HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, continued ...
Students of the Engineer Corps are instructed as follows:
Eight weeks, in learning the use of Instruments; as Compass, Chain, Scale, Protractor, Dividers, Level, Quadrant, Sextant, Barometer, Hydrometer, Hygrometer, Pluviometer, Thermometer, Telescope, Microscope, etc., with their applications to Surveying, Protracting, Leveling, calculating Excavations and Embankments, taking Heights and Distances, Specific Gravity and Weight of Liquids, Degrees of Moisture, Storms, Temperature, Latitude and Longitude by lunar observations and eclipses.
Eight weeks, Mechanical Powers, Circles, Conic Sections, construction of Bridges, Arches, Piers, Rail-Roads, Canals, running Circles for Rail-Ways, correcting the errors of long Levels, caused by refraction and the Earth's convexity, calculating the height of the Atmosphere by twilight, and its whole weight on any given portion of the Earth, its pressure on Hills and in Valleys as affecting the height for fixing the lower valve of a Pump; in calculating the Moon's distance by its horizontal parallax, and the distances of Planets by proportionals of cubes of times to squares of distances.
Four weeks, in calculating the quantity of Water per second, etc., supplied by streams as feeders for Canals, or for turning Machinery; in calculating the velocity and quantity effused per second, etc., from flumes and various vessels, under various heads; the result of various accelerating and retarding forces of water flowing in open race-ways and pipes of waterworks, and in numerous miscellaneous calculations respecting Hydrostatics and Hydrodynamics.
Four weeks, study the effect of Steam and inspect its various applications — Wind, as applied to Machinery; also Electro-Magnetism — inspect the principal Mills, Factories, and other Machinery or works which come within the province of Mathematical Arts; also, study as much Geology as may be required for judging of Rocks and Earth concerned in construction.
Fees for instruction, including all Lectures, Experiments, etc.; also for use of Instruments, Apparatus, Library and Specimens, $4 for each sub-term of four weeks.
No student received for less than a sub-term.
No extra charge excepting $8 for the course of Experimental Chemistry, where each student gives a course of experiments with his own hands.
Students furnish their own fuel, light, and text-books.
Each boards where he pleases; but the Professors will aid strangers in the selection of boarding houses.
A small number of strangers are boarded at the School at $2 per week; they furnishing their own bedding, washing, etc.
The Rensselaer degree of Bachelor of Natural Science is conferred on all qualified persons of 17 years or upwards.
The Rensselaer degree of Civil Engineer is conferred on candidates of 17 years and upwards, who are well qualified in that department.
This power was given to the President, by an amendment to the Charter, passed last session of the Legislature.
Candidates are admitted to the Institute who have a good knowledge of Arithmetic, and can understand good authors readily, and can compose with considerable facility.
TO BE CONTINUED ...
HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, continued ...
After a trial of two seasons, it is found to be inexpedient to enter young lads in the regular divisions, before they have sufficient pride of character to govern their conduct when preparing for their exercises in the absence of a teacher; arrangements will therefore be made for having a teacher always present with them, when they are not in the immediate charge of a Professor or Assistant.
Students in any one department have the right to attend one Experimental Lecture each day in the other departments, free of expense.
One year is sufficient for obtaining the Rensselaer degree of Bachelor of Natural Science, or of Civil Engineer, for a candidate who is well prepared to enter.
Graduates of Colleges may succeed by close application during the 24 weeks in the Summer term.
Candidates may commence the course at the beginning of any sub-term; but the third Wednesday of November is to be preferred, unless the candidate is a graduate of a regular College, or otherwise well instructed in general Mathematics and Literature.
In such cases the last Wednesday in April is the most suitable time of entering.
His theoretical views may then be reduced to practice during the Summer course.
The degree of Master of Arts is conferred after two years of practical application.
Gentlemen wishing to learn the outline of the terms of the Rensselaer Institute, are requested to pay postage on their letters; and they will receive this printed notice.
If this appears to be a "narrow notice,'' I will state that I paid $54.28 in one year in postage for letters on others' business: some for our school course, more for advice about mines, minerals, and visionary projects.
Amos Eaton, Agent.
Rensselaer Institute, Troy, Oct. 14, 1835.
A better understanding of the scope of the instruction given may be obtained from an examination paper covering the work of the winter term in the department of Mathematical Arts.
This was submitted to fifteen students ; and the results of the examination are given in a report of three examiners, dated February 23, 1836.
TO BE CONTINUED ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, continued ...
After a trial of two seasons, it is found to be inexpedient to enter young lads in the regular divisions, before they have sufficient pride of character to govern their conduct when preparing for their exercises in the absence of a teacher; arrangements will therefore be made for having a teacher always present with them, when they are not in the immediate charge of a Professor or Assistant.
Students in any one department have the right to attend one Experimental Lecture each day in the other departments, free of expense.
One year is sufficient for obtaining the Rensselaer degree of Bachelor of Natural Science, or of Civil Engineer, for a candidate who is well prepared to enter.
Graduates of Colleges may succeed by close application during the 24 weeks in the Summer term.
Candidates may commence the course at the beginning of any sub-term; but the third Wednesday of November is to be preferred, unless the candidate is a graduate of a regular College, or otherwise well instructed in general Mathematics and Literature.
In such cases the last Wednesday in April is the most suitable time of entering.
His theoretical views may then be reduced to practice during the Summer course.
The degree of Master of Arts is conferred after two years of practical application.
Gentlemen wishing to learn the outline of the terms of the Rensselaer Institute, are requested to pay postage on their letters; and they will receive this printed notice.
If this appears to be a "narrow notice,'' I will state that I paid $54.28 in one year in postage for letters on others' business: some for our school course, more for advice about mines, minerals, and visionary projects.
Amos Eaton, Agent.
Rensselaer Institute, Troy, Oct. 14, 1835.
A better understanding of the scope of the instruction given may be obtained from an examination paper covering the work of the winter term in the department of Mathematical Arts.
This was submitted to fifteen students ; and the results of the examination are given in a report of three examiners, dated February 23, 1836.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, continued ...
There were fifty-three questions:
List of Subjects for Examination.
1. Extract the square root. Illustrate by diagram.
2. Find by the square root the length of a ladder placed against a wall 37 feet high, its bottom being 9 feet from the wall.
3. Demonstrate this application of the square root by trigonometry.
4. Find the distance across a river without instruments, by calculating a base frustrum of an isosceles triangle, pointing the apex to an object on the opposite shore.
5. Explain the legs and hypothenuse of a right angled triangle within a circle; also with the vertical leg outside the circle.
6. Explain, by the rule of three, the proportion between the sides and angles of triangles. In this sines must be used as measures of degrees in working with degrees.
7. Illustrate the table of natural sines by a diagram.
8. Explain parallax generally.
9. Apply trigonometry to finding the moon's distance by its horizontal parallax.
10. Apply trigonometry to finding the sun's distance by the transit of Venus.
11. Apply the root and sines only in finding the height of a mountain, when the distance between the station and foot of the mountain is known, and angle at the base of the mountain between horizontal line and slant of hill.
12. Apply trigonometry to finding the length of a perpendicular of a right angled triangle, the base and sum of the perpendicular and hypothenuse being given.
13. Scale and dividers with all the lines on the scale.
14. Explain carpenter's sliding rule.
15. Explain sector and its use in perspective drawing.
16. Explain pantograph.
17. Explain spirit levels.
18. Glass thermometer and common ditto.
19. Explain barometer.
20. Hydrometer.
21. Explain hygrometer.
22. Explain quadrant, circular and quarter circle.
23. Explain sextant.
24. Pluviometer applied to rain and snow.
25. Compass, surveyors and navigators.
26. Chains and tallies, and why 9 stakes and 7 tallies are preferable.
27. Explain harbor surveying.
28. Illustrate the manner of working a traverse by sea or land.
29. Traverse about a field; calculate the same by trapezoidal method.
30. Calculate the length of a degree of longitude at any degree of latitude.
31. Explain Mercator's chart.
32. Take the latitude of any place.
33. Take the longitude of any place.
34. Calculate the height of the atmosphere.
35. Calculate the pressure of the atmosphere upon any given surface on the earth by the barometer, say on a square yard.
36. Calculate the height of the lower valve of a pump at a given place by the barometer.
37. Cast the solid contents of a cone.
38. Cast the transverse diameter made by cutting an ellipse through the given frustrum of a cone.
39. Finish out a cone from a given frustrum.
40. Calculate a cask by assuming each end as a frustrum of a cone, without allowing for curvature.
41. Allowing for curvature, also the addition to the bung diameter of one tenth of the difference between bung and head.
42. Explain the method of calculating the angles of inflection in running a curve on a railroad when run on the periphery.
43. Explain the same when run by chord lines from one station.
44. Explain the method for calculating offsets from a chord line for fixing given equal points on a regular curve.
45. Show the method of calculating the quantity of water per second furnished by a running stream. Describe the best method for ascertaining the average velocity in a deep steam.
46. Illustrate contraction of the vein of water from an aperture.
47. Show that the velocity of effusions of apertures is increased as the square root of the height is increased; taking 4 feet head giving 16.2 feet velocity per second, calculations may be made almost accurately.
48. Apply formula for determining the velocity and cubic feet of effusion per second under a given head.
49. Apply formula for determining the velocity and cubic feet under a given head through given cylinder waterworks.
50. Apply formula for calculating the velocity in open race-ways and canals.
51. Apply formula for calculating the velocity and quantity of water pitching over a waste weir or dam.
52. Calculate excavations for canals.
53. Calculate embankments, dykes, docks, etc.
TO BE CONTINUED ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, continued ...
There were fifty-three questions:
List of Subjects for Examination.
1. Extract the square root. Illustrate by diagram.
2. Find by the square root the length of a ladder placed against a wall 37 feet high, its bottom being 9 feet from the wall.
3. Demonstrate this application of the square root by trigonometry.
4. Find the distance across a river without instruments, by calculating a base frustrum of an isosceles triangle, pointing the apex to an object on the opposite shore.
5. Explain the legs and hypothenuse of a right angled triangle within a circle; also with the vertical leg outside the circle.
6. Explain, by the rule of three, the proportion between the sides and angles of triangles. In this sines must be used as measures of degrees in working with degrees.
7. Illustrate the table of natural sines by a diagram.
8. Explain parallax generally.
9. Apply trigonometry to finding the moon's distance by its horizontal parallax.
10. Apply trigonometry to finding the sun's distance by the transit of Venus.
11. Apply the root and sines only in finding the height of a mountain, when the distance between the station and foot of the mountain is known, and angle at the base of the mountain between horizontal line and slant of hill.
12. Apply trigonometry to finding the length of a perpendicular of a right angled triangle, the base and sum of the perpendicular and hypothenuse being given.
13. Scale and dividers with all the lines on the scale.
14. Explain carpenter's sliding rule.
15. Explain sector and its use in perspective drawing.
16. Explain pantograph.
17. Explain spirit levels.
18. Glass thermometer and common ditto.
19. Explain barometer.
20. Hydrometer.
21. Explain hygrometer.
22. Explain quadrant, circular and quarter circle.
23. Explain sextant.
24. Pluviometer applied to rain and snow.
25. Compass, surveyors and navigators.
26. Chains and tallies, and why 9 stakes and 7 tallies are preferable.
27. Explain harbor surveying.
28. Illustrate the manner of working a traverse by sea or land.
29. Traverse about a field; calculate the same by trapezoidal method.
30. Calculate the length of a degree of longitude at any degree of latitude.
31. Explain Mercator's chart.
32. Take the latitude of any place.
33. Take the longitude of any place.
34. Calculate the height of the atmosphere.
35. Calculate the pressure of the atmosphere upon any given surface on the earth by the barometer, say on a square yard.
36. Calculate the height of the lower valve of a pump at a given place by the barometer.
37. Cast the solid contents of a cone.
38. Cast the transverse diameter made by cutting an ellipse through the given frustrum of a cone.
39. Finish out a cone from a given frustrum.
40. Calculate a cask by assuming each end as a frustrum of a cone, without allowing for curvature.
41. Allowing for curvature, also the addition to the bung diameter of one tenth of the difference between bung and head.
42. Explain the method of calculating the angles of inflection in running a curve on a railroad when run on the periphery.
43. Explain the same when run by chord lines from one station.
44. Explain the method for calculating offsets from a chord line for fixing given equal points on a regular curve.
45. Show the method of calculating the quantity of water per second furnished by a running stream. Describe the best method for ascertaining the average velocity in a deep steam.
46. Illustrate contraction of the vein of water from an aperture.
47. Show that the velocity of effusions of apertures is increased as the square root of the height is increased; taking 4 feet head giving 16.2 feet velocity per second, calculations may be made almost accurately.
48. Apply formula for determining the velocity and cubic feet of effusion per second under a given head.
49. Apply formula for determining the velocity and cubic feet under a given head through given cylinder waterworks.
50. Apply formula for calculating the velocity in open race-ways and canals.
51. Apply formula for calculating the velocity and quantity of water pitching over a waste weir or dam.
52. Calculate excavations for canals.
53. Calculate embankments, dykes, docks, etc.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, concluded ...
A few years later, in 1842, the following were given as "Qualifications requisite for a candidate for the degree of Civil Engineer:"
He must be theoretically and practically familiar with trigonometry and mensuration, with their various applications.
He must be familiar with the level in laying out roads, M'Adam roads, railroads, canals, etc.
He must be perfectly familiar with running curves and staking out, and calculating for excavations and embankments.
He must be familiar with casting and constructing tables of ordinates and versed sines; also, the principles on which tables of natural sines are calculated, constructed and used.
He must be familiar with conic sections as far as they are used in civil engineering.
He must be familiar with statics and dynamics, and hydrostatics and hydrodynamics, so far as respects application to flumes, water-wheels, and descending raceways; also the velocity and efficient powers of spouting fluids applied to driving machinery.
He must be familiar by practice with the calculations for filling and emptying locks, the supply of water by weight and measure which any stream will afford as a feeder, or for any hydraulic purpose.
He must be familiar with taking the specific gravity of materials for construction.
He must be familiar with the necessary calculations for water-works; whether conveyed in pipes, boxes or open raceways.
He must be familiar with calculating the height and pressure of the atmosphere.
He must be familiar with casting the height of clouds.
He must be familiar with taking and calculating latitude and longitude.
He must be familiar with taking the heights of hills and mountains with the barometer and thermometer; also, with taking extemporaneous surveys and profiles with the barometer and triangular spans.
He must be qualified by practice to fix a transit line whenever required.
He must be qualified by practice to determine the variation of the needle at any time and place very nearly.
He must be qualified by practice to make a topographical survey of any district of country.
He must be qualified to change spherical areas of large districts, taken by latitude and longitude, into rectangular areas, by Mercator's method.
He must be an accurate land surveyor in theory and practice.
He must be a practical geologist, so far as to be able to make a correct report of the rocky and earthy deposits through which he lays out a canal or railroad.
He must be so far versed in architecture as to be enabled to direct the construction of bridges and other works of engineering in a comely style.
He must be perfectly familiar with plotting and business drafting.
TO BE CONTINUED ...
CHAPTER VI.
ESTABLISHMENT OF THE DEPARTMENT OF CIVIL ENGINEERING, concluded ...
A few years later, in 1842, the following were given as "Qualifications requisite for a candidate for the degree of Civil Engineer:"
He must be theoretically and practically familiar with trigonometry and mensuration, with their various applications.
He must be familiar with the level in laying out roads, M'Adam roads, railroads, canals, etc.
He must be perfectly familiar with running curves and staking out, and calculating for excavations and embankments.
He must be familiar with casting and constructing tables of ordinates and versed sines; also, the principles on which tables of natural sines are calculated, constructed and used.
He must be familiar with conic sections as far as they are used in civil engineering.
He must be familiar with statics and dynamics, and hydrostatics and hydrodynamics, so far as respects application to flumes, water-wheels, and descending raceways; also the velocity and efficient powers of spouting fluids applied to driving machinery.
He must be familiar by practice with the calculations for filling and emptying locks, the supply of water by weight and measure which any stream will afford as a feeder, or for any hydraulic purpose.
He must be familiar with taking the specific gravity of materials for construction.
He must be familiar with the necessary calculations for water-works; whether conveyed in pipes, boxes or open raceways.
He must be familiar with calculating the height and pressure of the atmosphere.
He must be familiar with casting the height of clouds.
He must be familiar with taking and calculating latitude and longitude.
He must be familiar with taking the heights of hills and mountains with the barometer and thermometer; also, with taking extemporaneous surveys and profiles with the barometer and triangular spans.
He must be qualified by practice to fix a transit line whenever required.
He must be qualified by practice to determine the variation of the needle at any time and place very nearly.
He must be qualified by practice to make a topographical survey of any district of country.
He must be qualified to change spherical areas of large districts, taken by latitude and longitude, into rectangular areas, by Mercator's method.
He must be an accurate land surveyor in theory and practice.
He must be a practical geologist, so far as to be able to make a correct report of the rocky and earthy deposits through which he lays out a canal or railroad.
He must be so far versed in architecture as to be enabled to direct the construction of bridges and other works of engineering in a comely style.
He must be perfectly familiar with plotting and business drafting.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE.
The fourth act of the Legislature relating to the Institute was passed May 8, 1837.
It permitted the Troy Academy to be revived and united with the school.
The new institution was to be named the Rensselaer Institute and was to consist of two separate branches, one to be called the department of experimental science and the other the department of classic literature.
No such combination, however, resulted.
By the same act the school was made subject to the visitation of the Regents of the University of the State and was declared to be entitled to the same privileges, government funds and other advantages as the academies, colleges and other schools of the higher order when it complied with the terms required by law and the rules of the Regents.
At a meeting of the trustees held September 25, 1841, the prudential committee was empowered to place the institution under the supervision of the Regents.
Nothing was done in this direction, however, and on April 30, 1845, this committee was again authorized to consider the question.
An application dated January 29, 1846, which contained a complete inventory and valuation of the property, was accordingly presented, and, in consequence, on the fifth of February of the same year the school was made subject to the visitation of the Regents, being classed as an academy until after its reorganization in 1849-50.
Annual reports were made for eight years, and during this time it received a small amount of money, $744 in all, as its share of the literature moneys distributed to the academies of the state.
In 1854 the authorities declined to make further reports, on the ground that the school had little in common with the academies.
They were again made in 1869 and 1870, the institution being then classed as a scientific school.
Another is found in the Report of the Regents for 1880, and since 1882 they have been made annually.
They are now compulsory.
Upon the removal of the Institute, in May, 1834, from the Old Bank Place to the Van der Heyden mansion, a five-years' lease of the latter place was made; and in order to provide proper facilities for the students the Patron caused a laboratory and study rooms to be built upon its grounds.
After his death, which occurred January 26, 1839, the lease was renewed for two years.
During this period the school suffered by the mutilation and final destruction, under the orders of the road commissioners of Troy, of the buildings erected by Mr. Van Rensselaer, and, as the agent of the property refused to restore them, at the expiration of the lease on May 1, 1841, a return to its original location was effected.
Its second occupation of the Old Bank Place was only three years in duration.
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE.
The fourth act of the Legislature relating to the Institute was passed May 8, 1837.
It permitted the Troy Academy to be revived and united with the school.
The new institution was to be named the Rensselaer Institute and was to consist of two separate branches, one to be called the department of experimental science and the other the department of classic literature.
No such combination, however, resulted.
By the same act the school was made subject to the visitation of the Regents of the University of the State and was declared to be entitled to the same privileges, government funds and other advantages as the academies, colleges and other schools of the higher order when it complied with the terms required by law and the rules of the Regents.
At a meeting of the trustees held September 25, 1841, the prudential committee was empowered to place the institution under the supervision of the Regents.
Nothing was done in this direction, however, and on April 30, 1845, this committee was again authorized to consider the question.
An application dated January 29, 1846, which contained a complete inventory and valuation of the property, was accordingly presented, and, in consequence, on the fifth of February of the same year the school was made subject to the visitation of the Regents, being classed as an academy until after its reorganization in 1849-50.
Annual reports were made for eight years, and during this time it received a small amount of money, $744 in all, as its share of the literature moneys distributed to the academies of the state.
In 1854 the authorities declined to make further reports, on the ground that the school had little in common with the academies.
They were again made in 1869 and 1870, the institution being then classed as a scientific school.
Another is found in the Report of the Regents for 1880, and since 1882 they have been made annually.
They are now compulsory.
Upon the removal of the Institute, in May, 1834, from the Old Bank Place to the Van der Heyden mansion, a five-years' lease of the latter place was made; and in order to provide proper facilities for the students the Patron caused a laboratory and study rooms to be built upon its grounds.
After his death, which occurred January 26, 1839, the lease was renewed for two years.
During this period the school suffered by the mutilation and final destruction, under the orders of the road commissioners of Troy, of the buildings erected by Mr. Van Rensselaer, and, as the agent of the property refused to restore them, at the expiration of the lease on May 1, 1841, a return to its original location was effected.
Its second occupation of the Old Bank Place was only three years in duration.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
In 1843 the infant school lot situated on the northeast corner of State and Sixth streets, with a frontage of one hundred feet on Sixth Street and of ninety-eight feet on State Street, was offered as a gift by the city to the trustees, with the condition that William P. Van Rensselaer, a son of the founder, should give to the institution a sum of money equal to the value of the property.
There was upon the lot a brick building fifty by thirty feet in size which was valued at $2500.
The property was appraised at $6500, and, the condition being accepted by Mr. Van Rensselaer, was deeded to the trustees June 1, 1844.
The $6500 in money thus obtained was invested as a permanent fund, and at the same time $1260 was raised by subscription for the purpose of building a laboratory.
This was a one-storied brick building fifty by twenty-six feet in size, and was built upon the lot in 1844.
It cost $1150.
In the same year these two buildings were occupied by the school.
In the complete inventory contained in the application to the Regents made January, 1846, the buildings and lot were valued at $7650; the library of three hundred and ninety-six volumes at $973.45, and the surveying instruments, apparatus and specimens at $537.63.
The money in possession of the trustees amounted to $6690, so that the total estimated value of the property of the Institution was $15,851.08.
The total debts at the same time amounted to $1050.
In the catalogue for the thirty-fifth semi-annual session, published in 1841-2, during the second occupancy of the Old Bank Place, is given a list of students for the years 1839, 1840 and 1841, with their ages and addresses.
During these three years there were seventy-seven students, most of whom came from the state of New York.
Twelve of them, however, came from Connecticut, Maryland, New Hampshire, New Jersey, Pennsylvania, Tennessee, Vermont and Canada.
Their ages varied generally between seventeen and twenty-five years, the average being twenty years.
The list for the years 1840, 1841 and 1842, given in the catalogue of 1842-3, contains the names of seventy-five students, of whom ten were not residents of the state.
One of them came from the territory of Wisconsin.
During the next few years, until the extension of the course of study, the number varied between thirty-five and sixty-five annually, with an average age of about nineteen years.
These numbers include students, of whom there was always a considerable number, who took partial courses and stayed only part of the year.
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
In 1843 the infant school lot situated on the northeast corner of State and Sixth streets, with a frontage of one hundred feet on Sixth Street and of ninety-eight feet on State Street, was offered as a gift by the city to the trustees, with the condition that William P. Van Rensselaer, a son of the founder, should give to the institution a sum of money equal to the value of the property.
There was upon the lot a brick building fifty by thirty feet in size which was valued at $2500.
The property was appraised at $6500, and, the condition being accepted by Mr. Van Rensselaer, was deeded to the trustees June 1, 1844.
The $6500 in money thus obtained was invested as a permanent fund, and at the same time $1260 was raised by subscription for the purpose of building a laboratory.
This was a one-storied brick building fifty by twenty-six feet in size, and was built upon the lot in 1844.
It cost $1150.
In the same year these two buildings were occupied by the school.
In the complete inventory contained in the application to the Regents made January, 1846, the buildings and lot were valued at $7650; the library of three hundred and ninety-six volumes at $973.45, and the surveying instruments, apparatus and specimens at $537.63.
The money in possession of the trustees amounted to $6690, so that the total estimated value of the property of the Institution was $15,851.08.
The total debts at the same time amounted to $1050.
In the catalogue for the thirty-fifth semi-annual session, published in 1841-2, during the second occupancy of the Old Bank Place, is given a list of students for the years 1839, 1840 and 1841, with their ages and addresses.
During these three years there were seventy-seven students, most of whom came from the state of New York.
Twelve of them, however, came from Connecticut, Maryland, New Hampshire, New Jersey, Pennsylvania, Tennessee, Vermont and Canada.
Their ages varied generally between seventeen and twenty-five years, the average being twenty years.
The list for the years 1840, 1841 and 1842, given in the catalogue of 1842-3, contains the names of seventy-five students, of whom ten were not residents of the state.
One of them came from the territory of Wisconsin.
During the next few years, until the extension of the course of study, the number varied between thirty-five and sixty-five annually, with an average age of about nineteen years.
These numbers include students, of whom there was always a considerable number, who took partial courses and stayed only part of the year.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
Amos Eaton having died May 6, 1842, George H. Cook, of the class of 1839, afterwards widely known for his work as State Geologist of New Jersey, was appointed Senior Professor and Agent September 19, 1842.
He had previously been appointed Assistant Professor in March, 1840; Adjunct Professor of Civil Engineering in October, 1840, and Professor of Chemistry, Mineralogy and Zoology in September, 1841.
His duties as Senior Professor included the delivery of courses of lectures on geology, chemistry and civil engineering.
After somewhat extending the courses of study he resigned in 1846.
His resignation was accepted by the board of trustees, with resolutions of regret, at a meeting held November 30, 1846, and on the same date B. Franklin Greene, Professor of Mathematics and Natural Philosophy in Washington College, Maryland, was appointed Senior Professor.
He was graduated from the Institute in the class of 1842 with the degrees of Civil Engineer and Bachelor of Natural Science, and had been teaching at Washington College since 1843.
In assuming the duties of Senior Professor he became at the same time Professor of Mathematics and Physics.
In the meanwhile the resignation of Dr. Nott had been accepted April 30, 1845, and Rev. Dr. N. S. S. Beman, who had been Vice-president since 1841, was elected President in his place.
The acceptance of the direction of the Institute by B. Franklin Greene marks an epoch in the history of the school.
With the exceptions of its founder and Amos Eaton, it owes more to him than to any other person.
Up to this date the course had been one year in duration, and although this length of time spent at the school did not necessarily insure the acquirement of either of the degrees, which were given only after satisfactory examinations had been passed, the average student who came reasonably well prepared could complete either of the courses in this period.
After a careful study of the scientific and technical institutions of Europe Professor Greene thoroughly reorganized the curriculum.
This reorganization, which included a material enlargement of the course of study and the requirement of a more rigid standard of scholarship from candidates for degrees, took place in the years 1849-50.
Professor Greene, who in the meanwhile had become Director of the institution when that office was created by act of Legislature in 1850, published in 1856 a pamphlet of eighty-seven pages, entitled "The Rensselaer Polytechnic Institute. Its Reorganization in 1849-50; Its Condition at the Present Time; Its Plans and Hopes for the Future."
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
Amos Eaton having died May 6, 1842, George H. Cook, of the class of 1839, afterwards widely known for his work as State Geologist of New Jersey, was appointed Senior Professor and Agent September 19, 1842.
He had previously been appointed Assistant Professor in March, 1840; Adjunct Professor of Civil Engineering in October, 1840, and Professor of Chemistry, Mineralogy and Zoology in September, 1841.
His duties as Senior Professor included the delivery of courses of lectures on geology, chemistry and civil engineering.
After somewhat extending the courses of study he resigned in 1846.
His resignation was accepted by the board of trustees, with resolutions of regret, at a meeting held November 30, 1846, and on the same date B. Franklin Greene, Professor of Mathematics and Natural Philosophy in Washington College, Maryland, was appointed Senior Professor.
He was graduated from the Institute in the class of 1842 with the degrees of Civil Engineer and Bachelor of Natural Science, and had been teaching at Washington College since 1843.
In assuming the duties of Senior Professor he became at the same time Professor of Mathematics and Physics.
In the meanwhile the resignation of Dr. Nott had been accepted April 30, 1845, and Rev. Dr. N. S. S. Beman, who had been Vice-president since 1841, was elected President in his place.
The acceptance of the direction of the Institute by B. Franklin Greene marks an epoch in the history of the school.
With the exceptions of its founder and Amos Eaton, it owes more to him than to any other person.
Up to this date the course had been one year in duration, and although this length of time spent at the school did not necessarily insure the acquirement of either of the degrees, which were given only after satisfactory examinations had been passed, the average student who came reasonably well prepared could complete either of the courses in this period.
After a careful study of the scientific and technical institutions of Europe Professor Greene thoroughly reorganized the curriculum.
This reorganization, which included a material enlargement of the course of study and the requirement of a more rigid standard of scholarship from candidates for degrees, took place in the years 1849-50.
Professor Greene, who in the meanwhile had become Director of the institution when that office was created by act of Legislature in 1850, published in 1856 a pamphlet of eighty-seven pages, entitled "The Rensselaer Polytechnic Institute. Its Reorganization in 1849-50; Its Condition at the Present Time; Its Plans and Hopes for the Future."
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
This, as its title indicates, was descriptive of the reorganization.
Quotations from it will show more clearly the character of the changes and the intentions of the authorities: "The managers of the Institute therefore resolved that their field should be narrowed and more thoroughly cultivated; that, indeed, their educational objects should be restricted to matters immediately cognate to Architecture and Engineering; that, moreover, for a somewhat irregular and for the most part optional course, requiring but a single year for its accomplishment, they would substitute a carefully considered curriculum which should require at the least three full years of systematic and thorough training; and that, finally, they would demand the application of the strictest examination tests to the successive parts of the course prescribed, not only in respect to the translation of students from lower to higher classes, but, especially, in all cases of ultimate graduation with professional degrees."
"It was in accordance with such views as these that, in 1849-50, this institution was wholly reorganized upon the basis of a general polytechnic institute, when it received the distinctive addition to its title, under which it has since been more or less generally known."
"Its objects were thenceforward declared to be 'The education of architects and civil, mining and topographical engineers, upon an enlarged basis and with a liberal development of mental and physical culture '."
"But it is proper to remark that, with the comprehensive statement and formal announcement, then made, of what was proposed to be the future work of the Institute, there was associated in the minds of its managers no immediate expectation of realizing more than a very partial development of their plans, with the comparatively limited resources in material of every kind at their command."
"Accordingly it was resolved that, of the entire Institute curriculum, they would at first proceed to develop the General Course — the common scientific basis of the four professional courses — and the two specialties of Civil and Topographical Engineering to as good a degree of excellence as should be practicable under the existing circumstances; while they would defer any attempt to effect the more complete development of their plans, including the important specialties of Architecture and Mining Engineering, to a period when they might hope to be able to invoke effectively the aid of conditions more favorable to realizations so desirable."
As indicated in these extracts, no attempt was made to develop at once all the special technical courses which it was intended to establish eventually.
The course in Natural Science was made two years in length and that in Civil Engineering required three years.
The first year was common to both.
The degree given for the former course was Bachelor of Science, B.S., and for the latter Civil Engineer, C.E.
The highest or senior class was called Division A and the others divisions B and C.
In 1852 a "preparatory class", in which students were fitted to enter Division C, was inaugurated.
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
This, as its title indicates, was descriptive of the reorganization.
Quotations from it will show more clearly the character of the changes and the intentions of the authorities: "The managers of the Institute therefore resolved that their field should be narrowed and more thoroughly cultivated; that, indeed, their educational objects should be restricted to matters immediately cognate to Architecture and Engineering; that, moreover, for a somewhat irregular and for the most part optional course, requiring but a single year for its accomplishment, they would substitute a carefully considered curriculum which should require at the least three full years of systematic and thorough training; and that, finally, they would demand the application of the strictest examination tests to the successive parts of the course prescribed, not only in respect to the translation of students from lower to higher classes, but, especially, in all cases of ultimate graduation with professional degrees."
"It was in accordance with such views as these that, in 1849-50, this institution was wholly reorganized upon the basis of a general polytechnic institute, when it received the distinctive addition to its title, under which it has since been more or less generally known."
"Its objects were thenceforward declared to be 'The education of architects and civil, mining and topographical engineers, upon an enlarged basis and with a liberal development of mental and physical culture '."
"But it is proper to remark that, with the comprehensive statement and formal announcement, then made, of what was proposed to be the future work of the Institute, there was associated in the minds of its managers no immediate expectation of realizing more than a very partial development of their plans, with the comparatively limited resources in material of every kind at their command."
"Accordingly it was resolved that, of the entire Institute curriculum, they would at first proceed to develop the General Course — the common scientific basis of the four professional courses — and the two specialties of Civil and Topographical Engineering to as good a degree of excellence as should be practicable under the existing circumstances; while they would defer any attempt to effect the more complete development of their plans, including the important specialties of Architecture and Mining Engineering, to a period when they might hope to be able to invoke effectively the aid of conditions more favorable to realizations so desirable."
As indicated in these extracts, no attempt was made to develop at once all the special technical courses which it was intended to establish eventually.
The course in Natural Science was made two years in length and that in Civil Engineering required three years.
The first year was common to both.
The degree given for the former course was Bachelor of Science, B.S., and for the latter Civil Engineer, C.E.
The highest or senior class was called Division A and the others divisions B and C.
In 1852 a "preparatory class", in which students were fitted to enter Division C, was inaugurated.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
An examination of the new curriculum shows the effect upon its formation of the study of the French scientific schools.
Its object was practically that of L'Ecole Centrale des Arts et Manufactures, which, in a three-years' course, was intended to train civil engineers, directors of works, superintendents of manufactories, professors of applied science, etc., and the reorganized course bears considerable resemblance to that of the same school.
That part of it which forms the groundwork for the higher technical studies also resembles the curriculum of L'Ecole Polytechnique, which, it will be remembered, does not furnish a complete system of instruction, but has for its object the preparation of students for entrance to certain government technical institutions.
It was the intention to obtain, as far as the conditions would admit, the same end here in a single school that was obtained in France from L'Ecole Polytechnique and the special schools combined.
As a matter of fact, with the same high aim in view, the curriculums of such institutions, wherever situated, must necessarily bear a resemblance to each other.
In relation to this subject the circular of February, 1851, informs us that "In the essential features of its design and intentions the Institute may be said to occupy a position between L'Ecole Polytechnique and L'Ecole Centrale des Arts et Manufactures, of Paris."
"It claims no other resemblance to these celebrated and richly endowed institutions."
"To its peculiar mode of study there is no known counterpart!'
The mode of study at this time contained the essential features of that which characterized the beginnings of the school.
The students took full notes of the lectures delivered by the professors and afterwards studied the subjects by the aid of their notes, their own practical exercises and books of reference.
The next day they were interrogated by the instructors and after the interrogation were divided into small sections which assembled in different rooms.
Each student then delivered an extemporaneous lecture upon the subject under consideration, which was afterwards criticised by the other members of his section and by an officer styled a "Repeater", who, under the direction of the professor at the head of the department, took charge of the several sections.
The Repeaters were generally resident graduates or students who were members of the highest class in the institution.
The term seems to have been taken from the name Repititeur, given in L'Ecole Centrale to a class of instructors with similar duties.
It was used only a few years and appears for the last time in the catalogue of 1859, in which, among twelve instructors, there is found only one, the Repeater of Mechanics, who was at the same time Assistant Professor of Mathematics.
In that of 1855, among eleven instructors there is no repeater.
The practice of requiring daily lectures from each student was gradually dropped with the use of this title, and the present method of strict interrogations and of blackboard demonstrations which partake of the nature of the lectures, was as gradually introduced.
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
An examination of the new curriculum shows the effect upon its formation of the study of the French scientific schools.
Its object was practically that of L'Ecole Centrale des Arts et Manufactures, which, in a three-years' course, was intended to train civil engineers, directors of works, superintendents of manufactories, professors of applied science, etc., and the reorganized course bears considerable resemblance to that of the same school.
That part of it which forms the groundwork for the higher technical studies also resembles the curriculum of L'Ecole Polytechnique, which, it will be remembered, does not furnish a complete system of instruction, but has for its object the preparation of students for entrance to certain government technical institutions.
It was the intention to obtain, as far as the conditions would admit, the same end here in a single school that was obtained in France from L'Ecole Polytechnique and the special schools combined.
As a matter of fact, with the same high aim in view, the curriculums of such institutions, wherever situated, must necessarily bear a resemblance to each other.
In relation to this subject the circular of February, 1851, informs us that "In the essential features of its design and intentions the Institute may be said to occupy a position between L'Ecole Polytechnique and L'Ecole Centrale des Arts et Manufactures, of Paris."
"It claims no other resemblance to these celebrated and richly endowed institutions."
"To its peculiar mode of study there is no known counterpart!'
The mode of study at this time contained the essential features of that which characterized the beginnings of the school.
The students took full notes of the lectures delivered by the professors and afterwards studied the subjects by the aid of their notes, their own practical exercises and books of reference.
The next day they were interrogated by the instructors and after the interrogation were divided into small sections which assembled in different rooms.
Each student then delivered an extemporaneous lecture upon the subject under consideration, which was afterwards criticised by the other members of his section and by an officer styled a "Repeater", who, under the direction of the professor at the head of the department, took charge of the several sections.
The Repeaters were generally resident graduates or students who were members of the highest class in the institution.
The term seems to have been taken from the name Repititeur, given in L'Ecole Centrale to a class of instructors with similar duties.
It was used only a few years and appears for the last time in the catalogue of 1859, in which, among twelve instructors, there is found only one, the Repeater of Mechanics, who was at the same time Assistant Professor of Mathematics.
In that of 1855, among eleven instructors there is no repeater.
The practice of requiring daily lectures from each student was gradually dropped with the use of this title, and the present method of strict interrogations and of blackboard demonstrations which partake of the nature of the lectures, was as gradually introduced.
TO BE CONTINUED ...
Re: HISTORY OF RENSSELAER POLYTECHNIC INSTITUTE
HISTORY RENSSELAER POLYTECHNIC INSTITUTE, continued ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
This change was largely and almost necessarily the result of the increased attendance at the school.
The "Notices" of 1835 and the examination questions of the succeeding year, together with the qualifications required of candidates for degrees in 1842, all of which are found in the preceding chapter, give a reasonable knowledge of the character of the work done at that period of the school's history.
As it is now proposed to set forth the curriculum after the reorganization, it will be well to preface it with the remark that, although the limited time given to the course naturally restricted its value, gradual improvements had been made in the intermediate years, as required by the advances in natural and applied science.
In fact, the reorganization itself was not immediately completed.
Although it may be said to have taken place in 1849-50, and the courses were extended at this time, a departure, in most respects so decided, from its previous methods necessarily could not be immediately accomplished.
By the year 1854 the courses in Civil Engineering and Natural Science had been well developed.
The table which follows, taken from the Annual Register of that year, gives an outline of the subjects studied and the order of their distribution.
Schedule of the Course in Civil Engineering (1854)-
Departments of Instruction.
Subjects of Study.
FIRST YEAR.
First Term.
Mathematics ..... Algebra—Geometry.
General Physics ..... Molecular Forces—Thermotics.
Graphics ..... Geometrical Drawing: Elementary Drawing.
Geodesy ..... Line Surveying: Theory (Commenced); Field Work.
English Composition ..... The Course (Commenced).
French Language ..... The Course: French Grammar.
Second Term.
Mathematics ..... Trigonometry — Higher Algebra.
General Chemistry ..... Non-metallic Chemistry.
Graphics ..... Topographical Drawing: General Topography; Maps of Farm Surveys.
Geodesy ..... Line Surveying: Theory (Finished); Office Work.
Natural History ..... Botany.
English Composition ..... The Course (Continued).
French Language ..... The Course: Translations from French into English.
SECOND YEAR.
First Term.
Mathematics ..... Analytical Geometry — Differential Calculus.
General Physics ..... Electricity.
General Chemistry ..... Metallic Chemistry.
Natural History ..... Mineralogy.
Graphics ..... Descriptive Geometry: General Theory — Geometrical Drawing: Architectural Drawing.
Geodesy ..... Practical Trigomometry.
English Composition ..... The Course (Continued).
French Language ..... The Course: Reading from French Scientific Authors.
German Language ..... The Course: German Grammar.
Second Term.
Mathematics ..... Integral Calculus.
General Physics ..... Acoustics — Optics.
Natural History ..... Zoology.
Geology and Physical Geography ..... Geology.
Graphics ..... Descriptive Geometry: Shades and Shadows—Geometrical Drawing: Machine Drawing.
Geodesy ..... Topographical Surveying — Hydrographical Surveying.
English Composition ..... The Course (Continued).
German Language ..... The Course: Translations from German into English.
THIRD YEAR.
First Term.
Mechanics ..... Mechanics of Solids — Mechanics of Fluids.
Practical Astronomy ..... The Course (Commenced).
Physical Geography ..... The Course.
Practical Geology ..... The Course.
Geodesy ..... Trigonometrical Surveying,
Graphics ..... Descriptive Geometry: Perspective; Iso- metrical Projection — Topographical Drawing: Maps of Trigonometrical Surveys.
Machines ..... Theory of Machines.
Industrial Physics ..... Practical Pneumatics — Practical Thermotics.
Philosophy of Mind ..... The Course (Commenced).
English Composition ..... The Course (Finished).
Second Term.
Constructions ..... Theory of Structures — General Constructions — Bridges — Hydraulic
Works—Railways.
Machines ..... Prime Movers — Special Machines.
Mining ..... The Course.
Practical Astronomy ..... The Course (Finished).
Geodesy ..... Railway Surveying — Mine Surveying.
Graphics ..... Descriptive Geometry: Stone Cutting — Topographical Drawing: Maps, etc., of Railway Surveys; Plans, etc., of Mine Surveys.
Metallurgy ..... General Metallurgy — Metallurgy of Iron.
Industrial Physics ..... Architectural Physics.
Philosophy of Mind ..... The Course (Finished).
Schedule of the Course in Natural Science.
FIRST year.
The course for the first year is the same as that in Civil Engineering.
SECOND YEAR.
First Term.
General Physics ..... Electricity.
General Chemistry ..... Metallic Chemistry.
Natural History ..... Mineralogy.
Geology and Physical Geography ..... Physical Geography.
Practical Geology ..... The Course.
Graphics ..... Geometrical Drawing: Architectural.
Industrial Physics ..... Practical Pneumatics — Practical Thermotics.
Philosophy of Mind ..... The Course (Commenced).
English Composition ..... The Course (Finished).
French Language ..... The Course: Reading French Scientific Authors.
German Language ..... The Course: German Grammar.
Second Term.
Natural History ..... Zoology.
Geology and Physical Geography ..... Geology.
General Chemistry ..... Organic Chemistry
Natural History Applied to the Arts ..... The Course.
General Physics ..... Acoustics — Optics.
Industrial Physics ..... Architectural Physics.
Philosophy of Mind ..... The Course (Finished).
German Language ..... The Course: Translations from German into English.
TO BE CONTINUED ...
CHAPTER VII.
REORGANIZATION OF THE SCHOOL. THE RENSSELAER POLYTECHNIC INSTITUTE, continued ...
This change was largely and almost necessarily the result of the increased attendance at the school.
The "Notices" of 1835 and the examination questions of the succeeding year, together with the qualifications required of candidates for degrees in 1842, all of which are found in the preceding chapter, give a reasonable knowledge of the character of the work done at that period of the school's history.
As it is now proposed to set forth the curriculum after the reorganization, it will be well to preface it with the remark that, although the limited time given to the course naturally restricted its value, gradual improvements had been made in the intermediate years, as required by the advances in natural and applied science.
In fact, the reorganization itself was not immediately completed.
Although it may be said to have taken place in 1849-50, and the courses were extended at this time, a departure, in most respects so decided, from its previous methods necessarily could not be immediately accomplished.
By the year 1854 the courses in Civil Engineering and Natural Science had been well developed.
The table which follows, taken from the Annual Register of that year, gives an outline of the subjects studied and the order of their distribution.
Schedule of the Course in Civil Engineering (1854)-
Departments of Instruction.
Subjects of Study.
FIRST YEAR.
First Term.
Mathematics ..... Algebra—Geometry.
General Physics ..... Molecular Forces—Thermotics.
Graphics ..... Geometrical Drawing: Elementary Drawing.
Geodesy ..... Line Surveying: Theory (Commenced); Field Work.
English Composition ..... The Course (Commenced).
French Language ..... The Course: French Grammar.
Second Term.
Mathematics ..... Trigonometry — Higher Algebra.
General Chemistry ..... Non-metallic Chemistry.
Graphics ..... Topographical Drawing: General Topography; Maps of Farm Surveys.
Geodesy ..... Line Surveying: Theory (Finished); Office Work.
Natural History ..... Botany.
English Composition ..... The Course (Continued).
French Language ..... The Course: Translations from French into English.
SECOND YEAR.
First Term.
Mathematics ..... Analytical Geometry — Differential Calculus.
General Physics ..... Electricity.
General Chemistry ..... Metallic Chemistry.
Natural History ..... Mineralogy.
Graphics ..... Descriptive Geometry: General Theory — Geometrical Drawing: Architectural Drawing.
Geodesy ..... Practical Trigomometry.
English Composition ..... The Course (Continued).
French Language ..... The Course: Reading from French Scientific Authors.
German Language ..... The Course: German Grammar.
Second Term.
Mathematics ..... Integral Calculus.
General Physics ..... Acoustics — Optics.
Natural History ..... Zoology.
Geology and Physical Geography ..... Geology.
Graphics ..... Descriptive Geometry: Shades and Shadows—Geometrical Drawing: Machine Drawing.
Geodesy ..... Topographical Surveying — Hydrographical Surveying.
English Composition ..... The Course (Continued).
German Language ..... The Course: Translations from German into English.
THIRD YEAR.
First Term.
Mechanics ..... Mechanics of Solids — Mechanics of Fluids.
Practical Astronomy ..... The Course (Commenced).
Physical Geography ..... The Course.
Practical Geology ..... The Course.
Geodesy ..... Trigonometrical Surveying,
Graphics ..... Descriptive Geometry: Perspective; Iso- metrical Projection — Topographical Drawing: Maps of Trigonometrical Surveys.
Machines ..... Theory of Machines.
Industrial Physics ..... Practical Pneumatics — Practical Thermotics.
Philosophy of Mind ..... The Course (Commenced).
English Composition ..... The Course (Finished).
Second Term.
Constructions ..... Theory of Structures — General Constructions — Bridges — Hydraulic
Works—Railways.
Machines ..... Prime Movers — Special Machines.
Mining ..... The Course.
Practical Astronomy ..... The Course (Finished).
Geodesy ..... Railway Surveying — Mine Surveying.
Graphics ..... Descriptive Geometry: Stone Cutting — Topographical Drawing: Maps, etc., of Railway Surveys; Plans, etc., of Mine Surveys.
Metallurgy ..... General Metallurgy — Metallurgy of Iron.
Industrial Physics ..... Architectural Physics.
Philosophy of Mind ..... The Course (Finished).
Schedule of the Course in Natural Science.
FIRST year.
The course for the first year is the same as that in Civil Engineering.
SECOND YEAR.
First Term.
General Physics ..... Electricity.
General Chemistry ..... Metallic Chemistry.
Natural History ..... Mineralogy.
Geology and Physical Geography ..... Physical Geography.
Practical Geology ..... The Course.
Graphics ..... Geometrical Drawing: Architectural.
Industrial Physics ..... Practical Pneumatics — Practical Thermotics.
Philosophy of Mind ..... The Course (Commenced).
English Composition ..... The Course (Finished).
French Language ..... The Course: Reading French Scientific Authors.
German Language ..... The Course: German Grammar.
Second Term.
Natural History ..... Zoology.
Geology and Physical Geography ..... Geology.
General Chemistry ..... Organic Chemistry
Natural History Applied to the Arts ..... The Course.
General Physics ..... Acoustics — Optics.
Industrial Physics ..... Architectural Physics.
Philosophy of Mind ..... The Course (Finished).
German Language ..... The Course: Translations from German into English.
TO BE CONTINUED ...