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The Pamphlet Collection of Sir Robert Stout: Volume 50

Departments of Instruction

Departments of Instruction.


Inasmuch as the Student of Engineering can scarcely read the primers of his [unclear: profession] without a considerable knowledge of Mathematics, and in recognition [unclear: of the] importance of Mathematical studies from an educational as well as from a [unclear: professional] point of view all the work mentioned below is required of candidates for the [unclear: degree] of Civil Engineer, and all except course 14 is required of candidates for the [unclear: degree of] Mining Engineer.

page 97

While special attention is given to the mental discipline of the student in the logical development of the Mathematical processes as arguments, the great practical end of preparing him to attack the problems of physical science by the Mathematical method with its enormous advantages is never for a moment lost sight of.

The attention of those contemplating entering upon the studies of the first year is called to a remark of Prof. Ficklin, found in another part of this report, in which he says: "Imperfect preparation in Algebra is so common as to compel the conviction that sufficient attention is not given to this branch of mathematics in many of the preparatory schools of the State. Its importance cannot well be over-estimated."

It is especially desirable that the pupil have well defined notions of the nature and signification of exponents of every form, and that he be able to give a logical reason for every process involving their use.

The studies of this department are as follows:

In The Preparatory Course.

Junior Year.
First Term.

1. Arithmetic (completed), Barnes' National by Ficklin, 5 hours per week.

Second Term.

2. Algebra (c, beginning), Olney's Complete, 5 hours per week.

Senior Year.
First Term.

3. Algebra (b), five hours per week.

4. Geometry (b) (Plane), Olney, five hours per week.

Second Term.

5. Algebra (a) (book completed), four hours per week,

6. Geometry (a), Solid and Spherical, four hours per week.

In the Degree Courses.

First Year.
First Term.

7. Trigonometry, Olney, five hours per week.

Second Term.

8. Univ. Alg. (from Part III) Olney, four hours per week.

9. Descriptive Geometry, Church, four hours per week.

Second Year.
First Term.

10. General Geometry and Calculus, Olney, four hours per week.

11. Spherical and Isometric Projections, Shades and Shadows, four hours per week.

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Second Term.

12. General Geometry and Calculus, four hours per week.

Third Year.
First Term.

13. Rational Mechanics, Dana, four hours per week.

Second Term.

14. (14 a) Advanced Gen. Geometry and Calculus) four hours per week.

14. (14 b) or, Applied Mechanics. four hours per week.

Studies must be taken in the order indicated above, except that course 8 [unclear: hfhh] follow immediately after course 5, and courses 10,12, 13 and 14 may be taken [unclear: before] courses 9 and 11. In course (14 a) Geometry of three dimensions will be taken [unclear: up] followed by advanced work in the Calculus, including some discussion of [unclear: differential] equations.

Course (14 b) will embrace the more important applications of the [unclear: principles of] mechanics to structures and machines. Rankine will be used as the text, with [unclear: lectures] and references.

As elementary Algebra and Geometry lie at the basis of any substantial [unclear: attainments] in mathematics as well as in engineering, great care is taken to secure a [unclear: these] ough mastery of these subjects in the preparatory course.

Information in regard to advanced work for graduate students may be had [unclear: upon] application to the Professor in charge of this department.

General Chemistry.

Instruction in this department is given to two classes—the Preparatory, and First class.

Preparatory Class.

In this class, chemistry is commenced with the second term, and is [unclear: continued] throughout the term. The class is taught the elements of the subject, being [unclear: fully] illustrated by instructive and interesting experiments, and such information is [unclear: given] aided by suitable text-books, as will prepare them for the higher classes in [unclear: chemical] Philosophy and Chemical Technology, and also for entering upon [unclear: laboratory] work, which is commenced the following year.

First Class.

(Text-Books), Chemical Philosophy (Cooke), Chemical Technology (Wagner).

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The duties of this class continue throughout the year; there are four recitations each week. Chemical philosophy is first introduced and continued through the first term. The application of arithmetic to chemistry is given a prominent place in this class. Students are required to perform numerical examples, thereby fitting themselves for the solution of many questions constantly occurring in the advanced department of analytical chemistry.

The second term is given to a course in Chemical Technology. Among the subjects discussed in this course are: Products of Chemical industry; Glass; Mortars: Cements; Paper; Sugar; Wine making: Oils; Paints; Dyeing and Printing; Bleaching; Gas: Fuel, etc., etc.

Analytical Chemistry

First Year.—Blow-pipe Analysis (Elderhorst's Manual); Qualitative Analysis (Fresenius).

Second Year—Quantitative Analysis (Fresenius); Quantitative Analysis (Fresenius).

Third Year—Quantitative Analysis (Fresenius); Assaying (Mitchell).

Instruction in this Department is thoroughly practical, and extends throughout the first, second and third years. There is a commodious laboratory, supplied with gas and necessary apparatus, also balance room and mineral collection. In the basement are furnaces, which are used in the assay of ores.

First Class.

The students in this class spend four hours each day at practical work; each one is provided with a working table, apparatus and chemical reagents.

The course is begun with blow-pipe work; the student is made acquainted with the reaction of known bodies, and he is then required to perform the experiments for himself, thus becoming familiar with the behavior of such bodies before the blow pipe, and enabling him to detect the composition of substances given to him for identification.

Qualitative analysis is also taken up, and is taught by lectures and experiments: the student being required to repeat at his working table, the tests for bases and acids which have been shown to him. After passing through a systematic course of qualitative analysis, he is required to analyze and report upon substances given to him, including mixtures of salts, also alloys, ores of lead, copper, zinc, antimony, Iron, etc., etc., soils, insoluble silicates and mineral waters.

Second and Third Classes.

Quantitative analysis constitutes the work of these classes. Those students who have completed satisfactorily the work given to them during the first year, and who have passed a practical examination, lasting one week, are allowed to commence quantitative analysis.

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The quantitative course includes analyses, either partial or complete, of [unclear: the] following series, each estimation being, at least, duplicated:

(*1) Zinc Sulphate; (2) Barium Chloride; (3) Alum; (4) Chrome Alum; (5) [unclear: sulphate] of Iron and Amonia; (6) Blue Vitriol; (7) Calcite; (8) Calamine, (9) [unclear: Galena] (10) Chalcopyrite; (11) Orthoclase; (12) Kaolin; (13) Hematite; (14) Pyrolusite [unclear: and] Chlorine, valuation; (15) Soda Ash, valuation; (16) Bleaching powder, [unclear: valuation] (17) Cerusite; (18) Smithsonite; (19) Blende: (20) Coal, proximate; (21) Coal, [unclear: ultimate] and heating power; (22) Stibnite; (23) Realgar: (24) Blast furnace slag; [unclear: (25)] Lead furnace slag; (26) Pig iron; (27) Bismuth litharge; (28) Commercial lead; [unclear: (29)] Spelter; (30) Regulus; (31) Beryl; (32) Illmenite; (33) Chromite; (34) [unclear: Saltpeter] soil; (35) Mineral water.

Besides this course, there is the usual practice in the lire assay of the ores of [unclear: lead] and silver, of argentiferous and auriferous native compounds and artificial [unclear: products], and in the docimastic valuation of the ores and the most prominent metals.

A short course in quantitative blow-pipe analysis is required. Also a course [unclear: in] determinative mineralogy.

Special students may pursue, at their discretion, the study and analysis of [unclear: any] class of ores or metallurgic products. Young men, who have neither the time [unclear: and] means to spare, to take the full course, may accomplish much in the way of [unclear: chemists] analysis by devoting their entire time to it during the course of a single year.

* Those in italics are partial analyses.