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displacement sheet from these lines may well follow. The next problem should be a yacht design, because it requires lines that are radically different from those of a steamer, which will nat- urally be chosen for the first set, and the student's enthusiasm is enlisted and may be carried over into his design of a steamship. DESIGNING A SMALL STEAMSHIP. "By this time it is possible to start the class in the design of a steamship of moderate size; large enough to bring in all the problems of merchant ship design, and not too complicated to be grasped by a novice. Our experience is that each man should design and compute his own ship, and that the work may be so abbreviated that this is possible without omitting any essential work of the design. The computation will begin with a direct determination of the approximate dimensions for a specific pur- pose, which are afterwards to be checked by working out the dis- placement, resistance and power; it will include determination of weight, center of gravity, stability and strength, and will be con- cluded by computations for launching. The students will learn how to use rules and tables for scantling, and should write up specifications. In order that the student's design may go forward without delay and may have real educational value, the instruc- tor should have on hand a large number of designs of the proper sort all worked up and tabulated for convenient reference, by which he can keep in touch with the student's work and direct and advise without hampering; at first the student may be guided till he begins to apprehend his problem, then he should be forced to décide and act for himself; the design should be good and prac- tical, otherwise the educational value is sacrificed, but the finished perfection of a mature designer is not to be expected. It is well that the student should be made to realize that he is learning how to work at ship designing, and not take himself or his work too seriously. "Returning to the theoretical work: 'That which has been called dynamics will include a study of waves, of rolling, of ap- parent weights as affected by waves and by rolling, and of re- sistance and propulsion by steam and under sail, together with a discussion of steering and maneuvering. his part of the theory so briefly summed up, is at once the most difficult and the most interesting. Methods should be as simple and direct as possible, avoiding excursions into what is yet largely hypothetical, but not shrinking from investigations which are intricate enough to tax the student's mathematical training when occasion may demand. In the course there should be given lectures on heating, ventila- tion and drainave, with what application there may be to: design. It is well to give brief instruction in compass adjustment, for the ship designer should have in mind the location of the compass. and the naval architect may be called upon for anything if he once shows that he is a handy man. Finally, though not at all a part of naval architecture, it is well that the naval architect should know how to use a transit and level when occasion de- mands. Students should be urged to work in ship yards and en- gine shops in vacations, and fortunately a number of ship builders are generous in granting opportunity for such work. Mould loft work can be taught as vacation work in the drawing room if other opportunity is not found. METHODS ADVCCATED ARE FUNDAMENTAL, "Thus far attention has been giving to training for merchant work, though the methods advocated are fundamental and applica- ble to all kinds of ship building. Students who desire to make a study of warship design should take a graduate year after finish- ing the regular four years' course, or should plan for a five years' course from the beginning. To the theoretical work already out- lined should be added courses of lectures on special forms of construction used on warships, on armor and armament, on sub- marine boats and automobile torpedoes. With another year at command, the student should be able to give considerable atten- tion to electricity, which plays so important a part in modern war ships. Though entirely distinct from any course offered for civilians, it may be interesting to look at the course for naval con- structors now offered by the Massachusetts Institute of T'ech- nology, and it may be useful asa guide in developing such gradu- ate courses of war ship design as have been mentioned. "The course of study, upon the completion of which the de- gree of master of science is conferred, was laid out with the advice of the bureau of construction and repair of the navy de- partment, and seeks to add to the training already obtained at the naval academy, those subjects which are peculiar to naval archi- tecture, and to extend and round out that training in such a manner as will best enable a naval constructor to meet the varied and exacting demands of his official position. The course in- cludes all the theoretical instruction in naval architecture of the regular four years' course, to which is added another years' work whicn has snecial reference to the military requirements of naval vessels. Other subjects selected from the regular course are marine engineering, steam engineering and applied mechanics; the course is broadened and strengthened by courses in sanita- tion, heating and ventilation, foundations, metallurgy and metal- ography. A large amount of attention is given to electricity and electrical engineering, with adequate training in physical and electrical engineering laboratories; all with special reference to the use of electricity on warships. Adequate time is given throughout the course to warship design, together with lectures on the construction of warships, on armor and armament, on sub- marine boats, on automobile torpedoes and other subjects relating Seay MARINE REVIEW AND MARINE RECORD. to the building and service of warships. The following schedule' of subjects will give an idea of the arrangement of the course: "Junior year, first term.--Naval architecture, displacement and stability; history of modern warship construction; warship design; advanced calculus; least squares; theoretical electricity ; hydraulics; machine drawing; qualitative chemical analysis ; Spanish. : "Junior year second term.--Naval architecture, surface of buoyancy, flooding compartments, docking, launching, etc.; theory of warship design; warship design; differential equations; applied mechanics; theoretical electricity (periodic currents); physical measurements; physical laboratory; organic chemistry; sanitation of ships; Spanish. "Senior year, first term.--Naval architecture, waves, rolling, etc.; theory of warship design; warship design; steam engineer- ing; drawing with steam engineering; applied mechanics; periodi- = a currents; physical laboratory; metallurgy of iron; panish. Senior year, second term.--Naval architecture, resistance and propulsion, etc.; theory of warship design; warship design; steam engineering; applied mechanics; alternating current machinery ; electrical testing; foundations; heating and ventilation; metal- ography; Spanish. "Graduate year, first term.--Naval architecture, hydrodynam- ics, etc.; theory of warship design; warship design; marine engi- neering; dynamics of machines; steam engineering; engineering laboratory; theory of structures; electrical testing; electrical engineering ; electrical engineering laboratory. "Graduate year, second term--Naval architecture, submarine boats, torpedoes, etc.; theory of warship design; warship design; marine engineering; electrical engineering; electrical engineering laboratory; engineering laboratory; thesis." PROF, PRITCHETI'S PAPER DISCUSSED. Prof. Cecil H. Peabody of the institute was the first to dis- cuss the paper. He endeavored to illumine the subject since any list of courses without specifications is of necessity vague. He added that while the paper might seem to give undue attention te submarine boats that subject was really regarded as of secondary importance. In general the first two years at the institute are to cover accepted theoretical work, while the last two years will generally be devoted to practical application. 'The junior courses have been prescribed but the graduate year is yet subject to re- vision. Prof. William Hovgaard, teacher at the institute, went into greater detail concerning the courses, emphasizing the fact that in a series of lectures the history of the development of the war- ship will be gone into, not especially as to names and dates, but in relation to causes and effect and how the different steps in -- development have been brought about. After the historical part will come the theory of design, in which the general principles for choosing and settling upon the elements of design, including the military features, will be defined and discussed. The last part of the lectures will deal with the engines of warships. 'The lectures will be accompanied by great combinations of data. 'The third section of the course will be devoted to an examination of working drawings which will be constantly checked by what the students will see in actual construction. "| wis:. to express my pleasure," said Admiral Bowles, "with the means and methods of the institute. I also desire to accept Prof. Peabody's apology for the prominence given to sub. marine boats, but hardly regard the apology as necessary as the submarine affords an intricate problem to the student. The gov- ernment of the United States has determined to prosecute its ad- vanced courses in this country and it is well to know that there is an institution which can afford instruction not only to students of its own government but to other persons as well." Naval Constructor Baxter spoke briefly upon the importance -of manual labor in the shops and the necessity for instruction in shop management and shop administration. Mr. W. D. Forbes spoke also of the great advantage of hay- ing technical men in charge of shops. He spoke of the révolu- tion which one young man (not giving his name) had worked on his own establishment through technical knowledge. He added that if one would take a marine map of the world it would look like an anatomical study with all the lines radiating from one little heart--England--and he hoped to see the day when, through technical training, the lines would radiate from this country. Mr. W. H. Jaques briefly noted that Admiral Bowles would undoubtedly recognize the importance of foreign technical train- ing which had enabled the United States to take a leading place in the world of naval administration. Mr. Stevenson Taylor spoke of the demand for graduates from the school over which he had the honor of presiding, mean- ing the Webb Academy for Ship Builders. He said that the students invariably found places as soon as they graduated and regretted that the members of the society were debarred by their opulence from a course of instruction there. The Webb Academy is a school for the needy. Naval Constructor W. H. Varney, retired, recalled the days when the clipper ships of the United States were the best in the world. He said that the United States had lost its prestige as a maritime nation through its indifference to technical training-- that is those nations which had made a feature of it had wrested the supremacy in ship building from the United States. He