. 
 
 Physical Laboratory Work. 
 
 Geology. 
 
 Law of Contracts. 
 
 A Graduating Thesis must be presented. 
 
 SCHEDULE OF THE COURSE IN NATURAL SCIENCE. 
 
 The studies of the course in Natural Science are 
 identical with those in Civil Engineering during the 
 first two years. 
 
 THIRD YEAR. 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 Calculus. 
 
 Electricity and Magnetism. 
 Mineralogy, Petrography. 
 Map Drawing. 
 
 Chemistry Qualitative Analy- 
 sis ; Elementary Quantitative 
 Analysis. 
 
 A Thesis must be written during the Summer vacation 
 FOURTH YEAR. 
 
 Astronomy. 
 Geology, Lithology. 
 Histology. 
 
 Chemistry, Organic ; 
 Analysis, Assaying. 
 
 Blowpipe 
 
 FIRST TERM. 
 
 Metallurgy General Metallur- 
 gy, Iron Metallurgy. 
 
 Chemistry Quantitative Analy- 
 sis ; Analysis of Commercial 
 and Industrial Products. 
 
 Physical Laboratory Work. 
 
 SECOND TERM. 
 
 Physical Laboratory Work. 
 
 Paleontology. 
 
 Mineralogy, Determinative. 
 
 Petrography. 
 
 Chemistry Quantitative Analy- 
 sis; Volumetric and Gravimetic 
 Analysis. 
 
 Law of Contracts. 
 
 A Graduating Thesis must be presented. 
 
140 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 Mathematics and Astronomy. The subjects in 
 this department are taught partly by interrogation 
 and explanation and partly by exercises at the black- 
 board. The classes are divided into small sections 
 so that each student recites every day and receives 
 the constant personal attention of the instructor. A 
 careful record is kept of his daily work. During the 
 first year thorough instruction is given in solid ge- 
 ometry, higher algebra and trigonometry. These are 
 followed by analytical geometry and differential calcu- 
 lus in the second year, and by integral calculus in the 
 third. Lectures on the theory and various forms of 
 the slide-rule are also delivered. In all these subjects 
 examples of a practical nature are constantly given. 
 The text-books used are supplemented by notes pre- 
 pared by the instructors. 
 
 The course in descriptive astronomy is given in the 
 third year, and that in spherical and practical astron- 
 omy in the fourth. In the latter are considered the 
 adjustment and use of portable instruments, correction 
 of observations, determination of time, latitude, longi- 
 tude and the meridian, the methods of least squares 
 and similar subjects. The theory is supplemented by 
 work in the observatory, where the use of the sextant, 
 chronograph, transit instrument, etc., is taught. 
 
 Descriptive Geometry and Stereotomy. In this 
 department careful and thorough instruction is given 
 in free-hand drawing, lettering, the use of drawing 
 instruments, tinting, shading, isometric and ortho- 
 graphic projections, tracing and making blue-prints, 
 
MERIDIAN OBSERVATIONS IN THE OBSERVATORY. 1894. 
 
CURRICULUMS OF THE TWO EXISTING COURSES. I4 1 
 
 the theory and practice of shades, shadows and per- 
 spective, machine construction and drawing, includ- 
 ing gearing and the slide-valve, and stone cutting. 
 In all these subjects a great amount of time is spent 
 in the drawing-room under the immediate super- 
 vision of the instructor, and original work sufficient 
 to fix the principles is required. In descriptive 
 geometry, for instance, although a lesson is assigned 
 for each day from the text-book the student is sel- 
 dom given a problem found there, but is required to 
 prove an original one illustrating the same principles. 
 Besides the drawing required in the course in stone 
 cutting, plaster of paris models of arches, stairways, 
 etc., are constructed by the students. 
 
 The drawing-rooms are commodious and well 
 equipped with all that is necessary for the student. 
 A large number of models of joints in wood, the pro- 
 jections and intersections of solids ; groined, cloistered 
 and other arches, by Schroder, and others of the dif- 
 ferent solids and warped surfaces, as cylinders, cones, 
 conoids, hyperboloids, hyperbolic paraboloids, etc., 
 with their intersections and tangents, after those of 
 Olivier, are in possession of the department. These, 
 with valves, machines and parts of machines fur- 
 nish sufficient material for illustration and use. 
 
 Chemistry. The course in chemistry, which is 
 obligatory for all students, consists of daily lectures, 
 during the last part of the second year, upon general 
 inorganic chemistry. These are accompanied by 
 daily recitations, including the solution of chemical 
 
142 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 problems. Each student must recite every day. In 
 preparing for this recitation in general chemistry the 
 student is expected to make use of the chemical cab- 
 inet, in order that he may be familiar with the ap- 
 pearance and some of the simpler properties of the 
 materials referred to in the class-room. From time 
 to time students are called upon to prepare and 
 deliver short lectures upon assigned subjects of tech- 
 nical interest. 
 
 The course in qualitative analysis extends over 
 the first half of the third year, with laboratory work 
 five days in each week. During this course the 
 student acquires ability to analytically examine all 
 the ordinary materials likely to be presented to his 
 attention during his professional engineering practice. 
 He is, as far as possible, given charge of outside 
 questions which come to the laboratory for solution. 
 Blowpipe analysis and assaying extend over part of 
 the second term of the third year, particular attention 
 being given to the assay of gold and silver and to 
 the recognition of such ores of the heavy metals as 
 may be met with in the mining regions of this 
 country. 
 
 Quantitative analysis and organic chemistry are 
 not given to candidates for the degree of Civil En- 
 gineer. Courses in these subjects are given to 
 candidates for the degree of Bachelor of Science, to 
 post-graduates and to special students. Very com- 
 plete arrangements make these courses especially 
 thorough. The examination of water for public and 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 143 
 
 domestic supply, for boiler purposes and for use in 
 manufactures is made a specialty in this department. 
 
 The laboratory is well equipped with material and 
 apparatus for the course in general and analytical 
 chemistry outlined above. Fine analytical and assay 
 balances, filtering apparatus, large and small gas- 
 ometers, microscopes, spectroscopes, thermometers, 
 areometers, batteries, etc., are in constant use. The 
 fire -rooms for assaying are provided with pot- fur- 
 naces for the crucible assay of the base metals and 
 with muffles for the assay of gold and silver. Abun- 
 dant specimens for illustrating the lectures on tech- 
 nical chemistry are also to be found, the chemical 
 cabinet containing a valuable collection of glass, 
 earthenware, porcelain, gunpowder, paper, coal-tar 
 products, etc. 
 
 Mineralogy, Geology and Metallurgy. - - These 
 subjects are given by text- books, lectures and inter- 
 rogations. They are well illustrated by the very 
 large collection of specimens, maps and charts in the 
 possession of the Institution. The metallurgical col- 
 lection contains a very large number of ores and 
 their products. Steel and iron works in the neigh- 
 borhood are inspected during the period of instruction. 
 
 Physics. The work of this department begins in 
 the last term of the first year with the mechanics of 
 solids, liquids and gases, and acoustics. Optics and 
 heat are studied during the first term of the second 
 year, and electricity and magnetism during the first 
 term of the third year. These subjects are developed 
 
144 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 by daily lectures. The student uses a text-book, and 
 is held strictly accountable for an exact knowledge of 
 its contents, but much instruction is given additionally 
 in the lectures, accompanied with full experimental 
 illustrations. He is required to take notes during 
 the course of the lectures and to copy others which 
 have been put upon the blackboards. In the course 
 of daily recitations problems are frequently assigned, 
 and upon these, as well as on demonstrations of 
 theory, the student is required to give both oral and 
 written explanations. During the first term of the 
 second year a course of laboratoy work is conducted 
 in which the student is introduced to the methods of 
 quantitative measurement, and he thus acquires some 
 familiarity with the use of physical instruments. For 
 each exercise due preparation is made by appropriate 
 reading and a report is written which is examined by 
 the instructor. During the first and second terms of 
 the fourth year laboratory practice is continued, prom- 
 inence being given to methods in electrical and mag- 
 netic measurement. 
 
 During the second term of the fourth year a course 
 in thermodynamics is given, and this is followed by 
 lectures on the elements of electrical engineering as 
 an accompaniment to the laboratory work in electrical 
 measurement. 
 
 The equipment of the lecture-room and laboratory 
 includes such apparatus as Kcenig's tuning-forks, 
 siren, organ-pipes, vibratory plates, rods, sonometer ; 
 large air-pump with accessories ; Atwood's machine ; 
 
MEASURING THE RESISTANCE OF INCANDESCENT LAMPS. 1894. 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 145 
 
 compound microscope with accessories ; cathetom- 
 eter; Bunsen photometer; Morton projecting lan- 
 tern with accessories, including four hundred slides 
 illustrating various subjects in physics, etc. ; diffrac- 
 tion gratings ; prisms, lenses, etc. ; large Hilger 
 spectrometer ; Nicol's prism, two-and-a-half-inch ap- 
 erture ; electric batteries of various types ; thermo- 
 pile ; Thomson's galvanometer, four thousand ohms ; 
 D'Arsonval galvanometer ; condenser, one-third mi- 
 crofarad ; Mascart electrometer ; Weston voltme- 
 ter, Weston ammeter and milliammeter ; large in- 
 duction coil ; Ruhmkorff electromagnet ; Toepler 
 electric influence machine ; Carhart-Clark standard 
 cell ; Elliott resistance coils and Wheatstone bridge ; 
 etc. A gas-engine and dynamo supply the electricity 
 required, and the laboratory is also provided with a 
 battery of storage-cells. 
 
 Surveying. The student begins the work in sur- 
 veying during his first year at the Institute. In the 
 second term of this year he is taught the use of the 
 chain, tape and compass. He also makes a compass 
 survey of a small piece of land which is mapped and 
 the area computed. In the second year the construc- 
 tion and use of all modern surveying instruments, 
 including transit, level, solar compass and attachment, 
 clinometer, hand-level, aneroid barometer, planimeter, 
 etc., are taught in the class-room, as are also the va- 
 rious methods in modern use of making land, topo- 
 graphical, hydrographical, mine and city surveys. In 
 topographical surveying, while all methods are taught 
 
146 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 and the conditions rendering one method more suit- 
 able than another, particular attention is paid to the 
 transit and stadia, and the students become thor- 
 oughly familiar with this most generally suitable 
 method. During the first term daily practice in the 
 adjustment and use of the various instruments before 
 enumerated is given. Surveys of limited extent are 
 executed, a meridian is established with the solar 
 compass, checked by stellar observations, and the 
 magnetic declination of the needle determined. 
 
 At the close of the year the class is taken into the 
 field for four weeks, and makes a complete topo- 
 graphical survey of an area selected with reference 
 to the diversity of problems it presents. This survey 
 is also made to include hydrographic work, as the 
 portion of the stream within the area chosen for 
 work is mapped from soundings and its flow deter- 
 mined. For this work the Institute has a large 
 equipment, including compasses, transits, levels, solar 
 compass, plane-table, rods, hand-levels, clinometers, 
 barometers, etc. 
 
 Geodesy. Besides the course in astronomy, in 
 which the students are taught to determine latitude, 
 longitude, time, etc., from observations on the 
 heavenly bodies, a brief course in geodetic surveying 
 is given in the third year. The work includes the 
 methods of measuring base lines, field-work of tri- 
 angulation, adjustment of triangles and quadrilaterals 
 and a discussion of the figure of the earth. 
 
 Highway Engineering. During the third year 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 147 
 
 there is given a course in highway engineering, in 
 which is discussed the location, construction and 
 maintenance of country roads and city streets, the 
 advantages and disadvantages of the various paving 
 materials and specifications for each, and a study is 
 made of the various road laws in force and their 
 adequacy. 
 
 Railroad Engineering. The subject of railroad 
 engineering is begun in the third year with a theo- 
 retical course in railroad curves, turnouts and minor 
 structures, and the staking out and computation of 
 railway earthwork. The course also includes a dis- 
 cussion of the method of making railway location 
 surveys, and a contour map is furnished the student 
 on which he projects a location line and makes an 
 estimate of materials and cost. This theoretical 
 course is followed at the close of the year by four 
 weeks of field practice in railroad surveying, during 
 which a preliminary survey is made and mapped, a 
 location projected and run in, the work staked out, 
 quantities computed and cost estimated. A line 
 from three to eight miles in length is usually located, 
 and through the courtesy of railroad officials in- 
 terested in the Institute the classes not infrequently 
 have an actually contemplated line to examine, which 
 secures an interest and faithfulness not always ob- 
 tained on a mere " practice " line. 
 
 In the fourth year the subject generally know as 
 Economic Theory of Railroad Location, embracing 
 the items of train resistance and the effect of grades, 
 
148 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 curves and length of line on operation, is thoroughly 
 studied, together with the correlative subjects of econ- 
 omic construction, maintenance of way, etc. Nu- 
 merous problems are given to illustrate the subject, 
 and a short thesis comparing two or more possible lo- 
 cations for a line, the data for which are given, is writ- 
 ten. The students also discuss in the light of the 
 new knowledge the location made the previous year. 
 In addition to the above there is given in the fourth 
 year a comprehensive series of lectures on railway 
 signals, embracing the construction and operation of 
 block signals and interlocking signals for yards, 
 crossings, etc. 
 
 Summer Courses. The summer courses in sur- 
 veying in the second and third years are particularly 
 valuable, on account of the continuous and practical 
 character of the work. The student is employed all 
 day for six days in the week, and the methods used 
 both in the topographical and railroad surveys em- 
 body the latest modern practice. The work is 
 usually located in the Adirondack foot-hills, and 
 forms the most enjoyable and heathful, as well as 
 valuable, portion of the surveying instruction. These 
 courses are open to a limited number of special 
 students who show themselves competent to perform 
 the work. 
 
 Topographical Drawing. This subject is taught 
 in the first, second and third years, of the course. In 
 the first year the student learns to make the various 
 topographic symbols, both in pen and ink and in 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 149 
 
 color. In the second year, in connection with the 
 course in surveying, he maps small areas from notes 
 furnished him, measures and computes the areas and 
 draws contours, projects grades and computes volumes 
 of earthwork involved in surface grading. He also 
 makes the skeleton map of the summer survey. In 
 the third year he completes this map and also makes, 
 in the field, the map of the railroad survey. The use 
 of the planimeter and the various diagrams for esti- 
 mating areas and earthwork are taught. 
 
 Rational Mechanics. At the conclusion of the 
 course in integral calculus during the first term of 
 the third year instruction in rational mechanics be- 
 gins. In this course, which extends over a part of 
 two terms, with recitations and lectures every day, 
 the fundamental theoretic principles of statics, cine- 
 matics and dynamics, which underlie and form the 
 foundation of all branches of engineering, are taught. 
 These include the resolution and composition of 
 forces, the determination of the centre of gravity and 
 moment of inertia of various bodies and cross-sec- 
 tions in constant use in practical work, the principles 
 of internal stress, translation and rotation, momentum, 
 impulse, energy, work, impact, oscillation, fluid 
 pressure, etc. The higher treatises and text-books, 
 supplemented by notes, are used. The method of 
 instruction, which applies as well to the technical 
 subjects in the department of mechanics as to the 
 rational, is as follows : The class is divided into sec- 
 tions and each section, after a combined lecture and 
 
RENSSELAER POLYTECHNIC INSTITUTE. 
 
 thorough interrogation by the Professor in charge, 
 goes to the Assistant for a recitation on certain se- 
 lected parts of the subject. The Assistant requires 
 each student each day to put one of these articles on 
 the blackboard and explain it. During this explana- 
 tion he is interrogated upon the principles involved. 
 
 Structures. The theory of structures is taught 
 during the last term of the third year. This includes 
 the equilibrum and stability of frames, cords, arches, 
 buttresses, chimneys, abutments, piers, retaining- 
 walls, dams, etc. Analytical and graphical methods 
 of treatment are elaborated. A treatise on masonry 
 construction is also used as a text-book, and the 
 strength, properties and cost of cement, mortar, con- 
 crete, brick and stone masonry, together with all the 
 more important kinds of foundations, are considered. 
 
 Resistance of Materials. The elasticity and re- 
 sistance of the materials of engineering are con- 
 sidered during the first term of the fourth year. The 
 fundamental equations of the theory of flexure are 
 first determined and applied to a consideration of the 
 strength of simply supported and continuous beams 
 and of columns. Practical formulae for the strength 
 of beams are determined and the right-line long- 
 column formula, and those of Gordon and Euler, are 
 deduced. Attention is also paid to the graphical 
 representation of the strength of columns. Theo- 
 retical formulae for torsion are developed and applied 
 to a consideration of the strength of shafting. The 
 design of riveted joints for boiler and tube work is 
 
CURRICULUMS OF THE TWO EXISTING COURSES. I$I 
 
 taken up and the proper size and pitch of rivets 
 determined. 
 
 In the practical part of the subject the coefficient 
 of elasticity, elastic limit, ultimate resistance and 
 other properties of cast and wrought iron, mallea- 
 bleized iron, steel, bronze, copper and other metals 
 in tension, compression and shear are studied, and 
 the students are required to make experiments 
 on the testing-machine and determine their proper- 
 ties as above outlined. The value of wood, stone, 
 brick, etc., for use as materials of engineering is in- 
 vestigated, and each student also determines the 
 strength of cement by the use of a cement-testing 
 machine. Attention is paid to the fracture and ap- 
 pearance of metals and also to the effect of repetition 
 and reversal of stress. 
 
 Bridges and Roofs. : r Y\\e course on bridges and 
 roofs is given in the first and second terms of the 
 fourth year. The first part is devoted to the theory 
 of stresses. In this the student becomes familiar 
 with the calculation of stresses in plate girders, in 
 Howe, Pratt, Whipple and lattice bridges and in 
 trusses with curved chords ; also in cantilever, sus- 
 pension and drawbridges, and in various kinds of 
 roof trusses. Analytical and graphical methods and 
 the method of wheel concentrations and of panel 
 loads are used. Details and connections are carefully 
 considered and studied from the very large collection 
 of blue prints of existing structures of all kinds in 
 possession of the Institute. A set of bridge specifi- 
 
152 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 cations forms a part of the course, upon which recita- 
 tions are required, and hand-books of bridge and 
 iron works are used for reference. During this 
 course the class is taken out for an examination and 
 comparison of various styles of bridges in the vicinity, 
 and a bridge shop is also visited and the machines 
 and methods of manufacture explained. 
 
 The second part of the course in the second term 
 is taken up with the design of bridges and parts of 
 bridges. The student makes all the calculations and 
 complete shop drawings of the work in hand, each 
 bridge being different from the others, and tracings 
 and blue prints are finally made. 
 
 Hydraulics. This subject is taught in the fourth 
 year. It includes hydrology, hydrostatics, theoretical 
 hydraulics, the flow of water through orifices, over 
 weirs and dams, through tubes and pipes, and in 
 conduits, canals and rivers, the measurement and 
 cost of water-power, the dynamic pressure of flowing 
 water, hydraulic motors and the general principles of 
 naval hydromechanics. Numerous examples illus- 
 trating the principles are given. In the direction 
 of water-supply engineering there are considered 
 general rainfall statistics, precipitation, evaporation, 
 the collection and storage of water and its impuri- 
 ties ; the practical construction of water- works, in- 
 cluding reservoir embankments, waste-weirs, parti- 
 tion-walls, conduits, distributing systems and the 
 various methods of filtering. The delivery of water 
 by pumps is here touched upon, though this matter 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 153 
 
 is more thoroughly treated in the course on the 
 steam-engine. The theory and efficiency of the 
 various forms of water-wheels are investigated and 
 the students are instructed with regard to the differ- 
 ent kinds of turbines, with their draught- tubes, diffus- 
 ers and governors. 
 
 They are required to measure the flow of adjacent 
 streams by means of weirs, and thus practically to 
 find the discharge. Practice in the measurement of 
 the velocity of streams by means of current meters 
 and floats is also given, and models of valves, motors, 
 practical working turbines, etc., add value to the 
 instruction. 
 
 The subject of aerodynamics is also taken up in 
 this course and the flow of air through orifices and 
 in pipes, blowing-engines, the relations between the 
 velocity and pressure of the wind, anemometers, 
 windmills, etc., are studied. 
 
 Sewerage Systems. The design of sewerage 
 systems is taken up in the fourth year. A compari- 
 son of the cost and efficiency of the different systems 
 is made and the conditions under which each should 
 be used explained. The various methods of sewage 
 disposal are exemplified and their efficiency discussed. 
 The effect of the surface slope and magnitude of area 
 drained in connection with the maximum rainfall is 
 considered and main and branch sewers for the sep- 
 arate and combined systems are proportioned and 
 their cost determined. The materials of construction, 
 foundations required, methods of laying and descrip- 
 
I$4 RENSSELAER POLYTECHNIC INSTITUTE. 
 
 tions of details, such as branches, man-holes, catch- 
 basins, etc., are also given. 
 
 Steam Engineering. The course in steam engi- 
 neering is given during the last term of the fourth 
 year. It consists of a series of lectures by a well- 
 known consulting mechanical engineer. The prop- 
 erties of steam are first elaborated, and afterwards 
 the details and construction .of the various engines 
 and boilers in ordinary use considered. The strength 
 of their parts are calculated and their general opera- 
 tion explained. The course also includes pumping 
 machinery. The lectures are illustrated by drawings, 
 photographs and hand-books, and books of reference 
 are used for consultation. Each student makes a 
 general design for a locomotive, pumping, marine or 
 other form of engine, though detailed drawings are 
 not expected. He is also required to take indicator 
 diagrams from some engine and determine from them 
 its power. Examinations of various forms of steam- 
 engines in the vicinity are also made under the 
 direction of the instructor. 
 
 Theses. A thesis on some technical subject must 
 be written by each student during each summer 
 vacation. 
 
 A graduating thesis, which must be either a review 
 of or a design for a machine, structure, plant, system, 
 or process belonging to a department of scientific or 
 practical technics, is also required. In the depart- 
 ment of Civil Engineering designs are generally 
 required, while in that of Natural Science special in- 
 
CURRICULUMS OF THE TWO EXISTING COURSES. 155 
 
 vestigations of a scientific nature are expected. The 
 titles of some recent theses follow : 
 
 Design for a Railroad Bridge with Curved Upper 
 Chord and Secondary System. Span 400 feet. 
 
 Design for a Wrought Iron Railroad Viaduct 
 with Spans of 60 and 30 feet. 
 
 Design for a Through Pratt Truss Railroad Bridge. 
 Span 175 feet. 
 
 Design for a Bowstring Highway Bridge with a 
 Buckle -plate Floor. Span 160 feet. 
 
 Design for the Roof of a Factory. Span of 
 Trusses 120 feet. 
 
 Design for the Steel Skeleton of a Building 75 
 feet by 125 feet, n Stories High. 
 
 Design for an Additional Water-supply for the 
 City of Troy. Gravity system. 
 
 Design for the Distributing System and Stand- 
 pipe for a Town of 5000 Inhabitants. 
 
 Design for a Driven-well System of Water- works 
 for a City of 20,000 Inhabitants. 
 
 Design for a Turbine Plant developing 2500 
 Horse-power under a Head of 45 feet. 
 
 Design for a System of Sewers for a Town of 
 50,000 Inhabitants. 
 
 Design for a Stone Arch Railroad Bridge. Two 
 Spans of 60 feet each. 
 
 Design for the Substructure of a Railroad Bridge, 
 with different conditions, viz : On Clay ; using Coffer 
 Dam ; Piles ; Caisson. 
 
 Design for a Steel Dam 100 feet High, with a dis- 
 
RENSSELAER POLYTECHNIC INSTITUTE. 
 
 cussion of the Relative Cost of Steel and Masonry 
 Dams. 
 
 Design for a Pair of Triple-expansion Marine 
 Engines to develop 10,000 Indicated Horse-power. 
 
 Design for the Blooming-mill of a Steel Rail Plant, 
 capacity 1000 Tons per diem. 
 
 Design for a Hydraulic Plant to develop 400 
 Horse-power under a Head of 250 feet and the 
 Electric Transmission of this Power for a Distance 
 of four Miles. 
 
 Design for a Dynamo to Supply Power for Oper- 
 ating a Street Railway. 
 
 Design for a Double- U Magnet Motor of 15 
 Horse-power. 
 
 Design for an Interlocking Switch and Signal 
 System for the D. and H. Yards at Green Island, 
 N. Y. 
 
 The Hardening of Steel and its Effect upon the 
 Ultimate Resistance. 
 
 The Effect of Overstrain on Metals. 
 
 Research on the Oxidation of Organic Matter in 
 Potable Water. 
 
 The Manufacture of Super-phosphates. 
 
 These titles illustrate the general character of the 
 course and the capacity of students who have taken 
 it to deal with diverse problems of an engineering 
 and scientific nature. Theses for which the Mac- 
 donald prize has been awarded have been criticised 
 in a most favorable manner by some of the most 
 eminent American engineers. 
 
WEIR MEASUREMENTS. 1894. 
 
BIBLIOGRAPHY. 
 
 ALL the publications and records, known to the 
 writer, relating to the school from the time of its 
 foundation to the present date are given in the fol- 
 lowing list. More or less use has been made of 
 most of them in collecting the information given in 
 this history. 
 
 Minutes of the Board of Trustees, 1824-1849, and 1862-1894. 
 Laws of the State of New York : 1826, Chapter 83 ; 1832, 
 
 Chapter 327 ; 1835, Chapter 254; 1837, Chapter 351 ; 
 
 1850, Chapter 49 ; 1851, Chapter 498 ; 1861, Chapter 
 
 151; 1863, Chapter 210; 1864, Chapter 320; 1866, 
 
 Chapter 229; 1868, Chapter 717; 1871, Chapter 869, and 
 
 1887, Chapter 277. 
 Preparation Branch recently established at Rensselaer School. 
 
 September 14, 1826. 
 
 This consists of a single sheet, and is published in full 
 
 in Chapter IV. 
 Constitution and Laws of Rensselaer School, in Troy, New 
 
 York ; adopted by the Board of Trustees April 3, 1826 ; 
 
 together with a Catalogue of Officers and Students. 
 
 Albany, 1826. 8vo, 28 pp. 
 Rensselaer School Exercises in the Fall, Winter and Spring 
 
 Terms, including those of the Preparation and District 
 
 Branches. Published under the Direction and Authority 
 
 of the Board of Trustees by the Senior Professor. June 
 
 27, 1827. 
 
 157 
 
158 BIBLIOGRA PH Y. 
 
 This forms pages 29 to 48 of the pamphlet dated April 
 
 3, 1826, above mentioned. 
 Triennial Catalogue of the Officers and Members of Rensse- 
 
 laer School, Troy, N. Y., 1828. 8vo, 15 pp. 
 To Graduates of Colleges and Teachers of Academies and of 
 
 Common Schools. October 29, 1828. 4to, i p. 
 Rensselaer School extended. September 23, 1829. 410, i p. 
 Rensselaer School Flotilla for the Summer of 1830. January 
 
 28, 1830. 8vo, C pp. 
 Exercises of Rensselaer School, with an Account of its Origin 
 
 and Characteristics. Also a Catalogue of Officers and 
 
 Students, 1831. 8vo, 24 pp. 
 Rensselaer School Notices for the Eighth Annual Course of 
 
 Instruction, 1831 and 1832. 8vo, 4 pp. 
 
 Rensselaer Institute, Troy, N. Y., Notices for the Ninth An- 
 nual Course, 1832 and 1833. 8vo, 4 pp. 
 A Digest of the Laws and Rules of Exercise and Discipline 
 
 in Rensselaer Institute. With a Triennial Catalogue. 
 
 1833. 8vo, 40 pp. 
 
 Synopsis of the Mathematical Course of Instruction at Rens- 
 selaer Institute from November 19, 1834, to February n, 
 
 1835. 4to, i p. 
 Notices of Rensselaer Institute, Troy, N. Y. October 14, 
 
 1835. 8vo, 4 pp. 
 
 This is printed in full in Chapter VI. 
 Periodical Notices of Rensselaer Institute. To Engineers, 
 
 Geologists, Chemists, Naturalists, etc. 1838 and 1839. 
 
 8vo, 8pp. 
 Rensselaer Institute, 35th Semi-annual Session for 1841-2. 
 
 8vo, 8 pp. 
 Rensselaer Institute, 37th Semi-annual Session for 1842-3. 
 
 8vo, 8 pp. 
 
 Catalogues for the years 1844, 1845, 1846, 1847, an d 1849. 
 Announcement of the Fifty-second Semi-annual Session of 
 
 the Polytechnic Institution at the City of Troy. April 
 
 15, 1850. 4to, 4 pp. 
 Programme, etc., of the Rensselaer Institute : a Polytechnic 
 
 Institution at the City of Troy, N. Y. February i, 1851. 
 
 8vo, 8 pp. 
 
BIBLIOGRAPHY. 159 
 
 To the Legislature of the State of New York. 3vo, 8 pp. 
 
 This is a memorial signed by a committee composed 
 of B. Franklin Greene, Le Grand B. Cannon, John B. 
 Tibbits and D. Thomas Vail. 
 
 Annual Registers of the Institute, dated as follows : August, 
 1851; October, 1852; August, 1854; August, 1855 ; 
 March, 1857; May, 1858; 1859; August, 1859; 1860; 
 November, 1860; July, 1861; July, 1862; November, 
 1862; July, 1863; 1863-64, First Term ; 1863-64, Second 
 Term; July, 1864; 1864-65, First Term; July, 1865; 
 November, 1865; July, 1866; October, 1866; July, 1867; 
 December, 1867; July, 1868; November, 1868; July, 
 1869; December, 1869; April, 1870; July, 1870; July, 
 1871; June, 1872: September, 1872; December, 1872; 
 July, 1873; December, 1873; May, 1874; July, 1874; 
 July, 1875; November, 1875; August, 1876; February, 
 1877; July, 1877; 1877-78; July, 1878; April, 1879; No- 
 vember, 1879; June, 1880; November, 1880; July, 1881; 
 January, 1882; November, 1882; February, 1883; Octo- 
 ber, 1883; April, 1884; February, 1885; July, 1885; June, 
 1886; July, 1886; January, 1887; November, 1887; May, 
 1888; May, 1889; November, 1889; June, 1890; 1891; 
 March, 1892; April, 1893; March, 1894. 
 
 Report of the Committee appointed by a Public Meeting of the 
 Citizens of Troy, on the Subject of certain Proposed Im- 
 provements of the Rensselaer Polytechnic Institute. 
 January 21, 1854. 8vo, 4 pp. Signed by Thomas W. 
 Blatchford, J. M. Warren and John A. Griswold. 
 
 The Rensselaer Polytechnic Institute : Its Reorganization in 
 1849-50; Its Condition at the Present Time; Its Plans 
 and Hopes for the Future. By the Director of the Insti- 
 tute. Also, the Statement of a Committee, appointed 
 by and of the Trustees of the Institute, for the Presenta- 
 tion of its Various Interests to the Citizens of Troy. May 
 10, 1856. 8vo, 87 pp. 
 
 The first part, written by B. Franklin Greene, includes 
 80 pages of the pamphlet; the statement of the committee 
 and table of contents takes up the remainder. The com- 
 
l6o BIBLIOGRAPHY. 
 
 mittee was composed of Hiram Slocum, John A. Griswold, 
 Joseph M. Warren, Jonathan Edwards, Thomas C. Brins- 
 made, John B. Tibbits, Jonathan E. Whipple and B. 
 Franklin Greene. 
 
 The " Transit ", an annual issued under the auspices of the 
 Fraternities. Volumes i to 29, extending from 1865 to 
 1894. 
 
 Memorial of the Rensselaer Polytechnic Institute, Troy, N. Y., 
 to the Legislature of the State of New York, 1866. 8vo, 
 8pp. 
 
 This was signed by all the members of the board of 
 trustees and by Director Charles Drowne. 
 
 Report of a Committee of the Trustees of the Rensselaer 
 Polytechnic Institute concerning the System of Instruc- 
 tion, with Proposed Modifications. 1870. 4to, 43 pp. 
 E. Thompson Gale, Alexander L. Holley and Clarence 
 E. Button, committee. 
 
 Papers relating to the Organization and to the First Regular 
 Meeting of the Association of Graduates of the Rensse- 
 laer Polytechnic Institute, held at Troy, N. Y., June 22 
 and 23, 1869. 1870. 8vo, 24 pp. 
 
 History of the Winslow Laboratory. By Henry B. Nason. 
 June 15, 1874. 8vo, 13 pp. 
 
 Proceedings of the Semi-centennial Celebration of the Rens- 
 selaer Polytechnic Institute, Troy, N. Y., held June 14-18, 
 
 1874, with Catalogue of Officers and Students, 1824-1874. 
 
 1875. 8vo, 223 pp. 
 
 This was edited by Henry B. Nason. 
 
 Meeting of Alumni in New York, February 18, 1881. Pro- 
 ceedings of the First Reunion of Graduates. 1881. 8vo, 
 
 30 PP- 
 The " Polytechnic ", a publication issued by the students of 
 
 the Institute each month during the scholastic year. 
 
 February, 1885, to date (1894). 
 Biographical Record of the Officers and Graduates of the 
 
 Rensselaer Polytechnic Institute, 1824-1886. By Henry 
 
 B. Nason. 1887. 8vo, 614 pp. 
 Distant Examinations for Admission. Report of Alumni 
 
BIBLIOGRAPHY. l6l 
 
 Committee and Petition to Board of Trustees. January, 
 1888. 8vo, 23 pp. Warren T. Kellogg, De Volson 
 Wood, S. W. Barker, Richard P. Rothwell, P. H. Baer- 
 mann, A. P. Boiler and I. A. Stearns, committee. 
 
 Central R. P. I. Association. Constitution and By-laws. 
 Edgar B. Kay, Secretary, February, 1888. 8vo, 8 pp. 
 
 Rensselaer Society of Engineers. List of Members, 1892. 
 8vo, 23 pp. 
 
 A Partial Record of the Work of Graduates of the Rensselaer 
 Polytechnic Institute, Troy, N. Y. 1892. 8vo, 27 pp. 
 
 The Rensselaer Polytechnic Institute, Troy, N. Y., Founded 
 1824. Handbook of Information. 1893. 8vo, 23 pp. 
 
APPENDIX. 
 
 TRUSTEES, INSTRUCTORS, AND GRADUATES 
 
 OF THE 
 
 RENSSELAER POLYTECHNIC INSTITUTE 
 
 FROM 
 
 1824 to 1894. 
 
 * Indicates those known to be deceased. 
 
 Patron. 
 
 * Hon. Stephen Van Rensselaer 1824-39 
 
 Presidents. 
 
 * Rev. Samuel Blatchford, D.D 1824-28 
 
 * Rev. John Chester, D.D 1828-29 
 
 * Rev. Eliphalet Nott, D.D., LL.D 1829-45 
 
 * Rev. Nathan S. S. Beman, D. D. , LL. D 1845-65 
 
 * Hon. John F. Winslow 1865-68 
 
 * Thomas C. Brinsmade, M.D 1868-68 
 
 * Hon. James Forsyth, LL.D 1868-86 
 
 Hon. John Hudson Peck, LL.D 1888 
 
 Vice-presidents. 
 
 * Orville L. Holley, First Vice-President 1824-41 
 
 * T. Romeyn Beck, M.D., Second Vice-President 1824-29 
 
 * Hon. David Buel, Jr., Second Vice-President. , 1829-60 
 
 *Rev. Nathan S. S. Beman, D.D., LL.D 1841-45 
 
 * William P. Van Rensselaer 1845-65 
 
 * Thomas C. Brinsmade, M.D 1865-68 
 
 * Hon. George Gould 1868-68 
 
 * E. Thompson Gale, C.E 1868-72 
 
 163 
 
164 APPENDIX. 
 
 * Hon. William Gurley, C.E 1872-87 
 
 Albert E. Powers 1887 
 
 Secretaries. 
 
 * Moses Hale, M.D 1824-37 
 
 * Rev. Mark Tucker, D.D 1837-38 
 
 * Rev. Erastus Hopkins 1838-41 
 
 * Hon. Isaac McConihe, LL.D 1841-42 
 
 Hon. Joseph White, LL.D 1842-49 
 
 * Stephen Wickes, M.D 1849-54 
 
 Rev. John B. Tibbits, A.M 1854-61 
 
 * Hon. William Gurley, C.E 1861-71 
 
 William H. Doughty, C.E 1871 
 
 , Treasurers. 
 
 * Hon. Hanford N. Lockwood 1824-44 
 
 * Thomas C. Brinsmade, M.D 1844-47 
 
 * Hon. Day Otis Kellogg 1847-50 
 
 William H. Young 1850 
 
 Trustees. 
 
 * Rev. Samuel Blatchford, D.D 1824-28 
 
 * Elias Parmelee, A.M 1824-34 
 
 * Hon. John Cramer 1824-49 
 
 * Hon. Guert Van Schoonhoven 1824-44 
 
 * Hon. Simeon De Witt 1824-28 
 
 *T. Romeyn Beck, M.D., LL.D 1824-28 
 
 * Hon. John D. Dickinson, LL.D 1824-40 
 
 * Jedediah Tracy 1824-25 
 
 * Hon. Richard P. Hart 1825-43 
 
 * Gen. Nicholas F. Beck, A.M 1828-31 
 
 * Judge Jesse Buel 1828-35 
 
 * Philip S. Van Rensselaer, A.M 1833-43 
 
 * Rev. Phineas L. Whipple 1833-37 
 
 * Hon. George Tibbits, ex officio Mayor 1835-36 
 
 * William D. Haight, " " Alderman 1835-36 
 
 *John P. Cushman, " " Recorder 1835-38 
 
 * James Wallace, " " Alderman 1836-38 
 
 * Hon. Jonas C. Heartt, " " Mayor 1837-43 
 
 * Elias Dorlon, " " Alderman 1838-39 
 
 * H. W. Strong, " " Recorder 1838-44 
 
 * Henry Everts, " " Alderman 1839-40 
 
 *Livy S. Stearns, " " Alderman 1840-41 
 
 * Henry Everts " " Alderman 1841-42 
 
APPENDIX. 165 
 
 ~*Rev. W. B. Sprague, D.D 1841-44 
 
 * John Holme 1841-56 
 
 * Rev. Alva T. Twing, D.D 1841-67 
 
 * Hon. David Buel, Jr 1842-44 
 
 *Rev. Eliphalet Nott, D.D., LL.D 1842-45 
 
 *Rev. Nathan S. S. Beman, D.D., LL.D 1842-65 
 
 * Hon. Isaac McConihe, LL.D 1842-67 
 
 * Daniel G. Egleston, ex officio Alderman 1842-44 
 
 * Hon. Gurdon Corning, " " Mayor 1843-47 
 
 * Abram B. Olin, LL.D., " " Recorder 1844-50 
 
 "* Jared S. Weed, " " Alderman 1844-45 
 
 * Rev. Reuben Smith 1844-47 
 
 * Thomas C. Brinsmade, M.D 1844-68 
 
 '* William P. Van Rensselaer 1845-65 
 
 * Luther Tucker 1845-49 
 
 * Hon. Daniel D. Barnard, LL. D 1845-48 
 
 * Stephen Bowman, ex officio Alderman 1845-47 
 
 * James Dana, " " Alderman 1847-49 
 
 * Hon. Francis N. Mann, A.M., " " Mayor 1847-50 
 
 * Stephen Wickes, M.D 1847-54 
 
 '* W. T. Seymour 1848-49 
 
 "* Benjamin P. Johnson 1849-66 
 
 * Alexander Van Rensselaer, M.D 1849-67 
 
 * John Wilkinson 1849-55 
 
 Hon. Joseph M. Warren, A.M 1849 
 
 Le Grand B. Cannon 1849-64 
 
 "* Hiram Slocum 1849-60 
 
 * Orsamus Eaton 1849-59 
 
 Rev. John B. Tibbits, A.M 1849-67 
 
 * Leonard McChesney , ex officio Alderman 1849-50 
 
 '* Amos Dean, LL. D 1849-53 
 
 *D. Thomas Vail, A.M 1850-82 
 
 Hon. Joseph White, LL.D 1850-55 
 
 * Hon. Day Otis Kellogg, ex officio Mayor 1850-50 
 
 ~* Hon. Hanford N. Lockwood, " " Mayor 1850-51 
 
 * Hon. George Gould 1852-53 
 
 * Hon. Foster Bosworth 1853-53 
 
 '* Hon. Elias Plum 1853-54 
 
 * Thomas W. Blatchford, M.D 1854-66 
 
 * Hon. Jonathan Edwards 1854-67 
 
 '* Hon. John A. Griswold, ex officio Mayor 1855-56 
 
 B. Franklin Greene, C.E., A.M 1855-59 
 
 * Hon William Gurley, C. E 1855-87 
 
 * Hon. Jonathan E. Whipple 1856-66 
 
 "* Hon. Hiram Slocum,'** officio Mayor 1856-57 
 
1 66 APPENDIX. 
 
 * Hon. Alfred Wotkyns, M.D., ex officio Mayor 1857-58 
 
 * Hon. Arba Read, " " Mayor 1858-60 
 
 * Hon. John F. Winslow 1860-68 
 
 * E. Thompson Gale, C. E 1860-87 
 
 * Hon. John A. Griswold 1860-72 
 
 Hon. Isaac McConihe, Jr. ex officio Mayor 1860-61 
 
 Hon. George B. Warren, Jr., " " Mayor 1861-62 
 
 William H. Young !86i 
 
 * Hon. Lyman Wilder 1861-85 
 
 * Hon. Arba Read 1861-63 
 
 Albert E. Powers j86i 
 
 * Rev. Peter Bullions, D. D 1862-64 
 
 * Hon. James Thorn, M.D., ex officio Mayor 1862-63 
 
 * Hon. William L. Van Alstyne, " " Mayor 1863-64 
 
 * Hon. James Thorn, M.D., " *' Mayor 1864-65 
 
 * Rev. Duncan Kennedy, D.D 1864-67 
 
 * Hon. Jonas C. Heartt 1864-74 
 
 * Hon. George Gould 1864-68 
 
 * David Cowee, 1865-87 
 
 * Alexander L. Holley, LL.D 1865-66 
 
 * Hon. Uri Gilbert, ex officio Mayor 1865-66 
 
 * Frederick B. Leonard, M.D 1866-71 
 
 James S. Knowlson, A.M 1866 
 
 * Hon. Uri Gilbert 1866-88 
 
 Hon. David A. Wells, LL.D., D.C.L 1866-76 
 
 * Hon. John L. Flagg, ex officio Mayor 1866-68 
 
 Hon. Charles R. Ingalls !868 
 
 Rev. Marvin R. Vincent, D.D 1867-69 
 
 William A. Shepard 1867-83 
 
 * Hon. James Forsyth, LL.D 1867-86 
 
 * Joseph W. Fuller. , 1867-89- 
 
 Hon. William Kemp 1867 
 
 * Hon. Francis S.Thayer 1868-80 
 
 * Azro B. Morgan 1868-71 
 
 Hon. Miles Beach, ex officio Mayor 1868-70- 
 
 Rev. J. Ireland Tucker, D.D 1868 
 
 * Alexander L. Holley, LL.D 1869-82 
 
 Capt. Clarence E. Dutton, U. S. A 1860-76 
 
 * Henry C. Lockwood 1871-90 
 
 William H. Doughty, C.E 1871 
 
 * Hon. Thomas B. Carroll, ex officio Mayor 1871-73 
 
 Hon. Edward Murphy, Jr., " " " 1875-82 
 
 Rev. William Irvin, D.D ^76 
 
 John D. Van Buren, Jr., C.E 1876-82 
 
 Charles Macdonald, C.E., LL.D 1880 
 
APPENDIX. 1 67 
 
 James P. Wallace, C.E 1880 
 
 Joseph C. Platt, Jr., C.E 1882 
 
 Elias P. Mann, C.E 1882 
 
 Hon. Edmund Fitzgerald, ex officio Mayor 1882-86 
 
 Hon. Dennis J. Whelan, " " " 1886-94 
 
 Stephen W. Barker, C.E 1886 
 
 Henry B. Dauchy 1886 
 
 Henry G. Ludlow 1886 
 
 Robert W. Hunt 1886 
 
 Hon. John H. Peck, LL.D 1887 
 
 Theodore Voorhees, C.E 1887 
 
 Edward C. Gale, C.E 1887 
 
 John Squires, C.E 1888 
 
 Horace G. Young, C.E 1888 
 
 Paul Cook, A.M.... 1890 
 
 Hon. Francis J. Molloy, ex officio Mayor 1894 
 
 FACULTY AND INSTRUCTORS. 
 1824-1894. 
 
 EXECUTIVE OFFICERS OF THE FACULTY. 
 
 Senior Professors. 
 
 * Amos Eaton, A.M 1824-42 
 
 * George H. Cook, C.E., B.N.S 1842-46 
 
 * Charles Drowne, C.E., A.M 1859-60 
 
 Directors. 
 
 B. Franklin Greene. C. E. , A. M 1847-59 
 
 *Rev. N. S. S. Beman, D.D., LL.D 1859-60 
 
 * Charles Drowne, C.E., A.M 1860-76 
 
 William L. Adams, C.E 1876-78 
 
 David M. Greene, C.E 1878-91 
 
 Palmer C. Ricketts, C.E 1892 
 
 PROFESSORS, INSRUCTORS, AND ASSISTANTS. 
 
 Astronomy. 
 
 * Charles Drowne, C.E., A.M., Professor 1850-54 
 
 Dascom Greene, C.E., " (Emeritus, 1893).. . 1858-93 
 Charles W. Crockett, C.E., " 1893 
 
1 68 APPENDIX. 
 
 Dascom Greene, C.E., Adjunct Professor 1856-58 
 
 Palmer C. Ricketts, C.E., Assistant Professor 1882-84 
 
 Charles W. Crockett, C.E., " " 1884-93 
 
 Palmer C. Ricketts, C.E., Assistant 1875-82 
 
 Botany. 
 
 * Lewis C. Beck, M.D., Professor 1824-29 
 
 *John Wright, M.D., " 1836-46 
 
 * Frederick B. Leonard, M.D., " 1846-48 
 
 R. Halsted Ward, A.M., M.D., " 1869-92 
 
 Lewis G. Lowe, C.E., M.D., Lecturer 1855-56 
 
 * Jose Tell Ferrao, B.S., Repeater 1850-51 
 
 R. Halsted Ward, A.M., M.D., Instructor 1868-69 
 
 Edward R. Cary, C.E., 1892 
 
 Chemistry. 
 
 * Amos Eaton, A.M., Professor 1824-35 
 
 James Hall, A.M., LL.D., " 1835-41 
 
 * George H. Cook, C.E., B.N.S., " 1841-46 
 
 * William Elderhorst, M.D., " 1855-61 
 
 Charles A. Goessmann, Ph.D. " 1861-64 
 
 Henry B. Nason, Ph.D., LL.D., * 1864 
 
 William P. Mason, C.E., M.D., " 1886 
 
 * William C. Bailey, B.N.S., Assistant Professor 1839-39 
 
 William P. Mason, C.E., M.D., " " 1882-86 
 
 Jonathan R. Powell, C.E., Repeater 1847-48 
 
 Lewis G. Lowe, C.E., " 1849-50 
 
 * Jose Tell Ferrao, B.S., " 1850-51 
 
 Dascom Greene, C.E., " 1852-53 
 
 James T. Allen, B.S., " 1854-55 
 
 Matthieu Darmstadt, Ph.D., Assistant 1866-68 
 
 Irving A. Stearns, M.E., " 1868-69 
 
 * Edward Nichols, B.S. " 1871-73 
 
 Alfred S. Bertolct, M.E., " 1873-75 
 
 William P. Mason, C.E., " 1875-82 
 
 Civil Engineering. 
 
 * Amos Eaton, A.M., Professor 1828-42 
 
 * George H. Cook, C.E., B.N.S., " 1842-46 
 
 ^Charles Drowne, C.E., A.M., " 1859-60 
 
 * William G. Lapham, C.E., Adjunct Professor 1838-39 
 
 * George H. Cook, C.E., B.N.S., " " 1840-41 
 
! 
 i 
 
 APPENDIX. 169 
 
 Descriptive Geometry and Drawing. 
 
 G. Gustavus Berger, Professor 1850-51 
 
 S. Edward Warren, C.E., " 1853-72 
 
 Dwinel F. Thompson, B.S., " 1873 
 
 David Hathaway, Instructor 1847-50 
 
 S. Edward Warren, C.E., " 1852-53 
 
 Dwinel F. Thompson, B.S., Assistant Professor 1872-73 
 
 Adolfo E. Besosa, C.E. " " 1880-82 
 
 Albert H. Emery, C.E., Assistant 1855-58 
 
 William H. Powless, C.E. , " 1875-76 
 
 * Herman Voorhees, C.E. , " 1877-78 
 
 John A. L. Waddell, C.E., " 1878-80 
 
 Adolfo E. Besosa, C.E. " 1880-82 
 
 Edgar B. Kay, C.E., " 1883-85 
 
 Robert A. Cairns, C.E. , " 1885-87 
 
 James N. Ewing, C.E., " 1887-88 
 
 Edward F. Chillman, C.E., " 1888 
 
 English Language. 
 
 James T. Allen, B.S., Professor 1855-58 
 
 *T. Newton Willson, A.M., " 1859-59 
 
 * James R. Percy, C.E.. Assistant 1857-59 
 
 Horace Loomis, C.E. , Instructor 1862-65 
 
 Charles E. Illsley, A. B., " 1866-67 
 
 "* Alexander G. Johnson, A.M., " 1869-75 
 
 John H. Kellom, A.M., " 1876-77 
 
 William W. Morrill, A.M., " 1877-82 
 
 Frank L. Nason, A.B., " 1882-88 
 
 John G. Murdoch, A.M., " 1888 
 
 French Language. 
 
 Louis Cousin, B.L., Professor 1856-59 
 
 * Philip H. Baermann, " 1862-66 
 
 *J. H. C. L.de Marcelleau, A.B., " 1869-73 
 
 Paul Edward Von Thun, Instructor 1852-54 
 
 George F. Struve, " 1854-56 
 
 John B. Luce, A.M.. " 1 860-61 
 
 *J. H. C. L. de Marcelleau, A.B., " 1866-69 
 
 "* Jules Godeby, A.B., " 1873-90 
 
 Benedict Papot, " 1891 
 
APPENDIX. 
 
 Geodesy. 
 
 * Charles Drowne, C.E., A.M., Professor 1851-55 
 
 David M. Greene, C.E., " 1856-61 
 
 William H. Searles, C.E., " 1863-64 
 
 Charles McMillan, C.E., " 1865-71 
 
 William L. Adams, C.E., " 1872-78 
 
 David M. Greene, C.E., " 1878-91 
 
 William G. Raymond, C.E. , " 1892 
 
 William H. Searles, C.E. , Acting Professor 1862-63 
 
 William L. Adams, C.E. , " " 1864-65 
 
 Charles E. Smith, C.E. , " " 1871-72 
 
 * Thomas M. Cleeman, C.E. , " " 1891-92 
 
 William Fenton, C.E., Assistant Professor 1864-70 
 
 E. A. H. Allen, C.E., Repeater 1849-50 
 
 George B. Roberts, C.E., B.N.S., " 1850-51 
 
 William Tweeddale, C.E., Instructor 1852-54 
 
 * Joseph A. Moak, C.E., " 1854-55 
 
 David M. Greene, C.E., " 1855-56 
 
 * Joseph G. Fox, C.E. , " 1861-62 
 
 William Fenton, C.E. , " 1863-64 
 
 C. Whitman Boynton, C.E., Assistant 1856-57 
 
 Charles C. Martin, C.E. , " 1856-57 
 
 William H. Powless, C.E. , " 1875-76 
 
 * Herman Voorhees, C. E. , " 1877-78 
 
 Robert R. Chad wick, C.E. , " 1878-82 
 
 George R. Baucus, C.E. , " 1882-84 
 
 John H. Emigh, C.E., " 1883 
 
 Harry L. Van Zile, C.E. , " 1884-85 
 
 Charles W. Parks, C.E. , " 1885-86 
 
 Augustus S. Kibbe, C.E., " 1886-87 
 
 John J. Berger, C.E. , " 1887-88 
 
 Guy B. Wake, C.E. , " 1888-90 
 
 Edward R. Gary, C.E. " 1888 
 
 Geology. 
 
 * Amos Eaton, A.M., Professor 1824-42 
 
 *Ebenezer Emmons, A.M., M.D., " 1831-39 
 
 * George H. Cook, C.E., B.N.S., " 1842-46 
 
 Edward A. H. Allen, C.E. , " 1850-54 
 
 James Hall, A.M., LL.D., " (Emeritus, 1876)... 1854-76 
 
 Robert P. Whitfield, A.M., " 1877-78 
 
 Henry B. Nason, Ph.D. LL.D., " 1878 
 
 Jonathan R. Powell, C.E. , Repeater 1847-48- 
 
APPENDIX. I/I 
 
 German Language. 
 
 * Philip H. Baermann, Professor 1862-67 
 
 Paul Edward Von Thun, Instructor 1850-54 
 
 George F. Struve, " 1854-56 
 
 Law of Contracts. 
 
 * James Forsyth, LL.D., Lecturer 1875-86 
 
 John H. Peck, LL.D., " 1888 
 
 Mathematics. 
 
 B. Franklin Greene, C.E., A.M., Professor 1847-50 
 
 * Charles Drowne, C.E., A.M., " 1850-55 
 
 Dascom Greene, C.E., Prof. (Emeritus, 1893) 1858-93 
 
 Charles W. Crockett, C.E., A.M., " 1893 
 
 * Charles Drowne, C.E., A.M., Adjunct Professor 1849-50 
 
 Dascom Greene, C.E., " " 1853-58 
 
 * T. Orlando Hopkins, C.E., Assistant Professor 1857-59 
 
 William Fenton, C.E., " " 1864-70 
 
 Arthur W. Bower, C.E., " " 1874-75 
 
 Palmer C. Ricketts, C.E., " " 1882-84^ 
 
 Charles W. Crockett, C.E., A.M., " " 1 884-93- ' 
 
 * Charles Drowne, C.E., A.M., Repeater 1847-48 
 
 George W. Plympton, C.E., " 1850-50 
 
 George B. Roberts, C.E., B.N.S., " 1850-51 
 
 Dascom Greene, C.E., " 1852-53 
 
 De Volson Wood, C.E., Instructor 1856-57 
 
 * Joseph G. Fox, C.E., " 1861-62 
 
 Horace Loomis, C.E., " 1862-64 
 
 William Fenton, C.E., " 1863-64 
 
 * George M. Hunt, C.E., " .' 1864-67 
 
 Arthur W. Bower, C.E., " 1871-74 
 
 Palmer C. Ricketts, C.E., Assistant 1875-82 
 
 Frank L. Nason, A.B., " I882-8& 
 
 John H. Emigh, C.E., " 1883 
 
 James M. Wilson, C.E., " 1885-86 
 
 George W. Worcester, B.S., " 1887-88 
 
 Guy B. Waite, C.E., " 1888-90 
 
 John G. Murdoch, A.M., " 1888 
 
 Daniel L. Turner, C. E. , " 1891-92 
 
 James McGiffert, Jr., C.E., " 1892 
 
I7 2 APPENDIX. 
 
 Mechanics. 
 
 B. Franklin Greene, C.E., A.M., Professor 1850-59 
 
 "* Charles Drowne, C.E., A.M., " 1860-76 
 
 William H. Burr, C.E., " 1876-84 
 
 Palmer C. Ricketts, C.E., " 1884 
 
 * Charles Drowne, C.E., A.M., Adjunct Professor 1850-51 
 
 William H. Burr, C.E., Assistant Professor 1876-76 
 
 Adolf o E. Besosa, C.E., " " 1882-83 
 
 E. A. H. Allen, C.E., Repeater 1850-50 
 
 * James W. Bradshaw, C.E., " 1850-51 
 
 William Tweeddale, C.E., " 1852-54 
 
 George L. Moody, " 1854-54 
 
 C. Whitman Boynton, C.E., " 1856-57 
 
 *T. Orlando Hopkins, C.E., " 1857-59 
 
 Arthur W. Bower, C.E., Instructor 1871-75 
 
 William H. Burr, C.E., Assistant 1875-76 
 
 William H. Powless, C.E., " 1877-78 
 
 John A. L. Waddell, C.E., " 1878-80 
 
 Adolf o E. Besosa, C.E., " 1880-82 
 
 George R. Baucus, C.E., " 1883-83 
 
 Guy H. Elmore, C.E., " 1883-84 
 
 William W. Cummings, C.E., " 1884-89 
 
 Hugh Anderson, C.E., " , 1889 
 
 Mental Philosophy. 
 
 *N. S. S. Beman, D.D., LL.D., Lecturer 1841-54 
 
 *N. S. S. Beman, D.D., LL.D., Professor 1854-65 
 
 Metallurgy. 
 
 George W. Maynard, A.M., Professor 1867-71 
 
 Henry B. Nason, Ph.D., LL.D., " 1871 
 
 Natural History. 
 
 Edward A. H. Allen, C.E., Professor 1854-55 
 
 Henry B. Nason, Ph.D., LL.D., " 1858-64 
 
 Physics. 
 
 B. Franklin Greene, C.E., A.M., Professor 1847-53 
 
 Charles A. Goessmann, Ph.D., " 1861-64 
 
 Arthur W. Bower, C.E., " 1878-80 
 
 Frank P. Whitman, A.M., ' 1880-86 
 
 W. Le Conte Stevens, Ph.D., " 1892 
 
APPENDIX. 1 73 
 
 Henry A. Rowland, C.E., Ph.D., Assistant Professor 1874-75 
 
 Arthur W. Bower, C.E., " " 1875-78 
 
 Charles W. Parks, C.E., Acting Professor 1886-92 
 
 * Charles Drowne, C.E., A.M., Repeater 1847-50 
 
 Lewis G. Lowe, C.E., B.N.S., " 1850-50 
 
 * James W. Bradshaw, C.E., " 1850-51 
 
 William Tweeddale, C.E., " 1852-54 
 
 George L. Moody, " 1854-55 
 
 Albert H. Gallatin, A.M., M.D., Lecturer 1866-67 
 
 Henry A. Rowland, C.E., Ph.D., Instructor 1872-74 
 
 Railroad Signals. 
 Pemberton Smith, C.E., Lecturer 1892 
 
 Steam-engine. 
 
 David M. Greene, C.E., Professor 1878-91 
 
 H. de B. Parsons, B.S., M.E., " 1892 
 
 William J. Keep, C.E., Lecturer 1877-78 
 
 As shown in Chapter I, in the early days of the 
 school, the teacher next in rank to the Senior Pro- 
 fessor was called the Junior Professor, and the other 
 instructors, who were appointed for a term or year, 
 were called Assistants to the Senior Professor or to 
 the Junior Professor. 
 
 Junior Professors. 
 
 * Lewis C. Beck, M.D 1824-29 
 
 *Hezekiah H. Eaton, A.B. (r.s.) 1829-30 
 
 * Paul E. Stevenson, A.B. (r.s.) 1830-31 
 
 * Ebenezer Emmons, A.M., M.D 1831-39 
 
 Assistants to the Senior Professor. 
 
 *Fay Edgerton, A.B. (r.s.) 1828 
 
 Thomas C. Ripley, A.B. (r.s.) 1828 
 
 *Orlin Oatman, A.B. (r.s.) 1829 
 
 * Daniel O. Comstock, A.B. (r.s.) 1829 
 
 * James C. Booth 1831 
 
 *S. Wells Williams, A.B. (r.s.) 1832 
 
APPENDIX. 
 
 D. Cady Smith, A.B. (r.s.) 1833 
 
 * Alexander Van Rensselaer, A.B. (r.s.) 1833 
 
 * Theron R. Hopkins, A.B. (r.s.) 1834 
 
 * Edward Suffern, C.E ^35 
 
 * Leman B. Garlinghouse, C.E 1836 
 
 * George Johnson, C.E., B.N.S 1836 
 
 Assistants to the Junior Professor. 
 
 * Timothy Dwight Eaton, A.B. (r.s.) 1827 
 
 *Orlin Oatman, A.B. (r.s.) 1827 
 
 *John M. Barrows, A.B. (r.s.) 1829 
 
 * Hezekiah H. Eaton, A.B. (r.s.) 1829 
 
 * Douglas Houghton, A.B. (r.s.) 1830 
 
 James B. Dungan 1:830 
 
 Abel Storrs, A.B. (r.s.) 1830 
 
 * Abram Sager, A.B. (r.s.) 1831 
 
 James Hall, A. B. (r.s.) ^33 
 
. yyt^si^r 
 
 CATALOGUE OF GRADUATES. 
 
 1824-1894. 
 
 Name. Degree. Class. 
 
 Ackley, Calvin C.E. 1854 
 
 Adam, Carl F C.E. 1890 
 
 Adams, Edwin G C.E. 1891 
 
 Adams, William L C.E. 1862 
 
 *Addison. Alexander.. C.E. 1866 
 
 Africa, James M C.E. 1888 
 
 *Aguiar, A. W. F. de. .C.E. 1867 
 Aguilera, Eugene M... C.E. 1887 
 
 Aguilera, Pedro T C.E. 1887 
 
 Aguirregaviria,Casto..C.E. 1888 
 
 Aiken, William A C.E. 1872 
 
 Albright, Joseph J....M.E. 1868 
 Alcover, Frederico M..C.E. 1871 
 
 Alden, John F C.E. 1872 
 
 Aldrich, J. Franklin. . .C.E. 1877 
 Aldrich, Truman H...M.E. 1869 
 *Allaire, William M... C.E. 1876 
 Allen, Edward A. H... C.E. 1850 
 
 Allen, James T B.S. 1855 
 
 Allen, Julian S C.E. 1885 
 
 Allen, Kenneth C.E. 1879 
 
 *Ambler, J. G...A.B. (r.s.) 1833 
 
 Amsden, Ik. E C.E. 1891 
 
 Anderson, Hugh C.E. 1886 
 
 Anderson, James C C.E. 1876 
 
 *Anthony, C. H B.N.S. 1840 
 
 Anzola, Roberto C.E. 1869 
 
 *Appleton, Francis E. .C.E. 1863 
 
 Appleton, Thomas C.E. 1868 
 
 Arango, Ricardo M C E. 1887 
 
 Argollo, Miguel de T. .C.E. 1871 
 
 Arms, Edward W C.E. 1869 
 
 *Arms, S. E A.B. (r.s.) 1826 
 
 *Arnold, H A.B. (r.s.) 1828 
 
 Arnold, John T C.E. 1885 
 
 *Arnold,L. M...B.N.S.C.E. 1837 
 
 Arnold.William H C.E. 1890 
 
 Ashby, Edward B C.E. 1886 
 
 Arosemena,C.C..C.E.,B.S. 1892 
 Auchincloss, W. S....C.E. 1862 
 Auerbach, Charles G. .C.E. 1877 
 
 Name. Degree. 
 
 *Avery, Henry J. .. .B.N.S. 
 Aycrigg, William A... C.E. 
 Babcock, Henry N. . ..M.E. 
 Babcock, W. Irving. . .C.E. 
 Baermann, Palmer H..C.E. 
 
 Bagg, Frederick A C.E. 
 
 Bagley, John A C.E. 
 
 Class. 
 1838 
 1884 
 1870 
 1878 
 1867 
 1893 
 1853 
 1870 
 1849 
 1838 
 1884 
 1876 
 1873 
 1837 
 1871 
 1882 
 1861 
 1848 
 
 *Baily, Joseph T ...... C.E. 
 
 *Bailey, Thomas W...C.E. 
 *Bailey, William C. .B.N.S. 
 Bainbridge, Francis H..C.E. 
 Baker, Arthur G ...... C.E. 
 
 Baker, Arthur L ...... C.E. 
 
 *Baker, Henry ........ C.E. 
 
 *Baker, William L....C.E. 
 
 Balbin, Ernesto J ..... C.E. 
 
 *Baldwin, William L. .C.E. 
 *Ball, Jasper N ....... C.E. 
 
 Ball, R. Edward ...... C.E. 
 
 Baltimore, Garnett, D..C.E. 
 *Baltzell, Thomas K..C.E. 
 Barber, Clarence M. . .C.E. 
 BarcellosJ.J.A.de.B.S.C.E. 1868 
 Barker, Stephen W... M.E. 1868 
 Barnard, John F ...... C.E. 1850 
 
 Barney, Percy C ...... C.E. 1893 
 
 Barros, M. P. de ...... C.E. 1894 
 
 *Barrows, J. M. . .A.B. (r.s.) 1829 
 Bates, Frank C ........ C.E. 1889 
 
 Bates, William S ...... M.E. 1871 
 
 Baucus, George R ..... C.E. 1882 
 
 Baucus, William I ..... C.E. 
 
 Baum, George ........ C.E. 
 
 *Bayley, G. W. R ..... C.E. 
 
 Beardsley, Arthur ..... C.E. 
 
 Belding, Sherman W. .C.E. 
 *Bell, James E ........ C.E. 
 
 Bement, Robert B. C..C.E. 
 
 1881 
 
 1854 
 1878 
 
 1887 
 1891 
 1838 
 1867 
 1891 
 1873 
 1869 
 
 *Bement, R. B..A.B. (r.s.) 1830 
 *Benedict,Abner..A.B.(r.s.) 1826 
 Bergen, Van Brunt. . . .C.E. 1863 
 
 175 
 
CATALOGUE OF GRADUATES. 
 
 Name. 
 
 Degree. Class. 
 
 JName. Degree. Class. 
 
 Berger, John J C.E. 1886 
 
 Bertolet, Alfred S M.E. 1871 
 
 Besosa, Adolfo E C.E. 1875 
 
 Best, Arthur J C.E. 1877 
 
 *Billings, C. Jr C.E. 1877 
 
 Binsse, Henry L C.E. 1875 
 
 Birch, Charles E C.E. 1892 
 
 *Birdsall, James W...T.E. 1860 
 Black, Alexander M... C.E. 1869 
 Blaisdell, Anthony H..C.E. 1870 
 
 Blake,J. J C.E. 1894 
 
 Blandy, Isaac C C.E. 1887 
 
 Blanton, L. Harvie C.E. 1877 
 
 Bloss, Jabez P B.N.S. 1846 
 
 Bloss, Richard P C.E. 1881 
 
 *Blun, Abraham C.E. 1873 
 
 Boardman, Arthur E..C.E. 1870 
 Boardman, Henry M..C.E. 1871 
 
 Bogue, Virgil G C.E. 1868 
 
 Boiler, Alfred P C.E. 1861 
 
 Boiler, Frederick J C.E. 1869 
 
 Bontecou, Reed B.. B.N.S. 1842 
 
 *Booth, James C. 1 Ph.D. 1831 
 
 Bostrom, Augustus O. . C.E. 1877 
 
 Botero, Fabriciano C.E. 1885 
 
 Bours, Benjamin W... C.E. 1839 
 
 Bowen, Franklin H C.E. 1883 
 
 Bower, Arthur W C.E. 1871 
 
 Boyd,WilliamH..A.B.(r.s.) 1832 
 Boynton,C. Whitman.. C.E. 1856 
 *Bradshaw, James W.. C.E. 1850 
 Bradway, J. R..C.E., B.N.S. 1841 
 *Brainerd, George B.. C.E. 1865 
 
 Breese, James L C.E. 1875 
 
 Breithaupt, William H.. C.E. 1881 
 Bridgers, Robt. R. Jr. .C.E. 1879 
 *Briggs, Caleb.. B.N.S., C.E. 1835 
 
 Briggs, Roswell E C.E. 1868 
 
 *Brinley,E. Jr.. B.N.S., C.E. 1839 
 Brinsmade, Henry N. .C.E. 1879 
 *Brodt, J. H...C.E., B.N.S. 1844 
 Brown, Marshall W. . .C.E. 1894 
 
 Brown, N. W. L C.E. 1892 
 
 Brown, Robert K C.E. 1888 
 
 Brown, Thurber A C.E. 1883 
 
 *Browne, Percy T C.E. 1863 
 
 Bruckman, T. G B.S. 1890 
 
 *Bryant, Cyrus.. A. B. (r.s.) 1829 
 
 *Bryant, Fred M C.E. 1873 
 
 *Buck, B. Franklin. ...C.E. 1837 
 
 Buck, Leffert L C.E. 1868 
 
 Back, Richard S., Jr.. C.E. 1887 
 *Buckhout, Nathan W.. C.E. 1862 
 
 Name. Degree. Class. 
 
 ^Buckingham, E. P.... C.E. 1861 
 
 Bucknell, Elmer J C.E. 1892 
 
 Buel, Albert W C.E. 1883 
 
 *Buel, Richard H C.E. 1862 
 
 Buel, Samuel, Jr C.E. 1865 
 
 *Bullard, G A.B. (r.s.) 1828 
 
 Burden, Henry M.E. 1869 
 
 Burden, James C.E. 1892 
 
 Burdett, Edward A C.E. 1876 
 
 Burge, Alfred W C.E. 1893 
 
 *Burgess, William N.. M.E. 1869 
 Burhans, Frederic O..B.S. 1853 
 *Burnett, Leicester.. . .C.E. 1856 
 Burnham, George, Jr. .C.E. 1872 
 
 Burr, William H C.E. 1872 
 
 *Burrall, William H... C.E. 1851 
 Bushnell, Joseph, Jr... C.E. 1877 
 *Buswell, E.G.. B.N.S., C.E. 1841 
 
 Butler, Lawrence P C.E. 1890 
 
 Butt, McCoskry C.E. 1882 
 
 Buxton, Clifford C.E. 1865 
 
 *Byram, William H... C.E. 1877 
 
 Cabot, William B C.E. 1881 
 
 Cains, Robert A C.E. 1885 
 
 Caldwell, Charles A... C.E. 1888 
 
 Caldwell, James H B.S. 1886 
 
 Caldwell, James N., Jr. .C.E. 1874 
 Callery, William V. . . . C.E. 1886 
 
 Campbell, Charles C.E. 1873 
 
 Campbell, Charles W.. C.E. 1879 
 *Campbell, James... B.N.S. 1843 
 Campbell, Joseph H..M.E. 1868 
 Cantanhede, P. de C. ..C.E. 1881 
 Carbonell, Carlos F.. . . C.E. 1875 
 
 Card, William D C.E. 1890 
 
 Carnrick, George W..C.E. 1874 
 Carr, Ezra S...C.E., B.N.S. 1838 
 
 Carter, Edward C C.E. 1876 
 
 Cary, Edward R C.E. 1888 
 
 Casanova, Jose N B.S. 1859 
 
 Cassatt, Alexander J. .C.E. 1859 
 
 Castro, Alberto de T.E. 1860 
 
 Ceballos, G. F. de C.E. 1868 
 
 Chadwick, Robert R..C.E. 1878 
 *Chamberlaine, N. H..C.E. 1856 
 Chambers, Frank T... C.E. 1892 
 
 Cahmbers, John C.E. 1886 
 
 Chambers, John S C.E. 1881 
 
 Chambers, Ralph H...C.E. 1893 
 *Chandler, J. . . . A.B. (r.s.) 1827 
 
 Chesrown, Elias C.E. 1885 
 
 Chibas, Eduardo J.. .C.E. 1889 
 Chillman, Edward F..C.E. 1888 
 
 Degree conferred, 1884. 
 
CATALOGUE OF GRADUATES. 
 
 177 
 
 Name. Degree. Class. 
 
 *Chislett, John J C.E. 1884 
 
 Chrysler, Frank C.E. 1884 
 
 *Chubb, A. L..C.E., B.N.S. 1848 
 Church, Daniel W....C.E. 1877 
 Church, Frederick B..C.E. 1891 
 Church, Townsend V. . C.E. 1881 
 
 Church, W. Lee C.E. 1872 
 
 Cintra, Francisco de A. .C.E. 1881 
 
 Clark, Dorlon C.E. 1885 
 
 Clark, Frank L C.E. 1880 
 
 Clark, Joseph E B.N.S. 1845 
 
 Clark, John A C.E. 1887 
 
 Clark, John M C.E. 1856 
 
 *Clarke, Jos. B..A.B. (r.s.) 1829 
 *Cleemann, Thos. M..C.E. 1865 
 "Clement, William H.. C.E. 1835 
 
 Clinch, J. Morton C.E. 1854 
 
 Cobb, Arthur C.E. 1880 
 
 *Cobb, James C..A.B. (r.s.) 1831 
 Cogswell, William B. 1 .. C.E. 1851 
 
 Coit, James C C.E. 1858 
 
 Colby, Archie L C.E. 1887 
 
 Colby, John D C.E. 1884 
 
 Colby, S. K C.E. 1894 
 
 Collin, D., Jr.. ..C.E., B.N.S. 1842 
 Collingwood, Francis. .C.E. 1855 
 *Collins,Chas..C.E., B.N.S. 1840 
 *Comstock,D.O. .A.B.(r.s.) 1829 
 
 Connett, Albert N C.E. 1880 
 
 Converse, Wade C.E. 1880 
 
 *Cook, Albert B C.E. 1892 
 
 *Cook, Charles R.... C.E. 1837 
 *Cook,Geo.H..C.E., B.N.S. 1839 
 
 *Cook, Robert G B.N.S. 1847 
 
 Cooley, Lyman E C.E. 1874 
 
 Cooper, Theodore C.E. 1858 
 
 *Cotes, Elihu W C.E. 1839 
 
 *Cotterell, Nathan C.E. 1841 
 
 Cottman, Joseph B... B.N.S. 1835 
 Coulson, Benjamin L. .C.E. 1893 
 Courtenay, William H.. C.E. 1879 
 
 Covode, James H C.E. 1882 
 
 Cox, Abraham B., Jr. .C.E. 1867 
 
 Cox, Leonard M C.E. 1892 
 
 Craft, Charles C C.E. 1866 
 
 Crafts, Walter C.E. 1859 
 
 Craig, Washington R. .C.E. 1893 
 Cramer, Eliphalet W.. C.E. 1879 
 
 *Crehore, C. F C.E. 1848 
 
 *Crocker,E. B. . . . A.B.(r.s.) 1833 
 Crockett, Charles W..C.E. 1884 
 
 *Cromwell, James C.E. 1861 
 
 Crosby, Homer C.E. 1887 
 
 Name. Degree. Class. 
 
 Crosby, Horace C.E. 1862 
 
 Crosby, Wilson C.E. 1856 
 
 *Cross, Charles E C.E. 1855 
 
 *Cross, Charles S C.E. 1838 
 
 Cummings, C. A., 
 
 B.N.S., C.E. 
 Cummings, Fred. M...C.E. 
 
 Cummings, W. W C.E. 
 
 Cunningham, A. C. . . .C.E. 
 Cunningham, Seymour. C.E. 
 Cuntz, Johannes H. . . .C.E. 
 
 Curfman, S.B C.E. 
 
 Curtis, Henry C.E. 
 
 Curtis, John H C.E. 
 
 Cushman, George H..C.E. 
 Dabney, Frederic Y. . .C.E. 
 Danforth, Henry W. . .C.E. 
 *Danker, Albert. .A. B.(r.s.) 1826 
 Dauchy, Edward N....C.E. 1840 
 
 Dauchy, Walter E C.E. 
 
 Davenport, Ezekiel C..C.E. 
 
 Davenport, Fred C.E. 
 
 Davenport, Henry B. ..C.E. 
 *Davey, John J. . A.B.(r.s.) 1827 
 
 Davis, Charles H C.E. 1884 
 
 Davis, Chester B C.E. 1877 
 
 Davis, Joseph P C.E. 1856 
 
 Davis, Josiah R. T C.E. 
 
 Davison, George S C.E. 
 
 Deal, Alvin E C.E. 
 
 Deal, Elvin A C.E. 
 
 *Decker, T. W. . . A.B.(r.s.) 1830 
 
 De Leon, Moise C.E. 1892 
 
 Denegre, William P... C.E. 1877 
 *Dennis, George R.. B.N.S. 1839 
 
 Denny, Stacey E C.E. 1891 
 
 *Devol, Edward.. A. B.(r.s.) 1831 
 Dias, Eduardo da R...C.E. 1891 
 Dias, Luiz daR., Jr., 2 
 
 T.E.,C.E. 
 
 Diehl, George C C.E. 
 
 Dike, Albyn P C.E. 
 
 Dodge, Richard D C.E. 
 
 1849 
 1886 
 
 1884 
 1885 
 1884 
 1886 
 1894 
 1854 
 1873 
 1879 
 1857 
 1842 
 
 i875 
 1886 
 1892 
 1886 
 
 1876 
 
 1878 
 1882 
 1882 
 
 1860 
 1894 
 1877 
 1860 
 
 Doughty, William H..C.E. 1858 
 
 Drake, Tracy C B.S. 
 
 *Drayton, Henry J C.E. 
 
 1886 
 1839 
 
 *Drayton, James S. .B.N.S. 1836 
 
 *Drew,FrancisG..A.B.(r.s.) 1827 
 *Drowne, Charles, 
 
 C.E., B.N.S. 1847 
 
 Duane, Harry B .C.E. 1878 
 
 Duane, James C.E. 1873 
 
 Durbin. James G C.E. 1884 
 
 Degree conferred, 1884. 
 
 8 Degree C.E. conferred, 1882. 
 
CATALOGUE OF GRADUATES. 
 
 Name. Degree. Class. 
 
 *Durham, Anson C.E. 1840 
 
 Earle, Thomas C.E. 1887 
 
 Easby, Marmaduke W..C.E. 1886 
 
 Easby, Paul H C.E. 1886 
 
 Easby, William, Jr. . . .C.E. 1890 
 
 *Eaton, H. H....A.B. (r.s.) 1826 
 
 *Ealon, T. D A.B. (r.s.) 1826 
 
 Echeverria, Juan F.... C.E. 1885 
 
 Eckert, Edward W C.E. 1875 
 
 *Eddy, Jacob F C.E. 1835 
 
 *Edgerton, Fay.. A.B. (r.s.) 1828 
 
 Edwards, John C C E. 1885 
 
 Edwards, R...B.N.S., C.E. 1848 
 
 Edwards, Thomas H.. C.E. 1891 
 
 Eguiguren,VincenteF..C.E. 1888 
 
 Elder, George R C.E. 1884 
 
 Eldridge, Archibald R..C.E. 1888 
 
 Eldridge, Griffith M... C.E. 1885 
 
 Ellis, George E C.E. 1892 
 
 Ells, George F C.E. 1856 
 
 Elmer, Howard N C.E. 1877 
 
 Elmore, Guy H C.E. 1883 
 
 Ely, Theodore N C.E. 1866 
 
 Emerson, Rufus H C.E. 1861 
 
 Emery, Albert H C.E. 1858 
 
 Emigh, John H C.E. 1879 
 
 Emmerich, Edward E.. C.E. 1892 
 
 *Emmons, E A.B. (r.s.) 1826 
 
 Emory, Gustavus W.. .C.E. 1887 
 
 *Emory, Thomas. .A.B. (r.s.) 1828 
 
 Endicott, Mordecai T..C.E. 1868 
 
 Endress, William F....C.E. 1879 
 
 Ensign, Milton W C.E. 1871 
 
 Eppele, Frank J C.E. 1888 
 
 Escarza, Sotera E C.E. 1894 
 
 *Escobar, Jose C.E. 1867 
 
 Escobar, Roberto C.E. 1857 
 
 Estabrook, John D C.E. 1856 
 
 Estep, Josiah M., Jr. . .C.E. 1889 
 
 Eva, Samuel J C.E. 1891 
 
 *Evans, W.W C.E. 1836 
 
 Ewens, John C.E. 1878 
 
 Ewing, J. Nelson C.E. 1887 
 
 Fabian, William J C.E. 1874 
 
 Fairchild, Henry M.... C.E. 1886 
 
 Farnum, Henry H....C.E. 1865 
 
 Farwell, Elmer S C.E. 1891 
 
 *Fay, Francis F M.E. 1868 
 
 Feldmeier, Harvey. .. .C.E. 1892 
 
 Felton, Herbert C C.E. 1866 
 
 Fenton, William C.E. 1861 
 
 *Ferrao, Jose Tell B.S. 1850 
 
 Ferris, G. W. G., Jr... C.E. 1881 
 
 Name. Decree. Class. 
 
 *Ferriss, John A., Jr. .C.E. 1875 
 
 Fickes, Edwin S C.E. 1894 
 
 *Field, Charles S C.E. 1838 
 
 Fields, Samuel J C.E. 1867 
 
 Filer, Walter G C.E. 1890 
 
 *Fish, Dean B.S. 1886 
 
 *Fisher, Charles HJ..C.E. 1853 
 
 Fisher, Clark C.E. 1858 
 
 *Fisher, Joseph S C.E. 1849 
 
 Fisher, Tucker H C.E. 1875 
 
 *Fitch, Asa, Jr.. A.B. (r. s.) 1827 
 
 Flynn, John, Jr C.E. 1894 
 
 *Follin, Ormond W....B.S. 1859 
 
 Ford, Edwin C.E. 1882 
 
 Ford, Frank L C.E. 1874 
 
 *Ford, Jo. - . A C.E. 1866 
 
 Forsyth, Robert C.E. 1869 
 
 Fortun, y Andre S C.E. 1889 
 
 Foster, Albert W C.E. 1871 
 
 Foster, Thomas J C.E. 1892 
 
 Fowler, Albert C C.E. 1878 
 
 Fowler, Clarence A C.E. 1885 
 
 *Fox, Albert R..A.B. (r.s.) 1830 
 
 *Fox, Joseph G C.E. 1861 
 
 Fox, Peter H C.E. 1864 
 
 Fox, S. W r aters C.E. 1876 
 
 *Fox, William L C.E. 1875 
 
 Franco, Antonio de B. .C.E. 1890 
 Franco, Eugenic de L. .C.E. 1878 
 
 Frank, Isaac W C.E. 1876 
 
 Frazier, J. W C.E. 1894 
 
 Freeman, Ernest G C.E. 1888 
 
 Freeman, Harold A... C.E. 1876 
 
 Fritcher, George E C.E. 1878 
 
 Frith, Arthur J C.E. 1873 
 
 Frothingham, J. H. 
 
 B.N.S., C.E. 1849 
 Fuertes, Estevan A... C.E. 1861 
 
 Fuess, F. F C.E. 1894 
 
 Gale, E. Courtland C.E. 1883 
 
 *Gale, E. Thompson. .C.E. 1837 
 *Gale, George A.... B.N.S. 1847 
 *Garcia, F. Garcia y..C.E. 1872 
 
 Gardner, Arthur B C.E. 1891 
 
 Garland, W. S C.E. 1894 
 
 *Garlinghouse, L. B. ..C.E. 1837 
 Garlinghouse,Fred. L..C.E. 1871 
 
 Garzon, Julio N C.E. 1894 
 
 Gasteazoro, Carlos A.. C.E. 1891 
 
 *Gearn, Walter A C.E. 1878 
 
 Geer, Harvey M C.E. 1872 
 
 Gest, Alexander P C.E. 1874 
 
 Geuder, Edward G C.E. 1876 
 
 1 Degree conferred, 1882. 
 
CATALOGUE OF GRADUATES. 
 
 179 
 
 Name. Decree. Class. 
 
 Gibbs, L.A..C.E. 1892:6.8. 1893 
 
 Giberga, Ovidio C.E. 1885 
 
 *Giblin, Arthur L C.E. 1891 
 
 Gifford, George E C.E. 1887 
 
 Give, Henry De C.E. 1888 
 
 Goetzmann, F. G C.E. 1878 
 
 Goicouria, A. V. de...C.E. 1871 
 
 *Gold, Miner A.B. (r.s.) 1829 
 
 Goldstein, Max L C.E. 1867 
 
 Gonzalez, Juan, Jr.... C.E. 1870 
 
 Gottlieb, R. D C.E. 1890 
 
 *Gould, James P C.E. 1863 
 
 Gowing, Burdett C C.E. 1861 
 
 Grant, Bertrand E C.E. 1890 
 
 *Grant, Edward M C.E. 1860 
 
 Gray, John H C.E. 1887 
 
 Greeley, Samuel S C.E. 1846 
 
 Green, Lansdale B C.E. 1891 
 
 Greenalch, Wallace. . .C.E. 1893 
 
 Greene, Albert S C.E. 1859 
 
 Greene, B. F. .C.E. , B.N.S. 1842 
 
 Greene, Dascom C.E. 1853 
 
 Greene, David M C.E. 1851 
 
 *Greene, George M C.E. 1859 
 
 Greene, Joseph S C.E. 1878 
 
 Gregory, Brainerd E..C.E. 1887 
 Gridley.V.H. B.S.iS93;C.E. 1894 
 
 *Griffen, George S C.E. 1874 
 
 Griffen, Henry R C.E. 1877 
 
 Griffith, Charles G C.E. 1877 
 
 Grimes, Charles L C.E. 1871 
 
 Grinnell, Frederic C.E. 1855 
 
 Griswold, JohnW B.S. 1865 
 
 Groesbeck, Geo. S C.E. 1889 
 
 Gronau, William F C.E. 1887 
 
 Grove, Independence.. C.E. 1882 
 
 Guerra, Arturo C.E. 1876 
 
 Guerrero, Carlos. .B.S. C.E. 1867 
 
 Gunn, Frederick C C.E. 1887 
 
 Gurley, Lewis E C.E. 1845 
 
 Gurley, Louis W.. C.E. 1882 
 
 *Gurley, William C.E. 1839 
 
 *Haddock, Arba R....C.E. 1862 
 Haight, Theodore S... C.E. 1885 
 
 Hailman, James D C.E. 1887 
 
 Hall, Fitz Ed ward.... C.E. 1842 
 
 *Hall, George M C.E. 1849 
 
 *Hall, G. Thomas C.E. 1868 
 
 Hall, James A.B. (r.s.) 1832 
 
 Hall, John G B.S. 1887 
 
 *Hall, William. C.E., B.N.S. 1846 
 
 Hallock, James C C.E. 1891 
 
 Hallsted, James C., Jr.. C.E. 1883 
 
 Hammond, W. B C.E. 1880 
 
 Haraguchi, Kaname. ..C.E. 1878 
 
 Name. Degree. Class. 
 
 Harison, R. Morley. . .C.E. 1879 
 
 *Harley, Henry C.E. 1858 
 
 *Harper, Albert M C.E. 1867 
 
 Harris, Charles P C.E. 1873 
 
 ^Harris, Henrique T.E. 1860 
 
 *Harns, Joel B C.E. '841 
 
 Harris, William P C.E. 1866 
 
 Harrison, Frank C.E. 1888 
 
 Harrold, Thomas, Jr.. C.E. 1887 
 *Haskell, S.E.. B.N.S., C.E. 1845 
 Haskin.A.N... B.N.S., C.E. 1840 
 *Haskin, A. B..C.E., B.N.S. 1840 
 Haskin, Leonard W. . .C.E. 1841 
 
 Haskin, William L C.E. 1861 
 
 Hassinger, William H.. C.E. 1885 
 
 Hauck, Albert L C.E. 1886 
 
 Hawley, Wm. C C.E. 1886 
 
 *Hawley, F. J.C.E., B.N.S. 1837 
 
 Hayt, Stephen T C.E. 1882 
 
 Hearne, Frank J C.E. 1867 
 
 Hebert, Paul O C.E. 1889 
 
 Hedden, Eugene B C.E. 1885 
 
 Heizmann, Theodore I. .C.E. 1859 
 Henderson, William.. .C.E. 1876, 
 
 Henry, John J C.E. 1881' 
 
 Henry, Philip W C.E. 1887 
 
 Henry, Wm. G.... A.B. (r.s.) 1828 
 
 Hepburn, Fred T C.E. 1893 
 
 Hermann, Edward A. . C.E. 1879 
 
 Hernandez, Jose C.E. 1867 
 
 Hetzel, James C.E. 1885 
 
 Hewes, Virgil H C.E. 1881 
 
 Heyl. Jacob E B.S. 1870 
 
 Hill, AugustusG. .A.B. (r.s.) 1831 
 
 Hilt, F. K C.E. 1894 
 
 Himmelwright, A.L.A.C.E. 1888 
 
 *Hinckley, Frank C.E. 1863 
 
 Hine, Samuel K B.S. 1892 
 
 Hinsdale,TheodoreR..C.E. 1886 
 
 Hirai, Seijiro C.E. 1878 
 
 Hitchcock. Dwight A.. C.E. 1886 
 Hoadly, Edward M.... C.E. 1889 
 
 Hodge, Harry S C.E. 1878 
 
 Hodge, Henry W C.E. 1885 
 
 Hoeing, Joseph B C.E. 1876 
 
 Holmes, Henry C.E. 1855 
 
 *Holton, George C C.E. 1860 
 
 Hood, Richard H C.E. 1887 
 
 Hopkins, Albert L C.E. 1892 
 
 Hopkins, James B C.E. 1886 
 
 *Hopkins, T. Orlando. C.E. 1857 
 *Hopkins, T. R..A.B. (r.s.) 1834 
 
 Horbach, Paul W C.E. 1886 
 
 *Horsford, Eben N C.E. 1838 
 
 *Horton, G. F...A.B. (r.s.) 1827 
 
i8o 
 
 CATALOGUE OF GRADUATES. 
 
 Name. Depree. Class. 
 
 Horton, George T C.E. 1893 
 
 *Horton, J. S A.B. (r.s.) 1829 
 
 *Houghton, D...A.B. (r.s.) 1829 
 
 Houghton, J. F C.E. 1848 
 
 House, S. R A.B. (r.s.) 1834 
 
 Howard, James W....C.E. 1888 
 *Howard, Jerome B... C.E. 1838 
 Hubbell, George S.... C.E. 1886 
 
 *Hulbert, A A.B. (r.s.) 1826 
 
 *Humphreys, John G.. C.E. 1873 
 Humphrey, Henry C.. C.E. 1887 
 
 Hunt, Conway B C.E. 1882 
 
 *Hunt, George C.E. 1858 
 
 *Hunt, George M C.E. 1866 
 
 Huntington, W. W C.E. 1876 
 
 Huntley, Lay C.E. 1876 
 
 Hurd, Tyrus'W C.E. 1836 
 
 Hutton, Frank C C.E. 1885 
 
 Hyde, Charles B C.E. 1841 
 
 Hyde, Douglass W C.E. 1841 
 
 Illsley, Charles E C.E. 1867 
 
 Ingham,W. A..C.E..B.N.S. 1846 
 
 *Ishigro, Taro C.E. 1881 
 
 Jack, E. E. B C.E. 1894 
 
 *Jackson, S. C.. .A.B. (r.s.) 1827 
 Jaggard, Herbert A... C.E. 1889 
 
 Jarrett, Edwin S C.E. 1889 
 
 Jeffers, William W C.E. 1892 
 
 Jenkins, Lewis L C.E. 1882 
 
 *Jennings, Henry C... C.E. 1879 
 
 *Jenny, Joseph H C.E. 1841 
 
 Jewett, Charles H C.E. 1885 
 
 *Johnson, G...C.E., B.N.S. 1837 
 Johnson, I. G..B.N.S., C.E. 1848 
 
 Johnson, James M C.E. 1879 
 
 Johnston, Stewart C.E. 1887 
 
 Johnston, Thomas T.. C.E. 1877 
 
 Jones, Walter S C.E. 1893 
 
 *Judson, Charles T. ...C.E. 1875 
 
 Just, George A C.E. 1881 
 
 Kaufman, Gustave C.E. 1880 
 
 Kay, Edgar B C.E. 1883 
 
 Kay, William G C.E. 1875 
 
 Keenan, John J C.E. 1888 
 
 Keeney, J. C A.B. (r.s.) 1827 
 
 *Kellogg, E. R.C.E., B.N.S. 1841 
 
 Kellogg, Nathan C.E. 1841 
 
 Kellogg, Norman B... C.E. 1873 
 Kellogg, Warren T....C.E. 1861 
 
 Kelly, John P C.E. 1876 
 
 *Kendall, David C.E. 1838 
 
 Kibbe, Augustus S C.E. 1886 
 
 Kiersted,Wynkoop,Jr..C.E. 1880 
 Kilbourne, Edward W. . C.E. 1885 
 Kimball,FrederickN...C.E. 1886 
 
 Name. Degree. Class. 
 
 Kimberly, John A. Jr. .C.E. 1889 
 
 *King, William J C.E. 1880 
 
 *Kingman, L. H.. A.B. (r.s.) 1829 
 
 Kingsley, James C C.E. 1876 
 
 Kirby, G. Frederic C.E. 1857 
 
 Kirtland, Alfred P C.E. 1871 
 
 Kirtland, E. F C.E. 1894 
 
 Knap, Joseph M C.E. 1858 
 
 *Knap, Thomas L C.E. 1866 
 
 Knapp, George O C.E. 1876 
 
 *Kneass, Strickland. ..C.E. 1839 
 Kneass, Strickland, L. . C.E. 1880 
 *Knickerbacker,H.Jr..C.E. 1887 
 Knickerbacker, John.. C.E. 1886 
 Knowlton, Theodore E.G. E. 1893 
 
 *Krause, Conrad B C.E. 1879 
 
 Kummer, Fred. A C.E. 1894 
 
 Lacerda, Augusto de. .B.S. 1855 
 LaChicotte, Henry A. .C.E. 1885 
 
 La Coste, Louis C.E. 1841 
 
 Laflin, Louis E C.E. 1882 
 
 *Lally, James C.E. 1861 
 
 Landor, Edward J C.E. 1876 
 
 Lane, Edward V. Z C.E. 1875 
 
 Lapeyre, James M....C.E. 1892 
 *Lapham, William G. .C.E. 1838 
 Lavandeira, Antonio. .C.E. 1877 
 
 Lawlor, Joseph M C.E. 1888 
 
 Lawlor, Thomas F C.E. 1886 
 
 *Lawrance, B. R B.S. 1868 
 
 Lawton, Frederick B..C.E. 1891 
 
 Lay, Henry C C.E. 1875 
 
 Lea, George H C.E. 1872 
 
 Leme, Luiz G. da S. . ..C.E. 1880 
 
 Lempe, Fred J C.E. 1893 
 
 *Lent, George B C.E. 1838 
 
 Lesley, Alex. M.... B.N.S. 1846 
 
 Leverich, Gabriel C.E. 1857 
 
 Lewis, Nelson P C.E. 1879 
 
 *Lewis, Wm..C.E., B.N.S. 1840 
 *Lilienthal, Benj. N...C.E. 1866 
 *Lindsley, Aaron L. ...C.E. 1842 
 Lippincott, Jason E.. . .C.E. 1883 
 
 Llano, Antonio C.E. 1890 
 
 Locke, Elmer H.... B.N.S. 1848 
 
 Lockhart, John M C.E. 1887 
 
 *Lockling,L.L..C.E., B.N.S. 1837 
 
 Long, Thomas J C.E. 1873 
 
 *Loomis, Charles L...C.E. 1851 
 
 Loomis, Horace C.E. 1865 
 
 Low, Samuel B C.E. 1876 
 
 Lowe, Jesse C.E. 1885 
 
 Lowe, L. G....C.E., B.N.S. 1848 
 
 Lowrey, G C.E., B.N.S. 1845 
 
 Luaces, Ernesto L C.E. 1867 
 
CATALOGUE OF GRADUATES. 
 
 iSl 
 
 Name. Degree. Class. 
 
 Ludwig, Julius A C.E. 1889 
 
 *Mabbett, H. J..A.B. (r.s.) 1833 
 Macdonald, Charles. ..C.E. 1857 
 Macfarlane, Graham. . C.E. 1872 
 MacGregor, George C.. C.E. 1871 
 Macksey, Henry V.... C.E. 1886 
 
 Mader, Arthur B C.E. 1890 
 
 Magor, Henry B C.E. 1894 
 
 Maguire, J. B C.E. 1894 
 
 Mallory, George B. .. C.E. 1867 
 Mallory, Marshall H. .C.E. 1865 
 
 Man, Albon P C.E. 1866 
 
 Mann, Elias P C.E. 1872 
 
 *Mann, George H C.E. 1870 
 
 Mansfield, M. William. C.E. 1871 
 
 Manville, C. Rollin C.E. 1880 
 
 Marburg, Edgar C.E. 1885 
 
 Marcy, William B.S. 1893 
 
 *Marks, J. Harrod C.E. 1871 
 
 Marlett, S. H..C.E., B.N.S. 1841 
 
 Marling, William C.E. 1872 
 
 Marshall, Thomas F. . .C.E. 1867 
 Marstrand, O. Julius.. C.E. 1882 
 
 Martin, Charles C C.E. 1856 
 
 Martin, John L C.E. 1894 
 
 Martin, William H.... C.E. 1856 
 
 Martins, Jose C C.E. 1886 
 
 Mason, William P C.E. 1874 
 
 Masses, Jose D C.E. 1882 
 
 Masten, Cornelius S. ..C.E. 1850 
 
 Matas, Ramon T.E. 1860 
 
 *Mather, Charles R.. .M.E. 1870 
 Matsmoto, Souichiro. .C.E. 1876 
 Matthews, Irving E. . .C.E. 1887 
 
 Mauldin, Thomas S C.E. 1891 
 
 *Maxwell, William B..C.E. 1875 
 May, John E. .B.N.S. , C.E. 1846 
 
 McCartney, W. M C.E. 1894 
 
 McCaughin, John C.E. 1842 
 
 *McCle]lan, Henry G.. C.E. 1869 
 McClelland, Wilson. ..C.E. 1886 
 McClintock, Hugh P.. C.E. 1880 
 McComb, Edward C... C.E. 1887 
 McCord, William S. . . . C.E. 1881 
 McGiffert, James, Jr.. .C.E. 1891 
 
 McGuire, James C C.E. 1888 
 
 McHarg, Arthur V. A. .C.E. 1892 
 
 McKay, George A C.E. 1894 
 
 McKee, Aaron G C.E. 1836 
 
 *McKee, Robert G C.E. 1835 
 
 McKinney, Samuel P. .C.E. 1884 
 McKnew, William H..C.E. 1878 
 
 McLaren, Daniel C.E. 1878 
 
 McLean, John C.E. 1876 
 
 Name. Degree. Class. 
 
 *McManus, P.C.W., 
 
 A.B. (r.s.) 1826 
 
 McMillan, Charles. .. .C.E. 1860 
 McNaugher, David W.. C.E. 1885 
 *McNeill, Elmore B...C.E. 1881 
 
 McPherson, J. A B.S. 1894 
 
 Megear, Alter C.E. 1868 
 
 Melchert, A. C. d'A...C.E. 1886 
 Mendoza, Victor G. de. C.E. 1888 
 Menocal.AnicetoG. de.C.E. 1862 
 Menocal, Arturio N...C.E. 1881 
 
 *Merian, Henry W C.E. 1858 
 
 *Merrifield, Paul S.... C.E. 1878 
 *Metcalf, J. B...A.B. (r.s.) 1829 
 
 Metcalf, William C.E. 1858 
 
 Miller, Leverett S C.E. 1885 
 
 *Miller, S. V. R C.E. 1841 
 
 *Millet, Albert H C.E. 1867 
 
 Mills, Hiram F C.E. 1856 
 
 Mills, William W C.E. 1868 
 
 Mitchell, Horace H.... C.E. 1887 
 
 *Moak, Joseph A C.E. 1854 
 
 Molina, Ricardo V C.E. 1887 
 
 Moliner, Julio S C.E. 1888 
 
 Montgomery, Neil R..C.E. 1885 
 Montony, Liberty G. . .C.E. 1890 
 
 Moore, Frank L C.E. 1867 
 
 Moore, Marshall G.... C.E. 1884 
 Morris, Thos. O'Neil. .C.E. 1870 
 
 Morse, Henry G C.E. 1871 
 
 Morton, Nathaniel C.E. 1850 
 
 Moss, Charles H C.E. 1867 
 
 *Mullin, A. T. E C.E. 1861 
 
 Mullin, Joseph C.E. 1869 
 
 MunozdelMonte,A.C..C.E. 1886 
 Munoz del Monte, L.E. .C.E. 1888 
 *Murphy,J.W.. B.N.S., C.E. 1847 
 
 Murray, Jo. Dorr C.E. 1892 
 
 Myers^ John H C.E. 1893 
 
 Mynderse, Edward. .. .C.E. 1838 
 Naranjo, Francisco R. C.E. 1863 
 
 Neal, Robert C M.E. 1870 
 
 Neilson, Robert C.E. 1861 
 
 Nelles, George T C.E. 1877 
 
 Nellis, Dan H C.E. 1892 
 
 Newbold, Thomas E . .C.E. 1882 
 
 *Nichols, Edward B.S. 1871 
 
 Nichols, Othniel F.... C.E. 1868 
 Nicholson, William A. ..C.E. 1877 
 
 Nickel, George D M.E. 1870 
 
 Nickerson, J. G B.N.S. 1848 
 
 Nier, John W C.E. 1876 
 
 Norris, Aleck J C.E. 1886 
 
 Nugent, Paul C C.E. 1892 
 
1 82 
 
 CATALOGUE OF GRADUATES. 
 
 Name. Decree. Class. 
 
 *Oakey, James C.E. 1837 
 
 *Oatman, Orlin...A.B.(r.s.) 1827 
 *Olmstead, A.B., 
 
 C.E., B.N.S. 1837 
 
 Olmstead, H. L C.E. 1894 
 
 *Olmstead, L.G.. . A.B.(r.s.) 1830 
 
 *Olyphant, H. V C.E. 1868 
 
 Osborn, Frank C C.E. 1880 
 
 *Osborn, G. K...A. B.(r.s.) 1830 
 
 Osborne, Charles M... C.E. 1853 
 
 *Ostrom, John C.E. 1857 
 
 Otto, John B C.E. 1871 
 
 Packard, Ralph G C.E. 1864 
 
 Painter, A. E. W C.E. 1863 
 
 Painter, Edward L C.E. 1884 
 
 Painter, Herbert B C.E. 1891 
 
 Palmer, Miguel C C.E. 1894 
 
 Pardee, Ario, Jr .C.E. 1858 
 
 Pardee, Calvin B.S. 1860 
 
 Parish, Wainwright.. .C.E. 1888 
 
 *Park, A. F....C.E.,B.N.S 1840 
 
 Parker, Charles M C.E. 1889 
 
 Parks, Albert F C.E. 1891 
 
 Parks, Charles W C.E. 1884 
 
 ^Parkinson, John B.. .C.E. 1876 
 
 Parrish, Edward, Jr. ..C.E. 1870 
 
 *Parsons, Samuel B... C.E. 1840 
 
 Patten, Henry B C.E. 1878 
 
 *Paterson, S. V. R. . . .C.E. 1836 
 
 Pattison, Harry D C.E. 1874 
 
 *Pearce, Allen C.E. 1838 
 
 Pearl, James W C.E. 1880 
 
 Pease, Charles S C.E. 1876 
 
 *Peck, Hollam L C.E. 1849 
 
 Peck, William A C.E. 1869 
 
 Peebles, Robert C C.E. 1869 
 
 Pelaez, Manuel A C.E. 1873 
 
 *Pelton,Wm. S. . . A.B.(r.s.) 1826 
 
 Pemberton, John, Jr... C.E. 1860 
 
 Penfield, James A. . B.N.S. 1846 
 
 *Percy, James R C.E. 1859 
 
 Perkins, Charles P C.E. 1866 
 
 Perry, Thornton T C.E. 1885 
 
 Peterson, B. Walker. .C.E. 1873 
 
 Pettibone, C.V C.E. 1867 
 
 *Philip, JohnH...A.B.(r.s.) 1832 
 
 *Philip, J. V. N B.N.S. 1839 
 
 Pierce, George H C.E. 1858 
 
 *Pierpont, John M.E. 1869 
 
 *Pike, Samuel J. . A.B.(r.s.) 1830 
 
 Piraja. J. R. da S., Jr.. C.E. 
 Platt, Frank E C.E. 
 
 1865 
 1879 
 
 Platt, Joseph C C.E. 1866 
 
 *Platt, Merritt...A.B. (r.s.) 1830 
 Plumb, James Ives C.E. 1886 
 
 Name. Degree. Class. 
 
 Plummer, George C...C.E. 1892 
 Plympton, George W. .C.E. 1847 
 Pomeroy, Halsey B...C.E. 1887 
 *Pomeroy, H..C.E., B.N.S. 1841 
 
 Pond, Frank C.E. 1875 
 
 *Post, James H C.E. 1839 
 
 *Potter, Charles F C.E. 1878 
 
 *Potter, Clarkson N...C.E. 1843 
 
 Potter, Henry W C.E. 1879 
 
 * Potter, George C C.E. 1839 
 
 Potter, Winfield S C.E. 1890 
 
 Potts, Benjamin C C.E. 1863 
 
 Powell, Ambrose V...C.E. 1868 
 Powell, J. R...C.E., B.N.S. 1846 
 
 Powell, Marcus C.E. 1889 
 
 Powell, William J C.E. 1839 
 
 Powers, Joseph A C.E. 1880 
 
 Powless, William H... C.E. 1874 
 
 *Pratt, Charles S C.E. 1883 
 
 *Pratt, Ira R..C.E., B.N.S. 1842 
 
 Pratt, Robt. J C.E. 1883 
 
 Pratt, William M C.E. 1857 
 
 *Prescott, Richard... M.E. 1871 
 
 Price, Victor T C.E. 1888 
 
 *Prime, A. J A.B.(r.s.) 1829 
 
 *Pruyne, DeForest.. . .C.E. 1876 
 *Putnam, George C.E. 1838 
 
 Buackenbush, John H.. C.E. 1856 
 uintana, Manuel P. ..C.E. 1884 
 
 Rae, Charles W C.E. 1866 
 
 Raht, Adolphus W C.E. 1877 
 
 Rainsford, Thos. H...C.E. 1881 
 
 Ralston, John B C.E. 1888 
 
 Randolph, John H C.E. 1870 
 
 Ranney, Marcus H C.E. 1885 
 
 Ranney, Willet G C.E. 1890 
 
 Raymond, Charles T..C.E. 1879 
 Raymond, Thomas C..C.E. 1865 
 Raynolds, James D.. . .C.E. 1870 
 
 Reed, James C.E. 1873 
 
 Reed, Paul L C.E. 1894 
 
 Reeves, David C.E. 1872 
 
 Reeves, William H C.E. 1873 
 
 Reilly, Joy R B.S. 1890 
 
 Reinholdt, K. Oake P..C.E. 1890 
 Rementer, George L..C.E. 1884 
 Renshaw, Alfred H...C.E. 1883 
 Reynders, J. V.W.,Jr..C.E. 1886 
 
 Rice, Dan, Jr C.E. 1892 
 
 *Rice, Joseph G C.E. 1858 
 
 Rice, L. Frederic C.E. 1858 
 
 Rice, Spencer V C.E. 1871 
 
 Richardson, Harry L.. C.E. 1875 
 
 Ricketts, Palmer C C.E. 1875 
 
 Rickey, J. W C.E. 1894 
 
CATALOGUE OF GRADUATES. 
 
 Name. Degree Class. 
 
 *Riddell, JohnL..A.B. (r.s.) 1829 
 
 Rider, J. B B.N.S., CE. 1844 
 
 Rider, Joseph B C.E. 1889 
 
 r Rider, Thomas B C.E. 1845 
 
 Ridgely, William B C.E. 1879 
 
 Ripley^Thos. C...A.B.(r.s.) 1828 
 
 Roberts, George B.S. 1888 
 
 Roberts, G. B..C.E., B.N.S. 1849 
 Roberts, P.... B.N.S., C.E. 1846 
 *Robison, John A... B.N.S. 1838 
 
 *Rocha, A. F. da C.E. 1891 
 
 *Rockenstyre, Porter.. C.E. 1849 
 Rockwood, Arthur J..C.E. 1887 
 
 Rockwood, C. F C.E. 1894 
 
 Roebling, Charles G..C.E. 1871 
 
 Roebling, W. A C.E. 1857 
 
 Roebling, John A C.E. 1888 
 
 *Rogers, Horace N...C.E. 1837 
 
 Rood, Henry M C.E. 1885 
 
 *Root, Bennet,F..A.B. (r.s.) 1826 
 
 *Ropes, Charles F M.E. 1871 
 
 Rosa, George de La. . .C.E. 
 
 Rosa, Luis, de La C.E. 
 
 Rosenberg, Friedrich..C.E. 
 *Rossman, Augustus. .C.E. 
 Rothwell, Richard P.. C.E. 
 
 Rousseau, Harry H...C.E. 
 *Rowland, Frank L....C.E. 
 
 1886 
 1885 
 1882 
 
 1847 
 
 1858 
 1891 
 
 1875 
 
 Rowland, Henry A C.E. 1870 
 
 Roy, Charles P C.E. 
 
 Roy, Lawrence C.E. 
 
 1893 
 1891 
 
 Royce, Harrison A. .. .C.E. 1859 
 Ruggles, Charles H...C.E. 1892 
 
 Ruple, C.P C.E. 1881 
 
 Russell, Nathaniel E..C.E. 1870 
 
 Sabbaton, F.A C.E. 1892 
 
 Sabin, Alpheus T C.E. 1878 
 
 *Sage, Russell, 2d C.E. 1859 
 
 *Sager, Abram..A.B. (r.s.) 1831 
 Salisbury James H.. B.N.S. 1846 
 Salles, Joaquim de. . . .C.E. 1879 
 
 Saltar, John, Jr C.E. 1867 
 
 Samper, Julio C.E. 1880 
 
 Sanders Francis N....C.E. 1891 
 *Sanders,W. S. . . A.B. (r.s.) 1833 
 Sanderson, Edwin N..C.E. 1886 
 
 Sanderson, J. G C.E. 1858 
 
 *Sandford,Edw..A.B. (r.s.) 1827 
 
 Sariol, Pompeyo C.E. 1867 
 
 Saulles, Arthur B. de..B.S. 1859 
 
 Sax, Percival M C.E. 1890 
 
 Saylor, Francis H C.E. 1867 
 
 Scarborough, F. W C.E. 1888 
 
 Schade, Charles G C.E. 1892 
 
 Schaeffer, John S C.E. 1866 
 
 Name. Degree. Class. 
 
 Schermerhorn, R C.E. 1871 
 
 *Schott, C. Ridgely... C.E. 1868 
 
 Schultze, Paul L C.E. 1891 
 
 Scott, Charles H M.E. 1870 
 
 Searles, William H C.E. 1860 
 
 Sedley, Henry C.E. 1848 
 
 Selden, Samuel F C.E. 1886 
 
 Seligman, Albert J C.E. 1878 
 
 Seminario, Juan C.E. 1878 
 
 *Serrano, Aurelio C.E. 1860 
 
 Shankland, Edw. C....C.E. 1878 
 
 Shannahan, J. N C.E. 1894 
 
 Sharp, William G C.E. 1879 
 
 Shaw, Henry C C.E. 1876 
 
 Shaw, Richard E C.E. 1878 
 
 Sheal, Robert E C.E. 1894 
 
 Sheffield, John C.E. 1891 
 
 Shepherd, Willard F..C.E. 1878 
 Sherman, William B..C.E. 1872 
 
 Sherrerd, Morris R C.E. 1886 
 
 *Sherrill, Rush.. A.B. (r.s.) 1830 
 
 Shields, Howard H B.S. 1886 
 
 Shields, James W C.E. 1890 
 
 Sikes, George R C.E. 1886 
 
 Silliman, Justus M. .. .M.E. 1870 
 
 *Simpson, B. V C.E. 1879 
 
 Simpson, William S. ..B.S. 1860 
 
 Singer, Robert R C.E. 1877 
 
 Skilton, George S C.E. 1868 
 
 Skilton, James A.. .B.N.S. 1845 
 
 Skilton, Julius A B.N.S. 1849 
 
 *Slade, Israel. .C.E., B.N.S. 1836 
 
 Slagle, W. C. H C.E. 1892 
 
 Sloan, Robert I C.E. 1859, 
 
 *Small, T. B.. B.N.S., C.E. 1843 
 *Smalley, D. S..B.N.S.C.E. 1835 
 
 Smith, Charles E C.E. 1860 
 
 Smith, Charles R C.E. 1878 
 
 Smith, David C..A.B. (r.s.) 1833 
 
 Smith, Felix R. R C.E. 1860 
 
 Smith, Frank G C.E. 1859 
 
 Smith, H. DeWitt C.E. 1875, 
 
 Smith, Harmon M.... C.E. 1892 
 
 Smith, Milo A C.E. 1867 
 
 Smith, Pemberton C.E. 1888 
 
 Smith, S. Kedzie C.E. 1886 
 
 Smith, T. Guilford C.E. 1861 
 
 Smith, Thaddeus S.... C.E. 1861 
 *Smith, Theo. S., Jr... C.E. i86& 
 
 Snyder, Henry R C.E. 1837 
 
 Sooysmith, Charles. ..C.E. 1876 
 
 Sosa, Pedro J C.E. 1873 
 
 Sothers, Edward M.E. 1870 
 
 Spearman, Francis C.E. 1884 
 
 Springer, Lewis H.. ..C.E. 1887 
 
1 84 
 
 CATALOGUE OF GRADUATES. 
 
 Name. Degree. Class. 
 
 Squires, John C.E. 1869 
 
 *Stanton, L., Jr C.E. 1841 
 
 Starbuck, George H.. .C.E. 1840 
 
 Starr, Arthur B C.E. 1869 
 
 Stearns, George A. ... C.E. 1849 
 
 Stearns, Irving A M.E. 1868 
 
 Stebbins, O....C.E., B.N.S. 1839 
 Steinacker, Theodore. .C.E. 1873 
 Stevenson, Holland N.. C.E. 1866 
 *Stevenson,P. E..A.B. (r.s.) 1830 
 Stilson, William B.. ..C.E. 1867 
 
 Stites, Archer C C.E. 1887 
 
 Stribling, Ben A C.E. 1886 
 
 Stodder, George T. . . .C.E. 1863 
 
 Stone, Cyrus R C.E. 1867 
 
 Stone, Lowell H C.E. 1869 
 
 Storrs, Abel A.B., (r.s.) 1831 
 
 Storrs, Arthur H C.E. 1883 
 
 Stowell, Charles F C.E. 1879 
 
 Stowell, Ellery C.E. 1872 
 
 *Stratton, Norman C.E. 1838 
 
 Strawbridge, W. C....M.E. 1870 
 
 Stuart, Alfred A C.E. 1879 
 
 Stutzer, Herman, Jr. . .C.E. 1878 
 
 *Suffern, Edward C.E. 1835 
 
 Sugden, Clarence H... C.E. 1889 
 Sutermeister, A. H ...C.E. 1892 
 Sutherland, Mosher A. .C.E. 1861 
 ^Sutherland, Sam. W..C.E. 1846 
 
 Swift, Alexander J C.E. 1872 
 
 Sykes, George W C.E. 1893 
 
 Symington, Wm. N....C.E. 1861 
 Taylor, Gil. T..C.E., B.N.S. 1844 
 
 Thacher, Edwin C.E. 1863 
 
 Thackray, George E... C.E. 1878 
 
 *Thomas,Jos A.B. (r.s.) 1830 
 
 Thomas, Samuel R.... C.E. 1891 
 Thomas, William H... C.E. 1891 
 ^Thompson, A. A... B.N.S. 1838 
 Thompson, Arthur W.. C.E. 1892 
 ^Thompson, Chas. B...B.S. 1860 
 Thompson, Clark W... C.E. 1887 
 
 Thompson, E. Ray C.E. 1876 
 
 Thompson, Jas. G.... B.N.S. 1848 
 *Thompson, John C... C.E. 1865 
 Thompson Mackey J.. C.E. 1893 
 Thompson, William A. .C.E. 1869 
 ^Thomson, James P. ..C.E. 1888 
 
 *Tibbits, George C.E. 1841 
 
 Tiernan, Austin K C.E. 1894 
 
 Tilghman, J.. B.N.S., C.E. 1839 
 Tompkins, Daniel A. ..C.E. 1873 
 Tompkins, John A. B...C.E. 1879 
 Tone, Sumner L. R....C.E. 1886 
 Torkington, Isaac C.E. 1887 
 
 Name. Degree. Class. 
 
 Touceda, Enrique C.E. 1887 
 
 Townsend, John C.E. 1879 
 
 *Trafton, Gilman C.E. 1856 
 
 Travell, W. B C.E. 1894 
 
 Trevor, Frank N C.E. 1866 
 
 *Trujillo, Francisco. ..C.E. 1857 
 Tullock, Seymour W. .C.E. 1877 
 Tumbridge, John W. ..C.E. 1891 
 *Tuomey, Michael. .B.N.S. 1835 
 *Turknett, Robert G. .C.E. 1886 
 
 ^Turner, Benjamin C.E. 1849 
 
 Turner, Bejamin M C.E. 1888 
 
 Turner, Daniel L C.E. 1891 
 
 Tuttle, Frank W C.E. 1878 
 
 Tweeddale, William. ..C.E. 1853 
 Ubsdell, John A., Jr... C.E. 1889 
 Underwood, John C...C.E. 1862 
 
 *Underwood, J. R C.E. 1875 
 
 Uribe, German C.E. 1893 
 
 Utley, Charles H M.E. 1869 
 
 Van Bergen, R. H C.E. 1841 
 
 VanBuren, John D C.E. 1860 
 
 Van Buren, Robert C.E. 1864 
 
 Van Hoesen, E. F C.E. 1878 
 
 *Van Ness, S..C.E., B.N.S. 1836 
 *Van Rensselaer, A., 
 
 A.B. (r.s.) 1833 
 Van Rensselaer, P., 
 
 B.N.S., C.E. 1839 
 *Van Schaick, A. P....C.E. 1839 
 Van Sinderen, A., 
 
 B.N.S., C.E. 1847 
 
 Van Zile, Harry L C.E. 1884 
 
 Varonajgnacio M. de. .C.E. 1863 
 
 Vaughan, Edgar C.E. 1894 
 
 *Vaughan, F. W C.E. 1863 
 
 Verner, Henry W C.E. 1881 
 
 Verner, Morris S C.E. 1876 
 
 Vier, Henry C.E. 1883 
 
 Viscarrondo, L. J. de. .C.E. 1859 
 *Voorhees, Herman. . .C.E. 1873 
 
 Voorhees, Paul C.E. 1884 
 
 Voorhees, Theodore. . .C.E. 1869 
 *Vought, William G., 
 
 C.E., B.N.S. 1840 
 
 Vroom, Peter D C.E. 1862 
 
 Waddell, John A. L. . .C.E. 1875 
 Waddell, Montgomery. C.E. 1884 
 
 Wade, James, Jr C.E. 1842 
 
 Wagner, Richard G...C.E. 1887 
 
 Wainwright, J. T C.E. 1875 
 
 Waite, Christopher C.. C.E. 1864 
 
 Waite, Guy B C.E. 1888 
 
 Walbridge, Russell D. .C.E. 1871 
 Walbridge, T.Chester. .C.E. 1873 
 
CATALOGUE OF GRADUATES. 
 
 I8 5 
 
 Name. Degree. Class. 
 
 Walbridge, Thos. H...C.E. 1876 
 
 Walbridge, W. G C.E. 1877 
 
 Walker, William W...C.E. 1856 
 *Walker, William W..C.E. 1886 
 Wallace, Gurdon B....C.E. 1840 
 
 Wallace, James P C.E. 1837 
 
 Wallace, William M...C.E. 1892 
 Waller, William, Jr... C.E. 1879 
 
 Walsh, George S C.E. 1894 
 
 Walter, Alfred C.E. 1872 
 
 Waltz, Joseph E C.E. 1877 
 
 Warti, Vincent B C.E. 1886 
 
 Ware, R. Willard C.E. 1850 
 
 *Warren, Levi H C.E. 1837 
 
 Warren, Ogle T C.E. 1891 
 
 Warren, S. Edward C.E. 1851 
 
 *Watkins, Hezekiah. . .C.E. 1857 
 
 Watriss, George C C.E. 1853 
 
 Weir, Chas. G C.E. 1877 
 
 Wellington, Geo. B C.E. 1875 
 
 Wells, Joseph A C.E. 1883 
 
 *Westcott, A..C.E.. B.N.S. 1835 
 *Weston, C. L. . . .A.B.(r.s.) 1827 
 
 Weston, Charles S C.E. 1882 
 
 Wheeler, Fred L C.E. 1894 
 
 *Whipple, Charles.... C.E. 1837 
 *Whipple, Stephen T. . C.E. 1838 
 Whistler, Thomas D..C.E. 1881 
 
 White, Alfred T C.E. 1865 
 
 *White, John H C.E. 1840 
 
 Whitner, James H C.E. 1885 
 
 Whitney, Drake C.E. 1864 
 
 *Whittelsey, P.D..A.B.(r.s.) 1834 
 
 Wigand, Albert A C.E. 1889 
 
 Wiggins, Charles, Jr.. C.E. 1878 
 Wilde, N. R...C.E., B.N.S. 1836 
 
 Wiley, William H C.E. 1866 
 
 Wilkins, William G...C.E. 1879 
 
 ^Wilkinson, Alfred C.E. 1849 
 
 *Wilkinson, J. F C.E. 1847 
 
 *Wilkinson, W...A.B. (r.s.) 1830 
 
 Name. Degree. Class. 
 
 Williams, Clifton G.... C.E. 1877 
 
 *Williams, James B. ..C.E. 1888 
 
 *Williams, J. Francis. .C.E. 1883 
 
 *Williams, Norman A. .C.E. 1859 
 
 Williams, Samuel W. . .C.E. 1894 
 *Williams, S. Wells, 
 
 A.B.(r.s.) 1832 
 
 Williams, TheodoreH.. C.E. 1889 
 
 *Williams, W.B C.E. 1835 
 
 Williamson, T.M M.E. 1871 
 
 Willson, Fred N C. E. 1879 
 
 Wilson, Henry W .C.E. 1864 
 
 Wilson, Howard M C.E. 1884 
 
 Wilson, James M C.E. 1887 
 
 Wilson, John A C.E. 1856 
 
 Wilson, Joseph M C.E. 1858 
 
 Winger, Oswald E C.E. 1886 
 
 Winslow, Charles W... C.E. 1858 
 
 Witmer, Joseph F C.E. 1887 
 
 Witmer, Victor M C.E. 1887 
 
 Wood, Charles W C.E. 1884 
 
 Wood, De Volson C.E. 1857 
 
 Woodruff, Joel R C.E. 1848 
 
 *Woodward,F. G C.E. 1839 
 
 Woodworth,B.B..A.B.(r.s.) 1833 
 
 *Woodworth,JohnJr..C.E. 1837 
 
 Worcester, Geo. W C.E. 1887 
 
 Worthington, Charles. .C.E. 1892 
 *Wotkyns, A. A., 
 
 C.E., B.N.S. 1847 
 
 Yardley, Edmund C.E. 1856 
 
 Yates, Preston K C.E. 1880 
 
 Yeager, Frederick A . . . C. E. 1878 
 
 Young, Don Carlos C.E. 1879 
 
 *Young, Feramorz L..C.E. 1879 
 
 Young, Frederick S... C.E. 1880 
 
 Young, Horace G C.E. 1877 
 
 Young, Jonas F C.E. 1872 
 
 Zabriskie, Aaron J C.E. 1876 
 
 Zayas, Octavius A C.E. 1886 
 
 Zegarra, Enrique C C.E. 1874 
 
INDEX. 
 
 Act of Incorporation, 33. 
 
 Acts of Legislature relating to 
 School, 33, 65, 77, 89, 105, 106, 
 129, 157- 
 
 Adams, John, opinions upon the 
 teaching of science, 4. 
 
 Adams, William L., becomes Di- 
 rector, 116. 
 
 Admission, requirements for, in 
 1854, 103; in 1860, 107-108. 
 
 Advance work in terms, 137. 
 
 Afternoon amusements in the 
 early days, 47. 
 
 Agent, Amos Eaton becomes, 63; 
 George H. Cook becomes, 92. 
 
 Albright, Joseph J., 125. 
 
 Aldermen, trustees ex officio, 79, 
 105. 
 
 Aldrich, J. Franklin, 118. 
 
 Alleghany Portage Railroad tun- 
 nel, 75- 
 
 Alumni, addresses of, in Regis- 
 ter, 132, 133; alphabetical list 
 of, 175-185; total number of, 
 130; work of, 133, 134. 
 
 Alumni associations, 124, 125, 
 161. 
 
 Alumni Building, 119, 121, 122, 
 
 135-136- 
 
 Ambler, John G., 125. 
 
 American Society of Civil Engi- 
 neers, graduates, members of 
 the, 134. 
 
 Apparatus, for use in Academies, 
 59; in the early days, 45; in 
 1831-2, 64; in 1894, 140-154; 
 value of, in early days, 59. 
 
 Appleton, Thomas, 118. 
 
 Assaying, as taught in 1894, 142. 
 
 Assistants, to Junior Professor, 
 174; to Senior Professor, 173. 
 
 Astronomical Observatory, 117, 
 
 135-136. 
 Astronomy, as taught in 1894, 
 
 140; instructors in, 1824-94, 
 
 167. 
 Awards at World's Fairs, 127. 
 
 Bachelor, of Arts, 39, 78, 130; of 
 Natural Science, 79, 130; of 
 Science, 96, 130. 
 
 Baermann, P. H., 161. 
 
 Baldwin locomotives, 73. 
 
 Barker, Stephen W., 161. 
 
 Beck, Lewis C., 9, 21, 41; T. 
 Romeyn, 8, 35. 
 
 Beman, Rev. N. S. S., 93, no, 
 in. 
 
 Berlin, Gewerbe Institut at, 70. 
 
 Bibliography, of publications re- 
 lating to the Institute, 157-161; 
 of publications of graduates, 
 128. 
 
 Biographical Record, by Henry 
 B. Nason, 160. 
 
 Birds, collection of, 121. 
 
 Birmingham, Mason College at, 
 7i. 
 
 Black Rock tunnel, 75. 
 
 Blatchford, Rev. Samuel, 6, 8, 32, 
 35. 36, 65; Thomas W. 159. 
 
 Board of Trustees, names of, 
 1824-94, 164-167. 
 
 Boardman, Arthur E., 118. 
 
 Boiler, Alfred P., 161. 
 
 Booth, James C., 131. 
 
 Botanical excursions in 1827, 57. 
 
 Botany, Instructors, 1824-94, 
 168. 
 
 Bowdoin College, early instruc- 
 tion in science in, 2. 
 
 Boyden, turbines, 74. 
 
 187 
 
i88 
 
 INDEX. 
 
 Bridge, Brooklyn, Exhibit at 
 Chicago Exposition, 128; com- 
 panies, graduates connected 
 with, 133. 
 
 Bridges, built by graduates, 133; 
 early, 75-76; and Roofs as 
 taught in 1894, 151. 
 
 Brinsmade, Dr. Thomas C., in, 
 1 60. 
 
 Brooklyn bridge exhibit at Chi- 
 cago Exposition, 128. 
 
 Buel, David, 81. 
 
 Bucknell, Elmer J., 124. 
 
 Buildings in 1894, 135-136. 
 
 Burr, Theodore, early bridges of, 
 75- 
 
 Campbell, Joseph W., 118. 
 Canal, Schuylkill, Erie, Cham- 
 plain, 72. 
 
 Canfield, early bridges of, 76. 
 Cannon, Le Grand B., 129, 159. 
 Catalogues and Registers, 157- 
 
 159- 
 
 Central, R. P. I. Association, 
 125, 161; Trust Company, 
 funds deposited in, 119. 
 
 Chambers, Ralph H., 124. 
 
 Champlain Canal, 72. 
 
 Chemical Laboratory, 114, 135. 
 
 Chemistry, as taught in 1894, 
 141-142; early study of, in the 
 United States, 2; Instructors 
 in, 1824-94, 168. 
 
 Chester, Rev. John, 65. 
 
 Chi Phi Fraternity, 126. 
 
 Chicago, exposition, 124, 127, 
 128; R. P. I. association, 125. 
 
 Chief Engineers who have grad- 
 uated, 133. 
 
 Civil Engineer, degree of, 79,130. 
 
 Civil Engineering, at the begin- 
 ning of the century, 71-76; 
 first class graduated, 79; first 
 curriculum, 80; Instructors in, 
 1824-94, 168; qualifications for 
 degree in 1842, 87-88; schedule 
 of course in 1854, 99~ 1GI ; 
 schedule of course in 1894, 138; 
 term first used in circulars, 77; 
 general references, 96, 106- 
 107, 137-154- 
 
 Class of each graduate, 175-185, 
 
 Clement, William, 80. 
 
 Clermont, steamboat, 73. 
 
 Cogswell, William B., 125, 131. 
 
 Colles, Christopher, early steam- 
 engine, 74. 
 Collingwood, Francis, 118, 119, 
 
 125. 
 Columbia College, botany taught 
 
 early in, i. 
 Columbian Exposition, 124, 127, 
 
 128. 
 Contributions of Stephen Van 
 
 Rensselaer, 67. 
 Cook, George H., 92-93. 
 Cooper, Theodore, American 
 
 Railroad Bridges, 76. 
 County students in 1828, 61, 63. 
 Cramer, John, 8, 35. 
 Cromwell, James, 116. 
 Curriculum, of 1826, 37-38; of 
 
 the first few years, 44-48; of 
 
 1831-32, 64. 
 Curriculums in 1894, 136-156. 
 
 Dartmouth College, early in- 
 struction in science in 2. 
 
 Degree, conferred in 1826, 39; 
 taken by each graduate, 175- 
 185. 
 
 Degrees, conferred, 79, 83, 96, 
 106, 130, 137. 
 
 Delta Kappa Epsilon Fraternity, 
 126. 
 
 Delta Phi Fraternity, 126. 
 
 Delta Tau Delta Fraternity, 126. 
 
 Denny, Stacey E., 124. 
 
 Descriptive geometry as taught 
 in 1894, 140; Instructors in, 
 1824-94, 169. 
 
 Designs for theses in 1894, 155. 
 
 De Witt, Simeon, 8, 35. 
 
 Dias, Luiz da R., 131. 
 
 Dickinson, College, science 
 taught early in, 2; John D., 8, 
 
 35- 
 
 Diplomas for Exhibits at World's 
 Fairs, 127. 
 
 Director, Charles Drowne be- 
 comes, in; Dr. Beman be- 
 comes, no; names of, 1847-94, 
 167; Office of, created, 94, 105. 
 
 Discipline in 1835, 68. 
 
 District branches established, 59. 
 
 Divisions, classes called, 96, 107, 
 136. 
 
 Drake, Tracy C.. 125. 
 
 Drawing as taught in 1894, 141, 
 148; Instructors in, 1824-94, 
 169. 
 
INDEX. 
 
 189 
 
 Drowne, Charles, no, in, 116, 
 
 129, 160. 
 Dublin University, School of 
 
 Engineering, 71. 
 Durfee, Rev. Calvin, sketch of 
 
 Eaton's life, 24. 
 Dutton, Clarence E., 160. 
 
 Eaton, Amos, appointed Senior 
 Professor, 9; Life of, 18-28; 
 opinion on education of 
 women, 61-62; school farmed 
 out to, 63; general references 
 
 f to, 41, 81, 84, 92, 93, 116. 
 
 Ecole, Centrale, 70, 96, 98; des 
 Fonts et Chausse6s, 70; Poly- 
 technique, 70, 96, 97. 
 
 Eddy, Jacob, 80. 
 
 Edinburgh, School of Engineer- 
 ing in University of, 71. 
 
 Education, scientific, at the be- 
 ginning of the century, I. 
 
 Edwards, Jonathan, 160. 
 
 Elderhorst, William, 116. 
 
 Electricity as taught in 1894, 
 137, 143-145. 
 
 Elliott, A. R., 126. 
 
 Ely, Theodore N., 125. 
 
 Emmons, Ebenezer, 81. 
 
 Endowment fund, 118, 119. 
 
 Engineering, condition of science 
 of, at the beginning of the 
 century, 72-76; Schools in 
 Europe, 70-71. 
 
 English, Instructors in, 1855-94, 
 169. 
 
 Erie Canal, 72. 
 
 Europe, early scientific schools 
 in, 70-71. 
 
 Evans, Oliver, early steam-en- 
 gine, 74. 
 
 Examination paper of 1836, 
 84-87. 
 
 Examinations in 1894, 137. 
 
 Excursions, Botanical and geo- 
 logical in 1827, 57; to other 
 states in 1830, 57; general ref- 
 erences, 78, 103. 
 
 Expenses, in 1826, 31, 40-41; in 
 1830, 58. 
 
 Expositions, awards at, 127. 
 
 Faculty, names of, 1824-94, 167- 
 
 174. 
 Fellenberg, methods of, 7, 
 
 49-51. 
 
 Ferris, G. W. G., wheel at Chi- 
 cago Exposition, 128. 
 
 Finley, early bridges of, 76. 
 
 Fire, in Chemical Laboratory, 
 114; of 1862, 113, 129. 
 
 First exercises of the school, 30. 
 
 Fisher, Charles H., 131; Clark, 
 125; Otis, 116. 
 
 Flotilla, Rensselaer School, in 
 1830, 57. 
 
 Forsyth James, becomes Presi- 
 dent, 112; death of, 122. 
 
 Fossils, presented by the Legis- 
 lature, 129. 
 
 Fourneyron, turbines, 74. 
 
 Fox, Albert R., 125. 
 
 Francis, remarks on water- 
 wheels, 73. 
 
 Franklin Institute established, 5. 
 
 Freiberg, Mining school at, 70. 
 
 French, Instructors in, 1852-94, 
 169; Polytechnic Schools, 70. 
 
 Fulton, steamboat Clermont, 73* 
 
 Gale, E. Thompson, 119, 160. 
 Geodesy as taught in 1894, 146; 
 
 Instructors in, 1824-94, 170. 
 Geographical Index in Regis- 
 ters, 132-133. 
 Geological, excursions in 1827, 
 
 57; specimens, 120-122. 
 Geology, Instructors in, 1824-94, 
 
 170. 
 Georgia, University of, science 
 
 early taught in, 3. 
 German, Instructors in, 1824-94, 
 
 171; Polytechnic Schools, 70. 
 Glasgow, School of Engineering 
 
 in University of, 71. 
 Graff, Frederick, remarks on 
 
 early engines, 74. 
 Graduates, alphabetical list of, 
 
 175-185; percentage of, 132; 
 
 total number of, 130; work of, 
 
 132-134. 
 
 Grand Prize at Paris Exposition, 
 127. 
 
 Gray, Charles Osborn, 116, 
 
 Great Britain, Scientific Schools 
 in, 70-71. 
 
 Great Western, crosses the At- 
 lantic, 73. 
 
 Green, P. H., 80. 
 
 Greenbush, Act relating to re- 
 moval to, 65-66. 
 
 Greene, B. Franklin, 93-96, no v 
 
INDEX. 
 
 123, 129, 159, 160; Dascom, 123; 
 
 David M., 117, 123. 
 Griswold, John A., 159, 160. 
 Gurley, William, 122, 125. 
 Gymnasium, 120, 135, 136. 
 
 Haddock, Arba R., 118. 
 
 Hale, Moses, 9. 
 
 Hall, James, tribute to Eaton, 27; 
 
 general references, 27, 81, 122, 
 
 125. 
 
 Handbook of Information, 161. 
 Harper, Albert Metcalf, 116. 
 Hart, Richard P., 35; Mrs. Mary 
 
 Elizabeth, 119-120; William 
 
 Howard, Chair of Mechanics, 
 
 119-120, 130. 
 
 Harvard College, chemical labor- 
 atory, 3; early instruction in 
 
 science in, i. 
 Highway Engineering, as taught 
 
 in 1894, 146. 
 Hobart College, early instruction 
 
 in science in, 3. 
 Holley, Alexander L., 120, 160; 
 
 O. L., 8. 
 Honorary degrees conferred, 130- 
 
 131- 
 
 Howe, bridge patent, 76. 
 Hydraulics, as taught in 1894, 
 
 152. 
 
 Incorporation, Act of, 33. 
 
 Infant School lot, removal to the, 
 91, 128. 
 
 Institute, name changed to Rens- 
 selaer, 66; name changed to 
 Rensselaer Polytechnic, 104. 
 
 Instruction, by lectures of stu- 
 dents, 64; early, compared with 
 other methods, 49-51; method 
 of, outlined by Van Rensselaer, 
 10. 
 
 Instructors, names of, 1824-94, 
 167-174. 
 
 Inventory of 1846, 91. 
 
 Jefferson, Thomas, proposed 
 
 school of, 5. 
 Judah, A. R., 80. 
 Junior Professors, names of, 173; 
 
 names of assistants to, 174. 
 Just, George A., 118. 
 
 Kansas City, R. P. I. Associa- 
 tion, 125. 
 
 Kay, Edgar B., 161. 
 
 Kellogg, Warren T., 161. 
 
 Kings College, London, estab- 
 lished, 71. 
 
 Kneass, Strickland, 125. 
 
 Konigliche Sa"chsische Bergakad- 
 emie, Freiberg, established, 70. 
 
 KOnigliches Gewerbe Institut, 
 Berlin, 70. 
 
 Krause, Conrad B., 118. 
 
 Laboratories, chemical and phys- 
 ical, in 1894, 143-144; in the 
 early days, 45, 91. 
 
 Lancastrian system of instruc- 
 tion, 49-50. 
 
 Land Surveying, special course, 
 106-107. 
 
 Law of contracts, Instructors in, 
 1875-94, 171- 
 
 Legislature, Acts of relating to 
 School, 33, 65, 78, 89, 105-106, 
 129, 157; total appropriation 
 from the, 129. 
 
 Liberal Arts Building Arches, 
 Exhibit at Chicago Exposition, 
 128. 
 
 Library, in 1846, 91; in 1894, 121, 
 122, 128. 
 
 Livingston, steamboat Clermont, 
 
 73- 
 
 Lockwood, H. N., 9. 
 Locomotives, weights of early, 
 
 72-73- 
 Lowell, water-power at, 74. 
 
 Macdonald, Charles, 119, 123-124; 
 
 Prize for theses, 123-124, 130, 
 
 156. 
 Maclean, Professor of chemistry 
 
 at Princeton, 2. 
 
 Main Building, 113, 116, 120, 135. 
 Managers of corporations, grad- 
 uates who are, 133. 
 Manhattan Water works, early 
 
 pumping-engine, 74. 
 Martin, Charles C' 125; William 
 
 H., 118. 
 
 Mason College, Birmingham, 71. 
 Master of Arts, degree conferred, 
 
 84. 
 Mathematical Arts, Department 
 
 of, 78-79. 
 Mathematics, as taught in 1894, 
 
 140; Instructors in, 1824-94, 
 
 171. 
 
INDEX. 
 
 Mayor of Troy, Trustee ex offi- 
 
 cio, 79, 105-106. 
 Mechanical Engineering, course 
 
 in, 108, 114, 130. 
 Mechanics, as taught in 1894, 
 
 149-154; instructed in 1828, 60; 
 
 instructors in, 1824-94, 172; 
 
 study of, in early days, 48. 
 Medals from World's Fairs, 127. 
 Memorial windows, 116. 
 Memorials to the Legislature, 
 
 129, 159-160. 
 Mental Philosophy, Instructor in, 
 
 172. 
 
 Merian, Henry W., 116. 
 Merrimac River, water-power of. 
 
 74- 
 
 Metallurgy, as taught in 1894, 
 143; Instructors in, 1867-94, 
 172. 
 
 Metcalf, William, 118, 125. 
 
 Methods as instruction, as out- 
 lined by Van Rensselaer, 10; 
 early, compared with others, 
 50-51; in 1850, 97-98; in 1894, 
 136. 
 
 Mineralogical collection, 120-121. 
 
 Mineralogy as taught in 1894, 143. 
 
 Mining, engineering, schedule 
 of course in, 108-110; course 
 abolished, 114; degrees con- 
 ferred, 130; School at Freiberg, 
 70. 
 
 Minutes of Board of Trustees, 
 original, 40, 157. 
 
 Models of inventions of gradu- 
 ates, 128. 
 
 Morris, Elwood, early turbines, 74. 
 
 Nason, Henry B., 120-121, 160. 
 
 Natural History, Instructors in, 
 172. 
 
 Natural Science, curriculum in 
 1835, 81-83; curriculum in 1854, 
 101-102; curriculum in 1894, 
 139; degree of Bachelor of, 
 79; general referenced, 106, 
 107, 114-115, 137, 154- 
 
 Neilson, Robert, 118. 
 
 New Orleans, Institute exhibit at 
 Fair in, 127. 
 
 New York, City Alumni Asso- 
 ciation, 125; population of, in 
 1800 and 1830, 72. 
 
 North Carolina, University of, 
 science early taught in, 3. 
 
 Nott, Rev. Eliphalet, 65-66, 79, 
 81, 93- 
 
 Oakwood Cemetery, Monument 
 
 to Eaton in, 115. 
 Observatory, Williams Proudfit, 
 
 117-118, 135, 136. 
 Old Bank Place, 6, 65, 67, 90, in. 
 Opening of the School, 30. 
 Owens College, Manchester, 71. 
 
 Paine, memoir on cast-iron 
 bridges, 76. 
 
 Palmer, early bridges of, 75, 76. 
 
 Parmalee, Elias, 8, 35. 
 
 Paris, Engineering Schools at, 
 70; Polytechnic school at, 70; 
 Exposition, award at, 127. 
 
 Parliamentary exercises, in early 
 days, 47. 
 
 Peck, John H., becomes Presi- 
 dent, 123, 
 
 Pennsylvania, University of, sci- 
 ence early taught in, 2, 3. 
 
 Percentage of graduates, 132. 
 
 Percy, James R., 116. 
 
 Philadelphia, water-works, early 
 engines at, 74. 
 
 Physics, as taught in 1894, 143- 
 144; Instructors in, 172. 
 
 Pi Eta Scientific Society, 127. 
 
 Pittsburgh, Association of grad- 
 uates, 125; meeting of gradu- 
 ates at, 122. 
 
 Platt, Joseph C., 118, 125. 
 
 Plants, collection of, 121. 
 
 Plympton, George W., 118. 
 
 Polytechnic, students' paper, 125- 
 126, 160; School at Paris, 70; 
 School at Prague, 70. 
 
 Polytechnisches Institut, Vienna, 
 70. 
 
 Population, of United States in 
 1800 and 1830, 72; of New 
 York in 1800 and 1830, 72; of 
 Troy in 1800 and 1830, 72. 
 
 Potter, Clarkson N., 124. 
 
 Poughkeepsie Bridge, Exhibit at 
 Chicago Exposition, 128. 
 
 Powers, Albert E., 123. 
 
 Prague, Polytechnic School at, 70. 
 
 Preparation Branch, established, 
 52; methods of instruction in, 
 52-54- 
 
 Preparatory class, 96, 107. 
 
 Presidents, of Board of Trustees, 
 
192 
 
 INDEX. 
 
 1824-94, 163; of corporations 
 who have been graduated, 133. 
 
 Princeton College, chemistry 
 early taught in. 2, 3. 
 
 Prizes, at World's Fairs, 127. 
 
 Professors, graduates who have 
 become, 134. 
 
 Proudfit, Williams, 117; Observ- 
 atory, 117-118, 130, 135-136. 
 
 Provincial Seminary, used after 
 fire of 1862, 113. 
 
 Prudential committee created, 58. 
 
 Pumping Engines, early, 74. 
 
 Qualifications for degree in 1842, 
 87-88. 
 
 Railroad, Engineering as taught 
 in 1894, 147; Signals, Instruc- 
 tor in, 173. 
 
 Railroads, constructed by grad- 
 uates, 133; early, 72, 
 
 Ranken, house, 117-118,135-136; 
 property, 117-118. 
 
 Rational Mechanics as taught in 
 1894, 149. 
 
 Reading Railroad, tunnel on, 75. 
 
 Recorders of Troy, Trustees ex 
 officio^ 79, 105, 1 06. 
 
 Reed, Paul L., 124. 
 
 Reeves, David, 118, 125. 
 
 Regents of the University, 89-90, 
 129. 
 
 Register, first, 103-104. 
 
 Registers, list of, 159. 
 
 Rensselaer, Institute, name 
 changed to, 66, 89; Polytech- 
 nic Institute, 94, 104; Poly- 
 technic Institute Quarterly, 
 125; School, 6, 29; Society of 
 Engineers, 126, 127, 161. 
 
 Repeaters, Instructors called, 98. 
 
 Reorganization of 1849-50, 93-96. 
 
 Resistance of Materials as taught 
 in 1894, 150. 
 
 Review, period in work of term, 
 
 137. 
 
 Ricketts, Palmer C., 123. 
 
 Rod and Leveller, 125. 
 
 Rothwell, Richard P., 161. 
 
 Rowland, Frank L., 118. 
 
 Royal, Indian School of Engi- 
 neering, 71; Institution of Great 
 Britain, 4. 
 
 Rumford, London Prospectus of 
 Count, 4, II. 
 
 Savannah, first steamboat to cross 
 the Atlantic, 73. 
 
 Science, degree of Bachelor of, 
 96. 
 
 Scientific education, early, 1-3. 
 
 Schuyler copper mine, early en- 
 gines, at 74. 
 
 Schuylkill canal, 72. 
 
 Secretaries of the Board of Trus- 
 tees, 1824-94, IO 4- 
 
 Secretary, first, of the school, 9. 
 
 Selected Papers of Rensselaer 
 Society of Engineers, 126. 
 
 Semi-centennial celebration in 
 1874, 115-116. 
 
 Senior Professors, names of, 
 1824-94, 167; names of assist- 
 ants to, 173; general refer- 
 ences, 9, 92, 93, iio-in. 
 
 Sessions, number in year, 136. 
 
 Sewerage as taught in 1894, 153. 
 
 Shells, collection of, 121. 
 
 Sigma Xi Society, 127. 
 
 Silliman, Professor in Yale Col- 
 lege, 2; Instructor of Eaton, 20. 
 
 Sirius, crosses the Atlantic, 73. 
 
 Slocum, Hiram, 160. 
 
 Smalley, D. S., 80. 
 
 Smith, T. Guilford, 125. 
 
 Soho Works at Newark, N. J., 
 early engines at, 75. 
 
 South Carolina, University of, 3. 
 
 Special, Course in Land Survey- 
 ing, 106, 107; students, 136. 
 
 Stearns, Irving A., 161. 
 
 Steam, engines in early days, 
 72-74; Engine, Instructors in 
 the, 173; Engineering as taught 
 in 1894, 137, 154; Navigation, 
 early, 73. 
 
 Stereotomy as taught in 1894, 
 140. 
 
 Structures as taught in 1894, 150. 
 
 Students, number in 1826, 41; in 
 1826-34, 67; in 1839-43, 92; in 
 1855, 105 ; total number and dis- 
 tribution of, 131-132. 
 
 Suffern, Edward, 80, 81. 
 
 Summer courses in 1894, 148. 
 
 Superintendents, graduates who 
 have been, 133. 
 
 Surveying as taught in 1894, 136, 
 145- 
 
 Technische Bohmische Stiind- 
 ische Lehranstalt, 70. 
 
INDEX. 
 
 193 
 
 Templeman, early bridges of, 76, 
 
 Terms, number in scholastic 
 year, 136. 
 
 Testing machines, 136, 151. 
 
 Text Books used in 1854, 102-103; 
 
 Theses, character of, in 1894,154- 
 156; Macdonald Prize, 123-124, 
 156. 
 
 Theta, Delta Chi Fraternity, 126; 
 Xi Fraternity, 126. 
 
 Tibbits, John B., 129, 159, 160. 
 
 Topographical, Drawing as 
 taught in 1894, 148; Engineer, 
 degrees conferred, 155; En- 
 gineering, 106-108, 130. 
 
 Town, bridge patent, 76. 
 
 Tracy, Jedediah, 8. 
 
 Transit, Students' publication, 
 126, 160. 
 
 Travelling tours, 57-58, 78. 
 
 Treasurer, first of the school, 9. 
 
 Treasurers, 1824-94, 164. 
 
 Trinity College, Dublin Universi- 
 ty, 71. 
 
 Troy, academy, 89; population of, 
 in 1800 and 1630, 72; Sentinel, 
 announcement of opening of 
 school, 30. 
 
 Trumbull, early bridge of, 76. 
 
 Trustees, first, appointed, 8, 34- 
 35; limitations of residence, 36; 
 minutes of board of, 157; names 
 of, 1824-94, 164-167; general 
 references, 79, 105, 106. 
 
 Tuition, in 1826, 29, 40-41; in 
 later years, 105. 
 
 Tunnels, first in United States, 75. 
 
 Turbines, early, 74. 
 
 Uniform, students', in 1850-54, 
 104. 
 
 Union College, Physics early 
 taughtin,2; President Nott of , 
 65. 
 
 United States, population of in 
 1800 and 1830, 72. 
 
 University, Building used after 
 fire of 1862, 113; College, Lon- 
 don, 71; of Edinburgh, En- 
 gineering Department, 71; of 
 Glasgow, School of Engineer- 
 ing, 71- 
 
 Vail, Building, used after the 
 fire of 1862, 113; D. Thomas, 
 129, 159. 
 
 Van der Heyden, mansion, 66, 
 
 90, 128. 
 Van Rensselaer, Stephen, letters 
 
 of, 6, 32. 60, 66; Life of, 12-18; 
 
 general references, 33, 34, 37, 
 
 63, 67, 81, 90, 128, 163; William 
 
 P., 91- 
 
 Van Schoonhoven, Guert, 8,35. 
 Vaughan, Frederick W., 118. 
 Vice Presidents, first appointed, 
 
 8; graduates who have become, 
 
 133; of Board of Trustees, 
 
 1824-94, 163. 
 Vienna, Polytechnic Institute at, 
 
 70. 
 Voorhees, Theodore, 118, 125. 
 
 Waite, Christopher C., 125. 
 Wallace, James P., 118-119, I2 5- 
 Warner, Harvey, 80. 
 Warren, family, donation of land, 
 
 114; Joseph M., 114, 159, 160. 
 Water wheels, early forms of, 
 
 73-74- 
 
 Wellington, Arthur M., tribute 
 to Van Rensselaer, 18. 
 
 Wernwag, early bridges of, 75- 
 76. 
 
 Westcott, Amos, 80. 
 
 West Point Military Academy, 
 7i. 
 
 Whipple, early bridge of, 76; 
 Jonathan E., 160. 
 
 William and Mary College, 
 science early taught in, 2-3. 
 
 Williams, College, chemical lab- 
 oratory, 3; science early taught 
 in, 2; Proudfit Observatory, 
 117-118, 135, 136. 
 
 Wilson, Bros. &Co., 122; Joseph 
 M., 118, 122, 125. 
 
 Winslow, John F., in, 114; Lab- 
 oratory, 114, 135, 160. 
 
 Women, education of, in early 
 days, 61-62. 
 
 Wood, De Volson, 161. 
 
 Work of graduates, 128, 133-134, 
 160, 161. 
 
 World's Fairs, Prizes at, 127-128. 
 
 Wright, Professor John, 116. 
 
 Yale College, chair of chemistry 
 established, 2; early instruc- 
 tion in science in, 2. 
 
 Zeta Psi Fraternity, 126-127. 
 
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