V 
 
 
 THE 
 
 POLYTECHNIC 
 
 7Ae STUDENTS of 
 
 LANE POLYTECHNIC 
 
 INSTITUTE 
 
 Chicago 
 
 .inois 
 
2 
 
 THE POLYTECHNIC 
 
 TO THE CLASS OF 1912 
 
 Good seniors of the class of June 
 Your high school days are o’er. 
 
 The Pig Skin sheet will be yours soon 
 With fancy script galore. 
 
 We brothers of the college class 
 Extend a welcome hand, 
 
 We want you back next fall, en masse, 
 
 To join and take your stand. 
 
 If fortune bids you go elsewhere 
 And we lose you in the fray, 
 
 May you think of Lane, when we were there. 
 We’ll think of you that way. 
 
 A. W. Hester, jr. 
 
THE POLYTECHNIC 
 
 4 
 
 v<* 
 
THE POLYTECHNIC 
 
 Page. 
 
 Calendar. 6 
 
 General Statement. 9 
 
 Outline of Courses.12 
 
 Trip to Europe.25 
 
 Editorial.33 
 
 Letters of Interest.35 
 
 Need for a Municipal College..40 
 
 Before the Mast.43 
 
 Humorous Stories.47 
 
 Poetry.54 
 
 Rolling Mills.57 
 
 College Athletics.61 
 
 An Outer Harbor.62 
 
 Analysis of Coal.63 
 
 An All-round Test.71 
 
6 
 
 THE POLYTECHNIC 
 
 Sept. 3, Tuesday. — Academic year 1912-1913 begins; examinations for admis¬ 
 sion ; first day of registration. 
 
 Sept. 4, Wednesday. — Class work begins. 
 
 Nov. 28, Thursday. — Thanksgiving Recess, to December 1, Sunday, inclusive. 
 Dec. 20, Friday — Christmas Recess, to January 5, Sunday, inclusive. 
 
 Jan. 6, Monday. — Class work resumed. 
 
 Jan. 27, Monday. — Mid-year examinations begin. 
 
 Feb. 3, Monday. — Second semester begins. 
 
 Feb. 12, Wednesday. — Lincoln’s Birthday. 
 
 Mar. 20, Thursday. — Easter Recess, to March 23, Sunday, inclusive. 
 
 May 1, Friday. — Spring Recess, to May to, Sunday, inclusive. 
 
 May 11, Monday —Class work resumed. 
 
 May 30, Friday. — Memorial Day. 
 
 June 26, Thursday. — Second Annual Commencement. 
 
THE POLYTECHNIC 
 
 Albrrt (Krannia ffianr 
 
 
8 
 
 THE POLYTECHNIC 
 
THE POLYTECHNIC 
 
 9 
 
 Realizing that there were many young men who were earnestly seeking a 
 technical education, and realizing that it is equally as much a duty of the city 
 as of the state to offer such a training to those seeking it, the Board of Educa¬ 
 tion of Chicago, on August 17, 1911, provided for a two year college engineering 
 course. The recommendation provided that the instruction be given in the Lane 
 Technical High School. Such was the meager beginning of this great movement; 
 and in the course of one year, the Lane Polytechnic Institute has been organized, 
 and has assumed interesting proportions. Thus far, the organization includes 
 but one college; namely, the College of Engineering, which has already gained 
 recognition from the principal technical colleges in the West. However, the 
 Board of Education is contemplating adding several more departments to the 
 present organization, possibly those of law and medicine. 
 
 But, without these needed additions, which have been promised, the In¬ 
 stitute is in a position to give young men a liberal education. There is every 
 probability that in the course of a few years, Lane will be established as firmly 
 as many existing State institutions, which, with the Lane Polytechnic Institute, 
 have a common purpose: “To help those who wish to help themselves.” 
 
 The government rests with the Board of Education of the City of Chicago. 
 The Board corresponding to the Board of Trustees of the average American 
 college. 
 
 EXPENSES 
 
 Owing to the location, the government, and the nature of the Institute, 
 expenses are reduced to the minimum. The majority of the students enrolled 
 live with their parents and thereby eliminate board bills and incidental expenses. 
 The Institute charges no tuition. Laboratory fees to the extent of about five 
 dollars a year, are required from each student. The average cost of text books 
 each year is $10.00. 
 
IO 
 
 THE POLYTECHNIC 
 
 ENVIRONMENT. —AID TO STUDENTS 
 
 In the center of the thriving industrial city of Chicago, every opportunity 
 is afforded the young inexperienced engineer. A student may choose from 
 many kinds of employment, for even a man with a partial training is in demand 
 by many of the large industrial concerns in the city. Thus, if a student is com¬ 
 pelled to do for himself, there are advantages to be gained, for he is constantly 
 brought in touch with the practical phase of his study and thereby gains know¬ 
 ledge which he would not otherwise gain until after he had completed his course. 
 
 BOARD AND ROOMS 
 
 No dormitory accomodations are provided for the students. Those de¬ 
 siring board and rooms, however, can obtain them in the vicinity of the Institute 
 at prices, ranging from $5.00 to $7.00 a week. Further information may be 
 obtained at the office. 
 
 Meals are served daily in the building from 11:30 A. M. to 1:15 P. M., 
 at very • moderate prices. Those desiring such service may be accommodated 
 on the fourth floor, which is devoted entirely to a well equipped cafeteria. 
 
 TEXT BOOKS 
 
 Supplies of every description, textbooks, drawing instruments and material, 
 paper, etc., may be purchased within a few feet of the Institute. The average 
 cost of supplies for one year is $15.00. 
 
 LIBRARY 
 
 Most of the library work, including reference and research study, is done 
 at the Newberry Library, located but a short distance from the Institute. This 
 library is conceded to be one of the most complete collections in this section 
 of the country. It is open daily from 8:00 A. M. to 10:00 P. M. excepting 
 Sunday, on which day it is closed. 
 
 In the near future, the Chicago Public Library will equip a Branch Library 
 at Seward Park which is but two blocks from the Institute. It is the intention 
 to keep in this library a large collection of technical books for the use of the 
 Lane students. 
 
 THE LANE STANDARD 
 
 When the Institute was organized, practically the same standards for ad¬ 
 mission to the college of engineering as those in use at the Armour Institute 
 of Technology were adopted. Lane maintains the fifteen Carnegie units stan¬ 
 dard for college entrance. It is the purpose of the faculty to live up to these 
 standards rigidly, so that they may have that class of men to train who deserve 
 a higher educatioh, but, at the same time who have sufficient technical knowledge 
 to warrant their pursuing these higher courses. 
 
THE POLYTECHNIC 
 
 ii 
 
 ASSEMBLIES 
 
 From time to time as opportunity affords, the Lane Polytechnic Institute 
 invites eminent men in public or professional life to address the student body. 
 The lectures given, which are of the highest type, are greatly appreciated; as 
 is also the opportunity of meeting personally men and women who have force 
 of character and high ideals in life. Lane has been particularly fortunate in 
 securing good speakers. Among those who have favored us recently are: 
 
 Alderman Charles E. Merriam, Chicago City Council. 
 
 Louis Celestian Monin, 
 
 Dean of the Cultural studies Armour Institute of Technology. 
 
 Jane Adda ms, Hull House, Chicago. 
 
 William B. Owen, President of the Chicago Teachers’ College. 
 
 Dr. Winfield Hall, Medical Dept., Northwestern University. 
 
 ft 
 
 CORRESPONDENCE 
 Address all correspondence or inquiries to 
 Mr. Wm. J. Bogan, Lane Polytechnic Institute, 
 
 Sedgzvick and Division Streets, Chicago. 
 
 “THE MERRY SCISSOR GRINDER” 
 
 Oh I grind my many knives, 
 
 From their dull to sharpened lives; 
 
 And always to the tune of 
 Ding, dong, ding. 
 
 The buthers edges thrive, 
 
 And I, my bread derive, 
 
 When my wheel spins to the tune of 
 Ding, dong, ding. 
 
 I’m a free and merry knave, 
 
 With naught a care to save; 
 
 As I sharpen to the tune of 
 Ding, dong, ding. 
 
 Ah, my heart is bold and brave 
 And I fear no early grave; 
 
 But I’ll go there to the tune of 
 Ding, dong, ding. 
 
 A. W. Hester, jr. 
 
12 
 
 THE POLYTECHNIC 
 
 f\ T‘ 
 
 I. AIM OF THE COURSE 
 
 The aim of this two years’ collegiate course is to train the student in the 
 fundamental principles of engineering. This field, which is a broad one, affords 
 many opportunities for specialization, but before the student specializes along 
 the lines of Mechanical, Chemical, Civil, or Electrical Engineering he must 
 master the scientific principles which form the' foundation of all engineering 
 work. No one line can be successfully followed wholly independent of any other 
 line. There are times when the Civil Engineer needs to know the principles, 
 the design, and the use of machinery; and times when the Mechanical Engineer 
 needs to understand thoroughly the principles involved in the application of 
 electricity^ to commercial uses. Thus it is only by the study of the laws which 
 underlie all engineering that the proper development in any one line can be 
 insured. In the course here offered Lane does not aim to specialize in any of 
 the lines mentioned, but she does aim to lay the necessary foundation for all 
 engineering, and to make it possible for one successfully completing this course 
 to earn a degree from an engineering school in two years. 
 
 Hand in hand with the work along technical lines is offered work in subjects 
 which' will give the students as many of the benefits as possible. Such re¬ 
 quirements as English Composition, Englih Literature, French, German, etc., 
 have been made with this aim in view, for it is believed that such subjects are 
 as necessary to a technical as to a professional or liberal training. 
 
 II. REQUIREMENTS FOR ADMISSION 
 
 Applicants for admission who hold certificates of graduation from high 
 schools of good standing will be admitted without examination. Those not 
 presenting such certificates will be required to pass entrance examinations. 
 
 i. The following units of credit are required of all: 
 
 English. 3 
 
 Mathematics. 3 
 
 Mechanical Drawing...2 
 
 Shop Work. 3 
 
 Science (Physics and Chemistry... 2 
 
 Historv and Civics. 1 
 
THE POLYTECHNIC 
 
 13 
 
 11. In addition to the above requirements, two units must be offered from 
 the following' subjects: 
 
 Foreign Language. 
 
 Biology and Modern History. 
 
 Chemistry. 
 
 Physics. 
 
 Free hand. 
 
 Electrical or Gas Construction. 
 
 Those offering two units’ work in a foreign language are required to 
 present only two and one-half units in English. 
 
 Applicants failing to offer credit in the subjects required will be admitted 
 conditionally, but the removal of an entrance condition must take presedence 
 of all other work in that subject. 
 
 III. TABULAR VIEW OF COURSES 
 A. Engineering Course 
 FRESHMAN YEAR 
 
 First Semester 
 
 Second Semester 
 
 
 | Hours 
 
 
 | Hours 
 
 1 
 
 of 
 
 1 
 
 of 
 
 Required 
 
 | Ree. 
 
 Required 
 
 j Rec. 
 
 Mathematics I 
 
 i 
 
 | 
 
 Mathematics II 
 
 
 College Algebra 
 
 5 
 
 Analytical Geometry 
 
 5 
 
 Chemistry I 
 
 
 Chemistry II 
 
 1 
 
 Qualitative Analysis 
 
 10 
 
 Quantitative Analysis 
 
 10 
 
 English 1 I 
 
 
 English I (continued) 
 
 1 
 
 Composition 
 
 2 
 
 Composition 
 
 ! 2 
 
 Drawing I 
 
 
 Drawing II 
 
 
 Descriptive Geometry 
 
 8 
 
 Machine Design 
 
 8 
 
 Gymnasium 
 
 1 
 
 Gymnasium 
 
 1 
 
 Elective 
 
 
 Elective 
 
 
 Shop Work I 
 
 5 or 10 
 
 Shop Work II 
 
 5 or 10 
 
 Chemistry III 
 
 5 
 
 Chemistry III 
 
 5 
 
 Drawing III 
 
 
 Drawing III 
 
 
 Machine Design 
 
 5 
 
 Machine Design 
 
 5 
 
 French I 
 
 5 
 
 French II 
 
 5 
 
 German I 
 
 5 
 
 German II 
 
 5 
 
14 
 
 THE POLYTECHNIC 
 
 SOPHOMORE YEAR 
 
 First Semester 
 
 Hours 
 
 Second Semester 
 
 | 
 
 Hours 
 
 
 of 
 
 
 of 
 
 Required 
 
 Rec. 
 
 Required 
 
 Rec. 
 
 Mathematics III 
 
 
 Mathematics IV 
 
 
 Calculus, Differential 
 
 5 
 
 Calculus, Integral 
 
 5 
 
 Physics I 
 
 8 
 
 Physics II 
 
 8 
 
 English II 
 
 
 English II (continued) 
 
 
 Literature 
 
 2 
 
 Literature 
 
 2 
 
 ■Gymnasium 
 
 1 
 
 Gymnasium 
 
 1 
 
 Elective 
 
 
 Elective 
 
 
 Shop Work III 
 
 5 or 10 
 
 Shop Work IV 
 
 5 or 10 
 
 Kinematics 
 
 5 
 
 Statics 
 
 5 
 
 Steam Engineering 
 
 10 
 
 Steam Engineering 
 
 10 
 
 Electrical Engineering 
 
 
 Electrical Engineering 
 
 
 Lectures 
 
 5 
 
 Lectures 
 
 5 
 
 Laboratory 
 
 5 
 
 Laboratory 
 
 5 
 
 Chemical Engineering 
 
 10 
 
 Chemical Engineering 
 
 ! 10 
 
 Civil Engineering 
 
 10 
 
 Civil Engineering 
 
 10 
 
 French III 
 
 5 
 
 French IV 
 
 1 5 
 
 German III 
 
 5 
 
 German IV 
 
 5 
 
 1 
 
 French or German is elective if the student presents two units for entrance, 
 otherwise it is required. 
 
 Shop Work I, II, III, and IV are required if the student does not offer the 
 equivalent as entrance credits. 
 
 B. Architectural Course 
 FRESHMAN YEAR 
 
 First Semester 
 
 Hours 
 
 Second Semester 
 
 Hours 
 
 
 of 
 
 
 of 
 
 Required 
 
 Rec. 
 
 Required 
 
 Rec. 
 
 Mathematics I 
 
 1 
 
 Mathematics II 
 
 
 College Algebra 
 
 i 5 
 
 Analytical Geometry 
 
 5 
 
 English I 
 
 1 
 
 English I (continued) 
 
 
 Composition 
 
 ! 2 
 
 Composition 
 
 2 
 
 Drawing I 
 
 
 Drawing V 
 
 1° 
 
 Descriptive Geometry 
 
 8 
 
 Architectural 
 
 Drawing IV 
 
 
 Drawing VIII 
 
 i 
 
 Architectural 
 
 10 
 
 Freehand 
 
 5 
 
 Gymnasium 
 
 1 
 
 History of Architecture 
 
 2 
 
 
 
 •Gymnasium 
 
 1 
 
THE POLYTECHNIC 
 
 *5 
 
 Elective 
 
 
 Elective 
 
 
 Shop Work I | 5 orl 0 
 
 
 Shop Work II 
 
 5 or 10 
 
 Chemistry I | 5 ori 0 
 
 
 Chemistry II 
 
 5 or 10 
 
 French I | 5 
 
 
 French II 
 
 1 5 
 
 German I 5 
 
 1 
 
 
 German II 
 
 1 5 
 
 SOPHOMORE YEAR 
 
 First Semester 
 
 
 
 Second Semester 
 
 
 i 
 
 Required 
 
 | Hours 
 of 
 
 I Rec. 
 
 
 Required 
 
 Hours 
 
 of 
 
 Rec. 
 
 Mathematics III 
 
 
 
 Mathematics IV 
 
 
 Calculus, Differential 
 
 1 5 
 
 
 Calculus, Integral 
 
 5 
 
 English II 
 
 Literature 
 
 1 2 
 
 
 English II 
 
 Literature 
 
 2 
 
 Physics I 
 
 8 
 
 
 Physics II 
 
 8 
 
 Drawing VI 
 
 
 
 Drawing VII 
 
 
 Architectural 
 
 10 
 
 
 Architectural 
 
 5 
 
 {Gymnasium 
 
 1 
 
 
 Drawing IX 
 
 
 
 
 Freehand 
 
 5 
 
 
 
 
 'Gymnasium 
 
 1 
 
 Elective 
 
 
 
 Elective 
 
 
 Kinematics 
 
 ’ 
 
 5 
 
 
 Statics 
 
 5 
 
 IV. COMPARED WITH TECH. COURSES IN OTHER INSTITUTIONS 
 
 In adopting the course as outlined we have endeavored to set a high stan¬ 
 dard and so have used as our guide the courses offered by some of the leading- 
 technical institutions of the .United States; such as, Cornell University, the 
 Massachusetts Institute of Technology, and the Armour Institute. There are 
 some minor differences, however. Although we do not aim to specialize in 
 the various lines of engineering, yet for those who feel they cannot devote four 
 years to special trailing we offer, as electives in the Sophomore year, courses 
 in Steam, Electrical, Chemical, and Civil Engineering, and in Statics. The 
 special student may thus receive a training n these various lines which many 
 other technical institutions do not offer until the Junior year. Another dif¬ 
 ference in our course is that special emphasis is laid on chemistry — qualitative 
 and quantitative being offered in the first two years. This requirement is not 
 made by the leading state universities of the West, but the advantage of such 
 is apparent, for the student thus has more time in the last two years of his 
 
i6 
 
 THE POLYTECHNIC 
 
 technical training to devote to study along that particular line of engineering 
 in which he desires to specialize. There is still another advantage which our 
 course offers and that is the advantage derived from the number of hours of 
 exercise required in the different subjects. In almost every instance more time 
 is devoted to the subjets offered by Lane. The course in Chemistry reqlires 
 333 hours which is from 7% to 13% more than the leading technical schools, 
 and 35% more than some of our state universities. I11 Mathematics, in Physics, 
 in Drawing, and in English, etc., the difference is not so great, yet it ranges 
 from 8% to 12%. The advantage to be derived from this extra amount of time 
 is an advantage not to be disregarded — of itself it means increased opportunity 
 to learn and to do. 
 
 V. PROPOSED COURSES 
 
 The courses offered by the Institute up to the present time are of a tech¬ 
 nical nature, but it is proposed to introduce other lines of collegiate work. 
 Courses in law, in medicine, and in commerce are now under consideration and 
 we hope soon to be ready to enroll students in these various lines. These 
 courses will benefit those people wishing to become doctors, lawyers, or trained 
 business men in the same way that the present two years’ course benefits the 
 engineer. The student in medicine, for example, will be able to take the first 
 two years’ work leading to his degree in the Institute, and so will be required 
 to take only additional work in a medical school to complete his course. 
 
 In taking up these courses in the interests of higher education, the Institute 
 hopes to satisfy a long felt need in the industrial and the commercial world; 
 and to extend to men in every science an equal opportunity to become efficient 
 and useful members of society. 
 
 VI. DESCRIPTION OF COURSES 
 
 MATHEMATICS /. 
 
 College Algebra — Review; definitions and assumptions; exponents, in¬ 
 cluding fractional, zero, and negative exponents; algebraic reductions. Vari¬ 
 ables and functions with g’raphs, etc.; the equation and systems of simultaneous 
 (equations; inequalities. Mathematical induction; binomial theorem; variation 
 and proportion; general properties of logarithms ; infinite series, etc. Permuta¬ 
 tions, combinations, and determinants. Methods of approximations to roots 
 of equations, both by algebraic methods and by graphs. 
 
 Mr. Heritage. 
 
 Time — Five hours a week first semester of Freshman year. 
 
 Textbook — Rietz and Crathmore, College Algebra. 
 
THE POLYTECHNIC 
 
 1 7 
 
 MATHEMATICS II. 
 
 “Prerequisite — Mathematics including Course I." 
 
 Analytical Geometry — Transformation of co-ordinants; lengths and shapes 
 of lines; areas of polygon. Graphical representation of a function ; equation 
 of a locus. A systematic treatment of the circle, ellipse, parabola, hyperbola, 
 limits; parametric equations of loci; trigonometric exponential and logarithmic 
 functions. Graphs in polar co-ordinates. The ordinary rules of differentiation, 
 and easy forms of integration, with easy applications. 
 
 Mr. Heritage. 
 
 Time — Five hours a week second semester of Freshman year. 
 
 Textbook — Riggs, Analytical Geometry. 
 
 MATHEMATICS III. 
 
 “Calculus, Differential” — Variables ; functions ; theory of limits ; differen¬ 
 tiation ; applications to derivative Geometry; differentiation of standard elemen¬ 
 tary forms; applications of the dervative; successive differentiation; maxima 
 and minima; points of inflection; curve tracing; differentials; rates; change of 
 variable; curvature and radius of curvature. Theorem of mean values; indeter¬ 
 minate forms; partial differentiation; series; comergence, etc. Taylor’s theorem 
 and McLaurin’s theorem. Mr. Heritage. 
 
 Time — Five hours a week first semester Sophomore year. 
 
 Textbook — 
 
 MATHEMATICS IV. 
 
 “Prerequisite—Courses I, II, and III,” 
 
 “Calculus, Integral — Integration of standard elementary forms; constant 
 of integration and its physical meaning; detailed treatment of indefinite integrals; 
 treatment of definite integrals, milk problems in areas, lengths of arcs, volumes, 
 and surfaces of revolution; integration of rational fractions; integration by 
 substitution of new related variable; integration by parts; successive and partial 
 integration. Mr. Heritage. 
 
 Time — Five hours second semester Sophomore year. 
 
 Textbook — 
 
 CHEMISTRY I. 
 
 Qualitative Analysis — Prerequisite, one year of high school Chemistry. 
 This course includes a study of the chemistry of non-metallic elements, especial 
 attention being devoted to fundamental laws and theories. The metallic elements 
 are studied from the standpoint of the analytical classification. Laboratory 
 work consists of a study of the reactions, separation, and identification of metals, 
 and of the more common inorganic acids. Mr. Evan&. 
 
 Time — Ten hours a week, first semester Freshman year. 
 
 Textbook — Noyes and Smith, Qualitative Analysis. 
 
i8 
 
 THE POLYTECHNIC 
 
 CHEMISTRY II. 
 
 Quantitative Analysis — The modern ideas of solutions and equilibrium are 
 developed and their applications to analytical chemistry are discussed. The work 
 includes the gravimetric estimation of chlorine, iron, sulphur; and the urepara- 
 tion of standard acids, and bases, of permanganate and bichomate solutions, of 
 an iodine solution and practice with each. AIr. Evans. 
 
 Time — Ten hours a week, second semester Freshman year. 
 
 Textbook — Lincoln and Walton, Quantitative Analysis. 
 
 CHEMISTRY III. 
 
 This course is a continuation of Chemistry II, including the analysis of 
 substances of greater complexity, such as dolomites, iron, lead, zinc, and copper 
 ores, feldspar and various mitellurgical products. Mr. Evans. 
 
 Time — Five hours a week throughout Sophomore year. 
 
 Textbook — Lincoln and Walton, Quantitative Analysis. 
 
 DRAWING I. 
 
 Descriptive Geometry — In this course special attention is given to the 
 development of the ability of the student for analytic thinking. To this end a 
 regular course of procedure is outlined for the solution of any problem. Work 
 in the class room and drawing room is supplemented by numerous home problems. 
 
 Mr Wallace. 
 
 Time — Eight hours a week, first semester Freshman year. 
 
 Textbook — Miller, Descriptive Geometry. 
 
 DRAWING II. 
 
 Machine Design — In preparation for this course it is assumed that the 
 student has had a training in mechanical drawing, is familiar with shop tools 
 and methods, and has some idea of the details of standard machine parts. The 
 machine is studied as a whole, rather than by parts. By this process the relation 
 of each part to its neighbor may be more thoroughly analyzed, and its design 
 thus adapted to its particular work. A simple toggle joint is chosen for design 
 having parts in tension, compression, shear, and flexure. Drawing room work 
 is supplemented by lectures. Mr Wallace. 
 
 Time — Eight hours a week, second semester Freshman year. 
 
 Textbook — Hofifman, Elementary Machine Design. 
 
 DRAWING III. 
 
 This course is a continuation of Drawing II and involves problems in: 
 
 (a) Some form of power machine which will review the simple stresses 
 taken up in Drawing II, and include those incident to revolving shafts, gears, etc. 
 
19 
 
 THE POLYTECHNIC 
 
 (b) Some form of machine using steam, air or hydraulic cylinders. Each 
 student is given an individual problem. Mr Wallace. 
 
 Time — Five hours a week, one semester Freshman year. 
 
 Textbook — Hoffman,Elementary Machine Design. 
 
 DRAWING IV. 
 
 Architectural — Prerequisite Architectural Drawing in Drawing Book 2, 
 or equivalent. Architectural lettering with special emphasis upon lettering for 
 titles, inscriptions, etc. Study is made of the Classical Orders; detailed drawings 
 required. 
 
 Mr. Valentine. 
 
 Time — Ten hours a week, first semester Freshman year. 
 
 Textbook — 
 
 DRAWING V. 
 
 Architectural — Continuation of the study of the Orders, Shades and 
 shadows, review of the principles of shadow projection and application of those 
 principles in arcitectural work. Linear perspective; perspective of shadows. 
 Architectural design using details of the Orders as elements. Perspective and 
 shadows of the studies. 
 
 Mr. Valentine. 
 
 Time — Ten hours a week, second semester Freshman year. 
 
 Textbook — 
 
 - DRAWING VI. 
 
 Architectural — Principles of design in wood, stone, brick, steel, concrete, 
 etc., are studied with problems to be worked out in the different materials. 
 Studies in the arrangements of rooms, and in the lighting, ventilation, etc., 
 of the same. Inter-relation of floor plan and exterior. 
 
 Mr. Valentine. 
 
 Time — Ten hours a week, first semester Sophomore year. 
 
 Textbook — 
 
 DRAWING VII. 
 
 Architectural — This course is a continuation of the work outlined in 
 Drawing VI. Principles of design in the various building materials studied 
 more in detail. Problems in arrangement, lighting, and ventilation more complex. 
 
 Mr. Valentine. 
 
 Time — Five hours a week, second semester Sophomore year. 
 
 Textbook — 
 
20 
 
 THE POLYTECHNIC 
 
 DRAWING VIII. 
 
 Freehand—Prerequisite, Freehand drawing in high school. Freehand 
 sketching from architectural models. Freehand studies of historic ornament 
 and its adaptation to architectural decoration. 
 
 Mr... 
 
 Time —Five hours a week, second semester Freshman year. 
 
 Textbook — 
 
 DRAWING IX. 
 
 Freehand — Continuation of Drawing VIII. The work includes drawing 
 from casts of architectural ornament, life drawing, memory sketching, and time 
 sketching in pencil, and in pen and ink. Mr. 
 
 Time — Five hours a week, second semester Sophomore year. 
 
 Textbook — 
 
 ENGLISH I. 
 
 Composition — The work is conducted by means of classroom exercises, 
 weekly themes, and consultations. The principles of composition as applied to 
 the whole composition, the paragraph, the sentence, and the word are studied. 
 The chief object is to enabel a student to write in a correct, lucid, and easy 
 manner; and to express himself with accuracy and precission. The course 
 includes lectures on structure and style. Miss Atkinson. 
 
 Time — Two hours a week, throughout Freshman year. 
 
 Textbook — Canby, Principles of Composition. 
 
 ENGLISH II. 
 
 Literature — Prerequisite Englishl. The year’s work is designed to give 
 a survey of the formation of the English language, and the rise and develop¬ 
 ment of English Literature. This course is necessarily general, but it is the 
 aim to make it sifficiently definite to serve as a reliable framework for any later 
 study. The development of the different literary types are studied, and master¬ 
 pieces illustrating these types are read. Miss Atkinson. 
 
 Time — Two hours a week, throughout Sophomore year. 
 
 Textbook — 
 
 FRENCH /. 
 
 Stress is laid on accurate pronunciation, on the essentials of grammar, and 
 on acquiring of a vocabulary — much oral drill with these aims in view. 
 Elementary grammar to be mastered — conjugation of regular verbs and more 
 frequent irregular, forms and positions of personal pronouns, inflections of 
 nouns and adjectives, and partitative construction. Mr. James. 
 
 Time —Five hours a week, first semester Freshman year. 
 
 Textbook — Fraser and Squair, Grammar. 
 
 Reading of easy stories. 
 
THE POLYTECHNIC 
 
 FRENCH II. 
 
 Conversational drills to fix vocabulary and common grammatical forms con¬ 
 tinued. aiming to make it possible to read simple French texts intelligently 
 without translating them. Dictation of simple passages for its value in training 
 the ear and in teaching grammar. Translation into French of simple English. 
 
 Mr. James. 
 
 Time — Two hours a week, second semester Freshman year. 
 
 Textbook — Fraser and Squair, Grammar. 
 
 FRENCH III. 
 
 Fraser and Squair’s Grammar completed; attention given to rarer irregular 
 verb forms, to a more thorough knowledge of accidence, French syntax, and the 
 uses of tense and mode. Dictation and reading at sight continued. Translation 
 into idiomatic French of connected passages of English prose. 
 
 Mr. James. 
 
 Time — Five hours a week, first semester Sophomore year. 
 
 Textbook — Fraser and Squair, Grammar. 
 
 Contemporary French Prose, selections from 
 
 FRENCH IV. 
 
 Work in composition, grammar, and conversation to be based on books 
 read. Reading of contemporary French prose and some verse. Reading from 
 at least four different authors to increase vocabulary, and familiarize the student 
 with different styles of composition. Reading supplementary to class work 
 required. Mr. James. 
 
 Time — Five hours a week, second semester Sophomore year. 
 
 Textbook — Selections from list prescribed by Board. 
 
 GERMAN I. 
 
 The language is taught chiefly by the direct method, German being spoken 
 in class from the beginning, though not exclusively. To train the ear, to develop 
 an appreciation for the language so that student will not have to go through 
 the process of translation to grasp the meaning, and to give facility in reading 
 and speaking special exercises are prepared by the instructor. 
 
 Mr. James. 
 
 Time — Five hours a week, first semester Freshman year. 
 
 Textbook — Becker-Rhoades, Elementary German. 
 
 GERMAN II. 
 
 Study of grammar continued. Much time is devoted to reading, that the 
 student may be given a working knowledge of the language. Class exercises 
 
22 
 
 THE POLYTECHNIC 
 
 conducted chiefly in German, but enough translation to make sure that the 
 text is understood. Mr. James. 
 
 Time— Five hours a week, second semester Freshman year. 
 
 Textbook — Seligmann, Altes and Neues. 
 
 Vos, Materials for German Conversation. 
 
 GERMAN III. 
 
 The work includes exercises in conversation and composition based on the 
 texts read. Review of grammar and syntax. 
 
 Mr. James 
 
 Time — Five hours a week, first semester Sophomore year. 
 Textbook — Storm, Immensee. 
 
 Gerstacker, Germelshausen. 
 
 Seidel, Leberecht Hiihnchen. 
 
 GERMAN IV. 
 
 The course comprises composition, dictation, reading, lectures, and conver¬ 
 sation. Materials for the above are drawn from the readings assigned and from 
 current literature. Mr. James 
 
 Time — Five hours a week, second semester Sophomore year. 
 
 Texbook-— Stockl, Alle Fiinf. 
 
 Zechokke, Abenteuer der Neujahrsnacht. 
 
 Schiller, Wilhelm Tell. 
 
 PHYSICS 1 and II. 
 
 These courses include the treatment of the mechanics of solids, liquids, and 
 ■gases; of heat, light, sound, and electricity. Particular attention will be given 
 to the ideas and principles upon which the science of engineering is Based. 
 Attention given to the solution of problems of a practical nature. 
 
 Mr. Beebe. 
 
 Time —Eight hours a week, throughout Sophomore year. 
 
 Textbook — Duff, A Textbook of Physics. 
 
 KINEMATICS. 
 
 This course will cover the theoretical analysis of pure mechanism and the 
 practical applications of these principles to simple and complex machines. Study 
 of links, belting, velocity, diagrams, gears, and other mechanism. 
 
 Mr. Beebe. 
 
 Time — Five hours a week, first semester Sophomore year. 
 
 Textbook — 
 
THE POLYTECHNIC 
 
 23 
 
 STATICS. 
 
 This course will cover the class-room work in the analytical and graphical 
 determination of the stresses in engineering structures; such as, roofs, mill- 
 buildings, and cranes. Students will be required to determine the strains in 
 several different types of trusses. Mr. Beebe. 
 
 Time — Five hours a week, second semester Sophomore year. 
 
 Textbook — 
 
 CHEMICAL ENGINEERING. 
 
 The fatty and aromatic series of compounds are taken up both in lecture 
 room and in laboratory. The student is required to prepare a large number of 
 the characteristic members of these series and to study their various reactions. 
 The second semester’s work includes a further study of the more difficult deter¬ 
 minations of inorganic compounds. Mr. Evans. 
 
 Time — Ten hours a week, throughout Sophomore year. 
 
 Textbook— ■, 
 
 ELECTRICAL ENGINEERING. 
 
 Prerequisite—-Mathematics I and II. Lectures — The uses and applications 
 of the principles taught involved in engineering work are carefully explained 
 and illustrated. Theory and practice of electrical measurements is taken up 
 in detail. Comparisons made of different methods used for the measurement of 
 resistance, current, and potential. 
 
 Laboratory — Consists of experiments in measuring electrical quantities by 
 different standard methods. In this course the tudent becomes familiar with 
 various measuring instruments. Mr. Bowman. 
 
 Time — Ten hours a week, throughout Sophomore year. 
 
 Textbook — Special notes and reference. 
 
 STEAM ENGINEERING. 
 
 The following topics will be taken up in this course: General construction 
 of boilers, engines, turbines, condensers, pumps, and other steam machinery. 
 The study and taking' of indicator diagrams; thermo dynamics of gases and 
 steam compounding, superheating and the mechanics of the steam engine. 
 
 Mr. Beebe. 
 
 Time — Ten hours a week, throughout Sophomore year. 
 
 Textbook — 
 
 CIVIL ENGINEERING. 
 
 Prerequisite — Trigonometry and Mathematics I and II. The student is 
 taught the use of the chain, tape, compass, transit, and the various forms of 
 
24 
 
 THE POLYTECHNIC 
 
 levelling instruments. Drawing work consists in making computations which 
 arise in the field work; and with maps, profiles, scale drawings, and contour 
 maps in the solution of the practical problems given. 
 
 Mr. Heritage. 
 
 Time — Ten hours a week, throughout Sophomore year. 
 
 Textbook — Breed and Hosmer, Principles and Practice of Surveying. 
 
 SHOP WORK /. 
 
 The elementary principles of general woodwork and patternmaking and 
 their relation to machinery and building construction. Special attention to the 
 principles of wood construction to overcome warps and shrinkage and to prevent 
 distortion. Application of the above principles to carpentry, cabinet-making 
 and pattern-maKing. 
 
 Mr. Sullivan. 
 
 Mr. Baursfeld. 
 
 Time — Five or ten hours a week, first semester Freshman year. 
 
 SHOP WORK II. 
 
 Foundry — Moulding of larger and more difficult patterns. Experiments 
 in mixing and melting cast iron and steel carried on in co-operation with the 
 chemical laboratory. Experiments with metals for brasses and bronzes, manage¬ 
 ment of cupola and methods of teaching foundry practice are dwelt upon. 
 
 Mr. McGrath. 
 
 Time — Five or ten hours a week, second semester Freshman year. 
 
 SHOP WORK III . 
 
 Review of Bessemer process, and history of the forge. Work at the forge 
 and demonstration of each of the several processes. Uses of swages and dif¬ 
 ferent kinds of welds studied. Analysis of tool steel. The heat required in 
 handling, tempering, and annealing. Processes of tempering in water, oil, and 
 other baths. Processes of case hardening. 
 
 Mr. O’Neil. 
 
 Time- —Five or ten hours a week, first semester Sophomore year. 
 
 SHOP WORK IV. 
 
 Prerequisite — Elementary machine shop work. The exact form this course 
 will take will depend on the demands. If it is a class project, a gas engine, a 
 pump, or one of the many machines interesting the class will lie taken up. If 
 it is an individual project, a gas engine of some sturdy type with moderate 
 speed would form an excellent set of exercises which would be assembled finally. 
 
 Mr. Friese. 
 
 Time — Five or ten hours a week, second semester Sophomore year. 
 
by George H. Rice 
 
 Fifty years ago of the '“wanderlust” entered an American youth’s blood 
 he immediately tied his several belongings in a large bandanna, slid down the 
 waterspout which ran past his bedroom window, into the darkness of the night 
 and ran away to the nearest seaport. There he would ship before the mast of 
 some vessel for two, three, or even four years and then — then if he had not 
 been shipwrecked, marooned, eaten by cannibals, knifed in a rioting, or killed 
 by roving sea-pirates, he would either enter the service “for keeps,” or return 
 home with the travel virus out of his system. 
 
 Today, if that same wanderlust which is sometimes, or rather more often 
 mistaken by his fond parents for springfever or lovesickness, enters many an 
 American youth’s portals, he has but to tarry in his own home library long 
 enough to refresh his memory on the contents of that large geography he so 
 diligently carried to and from school in those good old “kid days”; tarry there 
 long enough to review some French or German, he so conscientiously wrestled’ 
 with for so many years while attending high school, and then pack his belong¬ 
 ings in a fine alligator-skin suitcase, draw upon his father’s generosity and make 
 for the nearest seaport in grand style; namely, taxicab, pullman, diner, ,fast 
 trains, etc. Nothing less than first class on the finest and fastest ocean liner 
 will satisfy this travel virus which has somehow crept into his system. Nothing 
 less than the very best hotels 'and the very finest of service will allow him to 
 enjoy himself as he thinks he should when on an extended trip such as he has 
 planned. A trip like this may be very grand, but remember all this costs money 
 and a barrel of it too; buy no means a barrel like the one you received at church 
 on Easter Sunday, but a full sized hogshead. 
 
 This young American who can well afford these luxuries is not to be en¬ 
 vied, however, by those of us of moderate means, for opportunities now afford 
 themselves and will continue to afford themselves to all of us who are willing 
 
26 
 
 THE POLYTECHNIC 
 
 to endure many inconveniences and even some hardships. To plan a trip to 
 Europe under the glow of the study lamp in the college dormitory, or in the 
 quietude of the home library is somewhat different from the actual carrying 
 out of a project such as mine. It is not the lark that it seems to be trom tne 
 standpoint of the uninitiated. It means that the young man, who wishes to or 
 rather is compelled to work his way across the ocean in order to steal a glimpse 
 of the old world, must serve on some ocean greyhound, in the capacity of a 
 scullion-boy, a dishwasher, a steward in the employ of the steamboat company, 
 or a cattletender in the employ of some large packing concern. Of these four 
 positions I personally prefer the cattletenders job, though I have served in the 
 capacity of a dishwasher and of a steward. 
 
 In accepting a position, or rather a job on an ocean liner, it means that the 
 young man, especially the one accepting the cattleman’s job, must expect to be 
 thrown in with ex-convicts, tramps, army deserters — in fact, with the scum 
 of a continent. Along these he must mix feed; clean stables; go into the 
 narrow pens when the ship is rolling dangerously from side to side, thus often 
 risking life and limb, for the unsteady cattle are as unused to the motion of 
 the boat as the young cattletender himself. The food that he is compelled to 
 eat is of the cheapest, unless he reimburses the cook from time to time. On 
 retiring he finds that not all of the live stock on board is confined to the cattle 
 pens, and, unless his skin be unusually calloused, he will most likely seek a soft 
 spot in the hay among the cattle and there spend the night tossing restlessly 
 about hoping for the morning. If he brings with him anything of value and 
 retains it at the end of the voyage he is more fortunate than most of the 
 other members of the cattle-gang, for the propensity of the men with whom he 
 sleeps is to get all they can and give as little as possible in return. Redress 
 
 — unless he reimburses the cook. 
 
THE POLYTECHNIC 
 
 27 
 
 for stolen articles is not to 'be had from the liner’s captain as he does not guar¬ 
 antee his cattle-tenders against theft from one another. 
 
 Right here you will stop and ask me how I know so much about such an 
 ocean trip. Well the fact is I took a trip across the ocean on a cattle boat last 
 summer and had to contend with all the afore mentioned inconveniences, except 
 associating with ex-convicts or army deserters, or having my money belt taken 
 away. Well to get down to brass tacks and hay pitching, this “wanderlust” 
 I have been writing about took full possession of me while I was yet in my 
 senior year at high school. I’ve been love-sick and I had the measles, but this 
 fangle-dangle disease had them all eclipsed. There was nothing in this world, 
 not even “Peruna” that could cure me, but to get away and stay until I was 
 tired and willing to come back of my own accord. I could not afford very well 
 to pull up 'and go immediately because it was just two months before I was 
 to graduate from high school. Well I suffered some, — I suffered some more, 
 patiently awaiting my “sheepskin.” At last the commencement day came and 
 with it the diploma, then I was free to go my way. This was the twenty-third 
 of June, a skidoo day for me in two senses of the word; one from school, the 
 other from home. 
 
 Well amid fond farewells and Godspeeds I was off for an extended trip 
 abroad — so the newspapers said. By extended I suppose they meant, pro¬ 
 longed or extended from day to day, as I saw how my finances were holding 
 out. Traveling east by the cheapest way, “The Nickel Plate,” I reached the 
 “Bean City,” richer than when I left home by two dollars. How was this? 
 you will again ask me. Well, I found a pocket-book at the Falls and failed to 
 find the owner. If I but could have had the good fortune to stumble over 
 such an obstacle every day, no telling when I would have returned. But I didn’t, 
 so I’m home. 
 
 The time came to take up my work on the “R. M. S. Cymric” of the White 
 Star Line. Five, six, maybe it was seven hours before the boat sailed, I was 
 down at the dock bag 'and baggage as were many others. I soon signed on 
 and my duties commenced then and there. We were shown our quarters aboard 
 the vessel and were told to make ourselves at home, for we would have to eat 
 and sleep there for the next ten days. After a short tour of inspection of my 
 surroundings, of which I thought very favorably, I was introduced to the “cattle- 
 boss,” who seemed at first sight and really was a very congenial sort of chap. 
 He told me the cattle would be aboard very shortly and it was up to me to 
 help tie each animal in its stable. The time soon came and with it the mad rush 
 of some seven hundred cattle, and I immediately commenced to tie them. By 
 the time all were securely tied the liner was many miles from the harbor. I 
 certainly was some tired after my first attempt at real work, and tumbled into 
 my bunk, too sleepy to notice or care about my immediate surroundings. After 
 sleeping for about twenty minutes, it seemed — though in reality it had been 
 
28 
 
 THE POLYTECHNIC 
 
 some six hours — I was called at 3130 o’clock in the morning by our newly 
 appointed night watchman for my first work as a cattle tender. My first duty 
 was to help water this enormous number of cattle. Can you imagine* quenemng 
 the thirst of some seven hundred and twenty-six cattle, with 1 but a small water 
 pail? Well that’s just what I had to do. Each beast drank at least four pails 
 fulls, some drank as many as eight and ten. Let me see, four times seven 
 hundred is equal to — oh, just imagine doing all this on an empty stomach! 
 Well it was done and every day, too. After watering all this bunch, which 
 acquired some two hours and a half, we had to feed them. Now you will 
 understand that it takes about, — well let me think — well about seven or eleven 
 pounds of hay — rough estimate — to feed all these hungry mouths, beside, well 
 a little, just a very little physical exertion on the part of the feeders. 
 
 After feeding them all the grain and hay they wanted, it was about time, 
 I could tell, I do not know how, but I could tell it was about time for me to 
 feed, it being now half past seven. So I washed up and was soon seated at the 
 table awaiting the fatted calf. I certainly was hungry enough to eat a calf, 
 but to my great disapointment none came. Instead, well I really don’t know 
 what it was I had placed before me, for no name came with it. It was some 
 rare dish just the same — a la salt water oatmeal and horsehoofs; some potatoes 
 de boiler-room, flavored with — well I just can’t remember tasting this particular 
 brand before — but I think it was flavored with '‘Lehigh Valley Smokeless Coal 
 ■ DuSt.” Very grand tasting material, I assure you. All this “stuff” was placed 
 before me to eat. I sure was hungry but not hungry enough to eat that break¬ 
 fast food. A committee or redress was appointed to interview the cook, but 
 tb (i nO avail. Finally a Second was appointed armed for a fight if necessary. 
 
THE POLYTECHNIC 
 
 29 
 
 Well anyhow this committee won out for substantial food — but it cost each 
 of us ten cents 'a meal. A treasurer was appointed and soon the necessary funds 
 were in the cook’s hand; and oh, then we did eat; and what we ate would have 
 looked good in print. 
 
 The work after breakfast consisted of hauling up hay and grain out of the 
 hatches, where it was stored, for the next day’s feed. I was appointed to go 
 down the rope to the bottom of the hole and hook on the bales and sacks so 
 the chain gang could pull them up to the cattle floor. This duty was mine, I 
 suppose, not because I had incurred the displeasure of the boss, but because I 
 was the smallest member of the gang and it was possible for me to squeeze 
 behind the large bales of hay and roll them down to the hatch-ways. After 
 hauling up enough hay and grain for the morrow, it was time — I could again 
 tell because I had that same feeling just before breakfast — to repair to the 
 dining room, and repair I did. I sat down as at breakfast, but lo and behold, 
 there was a splendid dinner now awaiting me, with table service by our ‘‘Peggy,” 
 or room steward. I soon made short work of the lay-out before me, and after 
 a short rest I again resumed work, this time to water the stock and clean up 
 the feed trough a bit. Our work was all completed by 3 :oo o’clock at the latest, 
 and there was “Nothing to do ’til to-morrow.” 
 
 I worked at this job for two days and really began to enjoy it when I was 
 promoted to “Peggy.” What on earth is this? you ask. Well it has to do with 
 “grub” and the way in which it is handled. We had been out but two days 
 when our dear little “Peggy” failed to have our dinner ready. He had fallen 
 asleep on deck and forgot to awake in time to prepare our noon day meal, so 
 for his negligence he was placed on the chain-gang, and I was placed in the 
 capacity of chief cook and dishwasher. My duties as “Peggy” were numerous, 
 and of a somewhat different nature than those of feeding cattle. I now had 
 to feed hungry men three times a day. Instead of having to arise at 3 :30 o’clock 
 in the morning, I arose 'at 7 o’clock,—one nice thing about the job — set the 
 table for eighteen men, and made everything ready for breakfast. When they 
 came in I brought all the hot grub from the crafty cook friend of mine, and 
 waited on the wants of the breakfasters, seeing that they had plenty of coffee, 
 bread, and biscuits. After breakfast was over and all hands were back to their 
 work, I washed the dishes, made up the bunks, scrubbed the floor, and had 
 everything in tip-top condition for the daily inspection of the captain and his 
 assistant officers. At twelve I had to prepare for dinner, and, of course, had 
 more dishes to wash and more straightening up to do; but the rest of the after¬ 
 noon I had to myself. At six o’clock I made ready for supper, which meant 
 more dishes, but at night the boys always helped me to put things in order. 
 I then set the table for the boys’ early breakfast — a meal which we soon in¬ 
 augurated after the first morning’s work on an empty stomach. I would get 
 the biscuits and butter out, fill up the coffee with sugar, cream — this cream 
 
30 
 
 THE POLYTECHNIC 
 
 being thrown in on the ten-cent-a-meal idea — and coffee, and set the pot out 
 by the bunk-room door. The night watchman on calling the gang at 3 130 o'clock 
 in the morning would see that the pot was filled with good hot water from 
 the engine room. I continued in the capacity of “Peggy” for the remainder 
 of the trip, and do not know of any member of our crew who suffered from 
 indigestion or -the like. This job of “Peggy” was rather light work compared 
 with the cattle tender’s job, but my time was seldom my own because 1 was 
 compelled to remain in the bunk room day and night to safeguard our property. 
 
 Waiting for the pie-rats. 
 
 I Was sometimes relieved during the day-time by the night watchman, who 
 generally managed to wake up right after dinner. Then I would loaf about 
 the boat or read some magazines a few of the boys were thoughtful enough 
 to bring along. Daily it fell to my lot also to escort a party from the first cabin 
 through the pens, — which I must see were kept admirably clean, — to see 
 the gang at work. 
 
 On the eight day about 2130 o’clock in the morning we saw the first sight 
 of the Irish coast. The morning of the tenth day found us at anchor in the 
 harbor of Liverpool and after landing all passengers, we steamed up the river 
 to the stock yard where we soon parted with 1 our cares of the past week. The 
 boat was then docked in her berth and we were relieved of our duttes. After 
 a number of fond farewells and Godspeeds, we departed to see what we could 
 of Europe with the few pennies we had. 
 
 On the following morning we were off for London, stopping a day or two 
 at Stradford-on-Avon and at Oxford. After four days of sight-seeing in London, 
 we left for the continent, visiting Antwerp, Brussels, Waterloo, The Hague, 
 
THE POLYTECHNIC 
 
 3i 
 
 Amsterdam, and many small towns in Belgium and Holland. Germany was 
 next visited; stop-overs being made at Berlin, Cologne, Meyance and Mannheim. 
 One of the most enjoyable features of our trip in this country was a trip up 
 the Rhine River from Cologne to Meyance, a distance of 116 miles. At Mann¬ 
 heim we met a friend from Chicago and spent a few very pleasant days at his 
 uncle’s home. 
 
 We then left “The Fatherland” for an eight-day trip through Switzerland, 
 The feature of the journey through Switzerland, was that 115 miles was ac¬ 
 complished on foot. We went from Lucerne to Interlaken through Furka Pass 
 and over the Rhone Glacier and made one-day expeditions to Mt. Rigi, five 
 thousand feet above the sea level, and to Lauterbrunnen up the side of Jungfrau. 
 Paris, including a day at Versailles, was the next stopping place of importance. 
 
 After a five-day sightseeing trip about the city, we returned to London, 
 then to Liverpool where we soon made ready for our departure to the good old 
 U. S. A., but not in the way we had contemplated. According to the original 
 agreement with the Packing Company we were to receive free transportation 
 to the port from which we sailed. But to our surprise a seamen’s strike had 
 been called since our departure for the continent, and we were compelled to 
 get back to America as best we could. We had spent all our money so either 
 had to find employment of some kind, or starve. We could not think of starving, 
 so we worked our way back to New York 'as third class stewards aboard the 
 “R. M. S. Adriatic.” We arrived in New York on Labor Day, after encounter¬ 
 ing many storms and mutinies on board. We were glad we had gone; but 
 twice glad to get back. 
 
 e-A 
 
32 
 
 THE POLYTECHNIC 
 
 Another Job for the Builder. 
 
THE POLYTECHNIC 
 
 33 
 
 STANLEY I. WALBANK 
 Editor 
 
 ACKNOWLEDG MiENT 
 
 To those who have given their loyal support to make this publication what 
 it is, our acknowledgements are made. We have been fundamentally aided 
 by the Lane Faculty, various business and professional men and the Lane 
 student body. 
 
 Wherever possible credit has been given to contributors but chief acknow¬ 
 ledgments are due, however, to the Printing Department, to Mr. Valentine, 
 Mr. McCarthy, and Miss Atkinson. 
 
 In September, 1911, when the first news of our college course reached the 
 ears of the public, the feeling of doubt was prevalent everywhere. Many thought 
 this step in favor of higher education to be just one among the multitudes of 
 new untried schemes, which would in a short time die a natural death. But the 
 situation has vastly changed. No longer the movement considered a premature 
 development; for if this same opportunity had been offered years ago, the 
 probability is that many of our technical men would have taken advantage of 
 it, and, as the result of so doing, would have raised the standard of American 
 technology considerably. When any undertaking of such importance is presented, 
 it is but natural that a vertain degree of doubt would arise in the public mind. 
 Only ten years ago, how we laughed at the Wright brothers’ attempt to navigate 
 in the air; how impracticable it seemed. But to-day who laughs ? History tells 
 us that such has been the reception of every great discovery, invention, or 
 presentation of new ideas; so that we are not discouraged one iota, but rather 
 
34 
 
 THE POLYTECHNIC 
 
 strengthened, for we realize the immensity of the task before us — to educate 
 the uneducated, and to make the intelligent more intelligent. 
 
 As an endorsement of the present step which has been taken by the Board 
 of Education, we have only to cite the present situation in Germany, There 
 we find that the six-year industrial course has solved the problem which con¬ 
 fronted that country so long, and from these six-year schools have come the 
 men who today carry Germany’s industrial responsibilities — the man upon whom 
 she depends for her industrial future. After having served a sister nation for 
 years, the six-year industrial course appeared to our great American educators 
 as being the most logical solution of our industrial situation; so they inaugurated 
 the system and at present it is being used to great advantage in Bradley—, 
 Los Angeles, San Francisco, and New York. Now after having the worth of 
 the system demonstrated to us in such certain terms, can Chicago, the great 
 central metropolis of our United States, the thriving city which has the pos¬ 
 sibilities ofbecoming the greatest city in the world, afford to stand behind and 
 allow some of the smaller educational centers to surpass her in this matter — 
 thereby allowing scftne of her industrial men to go through life untrained, and 
 others to seek their training in cities which have few of the advantages for 
 learning which we have? 
 
 Many times has it been demonstrated that we need trained engineers as 
 well as skilled doctors, lawyers, and the like; for in this day and age there is 
 no more place for the eighteenth century engineer than there is for the quack 
 doctor. We need skilled men, we must have them; and the question now is, 
 shall we make them or import them ? After considering the question from every 
 point of view our educators of conservative mind deem the latter the more 
 advisable; nor do they see any reason why the ultimate standard thus established 
 should rank below that of any such school in existence. On the other hand 
 there is every possibility that this newly established institution will produce 
 men of originality, of the higher type known as professional engineers. 
 
 So it is with pride that we welcome this higher branch of learning to Lane, 
 and with the support of the public, we hope to make the Lane Polytechnic 
 Institute one which will establish an enviable reputation for the strength of 
 its scholarship and the worth of its graduates; one which' will produce not 
 only engineers of cold metal and inanimate matter, but also engineers of men. 
 
 < 
 
.Mt. 
 
 ilntmat 
 
36 
 
 THE POLYTECHNIC 
 
 BOARD OF EDUCATION 
 
 members 
 
 D P: CAMERON GEO. B. SWIFT 
 
 A P ORION JUDGE N.C. SEARS 
 
 OF GREI FEN HAGEN JUDGE WM. A.VINCENT 
 A F. GARTZ H . A . LI PS K Y 
 
 D» JOHN GUERIN J C HARDING 
 D * J H WALSH TENA F MacMAHON 
 
 DEAN W T SUMNER H.w. HUTTMANN 
 J F. SMICTANNA j b. DIBELKA 
 
 DaJ.B. Me FATRICH D M.PFAELZER 
 F I. BENNETT C O.SETHNESS 
 
 G F KOESTER 
 
 CHARLES O. SETHNESS 
 
 TIB N CURTIS STREET May 25, 1918 
 
 Mr. Stanley R. Wall bank, 
 
 President, College Class 1915, 
 
 Lane Technical School, Chicago, Ill • 
 
 Dear Sirs 
 
 Your interesting letter embodying a suggestion of the 
 plans and purposes of the extended Courses in the Technical Schools 
 has been received . I beg leave to assure you of my appreciation of 
 your efforts and of my earnest wishes for the success of this new 
 educational enterprose . 
 
 Our young men are to be congratulated on the enlargement 
 of opportunity provided through'the extension of the curriculum 
 of our Technical High Schools* To minister to the needs of our 
 young people in their efforts to qualify for a useful and success¬ 
 ful like career is the paramount purpose of the Public Schools . 
 
 The industrial world is asking for the trained intellect, the con¬ 
 structive mind, and for an education that is usable and productive • 
 Your efforts and ambitions to elevate the standard of the Technical 
 High School are in harmony with the general call for greater effic¬ 
 iency in the life training given in our system of instruction . 
 
 Your interest will invite sympathy and co-operation from all who are 
 alive to the nngent demands of the age in which we are living . 
 
 CITY OF CHICAGO 
 
 On. J. B MCFATRICH 
 
 PRESIOENT 
 
 FRANK I BENNETT 
 
 VICE PRESIDENT 
 
 LEWIS E LARSON 
 
 SCC£|TARY 
 
THE POLYTECHNIC 
 
 Urbana, Illinois, May 15, 1912. 
 
 Mr. William J. Bogan, 
 
 Principal of the Lane Technical High School, 
 
 Sedgwick and Division Streets, Chicago, Ill. 
 
 Dear Sir:— 
 
 I have your letter letter of May 6, outlining your plans for the establish¬ 
 ment of a fifth and sixth year course at the Lane and Crane Technical High 
 Schools, which years are expected to agree substantially with the first two years 
 of our course, and asking whether we will give your students credit for such 
 work. 
 
 I have had pleasure in submitting your proposition to our faculty, by which 
 body I am instructed to respond as follows: 
 
 The College of Engineering is interested in your proposal. We have found 
 great satisfaction in the students who have come to us from the Lane and Crane 
 Technical High Schools. We know iby the work which your students have done 
 and by our inspection of your facilities that the things you have hitherto under¬ 
 taken have been done well. We shall assume that the work which you may do 
 in a fifth and sixth year course will be equally entitled to our recognition. I 
 do not think that there will be any trouble in our giving your students the same 
 consideration that we give students from other technical schools and universities; 
 that is, we shall be disposed to accept the work you do for its full value. We 
 will not require your students to do here anything that they have already 
 accomplished with you. 
 
 This, of course, does not mean that every student who completes the fifth 
 and sixth year course at Lane can enter here with junior standing. The work 
 of our freshman and sophomore years is different for different courses, arid 
 it is conceivable of two students coming from your course, that one desiring 
 to enter Mechanical Engineering would have extensive credits, while the other 
 desiring to enter Architecture might find himself quite deficient. Again, it is 
 conceivable that there will be pressure upon you to make your two years' 
 course complete in itself, and that you will introduce subjects into that course 
 which may be foreign to our freshman and sophomore years. 
 
 All of these things will affect the degree of perfection with which the joint 
 between your work and ours can be made. They are, however, such problems 
 as always 'arise when the student transfers from one institution to another. 
 
 I would add that we have in contemplation some changes of course which 
 might have a bearing upon the general question which has been raised. These 
 changes, however, are not likely to be effective next year. We shall be glad 
 to keep you informed as to our 'action in such a matter. 
 
 Wishing you the best of success in the undertaking upon which you are 
 embarking, I beg to remain, Very truly yours, 
 
 (Signed) W. F. M. Goss. 
 
 Dean of College of Engineering. 
 
38 
 
 THE POLYTECHNIC 
 
 Note: The following is a copy of a letter written by Dr. Charles S. Bacon 
 to Mrs. Young. Dr. Bacon is a lecturer for the University of Illinois’ College 
 of Physicians and Surgeons. 
 
 May 13th, 1912. 
 
 Mrs. Ella Flagg Young, 
 
 Superintendent of Schools, 
 
 City of Chicago. 
 
 Dear Madame:— 
 
 My attention has been called to the two year college course established last 
 year at the Lane and Crane High Schools. I understand that provision has 
 been made only for technical courses. I am writing to recommend the establish¬ 
 ment of a similar course preliminary to the study of medicine. 
 
 As you undoubtedly know many medical colleges and many State Exam¬ 
 ining Boards are now requiring a preparatory two years college course in 
 addition to a High School course as a qualification for beginning the study of 
 medicine. Few colleges except those connected with Universities make any 
 provision for any such course. There are many good reasons why the High 
 School should prepare for professional work. Of course few High Schools 
 have equipment for giving such a course in Physiology, Chemistry and Zoology. 
 The magnificent equipment of our two Manual Training Schools is satisfactory 
 for this work and I believe you have an opportunity to establish a precedent 
 that will be of much importance both in the development of medicine and of the 
 High Schools of the. country. 
 
 I believe there is a similar demand for a year or two of* college work prepar¬ 
 atory to a law course. Such a development of the curriculum as would put 
 our High Schools on an equality with the German Gymnasia and make them 
 competent to furnish all the professional studies would certainly have great 
 influence on our educational system. 
 
 I understand you have given much thought to this subject and hope that 
 my suggestions are in line with your plans. If so I shall be glad to give further 
 support to the proposition if desired, 
 
 Very respectfully yours, 
 
 (Signed) Dr. C. S. Bacon. 
 
THE POLYTECHNIC 
 
 ARMOUR or TM fc OKAMQ. 
 
 Institute ofTechnology 
 
 €HICAOOo 
 
 r.W.GUNSAULUS 
 
 President. 
 
 December 22d, 1911* 
 
 Mr. William J. Bogan, Principal, 
 
 The Albert G. Lane Technical High School, 
 
 Sedgwick and Division Streets, 
 
 Chicago. 
 
 Dear Mr. Bogan: 
 
 I wish to acknowledge, with many thanks, your 
 kind favor of recent date enclosing the curriculum for 
 the Engineering Course recently established in the Lane 
 Technical High School. We feel very much complimented 
 that you have 'accepted our arrangement of studies as a 
 model, and I think beyond question that students who 
 complete this course satisfactorily will be able to grad¬ 
 uate from the Armour Institute of Technology in two years. 
 
 It may depend somewhat upon the particular department of 
 engineering the student wishes to enter, but, under any 
 circumstances, he should be able to enter our Junior Year 
 and complete the courge in two years by doing some work 
 in the Summer Session. With your equipment and faculty, 
 you should be able to give the first two years of an 
 engineering course in a very satisfactory manner, and I 
 wish to extend to you our congratulations in taking the 
 initiative in offering such an opportunity to young men 
 who, perhaps, could obtain this higher grade work in no 
 other way. 
 
 With my best regards, 
 
 I remain, 
 
 Very truly yours. 
 
 Dean. J 
 
 CO 
 
40 
 
 THE POLYTECHNIC 
 
THE POLYTECHNIC 
 
 4* 
 
 THE NEED FOR A MUNICIPAL COLLEGE IN CHICAGO 
 
 Wm. J. Bogan 
 
 The great city of Chicago is slowly awakening to the possibilities of its 
 school system as a direct agency in promoting the commercial prosperity of 
 its citizens. Until recent times the tradition that the city or state should rest 
 content with the “common school” system of education for its citizens was ac¬ 
 cepted without serious question by laymen and educators. In fact, every great 
 extension of the school system has been met by constitutional objections pf 
 reactionaries who insisted that there was no legal warrant for any educational 
 expense beyond that neccessary for the common • school. However, the great 
 industrial success of Germany which experts credit to the German school system 
 has had the effect of arousing Americans to the need for an education more 
 practical than the old. Strangely enough, notwithstanding the great energy of 
 the citizens of Chicago, the growth of the city has been a matter of hit or miss, 
 with little intelligent guidance. Now that Chicago has entered upon the “city 
 practical” stage of its development the need for leaders is growing rapidly. 
 The incompetence shown in every department om municipal administration is 
 gradually arousing our citizens to the importance of training men for leadership 
 in every line affecting the growth of the city and the comfort and happiness 
 of its people. 
 
 Educators have looked to the college for leaders to guide the destiny of 
 city, state and nation but it must be admitted that few of the higher institutions 
 of learning in this country have lived up to the expectations of the people in 
 regard to the solution of the pressing problems of a growing city. The college 
 is not entirely to blame for this failure, for, contrary to the general belief their 
 student body is not always made up of the picked pupils from the high schools. 
 In fact, it is only too often the case that the college is a refuge for the incom¬ 
 petent and lazy ones with a surplus of money and a deficit of sense. The best 
 stock for leaders is often forced out of the secondary school or college by 
 economic stress, a condition that requires the best thought of our city to remedy. 
 Our municipal college is perhaps the best remedy yet proposed. 
 
 Years ago the Chicago Board of Education established a college for the 
 training of teachers for it was felt that Chicago’s great educational problem 
 — the securing of good teachers — was too serious to be left to a haphazard 
 solution.' Now it is felt that the demands of industry and commerce require 
 a college that will minister directly to the needs of the city. By making this 
 institution free to the citizens of Chicago 1 it is believed that many desirable 
 
42 
 
 THE POLYTECHNIC 
 
 students will be attracted to college work who would otherwise be barred by 
 the prohibitive expense of college life. 
 
 If the parents of Chicago take advantage of this great opportunity to give 
 their sons a college education filled with the spirit and stamped with the motto 
 of Chicago the city will always have at hand a body of earnest energetic men, 
 prepared to face many of the problems that are continually calling for solution. 
 
 COLLEGE FACULTY 
 
 Mr. Wallace Mr. Knockenmuss Mr. James 
 Mr. Heritage Miss Atkinson Mr. Bogan Mr. Evans 
 
THE POLYTECHNIC 
 
 43 
 
 I had seen all of London I cared about, so I decided to go to sea. I had 
 before me all the countries and their many ports, and the desire to see them 
 was in my blood. Bombay, Shanghai, Melmourn, and Sydney all held their 
 lespective interesting sights. Then they were, with London as a gateway, and 
 I the recipient of their alluring call. Life as a sailor appealed to me, and thus 
 my fancy persuaded me to ship before the mast in preference to going as a 
 passenger. One morning, therefore, found me on my way to the docks in quest 
 of a ship. 
 
 The majority of London’s navigation does not come to the city proper, but 
 only as far as Tilbury, or — as in the case of Mail steamers and smaller southern 
 ocean boats — to the Royal Albert Docks, some fifteen miles from the city. 
 
 When I started out to seek employment on some boat, I knew onthing of 
 the discharge papers required. They are papers given to each member of the 
 position on another boat. I, of course, had none of these papers, and from the 
 crew at the end of a voyage, to be used as references when applying for a 
 fact that I was not a British subject, I met refusal at every turn. My search 
 was not without interest, however, for I visited boats from all over the world, 
 flying flags of countries all the way from Golden Gate to Lisbon, and from 
 St. Petersburg to Cape Town. In these various crews were representatives from 
 every country, and most of them were in hteir native garb. 
 
 After some days search, however, I walked up the gang-plank of an 
 Australian Tramp steamer one afternoon, and found my way to the chief steward. 
 After some short arguing he told me he would sign me on as seaman, but as 
 soon as we got to sea he would give me a steward’s job. When a promise 
 like this is made and not kept it is called Shang'hying, and this is what I got. 
 In faith, however, I went next morning to the. shipping offices at Wells Street 
 and was signed on the S. S. Papanui, of Melbourne, as seaman. 
 
 We lay at our moorings for some ten days after sailing date on account 
 of the strike among the stevedores, but on the morning of eighteenth of August 
 
44 
 
 THE POLYTECHNIC 
 
 dropped down the Thams to Gravesend where we picked up a few emigrants 
 going out to Australia. The war between Italy and Tripoli offered tempting 
 profits in smuggling ammunition across the Mediterranean, so down in our hold 
 rested five hundred ton. The Board of Trade, which regulates all English ship¬ 
 ping, must have gotten wind of this, for at half past ten, on the night we arrived 
 at Gravesend, a telegram came aboard with orders not to sail. This was once 
 when the skipper did not wait for the tide, but within half an hour had us 
 steaming down stream and out into- the English Channel. 
 
 My work before the mast was not hard and by the end of the first, few days 
 I was well used to it. Any number of the crew would fill the bill of the 
 “Wandering Jew” to perfection, and a rougher but better hearted lot of men 
 it would be hard to collect. They were full of fun and horse-play and I, being 
 the only Yank aboard, had the full benefit of their amusement. By taking 
 everything with a laugh instead of a curse, I soon won their good will, and 
 two weeks found me well instated i their good graces, and accepted as one of 
 them. 
 
 The weather was fine and daily growing warmer, and one beautiful morning 
 we dropped anchor in the harbor of Las Palmas, Canary Islands. This island 
 of Las Palmas is one of 'a group of three which composes the Canaries, and is 
 second in size to Teneriffe. It is some twelve miles long, and the beautiful 
 little city of Las Palmas is situated on a large natural harbor. The morning 
 sun throwing her glory on towering palms set in a white ground of old Spanish 
 houses with a spire rising here and there, presents to the beholder one of the 
 mots beautiful sights imaginable. In the fore ground was a surprising number 
 of ships, for these islands are the largest coaling stations in the Atlantic. Here 
 boats coal going from England to the continent around the Cape to South 
 America, or around the Horn; or vici versa as the case may be. There was a 
 brisk wind from the south which made the graceful banana palms bend back 
 and forth, and put a light swell on the azure ocean. Our signal brought a tug 
 with three barges in tow, loaded with coal shipped from Spain and Africa. The 
 swell washed over the barges and the coal had no chance of drying before being 
 shipped. We passed a pleasant day and night in that busy little harbor but 
 were not allowed to land. The stop was celebrated, as all stops are the world 
 over, by the entire crew from the skipper to the firemen getting most gloriously 
 drunk. The fo’castle that night was a scene of wild hilarity set to the accom¬ 
 paniment of mandolins, accordions, and harmonicas. 
 
 The late morning of the second day, however, found us on our way to 
 Cape Town, South' Africa. The weather became hot, for the tropics that year 
 had an unusually early spring. Nevertheless the skies were clear and the nights 
 the most beautiful I have ever experienced. The Southern Cross, a constellation 
 in the southern heavens, swung clear of the horizon and mounted higher night 
 by night. We were now in the midst of the flying fish and they would rise from 
 
THE POLYTECHNIC 
 
 45 
 
 the water and fly, or rather soar, for perhaps a quarter of a mile, and when 
 their wings became dry, drop back into the water. 
 
 Six days after leaving the Canaries we began to experience the effect of the 
 wet coal. For three days it had been getting hot, and through carelessness was 
 neglected. Consequently September first found us fighting an open fire in three 
 bunkers. There was only one ceg of sulphur aboard and this was used up with' 
 little or no effect. Our condition became a serious one. It was impossible to 
 flood the bunkers for that would have made the coal useless for the fires, and 
 we would have been adrift. In case we turned and made for Africa we would 
 have been dropped on the edge of the Sahare desert. By staying at sea and 
 trying to make the island of St. Helena we stood some chance of being picked 
 up by a passing boat. We had no wireless aboard, and of course could not call 
 for help; all we could do was to sail on, but for twelve days we never sighted a 
 light. 
 
 T o add to our difficulties our fresh water turned salt, and owing to the 
 hot weather all the vegetables rotted. Hour after hour, and day after day, saw 
 every able bodied man aboard fighting an ever loosing fight against the most 
 dreaded catastro'bhy known at sea. The fire spread 'and in six days every bunker 
 aboard was in open flame, and the manholes along the side saloon decks belched 
 forth smoke and fire. Every hour of the day and night saw groups of men and 
 women leaning over the bow eagerly looking and praying for land. Such are 
 the hours that open the closest souls, and enemies work side by side in the 
 common struggle to fight back that savagely hungry demon, fire. 
 
 At four o’clock on the morning of the eleventh of September the shout 
 of “Land” went up, and there on the port bow lay the little island of St. Helena. 
 
 We ran the boat aground and sent the women and children and men pas¬ 
 sengers ashore, and it was not a moment too soon, for at eleven-thirty that night 
 a bunker blew up. We continued to work getting up food and luggage until 
 twelve-thirty the next noon. But by this time the dynamite was entirely sur¬ 
 rounded by flame and the stern was cut off to passage by the fire amidships. 
 The saloons and bridge were one mass of flames and the heat was unbearable, 
 so we were ordered over the side and a moment later the skipper left her. At 
 one-fifteen, fourty-five minutes later, she blew up with five terrific explosions 
 which’ ripped off her entire forward deck and the cabins amidships, and scattered 
 their different parts over an area of a half mile. 
 
 All that night, and many succeeding nights, her wreck presented a beautiful 
 sight, a red hot mass of twisted iron and steel. The store room, amidships, 
 smouldered for some two weeks and she was not cool enough to board, even 
 in a haty quest for relics, for ten days. 
 
 The little island upon which we found ourselves was eight bv five miles in 
 extent. As every one knows it was the last home of Napoleon Bonaparte. His 
 grave is marked by a small inclosed plot of ground some fifty feet square, in 
 
46 
 
 THE POLYTECHNIC 
 
 the center of which is a perfectly plain flat stone covering the empty sarco¬ 
 phagous. There was no tablet or plate to designate that it belonged to any one 
 in particular, but the little old Boor, a veteran of the South African campaigns, 
 and now caretaker of the old Napoleon House and grave lot, is, however, most 
 unusually well posted on all points of interest in Napoleon’s life. 
 
 Bonaparte’s old home is situated on Longwood, a most beautiful little 
 plateau with mountains of no small size on every hand. Until his arrival the 
 house had been the residence of the late governor. It contains a bust of 
 Napoleon, made from a cast taken immediately after his death, which is raised 
 around on the spot where his bed stood. In 1857 the inclosure called the Old 
 House was conveyed by Her late Majesty’s Government to Napoleon III, and 
 it was then restored to resemble, as near as possible, its appearance in 1815. 
 
 The inhabitants of the island are all black, with the exception of a few 
 white, men such as the governor, his officials, and 'a few Boors. They number 
 altogether, some three thousand souls and are a very good and kindhearted set 
 of people. The bulk of the food supply is brought to them by mail boats once 
 a month and when four hundred hungry stomachs were brought in, it was only 
 a space of some two weeks before fish became the sole meat diet, and other 
 things such as flour, rice, butter ect. became scarce. 
 
 Twenty-eight days later, however, brought a mail steamer from Cape Town 
 to London and we were picked up and brought back to England. On our home¬ 
 ward trip we touched Ascension Island and picked up ten mamouth turtles for 
 the London markets. We touched again at Teneriffe and Los Palmos and a little 
 rough weather in the Bay of Biscay made a pleasant ending to a somewhat un¬ 
 usual experience. 
 
THE POLYTECHNIC 
 
 4 7 
 
 J. E. FRANK and R. E. MEANY 
 
 GETTING AN EDUCATION (not at lane) 
 
 My Dear Father:— 
 
 Have been in bed three days and not able to write sooner, or I would have 
 told you about a slight hazing scuffle I was in. Escaping my “warden” one 
 evening, I strolled off towards the woods to spend a quiet hour in “study.” 
 As luck would have it, I bumped into a party of hazers. Grappling with me 
 in their rough and ready manner, they tore my beautiful little Norfolk jacket 
 right up the back. Painting a blue forget-me-not under one hazer’s eye, and 
 then drawing out a copy of Colt’s “How to Ventilate the Human Body,” I pro- 
 ceded to reason with those “brutes.” But all to no avail, for brains they had, nix. 
 
 I woke up to “find myself being bent over,” by a doctor (I suppose he 
 was trying to straighten me out). After administering a subcutaneous mor¬ 
 phine squirt in my left arm, and prescribing a change of scene and rest, this 
 “veterinarian” left for his next victim. I learned afterward that I nearly got 
 both the change of “scene and rest,” but I finally pulled through, and this “horse- 
 doctor” lost his commission from the cemetery company. 
 
 By the way, father, it is getting to be the style down here to go about with 
 a girl; do you think it advisable for me to do likewise? It helps considerably 
 in school work, and one would only cost me about five dollars a week. Til be 
 satisfied with one, although some of the fellows have two or three. I also want 
 a little money to buy a baseball suit, a boat-paddling suit, a lawn-tennis suit, 
 and a roller-rinktum suit. Please send remuneration with next letter. 
 
 Your studious son, 
 
 A. Big Bluff. 
 
48 
 
 THE POLYTECHNIC 
 
 Adminestering a subcutaneous squirt. 
 
 My Dear Son:— 
 
 Your pensive favor of the ioth instant asking for more means with which 
 to persecute your “studies,” is at hand and carefully noted. Be careful not to 
 get in any more fights, for not only is it shameful and degrading, but you 
 invariably get the worst of it. 
 
 Regarding that girl you speak about, I want to give you a little advice. 
 My boy, don’t let some slip of a girl, with a pretty figure and some paint and 
 powder spattered all over her face, make you think she loves you, let alone 
 you loving her. She is using you for bait, wants you to spend money on her 
 and show her a good time. But if you think one is really necessary for an 
 education, go ahead and don’t mind the expense. I guess I can stand it this 
 winter, without underclothes, but when you get through with that baseball-suit, 
 that lawn-tennis suit., that roller-rinktum suit, and that boat-paddling suit, I 
 wish you would send them home, so that I can wear them. 
 
 Now concerning your studies, f received a very unwelcome letter from 
 your professor, stating the “fluctuation in your study market,” and my darling 
 boy, I advise you to get a hump on yourself in the near future. Perhaps the 
 
THE POLYTECHNIC 
 
 49 
 
 most discouraging thing to a parent, is to be informed of his son’s failure in 
 school, but as you still have a chance, a very good chance at that, I want you 
 to “brace up” and take a new hold on your studies. Your professor states that 
 you averaged forty for the first quarter. Well that isn’t bad. Just see that 
 you average forty for the second quarter, my boy, which will then bring your 
 mark up to eighty. Then things will look a little better. 
 
 Your father, 
 
 Knott A. Bluff. 
 
 — It helps considerably in school work. 
 
 THE FLUNKER 
 
 Deem not when Lane her five weeks’ card bestows 
 The tribe of Indians are exempt from woes. 
 
 See, when the studious ’scape, despised and awed 
 The hunker takes his card, none to applaud, 
 
 Marked out by bright red marks, he meets the shock, 
 And fatal Bogan leads him to the block. 
 
 Around his tomb will no one shed a tear? 
 
 Oh, heed his death, ye boneheads; work and fear! 
 
 — Windrow. 
 
50 
 
 THE POLYTECHNIC 
 
 We (Peterson and I) had arrived at college in September, as “green” as 
 it is possible for even freshmen to' be. We had taken up the regular Freshman 
 engineering course, and had broken in upon a life very different from that which 
 we were used to. Two months of it had passed successfully and we were just 
 beginning to become accustomed to it. We had felt uncomfortable in October, 
 the hazing month; but now it was safely over and we were beginning to breathe 
 more freely again, and to feel that we could go to bed at night wtihout fear 
 as to how or from what cause we should awaken. 
 
 The particular evening that I have in mind was in the latter part of Novem¬ 
 ber. The fall activities, football and initiations, were practically over, and every¬ 
 body was, or at least should have been, beginning to “knuckle down” for the 
 winter’s work. I had just come in from the place where I worked during meal 
 hours, and having a lot of studying to do, settled down immediately to “grind.” 
 My whereabouts, my surroundings, and even the persistent lonesome and home¬ 
 sick feeling were all forgotten; I was, indeed, studiously inclined. I had been 
 studying thus for about three quarters of an hour, when Peterson stalked in, 
 threw off his coat and cap, sat down in a rocker, folded his hands behind his 
 head, crossed his legs, and after making himself perfectly comfortable, said 
 
THE POLYTECHNIC 
 
 5i 
 
 languidly, “I never felt less like studying in my life than I do tonight.” I was, 
 however, too busy, or at least pretended to be so, to answer him. 
 
 After about fifteen minutes, during which time he had apparently been 
 trying to chose between the inviting bed and the dreary study-table, he con¬ 
 tinued, “But sitting here won’t prepare me for recitation tomorrow, so here 
 goes for work.” Suiting the action to the words, therefore, he arose, came over 
 to the table, and sat down. Soon all was as still as before. Everything around 
 us was forgotten and all that we thought of was the work that we were trying 
 to prepare. 
 
 However, we were not destined to continue long, for suddenly and without 
 the least warning, the lights went out. “D— it!! Who in thunder is at that 
 switchboard now?” exclaimed my companion, and I arose and groped my way 
 to the door with the intention of seeking the answer to this question. 
 
 I opened the door and rushed forward into the dark hallway toward the 
 switchboard, only to run into an old bookcase which had been placed in my way. 
 The thing fell over, and I went sprawling into what seemed to me to be virtu¬ 
 ally a labyrint of shelves and glass-less doors. To complete my discomfiture, 
 the lights were turned on at this moment, and I beheld Berry and Bristol (the 
 other student roomers) standing at the switch-board and laughing to their hearts’ 
 content at my predicament. I got up from the ruins, put the pieces together 
 as well as I could, placed the whole back where it belonged, and, muttering 
 something to Berry and Bristol about wanting to study, went back to resume 
 my work. 
 
 I had just about started again when the lights were turned out for a 
 
 second time. “What the-,” exclaimed Peterson and I in unison, and rushed 
 
 out into the hallway intent upon punishing the culprit. But we might just as 
 well have kept cool, for the joke was not being played on us this time, but 
 rather upon Bristol. He, evidently, wanted to study also, but Berry preferred 
 “having some fun with someone,” as he put it. However, either Bristol was not 
 in very much of a hurry, or else he could use his slide rule in the dark, for 
 the attempt to provoke him to anger did not succeed, at least not perceptibly; 
 and Berry, evidently tired of the monotary, soon turned the lights on again. 
 But now it was time for me to go and “stack up” my furnace for the night. 
 I went on this errand, leaving the place as still as could be. 
 
 But while I was gone, things happened. Berry, evidently succeeded in 
 arousing Bristol, for that “studious junior” after chasing him all over our part 
 of the house, finally cornered him in our room. Berry was not caught, however, 
 for he succeeded in slamming and locking the door before his pursuer could 
 prevent him. He then removed the transom, and soon a continuous stream of 
 pillows, old clothes, folded newspapers, shoes, and nearly everything else avail¬ 
 able was passing back and forth through the opening at “sixty miles per.” As 
 I was not there to protect my belongings, these were, of course, taken first, and 
 
52 
 
 THE POLYTECHNIC 
 
 some of them were promptly taken away and hidden by Bristol; so that when 
 I returned and began to collect my scattered possessions, I could not find two 
 of my shoes. While I was ransacking the place in an effort to find these, Berry 
 and Bristol became friends, owing to the common cause which they now had 
 against me. I was, therefore, soon informed that my shoes were out on the 
 roof over the back porch, and that if I wanted them I would have to get them 
 myself. 
 
 The only way to get to this roof was through the windows, and I was 
 determined to have my shoes, I crawled through one of these out upon the roof. 
 
 But no sooner was I out, than Berry quickly closed and locked the window, 
 thereby cutting off my only visible means of retreat. I searched the whole roof 
 for my shoes, but could only find one, so I sat down to consider my position 
 and contrive some method of escape. My room-mate was powerless against 
 both Berry and Bristol, and to await their pleasure would be tedious, indeed. 
 So, help from within was out of the question. The roof was at least twenty-five 
 or thirty feet high, and the nature of the ground below indiscernible. So jumping 
 was also not to be thought of. There I was on a slanting roof; my desire was 
 to get in the house; but how was I to accomplish this ? Suddenly, the idea 
 struck me that the roof certainly had pillars of some kind, and that I might be 
 able to slide down one of these. It was worth investigating at any rate. So I 
 went to one of the corners and slid over the edge, feet foremost. Gradually 
 letting myself down in this way, I managed to get hold on a post, by the aid of 
 which I succeeded, partly by sliding and partly bv falling, in reaching the ground, 
 
THE POLYTECHNIC 
 
 53 
 
 when the first thing I touched was my other shoe. I made my way through 
 the dark to the front entrance, and, to my surprise, also reached my room 
 without further interference. 
 
 I don’t know what came over Berry and Bristol so suddenly, for they did 
 not disturb us any more that night. It may have been that they had had enough 
 foolishness for one evening, but it is more likely that they became suddenly 
 aware of the fact that a little preparation for the morrow’s recitation would 
 not be amiss, and, therefore, settleddown to “bone” for a while. Peterson and 
 I, however, decided to go to bed, and rely on our luck and ready wit in our 
 recitation on the morrow. 
 
 THE COLLEGE FACULTY 
 
 Perhaps about our faculty 
 
 You’ve heard a thing or two; 
 
 With Bogan in the office 
 
 There is no room for you. 
 
 With Evans up in Chem. Lab. 
 
 And James in good old Dutch, 
 
 With Atkinson in English, 
 
 There is not hope for much. 
 
 With Heritage as Dean here 
 (A good-sized one at that)— 
 
 And say, between us two, dear, 
 
 He wears an eighteen hat. 
 
 With 'a teacher in machine shop 
 Who sure does make us Frieze, 
 
 For credits now we lively hop 
 And feel like so much cheese. 
 
 With Wallace up in drawing, 
 
 Many a boy goes mad. 
 
 Now, since all of this is really true 
 The Freshman’s tale is sad. 
 
 I thank you, gentle readers, dear, 
 
 For your attention kind. 
 
 About the author have no fear 
 
 As I am sane of mind. — Wtndrow. 
 
54 
 
 THE POLYTECHNIC 
 
 A FEW LIMERICKS 
 
 A college professor named Bogan, 
 
 In Lane Tech High, sure was no slow gun; 
 “A fine college class, 
 
 That no school can pass,” 
 
 Was this president’s favorite slogan. 
 
 Miss Atkinson, teacher in Lane Tech, 
 
 Knows good college English by the peck, 
 She never was known 
 A slang phrase to own, 
 
 And never used such words as “by heck.” 
 
 “Lew” Wallace keeps fellows a hestling, 
 They’ve no time for joshing and jestling; 
 Besides teaching drawing, 
 
 Geometrical sawing, 
 
 He is the instructor in wrestling. 
 
 An electric shop teacher named Bowman, 
 Propelled an enormous abdomen. 
 
 And if you would be 
 Half as heavy as he, 
 
 You bet your life, you’ll have to grow, man. 
 
 The man who takes care of reports, 
 
 A fellow, you bet, who supports 
 All athletics with vim, 
 
 Take your hat off to him! 
 
 Albert Evans, the man who runs sports. 
 
 A Philosophy Doctor named James, 
 
 Trails after him long college names; 
 
 M. A., Ph. D., 
 
 Maybe more we don’t see, 
 
 And they all represent many fames. 
 
THE POLYTECHNIC 
 
 55 
 
 There was a school teacher named Beebe, 
 
 No engineer greater than he be. 
 
 If it were not for him 
 With his spirit and vim, 
 
 Oh, where in the thunder would we be? 
 
 A fellow whose name was John Dig, 
 Whose soul now, is not worth a fig; 
 
 Now lies ’neath a stone, 
 
 A corpse — skin and bone, 
 
 For Heritage had him in Trig. 
 
 — Hammersmark. 
 
 Sing a song of Freshman, 
 
 Why, Lane is full of them. ' 
 
 Besides the first-year ones we have, 
 
 We’ve old ones, born again. — Windrow. 
 
 Heritage is the big Dean, 
 
 Miss Atkinson’s the queen, 
 
 Bogan is the president, 
 
 A better never seen. 
 
 James he gives the German, 
 
 And Knockenmuss the Gyms, 
 
 But Evans is the chaplain 
 
 And in the Chem. Lab. leads the “hims.” 
 
 — Windrow. 
 
 A maiden met a youth so bold. 
 
 “Where goest thou ?” said she; 
 
 And when he told her in her ear, 
 
 She whispered: “Oh, dear me, 
 
 I’d like to be a boy myself, 
 
 And on the campus root 
 For this great big new college; 
 
 The only Institute.” — Windrow. 
 
56 
 
 THE POLYTECHNIC 
 
 “THE FUNNY FRESHMAN” 
 
 The College “Fresh” with freckled face, 
 With hair of crimson hue, 
 
 Was standing out on second base 
 To see that none got through. 
 
 He played the game with zest and zeal 
 And watched each play with care, 
 But when a runner tried to steal, 
 
 This watchful lad was there. 
 
 He caught with skill, and threw with strength 
 That rivaled Cole’s for speed; 
 
 But when it came to base’s length, 
 
 ’Twas nothing for this steed. 
 
 In swimming, too, this lad excelled, 
 
 A reg’lar duck was he; 
 
 In ‘quatic meets success was spelled 
 When “Freckles” splashed in glee. 
 
 His breath was inexhaustible; 
 
 With strength that shunned fatigue, 
 He’d fool the county constable 
 
 With tricks known in the league. 
 
 But when in school things take a turn, 
 Red ink upon the card, 
 
 And easy subjects he should learn 
 Are simply too d— hard. 
 
 A. W. Hester, jr. 
 
THE POLYTECHNIC 
 
 57 
 
 THE ROLLING MILLS 
 
 WRITTEN ILLUSTRATED 
 
 GEORGE B SCHUBERT. 
 
 e 3 
 
 dCHUBERT 
 
 Among the many interesting methods employed by Chicago’s numerous 
 manufacturing plants in completing their products, is the process used by a 
 large rolling mill in transforming old and seemingly worthless scrap iron into 
 new and useful articles again. From the various kinds of old iron such as 
 horseshoes, chains, bolts, nuts, spikes, rails, etc., two of the most valuable ar¬ 
 ticles to the commercial world are produced. They are the railroad fastenings ; 
 namely, the tie plates and angle bars as they are called. The numerous kinds 
 of materials which are used for manufacturing these products are bought at 
 various points throughout the United States, and shipped to the mills by the 
 carload. Upon their arrival they are first weighed to insure proper Weight by 
 the shipper, and then emptied into bins by men who do nothing but unload these 
 cars as they come into the mills. 
 
 The material bins into which the iron is unloaded, are about fifteen feet 
 square and have a capacity of about five forty ton carloads of iron. The bins 
 are arranged under a low flat roofed shed about a block in length, through the 
 center of which is a passageway about twelve feet wide. Down this passageway 
 two small set of tracks are run, so that small trucks may be used to transport 
 the material to the piling rooms; but before the larger sized pieces of iron may 
 be taken to the piling room, they must be cut up into smaller sizes by large 
 shearing machines which clip the iron into pieces by exactly the same method 
 that the jaws of a pair of pliers cut up a piece of wire. After the iron is 
 sheared to convenient length, it is ready to go to the piling room; so called, 
 because in this room the iron is firmly bound into large piles which are put 
 into the furnaces. 
 
q8 
 
 THE POLYTECHNIC 
 
 This piling room, which is adjacent to the material bins, is a large shed 
 about forty feet wide and one hundred and twelve feet long. The small sets 
 of tracks which run along the passageway between the material bins, are con¬ 
 tinued down the center of the piling room; so that the material may be brought 
 in directly on the trucks and unloaded upon the elevations which extend length¬ 
 wise along both walls of the room from one end of the building to the other. 
 The pilers take the iron from these elevations, which are about two feet high 
 and six feet wide, thus saving them the trouble of stooping for each piece of 
 iron, which has to be carefully and firmly arranged into what is called the box 
 pile. This is accomplished by putting three pieces of iron into a trough shaped 
 form, and closely piling the smaller pieces of iron within. When filled to the 
 top a fourth plate is placed on top, and the whole bundle is then completed; 
 and when four or five of these are finished they are placed upon *a truck, 
 weighed, and then sent to the furnaces. 
 
 The furnaces are of low rectangular steel construction, their dimensions 
 being about 10x10x20 feet. In the front are small sliding doors about two 
 feet square, which open vertically by means of a set of levers operated from 
 a small platform at the corner of the furnace. The iron is put in the furnace 
 through these doors, and heated to a white heat by a raging fire fed with soft 
 coal, which is aided in its task by a powerful blast. After about an hour the 
 iron is ready to be taken out of the furnace, but before this is done a little 
 white sea sand is thrown in upon the iron. This sand has the property of com¬ 
 bining with objectionable impurities in the iron. These impurities drop to the 
 bottom of the furnace and are run out of a small opening into small trucks, and 
 then allowed to cool. 
 
 When the iron is ready to be taken from the furnace by far the most in¬ 
 teresting part of the process takes place, for during rolling time it is no easy 
 task for the mill hands. Two large muscular men take up tongs about fifteen 
 feet long which are suspended from an overhead trolley, and proceed to the 
 door in which the white heated bundle of iron is to be taken out. They thrust 
 the long tongs into the furnace and secure a firm grip upon the bundle of iron. 
 Then they bear their full weight upon the thongs and by means of the leverage 
 gained from the overhead suspension, pull the iron out of. the furnace. These 
 men then turn, and with, the greatest haste make their way to the roll train 
 with the bundle of hot iron. 
 
 This roll train consists of sets of steel rolls about one and one-half feet 
 in diameter, which when set in place in the large frame work are about fifty 
 feet in length. It is driven by direct connection with a six hundred horse 
 power engine, which operates the large rolls similar to the rollers on an ordinary 
 clothes wringer. The rolls are kept running continually during working hours, 
 and when the run-downs reach the roll train they deliver the iron into the care 
 of the roll hands. These hands consist of a head roller; who has charge of 
 
THE POLYTECHNIC 
 
 59 
 
 the rolling process; two catchers who take care of the iron on its first few trips 
 to the rolls; and four or five hookers who manage the iron on its last few trips 
 through the rolls, by means of long hooks suspended from the roof of the 
 building by heavy chains. 
 
 But now the red hot iron is going through the rolls. As it does so, a 
 shower of sparks some of which fly a hundred feet is seen to burst forth. 
 Simultaneously a loud report like the explosion of a hugh cannon cracker is 
 heard, which reminds one more of a Fourth of July celebration than of a rolling 
 mill. But now the iron is coming back through the rolls again. Immediately 
 the catcher steps up and prepares to manage the iron when it gets through, 
 by means of a pair of tongs about three feet long. Again and again the iron 
 is put through the rolls, each time becoming smaller in diameter but greater 
 in length. It is now prepared for its final trip. This last set of rolls makes the 
 desired impression in the hot iron; an impression which one may afterward 
 see when it becomes cool. 
 
 As the iron leaves the rolls for the last time, it is automatically carried by 
 means of revolving rollers, to what is known as the hot bed. This is a sort of 
 platform about fifty feet wide and one hundred and fifty feet long, made up 
 of long rails supported about two feet from the ground. The iron which is 
 now about thirty feet long, is placed upon this platform where it is allowed 
 to cool; partly of its own accord, and partly by the aid of water which is 
 sprinkled upon the hot iron to hurry along the process. After the long bar 
 of iron (which consists of about fifty small plates) is cooled, it is sheared into 
 single plates by two large shearing machines. The plates are then loaded upon 
 a truck and taken to the punch room where they are completed. 
 
 This punch room is a spacious building containing the large punch ma¬ 
 chines which perforate the holes in the tie plates and angle bars, so that the 
 spikes and bolts may be used in making the rail connections. The large truck 
 loads of angle bars and tie plates are brought in and placed beside the punch 
 madhines. They may then be conveniently taken off and handed to the punch 
 machine operators. After the required holes have been punched in the plates, 
 they are practically complete. 
 
 A ROLL, TRAIN 
 
 TH15 ROLL TRAIN WHICH 15 USED FOR MAKING- ROUND AnP SQUARE RODS 
 15 51 FI]LIAR TO THE ONE IA5ED FOR ROLLING TRACK FASTEN/NGS 
 
6o 
 
 THE POLYTECHNIC 
 
 Corner in Machine Shop. 
 
THE POLY T EC H NIC 
 
 61 
 
 COLLEGE ATHLETICS 
 
 BY WALFRED WALLGREN 
 
 In our school, athletics have an important place. Athletic competition has 
 been recognized as being the best stimulant for interest in physical development 
 and also as having a distinct value of its own, in teaching those lessons of self- 
 control and quickness of thought, which nowhere else can be learred so well. 
 It is also a stimulant for interest in student activity and the physical life has 
 therefore not been neglected but has received its rightful share of attention. 
 Within the school we have class games which give nearly every student a chance 
 to test his ability, and a healthy spirit of rivalry has grown up among the various 
 teams. This rivalry arouses a general and active interest in the student body. 
 
 So far this year we have not played any outside school teams, partly be¬ 
 cause we felt that we lacked experience and partly because we were not strong 
 enough. Next year, however, we expect to turn out a team in nearly every 
 line of sport and these will play with the teams of other colleges. First in 
 line of these sports comes football. Last September we were out a few times 
 for football practice, but we had to give it up owing to the fact that there were 
 only twelve in the college class. At this time we received a challenge from 
 Crane, — which has also a two years college course, — : to an annual game of 
 football to take place on Thanksgiving day of each year. This will establish a 
 rivalry between the Board of Education’s two colleges, similar to that which 
 exists between the country’s two training schools, Annapolis and West Point. 
 Next in turn comes basket-ball. The members of the basket-ball team had 
 never played together before and some of the members had had very little ex¬ 
 perience in the game. Still, working under these difficulties we managed to 
 win a few games and. although we did not get the inter-room championship, 
 still we had a great deal of sport out of it, besides getting a good deal of ex¬ 
 perience which will be needed next year. The basket-ball season was followed 
 by the baseball season, which is now in progress. We have been out for prac¬ 
 tice several times and the material looks promising. We will play as many games 
 as possible this season and round the team up in first class form so that next 
 year we will not have such a difficult task to make a good team. In sizing up 
 the various teams from a critics standpoint, we can say that we have done fairly 
 well this year but we hope to do much better next year. 
 
62 
 
 THE POLYTECHNIC 
 
 THE CRYING NEED OF CHICAGO —AN OUTER HARBOR 
 
 BY WALFRED WALLGREN 
 ILLUSTRATED BY EDGAR LAWRENCE 
 
 One of the wonders of the nineteenth century is the magical growth of the 
 city of Chicago. What was once a small trading post at the ruddy mouth of 
 a sluggish stream has within the life of many still living become the fifth largest 
 city in the world. This great city is destined to grow in the future as much as 
 it has grown in the past, provided plans are laid down to promote this' destiny. 
 It is therefore very urgent and imperative that some action should be taken in 
 this direction immediately, for delay only means injury to the welfare of the 
 city. 
 
 The strategic position of Chicago accounts for this marvelous growth, for it 
 is situated in the very heart of a great lowlond.. This rich “hinterland” includes 
 the greatest farming districts in the world, not to mention the large coal and 
 ore fields that give great wealth to this district. The products of these farms 
 and mines are shipped to Chicago and thence to other points of the world. When 
 the farm population increased and better and more intensive methods of mining 
 and farming were adopted, the obvious result was that the amount of shipping 
 to and from Chicago correspondingly increased. 
 
 The fact that the city lies in the heart of a great farming district is not the 
 only reason for claiming a strategic position, for St. Louis has this also; but 
 it is because Chicago is situated on the Great Lakes. A great deal of shipping 
 is done on the lake but lately there has been a decline in the amount of lake 
 shipping done by Chicago, owing to the fact that the harbor and river improve¬ 
 ments have not kept pace with the rapid growth 1 of the city. A review of the 
 the following list, which was taken from the report of the Harbor Commission 
 of 1909, will show that the total tonnage of receipts and shipments has decreased. 
 
 1889. 
 
 .10,994,036 
 
 tons 
 
 1898... 
 
 .7,391,654 
 
 tons 
 
 1890. 
 
 .7.209,514 
 
 tons 
 
 1899... 
 
 .6,089,364 
 
 tons 
 
 1891. 
 
 .7.214.765 
 
 tons 
 
 1900... 
 
 .5,873,070 
 
 tons 
 
 1892.. 
 
 .8,412,992 
 
 tons 
 
 1901... 
 
 .6,184,242 
 
 tons 
 
 1893. 
 
 .7.958,963 
 
 tons 
 
 1902... 
 
 .5,215,044 
 
 tons 
 
 00 
 
 .7,209,236 
 
 tons 
 
 1903... 
 
 .6,105,554 
 
 tons 
 
 1895. 
 
 .7<2 05,942 
 
 tons 
 
 1904... 
 
 .4,446,071 
 
 tons 
 
 1896. 
 
 .6,699,918 
 
 tons 
 
 1905... 
 
 GJ 
 
 00 
 
 00 
 
 b 
 
 8 
 
 tons 
 
 1897. 
 
 —-7, i 49,759 
 
 tons 
 
 1906... 
 
 .5,011,786 
 
 tons 
 
 
 1907... 
 
 
 CO 
 
 6 
 
 00 
 
 c?\ 
 
 ■4 
 
 tons 
 
 
THE POLYTECHNIC 
 
 63 
 
64 
 
 THE POLYTECHNIC 
 
 It can be seen, therefore, that the city must have an improved harbor, so 
 that we will not have a decrease but rather a steady increase in the amount of 
 shipping done. There are many other cities on the Lakes that have much better 
 harbors than we, and if we do not immediately improve our harbor we will 
 soon lose our supremacy as a trade center. 
 
 There is another very important reason for improving and enlarging our 
 harbor, and this is that in the near future the commerce on the Great Lakes 
 will increase rapidly, for two new routes to the sea are being planned. These 
 two routes will bring the ports of the Great Lakes in direct communication with 
 the ports of the world. The first of these routes is the one planned by the 
 Canadian government to extend from the Georgian Bay to Lake Nipissing and 
 thence down the Ottowa river to Montreal. This canal will bring the Chicago 
 port practically in line of a great circle with Liverpool, making the distance 
 between the two ports 774 miles shorter than it is now. The other route to the 
 sea is the Deep Waterway canal from Chicago to the Illinois river, thence down 
 the Mississippi to the Gulf. This will bring Chicago in closer touch with New 
 Orleans, and when the Panama Canal is completed and China awakens from its 
 lethargy, a vast and unknown market will be opened. We must, therefore, plan 
 for a great destiny and like prophets that can look into the future, lay the 
 foundations for our coming commercial welfare. 
 
 The question that now comes up is how can we improve our harbor and lay 
 the foundation for our future commercial prosperity? This question the city 
 must face squarely and revive the “I will” spirit of the World’s Fair. A harbor 
 should be planned that will be a credit to the second greatest city in the United 
 States and the fifth largest city in the world. There are two different opinioins 
 as to the improvement of our harbor, first the widening of the river to 250 
 feet, thereby forming an “inner harbor”; and the second, the Outer Harbor 
 plan. These two radically different ideas as to the Chicago harbor have been 
 discussed pro and con by many prominent merchants, business men, and en¬ 
 gineers, and the final result has been that an Outer Harbor for the city has been 
 favored by most of them. 
 
 The Chicago Harbor Commission which was created by Mayor Busse in 
 1909, studied this question thoroughly and collected data from all available 
 sources as to the different methods of creating adequate harbor facilities. The 
 members of this commission consulted shipowners, merchants, and business men 
 to get their views on the subject, and in March 1909 this commission published 
 an exhaustive report. In the summary of recommendations in this report, in 
 connection with the lake front improvement, are these: 
 
 (a) Reserving that portion of the lake front between the mouth of the 
 Chicago River and Chicago Avenue for future harbor development. 
 
 (b) Constructing piers between the mouth of the Chicago River and Chicago 
 Avenue for the accomodation of passenger, package-freight, and fruit lines. 
 
Birds’eye View of Proposed Harbor. 
 
 THE POLYTECHNIC 
 
66 
 
 THE POLYTECHNIC 
 
 (c) Reserving that part of the lake from the mouth of the Chicago River 
 to Randolph Street for harbor development. 
 
 (d) The preparation at once of a plan designed to permit the creation of a 
 lake front park south of Grant Park, on lines which shall still make possible 
 a future harbor development if such becomes necessary. 
 
 These recommendations were studied carefully by the Chicago Harbor and 
 Subway Commissions appointed by Mayor Harrison. They also studied the 
 reports of several Federal Engineers, and after exhaustive research have finally 
 prepared preliminary plans and drawings for the development of Outer Harbor 
 District No. i, which lies between Chicago Avenue and the river. This body 
 of expert engineers recognized that a real emergency existed in regard to 
 proper dockage facilities for passenger steamers arriving at and deporting from 
 Chicago. Anyone who has sailed on any of the lake steamers knows how 
 difficult it is to get a landing at the docks and, when one has once landed, the 
 difficulty of getting to a car line. The bridges are closed between five and seven 
 in the evening and boats like the Roosevelt and others have to stay out until 
 dark before arriving at their docks. In addition to this, the towage charges, 
 and loss of time in using the present landings, are a heavy burden on all the 
 companies. 
 
 On the other hand, with proper dockage facilities it is certain that trans¬ 
 portation companies, doing either an exclusively passenger or combined passen¬ 
 ger and package-freight business, will offer increased accommodations to the 
 traveling public. Some steamship companies are planning to build larger and 
 more modern steamers but they cannot get dockage accomodations. Many such 
 large steamers run between Cleveland and Detroit, and that is why Detroit 
 handles more passengers each year than Chicago does. 
 
 Another very important advantage in building outer piers as recommended 
 by the Commission is the avoidance of the “bridge nuisance” by the vessel in¬ 
 terests, pedestrians, and street vehicles 'alike. The opening and closing of the 
 bridges that span the Chicago River and its two branches has caused much of 
 the delay of street cars and elevated trains in crossing the river. These 
 numerous delays have created public sentiment for an outer harbor. Both freight 
 and passenger traffic are subject to serious interruptions in using the river as 
 a navigable stream. The “inner harbor” would be subject to these bridge de¬ 
 lays but the use of “outer harbor” piers would greatly lessen the interruption 
 of ordinary traffic. 
 
 For these reasons the Harbor and Subway Commission prepared plans for 
 the gradual development of the Outer Harbor District No. i. This plan con¬ 
 templates the building of five piers to extend eastward from the shoreline be¬ 
 tween Chicago Avenue and the river, with one pier 3,000 feet long, and a 
 uniform length of 2,500 feet for the other four. The detailed plans are for 
 the immediate construction of two of these piers, one for freight and the other 
 
THE POLYTECHNIC 
 
 for passengers, at a cost of about 5,000,000 dollars. The freight pier is to 
 extend eastward from the foot of Huron Street, and will be 292 feet wide. In 
 the center will be an 80 foot roadway; and on both sides, storage sheds. A 
 300 foot water slip will separate this pier from the passenger pier. On the 
 passenger pier the superstructure will have a second floor, which in summer 
 will be used for the amusement of passengers, but in winter for storage space. 
 The outer 645 feet of the passenger pier will be reserved for boats with an 
 exclusively passenger traffic. On this portion of the pier the upper decks, and 
 part of the lower deck, will be reserved for recreation purposes. A large 
 rotunda at the end will be used for various purposes including dancing, summer 
 band concerts, etc. The transportation to and from the pier is to be cared for 
 also. On the second floor, street cars will go out to the end of the pier on one 
 side of the roadway, and return on the other side. This, of course, necessitates 
 additional street car tracks on Ontario Street, on St. Clair Street, on Chicago 
 Avenue, or other available thoroughfare. 
 
 The handling of freight at the freight pier is a little more difficult, for at 
 present there is only one railroad — the Northwestern — that has switch tracks 
 on the north side of the river. But this will be taken care of by having other 
 belt lines connect with the pier. On this pier there will be facilities for making- 
 transfer for either package or bulk freight, as the case may be, to railroad cars. 
 In addition to this, provision will be made for bringing the freight cars of the 
 Illinois Tunnel Company into each shed on both piers. The railroads and 
 subway will handle a part of the freight and the rest can be handled by the 
 lighterage boats that ply the river. These boats will be designed to carry 
 heavy loads but will be low enough to* pass under the bridges that span the 
 river. This seems the best way to handle the lake freight as it avoids “bridge 
 nuisance” both to streetcars and pedestrians alike. 
 
 Chicago is to be the metropolis of the new world if we are only wise enough 
 to make it so. It is therefore very urgent that we plan for a great and pros¬ 
 perous future. Nature has given us a great natural opportunity — Lake Mich¬ 
 igan — and it is for us to use this opportunity by improving our harbor, and 
 making it one of the most beautiful as well as one of the most practical harbors 
 of the world. 
 
68 
 
 THE POLYTECHNIC 
 
 ANALYSIS 
 
 OF COAL 
 
 BY 
 
 CIT FELDMAN 
 
 Without coal all of the modern inventions and up-to-date machinery would 
 be mere fancies. The large factories and mills, the immense liners and high 
 speed locomotives, all would, in a large measure, be impracticable without coal. 
 Soon after the discovery of coal a slight difference, namely the hardness and 
 softness of coal was noticed. Since then, however, chemical analysis have shown 
 us that different coals differ very widely. We have also learned that these 
 differences make the coal more or less suitable for various commercial purposes, 
 instance, the iron smelter must have coal containing the smallest possible amount 
 of sulphur, as this element makes the iron brittle and of less value. Consumers 
 who intend to make use of the gaseous elements in the coal must certainly avoid 
 purchasing coal which does not contain a large per cent of the desired gases. 
 The adaptability of coal to various commercial uses can only be determined by 
 chemical analysis; thus it may be seen that the chemistry departments of all fac¬ 
 tories aid greatly in producing the high efficiency which is so necessary today. 
 
 There are several things which consumers must show about the coal they 
 purchase. The manufacturer who uses the gaseous products of the coal must 
 know the amount of moisture in the coal he intends purchasing so that he may 
 be able to tell whether or not it is suitable to his apparatus as well as to his 
 purposes. As moisture still exists in air-dried coal the amounts of moisture 
 cannot even be estimated by simply noting the appearance of the coal. To 
 determine the proposition of moisture, a known weight of coal is placed in an 
 open vessen, and heated for an hour in an oven with the temperature at seven 
 or eight degrees above the boiling point. The loss of weight sustained by the 
 subjection to heat is equal to the weight of moisture in the coal. 
 
 There are several reasons why consumers desire to know the amount of 
 volatile combustible matter in the coal. Users of the gases, such as illuminating 
 
THE POLYTECHNIC 
 
 69 
 
 gas plants, must know whether or not the coal contains a sufficient amount of 
 the desired gases to warrant its purchase. Then, there are some furnaces which 
 cannot be fed with coals rich in gases, and so the owner of such a furnace 
 must have some idea of the nature of the coal he is purchasing. The amount 
 of this volatile matter is determined by placing one gram of coal in a Platinum 
 crucible having a tightly fitting cover and heating it in the reducing bunsen 
 flame for seven minutes. The gases are thus allowed to escape and burn, but 
 the carbon remains, not having enough Oxygen to burn. The loss of weight 
 found here minus the weight of the moisture gives the weight of the volatile 
 matter. This determination involves the same principle as is used in gas plants 
 in the manufacture of coal and coke. The residue left in the crucible is coke 
 and it is from the condition of this that the coking quality is judged. 
 
 The term “volatile matter” is not applied to any particular class of com¬ 
 pounds and a variety of results may be obtained by varying the length of time 
 that the coal is heated. However, the American Chemical Society recommends 
 seven minutes as the most satisfactory time to heat one gram of coal. 
 
 It is very desirable for all consumers to know the amount of ash in the coal 
 they intend purchasing, so that they may know whether or not it is of the best 
 grade obtainable. The value of this knowledge may be illustrated by the fol¬ 
 lowing example. Suppose that a factory has bought one hundred tons of coal 
 containing fifteen per cent of ash. The buyer is then paying freight on fifteen 
 tons of a substance which is of absolutely no value to him. In addition to this 
 expense he must pay for the handling of it to the mill after the coal has been 
 burned. From this it may be seen that careful purchasing, guided by the results 
 of analysis, will save the consumer many thousands of dollars annually. The 
 determinations of ash are very easily made. A known weight of coal is burned 
 in an open vessel until all the carbon has burned out. The weight of residue 
 is the weight of ash. 
 
 As has been stated before, it is absolutely necessary for iron smelters to 
 know the amount of sulphur in the coal so that they may avoid purchasing a 
 grade which would injure the iron. The amount of sulphur is determined by 
 a process known as “Eschka’s Method.” By this method the coal is mixed with 
 Sodium Carbonate and Magnesium Oxide and heated. When the carbon has 
 been burned out, the residue is boiled with water and Bromine water. This 
 combines the Sulphur and Sodium forming Sodium Sulphate which remains 
 in solution. The residue is filtered out and the filtrate then boiled with Hydro¬ 
 chloric Acid to remove the Bromine. This Sodium Sulphate solution is then 
 treated with Barium Chloride and the Barium Sulphate precipitate filtered off. 
 From the weight of this the amount of Sulphur may be calculated. This is a 
 fairly simple method and the results are accurate if the work is accurately done. 
 
 When it became known that some coals had a greater heating power than 
 others, manufacturers wanted to know the heating power of coal before they 
 
70 
 
 THE POLYTECHNIC 
 
 purchased it. Buying coal according to heating power became such a universal 
 custom that today commercial coal is graded according to heat units. By this 
 grading a manufacturer is able to buy coal, eighty-five tons of which will heat 
 his boiler as much as one hundred tons would previously. Originally this was 
 computed from the weight otf fixed carbon which is the difference between the 
 weights of coke and ash. Another method is now in use, however, one which 
 enables a chemist to carry on a dozen or more experiments at one time. An 
 apparatus known as a Calorimeter bomb is used. A known weight of coal and 
 some Sodium Peroxide are placed in a small cylinder which is set revolving 
 while submerged in water contained in a tightly covered vessel. The coal is 
 ignited by electricity and is oxidized by the Peroxide. The Sodium Oxide then 
 combines with the carbon dioxide forming Sodium Carbonate. This oxidation 
 of the coal causes considerable heat which raises the temperature of the water 
 From this increase in temperature the number of heat units is calculated. 
 
 All of these analysis, especially those for ash and heat units, are very com¬ 
 mon to the chemist who finds a wide range in results. The ability to obtain 
 these facts has led to more judicious purchasing and to higher degree of 
 efficiency. 
 
 The following table, which is the result of tests made in our laboratories 
 this year, will give some idea as to the relative properties of these two specimens. 
 
 VOLATILE MATTER 
 
 MOISTURE 
 
 Screenings (Indiana) Forge Coal 
 9.46% 4.29% 
 
 TTER 30.93% !3-83% 
 
 ASH 
 
 SULPHLTR 
 
 FIXED CARBON 
 
 41.31% 71.38% 
 
 14.88% 9.91% 
 
 342 % 0 . 59 % 
 
THE POLYTECHNIC 
 
 7i 
 
 “I wonder,” said the Chief Engineer half audibly, as he leaned back in his 
 swivel chair. “I wonder if I dare put young Hunter in Johnston’s place. As far 
 as I know, he has made a success of everything we’ve given him so far. This 
 last work of his has been especially satisfactory. On the other hand, though, he 
 is rather young for so important a position. However, in view of the fact that 
 he has been with us for three years, I suppose we might overlook his youth. 
 But there is another thing against him. I think I remember reading only re¬ 
 cently, the announcement of his engagement to old Churchill’s daughter. Yet I 
 believe I will call him in anyhow. I’ll probably be able to tell from his manner 
 whether or not I can trust him.” 
 
 Some ten minnutes later the door swung open and a tall well-built young 
 man entered the office. Something about him seemed to give him the air of 
 having just come from the shops, but his alert bearing and intelligent manner 
 raised him above the level of an ordinary mechanic. The Chief Engineer greet¬ 
 ed him with a nod that contained nothing of curtness, and motioned him to a 
 chair. For a while longer there was silence, during which the Chief seemed to 
 be carefully considering two papers that he had taken from his desk. Then at 
 last he swung around to face the other and broke the silence. 
 
 “Hunter” he said slowly “I have called you in here today to outline a pro¬ 
 position that 1 hope you will accept. I wish to have you understand before I 
 begin that any action on your part will be entirely voluntary. The very last 
 thing the company desires is to have its men engaged in work that is not con¬ 
 genial to them. In this cace in particular, it is imperative that the man who 
 undertakes the work, throws himself into it heart and soul. And, I hope you 
 will be the man. 
 
 Briefly then, the proposition is this. The government has let contracts 
 
72 
 
 THE POLYTECHNIC 
 
 for two torpedo boat destroyers. One of them we have received; the other has 
 gone to the Tyrrel Company. The are to install steam turbinnes with a gar- 
 enteed speed of thirty six knots an hour. We, of course, are to equip our boat 
 with oil engins having a similar speed. Now it is generally accredited that 
 the company which builds the fastest boat will get the future contracts for en¬ 
 gins. The Tyrrel Company is backed by a certain political ring that is high 
 in government favor just at present, and whose soul interest in the contract 
 lies in the fact that it may lead to richer “plums.” Accordingly we have rea 
 son to believe they will endeavor to seriously impede our work, with the inten¬ 
 tion of making us forfeit our contract. 
 
 In fact, they have already commenced to tamper with our employees. At 
 first we placed Johnston, your chief, in charge of the work, but within the last 
 few days we have received information that has compelled us to remove him 
 from our service. In view of your past record, ’’here he lifted the sheet that 
 he had taken from the desk,“ we feel that we cannot do better than to offer you 
 the position. On account of the tremendous difficulties that lie in the way, I 
 at first hesitated to handicap you in a new position by making your first work 
 this navel contract. Finally, I have decided to leave the decision with you. 
 In any case the position of Chief Marine Engineer is yours. All that you are 
 asked to decide now is whether or not you will undertake the navel contract 
 work.” 
 
 As the Chief finished, Hunter rose from his chair and walked slowly over 
 to the window. For awhile he stood gazing unseeingly out into the busy yard 
 below. Singularly enough, his thoughts dwelt rather upon the vision of John¬ 
 ston’s fall than upon the glorious prospect that was opening before him. Into 
 his mind crept a persistent doubt as to whether he could succeed where the 
 great, the brilliant Johnston had failed. In his own way, during the three 
 years Hunter had been with the Dentons, Johnston had managed to instil into 
 the young engineer’s mind more real technical knowledge than five years in 
 a university had given him. Where Johnston was weak however, Hunter was 
 strong, and his strength made itself evident when he turned once more to his 
 chief. 
 
 “I will undertake the work, ”he said quietly. “If headquarters will fulfill my 
 requisition promptly. I think I can guarantee that the engines will be finished 
 on time, despite the Tyrrels and Methuselah himself.” 
 
 “Mr. Hunter,” said the Chief, rising impulsively to his feet,“ Permit me to 
 tender you my heartiest congratulations upon your choice.” 
 
 After the two men had solemnly shaken hands across the desk, the Chief 
 resumed his seat and his ordinary business manner. 
 
 “Well,” he said after a brief pause, “I will expect you to assume charge 
 immediately. You will have free rein in all the shops and may plan che work to 
 suit yourself. This office and its files will be open to you at all times for con¬ 
 sultation and advice. As for your requistions, I can personally guarantee that 
 
THE POLYTECHNIC 
 
 73 
 
 hey will have preminence adove all others from this concern. If there is any¬ 
 thing else you may need come directly to headquarters. 
 
 The week following his appointment, Hunter was so rushed with work that 
 he hardly managed to snatch an hour’s rest. He had intended, at the very first 
 opportunity to run up to the great house on the Avenue where a certain dainty 
 black-haired, blue_eyed girl looked forward day by day to his coming.So busy 
 was he however, that no opportunity offered during the first week and he was 
 compelled to pospone his visit. He spent his time mainly in the drawing rooms 
 and pattern shops, going over with the chief Draughtsman the various details 
 of the design. As far as he could see, it differed but little from the ord¬ 
 inary Denton petroleum engine. The connecting-rods, he found, had bee re-de¬ 
 signed so that their upper ends were fastened to crossheads instead of being 
 directly connected to the pistons. This feature had necessarily caused the chang 
 ing of the standards, which were now to be built with their inner surfaces fixed 
 so as to serve as guides for the new crossheads. In general, he decided the des¬ 
 ign of the engine more nearly that of a vertical reciprocating steam engine than 
 of an ordinary gas engine. The methods cf injecting the liquid fuel, controlling 
 the amount of oil supplied connecting and working the various pumps, and all 
 the other minor details were substantially the same as in the standard Denton 
 engine that he had been working with for several years. 
 
 Meanwhile, one evening toward the end of the week, Patricia Churchill sat 
 idly before the piano in the music room of the great house on the Avenue, occa¬ 
 sionally playing exquisite snatches of music that seemed to impart a subtle air 
 of joyousness to the gathering twilight in the room. It had become a habit of 
 hers of late to haunt the music room, and while musing on the happiness that 
 had come to her in the past few weeks, spend her time dreaming the golden 
 dreams of a roseate future. To-night, however, her meditations were disturb¬ 
 ed by the unobtrusive entrance of her father. He looked racher tired, she 
 thought, as she turned affectionately to greet him, and after the silance between 
 them had become a little oppressive, she ventured a question. 
 
 “Aren’t you feeling well to-night, father?” 
 
 “Just a little tired, that’s all, dear”,he answered. Then abruptly, “Is 
 young Hunter coming here to-night?” he asked. 
 
 “Why, I don’t know positively” she answered with a faint blush, looking 
 down unconsiciously at the ring that gleamed on her hand. “He expected to 
 be back from New York to-day but could’nt be absolutely certain.” 
 
 “From New York!” echoed her father in suprise. “Why, he has’nt been 
 to New York. I thought he would have told you of his new appointment. 
 Didn’t he tell you that he had been made Chief Marine Engineer a tDentons?” 
 
 “Marine Engineer!” she repeated, blankly. “Oh, father, you’re not jok¬ 
 ing, are you.?” 
 
 “Most decidedly I am not!” he answered bruskly. “Monday the Dentons 
 discharged Johnson and put Hunter in charge of the naval contract work. And 
 
74 
 
 THE POLYTECHNIC 
 
 since then he’s been working night and day. Oh, I’ve got good cause to know 
 all right,” he continued bitterly, seeing his daughter’s look of suprise. “Only 
 this morning John Tyrrell came to me and almost frantically implored me to 
 use my utmost efforts in hurrying the work along. You know how much this 
 contract may mean to us at the Tyrralls’ if we beat out the Denton boat. Up 
 until Monday we were pretty sure we could. But now that they’ve put Hunter 
 on the job, I’m extremely doubtful. Yes, I’m extremely doubtful,” he repeat¬ 
 ed thoughtfully, gazing out of the window. 
 
 “It means so much to me!” he suddenly burst out, passionately, “If we 
 don’t win out, the Company is bound to go to pieces and I’ll be out of a posi¬ 
 tion. I’m too old to learn a new business and there are mighty few openings 
 now-a-days for General Managers in the Steam Engineering line. And Hunt¬ 
 er’s so young! What is the differance to him it he doesn’t fulfill this contract** 
 No one can blame him. There’s a thousand and one excuses that will serve him. 
 And yet he is working night and day to beat us out! It’s too much! If only 
 he would listen to reason! If only- 
 
 “There, there, I’m overwrought” he said suddenly, rising heavily to his 
 feet. “Don’t mind what I’ve said, Patty dear. I’ve nothing against Hunter for 
 making the best of his opportunities. Please forget what I’ve said tonight. 
 Well, if your mother should ask for me tell her I’ll be down to dinner.” He 
 strode heavily out of the room and Patricia heard him laboriously mount the 
 stairs and tramp along the corrider to his bed room. 
 
 For quite awhile after he had left, she sat motionless on the bench, think¬ 
 ing deeply. The result of her thoughts made itself known when later in the 
 evening she came down stairs to greet Hunter. She wore her newest, prettiest 
 frock, her silky black hair was done up in the style he loved best, and her en¬ 
 tire attitude indicated a deliberate intention to charm. Never, he thought as 
 he watched her when a little later she played and sang for him, had she appear¬ 
 ed so sweet and infinitely desirable. Never had she been so gay and brilliantly 
 witty in repartee as when she took to bantering him upon his desertion. But 
 when he began to tell her eagerly, and, it may be a trifle exultantly, of his new 
 appointment, she suddenly turned cold and moved away from him. For a little 
 while he watched her, smiling tolerantly, but when she made no effort to recip¬ 
 rocate his enthusiasm, he became serious and crossed over to her side. 
 
 “Patricia” he said with a sadness in his voice. “Can’t you find even a lit¬ 
 tle pleasure in this appointment that may mean so much to me?” 
 
 “I could, Richard” she answered frankly, turning to him. “I could find it 
 in my heart to take pleasure in anything that makes you happy. But in this one 
 thing—Oh, can’t you realize what it will mean to father if you should defeat his 
 company? Can’t you see why I don’t encourage you? 
 
 “I can, Patty” he answered, gently. “I realize what this contract means to 
 him. But you wouldn’t have me desert my allegiance in the crisis, would you?” 
 There was a note of pleading in his appeal that she did not fail to hear. 
 
THE POLYTECHNIC 
 
 75 
 
 “But what can it matter to you if you fail in this one thing?” she asked, 
 coming closer to him and putting her hands on his shoulders. “No one can 
 blame you. Just a few hours delay and the thing is done. Please Dixie,” she 
 coaxed. “Wont you do this one thing for me?” 
 
 “I can’t, Patty” he groaned, taking her hands. “Please don’t urge me, I 
 can’t. 
 
 She drew away from him, staring at him fascinated, wide-eyed. “You re¬ 
 fuse?” she questioned incredulously. “You won’t help me?” Then suddenly, 
 with a suspicious brightness in her eyes, “I thank you, Mr. Hunter, for your 
 courtesy. I assure you I shall remember it.” In the meantime, snatching his 
 ring off her finger and holding it out to him on her open palm, “please don’t 
 forgetthis ring when you leave!” 
 
 He disregarded the hand as he advanced toward her, his arms outstretched 
 in pleading. “Oh, Patty!” he exclaimed sorrowfully. “You don’t mean it! 
 You can’t mean it! Let me_ 
 
 “Mr. Hunter” she interrupted, imperiously “Please cease this unpleasant 
 familiarty. I have no desire to listen to you further.” 
 
 For a moment he stared at her, stupefied; then he bowed stiffly and moved 
 mechanically toward the door. At the threshold he stopped. 
 
 “Miss Churchill” he said, gravely “I have the honor to bid you good night.” 
 
 Until all the patterns had been made aud many of the smaller castings fin¬ 
 ished, Hunter experienced no trouble among his help or in the shops. Then 
 one night, after he had spent an ardous day in the foundry, a stranger was ush¬ 
 ered into the little room that served him both as den and parlor in the common 
 place boarding house that had sheltered him since his stubent days. Hunter 
 found no time to question his visitor, for the man commenced explaining his 
 errand almost before the door had closed behihd him. 
 
 “I understand, Mr. Hunter,” he began, suavely “that you have recently 
 been placed in charge of certain marihe constructain work at the Denton plant.” 
 He paused as though seeking confirmation, but as Hunter gave no sign of ei¬ 
 ther affirming or denying the information, he continned his insinuating speech. 
 “Now it is in the interest of certain people, who shall remain nameless for the 
 present, that the work you have undertaken be unfinished at a certain date. 
 These people feel that a little delay on your part may help them to attain this 
 object. I trust, Mr. Hunter that I make myself clear?” 
 
 Hunter puffed thoughfully at his cigar for a moment. “Then You mean, I 
 take it, that if I delay my work just enough to cause the Dentons to forfeit their 
 contract, certain people maybe willing to make it worth my while?” 
 
 “That’s it exactly” agreed the other, excitedly. “My employers have au¬ 
 thorized me to pay you five thousand dollars cash, conditional upon your delay¬ 
 ing the work one week. In addition, if you should by any chance lose your 
 present position, these people guarntee you another at the same salary. What 
 do you think of the offer? ” 
 
76 
 
 THE POLYTECHNIC 
 
 “I think’, replied Hunter, “I think that the people who employed you are 
 the most cotemtible lot of scoundrels that walk this earth! Get out of my house!” 
 he roared suddenly, springing to his feet. “Get out of my house, you dirty, 
 sneaking hound! If ever I catch you around here again, I’ll guarntee you more 
 than a tongue -lashing! Get out, I say! You can tell your jackal masters for 
 me that there isn’t enough money in the world to make me descend to their level. 
 
 Get a move on there. By Heaven, if you’re not out of this room in three sec¬ 
 onds, I’ll kick you out!” 
 
 The creature needed no further invitation to leave. As he went through the 
 doorway, Hunter could not resist the temptation to place his foot gently 
 against his visitor’s back and aid him on his way. As a result of this propul¬ 
 sion, the would-be briber hit every stair on his way to the bottom with back of 
 his neck and fhe top of his head. The crash with which he struck the bottom 
 landing nearly jarred the glass out of the light globes on the sixth floor. As 
 he got to his feet, he managed to find his voice again and his parting salutation 
 nearly burned off Hunter’s ears. In addition it contained a threat that Hunter 
 was to remember during mauy a weary, bitter day in the coming week. 
 
 Never mind, Mr. Chief Marine Engineer! You’re pretty strong now, tho 
 it’s a long time until the middle of Septemder! Those engines aren’t installed 
 yet, not dy a long shoti There’s many a slip detwixt cup and — ” 
 
 The last part of the threat died away in a shriek as its author hurriedly 
 dodged a heavy foot stool that Hunter sent cracking against the door casing 
 within an inch of his head. So ended the second and last attempt to turn 
 Hunter from the path of his duty. 
 
 For weeks after the attempted bridery the work of construction went along 
 smoothly. Occasionally a foreman became dissatisfied and quit, and once the 
 head of a great department resigned. Hunter rather welcomed these opportu 
 nities for added work ,however, for they served in a large measure to help him 
 forget the dull pain that coustantly tugged at his heart. He had only seen Miss 
 Churchill once since the day she broke their engagement, and then she had re¬ 
 fused to recognize him. So when, on the morning of the day the engines were 
 to be prepared foa assembling, the entire force of assemdlers and their helpers 
 walked out, he plunged savagely into the task of filling the breach. Aided 
 by the chief engineer himself, he succeeded in repuisitioning the entire machine 
 shop corps to help build up the engines. Day bp day they grew toward com¬ 
 pletion under his skillful guidance until at last one day the entire engineering 
 staff looked as one man at the calender, and then relaxed with a sigh of relief. 
 The engines were completed ahead of schedule time. 
 
 Early in August he took charge of the makeshift gang that he had recruited 
 to dismount the engines preparatory to t~ansfering them to the boat. Three 
 days before the craft had been successfully launched and now lay off the Dent¬ 
 on docks awaiting the arrival of her fittings. For two days, Hunter and his staff 
 had carefully examined and checked the arrangement, position, and strength of 
 
THE POLYTECHNIC 
 
 77 
 
 the engine room braces and supporting beams. When everything had been app¬ 
 roved, he set about collecting his dismounters. He regarded the task of taking 
 the engines apart the simplest in the entire work, and so paid little attention to 
 the kind of men he employed. As it turned out, he was right in his belief but dec¬ 
 idedly wrong in his method of choosing help. 
 
 Until the day before the engines were ready to be sent to the docks, he 
 had no occaison to think seiiously of his midnight visitors threat. Then he found 
 thet the fuel valve casings on three of the huge cylinders had been fractured in 
 a manner that admitted of no explanatiou but malicios destruction Try as he 
 might he could find no clue as to who had done the mischief or when it had been 
 done. The damage itself was comaratively trivial, but it gave him food for ser- 
 ions thought and served to pnt him on ris guard. Thot night he put th J ee extra 
 watchman on the job with rnstructions th devote their time exclusively to guard¬ 
 ing the assembly rooms. Next morning three ihree of the huge wooden sheds 
 that closely abbutted upon the machine shop were found to be scorched and 
 blackened from foundations to eaves Beyond all doudt someone had attempted 
 to fire the sheds with the hope of either catching tde machine shop or distract- 
 ing the watchman’s attention. Only the advent of a heavy thunder ahower that 
 blew up at midnight had frustrated these aims. 
 
 Hunter spent many sleepless nights after these incidents striving to formu¬ 
 late some plan of securely protecting his engins. When the new valve castings 
 had been attached, he personally examined and tested, every bolt and nut in the 
 entire machine. As a result, the final tests passed off smoothly. Beyond the nec¬ 
 essity of reassembling the engin in order to run them until the new parts were 
 adjusted, he had experienced no serious inconvenience from the wanton destruc¬ 
 tion of the casings. But when the three days that were n-eeessary to repair the 
 damage had passed, the entire naval world was astounded by the sudden strike 
 of the ship carpenters and longshore-men. Day after day found the docks and 
 wharves crowded with belligerent mobs that effectively prevented the continu¬ 
 ance of any construction work. At the Denton’s the engineering staff passed 
 many a weary day and sleepless night vainly demanding protection from ihe 
 authorities while they installd theit engins. Apparently pressure had been 
 brought to bear upon the city officials in the interest of the strikers, for Hunter 
 and his associates could hardly get a hearing in the civic offices. They were in 
 despair, for the time alloted them was already diminishd to such an extent that 
 only great good luck would enable them to fulfil their contract. And the strike 
 was apparently as far from being settled as ever. 
 
 At that stage of the game, however, Fate stept in. An unruly band of stri¬ 
 kers broke into a liquor house on Water Street late one night and, inflamed by 
 strong drink and fancied wrongs, commenced a career of destruction. Beginning 
 with sheds and outbuildings and gradually working up to warehouses and lum¬ 
 ber yards, they methodically set about applying the torch to everything in sight 
 Two hours later the entire water front was in flames and the city officials were 
 
30 
 
 12 10568 
 
 145 
 
 THE POLYTECHNIC 
 
 sending frantic calls for additional fire-fighting apparatus. For three days the 
 fire raged, until upwards of five million dollars worth of damage had been done 
 about applying the touch to everything in sight. Two hours later the entire 
 water front was in flames and the city officials were sending frantic calls to 
 fhe neighboring towns for additional fire fighting apparatus. For three days 
 the fire raged until upward of five million dollars worth of damage had been 
 done. By that time, however,six regiments of militia had marched into the 
 city and the rioting was subdued. At the end ofthe week, the work of moving 
 the engines into their permanent quarters on the destroyer “Hawk” was begun 
 at the Dentons’. 
 
 For several weeks the work progressed steadily. At last, on the evening 
 of the evening of the thirtieth of September, Hunter straightened up wearily 
 after tightening a nut on one of the connecting rods and looked about him with 
 a sigh of satisfaction. Far above him a skylight shone dimly gray against the 
 blackness, and multitudes of little electric lights twinkled yellowly in the gather¬ 
 ing gloom. Here and there in the darkness, rod and beam caught and reflected 
 the light from their polished surfaces. Huge and distinct, th'e great cylinders 
 towered upward toward the arching deck beams; beneath them gigantic stan¬ 
 dards inclosed ifi their iron embrace the highly polished and gleaming cross- 
 heads and connecting rods. Below them, in turn, the ponderous cranks rose 
 out of the lower darkness to meet them half way, where huge box-like journals 
 gleamed with the polished heads of many bolts. On each side great pumps 
 squatted close to the base plates as though afraid to venture into the upper 
 air. Connecting and interwining the entire structure, narrow web-like stairways 
 twisted among the cylinders and rose up to where the governors surmounted the 
 injection valves. Over all, huge grey pipes trailed off into the darkness or re- 
 v appeared suddenly amidst the great storage tanks that lined the engine room 
 walls. After many weeks of tremendous difficulties and intensely hard work, 
 everything was ready for the preliminary tests of the following weeks. 
 
 By that time, however, Richard Hunter was worn to a shadow of his for¬ 
 mer self. Hard work and long hours had left some marks on him, but it was 
 the continued strain and great responsibility that did the most damage. In 
 addition, constant grieving over his broken engagement had prevented him from 
 securing proper rest when he was off duty. It was no wonder, then, that a 
 lone policeman, walking his beat at midnight, found a haggard, disheveled phan¬ 
 tom of a man, staggering along the streets in an aimless, mechanical way. To 
 the officer’s roughly put queries, the man answered only by a wild, stare, and 
 commenced to babble some unintelligble technical gibberish. Straightway, the 
 officer called an ambulance, and two hours later Hunter lay raving in delirium 
 in the City Park Hospital. For weeks he lay just over the verge of uncon¬ 
 sciousness, recognizing no one and rarely speaking an intelligible sentence. In 
 his delirium he had disclosed his identity andp daily visitors sat pityingly at 
 his bedside. 
 
r 
 
 THE POLY TECH MIC 
 
 79 
 
 'was a morning early in November when he opened his eyes to conscious- 
 fgain. Slowly they traveled over the unfamiliar room, until they came to 
 Fc"at last upon the figure of a girl seated at his bedside. She sat with her 
 Tiands losely clasped in her lap and gazed musingly out of the window at tilt 
 wirling snow flakes of the first storm of the winter. Hunter could just see the 
 curve of one pink ear peeping out from amidst the coils of silky black hair, and 
 the delicate outline of one cheek. For a long time he lay motionless, watching 
 her; then he made some involuntary movement and the girl turned swiftly 
 toward him. He caught one glimpse of two startled, deep blue eyes, and then 
 she flung herself on her knees beside the bed with a joyous little cry. 
 
 “Oh, Richard, Richard!” she sobbed wildly. “Tell me you forgive me! 
 Tell me you don’t hate me! Oh, what I suffered when they thought you might 
 die ! Speak to me. Dixie dear!” 
 
 “There, there, Patty,” he said soothingly, patting the bowed black head 
 weakly. “The Lord only knows what a joy your mere presence is to me. No 
 one can keep me down now, dear!” he finished gaily. 
 
 She lifter her head slowly, and he saw that the blue eyes were filled with 
 tears. “No one knows what I’ve suffered since I drove you away that awful 
 night,” she said, a trifle tremulously, clasping his hot, fevered hands. “The 
 moment you had gone I knew that I couldn’t bear to leave you so. But pride 
 refused to let me send for you and so I tried to crush you out of my rebellious 
 heart. And then when father received an inheritance from his brother and 
 everybody was talking about your wonderful engines I nearly gave up the 
 struggle. Then you diappeared and turned up later in this dreadful hospital 
 and I threw my pride to the winds. I’ve been waiting and watching for you 
 to return to consciousness, and now — Oh, Dixie, I’m too happy for words!” 
 She buried her head in her outstretched arms, and over Hunter, as he watched 
 her, stole the realization of a hard-earned goal attained. He had gathered from 
 her words that his engines had been successful and that his long struggle for 
 recognition was over. Never again would he be the poor, overworked engineer 
 of the Denton shops, toiling from early until late with refractory motors and 
 unruly workmen. He had risen into fame within a month, and with his rise 
 had come success in other things, success that more than made up for the 
 long weary months he had spent without it. So he closed his eyes with a little 
 sigh of satisfaction, and soon fell into peaceful, refreshing sleep, from which 
 the doctors predicted he would awaken stronger and far along the road to re¬ 
 covery. In this manner, then, Richard Hunter came into his own. 
 
1 
 
 THE POLYTECHNIC 
 
 80 
 
 (APOLOGIES TO SAMUEL.) 
 
 In full-blown dignity, see Bogan stand, 
 
 Law in his voice, authority in hand: 
 
 To him the School Board, rules and powers consign; 
 Through him a host of youthful toilers shine; 
 
 His smile alone, safety from pen bestows; 
 
 Turned by his nod, the stream of progress flows. 
 
 Still to new flights his restless wishes tower, 
 
 Height leads to height, and power advances power. 
 
 — Meloon. 
 
 TIME 12:00 P. M. 
 
 I search for inspiration — but in vain. 
 Credit in English' surely I will gain 
 If college colors with my ink I stain —, 
 Again I dip my quill, — alas; in vain. 
 
 The “comeback” wheeze — a hackneyed, much worked thing. 
 
 Parody, hath a most familiar ring r 
 
 Satire ? —• a disposition like mine knows no sting. 
 
 I’ll none of these! of years to come I sing:— 
 
 May fame attach itself to you — Oh college class, 
 Not less than some enchanting little lass, 
 
 And when the last day of your “course” you pass, 
 May education help you o’er life’s dark morass. 
 
 In college ne’er acquire that name of “stew,” 
 
 Lest your years in school be many — in life, fezv. 
 
 Don’t be a “member of the midnight crew.” 
 
 For midnight oil’s more wholesome — I guess that’s all for you 
 
 — Melvan.