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Professionalizing Science and Engineering Education in Late-Nineteenth Century America University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Electronic Reference Materials Libraries at University of Nebraska-Lincoln August 2008 A culture of technical knowledge: Professionalizing science and engineering education in late-nineteenth century America Paul Keith Nienkamp Iowa State University, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/libelecrefmat Part of the Library and Information Science Commons Nienkamp, Paul Keith, "A culture of technical knowledge: Professionalizing science and engineering education in late-nineteenth century America" (2008). Electronic Reference Materials. 3. https://digitalcommons.unl.edu/libelecrefmat/3 This Article is brought to you for free and open access by the Libraries at University of Nebraska-Lincoln at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Electronic Reference Materials by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. A culture of technical knowledge: Professionalizing science and engineering education in late-nineteenth century America by Paul Nienkamp A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: History of Technology and Science Program of Study Committee: Amy Bix, Co-major Professor Alan I Marcus, Co-major Professor Hamilton Cravens Christopher Curtis Charles Dobbs Iowa State University Ames, Iowa 2008 Copyright © Paul Nienkamp, 2008. All rights reserved. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS iii ABSTRACT v CHAPTER 1. INTRODUCTION – SETTING THE STAGE FOR NINETEENTH CENTURY ENGINEERING EDUCATION 1 CHAPTER 2. EDUCATION AND ENGINEERING IN THE AMERICAN EAST 15 The Rise of Eastern Technical Schools 16 Philosophies of Education 21 Robert Thurston’s System of Engineering Education 36 CHAPTER 3. ADVANCING KNOWLEDGE, TRANSFORMING LIVES – ENGINEERING EDUCATION AT THE MICHIGAN AGRICULTURAL COLLEGE BEFORE 1893 56 CHAPTER 4. NUMEN LUMEN – ENGINEERING EDUCATION AT THE UNIVERSITY OF WISCONSIN BEFORE 1893 111 CHAPTER 5. SCIENCE WITH PRACTICE – ENGINEERING EDUCATION AT THE IOWA AGRICULTURAL COLLEGE BEFORE 1893 161 CHAPTER 6. LITERIS DEDICATA ET OMNIBUS ARTIBUS – ENGINEERING EDUCATION AT THE UNIVERSITY OF NEBRASKA BEFORE 1893 210 CHAPTER 7. ENGINEERING ASCENDENT – ENGINEERING EDUCATION AT MIDWEST LAND-GRANT COLLEGES, 1893 TO 1900 251 The Michigan Agricultural College 254 The University of Wisconsin-Madison 267 The Iowa Agricultural College 281 The University of Nebraska-Lincoln 291 Conclusion 306 BIBLIOGRAPHY 311 iii ACKNOWLEDGEMENTS In 1915, the writer Robert Frost penned “The Road Not Taken.” He wrote about two roads, choosing a path, and that the road “less traveled by…has made all the difference.” I began my collegiate journey in mathematics and physics, thinking I would become an engineer. I became a teacher, and learned that I might travel a different path successfully. And now I have concluded this part of my academic studies by writing about a small part of the engineering profession. Often, I felt that I traveled not on a road, but a path of my own making, since no roads seemed to go where I felt I must journey. But along the way I have met mentors and friends who have provided knowledge, guidance, wisdom, and friendship. First, I need to thank my advisors and my dissertation committee. Alan Marcus provided guidance and mentoring as I began my journey into the history profession and continues to stretch my intellectual curiosity and acumen. Amy Bix stepped in over the last three years as my advisor and mentor as I worked to finish my dissertation. Charles Dobbs provided many months of discussions and suggestions for writing methods that helped me to get through my chapters. Hamilton Cravens has happily offered his years of experience and knowledge during my time at Iowa State, suggesting books, offering encouragement, and always ready to listen to a graduate student with questions. Patrick Barr, though not on the final committee, assisted me with classes, professional guidance, and was a member of my masters and field exam committees. Christopher Curtis provided an outstanding role-model for an aspiring historian, teacher, and colleague. And finally, Robert Kennedy, my advisor at Creighton University, allowed me to enter into the world of the history of science and encouraged me to continue my efforts in this field. Next, I would like to thank all of the archivists and librarians that have assisted me in my research. Archivists at Iowa State helped me to begin this project five years ago. Archivists and assistants at the University of Nebraska, Michigan State University, and the University of Wisconsin all helped me to find old records, school papers, and made helpful suggestions as to where I might continue my search. I must also thank the iv Iowa State University History Department and the Garst Family for their years of financial support. Their assistance made this academic journey possible. I have made numerous friends that have also made this journey possible, and enjoyable. Jason Chrystal was a mentor, colleague, and friend these many years, providing insights and knowingly telling me what professors were really thinking or saying. T.J. Devine and Jenny Barker-Devine have been friends both in and out of the classroom. And Joe Anderson demonstrated poise, professionalism, good sense, and humor at all times. I must say a special thank you to Alexandra Kindell. She became a trusted friend and fellow historian. She helped me to think in new ways, she offered saintly patience while reading my seminar papers, listening to my rambling thoughts, and suffering through my stories that always seemed to start in the middle. She helped me to become a better writer, historian, and person. She urged me to try new things, experience the world, and gave me her trust. My deepest thanks and appreciation mo cara. Finally, I must say thank you to my parents and family. I have continued my higher education for many years, and they have unquestioningly offered their love and encouragement as I first wrestled with mathematics and physics and then began to tackle history. My mother and father have graciously supported my academic adventures and shared my excitement and joy as I completed each step. They instilled in me a deep sense of intellectual curiosity and they continue to share their joy of learning with me through all levels of education, historical knowledge, and common sense wisdom. It is often said that the journey is the reward. This has been a long journey with many difficulties, learning experiences, and achievements. Thankfully, I have had wonderful family, friends, and mentors that have made the journey rewarding in so many ways, and allowed me to choose my own paths. Now, this journey is at an end and new journeys await my steps. v ABSTRACT This manuscript examines the intellectual, cultural, and practical approaches to science and engineering education as a part of the land-grant college movement in the Midwest between the 1850s and early 1900s. These land-grant institutions began and grew within unique frontier societies that simultaneously cherished self-reliance and diligently worked to make themselves part of the larger national experience. College administrators and professors encountered rapidly changing public expectations, regional needs, and employment requirements. They recognized a dire need for technically skilled men and women who could quickly adapt to changes in equipment and processes, and implement advances in scientific knowledge in American homes, fields, and factories. Charged with educating the “industrial classes in the several pursuits and professions in life,” land-grant college supporters and professors sought out the most modern and innovative instructional methods. Combining the humanities, mathematics and sciences, and applied or practical skills that they believed uniquely suited student needs, these pioneering educators formulated new curricula and training programs that advanced both the knowledge and the social standing of America’s agricultural and mechanical working classes. 1 CHAPTER 1. INTRODUCTION – SETTING THE STATE FOR NINETEENTH CENTURY ENGINEERING EDUCATION A Culture of Technical Knowledge examines the interplay of state politics, regional economics, and engineering professionalization at America’s first land-grant universities in the upper Midwest and Plains states. Early engineering education in the states of Michigan, Wisconsin, Iowa, and Nebraska depended on a mixture of frontier identity, modernization needs and perceptions, and educational philosophies and emphases. Faculty throughout the country placed increasing emphasis on classroom instruction. But early Midwestern land-grant college faculty in the sciences and mechanic arts asked their students to spend more time developing practical skills in workshops and with real-world experience, than on specialized research. Meanwhile, faculty at Eastern schools focused on developing engineering laboratories in the second half of the nineteenth century in which they could conduct personal research. Midwestern educators continued to incorporate practical training as they adjusted and modified their curricula to meet the demands of the people and the engineering profession, producing a curriculum which combined scientific instruction, practical instruction, and advanced laboratory research. While a number of historians have investigated various aspects
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