52 Transactions of the Royal Canadian Institute 



articles. It has also helped to break dowiii the barrier betwieen the 

 sciences, as taught in the schools, and production as learned in the 

 factories. The result was that there has been, in the past, more extensive 

 co-operation between the colleges and the factories, than could be brought 

 about in ante-bellum Europe, outside of Germany. Instead of having 

 to persuade the factories to employ the technical-college graduates, the 

 factories have usually besought the colleges for young graduates to train 

 up in their employ. This has brought about a very rapid rate of develop- 

 ment of production in this country during the last few decades. 



The war has revealed very clearly that all processes of large-scale 

 production are essentially of the same nature as engineering, and that 

 if engineering consists in applying the forces of nature to production, 

 with the greatest economy and effectiveness, it becomes desirable that 

 everyone who is engaged in production should be trained, more or less, 

 in economics and engineering, to an extent depending upon the nature 

 and responsibility of his share in the work. 



The scientific departments of universities in every country have 

 always carried on two functions: teaching and learning. The teaching 

 is the dissemination of the knowledge already acquired. The learning 

 is the acquisition of new knowledge by research. Scientific research has 

 always flourished under the auspices of universities, partly owing to the 

 habits and traditions of academic surroundings, and partly owing to the 

 intellectual stimulus provided by scientific associates. It is not incum- 

 bent upon the purely scientific departments of universities either to 

 carry on industrial research, or to supply graduates for that purpose. A 

 student who has graduated in physics may be well equipped to under- 

 take industrial research, if he has the aptitude and inclination; but there 

 is so much important work to be done in unapplied physics, that the 

 research undertaken by departments of physics is likely to be of greater 

 value if it is restricted to enlarging the world's knowledge of natural law. 

 Even from a purely utilitarian standpoint, the needs of industry are 

 more likely to be furthered by diligent research in pure physics, than by 

 enlisting all scientific research in industrial alpplications. 



It is, howjever, incumbent upon the technical colleges, and engineering 

 schools of universities, to foster engineering and industrial research. 

 They can do this in several ways, and they are already engaged in these 

 directions to a greater or less extent; namely (i) carrying on research in 

 applied science, in their own laboratories, (2) training industrial re- 

 searchers, as well as constructors and engineers, (3) carrying on teaching 

 in conjunction with industrial establishments. 



It is po'ssible for the technical colleges to undertake a certain amount 

 of industrial research in their own laboratories; but, as a general rule, 



