S'NsS : 
 
SCHOOL 
 
 TRAINING 
 
 IN 
 
 ARCHITECTURE. 
 
 A STATEMENT EXPLANATORY OF THE 
 COURSE OF INSTRUCTION IN THE 
 SCHOOL OF ARCHITECTURE, 
 UNIVERSITY OF PENNSYL¬ 
 VANIA, PHILADELPHIA. 
 
 i 
 
 m 
 
 m 
 
 
 
 ILLUSTRATED. 
 
 MDCCCXC11 
 
 i 
 
 
 i 
 
 
 $ 
 

 I. 
 
 
 
 ■i: 
 
 
 4 
 
 J 
 
m- 
 
Popular Interest in Architecture. 
 
 Architecture, both as an art and a profession, has awakened 
 a considerable interest during the past generation. 
 
 Owing to various causes a general desire for better archi¬ 
 tect are has arisen; the profession has been stimulated; and 
 the public taste and judgment greatly improved. Extraordi¬ 
 nary as the industrial and commercial progress of the nation 
 has been during the past twenty years, the advance in archi¬ 
 tecture has been even more remarkable. This is largely the 
 result of an educational movement in the profession that has 
 shown itself in various ways. Foreign travel and study have 
 been encouraged by the demand for better work and by the 
 establishment of numerous travelling scholarships. A large 
 number of young architects have in consequence gone abroad 
 to travel and to study in the best schools of Europe. Drafts¬ 
 man’s organizations have been formed in all parts of the 
 country for purposes of study, and the work done by them 
 under the stimulus of prizes and exhibitions has materially 
 advanced the standard of draftsmanship. Architectural 
 schools have been established and have flourished, as shown 
 by the annual increase in the number of students and a steady 
 advance in popular esteem. 
 
 As a result our best architects are scholarly men, trained 
 in our own schools and those of Europe, and familiarized by 
 travel with all that is best in Architecture. They are men of 
 education, of cultivated taste and of masterly ability in their 
 art. With such leaders the profession is becoming recognized 
 as a distinguished one, and a steadily increasing number of 
 young men are entering it in preference to the other pro¬ 
 fessions. 
 
 The Need of School Training. 
 
 School training is an absolute necessity to those who would 
 enter the profession of Architecture. Office training, no 
 matter with what intelligence and industry it may be pursued, 
 is not sufficient. The student in architecture must have a 
 broader preparation than it is possible for him to receive in 
 the routine of office work alone. That the routine of office 
 
 5 
 
work as a draftsman must be a part of the training of every 
 architect goes without saying, but it is equally true that the 
 man who has no further preparation than this is seldom able 
 to make the most of his talents. 
 
 The highest professional standards require that the architect 
 should be an educated man; that he should have a knowledge 
 of the aesthetic and scientific principles upon which his art is 
 based, in addition to the technical knowledge to be gained 
 only in actual practice. In a word, he must know more than 
 the usual local methods of building a-house, which involve 
 little more than substantial structure in accord with certain 
 popular conceptions of correctness of form. The demands 
 made upon the profession require vastly more than this, and 
 to meet them the architect must be a man of broad culture. 
 He must know the physical properties of building materials 
 and the scientific principles upon which they are put together; 
 and he must have an acquaintance with all that is best in his 
 art through a knowledge of its history and of its traditional 
 forms. For it is only by the combination of the scientific and 
 aesthetic factors of his art that the true architect can be 
 equipped. To this end schools of architecture are estab¬ 
 lished ; for it is impossible that a thorough and scholarly 
 training in these fundamentals should be obtained in the 
 routine of office work. In these schools the subject of 
 Architecture is taught historically, aesthetically and scientifi¬ 
 cally, in order that the student may be able the better to cope 
 with the problems of his after career and solve them to the 
 credit of himself and his profession. 
 
 Practical Results of Such Training. 
 
 In stating the need for school training its benefits have been 
 suggested. The graduate of the school of architecture cannot 
 begin the active practice of his profession at once; a period 
 of practical works lies before him, under the direction of an 
 experienced practitioner, before he can become competent to 
 assume the responsibilities of practice. But in this appren¬ 
 ticeship as well as throughout his subsequent professional 
 career the substantial benefits of his school training may be 
 confidently maintained. 
 
 6 
 
After entering an office and learning its routine, with the 
 restrictions and conditions imposed by the exigencies of 
 practice, the graduate finds himself not only more capable 
 but better equipped mentally than his fellow draftsmen. His 
 habits of study enable him more clearly to understand, con¬ 
 sider, and solve the problem given him, while his knowledge 
 of the forms of architecture and his training in design give 
 him a power to offer a solution of the problem at once simple,- 
 scholarly and architectural. This advantage is still greater 
 when he becomes an architect, as his education enables him 
 the better to understand the wishes of his educated clients ; 
 the qualities that made him superior as a draftsman make him 
 strong as an architect, because his practical experience will 
 have underlying it a knowledge of those principles which 
 must govern all good architecture. 
 
 \ 
 
 The School of Architecture. 
 
 The School of Architecture provides this training, as it 
 offers instruction in the various phases of architectural study : 
 Esthetic, Historic, Constructive and Practical. It further 
 provides a course of liberal study that tends to broaden and 
 cultivate the student. The aim is to cultivate in its men a 
 thoughtful and earnest method of dealing with architectural 
 problems. While inculcating this habit of study, it seeks to 
 familiarize the student with that which is good in architectural 
 form and true in principle, to the end that he may be able to 
 take up the problems of actual practice and solve them in a 
 direct, simple and scholarly manner. In thus training its 
 students it best serves their future, for the strongest architect 
 is he who, appreciating the good in his art, knows also how 
 to produce it. 
 
 The School educates architects, not draftsmen. Its aim is 
 not to produce architects’ assistants but so to educate its men 
 that they may become architects of high grade. But the 
 training is such that the graduates are better draftsmen, better 
 architects’ assistants, for having had it. The best school for 
 training draftsmen is the architect’s office; but the School of 
 Architecture, while giving an education impossible to acquire 
 
 7 
 
in an office and indispensable to the fully developed architect, 
 also gives its students such practical instruction and drill that, 
 on entering an office, they can take up its routine work with 
 readiness and skill. 
 
 The course of study is thorough and comprehensive. As 
 before intimated, it is not confined to mere architectural draw¬ 
 ing, but embraces the whole range of subjects in which the 
 architect must be grounded. It may be considered on three 
 lines—Liberal, Scientific and ^Lsthetic; the first to broaden 
 and cultivate the student, the second to ground him in the 
 principles of good architectural construction, and the third to 
 teach him the Art of Architecture. 
 
 Reference to the schedule of studies following will give an 
 idea of the comprehensiveness with which these subjects are 
 presented. 
 
 Forming part of the general College Faculty of the Univer¬ 
 sity, the School has a large Corps of Instruction exclusively 
 for its own service. This comprises Professors of Architec¬ 
 ture and Art, Instructors in Architecture, Freehand Drawing, 
 Modelling and Pen and Ink and Lecturers on the History 
 of Architecture, Ornament, Theory of Design and Con¬ 
 struction. 
 
 8 
 
SCHEDULE 
 
 AND 
 
 DESCRIPTION OF COURSES 
 
 IN THE 
 
 SCHOOL OF ARCHITECTURE. 
 
Schedule of Studies. 
 Freshman Year. 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 Hours 
 per week. 
 
 Hours 
 per w®ek. 
 
 Freehand Drawing . . . 
 Linear Drawing .... 
 Geometrical Drawing 
 
 Projection. 
 
 Elements of Architecture, 
 History of Architecture 
 Readings. 
 
 4 
 
 3 
 
 3 
 
 Freehand Drawing . . 
 Isometric Projection . . 
 
 Brushwork. 
 
 Elementary Design . 
 History of Architecture 
 Readings. 
 
 4 
 
 3 
 
 3 
 
 I 
 
 Rhetoric. 
 
 Erench or German . . . 
 
 Algebra . 
 
 Geometry .. 
 
 Chemistry. 
 
 Hygiene. 
 
 Gymnasium. 
 
 3 
 
 5 
 
 2 
 
 3 
 
 3 
 
 1 
 
 2 
 
 Rhetoric. 
 
 French or German 
 
 Algebra . 
 
 Trigonometry . , 
 Chemistry . . . . 
 Hygiene . . . . . 
 Gymnasium . . . 
 
 3 
 
 5 
 
 2 
 
 3 
 
 3 
 
 I 
 
 SUMMER WORK. 
 
 Sketching, ) 
 Office Work, / 
 
 Alternative. 
 
 See description on 
 opposite page. 
 
Arrangement of Courses 
 IN THE School of Architecture. 
 
 Two main considerations underlie the arrangement of 
 courses and selection of studies in the School of Architecture, 
 (a) a thorough and competent knowledge of Architecture and 
 allied studies from a scientific, aesthetic and practical point of 
 view, and (d) a reasonable pursuance of general culture 
 studies during Freshman and Sophomore year, so correlated 
 with the technical studies of the department as to serve the 
 student as a valuable aid in his later work and in his subse¬ 
 quent professional career. For this latter purpose Rhetoric, 
 English Composition and English Literature, Erench and 
 German, 'Mathematics and Chemistry are pursued. The 
 practical advantage of such studies, whether for purposes of 
 general education or for the future of the young architect, can 
 be doubted by none. In English Composition and Literature 
 he will obtain that drill in writing and that acquaintance with 
 the best models, through which alone he can learn the correct 
 use of his mother tongue; a reading knowledge of French 
 and German will open to him the wide field of the untrans¬ 
 lated literature of architecture; whilst the admirable mental 
 drill of the Mathematics and the study of Chemistry and 
 Physics as pure sciences with their innumerable applications 
 to the nature and strength of building materials form the best 
 possible adjuncts to the more purely technical sciences of the 
 department. These technical courses, together with those on 
 drawing and the history and aesthetics of Architecture will 
 receive separate attention in the detailed description of courses 
 below. 
 
 Freshman Year. 
 
 The student begins technical studies on entering the school. 
 Drawing, to which a considerable portion of his time is 
 devoted, is taught from the first with a view to the under¬ 
 standing of form and the use of hand and eye in unison, and 
 an acquisition of the architectural manner in representing it. 
 To this end, while thoroughly drilled in correct methods of 
 Freehand, Brush Work and Instrumental Drawing the 
 application of each to Architecture is kept constantly in 
 
Schedule of Studies. 
 Sophomore Year. 
 
 FIRST TERM. 
 
 Hours 
 per week^ 
 
 Freehand Drawing ... 4 
 Shades and Shadows . . 
 
 Perspective.j ^ 
 
 The Orders of Architecture 6 
 Working Drawings ... 3 
 
 History of Architecture . 2 
 
 SECOND TERM. 
 
 Hours 
 per week. 
 
 Freehand Drawing ... 4 
 
 Sketch Design.2 
 
 Design ........ 18 
 
 Working Drawings ... 2 
 Construction , . . . . i 
 History of Architecture . 2 
 
 English Literature 
 French or German 
 Analytic Geometry 
 
 Physics. 
 
 Gymnasium . . . 
 
 2 
 
 3 
 3 
 2 
 2 
 
 English Literature 
 French or German 
 Descriptive Geometry 
 
 Physics. 
 
 Gymnasium . . . . 
 
 2 
 
 3 
 2 
 2 
 2 
 
 SUMMER WORK. 
 
 Sketching, 
 Office Work, 
 
 I Alternative. 
 
 See description on 
 opposite page. 
 
 12 
 
view, in the redrawing from copy and rendering ot various 
 architectural features, or “ Elements of Architecture;” and in 
 the work in Elementary Design. Instrumental drawing is 
 pursued through Linear and Geometric drawing. Projection 
 and Developments, thus leading to Isometric drawing, and 
 studies in Shades, Shadows and Perspective pursued in 
 Sophomore year. The ground work of the student’s after 
 course is also carefully laid in reading, supplemented by 
 recitations on the History of Architecture. 
 
 The general culture studies of the Freshman year include 
 a careful drill in Rhetoric and English Composition, the 
 study of French or German, Mathematics, including Algebra, 
 Geometry and Trigonometry, and Chemistry taught as a pure 
 science. Lectures on Hygiene too form a part of the required 
 course, accompanied by gymnasium exercise under the Instruc¬ 
 tor in charge. 
 
 In order to insure a continuance ot purely architectural 
 work the student is required to spend a certain portion of all 
 his vacations in an Architect’s office, or if he prefer, may 
 substitute for this a certain amount of sketching. 
 
 Sophomore Year. 
 
 Throughout the Sophomore year constant practice in 
 Freehand Drawing is continued. Shades and Shadows, and 
 Perspective form the additional work of the First Term, whilst 
 in the second are introduced Design and Working Drawings. 
 The general character of the work in drawing now involves a 
 closer attention to detail; Freehand Drawing passes from 
 elementary and natural forms into Historic Ornament and 
 drawing from the solid, and from casts, whilst drawing from 
 photographs receives a proper share of attention. Shades, 
 Shadows and Perspective are taught by lectures, by illustra¬ 
 tion in diagram and by numerous exercises. The subject ot 
 Architectural Design for which the studies of Freshman year ^ 
 have already prepared the student is fairly introduced by the 
 study of the Orders of Architecture, which is supplemented 
 on its completion by Design proper. 
 
 13 
 
Schedule of Studies. 
 Junior Year. 
 
 FIRST TERM. 
 
 Hours 
 per week. 
 
 Freehand Drawing ... 5 
 
 Pen and Ink ... 2 
 
 Water Color. 3 
 
 *Modelling.3 
 
 *Measured Drawing ... 3 
 
 Design. 10 
 
 History of Architecture . 2 
 
 Egyptian, Assyrian, etc. 
 Greek and Roman. 
 
 Lecture Drawing . . . . i 
 
 Construction.i 
 
 Lectures. 
 
 Geology.i 
 
 Mechanics of Materials . . 2 
 
 Graphical Statics .... 2 
 
 ^Surveying. 3 
 
 SECOND TERM. 
 
 Hours 
 per week. 
 
 Freehand Drawing ... 5 
 
 Pen and Ink.2 
 
 Water Color.3 
 
 * Modelling.3 
 
 *Sketching.3 
 
 Design.10 
 
 *Theory of Design . . . i 
 History of Architecture . 2 
 
 Early Christian, Roman¬ 
 esque and Byzantine, 
 Gothic. 
 
 History of Ornament . . 2 
 
 Lecture Drawing . . . . i 
 
 Construction.i 
 
 Sanitary Science . . . . i 
 Plumbing and House 
 Drainage. 
 
 Geology.i 
 
 Mechanics of Materials . . 2 
 
 * Surveying.-3 
 
 SUMMER WORK. 
 
 1 1 Alternative. 
 Office Work, J 
 
 *Do not cover full term. 
 
 See description on 
 opposite page. 
 
 14 
 
The History of Architecture is continued by means of 
 lectures, recitations and readings as in Freshman year. The 
 practical phases of architectural practice receive especial 
 attention in lectures on construction which involve instruc¬ 
 tion in the best methods of ordinary Building Construction; 
 masonry, brickwork, carpenter work, etc., each considered in 
 detail with reference to materials and methods of construction 
 and the various processes followed in completing a building. 
 The general culture studies of the Sophomore year include a 
 continued drill in English Composition, Lectures on English 
 Literature with theme work, French or German of a more 
 advanced character, Analytic and Descriptive Geometry and 
 Physics. Gymnasium work continues to be required of the 
 student as in Freshman year. 
 
 Junior and Senior Years. 
 
 In these years the studies of the course assume almost a 
 wholly technical character, only those studies which bear di¬ 
 rectly upon the subject in hand being pursued in other depart¬ 
 ments of the University. 
 
 Freehand drawing continues to demand increasing attention 
 and assumes the form of more difficult drawings from the 
 cast, from photographs, from still life and from nature. Archi¬ 
 tectural subjects are generally chosen for this exercise, and of 
 such a character that good form, historically and artistically, 
 may become familiar to the eye and thought of the student, 
 while his hand is becoming skilled. The student is taught the 
 use of other mediums besides the pencil; Pen and Ink Ren¬ 
 dering with Gregg’s work on Pen and Ink as basis of exercises, 
 and Water Color Drawing from still life and later from nature 
 both receive the attention due to subjects of such prime 
 importance to the architect in the rendering of his problems 
 in design. Modelling in clay in Junior year is regarded as a 
 valuable means of teaching appreciation of form, the student 
 learning to interpret a drawing by making the actual form 
 rom its representation on the flat, reversing the process of 
 drawing from the cast. It may be added that this work is 
 confined chiefly to actual models of architectural ornament. 
 
 15 
 
Schedule of Studies. 
 
 Senior 
 
 FIRST TERM. 
 
 Hours 
 per week. 
 
 Freehand Drawing ... 5 
 
 Pen and Ink.2 
 
 Water Color.3 
 
 *Sketching.>. . 3 
 
 Advanced Design . . . .12 
 *Theory of Design . . . i 
 History of Architecture . 2 
 
 Renaissance and Modern. 
 Lecture Drawing . . . . i 
 
 Construction ...... 2 
 
 Lectures on Advanced 
 Problems. 
 
 Specifications, Estimates, 
 
 Contracts, etc.i 
 
 Acoustics. I 
 
 Sanitary Science . . . . i 
 
 Heating and Ventilation. 
 
 Graphical Statics .... 2 
 
 * Covers part of term only. 
 
 Year. 
 
 SECOND TERM. 
 
 Hours 
 per week. 
 
 Freehand Drawing ... 5 
 
 Pen and Ink.2 
 
 Water Color.3 
 
 Advanced Design and The¬ 
 sis . . .'15 
 
 *Theory of Design . . . i 
 History of Architecture . 2 
 
 Renaissance and Modern. 
 
 Construction.2 
 
 Lectures on Advanced 
 Problems. 
 
 Professional Practice . . . 
 
 Graphical Statics .... 2 
 
 See description on 
 opposite page. 
 
 16 
 
The subject of Design assumes with the Junior year a greater 
 degree of importance and is pursued with a corresponding in¬ 
 crease of time. The student now enters upon a careful study 
 of the principles of planning and composition based upon a 
 recognition of the fact that Architecture is distinctly an Art. 
 He is grounded in the principles which underlie true archi¬ 
 tectural design, from an acquaintance with what is best in the 
 Architecture of the past and a knowledge of the reasons of 
 such excellence, and above all it is sought to train in him an 
 ability to bring his knowledge to bear practically on modern 
 architectural problems. Study of the problems in Design is 
 accompanied by the criticism and oversight of the professor 
 in charge and by lectures on the Theory of Design and meth¬ 
 ods of rendering the finished drawings. “ Measured drawing ” 
 requires that the class shall measure and afterwards draw to 
 scale buildings already executed. 
 
 The history of Architecture is now pursued with increasing 
 attention to the evolution of national types, such as the Egyp¬ 
 tian, Assyrian, Greek and Roman, the Early Christian, Roman¬ 
 esque, Byzantine, Gothic and Renaissance. The lectures are 
 illustrated by lantern slides and otherwise and supplemented 
 by readings and recitations. The History of Ornament is pur¬ 
 sued in like manner. 
 
 The lectures on Construction, which involve an exposition 
 of the methods employed in construction of large buildings, 
 are supplemented by visits by the classes to buildings in actual 
 process of erection and to technical establishments. Sanitary 
 Science in its relation to building is fully treated along the 
 lines of Heating, Ventilation, Plumbing, and House Drainage. 
 
 The Scientific studies of these two years. Mechanics of Ma¬ 
 terials, Graphical Statics, Construction, etc., cover the princi¬ 
 ples of scientific construction, thus rounding out and complet¬ 
 ing the course. In Geology the qualities and locations of 
 building stones are taught, while Surveying is carried to the 
 point of using transit and level, as required in ordinary archi¬ 
 tectural practice. 
 
 17 
 
The Corps of Instruction 
 IN Architecture. 
 
 The Corps of Instruction in those branches pertaining spe¬ 
 cially to Architecture is made up as follows : 
 
 Warren P. Laird.Professor of Architecture. 
 
 In charge of the School of Architecture; 
 
 Design ; History of Architecture ; the Orders ; 
 Construction. 
 
 Charles E. Dana.Professor of Art. 
 
 Water Color. 
 
 Julian Millard.Instructor in Architecture. 
 
 Instrumental Drawing, Elements, Shades, Shad¬ 
 ows, Perspective, and Elementary Design. 
 
 Edmund A. Stewardson .... Instructor in Modelling. 
 Modelling in Clay; Junior Class. 
 
 Wilson Eyre, Jr.Instructor in Pen and Ink. 
 
 Pen and Ink Drawing; Junior and Senior Classes. 
 
 Herbert E. Everett.Instructor in Drawing. 
 
 Freehand Drawing; all classes. 
 
 Lecturers on Architecture. 
 
 *Theophilus P. Chandler, Jr.Architect. 
 
 Walter Cope Architect. 
 
 History of Gothic Architecture. 
 
 Frank Miles Day, B. S.Architect. 
 
 History of Greek and Roman Architecture. 
 
 History of Renaissance Architecture. 
 
 Wilson Eyre, Jr.Architect. . 
 
 Theory of Design. 
 
 ^Subjects unassigned at date. 
 
 i8 
 
*Barr Ferree.New York. 
 
 History of Architecture. 
 
 * Frank Furness.Architect. 
 
 Addison Hutton. Architect. 
 
 Building Construction. 
 
 John Stewardson.Architect. 
 
 History of Ornament. 
 
 Joseph M. Wilson.Architect and Civil Engineer. 
 
 Building Construction. 
 
 Lecturers by Appointment. 
 1891-92. 
 
 George C. Mason, Jr.Architect. 
 
 History of Early Christian, Romanesque and 
 Byzantine Architecture. 
 
 Austin W. Lord.Architect. 
 
 Rendering of Architectural Drawings. 
 
 Lecturers on Sanitary Science. 
 
 John S. Billings, M. D., LL. D., Director of the University 
 Hospital and Lecturer on Sanitary Engineering. 
 
 A. C. Abbott, M. D., First Assistant Lecturer on Sanitary 
 
 Engineering. 
 
 *Subjects unassigned at date. 
 
 19 
 
The University of Pennsylvania. 
 
 The University, founded in 1755, ranks fourth in point of 
 attendance among the universities of this country. Its 
 grounds occupy forty acres in West Philadelphia, a beautiful 
 suburban city separated from Philadelphia proper by the 
 Schuylkill and accessible in twenty minutes by several car 
 lines. Living expenses, to students, are moderate and many 
 advantages, aside from those offered by the University, are to 
 be found in the city. 
 
 Requirements for Admission to 
 THE Four Years Course. 
 
 Candidates for the Freshman class are admitted to the 
 school either on certificate or by examination. 
 
 Blank certificates are issued every year to such principals 
 of recognized preparatory schools and to such private teachers 
 as may be named for the privilege. The Faculty reserves the 
 right, however, to withdraw from any school or teacher the 
 privilege of sending pupils into college on certificate. 
 
 Entrance examinations are held June 15th and September 
 21st. Circulars stating the days and the subjects of examina¬ 
 tion for each day can be had on application to the Dean. 
 
 The subjects of examination are : 
 
 PInglish. —Grammar (as in Abbott’s How to Parse, or Mur¬ 
 ray’s Advajiced Lessons in English Composition, Analysis and 
 Grammar^, together with the correction of specimens of 
 English bad in grammar (as in Strang’s Exercises m English). 
 
 Etymology (as in McElroy’s Essential Lessons in English 
 Etymology, Composition ayid Readmg). (i) A short essay, 
 correct in spelling, punctuation, grammar, division by para¬ 
 graphs and expression, on one of several subjects to be 
 announced at the time of examination, and to be taken from 
 the last named of the following books, all of which (or the 
 last named and equivalents for the first three) must have been 
 read by each candidate, viz.: Scott’s Quentin Durward, Gold¬ 
 smith’s Deserted Village and Irving’s Bracebridge Hall. (2) 
 Questions on the subject-matter of a passage to be taken from 
 the same book as the subjects of composition are taken from. 
 
 20 
 
(3) The correction of English bad in expression, with a brief 
 statement of the principles on which the correction is made 
 (as in Williams’ Composition a 7 id Rhetoric by Practice^. 
 
 In 1892, the books to be read by each candidate will be 
 Shakespeare’s Mercha 7 it of Ve 7 tice, Irving’s Bracebridge Hall^ 
 Addison’s Sir Roger de Coverly Papers^ and Scott’s Talis 7 nan. 
 
 French. —French grammar as much as indicated by the 
 first forty-five practical exercises appended to Harrison’s 
 French Syntax. French Reading. Passages for translation 
 into English will be chosen from the first three books of 
 TeRmaqjie. 
 
 History. —History of the United States. (Scudder or 
 Johnston is suggested.) Ancient History; Freeman’s General 
 Sketch of Histo 7 y, Chapters 1-6. 
 
 Mathematics. —Arithmetic (including Vulgar and Decimal 
 Fractions, the Decimal System of Weights and Measures, 
 Proportion, Percentage and the Extraction of the Square and 
 Cube Root.) 
 
 Algebra to the end of Quadratic Equations (including 
 Factoring, Fractions, Common Factors and Multiples, and 
 Sirtiple Equations with one, two or several Unknowns, Ratio 
 Proportion, Arithmetical and Geometrical Progression, the 
 Binomial Theorem, Surds and Imaginaries.) 
 
 Plane Geometry (as in the first five books of Chauvenet’s 
 or Wentworth’s Geometry'). 
 
 Candidates for admission must show ability to sketch some 
 ordinary object in a satisfactory manner. They must also 
 produce drawings indicating familiarity with the use of 
 mathematical instruments. 
 
 The Special Course in Architecture. 
 
 This course covers two years and is specially designed for 
 those who desire a school training in architecture, but who 
 are unable to devote four years to it. The course comprises 
 all of the advanced studies of the full course and will be found 
 adapted to those who wish to add to office experience a train¬ 
 ing in many branches impossible to acquire in an office. 
 
The Special Course offers the following studies: 
 
 Shades and Shadows. 
 Perspective. 
 
 The Orders. 
 Construction. 
 
 History of Architecture. 
 Freehand Drawing. 
 
 FIRST YEAR. 
 
 Design. 
 
 Pen and Ink. 
 Water Color. 
 Modelling. 
 Sketching. 
 
 SECOND YEAR. 
 
 Freehand Drawing. 
 Design. 
 
 Theory of Design. 
 History of Architecture. 
 History of Ornament. 
 Pen and Ink. 
 
 Water Color, 
 
 Graphical Statistics. 
 Mechanics of Materials. 
 Surveying. 
 
 Construction. 
 
 Sanitary Science. 
 Acoustics. 
 
 Candidates for admission to this course must satisfy the 
 Professor in charge of their ability to take up and pursue the 
 studies prescribed by presenting evidence of a certain experi¬ 
 ence in drawing or by having had at least one full year’s work 
 in an architect’s office. Office experience will be found the 
 best preparation for taking up the work of the course. Con¬ 
 tinuance in the course or the awarding of the Certificate ot 
 Proficiency on its completion will depend on a high average 
 standing on the part of the student. 
 
 Partial students (noted below) may enter the full Special 
 Course at any time by fulfilling its conditions. 
 
 Admission of Partial Students. 
 
 Students may be admitted to a partial course, embracing 
 one or more of the subjects taught in this school. Their 
 admission will be conditioned upon their satisfying the 
 instructors concerned, by examination or otherwise, of their 
 ability to pursue successfully the studies selected. Upon the 
 completion of such a course a certificate will be given covering 
 the studies pursued. A partial student may become a full 
 student and candidate for the degree by fulfilling at any time 
 the requirements of a regular course. 
 
 22 
 
Arrangement of Sessions. 
 
 The college year is divided into two terms of about eigh¬ 
 teen weeks each. The first term will begin in 1892, on Octo¬ 
 ber 3d, at 10 o’clock A. M., and end on February ist, at 5 
 o’clock P. M. 
 
 Examinations. 
 
 Examinations are held at the end of each term. Students 
 who attain a high standing are classed as “ Distinguished ; ” 
 those whose term standings show them to be deficient in any 
 of their studies are conditionally attached to their class until 
 the deficiency has been fully made up. For persistent neglect 
 of study, irregularity of attendance, or inability to keep up 
 with the class, students are dropped from the rolls. 
 
 Degrees. 
 
 Students who complete the four years’ course in Archi¬ 
 tecture will receive the degree of Bachelor of Science, to be 
 followed, upon evidence of practical work in subsequent years, 
 by a professional degree. 
 
 Students who complete the Special Course are given Certifi¬ 
 cates of Proficiency in the subjects included in that course. 
 
 Fees, 
 
 The Tuition Fee for all classes is one hundred and fifty-five 
 (^155) dollars a year. 
 
 A deposit of ten (;^io) dollars to cover damages to the 
 apparatus is required of all students. Any balance is 
 returned. 
 
 The Annual Tuition PTes are payable to the Treasurer ot 
 the University in two instalments, on October ist and Feb¬ 
 ruary 1st. 
 
 A Graduation P^ee of twenty dollars is charged to each 
 candidate for the Baccalaureate Degree. The fee for Cer¬ 
 tificates for Special or Partial Courses is ten dollars. 
 
 For further information address, 
 
 DR. HORACE JAYNE, Dean, 
 
 School of Architecture, 
 
 University of Pennsylvania, 
 
 23 
 
ILLUSTRATIONS. 
 
 THE COLLEGE BUILDING. 
 
 PLAN OF THE 
 
 DEPARTMENT. 
 
 WORK OF THE STUDENTS 
 
 — IN — 
 
 DESIGN, WATER COLOR, PEN AND INK, 
 INSTRUMENTAL DRAWING, MODELLING, 
 ETC., ETC. 
 
 Pages 26 to 41 inclusive. 
 
26 
 
 THE COLLEGE BUILDING. 
 
 Onh of thk Group of University Buildings. Seat of the School of Architecture. 
 
27 
 
EI.EMENTARY DESIGN, 
 
 Freshman^ Year. 
 
 i 
 
 1 
 

 SHADES AND SHADOWS, 
 Sophomore Year. 
 
 29 
 
“SCALE 
 
 OREEK^ IONIC 
 
 •FROM THE TEMPLE » 
 
 •QF. 
 
 “MIMERVA P©LIA5“ 
 
 1 DEA/As Z opAUL»ABii¥ISa®®» 
 
 oJEAM-s-igiiao 
 
 THE ORDERS, 
 Sophomore Year. 
 
 30 
 
MODELLING, 
 
 Junior Year. 
 
i-. 
 
 PEN AND INK RENDERING, 
 Junior Year. 
 
 .32 
 
PEN AND INK RENDERING, 
 Junior Year. 
 
 33 
 
34 
 
 PKN AND INK RENDERING, 
 Junior Year. 
 
35 
 
 MEASURED DRAWING, 
 Junior Ye;ar. 
 
WATER COLOR DRAWING, 
 Junior Year. 
 
 36 
 
WATER COLOR DRAWING, 
 Junior Year. 
 
 37 
 
DESIGN, 
 
 Junior Year. 
 
 38 
 
DESIGN, 
 
 Junior Year. 
 
 39 
 
40 
 
 DESIGN, 
 Junior Year. 
 
41 
 
 Junior Year.