I. Prolog序

   C. A.C. de Boinville's articles were inherited by Charles, his first son, who was born in Tokyo in 1876. He became anglican clergyman after Oxford, and passed away in 1968. Unfortunately, his house was burned down by fire, and nothing remained to his grand sons, Nigel and Simon. Nigel was a bar member in Hong Kong during 1990s, and had only one photo of his grand father. 

建築家ボアンヴィルの遺品は長男のチャールズが相続した。チャールズは1876年に東京で生まれ、オックスフォード大学を卒業すると祖父と同じようにイギリス国教会の聖職者になった。1950年頃にカンタベリー大主教候補までになったが、婦人が病弱であったためこの昇叙を断り、晩年はキングストン･アッポン･テームズの教会牧師を勤めた。教会すぐ近くに自宅があり、フランスで宣教師をしていた祖父が購入したものであった。この邸宅は残念なことに火災になり、建築家ボアンヴィルの遺品全てが焼失してしまった。CharlesにはCharlesとDavidの二人の子供がおり、彼らは宗教界を離れ、農業ビジネスと役所に勤めた。CharlesにはNigelとSimonの二人の子供（建築家ボアンヴィルにとってはひ孫）がおり、NigleはOxfordで法律を学び、1980年代から亡くなるまで香港植民地陪審員を務めた。Simonの方は父親と同じように農業ビジネスの世界に入り、つい最近退職した。建築家ボアンヴィルのもう一人の孫のDavidは第二次世界大戦中は外務省情報部に勤め、戦後はBritish Councilに移り、ワシントンD.C.支局に勤めた。

曾孫のNigelが曾祖父を含めた家系を調べていた。私は2003年と2004年に香港で会ったが、2006年から音信不通となり、弟のSimon氏から兄のNigelが2006年に亡くなったという手紙を受け取った。Simonは兄の遺品を整理しているうちに私の手紙を発見し、兄がお世話になった方々に死去の知らせを送っていたのであった。手紙で文通するとこういう出会いがあることを感謝する。電子メールで文通していたらボアンヴィル家との縁は切れてしまっていたであろう。

建築家ボアンヴィルの遺品の発見は望み薄なので、彼について知るには他の誰かが書き記した記録に頼ることになる。名字が珍しいので、気をつければ発見はあるものである。

II. Appointment of Japanese Government in 1872

(1) Arrival at Japan

McVean Diary 1872

Thursday 26 Dec., Saw Mr Sano by appt at Kobusho De’ Boinville arrived. Recd cheque on Mitsui for C.M. B. for $2653 – 82. Paid by office to Dowson on acct of Morton Mile $500-00. receipt by Dowson to office -

*「工部省で佐野に会った。ボアンヴィルが到着した。マーカンタイル･マーチャント銀行への2653ドルの三井の小切手を受け取った。

III. Working in Japan's Public Works in 1873-78

1. Residence at Yamato Yashiki大和屋敷の官舎設計

McVean Diary 1873

Friday 10 Jan., Saw Mr Yamao Joyner to be left in charge during my absence – and to receive a rise of salary of $50 per month -

also sanctioned the appt of a clerk & secy - Separate house for Di Boinville sanctioned

*山尾に会った。ジョイナーを留守中に（師長代理に）据えること、その間、月給を50ドルに上げることの承認を得た。また、ボアンヴィルのために独立した家（の建設）を承認した。

--C.A. McVean asked Yamao for his sanction for building of Boinville's residence at Yamato Yashiki in early 1873 as Boinville would marry Agnes Cowan soon. Boinville designed and superintended construction of his house. The house was completed within the year, and the Boinvilles started living in that house in May 1874. The house was photographed by Mr. Black for his magazine "The Far East." It was a handsome 2 storied house, and should be the first pure European style residential architectecture in Tokyo. However, the house disappeared in the following year as seen in Black's 1875 photo. It was demolished by some reasons. One of the reasons is that the Yamato Yashiki was no longer the property of the Public Works, but of the Home Office. Boinville had to move from here to Kaga Yashiki, another foreign officers' quarter for the Public Works. The most possible reason may be that verandah on the second floor had excessive good view over the heart of Tokyo, in particular government quarter.

--ボアンヴィルが東京で新婚生活を始めるため、1873年1月に測量師長マクヴェインは山尾庸三に対してボアンヴィルの新居の建設許可を申請した。婚約者のアグネス･コーワンは、マクヴェインが年末に一次帰国から帰ってくるときに同伴してくることになっており、ボアンヴィルは大和屋敷の外国人居住地内に新居の建設を始めた。この住宅は1874年12月号『ファー･イースト』誌の大和屋敷写真に写っており、それは二階建ての瀟洒な建物で、三方向に広いヴェランダを取った純西洋建築であった。東側二階ヴェランダから東京中心部、特に官庁庁舎と軍営を遠望することができた。1880年、大和屋敷の最後の外国人住人であるボアンヴィルが帰国すると、大和屋敷は大倉喜八郎の所有となり、大倉は自邸を建設し始めた。ボアンヴィル邸は西郷従道の屋敷に移築された可能性はある。

2. Main Gate, Imperial College of Engineering.工部大学校正門

3. Teacher's Residence of Imperial College of Engineering.教師館

Plan was prepared by McVean and Joyner, but rearranged by Boinville in 1873.

平面図はマクヴェインとジョイナーによって作成されていたが、ボアンヴィルが1872年12月に来日すると、彼が図面を作成し直した。

アーチを石と煉瓦を交互積みとしたり、スティック･スタイルを思わせる細い部材のヴェランダやバージボード&フィニアルは、ボアンヴィルのフランス時代に関わった建物にも見られる。

ヴェルノンのビジー城の厩と正門と守衛住宅。守衛住宅はイギリス人建築家のウィリアム･ヘンリー･ホワイトが設計したもので、この時期、ボアンヴィルは助手を務めていた。

4. Others

師長マクヴェインに対して、鉄道寮から同寮雇い外国人のための宿舎設計をボアンヴィルに頼めないかという文書が来ていたので、鉄道寮外の工部省雇い外国人宿舎を設計した可能性がある。

IV. Japan's Public Works in 1874

1. Imperial College of Engineering, consisting of Main Hall and Wings

・工部大学校校舎、中央棟と両翼から構成される。工学寮小学校校舎を1873年3月に完成させると、すぐにこちの建物の設計に取りかかった。小学校の施設建物はボアンヴィルが到着する前に、マクヴェインとジョイナーによる設計ができていたが、こちらはすべてボアンヴィルによる設計と施工監理である。

(1) Layout and Buildings配置と建物の計画

SOURCE 1: Engineering, July 27, 1877. 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. Hemry 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 de. trimental 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— th 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 " en 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 arc able 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. Waiting Rooms (ground flat) ; Printing Offices (upstairs).

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.

(2) Design of Class Rooms and Interior教室とインテリアのデザイン

SOURCE 2: 1881 Engineer.

No.4 Plan of Natural Physics Laboratory, ICE. Source:

No.5 Fittings of Natural Physics Laboratory, ICE. Source: 1881 Engineer.

理学部実験室（東棟）は、あるイギリス人建築家がエアトンに対して平面素案を提供したと述べており、校長のダイアーと設計主任のボアンヴィルを通してのことではないので、彼は設計のクレジットを主張することはできないが、大変興味深いことである。この建築家は技術科学者の専門教育施設として世界で先駆的な事例であるとイギリスの各学会で発表する。

(3) Exterior外観

･1階に比べると2階の階高が高い。中央ホールの正面両側に階段室が付き、3階にあたる塔屋が載る。

･イングリッシュ積みの煉瓦壁となっている。

ボアンヴィル設計のこの校舎にはモデルがあったと考えられる。

2. Note Printing Department紙幣寮印刷局

3. Marriage結婚

Source 1: Marriage, the Japan Weekly Mail. May 30, 1874.

MARRIAGE

At the British Legation, Yedo, on the 22nd May, by the Rev. W.Wright, M.A., Craigie, M.A., Professor of English, at the Imperial College of Engineering, Yedo, to Jessie Cowan, second daughter of the lat Henry Syne, Esq., Aye.

At H.B. M.'s Legation, Yokohama, on the 23rd instant, by the Rev. William W. Parry, of H.M.S. Iron Duke, Henry Dyer, C.E., M.A. & c., Principal of the Imperial College of Engineering, Tokei, to Marie Aquart, eldest daughter of D. Ferguson, Esq., Glasgow.

Chastell de Boinville--Cowan. On the 23rd instant, at the French Consulate, and afterwards at H.B.B'sLegation, Yokohama, in the presence of Sir Harry S. Parks, by the Revd. William W. Parry of H.M.S. Iron Duke, Charles Alfred, eldest son of Revd. C.A. Chastel de Boinville of Kingston on Thames, to Agnes, youngest daughter of W. Cowan, Esq., Banker, Ayr.

V. 1875

(1) A Paper upon Japanese woods, the Japan Weekly Mail, Nov.13, 1875, "ASIATIC SOCIETY OF JAPAN"

  Professor R. Smith called the attention of the members to the collection of Japanese plants in a dry state that was about to be sent to Europe by the Educational Department of the Government. Mrs. Chaplin Ayrton then proceeded to read a portion of paper upon Japanese woods, translated with additional notes by Lieut. Lindo, from the Transactions of the Royal Institution of Engineers of Holland from a paper by Rear- Admiral Akamatsu. The reading was interspersed with remarks from Mrs. Ayrton as to the characteristics of the trees and the uses to which the various kinds of woods were applied. 

* The Report contained in our issue of last week of the meeting of the Asiatic Society which took place on the 17th ulto, requires to be supplemented by the following particulars. Mr. Aston said that the notice of this meeting given in the newspapers had hardly prepared him for some interesting features of it. The advertisement had led him to expect a "paper" on the Woods of Japan from Professor Smith; but he found that an unwritten lecture was given instead, and no notice was given to the Society of the interesting observations on Japanese woods with which Mrs. Ayrton had agreeably surprised the meeting in connexion with Mr. Lindo's paper on that subject. Mr. Aston thought it was desirable that the Society should, as far as possible, be made acquainted before hand with the business which was to come before it. 

   Dr. Antisell remarked upon the great interest of Mr. Lindo's paper, and also that of Mr. Smith's experiments on the strength of timber. The remarks of the reader of Mr. Lindo's paper, on the slender viability of the young malzu tree, and its in ability to bear sunshine, reminded him that this was the true reason of the disappearance of forests from certain parts of Europe when they had abounded some centuries past, as in Denmark the prehistoric beech forests have given way to different species. Thirty years ago, when the mineral theory of Liebig was in full popularity, the reason assigned was the exhaustion of the Boil of the elements appropriated by these trees; but it is more likely it was owing to some climatic conditions unfavourable to the growth of very young trees, like the peculiarity mentioned of the malzu. Something of this kind has been observed along the coasts of California.

  Formerly the pine grees grew down to the water's edge, giving a peculiar feature to the landscape, but since the establishment of saw mills to convert the large trees into lumber, the ground has been considerably cleared and the young pines do not come up as abundantly as before, so that the landscape now looks as if the pine tree had disappeared. With regard to the relative strength of Japanese and European timber of like dimensions, it is evident that Japanese timber must be weaker ; at least that portion of timber which grows on this island where there are no heavy winter frosts.

   To make good timber there must be temporary arrests of growth by which the sap is drained out of the tubes and the fibres shrink together from the cold, while the new wood of next year, forming a ring round the old, prevents its future expansion and thus renders it more dense. The strength of timber (ceteris paribus) resolves itself into this formula,—how many wood fibres are in a square inch of cross section?—Those having most are of course strongest, and those will have most which are grown in countries where tho growth is temporarily arrested, that is, in countries whore winters aro well marked. 

   Professor Perry then addressed the meeting stating that Mr. De Boinville had placed in his hands a paper relative to the felling and seasoning of timber, which he begged to have read to the members present. In this it was stated that timber used to be felled only in June and July, but that since the greater demands for large timber had arisen the period was extended to September. But as an exception oak was felled in March. 

   The wood is softer in summer, having the sap in full flow, and hence the choice of June and July to enable the wood cutters to carry on their task with greater ease. The Japanese season their wood by immersing the newly-felled tree (after being barked) in water for a longer or shorter period, from 80 to 70 days according to the use to which it is to be put. There is, however, an exception to this method of seasoning in case of maki (a species of pine) which is generally used under water. As regards the growth of timber, Mr. De Boinville's paper contained some interesting facts obtained by comparing the ages and sizes of the same trees in France and Japan. Pines growing in the Vosges valleys required 80 years to equal the size of Japanese pines of 50 years of age. And this rapid growth in Japan accounted for the comparative weakness of the timber.

   There was also a difference between the same wood grown in the valleys and on the mountain sides or on high land, tho latter requiring more time to mature, but being closer of grain and consequently stronger. Referring to Dr. Geertz' paper, Dr. Antisell observed that among the localities where cinnabar is found, that of Tsushima had been omitted : it was there that this ore was first observed, and from there no doubt Klaproth obtained the specimens from which the first examination of the Japanese variety was made.

   The ores are not rich in Japan, but in a country where labor is so cheap a poor ore might be worked economically. Those of Almaden in Spain do not average more than 15 per cent. The various processes used at New Almaden, Cal. to obtain metallic mercury of pure quality were then reviewed, and attention called to the method of Violette which consisted in the use of superheated steam, which so far as known had been used with success.

*ボアンヴィルが日本の樹木（建設用材）についての論考を発表していた。ロバート・ヘンリー･スミス（開成学校科学教授）がコメントしている。

VI. 1876

(1) 聖アンドレ教会（芝）の設計

 出典：宍戸實、芝アンドレ教会初代聖堂の設計、日本聖公会の建築研究嘉悦女子短期大学研究論集、第28巻第1号、通巻47号

１．はじめに

東京都港区芝公園地内にある日本聖公会アンデレ教会は、イギリス教会The Church of England下にあるS.P.G. The Society for the Propagation of the Gospel福音伝道教会の日本における最も古く有力なものである。それは芝栄町の教会として開設以来知名度が高く、芝栄派として教役者や信者を育んできたことはよくしられている所である。この事はすでに拙稿の「A.C.ショオの来歴とその建築の研究」で述べたが、初めに建てられた全容については不詳であり二番目の木造仮聖堂についても正確な資料を得られなかった。

後略

２．建設の経緯

建設に至る経緯は前出注拙稿の中で述べたが、それを補うものとして初めに触れておきたい。

A.C.ショウRev. Alexthander Cloft ShawとW.B.ライトRev. William Ball Wrightの二人のS.P.G.先発宣教師は、三田大松寺を居所として、明治7年に赤坂霊南坂の曹洞宗陽泉寺本堂内に礼拝所を開設した。ここで在留イギリス人の外に日本人会衆を得たので1年後に移転、西洋人会衆は別れて芝増上寺近くの寺院へ、日本人会衆は、明治9年に最初の教会聖パウロ教会となる。その翌年に飯倉坂上の麻布飯倉2丁目に聖教社神学校を開学し、隣接の芝栄町の土地を入手して、レンガ像の聖堂建築に取りかかった。そして明治12年6月14日16人の受洗を兼ねて献堂式を行い、聖安得烈教会St. Andrew Churchと名付けた。これはスコットランドの守護聖人に由来するものである。

後略

３．最初の聖堂の設計

前略 この中でこの図面は煉瓦造聖堂らしい事に触れてるが、これはJ.コンドルによる新築設計図ではなく増築案であると述べている。これは京都大学建築学教室蔵の「J.コンドル博士設計図」の中に、「飯倉教会建築図」として15枚の建築図面が一括されている。その中にスコッティシ・ゴシックの聖堂に、イングリッシュ・ゴシックの聖所Chapelを取り付けたような立面図と並んで平面図がある。この図面にはEnglish Church, Igura Tokyoとあって下段には Proposed Enlargementと記され、Josire Conderの署名とともに1885年3月の日付が読み取れる。

４．設計者について

前記の建築についてはJ.コンドル建築図集によるもので、設計者については不明とされてきた。昭和58年の夏、草創期の聖安得烈教会の人々による“芝派”について研究するためセロ・パウルス博士Dr. Cyri Hamilton Powlesにより、聖アンデレ教会煉瓦造聖堂の設計者はフランス名のイギリス人であるとの示唆を得て、次いで下記の文章を受けた。

The architect of the first brick Saint Andrew’s Church, opened in 1879, was a Mr. Boinville, “an English architect employed by the Japanese government.” See Shaw letter to SPG (July 11, 1879) in APG Archives. Also C.K. Sansbury A History of Saint Andrews Church 1879-1939 Tokyo: 1949.

* ボアンヴィルの同名の父親はフランス国内に十棟を越えるプロテスタント教会を設立しており、ボアンヴィルは教会建設の様子をよく見ており、おそらくそれが建築家を志す切っ掛けになったと思われる。聖アンドレ教会の設計はお手の物であったに違いない。ボアンヴィルを名前から闇雲にフランス人と決めつけてきた既往研究とは異なり、同教会側の記録にボアンヴィルが日本政府に雇われたイギリス人建築家としているのはまったく正しい。少なくとも、ボアンヴィルの子供まで英仏二重国籍者であった。

Additional work by Josiah Conder.

VII. 1877

VIII 1878

(1) Auction Notice

IX. 1879年：工部大学校校舎の工事完了

・ヘンリー・ダイアーの賞賛

X. 1880年：工部大学校の設計図面の流出事件

・工部大学校建築は日本最初の本格的西洋建築でありながら、日本側に設計図面は見つかっていない。ボアンヴィルは助手の秋吉金徳らととにも数部の設計図面を作成していたはずで、その一部がロンドンに渡ったことが以下の記事からわかる。持ち出したのは工部大学校教授のエアトンで、彼は帰国後にフィンツベリー工学校（インペリアル・カレッジの前身）の教授に就任することになっており、この工学校の設計に役立てようと意図したものだった。

(1) April, 10, 1880. BUILDINGS FOR SECONDARY EDUCATIONAL PURPOSE

By Mr. E. C. Robins, F.8.A. Read at the Society of Arts on the 7th last.

   It has long been the meritorious privilege of this Society to inaugurate valuable reforms in social and political economy, and to materially aid in the development of educational, industrial, and commercial enterprise. It is here that the enthusiast, charged with some fixed idea as to the particular mode by which improvements may be effected in any time-honoured custom, or antiquated system of doing or thinking, may deliver himself of his crotchet, and bring to the test of discussion the result of his lucubrations.

   The earnestness and honesty with which opinions may be stated are sure of appreciation here, even though the convictions themselves do not find approval, and, therefore it is that one feels free to speak one's mind in this room without let or hindrance, knowing well that the wheat will be separated from the chaff by the interchange of ideas, and progress of a more or less substantial character will result from the consideration of the questions at issue.

  Upon the subject before us to-night an immense variety of opinion has existed, and still exists, and it is no purpose of mine to claim exceptional superiority to, or even exemption from, the weaknesses of others. Nor shall I stay to magnify their deficiencies, but rather try to add what I may towards the solution of a problem which is every day becoming more interesting as its importance is more keenly felt.

   The inconsistency subsisting at the present time with reference to the supervision and control of educational buildings will be obvious to all whose attention has once been drawn to it. While in elementary schools, workhouses, and lunatic asylums, restrictions are imposed, and rules and regulations are enforced, which prescribe the minimum superficial area and cubical space to be allotted to each inmate, in secondary and higher class school buildings no such supervision exists, and the middle and upper class boys and girls of the period are allowed to be packed away in close, ill-ventilated, badly arranged apartments, without any controlling authority, in premises not originally constructed for educational purposes, and with none of the appliances common to every Board school.

   A private house, originally intended for the accommodation of less than a dozen persons, is seized upon for a middle-class school for several hundred pupils. Properly-certificated teachers are demanded for primary tuition, but any speculative person, whether certificated or not, may establish a secondary school ; and no minister of education may interfere with the glorious independence of the bold Briton who, perchance, may add to his intellectual incapacity entire ignorance of sanitary laws, and the consequent effect of which, upon the physical and mental vigour of his pupils, however deleterious, passes unchallenged.

   Mr. Matthew Arnold has well said: —"The middle classes in England have every reason not to rest content with their private schools ; the State can do a great deal better for them. By giving to schools for these classes a public character, it can bring the instruction in these under a criticism which the knowledge of these classes is not in itself at present able to supply : thus, the middle classes might, by the aid of the State, better their instruction, while still keeping its cost moderate. This in itself would be a gain, but this gain would be nothing in comparison with that of acquiring the sense of be longing to great and honourable seats of learning, and of breathing in their youth the air of the best culture of their nation. This sense would be an educational influence for them of the highest value; it would really augment their self-respect and moral force ; it would truly fuse them with the class above, and tend to bring about for them the equality they desire."

   How this desirable end may be brought about it concerns us all to inquire. I can do no more on the present occasion than call attention to it, in the hope that it may yet receive the consideration it demands from a patriotic people.

   The recent growth of intelligence in the design and construction of national schools and their appliances is too obvious to need more than a passing remark when comparison is made between the latest efforts of the London School Board and the system which preceded it. The effect of this improvement is, however, beginning to be felt in secondary schools ; and its influence will be still more marked in the future, as time rolls on, and the necessity for the same constructional advantages is better understood and appreciated. Humble as yet may be the educational results of the London School Board curriculum beyond the three R's, the social and moral influences of their ample provision of space, suitable fittings, and sanitary arrangements, cannot be otherwise than considerable.

   The older educational endowments for higher education are associated with buildings erected at a period when sanitary laws were little understood. As Mr. Robson observes:—" Our old foundation grammar-schools furnish ns with few ideas as to the future planning of public middle schools ; their sole provision was usually a single, lofty, and noble hall of oblong form, in which the whole of the boys might be seen engaged in their various lessons, learning by "art," or carefully plodding with grammar and dictionary within sight of the master, who was placed on a raised platform.

   No class-room ever, until quite recent years, spoiled the simple dignity of these architecturally excellent schoolhouses, and their fittings were of the rudest and simplest kind." Through the action of the Endowment Commissioners many of these old institutions are being remodelled, and schemes for their wider nse and development are constantly being thought out, as new buildings are required to meet the increasing demands for space.

   Opportunity is thus occasionally given to exercise the ingenuity, which has been so well displayed in primary school-houses, on middleclass school-buildings. Private schools in particular, as we have already observed, usually suffer from the disadvantages of being located in honses not specially constructed for them.

   Public schools will inevitably become more and more popular as the teaching power improves, and as the opportunity for proper classification,—which is increased with the larger numbers to be taught in one and the same building,—is recognised. Public schools for boys have always been more or less in vogue, but public schools for girls are a modern innovation, calling for special contrivance in the buildings appointed for their use.

   Concerning public day-schools for girls, and with respect to their suitability for the purposes contemplated, Miss Wolstenholme emphatically says:—"The experiment of large day-schools has been successfully tried, and the results are conclusive as to the superiority of the system from whatever point of view we regard it ; their superior economy is obvious. Morally, we believe the gain to be also great. We want in every considerable town in England a high school for girls, which should offer the best possible education on moderate terms,—one which should serve as a model to all those private establishments for which in future, as at present, there will no doubt be abundant room.

   To such a school as this it would be very easy to attach all manner of appliances and apparatus in the way of lectures and special classes, which might be attended from private families or smaller schools." Since these words were penned, eighteen schools for girls have been established by the Girls' Public Day-Schools Company, originated by Mrs. Gray, who sagaciously hit upon this commercial means of extending this new system of education for girls, but which is equally applicable to boys ; and a Boys' Public Day-schools Company would not fail to achieve a similar success. The resources of the company have, as yet, been chiefly employed in the establishment of new schools, and they have been obliged to hire houses for school buildings. Except at Croydon and Blackheath,* which are very creditable examples, I am not aware that they have erected any new schools. At Gateshead and Oxford new schools are projected. I am, myself, engaged in the preparation of plans for a new school-house for the St. John's-wood branch, of which I was one of the original promoters, and in which I am desirous of giving an inexpensive illustration of the principles hereafter advocated, adapted to a school for 300 pupils. The system of teaching adopted in these schools is very similar to that elaborated at one which maybe regarded as the mother of girls' day-schools, viz., the North London Collegiate and Camden School for Girls, founded by Miss Buss nearly thirty years ago. The remarkable success of these day-schools is proverbial.

   They now contain nearly1,000 pupils, several hundreds more patiently awaiting their turn for admission as vacancies occur. On the application of the Brewers' Company, the Charity Commissioners projected a scheme whereby certain valuable educational endowments, belonging to that company and the Clothworkers' Company, have been devoted to the development of these schools, thus enabling the trustees, to whom Miss Buss had handed them over, to erect, for her foundation, representative buildings of their class. As the architect to the trustees for carrying on the said day-schools, I shall have occasion to point out the peculiarities of their construction. With these preliminary remarks, I now proceed to offer some practical suggestions, with the view of popularising a subject not generally too well understood. It may be

convenient if I arrange what I wish to say under two general heads : —

1. The general arrangement of the buildings as a whole.

2. The particular planning of the parts.

(middle part omitted)

   Mr. T. R. Smith's design for the Grocers' School is most compact. The class-rooms are arranged on three sides of the hall, with which they are in direct communication, similar to the admirable Board school erected by him at Stepney.

   Mr. Robins then proceeded to consider the second division of his subject, namely, the planning of the parts, including an account of the fittings in the physical department of the Imperial College of Engineering at Yedo, Japan. We give illustrations of some of these fittings, and iu our next will add others with the remainder of the paper.

(2) April 17, 1880. BUILDINGS FOR SECONDARY EDUCATIONAL PURPOSE. PART II.

   The Physical Department of the Impend College of Engineering at Yedo, Japan.—From the particulars given to me by Professor Ayrton, I have been enabled to prepare a ground-plan of the department of which he was professor, and it is no small satisfaction to me, as a member of the Executive Committee of the City and Guilds Technical Institute, that his able services have been secured to develop the physics classes at Cowper-street, for which costly buildings are in course of realisation, such as it is hoped may give full play to his talents, to the great advantage of the youth and working classes of the City of London.

   Boom No. 1 is the demonstration-room, 60 ft. square, and occupying the whole height of this portion of the building.* It was fitted up in the following manner:— On a level with the first floor, a gallery about 3 ft. wide ran round the whole room, from which wires and other apparatus were suspended for experiment; it also gave access to the shutters by which the upper windows could be closed to darken the room for optical and other experiments. The students' benches occupied the centre of the room, and around three sides of the room, next the walls on the ground-floor level, were instrument and working cases, the under-side of the gallery being utilised for cupboards, entered from behind.

   Room No. 2 is the general laboratory, fitted up with instrument cases, covered in working oases, the tables being on concrete foundation, and uncovered instrument cases on brick piers.

   Room No. 3 is the Professor's private room and private laboratory.

   Room No. 4 is the instrument-room.

   Rooms Nos. 5 and 6 are for electrical experiments, No. 5 being fitted up with six brick pillars, each about 2 ft. square, and descending 6 ft. into the ground. No. 6 has long tables on brick piers.

   Boom No. 7 is the lavatory attached to the laboratory, for washing bottles, & c.

   Boom No. 8 is a small, artificially- dried room, in which experiments with frictional electricity could be conveniently performed.

   On the first-floor, which extended over all but the demonstration-room, were rooms for experiments on light, a small class-room for the teaching of applied physics, rooms for special experiments, store-closets, and the battery-room. The detail drawings, which I have had prepared from those made by Professor Ayrton, are exceedingly interesting and valuable on account of their originality, and because they have stood the test of use in the college at Yedo.

   Fittings in Demonstration-room.—The sloping platform, or students' gallery, is shown on the drawings, and in the side sectional view I have indicated in dotted lines the brick piers which sustain the students' tables distinct from the general flooring, so as to be quite free from vibration. There is also a front, back, and top view of the students' benches, and a section showing sinks and gas-fittings. By this special arrangement of students' benches (which is believed to be unique of its kind), it was possible for the students, without leaving their places, to repeat the experiments made by the Professor during the lecture, with apparatus placed ready for them on these firm benches. Between the lectures, these benches or tables could be utilised as part of the laboratory proper.

   Illustrations are also given of the instrument cases, with folding-doors and glass panels, as arranged around a portion of the demonstrating room, which are also used in the laboratory.

   Details are shown of the Professor's lecture table in this room, resting on a platform, the whole of which was sustained on a concrete foundation distinct from the general flooring, and its fittings include a pneumatic trough sink.

   Fittings in the Laboratory—Besides the instrument cases, the drawings also exhibit the working cases, furnished with glazed sash windows, as used in the general laboratory and in the Professor's private laboratory. The tables in the cases rested on a concrete foundation, quite distinct from the flooring, to avoid the transmission of vibrations; so that, except where the sash was closed, after work, to exclude dust or meddling fingers, no part of the case rested on the table, there being no connexion between the table carrying the apparatus and the floor, on which rested the sash-frames and glazed inclosure, and on which the experimenter stood. With such working cases a delicate investigation could be carried on from day to day, the apparatus being always ready whenever the experimenter had leisure to work at it. Some of the working cases, so enclosed and fitted with window-sashes to exclude dust, & c, not being required for very delicate experiments likely to be spoiled by small vibrations, stood upon the common floor, without concrete foundations. There is the charm of novelty in these arrangements, so far as I know, and of the following fittings for the battery-room.

   Battery-room.—Illustrations are given of these designs as carried out in the aforesaid Technical College of Yedo, under Professor Ayrton's direction. Accommodation was provided for about 200 Grove's cells and 300 Darnell's, used for general electrical work and for the electrical testing of the students of telegraph engineering.

   The peculiarity of these special fittings was that all the cells were under glazed covers, and, therefore, dust was excluded ; yet all the cells were visible, and all obnoxious gases were led up the fines ; the cells were easily got at by opening any portion of the double-hinged cover. When taking a Grove's battery apart, after use, the zincs were put at once into the long, narrow leaden sink, immediately in front of the battery-stand ; and the porous cells to soak in the long leaden sinks immediately behind the operator. After soaking, the porous cells were put on the racks to dry, and were ready for use within reach of the operator putting up the battery on the next occasion.

   Of Professor Ayrton's drawings I have seen ten, and of these I have chosen the most interesting examples. It is to be observed that the fittings of the physical department at Yedo were contrived to enable the students to learn by advancing the bounds of knowledge, and not merely by assimilating existing information, as is evidenced by numerous published accounts of

original research conducted in that laboratory ; and it is this method of teaching which has

given to Professor Ayrton the prestige which he enjoys.

   Now, I trust that I have not wearied you already, but I was anxious to take this opportunity to give publicity to a series of very ingenious contrivances, which I hope one day to see more or less realised in the higher class secondary schools of the country. The need of technical knowledge, based on scientific principles, is daily becoming more apparent, and our secondary school teachers will find it to their own interest, no less than that of the middle classes generally, to give increasing attention to it.

   In conclusion, while thanking you for the patient hearing you have given me, let me express a hope that buildings for secondary educational purposes will no longer be considered unimportant accessories to the fuller development of the teaching power of the master, and the acquiring capabilities of the students, and whether the authority of Government is applied to the removal of the present inconsistencies or not, that the good sense of the English people will in this, as in most other things upon which it exercises independent thought, achieve its own emancipation from the thraldom of habitual apathy and contented submission to things as it commonly finds them.

(3) August 14, 1880. IMPERIAL COLLEGE OF ENGINEERING, JAPAN.

SIR,-My attention has been called to a paper by Mr. E. C. Robins, entitled “Buildings for Secondary Educational Purposes,” 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 detail 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 the architect.

It may not be generally known that the Japanese Government, while behaving with great liberality to their foreign employés, 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 not 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.

C. A. CHASTEL DE BOINVILLE, Architect to the Board of Public Works of Japan.

11, Yamato Yashiki Tokio (Yedo), Japan, 18th June, 1880.

［和訳］先の4月17日発行貴紙に掲載された「第二次教育（技術教育）目的のための建物」と題するロビンズ氏の論文に対して一言申し上げたい。この論文でロビンズ氏は東京の工部大学校の物理学部の配置計画の素晴らしさを述べた。執筆者は同時にこの建物のプランと詳細図をも紹介した。「ビルダー」ともあろう建築雑誌が設計者の署名もしくは承認を得ずに、その設計図や造作図を掲載するとは驚きである。

　知られていないことかもしれないが、日本政府は外国人職員に対して、業務に関わるいかなる設計図面も外部に公表することを禁じている。

　私が設計した建物の設計図面が公開されることに反対する明確な理由を、分かっていただけると思う。執筆者は気付いていないのかもしれないが、クレジットはエアトン氏だけのものではない。

　物理学科の前に、工部大学校化学教室もまた同じようなベンチが設えており、それは校長のヘンリー・ダイアー氏や化学教授のダイヴァース氏に帰されるべきである。それは執筆者の友人であるエアトン氏よりも前のことであった。

シャストール・ドゥ・ボアンヴィル、日本工部省建築家

［解題］

------------

August 28, 1880. The College Fittings at Yedo, Japan.

SIR,--I have seen the letter of M. De Boinville, taking exception to the good opinion I have formed of the Physical College fittings at Yedo, which were suggested by Professor Ayrton, and ably carried out by the architect. Dr. Williamson, of University College, who took the chair at my lecture (but who is not a professor of King's College), admitted the original character of the fittings to which I referred, so far as he knew, and I have said no more.

   I am not aware that I have given any privileged information, or described anything not justified by the subject under discussion. I certainly did not wander away into a description of the architectural excellences of the buildings forming the College at Japan, nor did I allude to any defects; but I simply drew the attention of the audience to a class of specially designed fittings in one department only, the particulars of which were given to me by their originator, though not their executor, and I still think them highly creditable to both, and to the enterprising founders of a technical college the like of which is scarcely equaled out of Japan.

Edw. C. Robins.

［和訳］江戸の物理学校の造作から得た考えに異議を唱えるボアンヴィル氏の手紙を拝見した。この造作はエアトン教授により提唱され、そしてこの建築家によって実施された。ユニバーシティ・カレッジのウィリアムソン博士は私の講義の司会を務め、私が参考にした造作のオリジナル的特徴を受け入れた。

　議論の的になっている問題を言及するなんの情報も持ち合わせていない。私は一つの学科教室の造作についてそのすばらしさを言及しただけで、その発案者（オリジネーター）は紹介したが、実施者の名前は挙げなかっただけで、私はこの両者と、この技術学校の創設者に高度なクレジットがあると思っている。

エドワード・ロビンス