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would be impossible without an un- derstanding of the principles involved. These principles require, among other things, a knowledge of mathematics, physics, chemistry, strength of mate- rials, heat, electricity, hydraulics, and metallurgy. It is desirable that a trained engineer should have in addition a knowledge of some of the more general subjects in education, such as English, languages, eco- nomics, and _ history. Begin Teaching Naval Architecture In shipbuilding the same is also true. Two schools for naval archi- tecture were founded in Great Britain early in the last century, but were abolished later, and in 1864 the Royal School of Naval Architecture and Marine Engineering was founded, and this carried on until 1873. When this school closed the Royal Naval College at Greenwich was opened, and in 1884 a professorship of naval architecture was established at the University of Glasgow, to be followed later by similar professorships at Newcastle- on-Tyne and Liverpool. In Germany, schools of naval architecture have been established for some years at Charlottenburg and at Dantzic (1904), and in France there is the well-known Ecole du Genie Maritime at Paris. In the United States, complete courses in naval architecture are given at the Massachusetts Institute of Technology, University of Michi- gan, and the Webb Institute of Naval Architecture. In the past, Cornell university and Lehigh university have had such courses. Naval architecture at the Massa-, chusetts Institute of Technology was first given as an option in the course in mechanical engineering. Later this course grew to be of sufficient importance to be made a department by itself and was extended to include not only naval architecture, but ma- rine engineering as well. Prof. C. H. Peabody was placed in charge, and the first degrees were given in 1895. As now constituted the course offers a sound training in the design and construction of ships and their ma- chinery, and in yacht design. It has recently been extended to include an option in ship operation. Prior to 1901, American naval officers were educated in a _profes- sional capacity as naval constructors at Greenwich, Glasgow, Paris and Charlottenburg, but at this time the standard of scholastic work at the Institute of Technology was such that it was selected by the bureau of con- struction and repair of the United States navy to give the professional training required by its members 52 after being graduated from the Naval academy at Annapolis. The special course of study taken by the naval constructors leads to the degree of master of science. It is laid out with the advice of the United States navy department and adds to the training already given at the Naval academy, the subjects peculiar Need Naval Architects fF IS necessary for the good of any industry to attract to it young men of ability and tal- ent. The rewards in one way or another must be adequate. This is emphasized in the letter quoted below from Rear Admiral F. R. Harris, U. 8S. N.. Retired to John T. Doyle, secretary of the United States Civil Service Com- mission, Washington. In his let- ter dated May 22, Admiral Har- ris said: “T have your circular letter of May 15 and will be glad to do anything I can to assist you in connection with architectural draftsmen, but would like _ to bring to your attention that the pay offered is entirely inadequate and I could not recommend any first-class man to enter the serv- ice at any such compensation. The pay for a naval architect with two years’ experience in responsible charge of design is $200 per month and the pay for an associate naval architect with three years’ experience im re- sponsible charge is $250 a month. “T find it extremely difficult to get any young men with ex- perience. As an example: In my own office, the juniors with little or no experience receive a mini- mum pay of $225 per month; experienced men receive from $275 to $350 per month, which is from $3300 to $4200 per year and even these men are not in responsible charge. The designer in responsible charge gets $5000 a year. “T would say that your com- plaint in not being able to get technical men skilled in naval architecture is due to the fact that you do not pay enough.” to naval architecture as well as those which will best enable a naval con- structor to meet the special require- ments of his position. It is believed that a description of the courses now given in naval archi- tecture and marine engineering by the Massachusetts Institute of Tech- nology, under the direction of Prof. James R. Jack, will prove of interest to the reader, and will serve to show the basis upon which these courses are established. Three courses are given, viz: Naval architecture and marine engineering (course XIII, option 1); ship opera- tion (course XIII, option 2); naval MARINE REVIEW—July, 1928 construction—graduate course (course Rua) In the first year the instruction is practically the same as for all students, being concerned especially with the subjects upon which the later professional work is built. These subjects are: Chemistry, descriptive geometry, English and history, mathe- matics, drawing, military science, physical training, and physics. In the second year, a beginning is made in professional work. It will be noticed that the subjects include training of the hand as well as the mind, shop work being considered an essential part of the course. The classes in ship drawing are devoted to training the students in the use of the special instruments and meth- ods required in the descriptive geom- etry of a ship’s hull. A beginning is made in yacht and ship construction in which he learns the various types of vessels and the names and proper- ties of the different parts. The sub- jects given in the second year are: Applied mechanics, English and _ his- tory, forging, foundry, mathematics, mechanical engineering and machine drawing, mechanism, military science, physics, ship construction, and ship drawing. In the third year the student starts fully on professional work. In the drawing classes a type of ship in which he is specially interested is selected, and he prepares a design, makes the principal calculations for hull and machinery, and also makes a model from the ship’s lines. The third year subjects are: Ap- plied mechanics, engineering labora- tory, heat engineering, machine tool laboratory, marine engineering, mate- rials of engineering, naval architec- ture, political economy, ship construc- tion, ship design, and general study. Fourth Year Studies In the fourth or senior year, the professional work is continued and ex- tended to include not only the con- struction of the ship and its ma- chinery, but also the organization and management of the shipyard for efficient and economical production. Associated with this is a course in ac- counting which deals with the financial aspect of engineering problems. Re- cently, the students have been re- quired to take general studies, which being designed to counteract the nar- rowing tendency of a purely profes- sional education, are chosen from sub- jects as far removed as possible from professional work. In the final term the student is required to write a thesis on a subject approved by the department. Considerable latitude is allowed in