Prepared for the 21st Conference of Asian Historians, Singapore, accepted in November 30, 2009, presented in August 2, 2010.

第21回アジア歴史学者国際会議、シンガポール、2009年11月30日要旨受理、2010年8月2日発表

要旨

明治政府は近代化を推し進めるために大勢の外国人技術者を雇った。そして、技術に関わるさまざま事業を一つの政府部局が統括するために工部省を発足させ、さらにその中に日本人技術者を養成するための教育機関を設置することにした。

Abstract

The Meiji Government employed a lot of foreign engineers to drive the nation to rapid modernization, and intended to replace them by Japanese counterparts as soon as possible. To do that, the Government founded the Ministry of Engineering Affairs in 1870 and the College of Engineering in 1873. The previous studies successfully described who contributed much for the foundation and how the College was institutionalized, but they do not reveal how the College was organized and the campus buildings were designed from 1870 to 1875. This paper argues these two points by analysing lately found records, and will conclude that the founders of the College might know something about the latest development of engineering education for the British India and that the campus buildings were one of the most innovative design for purpose of technical education at the time.

1. Richard Henry Brunton and Edmund Morel

  The Dutch knowledges [Rangaku] penetrated into Japan through Nagasaki Dutch Factory [Dejima] throughout the Tokugawa Shogunate period. When the Shogunate was challenged by the foreign nations to one the nation in 1850’s, several enlightened local lords [Daimyo] tried to produce weapons using the Rangaku to protect the nation. Also, the Shogunate officially asked assistance to Dutch and French for foundation of naval arsenals in Nagasaki and Yokosuka respectively. These attempts failed due to lack of continuous supports from the Shogunate and the challenges by exclusionists.

  However, the Amity and Trade Treaty with five foreign nations in 1865 forced the Tokugawa Shogunate to set up lighthouses along Japan’s coastal lines. With the British Government cooperation, the Shogunate was to hire the lighthouse engineers in 1867. Stevenson brothers of the Northern Lighthouse Board in Edinburgh appointed Richard Henry Brunton (1842-1896) as chief, Collin Alexander McVean (1838-1896) and A. W. Brundel, both as assistant engineer. All of them were from Scotland, from where the Industrial Revolution was initiated and driven.

Just after three of them arrived at Japan in 1868, the Shogunate was overthrew by the Meiji Imperial Government. The lighthouse department was fortunately took over by the new government, and still led by Brunton, who initiated various civil engineering projects including technical education. Two assistant engineers left the department due to some crashes with Brunton.

  Brunton well understood that the Meiji Government intended to foster the nation’s rapid modernization by introducing the science and technology, and to replace the highly salaried foreigners [Oyatoi] to Japanese counterparts as soon as possible. The Government accepted Bruton’s proposal and founded several departmental training school [Shugikou] in 1870. The Lighthouse training school was, for instance founded in November 1870, and taught Japanese young students a variety of subjects including English, mathematics, mechanics, dynamics, material science, surveying, drawing, building construction, etc. with limited number of foreign instructors and without proper teaching methodology.

  Despite of Brunton’s effort, the technical school did not function well, and pupils falt frustrated as; Progress in real work was as erratic as a lightning flash. The desire was to learn everything in a hurry. Complaints were made by the pupils that the teachers were nor pushing them on sufficiently fast with their studies. Appreciation of the difficulties in front of these men, who had chosen a royal road, became more felt every day. An outbreak of discontent ensued. As many as thirty and forty pupils were in the habit of absenting themselves, they being all alleged to be ‘sick’. This was their way, and the traditional way in old Japan, of making a protest against some grievance grievance 7. The technical school was improvised and not managed consistently in term of curriculum and teaching staff, and so pupils complained and falt frustrated.

  In parallel with the lighthouse construction, the newly established Imperial Government started railway construction hiring British engineers head by Edmond Morel. Officer in charge of railway construction was Ito Hitobumi, who asked Morel what the key railways construction went smooth. 

2. The Engineering Education in the Britain and the colonies

The British engineers in the 19th century normally was trained through apprenticeship starting at the age of 12-13, and supplemented their knowledge of theory at the evening school or night school if the boy was ambitious enough as Brunton. Since there was almost no professional engineering school, the apprenticeship was only way to become professional engineer in the Industrial Revolution period of the Britain and even after the Revolution. Architect training was also same situation except some art schools.

However, the Institution of Civil Engineers warned that the Britain would not be able to retain the engineering advantage in post Industrial Revolution period among European countries, and presented an appeal entitled “the Education and Status of Civil Engineers in the Britain and Other Countries” to the government in 1870. Stronger need for comprehensive and consistent engineering education was also raised by the British India to train civil engineers for development of infrastructure throughout India. The East India Company employed number of the Royal Engineers for not only the military matters but also civil engineering projects, and already founded several technical schools. In 1858, the British government took over sovereignty over the India from the East India Company, and initiated various public work projects for effective colonial administration. To meet demand of civil engineers for the Indian Public Works, the British Government decided to establish more comprehensive technical school near London. It was the Royal Indian Engineering College (RIEC), which was opened officially on 5 August, 1872, just 2 weeks before the Iwakura Mission arrived at London. The campus was old estate, and was renovated by Matthew Digby Wyatt, Surveyor

General to India Office (Figure 2).

1. President; Lieut. -Col. G. Chesney, RE.

2. Professor of Construction; Calcott Reilly, MICE

3. Professor of Mathematics, Rev. J. Wolstenholme, D.Sc.

4. Professor of Surveying; Col. W.H. Edgcome, RE.

5. Professor of Physical Science; H. McLeod

6. Instructor in Mechanical Drawing; Lieut. G.S. Clarke, RE.

7. Lecturer in Hindustani; Cotton Mather

8. Instructor in Freehand Drawing and Landscape Drawing; S.T. G. Evans

9. Instructor in Architectural Drawing, and Lecturer in Architecture; T.H. Eagles

10. Lecturer on Geology and Mineralogy; S. P. Martin Duncan, FRS

Table 1 List of Organization and Teaching Staffs fro the Royal Engineering College, 1871

This engineering college was Royal Engineers-based engineering institution as shown in its name and number of the Royal Engineers teaching staffs (Table 1). The age of admission was 17 to 21 years old, and the course consisted of 3 years learning at campus plus 1 year practical training under qualified engineers. Branches were (1) ‘General’ which was subdivided into ‘Road and Buildings’ and ‘Irrigation’, (2) State Railway and (3) Accounts. Number of students was 100 in 1872.

Although the practical training was essential, it was not arranged in the campus, but also outside of the campus just like apprenticeship. The RIEC still replied on traditional engineering training in term of practice. Meanwhile, the Meiji government founded the engineering college in 1873, and it was circulated in the Britain as the Imperial College of Engineering (ICE). Although both colleges were founded to train young engineers, the department organization and curriculum were different more than their name; Royal and Imperial.

2. Ministry of Engineering Affairs and Engineering Institution

The leaders of the Meiji Government, soon after seized the authority from the Shogunate started to organize new government system. They founded first the Ministry Foreign Affairs and Treasury in 1869, and then Ministry of Engineering Affairs [Kobu-syo] in 12 December, 1870 [20 October Meiji 3]. This Engineering Affairs absorbed the existing departments of engineering matter of the Ministry of Treasury and of the industrial matters of the Ministry of the Civil Affair [Minbu-syo]. Hirobumi Ito (1841-1909) and Yozo Yamao (1837-1917), both took responsibility for early period of the ministry.

However, idea of the foundation of the Ministry of Public Works was delivered by Edmond Morel (1841-1871), a British civil engineer employed for construction of railway by the Meiji government in 28 May, 1870 [28 March, Meiji 3]. He has studied civil engineering in the Britain and has worked for Australia and Labuan colonies as railway engineer. In these colonies, he became familier with colonial administration of the public works, and so intended to introduce the system to Japan where did not have proper organization to control planning and execution of the works. His proposal consisted of the following three points;

Morel understood that the Meiji government wanted to give more weight to industrial development, and in his second proposal, he suggested the organization of the ministry: mining, railway, shipbuilding, port, lighthouse, steelworks, telegraph, various building and drainage. The Ministry, therefore aimed at providing the nation with modern infrastructure and promoting industrial development. After Ito left Japan for the United State, Yamao began to arrange organization and various rules including the technical education. He at the beginning intended to utilize the existing technical schools, but soon made proposal for the foundation of synthetic engineering school [Kobu-Gakko] in May 1871 [April Meiji 4], saying that “on roder to achieve the rapid industrial development, it is not enough to hire some foreigners and dispatch some Japanese to the advanced nations. We need to found the engineering school to train more Japanese engineers immediately.”

The proposed engining school would consist of the Primary School [Shogakko] and the College [Daigakko], and would be taught by foreign instructors in English. Age of admission to the School was 16 or younger. After screening examination, only excellent students proceeded to the College. In September 1871 [14 August Meiji 4], the proposal was approved by the government and it would be managed by the Department of Engineering Institution [Kougaku-Ryo]. The construction of the campus buildings started in February 1872 [January Meiji 5] at former Lord Nobeoka’s premises. At the time, the Ministry had no the Building Department in charge of construction of government buildings, and no foreign engineers or architect who took this responsibility except McVean, who was just reemployed as chief surveyor by the Survey Department of the Ministry in 1871. He supposedly spared no effort to arrange the purchase of building materials and fittings, and the recruitment of builders. William Anderson (1842-1895), a carpenter from Banffshire, was employed in 17 March, 1872 [January 28, Meiji 5] and worked together with McVean for the construction of the Primary School building.

3. Looking for Teaching Staff

The Meiji Government leaders was eager to find the effective government system, and dispatched the Iwakura Mission to investigate socio-political condition of the advanced nations in December 1871 [November, Meiji 4]. Ito took part in this mission as Vice Ambassador, and would find proper advisor for Japan’s Engineering Institution in the Britain. Meanwhile Yamao took the initiative in forming the Engineering Institution by issuing various regulations, and prepared to take first students in June 1872 [May Meiji 5]. When Ito arrived at the Britain, the British government arranged a welcome ceremony for him.

THE JAPANESE MINISTER OF PUBLIC WORKS IN ENGLAND

We are pleased to find that the Japanese Embassy which reached the shores of England last Saturday includes the no doubt intelligent Officer of State who presides over the affairs of Building. We also see that one fo the first expeditions in which our very welcome guests engaged was that of a visit to the South Kensington establishment, where they were received by certain officials, amongst whom own our intelligent Officer of State for the affairs of Building was sufficiently conspicuous. Mr Ayrton doing the the honours to the First Commissioner of the Tycoon--both wearing the same “evening dress” and both speaking equally good English--is obviously the right man in the right place. Not only does his personal connection with the mysterious East date from a long time back (of course we allude less to the Tower Hamlets than to the City of Bombay), but as we know the right honourble gentleman for a versatile or many-sided man, we have every confidence in his being able with sufficient readiness to put off before the grandee of Yeddo, for the sake of expediency, the fortiter of Eastern London, and to put on the suaviter of the Eastern Hemisphere. As he is also able to boast so emphatically as he did in Parliament the other day, of his belonging to the honourable profession of barristers-at-law, we doubt not that the cloak of courtesy which he wears before keen Oriental eyes does not exactly carry his official heart embroidered upon its sleeve [Architect: Aug. 24, 1872].

The British government admitted Ito as the Minister of Public Works or Building Affairs, and well understood the objective of Ito’s visit. And so, Ayrton took responsibility of official reception. Acton Smee Ayrton (1816-1886) has been the First Commission of Her Majesty’s Office of Works in 1869-1873, and was supposed to give advice to Ito in term of administration of public works and engineering institution. It was probably disappointing for Ito, who never mentioned

about this occasion in his diary and the Mission’s report.

According to Hugh Matheson’s speech in 1882 (“Ross-Shine Journal” Sept. 15), he was commissioned by his friend [Ito] to find the right advisors for the Engineering Institution, and talked to his old friend, Lewis D. B. Gordon (1815-1876). Gordon had been a professor in civil engineering and mechanics in the University of Glasgow, but already retired from the University in 1855. Nevertheless, he assured to assist, and asked his sucessor, Prof. William J. M. Rankine

(1820-1872) to recommend teaching staffs for the Japan’s Engineering Institution. Rankine was famous in invention of an effective engineering education method called ‘Sandwich Programme,’ repeating theoretical and practical learning. Rankine soon appointed Henry Dyer (1848-1918), one of his best students for this task in the end of 1872. Everything went smoothly, and Dyer entered into a contract with Japanese Government in the presence with Tadasu Hayashi, Ito’s personal attache in early 1873.

As Rankine passed away by diabetes in the end of 1872, Dyer had to take whole responsibility for establishment of Japan’s ambitious Engineering Institution. He arranged staff organization; Dyer himself for civil engineering and mechanics, Edward Divers (1838-1912) for professor of chemistry, William Edward Ayrton (1848-1908) for professor of physics, and D. H. Marshall for Mathematics. Then, Dyer started to contemplate the Institution’s department organization and curriculum on board and completed them within two months before he arrived at Yokohama. Whole of his idea was accepted by Yamao, Japanese official in charge of the Institution and materialized by them.

4. Education System and Curriculum

According to the College Calender which was published in 30 July 1873 [Meiji 6] in both Japanese and English, it was departmental system consisting of 6 departments, and of 3 courses. Mr Watson, Secretary of the British Legation also reported the ‘Present Educational System of Japan’ to the British Government, and circulated his reports to several academic and professional journals including ‘The Builder’ as,

Architectural Education in Japan, and Progress of the Country

Her Majesty's Secretary of Legation, Mr Watson, has just published a long report upon the educational system of Japan, and from this the we glean some information with regard to the study of architectural, building, and engineering matters in that country. The government of Japan being a departmental one,

there is a minister for each department, an all these departments employ certain number of foreigners for educational purposes. The principal one is the "Kobusho," or Department of Public Works, which comprises the following sub-departments, v.z.i., railways, telegraphs, lighthouses, mines, surveys, engineering,

and mechanical. It is mentioned that at the Survey Department there are twenty one Japanese students, and at the Engineering thirty. There is a large engineering college in connexion with the Department of Public Works, the principal of which is Mr. Henry Dyer., M.A., B.Sc., University of Glasgow. At this college the course of training is fixed to extend over six years. During the first four years it is provided that six months of each year will be sent in the practice of the particular branch which the student may select, while the last two years of the course will be spent wholly in practical work. It is the aim of the college to train students in the following branches of technical education;--architecture, civil engineering, mechanical engineering, telegraphy, mining, metallurgy, and practice chemistry; and the student’s whole course of training may be thus divided;--1, the general and scientific course; 2, the technical course; and 3, the practical course. The first course forms the foundation of the technical applications, and is common to all the special divisions into which the students are separated (The Builder 1874, Aug., 15)

Dyer concentrated himself into the formation of the College, which consisted of 3 courses two years each; General, Technical and Practice. Departments were 7; Mining, Metallurgy, Telegraph, Mechanics, Chemistry, Civil Engineering, and Architecture to cope with the department organization of the Ministry of Engineering Affairs. Uniqueness of Dyer’s curriculum is the following two points; (1) articulated architecture as a department, and (2) divided the whole programme

into three courses clearly.

According to Dyer’s memoir entitled ‘Dai Nippon, the Britain of the East, a Study in National Evolution (1904),’ he already found need to introduce effective engineering education to the Britain around 1870, and made research on the latest German and Swiss engineering institution. It was a little bit hard for him to found new engineer education in the Britain because of long tradition of apprenticeship, but the Rankine’s offer would be good chance for him. Sakuro Tanabe,

one of the first students in the Civil Engineering Department, also heard same thing from Dyer in 1900 as;

At the time, the University of Glasgow had only several engineering subjects, and mining was taught in the College of Mining individually. In Electrical Engineering, after theoretical study, telegraphs and electric lighting were just taught as applied engineering. There was a substantial and synthetic engineering

institution only in Zurich, and so, I organized Japan’s engineering institution following Zurich’s one (Record of the Foundation of Former Imperial College of Engineering).

Dyer has surely known the Institute of Civil Engineers’ report of “Education and Status of Civil Engineers in the Britain and Other Counties (1870)” and the foundation of the Royal Indian Engineering College, both in 1870. Some synthetic engineering school was already proposed and founded in the Britain, and Dyer probably referred to them when he arranged educational system and curriculum for Japan’s Engineering Institution. Big differences between the Royal Indian

Engineering College and the Japan’s Engineering College were the educational term and practical training. Japan’s College needed 6 years since proper primary education was not provided yet, also needed practice course within the curriculum since there was no practical training under professional engineers. Therefore, the Ministry of Engineering Affairs had to provide students with several workshops for practical training. Educational system between two was similar more

than the names; ‘Royal’ and ‘Imperial.’ The British diplomats and media circulated news of the Japan’s Engineering Collage with some astonishing;

AN ENGINEERING COLLEGE IN JAPAN

The Japanese Government, as represented by the ambassadors who visited this country last summer and autumn, have resolved upon taking example by our western civilization, and establishing a college in the city of Yeddo for affording instruction in civil and mechanical engineering to the youth of Japan, as a strong desire has arisen in that country to make an effort to develop the great natural resources which it is known to possess. Our advice and practical assistance in the establishment of the college have been called into requisition, owing to the ambassadors having observed during their sojourn amongst us, how intimately

our eminent industrial status as a nation is dependent upon the attention which we devote to the cultivation of those sciences which are involved in the mining, metallurgical, engineering, and many manufacturing industries, and in bringing the forces of nature under the influence of man.

The general scheme of the instruction has been devised by one of our eminent engineers, a gentleman whose experience of Continental and British systems of instruction is very extensive and varied, and judging from the appointment already made, it is evident that the professorial equipment of the college will devolve upon this country. The principal of the college, who is also to be the professor of engineering and mechanics, is Mr. Henry Dyer, M. A. B. Sc., who studied at the University of Glasgow, under the late Prof. J. M. Rankine, Sir William Thomson, and their colleagues. Mr. Dyer was a Whitworth Scholar, and his career hitherto has been one of great and well deserved success. He is well qualified to act as principal of the Yeddo Engineering College.

Prof. Dyer is to be assisted in his duties in the Japanese College of Engineers by professors of mathematics, natural philosophy, chemistry, geology, and mineralogy, and by teachers of English, &c. At least two important appointments have been made, namely, to the professorship of mathematics and to the professorship of natural philosophy. The former has been conferred on Mr. D. H. Marshall, at present assistant to Prof. P. G. Tait in Edinburgh University ; and the latter is to be filled by Mr. W. E. Ayrton, formerly of University College, London, and the University of Glasgow. The last-named gentleman has already been

employed in the East Indian telegraphic service, and he is at present assistant-engineer in connection with the manufacture of the Great Western Telegraph Cable under Sir William Thomson and Prof. Fleeming Jenkin.

In connection with this Engineering College there are several other points of importance that may be stated. It is intended to institute a geological survey of Japan, and not improbably the active superintendence of that work will devolve upon the gentleman who may ultimately be appointed to the professorship

of geology and mineralogy. As an important adjunct to the College, there will be erected a technical workshop, fitted with steam-engine, machine tools, and all the necessary appliances for familiarizing the young Japanese engineers with the principles of construction, &c. There will a’so be a technological museum

for the illustration of the progressive stages of various industrial processes from the raw materials to the finished products[Nature, April 3, 1873].

Japan’s Engineering College wan enviable one for the British probably because before the Britain found more synthetic and substantial engineering college than the Royal Indian Engineering College, Japan did it.

5. Theory Based vs. Practice Based

When Ito was looking for suitable teaching staff for the Engineering Institution, he had another channel beside the British Government and Hugh Matheson. It was Brunton who was asked by probably Ito to give advice for the Engineering Institution, and took the Iwakura Mission to several places in the Britain. Brunton already knew the foundation of the Royal Indian Engineering College, but it is not uncertain he took the Iwakura Mission to the RIEC.

“Meanwhile a series of large buildings had been in course of erection in Tokio, which were to form an Engineering College; and competent instructors were selected in Great Britain to teach in it. Much to my relief and convenience, the schools of Yokohama, which had been organized under my supervision, were

absorbed by this college under the direction of the Department of Public Works.

Having done so much in the way of education, and having further been much consulted about the character of the education to be afforded in the College, I tried to impress upon the men prominent in the Imperial Government the necessity of their adopting a system that should lean more towards practice than to

theory. Their desire was to have men who would be speedily useful in the work they contemplated, and my idea was to facilitate their laudable purpose.”(Brunton: Building Japan)

Brunton well understood that the Meiji Government wanted to achieve rapid modernization, and believed the Engineering College had to be practice-based to foster young engineer as short as possible. This Brunton’s advice was eventually neglected by the Meiji government after Dyer took whole responsibility for the Imperial College of Engineering. When the Imperial Collage of Engineering was opened in November 1873 [Meiji 6], Brunton regarded the system and curriculum

was too long and put too much weight on theory. Then Brunton might be disappointed and criticised Dyer;

With such opinions as these before us it is difficult to resist the conclusion that too much importance is given, in the Engineering College in Yedo, to theory. what we imagine the Japanese desire, and what will probably be of the greatest value to them is to learn how to build a bridge, how to form a railway, or how to make a harbour, and they in all likelihood desire to gain this knowledge in the shortest way possible. The valuable accomplishment’ of knowledge in the higher branches of physics and mathematics is not likely to be of much service to them for many years to come....

The first and most important object of the Government is naturally to obtain engineers in whom they can place reliance. having procured these, the fewer restraints placed, upon their actions in the professional discharge of their duty the better...... These thought led him on to vent his frustrations against the

Government and bureaucracy under which he had to operate.(The Japan Weekly Mail for 18 September,1875)

Brunton did not read carefully the College Calender (1873) which described that first 4 years of general and technical course repeated theory and practice every half year, and most of last 2 years was assigned to practical training in the government workshops or project sites. The teaching staffs in the Imperial Collage of Engineering took whole responsibility to the education including practical training since there was no professional and qualified engineers in Japan.

6. Buildings of the Imperial College of Engineering

In the early Meiji period, there were three professionals who could build Western architecture; Thomas James Waters in the Treasury, Brunton in the Lighthouse Department, and McVean in the Survey Department as the British media described;

They have engaged the services of English architects and engineers, and several buildings on improved principles are now in course of erection. Mr. Waters, Surveyor-General, is building for the Government for Yedo two barracks after the European style--one for four battalions, and the other for three battalions

of infantry. The works are of bricks, and are to be heated with steam and lighted with gas throughout. Mr. Waters is also engaged in the construction of a large suspension bridge over a ravine in the same district. Competent men have also been engaged by the government to make a regular survey of the country, somewhat after the plan of the Ordnance Survey of Great Britain, as well as of the capital, and at the same time they are preparing designs for a technical school on a very extensive scale. The school is to accommodate about 400 scholars, and foreign teachers are to be appointed. The building will be in the Lombardo-Gothic style of architecture. It is also contemplated, when the other general improvements of Yedo are finished, to effect great alterations in the present state of the streets and bridges, which are now very neglected(Architect Feb. 15, 1873).

Thomas James Waters was the most competent civil engineer, and employed by the Mint in 1868, and then the Building Department of the Treasury in 1870. He was busy with the Giza Redevelopment Project during the early 1870’s. Since there was no the Building Department the Engineering Affairs, McVean, chief surveyor of the Survey Department had to take the responsibility for early construction work of the Collage together with Anderson. When they got start the designing, the style has been fixed to Lombardo Gothic by somebody, possibly by Ito or Yamao who both has visited the University of Glasgow. At the end of 1860‘s, the University had high reputation in scientific achievement and carried out extensive building projects with design of Sir George Gilbert Scott, and they might be fascinated with the architecture (Figure 8).

The Primary School building was completed in late 1872 or late 1873 (Figure 9), consisting of three blocks; entrance block with clock tower, and wings. They were connected by row of class rooms and corridor, and covered by steep gable roofs supported by small timber brackets. Although the window frame was square, it was topped with the pointed arch. It looked Gothic, but hard to distinguish the actual style. If Ito or Yamao wanted Lombardo Gothic, it was disappointing.

Why McVean needed ‘talented young architect’ was not only because his department moved to another ministry, but also he was not capable to design architecture his clients preferred. The Primary School was eventually abolished in June 1877, and the buildings were reused as museum. Although Boinville joined the Survey Department in late 1872, he gave full play to his ability only after 1874 when the Building Department was founded within the Engineering Affairs. He

started to design the College Buildings soon, and completed the construction work in 20 June, 1877. Then, he did Akasaka Imperial Reception Hall and Banqueting Hall, Paper Money Printing Office, Woolen Cloth Factory and Main Building of the Foreign Affairs, and he was invited to the 1882 Imperial New Year Reception together with Henry Dyer.

The Proposed College Main Buildings consisted of total 11 buildings surrounding central garden in U shape (Figure 12), but the buildings on the left hand to the entrance were not constructed due to economic reason. The 3 storied Central Hall was a large space supported by rows of iron posts, and utilised usually for library and reference room and occasionally for various ceremonies including entrance and graduation ceremony. The buildings were the first substantial Western architecture in Japan. The style, however was no more Gothic, but Palladian. Boinville was not familiar with Gothic at all, as he has never dealt with that style, even in Glasgow.

3 years after he completed the College Main Building, he contributed an article to the“Builder”;

Imperial College of Engineering, Japan

Sir, -- My attention has been called to a paper by Mr. E.C. Robins, entitled "Buildings for Secondary Educational Purpose," which appeared in the Builder of the 10th and 17th of April last. In this paper Mr. Robins dwells at length on the excellence of the arrangements in the Physical Department of the Imperial College of Engineering of Tokio (Yedo), Japan, and on the satisfactory results obtained there. The writer at the same time gives a plan and details drawings of the same, and I must express my surprise that an architectural paper such as the Builder should publish drawings of a new building and its fittings without the signature or sanction of architect.

It may not be generally known that the Japanese Government, while behaving with great liberality to their foreign employes, are, averse to the publication of any of the designs made by those in their employ. This, you will understand, is a sufficient reason in itself to explain why I should object to any drawings of public buildings I have designed being published. The writer of the paper is perhaps not aware, when giving Mr. Ayrton sole credit for using benches fitted up so that the pupils can repeat the experiments made by the professor, --"which is believed to be unique of its kind," --that others before him employed the same means for instructing their pupils (Professor Williamson, of King's College, for example).

Before the Physical Department Buildings were thought of, the chemical class-room of the Imperial College of Engineering was fitted up with similar benches.

As much, if nor more, credit is due to the principal, Mr. Henry Dyer, and to Dr. Divers, the Professor of Chemistry, than to Mr. W.E. Ayrton, for the happy results which that gentleman's friends would claim for him alone. (The Builder, Aug. 14 1880)

Boinville was contended with that Robins, an specialist for school architecture, admired that class room and laboratory Boinville designed for the College were ‘idealistic’, but complained to Robins and “Builder” that they utilised Boinville’s original drawings without his signature and approval. It was regrettable for him, but, article showed that Boinville prepared interior design for the building in collaboration with Dyer and Ayrton. Specific design for laboratory and demonstration

for technical education was still new even in the Britain. Boinville’s family maintained good relation to Dyer’s as Clara Whitney described in her diary.

7. Conclusion

The Koubu-Sho of the Meiji government was founded with two objectives; development of modern infrastructure and modern industries. Since there was no professional engineers and modern contractors who materialize the modernization, the Koubu-Sho had to arrange everything including administration and execution body, and education system. It was partly similar to public works of colonies, and so was called as Ministry of Public Works by foreign media. But it must be Engineering Affairs. The 6 years engineering programme might be necessary for the early Meiji period since there was no professionals who could give full of practical training to engineering and architectural students. Therefore, the Imperial College of Engineering embodied theory and practice learning within 6 years programme, and so it was one of the fist synthetic engineering colleges, but not innovative one since there were some attempts and realization.

The early Engineering School Buildings were not built by professional architects. But after 1874 after the Department of Building was formed under the Ministry of Engineering Affairs, Charles Alfred Chastel de Boinville designed the College Main Buildings in Palladian style. This had to be the first substantial Western style in Modern Japan.

Reference

ENGINEERING. July 27, 1877. p.74-75.

THE IMPERIAL COLLEGE OP ENGINEERING, TOKEI, JAPAN.

    We noticed some time ago* the work which was being done in teaching engineering in the Imperial University (Kaisei Gakko) of Japan, where engineering forms only a growing branch of a somewhat extended curriculum. We are able to-day to place before our readers some information respecting another institution in the same city (Tokei), which differs from the university in concerning itself exclusively with the education of engineers.

   The Japanese Imperial College of Engineering is an institution established " under the orders of the Minister of Public Works with a view to the education of engineers for service in the Department of Public Works." Its work is carried on almost entirely by Englishmen under an English principal, Mr. Henry Dyer, B. Sc., to whom is due, we believe, the whole arrangement of the course of study in the college as well as the arrangement of the college buildings themselves, the architectural details of the work having been carried out under Mr. C. A. de Boinville.

   Mr. Dyer had no easy task before him in attempting to work out a course of instruction in engineering for students in a country whore practical engineering was of very recent growth, and in some branches can hardly have had an existence, and his difficulties would not bo lessened by the fact that the instruction had to be given in a language foreign to the students. The fact, however, that so many of the official engineers of the country are and will be educated at the college which he has organised rendered it doubly important that the scheme chosen should be a wise one, for the adoption of a mistaken principle of training would have been seriously detrimental to the efficiency of important Government departments for yearsjto come. It goes without saying that the plan best adopted for the special circumstances mentioned would not probably be that best adapted for us here. It may be none the less interesting to our readers to know what is being done in Japan, and there are certainly points in the arrangements of the Tokci college which are worthy of imitation in kindred institutions at home, in spite of their different conditions of working.

   Admission to the college is obtained by examination, fifty students being admitted each year. As the curriculum extends over six years, this makes the total number of students in the college 300. There is a preparatory school for about half as many lads, who take their chance with others in the entrance examination, in which a knowledge of the English languago takes an important part. The students board in the college, either paying something for their own maintenance—in which case they are free at the end of their college course—or paid for by Government, in which case they come under an obligation to work in a Government department for at least seven years after leaving the college. The first two years of college work aro the same for all students, the principal subjects taken up, besides English, being elementary mathematics, physics, and chemistry and drawing. In their second and third years the work of the students has more direct bearing upon their profession, and the college provides separate courses of study for civil engineering, mechanical engineering, architecture, chemistry, and metallurgy and mining. The students spend the winters of these years attending lectures and working at laboratories in college, and the summers at various special works, for the most part Government works. Their last two years the students give entirely to practical work in that branch of engineering which they wish to prosecute, their position, in fact, not differing essentially from that of ordinary apprentices. The progress of the students is tested from time to time by examinations both on their their theoretical and practical work.

   We are glad to see that Mr. Dyer has kept clear of the fatal but easy mistake of making a college workshop do duty instead of tho thing itself. He has, however, been peculiarly fortunate in this respect, in having under his own management engineering works at Akabanc. These are works employing now some 320 men (besides students from the college), and in process of considerable enlargement, Fney are intended chiefly to manufacture machinery, &c, required by tho Public Works Department, but also execute private orders, and appear to be conducted entirely as a commercial concern. They appear, in fact, to be simply engineering works with an unusually large proportion of apprentices, and from the long list of machines given in the College Calendar as in course of construction at Akabauc1, it is evident that the works are such as will give the students bona fide practical experience upon a moderately large scale.

   In the work of the college itself we are glad to see that much stress is laid upon drawing— the teaching of which, in all its applications, seems to be Tery fully developed—and also upon work in laboratories. Of these there are four, physical, chemical, technological and metallurgical, and engineering. We gather that the last-named is not yet in full operation, but it has been at least started the description given in the Calendar it appears to be essentially of the same kind as the " engineering laboratory" which it is proposed to at University College, and which has been already described in these columns.* Of the very

great utility of such an institution we have no doubt, and we are glad to see that Mr. Dyer is working in this direction. The laboratory at Munich, under Professor Bauschinger, seems to be rowing rapidly, and we hear that it is proposed to form a similar one at Aachen. We trust it may not be long before we have one in London.

   It only remains that we should say something as to the plans of the Japanese College, which we are cable to publish with this notice.

Fig. 1 (see next page) is a plan of the college itself. The main building (about 400 ft. long) has been completed some time (before its erection the work of the college was carried on in the building which is now the museum), and it is expected that the wings will be finished this autumn.

Fig. 2 is a plan of the grounds showing the museum, laboratories, and dwelling houses. The following references will make these clear :

Fio. 1.

a. Large Lecture Hall.

6 6. Professor's Private Rooms.

c e. Class-rooms.

d. Chemical Demonstration Booms and Museum.

e. Drawing Offices (Counting-house— (pound flat of »')■

f. Library and examination-hall, 10- ft. by 61 ft.

g g. Waiting Rooms (ground flat) ; Printing Offices (upstairs).

h h. Natural Philosophy Department, Laboratories, Instrument Rooms, Ac.

k. Boiler House.

Fio. 2.

1. College.

2. Museum.

3. Principal's House.

4. Professors' Houses.

5. Dormitories.

6. Assistant's House.

7. Chemical Laboratory.

8. Engineering Laboratory.

9. Metallurgical Laboratory.

10. Kitchen.

ENGINEERING. Sept. 7, 1877. p.196.

RIVETTED JOINTS FOR STEAM BOILERS.

To the Editor op Engineering.

Sir,—The accompanying diagTam has been prepared with a view of showing graphically the proportions of single and doable rivetted joints for steam boilers, for plates varying from ^ in. to 1 in. in thickness, a range sufficiently extensive for boiler work generally.

Further explanation seems unnecessary.

I might suggest that a more rigid and durable form of the diagram could be made on a piece of sheet brass or hard wood, and that one of these might be kept as a standard.

I am, Sir, yours truly, George Cawlit.

Imperial College of Engineering.