JOSEPH HENRY AND GEOLOGY AT PRINCETON

2019 ◽  
Vol 38 (2) ◽  
pp. 232-275
Author(s):  
DAVIS A. YOUNG

ABSTRACT The first documented geology lectures at Princeton were given in 1825 by John Finch (circa 1790–circa 1835), an English visitor to the United States. In the 1830s, John Torrey (1796–1873) delivered a few geology and mineralogy lectures at the College of New Jersey (now Princeton University), but Joseph Henry (1797–1878), Professor of Natural Philosophy at the College of New Jersey from 1832 to 1848, introduced the first repeated geology course. In the 1830s, the College of New Jersey instituted a handful of short courses on topics outside of the regular curriculum. Geology was assigned to Henry, owing to his geological experience with Amos Eaton (1776–1842) along the recently opened Erie Canal. Henry taught geology for the first time in August 1841, repeated the course in 1843, 1846, and 1847, and probably also in 1844, 1845, 1850, and 1851. Henry typically focused on geophysical aspects of Earth, such as internal heat and Laplace's nebular hypothesis. He also discussed the geologic time scale from Primitive to Alluvium and Diluvium with descriptions of rock types and fossil content of each group. The final lecture was normally devoted to paleontology. Henry relied on Eaton and Edward Hitchcock (1793–1864) for much of his information and took advantage of published cross-sections to explain structural features. The content and timing of the various offerings is reconstructed from Henry's various lecture notes, dated correspondence, and three student notebooks. The impact of Henry's course on students, himself, and the Smithsonian Institution is evaluated.

Author(s):  
Richard J. Kahn

Barker relates some unusual cases such as empyema (pus between lung and chest wall) in a fifty-five-year-old minister who was treated, drained, and lived for an additional thirty-eight years. A president of the College of New Jersey (later Princeton University) who had long-standing lung symptoms wrote a letter stating that he was such a devotee of venesection that he bought himself a lancet for self-treatment. In 1811 Barker’s twenty-five-year-old daughter, Eliza, daughter of a consumptive mother, developed chest pain, hacking cough, fever, and wasting. She received standard treatment by a physician acquaintance but rejected her father’s and a consultant’s suggestion to be bled. Eliza deteriorated, finally agreed to be bled, and was cured after five months of symptoms. She married in June and was doing well twenty years later. In Barker’s opinion, prevention should focus on proper clothing for women for “If the breast is left open to facilitate the entrance of Cupid’s darts, it affords a more certain mark for the envenomed shafts of the grisly king of terrors” (Joseph Young, 1809).


2015 ◽  
Vol 13 (1) ◽  
pp. 93-122
Author(s):  
CHARLES BRADFORD BOW

This essay considers how American Enlightenment moralists and Evangelical religious revivalists responded to “Jacobinism” at the College of New Jersey, which later became Princeton University, from 1800 through 1817. At this time, disruptive student activities exemplified alleged American “Jacobin” conspiracies against civil society. The American response to “Jacobins” brought out tensions between two different competing intellectual currents at the College of New Jersey: a revival of Christian religious principles led by Princeton trustee Reverend Ashbel Green and, in contrast, the expansion of Samuel Stanhope Smith's system of moral education during his tenure as college president from 1795 through 1812. As a moralist, Smith appealed to Scottish Common Sense philosophy in teaching the instinctive “rules of duty” as a way to correct unrestrained “passions” and moderate “Jacobin” radicalism. In doing so, Smith developed a moral quasi-relativism as an original feature of his moral philosophy and contribution to American Enlightenment intellectual culture. Green and like-minded religious revivalists saw Princeton student uprisings as Smith's failure to properly address irreligion. This essay shows the ways in which “Jacobinism” and then the emerging age of religious revivalism, known as the Second Great Awakening, arrived at the cost of Smith's “Didactic Enlightenment” at Princeton.


2017 ◽  
Vol 2612 (1) ◽  
pp. 152-160 ◽  
Author(s):  
Ehsan Fereshtehnejad ◽  
Jieun Hur ◽  
Abdollah Shafieezadeh ◽  
Mike Brokaw

Ohio has one of the largest portfolios of transportation assets with the second largest number of bridges in the United States. These bridges, of varying ages, comprise diverse configurations and structural features and are exposed to various environmental conditions and service loads. These factors, among others, pose a significant challenge in evaluating the performance of these assets and managing their safety and serviceability. This paper presents a practical and efficient measure called the bridge condition index (BCI) for the reliable condition assessment of Ohio bridges through the effective use of the Ohio Department of Transportation’s bridge databases. The Ohio BCI (OBCI) is intended to evaluate bridges at the element, component, bridge, and network levels and reflect the impact on the condition of the system of existing defects as well as maintenance, repair, and replacement actions for the condition enhancement of individual elements. To compare the direct and indirect consequences to users and agencies of various condition states of bridges, a unified metric based on cost is proposed for the OBCI formulation. This index is demonstrated for a real bridge in Ohio. To examine the efficiency of the OBCI, the results are compared with the bridge health index, which is a common bridge performance metric. The proposed metric can assist in the proper maintenance of transportation systems and effectively enhance their efficiency, safety, and capacity.


Author(s):  
James Foster

Though separated by a century, the lives and work of John Witherspoon and James McCosh are strikingly similar. Both were Presbyterian ministers, leaders of the Evangelical party in the Church of Scotland, presidents of the College of New Jersey (now Princeton University), and public intellectuals in America. Both also attempted to unite the philosophy of the Scottish Enlightenment with the Calvinist theology of the Westminster Confession. This chapter examines the theology of both men through their careers and major works, and evaluates their legacy of literate piety.


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