New Building erected in 1873.

The new building has a front of seventy-six feet on Prospect street, and a depth of eighty-four feet, standing back from the street, sixteen feet.

The plan is rectangular, and it has substantially five stories,-a basement of eleven feet in height, first, second, and third stories, each fourteen feet high in the clear, and an attic, or fourth story, nine and a half feet high in the clear. The general plan of the interior arrangement of rooms is based on that of the first story, provision being made for a large lecture room in the rear part of this particular one, extending across the whole rear side of the building, and occupying nearly one-half of the story. This lecture room has a capacity for seating about four hundred and fifty persons. A hall sixteen feet wide from the front entrance communicates with this lecture room, and affords room for the main staircase to the upper stories. On each side of this hall there are two recitation rooms, one 12'.5" by 27'.5" and one 12'.11" by 26'.9", making four recitation rooms and a large lecture room on the first floor.

Under these four recitation rooms in the basement of the building there are two large rooms and one small room completely finished. These rooms are all suitable for recitation rooms, being well lighted, and having a height of 11 feet. The rear basement, under the general lecture room, is occupied by a coal room, heating furnaces and boilers, janitor's room, and water-closets. The floor of this part of the basement is lower than the front part by four feet, to permit the floor of the lecture room above to drop down that much from the front.

The second and third stories are divided alike,-two large rooms of equal size in each over the lecture room, and four rooms on each story in the front. The south side of the second story, consisting of three rooms, is devoted to Physics; the north, consisting of three rooms, to Civil Engineering. The small rooms in front are, for the present, appropriated to the Professors in those departments for study rooms, the middle rooms for apparatus and recitation rooms, and the rear and largest rooms for apparatus, lectures, and drawing-rooms.

The third floor is arranged in a similar way. The south side is devoted to Dynamic Engineering; the large rear room on the north side to Natural History, the middle room to Botany, and the front to the purposes of a private study.

The fourth story furnishes one large room (73' by 28') for instruction in instrumental drawing, and eleven small rooms to be occupied as private rooms for instructors, and for store-rooms.

The interior finish of the building is plainly executed in yellow pine, coated with oil and shellac. The staircase and wainscoting of the halls are composed of pine, ash, and black walnut.

The building is heated and ventilated by boilers in the basement which furnish steam to chambers or 'radiators' under the rooms to be heated; a current of cold air passing through conduits to the radiators is heated in its passage upward to the rooms by the steam heated 'radiators.' To furnish places of exit for the heated air, separate air conduits from all the rooms, provided with ventilators, pass up through the walls to the roof.

The larger lecture room and all the recitation rooms, except two, have ventilators opening into large conduits in the center of the building, which are kept heated by the smoke flues of the boilers, which are of cast-iron, and pass up through the middle of these large conduits or ventilating shafts. The building is thus not only thoroughly warmed, but most efficiently ventilated.

MASSACHUSETTS.

I. INSTITUTE OF TECHNOLOGY, BOSTON.

II. AGRICULTURAL COLLEGE, AMHERST, HAMPDEN COUNTY.

MASSACHUSETTS, by accepting the congressional offer, came into possession of 360,000 acres of land-scrip, the proceeds of which, by acts of the Legislature approved April 10, 1861, and April 29, 1863, are to be divided between two establishments, the Massachusetts Institute of Technology in Boston, and the Massachusetts Agricultural College at Amherst. Before giving an account of these two institutions, we will add a few data towards a historical development of scientific instruction in this State.

HISTORICAL DATA.

The gradual recognition of science, and its application to the industries of a State, in its institutions of learning, and means of general education, is seen in the history of Harvard College, and of public instruction in Massachusetts.

The earliest curriculum of Harvard College, in 1642, and for a half century afterwards, with little Latin, less Greek, and no science beyond Arithmetic and Geometry, is almost a transcript of the English Public School of that day, and its degrees, although given in name and mode (pro more Academiarum in Anglica) after those of Cambridge, representing, as could only be expected, a much smaller amount of attainment in the graduates. The attempts to modify the studies and increase the attainments in science, have been in the end more successful here than in the mother institutions. The earliest indication of a desire for change was manifested in the efforts to induce Comenius-the great originator and advocate of realistic instruction in Europe, and at that time in England on an invitation of persons in the government to devise a system of public instruction to accept the presidency of the College in 1654, which he declined, preferring to go to Sweden on the invitation of Chancellor Oxenstiern.

The first suggestion of change in the appliances and methods of teaching was made by President Hoar, in 1672. Dr. Hoar was a graduate of the College in 1650, and up to that time trained in its studies and methods, but resided in England, from 1653 to 1672;-during which period, although a settled clergyman, he received the degree of Medicine from the University of Cambridge, was intimate with members of the Royal Society, and by his letter to Sir Robert Boyle, dated Cambridge, December 13, 1672, familiar with the ideas of scientific and industrial education set forth by Milton in his "Tractate"; by Hoole in his translation of the Orbis Pictus of Comenius; by Hartlib in his Plan of a College of Husbandry; by Sir William Petty in his Ergastula, or Trades' Colleges; by Cowley in his College of Experimental Philosophy, and Ly Webster in his Examen, or the introduction of science into the public schools and universities. Writing to Boyle, he remarks: "We still hope some help from our mother land, of which your honored self, Mr. A., and some others

have given pledge. A large, well-selected garden and orchard for planting; an Ergastulum for mechanic fancies, and a laboratory chemical for those philosophers that by themselves would culture their understandings, are in our design, for the students to spend their times of recreation in; for readings or notions only are but husky provender."

But these designs were nearly two centuries in advance of the aspirations of the corporators of either English or American colleges. In Harvard College a regular Professorship of Mathematics and Natural Philosophy was first instituted in 1727. The Professorship of Chemistry, and the first laboratory, were established in 1783. The site of a Botanic Garden was purchased by citizens of Boston in 1807, although the corporation, in 1784, applied to the Legislature for help in this direction to enable the College to accept the offer of the King of France "to furnish such garden with every species of seeds and plants, which might be requested, from his Royal Garden, at his expense." In 1805 the Professorship of Natural History was founded by the subscription of $30,000 of a few citizens of Boston. In 1816 the Rumford Professorship of the Sciences as applied to the Arts, was endowed out of a bequest of Benjamin Thompson, of Woburn, Mass., (better known as Count Rumford of Bavaria,) "in order to teach by regular courses of academic and public lectures, accompanied with proper experiments, the utility of the physical and mathematical sciences for the improvement of the useful arts, and the extension of the industry, prosperity, happiness and well-being of society." In 1839 an Astronomical Observatory was commenced by a subscription of John Quincy Adams and others, and in 1848 munificently endowed by Edward B. Phillips, in the sum of $100,000. In 1820 the Professorship of Mineralogy and Geology was estab lished, and the cabinet of specimens began to assume magnitude and value. In 1846 the building of the Lawrence Scientific School was erected by Abbot Lawrence, who also endowed the Professorship of Civil Engineering and Geology, to a total amount, with his son's donation, of $150,000. In 1859 the Museum of Comparative Zoology was established on the basis of an endowment of $50,000 by William Gray, and $100,000 by the State, and of subscriptions in the sum of $71,125 by individuals, and the consecration of the genius and enthusiasm of Louis Agassiz to its inauguration, the value of which no amount of money can represent, and which has since secured over $200,000 in money, and more than that in collections for the institution. In 1862, Samuel Hooper of Boston, gave $50,000 to establish a School of Mines. In addition to the professorships and endowments of purely scientific instruction above specified, should be added the bequest of Benjamin Bussey in 1841, which is now about to become available to the college, and one-half of which, (estimated at $300,000,) must be directed to a Manual Labor School. Although the recognition of science and its application to industry, and the increase of the agencies and resources of instruction in Harvard College have been slow, and mainly within the last twenty-five years, the institution is now manned and equipped to do its work in the most thorough and comprehensive manner.

In 1823 the Natural History Society of Boston was incorporated, and for its building, collections, and endowments, has received from the State and City, and from individuals, at least $400,000.

In 1835, John Lowell, a native of Boston, provided, by his testamentary bequest written in Egypt, for the delivery of courses of public lectures in Boston, for

the reasons and objects, among others, specified as follows: "As the prosperity of my native land, New England, which is sterile and unproductive, must depend, first, on the moral qualities, and second, on the intelligence and information of its inhabitants, I am desirous of contributing toward this second object also; and I wish courses of lectures to be established on physics and chemistry, with their application to the arts; also on botany, zoology, geology, and mineralogy, connected with their particular utility to man." On this foundation, besides the annual delivery of extended courses of lectures by the most eminent men of science in this country and in Europe, a permanent School of Design and Drawing has been established; and special lectures are now delivered every year in connection with the Massachusetts Institute of Technology.

But any survey of the means of original investigation, or of special study in any department of science, would be imperfect which should not include the University Library at Cambridge, with its 104,000 volumes, the Boston Athenæum, with its 90,000 volumes, and the Boston City Library, with its 130,000 volumes, all of which, with their buildings and special endowments, cannot represent less than one million of dollars.

In view of these noble institutions and munificent endowments, and more than these, the rich experience and splendid attainments of the Professors already engaged in the work of scientific investigation and instruction in Cambridge and Boston, we can better appreciate, and sympathize with the recommendations of Gov. Andrew in his message to the Legislature, in January, 1963, on the disposition of the National land-grant. After having referred to the danger of dividing the grant among several institutions, he calls attention to the number of expert professors required in the various departments of applied science, and then goes on to say:

"If our Commonwealth is to retain her wonted place in noble works, we must seize, at the earliest opportunity, upon as many men of this character as may be found in the country, and at once organize our institution, to be a model for other States that may avail themselves of the grant from Congress. Not only a laudable State pride demands this, but the highest considerations of patriotism and philanthropy demand it.

The Act of Congress does not make provision sufficient for an Agricultural School of the highest class in each State. Nor would it be possible now to find, disconnected from our colleges and universities, as many men of high talent, and otherwise competent, as would be required to fill the chairs of one such school. But Massachusetts already has, in the projected Bussey Institution, an agricultural school, founded, though not yet in operation, with a large endowment, connected also with Harvard College and the Lawrence Scientific School. She can therefore, by securing the grant from Congress, combining with the Institute of Technology and the Zoological Museum, and working in harmony with the college, secure also for the agricultural student for whom she thus provides, not only the benefits of the national appropriation, but of the Bussey Institution and the means and instrumentalities of the Institute of Technology, as well as those accumulated at Cambridge. The benefits to our State, and to our country, and to mankind, which can be obtained by this cooperation, are of the highest character, and can be obtained in no other way. The details of the connection of the Bussey Institution with the Scientific School and the College, are not yet fully wrought out; but I apprehend that little difficulty would be found in connecting it also with the grant from Congress, if the gentlemen who may be intrusted by the State with the work, will approach it with the perception of the absolute necessity for husbanding our materials, both men and money, and concentrating all our efforts upon making an institution worthy of our age and of our people. Its summit must reach the highest level of modern science, and its heads must be those whom mea