ing upon the individuals what will be expected of them when they begin practical work. A definite statement of the successes and failures of a man, who is probably well known by many of those addressed, even though his name is not presented, seems to most persons much more real than what may happen in the future to some one of their number.

We believe it a good plan to keep in close contact with our recent graduates; to get them to write us freely and fully about their early experiences. Then we use these experiences, stated anonymously of course, to both warn and encourage our undergraduates.

PROFESSOR C. M. WOODWARD: I was delighted with the paper. I enjoyed the discussion. I have always felt that one's duty as an instructor was not limited by the subject in the catalogue. He should always be a leader and I believe that the suggestions of to-day we shall carry home with profit. In Washington University it is my custom to give a short address to freshmen the day they enter. I talk to them about their life in the institution and their relations to each other. I try to put them in sympathetic attitude with their work. I give a course, one every semester, eight lectures in all, gradually talking along in the work they are doing and in the responsibility that they are beginning to carry, and end up with the final talk which may cover two hours, if necessary, in telling them the whole story of their relations with the men around them, under them and over them, and their duties to the public. I think it is an immensely important subject. This is the humanities side of our course. This gives an opportunity to get after the men; to train them with regard to proper relations with other men.

It is a fine thing in education; no system is complete without it.

MR. HAYFORD: In closing I will touch upon a few points only.

I am delighted to see in this discussion signs that indicate that teaching of this kind is already in progress, and still more delighted to see that more will be done in the future.

In regard to one thing that Professor Carpenter said-looking at the matter from the point of view of one who is brought into contact with young menI disagree with the proposition that the man who is to handle men should begin studying them after he is out of college. It is a costly process to learn from your own experiences rather than from the experience of others. The training referred to makes politicians out of men in college. It does not appeal to me as being of very much value, because it is mere playtraining with little resemblance to outside conditions.

Professor McNair indicated that there are certain class of mistakes men make in the first three or four years. The warning of young men against these mistakes is a good thing. It is a better thing then to add to that warning reasons why these mistakes arose. You can make these warnings more effective if you show the reasons for them. A broad statement of the case to be given to students is better than the specific warning against mistakes.

Professor Swain's talking to that student did not prevent his making the mistake. But the important question is whether that student appreciated the reprimand from the man better than he otherwise would because the professor had talked with him beforehand.

I agree that it is not necessary to have a separate and distinct course. You may bring in this teaching along with other things. I appreciate the force of the suggestion that as soon as you lecture to a man on anything connected with morals, his resistance inYou must perhaps teach this subject in connection with something else. I see the necessity for the teaching clearly, it is for you to find out how to teach it. I do not claim to have a clear insight into the proper method.

creases.

As Professor Jackson said, to teach tact is perhaps the most difficult task a teacher can put before himself. To develop administrative ability after a man gets out is also an extremely difficult task.

When you approach any other line of teaching, you approach it directly. What is there peculiar about this particular line that makes it certain that when you attack it, you get at it indirectly. Perhaps that is the right way, but I am not yet convinced.

THE WORK IN THE MECHANICAL AND
ELECTRICAL LABORATORIES OF
SIBLEY COLLEGE.

BY R. C. CARPENTER,

Professor of Experimental Engineering, Cornell University.

The principal excuse for this paper is the location of the meeting of the Society for the year 1906 at Cornell University. This paper is intended to point out the general plan of organization and to describe the methods of instruction which apply to the Sibley College laboratories.

As a preface, it may be stated that the work in the laboratories is given a very prominent place in the course of study which has been adopted. In addition to the service for research and investigation, it is expected that the laboratories will in a large measure train the undergraduates so as to fit them better for investigation and research and for practical engineering work after graduation. As the amount of time which each student can possibly devote to this work is limited, a systematic scheme has been gradually evolved as the result of experience for conducting these experiments, for taking a certain number of observations in a limited time, and of writing out a full report of the experiment under the prescribed conditions and rules.

No argument will be advanced as to the value of this system as compared with some other way of doing the same thing, as it is extremely possible that under different circumstances and conditions very different methods would give better results. It is

intended to point out merely the method here used of carrying on the laboratory work rather than to offer arguments as to the desirability of this or some other scheme.

Laboratory Organization.—It may be interesting first to consider the organization which has charge of the laboratory work. The laboratories are in the general charge of the department of experimental engineering, which also gives instruction in certain practical studies which the members of the department are specially well adapted to carry, but its energies are devoted principally to the laboratory. The Sibley College laboratory has two branches, one mechanical, the other electrical. The laboratory organization is in the general charge of the professor of experimental engineering, each department being in special charge of an assistant professor of experimental engineering, with a sufficient number of instructors to give the necessary instruction to the students.

Nature of the Laboratory Work.-In each laboratory the work is of two kinds which I will designate as, first, required undergraduate work, and, second, research and investigation. The required undergraduate work is taken by the students in the junior and senior years and is intended to train them in the application of theoretical principles, in habits of accurate observation, in methods of handling and operating machines, in drawing conclusions from experimental data, and in the writing of reports in good English. The field which it is intended to cover is a very broad one, extending over methods of testing materials and of machines in nearly every branch of mechanical and electrical engineering.

During the past year about 500 men registered for