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questions of public welfare, in questions of investment, or in the pursuit 

 of personal health and pleasure. Thus there would be studied such 

 practical "matters as the generation, distribution, metering and sale of 

 gas and electricity; hydro-electric and irrigation developments; water 

 and sewerage systems ; heating and ventilation ; illumination ; sanitation 

 and hygiene ; the chemistry and physiology of foods ; electric and steam 

 traction ; steam and gasoline engines for power or pleasure vehicles. 



Such courses are quite possible if based upon introductory courses of 

 sophomoric grade. The ordinary high-school courses do not supply a 

 sufficiently advanced basis. The introductory courses should be espe- 

 cially outlined in connection with their continuations. The advanced 

 courses would best be presented under the direction of three instructors 

 broadly trained in their respective subjects of electrical engineering, 

 chemical engineering and sanitary engineering, in cooperation with a 

 doctor of medicine, an economic geologist, and the pure science in- 

 structors of biology, physics and chemistry. The work of all the courses 

 should be of the same standard as that for similar subject matter in the 

 best technical schools. The subjects should be presented by illustrated 

 lectures, class recitations from text-book assignments, exercises in 

 problems, excursions to illustratory industries or public improvements, 

 and written reports. The success of such courses depends much upon 

 the teaching staff. The need of some such courses, however, is steadily 

 increasing. 



In the main the solution of the present educational problem may be 

 said to demand more liberal arts in technical schools, and equally, more 

 practical science in colleges. 



