Columbia University Libraries Digital Collections: The Real Estate Record

Real estate record and builders' guide: v. 16, no. 390: September 4, 1875

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X.^i^ 1 /\ 1 JlL ECORD ND BUILDERS' GUIDE. EW YOEK, SATUKDAY, SEPTEMBER 4, 1875. No. 390. Published Weekly by THE REAL ESTATE RECORD ASSOCIATION. C. W- SWEET...........___Pbesident and Tbeasubeb PEESTON I. SWEET............Seceetaby.' L. ISEAELS.........................Bdsiness Manager TEEMS. ONE YEAR, ill advance___§10 00. Communications should be addressed to C TV". ©TVEET, Nos. Si-l and 347 Bboadwat. GOOD ADYICE TO ARCHITECTS. [From the London Building News.] Professor.Hayter Lewis' address at the Archi- tectaralA'ssiDciatioii recently^ on Education may be briefly resolved into—What a young arcliitect should study, and how he should study. The young architect should certainly feel at home when in the society of those above him in "so¬ cial rank" or -wealth, and by vhom his profes¬ sional skill and knowledge are called into requi¬ sition. To be inferior in attainments to the medical and legal adviser is at once to concede to them ail antecedence and priority. It is not worth while to :stop to inquire what attainments this equality demands. Tliey should be those at least required in our higher schools, in which the languages, science, and mathematics are the groundwork. There is no necessity for our being all Crichtons, but the very training in a diversity of subjects makes the mind' more con¬ fident in its resources, and saves the young practitioner that embarrassment in society arising from simple ignorance. There is more leasonnow than ever why the younger mem¬ bers of the profession should receive a modi¬ cum of knowledge equal at least to that afford¬ ed by the Indian Civil Engineering College and other Government services. It. would be a de¬ plorable thing that the followers of the ancient profession should be less cared for- and less edu¬ cated, and rank lower than the younger one. But such is the case now, and it remains only ior the younger branch of the profession to de¬ termine how long this condition is to last. What the special subjects should be the stti- dents ought to learn.as.supplementary to, or conjointly with, his general knowledge is a question which, we think, must depend chiefly on the inclination of the pupil. Science and drawing, as recommended, are two good branch¬ es, and. wide enough, to choose from, but let them be adapted to suit the bent of the pupil. We would rather advise that such special studies should be taught hand in hand with the prima¬ ry studies, so that the pupil might devote his faculties to the most profitable to himself; If experimental study, such as drawing and prac¬ tical applications of inathematics to the stability of structures and, the strength of materials, could be taught as soon as the stuient has made sufficientadvance in primary knowledge, so much the better. This brings us to the second division ot our subject—How to study. Tate, in his "Philosophy of Education," a very able treat¬ ise on. method, clearly proves the above prin¬ ciple, and thus ,. follows the Pestalozzian maxims, as propounded by our own Locke. It is shown that successful results can only fol¬ low from a combined use of the demonstrative and synthetic methods of education, and not from dogmatic teaching. Under this system facts experimentally proved are brought home to the student's mind, and he gradually builds uy principles from them.- • It, in fact, is teach¬ ing from example rather than from precept, and the best illustration of its success is exemplified in the classes and visits oi the Architectural Association. It is the discipline of college training that Professor Lewis showed to be necessary, and this is incompatible in purely technical schools. ^Ve are led to consider next the after-school education, or that which the pupil receives when he enters an oifice. This is certainly of a very in-egulai', > desultory kind under the pupilage system. The special studies learnt at school should be continued, if possible, but the facilities aiibrded by masters are very insufficient even to studiously-disposed pupils. It is heie the Association may step in with its classes and visits, and further organize among the l^rofessiona combined scheme of education; -The lectures at King's and University Colleges might be admirably taken advantage of, and the sug¬ gestion of the lecturer, that special lectures should accompany visits to-iron foundries and workshops of various kinds, and to buildings in course of construction, is excellent, and is what we have before advocated in these pages. These lectures would take cogoizance of materials and worknianship, enter fully and experimentally into processes and methods, explain by a tete-a- leie mode the specification, measurement and methods of finding the strength of every part of a building, giving facilities at the same time for inquiries by the pp.pils. Mr. Hall's proposal, made at the Institute the other evening, to in¬ duce the directors of oue of our great art re¬ positories at Sydenham or Muswell Hill to afford that body, jointly with the-Institution of Civil Engineers, a testing ground for testing building materials and structures, would also prove of great value to architects and students. The Professor's remarks ®n sketching and the art- education of the student will, we are sure, be read with attention. He placed great stress on sketching—not copying—as one great means of educating the eye and mind; and there is unquestionably a good deal of advantage in a correct method of sketching; there is also a danger that v/hen the student becomes a master of it, he gets too fond of it and neglects other stuilies. This we have found to be the prevail¬ ing fault of all sketchers. Architectural sketch¬ ing demands correct outlining and perspective, and the student should always regard particu¬ larly the proportions of his object, and should get into the habit of measuring and figuring all the constructive and prominent parts of a building, noticing their proportions and com¬ paring them. Such exercises lea'd to a habit of thought, and .greatly aid in design. . Thei Royal Academy holds out its medals to students in free¬ hand and design, though the Classes of Design at the Association are suScient to give all the requirements in these branches, combined with the drawing of the office, of which most pupils get. enough, and more than enough. All that the student wants to acquire as supple¬ mentary to his office regime is to become an ex- Ijert in projection and perspective, which few masters trouble to teach their pupils, and after these freehand; AU. these may bfe learht by self study, coinbined with some shght in¬ struction; but there is more danger that the other requirements of the projession, may be neglected. It is partly to. counterbalance the inordinate devotion to draughtsmanship— so enticing to all young- men who have a bent for it—and to fill their minds with materials upon which to exercise this art' faculty," instead of having recourse only to the antique, that the scheme of a general education should receive support irom those who want to make their pio- fesBion-something more than a profession of ono idea, and to give its students strength and men¬ tal tone. Once concede the justice of such a primary education, and the bugi)ear of "compul¬ sory examiuation," such a thorn to some young enthusiasts, becomes quite an insignificant and subordinate question. Having acquired a cer¬ tain modicum of knowledge, every student will be only too glad to receive for it the distinction it is worth. An examination only amounts to this, and is only so dreadful an ordeal as he likes to imagine it. When a student presents himself who can draw or design better than he can translate or solve equations, he will get so many murks more in the one, and less in the others. Every faculty should be tested, and its capacity rewarded, and under such an examina¬ tion the most partial advocate for voluntary tests would be satisfied. We would not con¬ clude these remarks without indicating the course and subjects to be pursued, but we must defer our stiggestions, merely saying here that in technical education the "Real Schulen" and the "Ecoles Poly technique" of Germany and France are models for our reform. CONYEYANOES. Wherever the letters Q. C. and C. a. Gr. occur, preced¬ ed by the name oi the grantee, they mean as follows: 1st—Q. C. is an abbreviation for Quit Claim deed, i. e., a deed in which all the right, title, and interest of the grantor is conveyed, omitting all covenants or warranty. 2d—C. a. Gr. mean a deed containing Covenant against Grantor only, in which he covenants that he hath not done any act whereby the estate conveyed may be im¬ peached, charged, or incumbered. NEW YORK. ■ August 26 to Sept. 1—inclusive: Baxter st. (Nos. 57 and 59), e. s., 150.11 s. w. Bayard St., 48.5x113x47.6x117, h. & 1. Alexan¬ der H. Wallis (Eef.) to William Higgin^,-Jersey Cily, N. J. (Partirion.) Aug. 24.........S1G,100 Same property. Augustine M. O'Neil, Brooklyn, to William Higgins. (Q. C.) Aug. 24... •... .nom Same property. Augustine M. O'Neil, Eliza F. Wilfiams wife of All'ord R. WiUiams, Charlotte M. wife of Isaac H.Bailey, and Angeline wife of Philo Brauns to Wilham Higglus.