RELATTOX OF TTIGIl SlllOOl-S iO Tr<:cHXICAL COLLEGE. 6l 



and without orthographical and other errors, must be acquired in 

 the public school : it is a waste of time otherwise. Again, the 

 inclusion of a course in geology and mineralogy in a first year 

 engineering course is a doul)tful matter: its u^e to a future elec- 

 trical engineer, for example, is ])roblematic2l. Al<o Heat, Sound, 

 Ivight and Electricit}- are branches of physics, and, it may be 

 reasonably expected, are included under the term physics in the 

 South African College course. The same may apply to mathe- 

 matics, which will certainly include some applied and practical 

 mathematics. Chemistry, of course, means inorganic chemistry, 

 and grai:)hics is a newer name for the old subject, the geometrical 

 drawing necessary to the engineer. 



Thus, the two courses at these colleges may be assumed to 

 be similar, if we except the two languages from the one, and 

 geology and mineralog}- from the other. 



We are now able to suggest subjects for the final year of the 

 high school course for those pupils intending to enter the uni- 

 versity technical college ; these are : — 



Both languages of Union. 



French or German. 



Mathematics, pure and applied, including practical Mathematics, with 



graphical treatment. Logarithms and Trigonometry. 

 General Elementary Science (i.e.. the elements of physics and 



chemistry). 

 History and Geography, witii special reference to Commercial and 



Industrial development. 

 Precis and Essay writing. 

 Geometrical Drawing and the Elements of Mechanical Drawing and 



Graphical calculation. 

 Manual Training {i.e., the elements of workshop practice). 



To those interested I would recommend the following two 

 " Special Reports " issued by the Board of Education, London, as 

 illustrating the trend desired in the teaching — No. 12, " Mathe- 

 matics witli relation to Engineering Work in Schools," and No. i, 

 " Higher ^ilathematics for the Classical Sixth Form " — both of 

 which are papers that have been pre])ared for the International 

 Commission on the teaching of Mathematics. 



The object of this paper is to promote a greater educational 

 efificiency by placing the schoolmaster in a position of prepared- 

 ness to give a considered judgrnent upon the broader issues in- 

 volved in the organisation of curricula and methods adapted to a 

 preparatory training for the professional engineer of the future. 

 I have endeavoured to do this by drawing attention to the fact 

 that there is a unanimous demand for that organisation on the 

 part of many re>i)onsible engineers. The '" what to teach " and 

 " why " has been given; the " how to teach " must be left to the 

 schoolmaster. If teachers cannot become professionally articulate 

 in this direction. 1 am afraid that the question will be decided 

 by amateur or professional organisers without their guidance, and 

 consequently without the best results. The complaint is that the 

 standard of the first vear course at the imiversity technical col- 



