Engineering courses of study a quarter of a century ago were scientific rather than technical. It was recognized that the principles and facts of science were likely to be useful in the everyday work of life and particularly in the design and construction of machinery and structures. Hence mathematics was taught more thoroughly and with greater regard to practical applications, chemistry and physics were exemplified by laboratory work, drawing was introduced, and surveying was taught by actual field practice. Although engineering practice was rarely discussed in those early schools, and although questions of economic construction were but seldom brought to the attention of students, yet the scientific spirit that prevailed was most praiseworthy and its influence has been far reaching.

This scientific education notably differed from the old classical education in two important respects: first, the principles of science were regarded as principles of truth whose study was ennobling because it attempted to solve the mystery of the universe; and second, the laws of the forces of nature were recognized as important to be understood in order to advance the prosperity and happiness of man. The former point of view led to the introduction of experimental work, it being recognized that the truth of nature's laws could be verified by experience alone; the latter point of view led to the application of these laws in industrial and technical experimentation. Gradually the latter tendency became far stronger than the former, and thus the scientific school developed into the engineering college.

The very great value of laboratory experiments, and

of all the so-called practical work of the engineering school to-day, is granted by all. Principles and laws which otherwise may be but indistict mental propositions are by experimentation rendered realities of naThe student thus discovers and sees the laws of mechanics, and is inspired with the true scientific spirit of investigation. It should not, however, be forgotten that if such practical work be carried beyond the extent necessary to illustrate principles it may become a source of danger. The student of average ability may pass a pleasant hour in using apparatus to perform experiments which have been carefully laid out for him, and yet gain therefrom little mental advantage. Especially is this true when the work assumes the form of manual training, which, however useful in itself, is properly considered by many as of too little value to occupy a place in the curriculum of an engineering college.

The tendency towards the multiplication of engineering courses of study has been a strong one, especially on the part of the public. This has resulted in a specialization that, as a rule, has not been of the highest advantage to students. In some institutions this has gone so far that the student of civil engineering learns nothing of boilers and machines, while the student of mechanical engineering learns nothing of surveying or bridges. The graduate is thus too often apt to lack that broad foundation upon which alone he can hope to build a successful career.

The development of the scientific school into the engineering college has been characterized throughout by one element of the happiest nature, that of hard

work and thoroughness of study. The numerous topics to be covered in a limited time, their close interrelation and the utilitarian point of view, have required many hours per week and earnest work by each student in preparation for each exercise. The discipline of hard and thorough work is one whose influence can be scarcely overestimated as a training for the duties of life, and in every university it is found that the activity and earnestness of the engineering students is a source of constant stimulus to those of other departments. Thus scientific and engineering education has tended to elevate the standard and improve the methods of all educational work.

The length of the course of study in engineering colleges has generally been four years, and whatever tendencies have existed towards a five-years' course have now for the most part disappeared. With higher requirements for admission, particularly in English and in modern languages, a reduction of the length of the course to three years may possibly be ventured in the future, particularly if the long summer vacation be utilized for some of the practical work, as, indeed, is now the case in several institutions.

There has been and now is a strong tendency toward a reduction in the length of the college year. While formerly forty or fortytwo weeks were regarded as essential, the process has gone on until now some colleges have but thirty or thirtytwo weeks, a reduction of nearly twentyfive per cent. having been effected in twentyfive years. Undoubtedly the long vacation is utilized to great advantage by the majority of students in actual work, yet the fact remains that it is

not good business economy to allow the buildings and plant of a college to lie idle for so large a part of the year. It is perhaps possible that in the future the summer schools may be so developed that the work will be practically continuous throughout the year, thus giving to students the option of completing the course either in three or four years.

The report of the committee on requirements for admission, which will be presented later in the session, sets forth many facts which show the tendencies now existing. Almost without exception a higher standard is demanded, both that students may enter with better mental training and that more time may be available in the course for technical subjects. While the general line of advance is toward an increase in mathematics and in modern languages, there is also found, particularly in the Central States, a demand for broader training in science. It has already been pointed out that our early engineering schools were strong in scientific training, and that the tendency has been to replace this by industrial applications. If the requirements for admission can be extended to include the elements of chemistry and physics, with some botany or zoology, the engineering student will enter with broader views, a keener power of observation, and a scientific spirit that will greatly increase his chances for success in technical studies.

The general increase in requirements for admission tends to raise the average age of the student. It is now usually the case, owing to the greater length of time needed in preparatory work, that the average age of the classical student is one year higher than that of

the engineering student; or the former has had one more year of training than the latter. One more year of training means much as an element for success; one more year in age means an increase in judgment which is of the highest importance for a proper appreciation of the work of the course. The older men in a class usually do the best, if not the most brilliant work, and after graduation their progress is the most satisfactory. It thus appears that all tendencies that raise the age of entrance are most important ones and deserve hearty encouragement.

Having now considered some of the general elements and tendencies in engineering education it will be well to take up the program of studies, especially in regard to those subjects that are common to all technical courses. The three volumes of the Transactions of this Society contain many carefully prepared papers and interesting discussions which enter into questions of detail concerning nearly all topics in the curriculum. Here, however, can only be noted briefly the main lines of development and the indications for future progress.

Mathematics is undoubtedly the most important subject in all courses of engineering study, and it has been demanded for years that it be taught with great thoroughness. This demand has been met more completely in the independent engineering colleges than in the engineering courses of the universities. Much, however, remains to be done in this direction, and probably it can not be satisfactorily accomplished until a change in method has been effected. The fundamental element in the change of method must be,