will recognize as capable of planning a great work, and of working out a great plan.

The fifth chapter of the Constitution of Massachusetts, celebrates the wisdom of our ancestors, who "so early as the year 1636, laid the foundation of Harvard College, in which University many persons of great eminence have, by the blessing of God, been initiated in those Arts and Sciences which qualify them for public employments both in Church and State," reciting that "the encouragement of arts and sciences, and all good literature, tends to the honor of God, the advantage of the Christian religion, and the great benefit of this, and the other United States of America." And it declares that it "shall be the duty of Legislatures and Magistrates, in all future periods of this Commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the University at Cambridge, public schools, and grammar schools in the towns; to encourage private societies, and public institutions, rewards and immunities for the promotion of agriculture, arts, sciences. commerce, trades, manufactures and a natural history of the country."

I venture the opinion that the advantages presented by the various institutions which now cluster around the college, may be so combined with other institutions as to realize more fully in actual experiment the true idea of a University. I cannot doubt that the people of the Commonwealth have a right to those benefits; the prevention of all the waste of means, the weakening of resources, the repetitions of professorships, libraries, apparatus and other material, consequent on scattering instead of concentration. Model farms, and experimental culture in all the varieties of soil our lands present, as the wise and expert may hereafter advise, and also branches or subordinate schools, are not to be discouraged. Neither are the schools and colleges for academic study already provided or contemplated, nor any gifts or grants thereto, to be less favored in the future. Nor does unity of plan and co-operation in method, of necessity imply confinement of all the departments of an institution to one place. The object should be to centralize and economise means and power, while distributing and popularizing education and its fruits.

But, in order to fulfil the highest functions of a University adapted to the wants and development of modern society, to an intellectual and free people, its professorships, libraries and apparatus should be so combined and distributed as to include to faculties of Divinity, of Law, of Medicine, of Military instruction, of Letters and Natural Science, all of them, organized and represented in their highest perfection. The faculty of Divinity should have, as its basis, a strong corps of scholars versed in Hebrew literature and history, in ecclesiastic history, and in dogmatic theology, admitting as professors members of every church competent to teach. The teaching of the law school should include the civil law, comparative jurisprudence, political economy and diplomacy. The faculty of letters should combine the deepest scholars in ancient literature, including Sanscrit, and the other Oriental languages, as well as Greek and Latin; and in the antiquities proper, history in all its ramifications, the modern languages and their literature, philosophy in all its branches with its history. For the faculties of medicine and of natural sciences, should be combined mathematicians, astronomers, physicists, chemists, mineralogists, botanists, zoologists, geologists, devoting themselves chiefly to the scientific pursuit of their study; and also men distinguished for their eminence in the application of the sciences to the useful arts, civil engineers, architects, mining engineers, military engineers, and agriculturists.

That we should continue to build on the foundation our fathers laid, endeav oring to make actual in the life of our society their ideal, I religiously believe. Let us plan to concentrate here the "gladsome light" of universal science. Let learning be illustrated by her most brilliant luminaries, and let the claims of every science be vindicated by its bravest champion. Two-thirds of an amount equal to the sum we annually, and wisely, expend in public and private instruction, would found professorships and furnish the fund which would give to Massachusetts a University worthy the dream of the fathers, the history of the State, and the capacity of her people."

After much discussion in the Legislature and the public press, the policy of concentration so eloquently set forth by Gov. Andrew, was rejected.

MASSACHUSETTS INSTITUTE OF TECHNOLOGY,

BOSTON.

HISTORY.

In the years 1858–9 a number of gentlemen residing in and near Boston, interested in science and the practical and fine arts, conceived the idea of bringing into close proximity in one or more buildings to be erected for the purpose, the Museums and Collections of the Natural History Society, the Horticultural Society, and others that might be formed illustrating the industrial and fine arts, so as by their union and co-operation to constitute a Comprehensive Museum, or "Conservatory of Arts and Sciences." With this view, after organizing as a "Committee of Associated Institutions," they petitioned the Legislature to allot to their use a portion of the newly-made land on the Back-Bay, on which to erect buildings suitable to their purpose.

The idea of establishing a School of Applied Science in connection with the proposed Museum, had not as yet been entertained. This was first suggested in a Memorial prepared by Prof. William B. Rogers, the present President of the Institute, and adopted by the above-named Committee, of which Hon. Marshall P. Wilder was the Chairman, and Dr. Samuel Kneeland the Secretary. In this memorial, which was submitted to the Legislature in the winter of 1860, reference is made to the expected early establishment of a "Comprehensive Polytechnic College," furnishing "a complete system of industrial education supplementary to the general training of other institutions, and fitted to equip its students with every scientific and technical principle applicable to the industrial pursuits of the age."

This, like the previous effort, failed to secure the favor of the Legislature, but it attracted attention to the importance of practical education, and opened the way for the more definite scheme of organization, which was soon after framed by Prof. Rogers, in the form of a Report setting forth the "Objects and Plan of an Institute of Technology, including a Society of Arts, a Museum of Arts, and a School of Industrial Science." This Report was adopted by the Committee of Associated Institutions, of which Prof. Rogers was now Chairman, in the Autumn of 1860, and furnished the frame-work on which the Institute has since been moulded.

The extensive circulation of the "Objects and Plan," accompanied by an appeal to the public for co-operation and support, led in January, 1861, to a preliminary and informal organization of the Institute, which was soon followed by an application to the Legislature for a charter, and for a grant of land on the Back-Bay for its accommodation and that of the Society of Natural History. This petition was favorably answered April 10th, 1861, when the Institute was incorporated, and the land allotted on which now stand the building of the Institute and that of the Society of Natural History, of the market value of $200,000.

The Institute was formally organized on the 8th of April, 1862, by the ac ceptance of the charter, the adoption of by-laws, and the appointment of William B. Rogers, President; John A. Lowell, Jacob Bigelow, Marshall P. Wilder and John Chase, Vice Presidents; and Charles H. Dalton, Treasurer. Its first meeting as a Society of Arts, was held December 17, 1862, at which time the late Dr. Thomas H. Webb was appointed Secretary. Since then, this Department of the Institute has continued to meet twice a month during the season, affording opportunities, which are eagerly availed of, for the exhibition of new inventions, and the discussion of questions in practical science and the arts. The members of the Institute number between three and four hundred, who are also members of the Society of Arts.

I. SCIENTIFIC SCHOOL.

The Scientific School of the Institute was opened in February, 1864, with a class of 15 students, in temporary accommodations in Mercantile Hall, Summer street, where also the Society of Arts held its meetings. In the autumn of 1866, when the School and other Departments of the Institute were transferred to the new building on the extension of Boylston street, the number of pupils had increased to 140, and the class of 1867-8, amounts to 170 students.

On the organization of the Institute, in 1862, through the liberality of gentlemen interested in the undertaking, a sum (about $50,000) was raised for commencing operations. Since then, large contributions have been received by legacies; from Dr. William Walker of Rhode Island, ($200,000,) Ralph Huntingdon, ($50,000,) William P. Mason, ($20,000,) and James Hayward, ($20,000,) of Boston, and from Nathaniel Thayer, ($25,000,) besides subscriptions in sums of $5,000 and less, amounting to about $60.000. A further important addition has been made to the funds of the school by the act of the Legislature assigning to the Institute three-tenths of the share of Massachusetts in the National land-grant appropriated to instruction in agriculture and the mechanic arts, netting the Institute $60,000; making about $480,000 which have been contributed to the Institute since its foundation.

The building of the Institute, one of the most spacious and elegant in Boston, includes commodious laboratories, lecture-rooms and rooms for drawing, as well as the Hall of the Society of Arts, offices for the Faculty and other officers, and a spacious hall for public occasions.

OBJECTS OF THE SCIENTIFIC SCHOOL.

The objects of the School of the Massachusetts Institute of Technology are: To provide a full course of scientific studies and practical exercises for students seeking to qualify themselves for the professions of the Mechanical Engineer, Civil Engineer, Practical Chemist, Engineer of Mines, and Builder and Architect:

To furnish a general education, founded upon the Mathematical, Physical, and Natural Sciences, English and other Modern Languages, and Mental and Political Science:

To provide courses of Evening Instruction in the main branches of knowledge above referred to, for persons of either sex who are unable to devote themselves to study during the day, but who desire to avail themselves of systematic evening lessons or lectures.

CONDITIONS OF ADMISSION.

Candidates for admission to the school must have attained the age of sixteen, and are examined in Arithmetic, Plane Geometry, Elementary Algebra, and the ordinary English branches. In general the studies of a good English High School or Academy are the proper preparation for admission.

REGULAR COURSES OF STUDY.

In order to enter the second year's course, the student must be at least seventeen years of age, and must pass a satisfactory examination upon the first year's studies, besides passing the admission examination; and a like rule will apply to the case of students seeking admission into the classes of the succeeding years. To make the opportunities of instruction as widely accessible as possible, students will be allowed to enter special divisions of either of the courses,-as, for example, the classes of mathematics, of engineering, of chemistry, of physics, or of mining and metallurgy,-on giving satisfactory evidence that they are prepared to pursue such special studies with advantage.

The regular course of instruction extends over four years, in the first two of which the instruction is uniform for all regular students, and embraces in the first year, Algebra, Solid Geometry, Plane Trigonometry and its applications, Mechanical Drawing, and the commencement of Descriptive Geometry, Freehand Drawing, Elementary Mechanics, Chemistry with Manipulations, the English Language and Literature, and French or German; in the second year the same studies continued into the higher branches of Mathematics, with Descriptive Astronomy, Surveying, and Experimental Physics. In the third year the studies diverge according to the student's future profession. Courses are provided in Mechanical Engineering, in Civil and Topographical Engineering, in Practical Chemistry, in Mining Engineering, in. Building and Architecture, and a general course in Science and Literature. Degrees and Certificates are granted in all these departments to students who pass satisfactorily the prescribed examinations.

I. REGULAR COURSES EXTENDING THROUGH FOUR YEARS.

FIRST YEAR.

MATHEMATICS. 1. Algebra.-Quadratic Equations; Imaginary Expressions; Ratio; Proportion; Progression; Permutations and Combinations; Binomial Theorem; Indeterminate Co-efficients; Theory of Logarithms, with Construction and Use of Tables. 2. Solid Geometry.-Plane and Solid Angles; The Prism and Pyramid; The Sphere, Cylinder, and Cone; Spherical Angles and Polygons. 3. Plane Trigonometry.-Different Methods of Measuring Angles; Trigonometrical Ratios and Functions; Construction and use of Trigonometrical Tables; Solution of Triangles. 4. Applications of Plane Trigonometry to Heights, Distances, Navigation, &c.

MECHANICAL DRAWING AND DESCRIPTIVE GEOMETRY. The use of mathematical instruments, and of water-colors and India ink, will be taught in connection with the Instruction in Geometry and Trigonometry. The course will include the graphical construction of problems in these branches.

The study of Descriptive Geometry will be commenced, and will include the graphical solution of problems of position relative to the point, the right line, and the plane.

FREE-HAND DRAWING. Instruction will be given in drawing with chalk upon the black-board, and with charcoal, crayons, the pencil, and pen and ink. The students will draw from models, casts and photographs, and from studies of landscape.

ELEMENTARY MECHANICS. 1. Preliminary Ideas regarding Matter, Motion, and Forces.-Uniform and varied Right-Line Motions; Composition and Resolution of Forces applied to a point. 2. Mechanics of Solids.-Composition of Forces applied to different points in a Mass; Statical Moments; Parallel Forces; Couples; Centre of Gravity; The Pendulum; Curve-line Motion; Friction Elasticity and Strength of Materials; Impact; Elements of Machinery; Virtual Velocities; Mechanical Work; Viz Viva. 3. Mechanics of Liquids and Gases.Pressure and Equilibrium of Fluids; Centre of Pressure; Principle of Archimedes; Specific Gravities; Equilibrium of Floating Bodies; Flow through Orifices, Tubes, etc.; Impulse and resistance of Water; Weight and Compressibility of Air; Barometer; Flow of Air and Gases; Resistance; Hydraulic and Pneumatic Instruments and Machines; Capillarity, and Osmotic Forces.

CHEMISTRY. The course of instruction in Chemistry consists:-1st, Of a weekly exercise which combines an illustrated lecture by the professor, and a recitation by the students upon the lecture of the preceding week:-2d, Of a weekly lesson in the laboratory, where every student is provided with a desk and the necessary apparatus, and will perform, under the supervision of the professors, such experiments as are useful to illustrate and enforce the laws of chemical action, the principles of chemical nomenclature, and the properties of those substances and the nature of those processes which are of importance in common life, or in the useful arts.

In his laboratory-work, the student will use a text-book, in which all needed directions to secure safety and success in performing the experiments are minutely given. The course will include the description and study of all the important chemical elements; but only inorganic chemistry will be treated of during this year.

ENGLISH LANGUAGE AND LITERATURE. The studies of the English department will embrace:-1st, Exercises in English Composition, arranged with special reference to the future wants of the students, and the cultivation of a habit of expressing their thoughts with clearness and precision:-2d, Lectures on the History and structure of the English Language:-3d, The Critical Study of Standard English Writers.

A knowledge of the Latin Language is not required for admission, and the course of instruction in English will not presuppose any acquaintance with Latin; but it is strongly recommended to young men who propose to enter this school to acquire, whenever possible, such a knowledge of Latin as will enable them to read easy Latin prose.

MODERN LANGUAGES. In the study of the Modern Languages, the first aim will be to enable the student to read French and German, so that, in the latter years of the course, French and German as well as English text-books may be used in any department.

German alone is studied during the present year. Special attention is given to the German grammar.

SECOND YEAR.

MATHEMATICS. 1. Spherical Trigonometry.-Deduction of the Formula; Napier's Circular Parts and Analogies; Bowditch's Rules; Gauss's Equations; Solution of Right and Oblique Triangles. 2. Plane Co-ordinate Geometry.— Elementary Principles and Definitions; The Point; Equations and Properties of the Straight Line, Circle, Parabola, Ellipse, and Hyperbola. 3. Analytic Geometry of Three Dimensions.-The Point; Equations of the Straight Line and Plane, and of Surfaces of the Second Degree, with their Classification and Properties. 4. Differential and Integral Calculus.-General Principles and Notation; Derivatives and Integrals of the Simple Functions.

DESCRIPTIVE ASTRONOMY. Form of the Earth; Diurnal Revolution; Parallax; Refraction and Twilight; Earth's Annual Motion; Seasons; Sun; Ecliptic; Spherical Co-ordinates and Figure of the Earth's Orbit; Time; Astronomical Instruments; Universal Gravitation; Kelper's Laws; Precession and Nutation; Moon's Orbit and Phases; Tides; Eclipses Planets; Comets and Nebula; Constellations.