The role of Theodor Gerdorf, Friedrich Krantz and Émile Deyrolle in the

collections of mining, metallurgy, mineralogy and paleontology from the

School of Engineering|ISEP of Polytechnic of Porto, Portugal

P. Costa1, H.I. Chaminé2 & P.M. Callapez3

1 Museu do Instituto Superior de Engenharia do Porto| ISEP, Politécnico do Porto, Portugal (pcmc@isep.ipp.pt)3 Dep. Engenharia Geotécnica Instituto Superior de Engenharia do Porto| ISEP; Centro GeoBioTec|UA (hic@isep.ipp.pt)4 Departamento de Ciências da Terra da Univ. Coimbra|DCTUC; Centro de Geofìsica| CGUC (callapez@dct.uc.pt)

Keywords: school of engineering, industrial education, historic cabinets, museum

Abstract

After a period of political turbulence that marked the first half of the nineteenth-century in

Portugal, began in 1851 a new stage of constitutional monarchy. With the first government of

Regeneration was created a new ministry for infrastructural and industrial development, the so-

called Ministério das Obras Públicas Comércio e Indústria, under leadership of António Maria

de Fontes Pereira de Melo (1819-1887). The purposes of this effort were a reduction of the

socio-economic delay of Portugal when compared with other West European countries, by

modernizing the administration to achieve long-term economic and social development. That

resulted in a significant increase of railways and roads, together with the construction of the first

telegraph lines, and the establishment of an industrial education system in 1852. Industrial

education had a strong practical emphasis in its curriculum courses highlighted by numerous

cabinets and laboratories, at the time known as auxiliary offices of education. During several

years were purchased scientific instruments to supply these cabinets and experimental

laboratories. The equipments exhibited in the Museum of ISEP (School of Engineering of

Polytechnic of Porto) belonged to the ancient Cabinet of Mineralogy and Cabinet of Art Mines

and Metallurgy, and had been made by the European manufacturers Friedrich Krantz, Theodor

Gerdorf, and Émile Deyrolle. Currently, they still are the House Krantz, probably one of the older

and larger rock, mineral and fossil traders, and the House Émile Deyrolle, related specially to

Paleontology. At that time these were considered the benchmarks with regard to the educational

material, available on almost prestigious scientific institutions in Europe. The international and

universal exhibitions were also an excellent way of spreading of the scientific and technological

advances. In short, the acquisition of this type of collection indicates the degree of scientific

knowledge at the time, which allowed a country like Portugal to develop the industrial education

and experimental training for graduates.

Introduction and objectives

This work aims to understand foreign influences in industrial education and

dissemination of science in the north of Portugal, more specifically the Industrial

School of Porto in the second half of the 19th century.

At the mid-nineteenth century Portugal had only two conservatories in arts and

crafts (Lisbon and Porto), without an official structure that regulating industrial

education. The main purpose of these conservatories was the practical

instruction of all industrial processes in course on the emerging factories of the

country. For this objective they had been, widely used as general storage of

machinery, models, tools, drawings, descriptions and books on various arts and

crafts.

After a long period of political turbulence during the first half of the XIX century

in Portugal, a new stage of the constitutional monarchy began in 1851.

With the first government of Regeneration was created a new ministry of

infrastructural and industrial development, the so-called Ministério das Obras

Públicas, Comércio e Indústria, under leadership of António Maria de Fontes

Pereira de Melo (1819-1887).This ministry played an important role as facilitator

of the national economy. This period became known Fontismo its action was

marked by the intention of building bridges, roads and railways an effort to

modernize Portugal.

The main idea was a significant reduction of the socio-economic delay of

Portugal when compared with other European countries, by modernizing the

administration to achieve long-term economic and social development.

That resulted in a significant increase of railways and roads, together with the

construction of the first telegraph lines and the establishment of an industrial

education system in 1852.

It is in this context that arises the need to train people who could respond to the

new challenges needs of industry, where new inventions and means of

production were being deployed with an increasing rhythm.

As it was stated above the industrial education was in the hands of private

associations, the case of Porto Industrial School1 for example, which was the

responsibility of the Industrial Association of Porto.

1 This school had been planned for some time ago but it was only in 1852 that was achieved the

law that regulated its creation and working. This law proposed to achieve a wide range of practical areas, revealing a set of activities necessary for our country.

In October 1852 the Industrial Association of Porto created its own industrial

school, advancing to the government itself. In their statutes was clearly stated

the need to instruct and educate the working classes.

The major purpose would be to educate and train the working classes, teaching

them to appreciate the work and causing them to have knowledge about when it

could improve the industry.2

After an important decision of the government, two industrial schools were

created on the main towns of Porto and Lisbon, with the aim of forming the new

working class that was now emerging in our country (Decree Law December 30,

1852).

Figure 1 - Extract of the Decree Law December 30, 1852, establishing an industrial education system in Portugal, with the creation of an Industrial School in Porto.

In the seventeen article of the law, It can be translated the following:

“Is created in Porto an industrial school, which includes the complete instruction

of the first two degrees of industrial education, and the 7th discipline

- chemistry, applied to the arts - from supplementary education…”

The government had the clear intention to adopt this effective means of

teaching and, in this way, to contribute to national development.

2 Journal of Industrial Association of Porto, Tome I, Porto, 1853, p. 3.

We emphasize the fact that industrial education is completely free, allowing

access to education for all social classes.

Like other countries had already done, emphasis was placed on developing the

national industry. To achieve this objective subsequent years were spent with

significant efforts in order tried to introduce more new inventions, machinery

and also forming their workers, teachers and leaders.

Most of these people were illiterate, as most of the national population, although

the official primary school has existed since 1772. Thus in 1850 did not exist in

Portugal a subsystem of industrial education.

This kind education had a strong practical emphasis in its curriculum courses

highlighted by numerous cabinets and laboratories, at the time known as

auxiliary offices of education.

The purchase of equipment for the classes began as early as 1853 with the

mission of the government commissioner José Mauricio Vieira3 to the city of

Paris, in order to acquire certain machinery and equipment of physical

chemistry.

Every year were purchased diverse materials with the purpose to provide the

laboratories and cabinets of the latest technology.

The industrial school and the practical education

The Industrial School of Porto shared a building with the Polytechnic Academy

of Porto, as well as some spaces.

3 José Mauricio Vieira was the physical preparer at the Polytechnic School of Lisbon.

Figure 2 - Building was located the Industrial School and the Polytechnic Academy, Porto.4

We emphasize that the space that occupied the school was long considered

inadequate given that the collection of practical education increased

considerably every year.

The installation of cabinets, laboratories and the availability of study rooms have

become indispensable to the success of this type of education.

Next figures confirm this situation and also show the existence of a large

amount of educational material in the Chemical Laboratory and in the Physics

Cabinet of the Industrial Institute of Porto.

4 Annuario da Academia Pilytecnica do Porto, Anno lectivo de 1882-1883 (sexto anno), Porto, Tipographia central, 1883.

Figures 3 and 4 – The Physic Cabinet and the Chemical Laboratory of the Industrial Institute of Porto in the building of the Polytechnic Academy of Porto,19th century.

Among the several specialized laboratories and cabinets of that time, we

highlight now the collections of Mineralogy, Geology and Paleontology that

belonged to the ancient Cabinet of Mineralogy, later called Cabinet of Art Mines

and Metallurgy. These collections are presently housed and exhibited in the

Museum of ISEP (School of Engineering of Polytechnic of Porto).

The main purpose of this cabinet was to form a considerable collection of

minerals, ores, rocks and fossils available to students and teachers and

adequate to illustrate the overall geology and mining of the country. Since 1883,

however, attention was also given to the need to incorporate didactic models in

the collection of mines and metallurgy (figure 5 and 6).

Nevertheless, this area only integrated with the curriculum reform of industrial

education in 1864, after the establishment of Geological Surveys in Portugal.

This date was established the 7th discipline - Art of mines. This cabinet never

been officially established by any decree, although it was referenced in

correspondence since 1867.

Figures 5 and 6 – Some models belonging to the collection of mining and metallurgy of constructor Theodor Gersdorf, Germany.

Most of the collection models and specimens were purchased from European

manufactures and comptoirs of international reference. Among them we can

already highlight the excellent examples of J. Schröder 5 by Darmstad

(Germany) and J. Digeon6 by Paris (France). (figures 7 and 8)

Figures 7 and 8 – The manufacturers label placed on the instruments.

However the main provider of the models of metallurgy collection was Theodor

Gersdorf.

5 Budget of the material for the various establishments, by the director Gustavo Adolfo Gonçalves e Sousa, 3 June 1887. (Document belonging to the Historical Archive of the School of Engineering of Porto|ISEP).6 André, L. (2006). Jules Digeon, l´âge d´or du modèle réduit. La Revue, 45 (http://www.culture-technique.net/musee.php?P=157&id=10913&lang=fra&flash=f) accessed on September 15, 2009.

Theodore Gersdorf (Freiberg, Saxony) was a notable constructor of models of

mines and metallurgy. He constructed several manufactured examples of high

quality between the years of 1880 and 1890 for the Academy of Freiberg7 - one

of the most reputable and oldest universities in Germany. He provided to the

school of mines, metallurgy and mineralogy educational models specially

designed for the experimental teaching of engineering. Moreover, Theodore

Gersdorf provided numerous models for other schools of geology, mining and

metallurgy of several European countries and the United States of America.

In 1886, for installation of the portuguese cabinet, attached to the discipline of

Art mining and metallurgy (16th discipline), a variety of new materials was

commissioned. The theacher Manoel Rodrigues Miranda Junior 8, in the letter

order of the models, wrote an interesting note which expressly refers the

provider (figure 9).

Figure 9 - Note of the teacher Manoel Rodrigues Miranda Junior for Theodore Gersdorf: “The

models required in this note should be ordered to the manufacturer Theodor Gersdorf of

Freiberg, provider of the School of Mines in that city…”

This order demonstrates a perfectly knowledge of what was done to better the

standard of teaching material to enable the students of the school the contact

with the latest technology.

7 The Academy of Mines of Freiberg was established in 1765, being one of the oldest universities in Europe and a source of knowledge and important development in the mining area.8 Anuário da Academia Politécnica, ano lectivo 1889/1890. Typografia Occidental, Porto, 1890, p. 9.

At the same time and regarding the collection of Mineralogy, the largest supplier

of the cabinet of the school was the comptoir “Les Fils d´Émile Deyrolle” (figure

10). It is also the first reference found in the documentation. There are

numerous examples of this collection remaining in the Museum of ISEP.

Figure 10 – Label of Theodor Gersdorf, Freiberg.

Émile Deyrolle was a 19th century dealer from Paris that mainly worked with

Natural History specimens and taxidermy (figure 11).

For many years the comptoir Deyrolle specialized in Natural History

publications, specimens (minerals, rocks, fossils, shells) and instruments.

The fourth generation of the family also changed the company name to “Les Fils

d´Émile Deyrolle” on the labels. They had taken over the business by 1896.

Figure 11 - Head of the letter sent to the Director of the Industrial School from Émile Deyrolle, 1889.

The first reference to collections purchased from the comptoir of Émile Deyrolle

has the date of 1886 (figure 12). As usual on the procedures of the school these

specimens were destined to be used as a support for the practical teaching of

Zoology and Botany.

Figure 12 - Some specimens of the Émile Deyrolle collection.

As shown in this document, a receipt sent by Deyrolle (figure 13), the list of

collections acquired in 1889 was very extensive and suggests significant

advancements on the practical teaching.

Figure 13 - List of Deyrolle collections of the specimens acquired for practical teaching.

Together with the previous comptoir Friedrich Krantz was the supplier of much

of the mineralogical collection of the Cabinet of Mineralogy, as if can be

presently seen from the specimens housed in the Museum of ISEP.

The company's founder was Dr. August Krantz (1809-1872). He developed

extensive connections to main scientists and collectors, eventually becoming

one of the foremost mineral dealers in Europe.

In 1850, he opened in Bonn one of the first worldwide comptoirs specialized in

Geology and Paleontology.

Friedrich Ludwing Robert Krantz (1859-1926), August´s nephew, took over the

company management in 1891; it was at this time that the comptoir changed its

name. The label F. Krantz has been used since 1888 until today (figure 14).

Figure 14 - A specimen and labels from F. Krantz, Bonn.

The request to purchase mineral collections to the comptoir F. Krantz was made

by a professor of Mining, Artur Mendes da Costa, with the aim of equipping the

cabinet, but also claiming that those samples were indispensable for teaching.

According to that teacher, education had to be done in the presence of mining

models and specimens that reproduced the main deposits. Most collections

were purchased during the 20’s of last century (figure 15).

Figure 15 - Some examples of collections acquired in 1926 for the cabinet of practical teaching:

collections of minerals, fossils and pseudo morphs.

At that time this kind of collections was considered the benchmark with regard

to the educational material available on almost all prestigious scientific

institutions in Europe.

As we can see from contemporaneous documentation, teachers had better

knowledge of what was produced in educational material, indicating in their

orders the exact reference to the suppliers.

The international and universal exhibitions were also an excellent way of

spreading of the scientific and technological advances. Although performed with

an economic purpose, they triggered a vigorous animation in various

professions.

The emergence of universal exhibitions brought a major boost in the acquisition

of new resources used in industrialized countries, in industry, commerce and

even agriculture.

It was a unique occasion for the countries to show to the world the best that

they did in certain areas, which also enabled the countries latest technology,

equip themselves for technology that would allow the development of their

economies.

The economic elite was aware of the reality of our country, expressing the wish

of introducing new technologies in manufacturing processes and cultivation of

land.

The Industrial School of Porto was often invited to participate in some of these

events, showing work performed by students.

The exhibitions where this Institute participated, visited, or were invited to

participate spam from 1855 to 1900 (table I).

Exhibition Date

Paris 1855

London 1862

Vienna 1873

Philadelphia 1876

Madrid 1883

Paris 1900

Table 1 - Exhibitions where the Institute participated, visited, or were invited to participate.

During these exhibitions teachers were charged to evaluate the best of what

was being done, to later apply these lessons in their classrooms, giving

students knowledge very current.

Concluding remarks

This study highlights the importance of collections of mines and metallurgy and

their suppliers existing at the Museum of the School of Engineering (ISEP) of

Polytechnic of Porto.

The acquisition of this type of collections is an indicator of the scientific

knowledge achieved at that time, which allowed a country like Portugal to

develop the industrial education and experimental training for graduates.

The Industrial School of Porto had a strong practical component, as it was

demonstrated by the existence of laboratories, cabinets and museum.

In this practical component, the acquisition of new equipment, technical and

scientific instruments and materials were essential to transmit knowledge and

would be of great scientific and pedagogical quality, consisting also an

important component in the training of their students.

Also the international events and the universal exhibitions allowed the release

of the latest scientific and technological discoveries, being visited by many

teachers of that time.

Another relevant aspect is the regular contacts that the professors had with the

most renowned European constructors of instruments and teaching models,

showing that they know the best that was being produced in Europe concerning

the experimental education materials.