3. Large classes have certain advantages. In spite of the difficulties mentioned the results of the work of the large schools have been excellent. The results are due to: (a) The stimulation to hard work when many are after the same object, through rivalry and the enthusiasm due to numbers; (b) The large numbers make possible the employment of high-grade specialists who inspire the students; (c) the students of the large schools profit by the reputation. given thereto by the specialists.

In common with the other technical schools, Sibley College has been forced, by stress of numbers, to consider ways and means for increasing the efficiency of instruction. Each department of the college has been engaged in the study, with the result of increased coöperation among the departments and better coördination of the several courses.

For the sake of briefness, this discussion will be confined to the study of the subject made by the electrical engineering department. This department has been forced, because of the increasing demands upon its facilities, to adopt methods of instruction obviously not of the best, pending a rearrangement of the entire system. Lectures were employed where recitations would have been better and the amount of laboratory instruction was not as great as was desirable. There was also a lack of coördination of lecture and recitation courses, design courses and laboratory courses. As a result of years of experience and study the curriculum has greatly improved and the teaching force has been enlarged and otherwise strengthened. The gradual increase in the tax upon the instructional force of the

department is shown by the increase in student-hours of instruction from 250 in 1890 to 3,300 in 1905.

In the consideration of the possible methods of instruction, it was found that the methods to be employed with large classes must lie between the two extremes which may be called for convenience the "specialist plan" and the "group plan." By the former is meant that in which each mature teacher confines himself to his specialty, while in the other each professor takes a group of students through a number of closely allied subjects, in this way giving them the advantages of personal acquaintance with himself and of the coördination of the courses taught by him.

The natural tendency is toward the "specialist plan," for each teacher prefers to teach that which most interests him. This is right to a certain extent, but it is accompanied by the danger that the average student may be lost sight of. A highly-trained specialist is apt to consider as elementary, subjects far beyond the reach of the students, and it is difficult for him to appreciate their attitude toward the subject.

Another fact is that coördination of courses taught by specialists is apt to be difficult as each teacher properly and naturally views other courses from the standpoint of his own. It is evident, therefore, that it takes more than an aggregation of specialists to make a successful school and the mental training of a student under such a plan would not be complete.

The group plan goes to the opposite extreme and its possibilities were carefully considered in planning the new courses for Sibley College. The purpose of the plan is primarily to produce direct personal contact

between mature teachers and their pupils. The purpose would be achieved by dividing the classes into small groups which would be instructed in laboratory and class-room by the same teachers, who would be able to coördinate the various electrical subjects taught and thus prevent mental confusion and loss of time on the part of the students.

As a result of the study of these and other teaching plans, it was decided that neither extreme plan was applicable. The next step was to prepare a modified group plan and a modified specialist plan for purposes of comparison.

In Sibley College electrical instruction is given to all mechanical engineers (including electrical engineers) in the junior year, and special electrical instruction is given to those who desire to specialize in electrical engineering in the senior year. It is assumed in this study that instruction would be given to a maximum of 320 juniors and 100 seniors. Each junior would take but one half year and the number would be divided between the two terms, making 160 to be instructed per term. The senior work extends throughout the year.

A Modified Group Plan as Adapted to Conditions at Sibley College.

This modified plan involves the employment of specialists who would teach mature students those advanced subjects for which they are fitted and to which they are inclined. The larger part of the time is devoted to fundamental subjects. The group plan applies subjects only.

in this case to the fundamental

The junior class would be divided into groups of a maximum number of forty, while for recitations and lectures the junior class would be divided into sections of twenty men each and for laboratory work into sections of ten men each. The senior class would be divided into sections of twenty men each, which could be readily handled as these men would be reasonably familiar with the subjects taught. The plan contemplates that all actual teaching would be done by the professor or assistant professor in charge of each group. Each professor or assistant professor would have an assistant who would attend to clerical matters, including the examination of reports, and who would see that the students did no harm to the machinery. The assistant would be with the class at all times to insure their prompt and regular attendance and to care for the apparatus in use, but the professor would supervise the entire work and assure himself that the class was deriving the proper benefit from it. The course given to all juniors in Sibley College and to seniors in the College of Civil Engineering would consist of the following parts: One lecture per week to each half group, preceding the laboratory period; one laboratory period per week for each quarter group; one recitation per week for each half group following the laboratory period and covering the experimental work and regular assigned text.

The accompanying diagram illustrates how this would work out. In the diagram the group "X" (containing forty men) is that of one professor, who for convenience we will call Professor K. V. Ampere. It is divided for laboratory purposes into X1, X2, X3 and

X4. Sections X1 and X2 attend lectures and recitations together as do also X3 and X4. X1 and X2 have a lecture, say, on Monday at eight. X1 reports for laboratory from nine to twelve, X2 from two to five on Monday. They report together for recitation on Tuesday at twelve. X3 and X4 have their lecture on Wednesday at eight and their laboratory periods similar to those of X1 and X2. They recite together on Thursday at twelve. Professor Ampere is thus occupied with junior work from eight to five on Monday and Wednesday and from eleven to twelve on Tuesday and Thursday.

The senior work which would be given to electrical engineers only would comprise the following: One illustrated lecture per week preceding the laboratory period for the group; two laboratory periods per week on the same day for the group; two designing room periods per week on the same day for the purpose of working up the results of laboratory work for the group.

For convenience Professor Ampere's senior group will be called "M." As shown in the diagram he meets them from eight to eleven and from two to five on Tuesday for laboratory work and from eight to eleven and from two to five on Thursday in the designing room for the working up of their data. The group is also allowed one university hour credit per week for home work in putting the report into shape for presentation. On Friday at eight Professor Ampere lectures to the class on the general subject covered by the laboratory work. He therefore, spends with the seniors from eight to eleven and from two to five on Tuesday and Thursday, and from eight to nine on Friday.