September 13, 1901.] 



SCIENCE. 



389 



will come whether we will or not. Fortu- 

 nately we are assured that the man who 

 has given this great technical school for the 

 glorious purpose it is sure to subserve will 

 see to it that the endowment does not suffer, 

 even if the buildings are constructed on a 

 generous scale, but I know it to be his desire 

 that the best technological knowledge shall 

 be united with architectural design, so that 

 the buildings may combine utility with 

 beauty and reflect honor on all associated 

 with the work. 



And now as to the scope of the new school. 

 That American schools of technology have 

 done magnificent work for two or three dec- 

 ades goes without saying. Shall the new 

 schools follow in the footsteps of the best of 

 them, shall it unite the best features of one 

 school with the best of another, or shall it 

 venture upon entirely new fields to push 

 outward the borders of human knowledge? 

 The American, German, English, French 

 and Swiss schools have been studied by the 

 members of the advisory board (as well as 

 by some members of our committee), and 

 we have been greatly helped in formulating 

 our plans of what the new school should be, 

 by the generous data given in their report. 



A summary of Professor Johnson's pro- 

 posed scheme for the Carnegie School of 

 Technology is as follows : 



A. Colleges. Courses of four years with a high 

 school preparation. 



1. College of Science. 



2. College of Engineering. 



3. College of Commerce. 



All the above of university grade, with degrees 

 conferred at graduation. 



B. Schools. Courses three years with a grammar 

 school preparation. 



1. Manual Training School. 



2. Domestic Science School. 



3. School of Industrial Design. 



4. School of Commerce. 



All the above of high school grade. Diplomas 

 given at graduation. 



C. Artisan Day School. Courses of three years 

 with a preparation in reading, writing and arithme- 

 tic. 



To [include courses of instruction in subjects of 

 essential importance in the practice of the various 

 trades. 



D. Night School for day workers. Preparation 

 same as C. 



Eegular courses, and also special instruc- 

 tions of practical value to day workers of 

 all sorts and all employments. 



Professor Johnson, Dr. Alderson and Dr. 

 Gray studied a number of the industries of 

 our city, and in all their reports they em- 

 phasized the value of the secondary schools. 

 The question of monotechnic or trade 

 schools, i. e., where a young man or woman 

 can learn at least the rudiments of the trade 

 by which they propose to make their living^ 

 was also discussed by Professor Johnson 

 and Dr. Alderson with the writer, and it is 

 the opinion of both committee and advisory 

 board that in due time this part of the 

 problem should be given earnest considera- 

 tion. A summary of Dr. Alderson 's recom- 

 mendations as to the various departments 

 that could advantageously be established in 

 the school are : 



First — Department of Engineering, com- 

 prising 



( «,) Mechanical Engineering. 



( 6 ) Electrical Engineering. 



(c) Civil Engineering. 

 {d') Chemical Engineering. 



(e) Electro-chemical Engineering. 

 (/) Foundry Practice. 

 (g) Metallurgy (iron and steel). 

 Second — Department of Secondary Edu- 

 cation. 



1. Work preparatory to the College of Engineering. 



2. Secondary Technical Education. 

 Courses in 



(a) Machine Tool Work. 



(6) Stationary Engineering. 



(c ) Elementary Electrical Engineering. 



(d) Elementary Mechanical Engineering. 



(e) Foundry Practice. 

 (/) Surveying. 



((/) Drafting. 

 (h) Machine Design. 

 (0 Glass Making. 

 (j) Blacksmithing. 

 {k) Pattern Making. 



