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Caption: Board of Trustees Minutes - 1888
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146 UNIVERSITY OF ILLINOIS. Architectural designing nominally occupies but two terms, though designing is actually taught under other names in other studies. The first term is devoted to the production of numerous designs for simple problems, each taking about a week. The second term is occupied in making a complete design for an important building, such as a city residence, office building, etc. I have not followed the usual academic system of requiring the student to use the architectural orders and limiting him to the renaissance style, for, after all, the object of the study is to cultivate his taste and power of designing, which I conceive is more properly done by using the forms and styles that he will afterwards be required to use in practice. The student in the builder's course usually makes a set of working drawings for a wooden cottage. I n heating and ventilation, my translation of Planat's Manual is used as a text-book, and many numerical problems are solved. Most of the time is necessarily devoted to general principles and the establishment of formula for the fuels, flow of air in openings and ducts, losses by resistances, heating by fire-places, stoves, furnaces, hot water and steam, and also natural and mechanical ventilation. But little time is left for the study of the constructive details of the multifarious forms of heating apparatus now used in this country. Estimates, agreements and specifications are taken up in the last term of the course, instruction being given by lectures, the study of examples, and by original work. About half the term is devoted to estimates. A portion of the time might perhaps be profitably transferred to the study of superintendence, using Professor Clark's work as a text-book. 2. Improvements in Course of Study.—Since my last published report, the course of study has been improved as follows: 1. Use of a text-book in graphic statics instead of blue-print lectures. 2. Revision and rewriting of lectures on elements of construction. 3. Revision and rewriting of lectures on history of architecture, vol. 1. 4 Addition of architectural perspective to the course of study. 5. A constant pressure has been exerted to cause each successive class to produce more and better work than the preceding ^classes, and this has been measurably successful. Perhaps I may have been too strenuous on this point, but such pressure is necessary and beneficial to most students in leading them to produce the maximum quantity and quality of work. 3. Proposed Improvements in Course of Study.—In regard to improvements which might be made in the course of study, I desire to present the following suggestions:
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