The research rooms will accommodate 25 advanced students.

The equipment was planned upon a method similar to that used in designing the building; first, ample provision was made for the general laboratory and the lecture demonstrations; and then was added general apparatus suited to advanced work and instruments for special researches. Some of the special instruments are: meter of Invar with complete calibration, end and line comparators of the highest precision; automatic dividing engine; standard weights. Rueprecht balance of the greatest precision for a load of 1000 grams, with reversing attachments, precision balances for 200 grams and for 5 grams; Riefler standard clock in vacuum case, and Riefler secondary clock, break-circuit chronometer; two precision cathetometers with two telescopes; harmonic analyzer; a large collection of tuning forks and other acoustic apparatus; apparatus for high temperature measurements; precision spectrometer with glass and quartz optical systems and polarizing and Ruben's attachments; heliostats, spectro-photometer, large LummerBrodhun photometer; complete set of standard resistances with oil baths and precision bridges for high and low resistances, apparatus for measuring magnetic properties of iron, large Du Bois magnet, induction coil for 50 cm. spark.

The arrangement and equipment of the lecture room has been given especial study that the experimental work might be facilitated. The table is 32 feet long and consists of two fixed sections and four movable sections. A part of the table is a pier, and a passage

can be opened through the center. There are electric connections for 500, 220 and 110 volts, alternating and direct current, and many connections for lower voltages; there are three rheostats for controlling currents of 30 and of 50 amperes at 110 volts, which can be reduced at pleasure to currents of a fraction of an ampere and a fraction of a volt. There are ample supplies of gas, hot and cold water, steam, air, etc. The artificial lights in the room, and the window shades are controlled from the lecture table. Three projection outfits are provided; one for ordinary slide projection, one with optical equipment of the largest size for all kinds of lantern demonstrations, with optical bench, microscope, spectroscope and polariscope attachments; while the third lantern is the largest size of projector for opaque objects.

(Demonstrations were made of some of the conveniences of the lecture table, and the opaque projector was used to show the floor plans which are reproduced herewith. The entire building was then thrown open for informal inspection.)

THE SIX-DAY SYSTEM AT THE UNIVERSITY

OF MINNESOTA.

BY FRANK H. CONSTANT,

Professor of Structural Engineering, University of Minnesota.

Prior to September, 1904, Monday was the nominal weekly holiday at the University of Minnesota in the College of Science, Literature and Arts and in the College of Engineering. No recitations or lectures were held on this day, but the difficulties of the program committee and of the individual instructors in finding hours for their work gradually opened up this day for laboratory, shop and drawing work. Saturday afternoon, although nominally a work day, was actually a half holiday for most students, and owing to the attraction of athletic games generally held at this time, few professors were willing to have their work scheduled for that time. Recitative and lecture work was thus practically concentrated into four and a half days, with a certain amount of laboratory and shop work overflowing into the sixth day.

The movement to utilize all six working days was originated in the College of Science, Literature and Arts. In that college the change was a momentous one and was accompanied by two equally important innovations which in the minds of most people are linked with the six-day movement, viz:

(a) To change most subjects from four to three hours per week and to require each student to carry five subjects instead of four, the total number of hours for the four years being the same as before.

(b) To introduce a more purely elective system modified by a series of sequences.

After three years the system has its adherents and opponents in that college, but upon examination it is found that generally the opposition is centered in the associated three-hour elective system rather than upon the six-day arrangement per se. The principal argument advanced against the latter will be given in its place.

The movement came at a time when the rapidly growing number of students in the College of Engineering, and the increasing number of sections without additional housing for them, made the work of the program committee exceedingly difficult. This college fell in line with the academic department, and, so far as I know, during the three years since its adoption there has been no opposition to it. The accompanying plates give the programs for the College of Engineering for the second semester of 1903-04, the year preceding the adoption of the six-day system, and for the second semester of the year just completed, respectively. In the latter it will be noticed that the bulk of the lecture work still comes between Tuesday and Saturday, inclusive; while, with the exception of mathematics and physics, Monday is still largely a laboratory, shop and drawing day. But a more generous amount of the latter work is now put into that day than formerly, and the program committee has the privilege of putting in as much more as it deems necessary or advisable. It will also be noticed that Saturday afternoon is kept open in both schemes. A study of last semester's program will