Research in Engineering Colleges 57 



college that has yet entered on such a co-operative plan has abandoned 

 it. In the writer's opinion, the plan forms a very valuable optional 

 course, but is noc to be recommended as compulsory; because there are 

 technical students who do not seek to enter the industries, and who 

 prefer to take college work exclusively. It is surely to the advantage of 

 the community that as many different types, plans and courses of study 

 as can economically be offered in the country at large, should be placed 

 at the selection of the oncommg ranks of students, provided that the 

 standard degrees offered shall represent and require substantially the 

 same amount of time and effort in their attainment. As time goes on, 

 it will probably be necessary for all the universities and colleges, and 

 especially the technical colleges, to co-operate more closely w;th one 

 another in the public service. 



The trend of modern technical education is to fit men for improved 

 production. This can best be brought about by cultivating close rela- 

 tions with the industries and productive forces of the time. This goal 

 is in sight, but is far from being attained. The goal is very remote 

 from the positions of the scientific schools of the ancient wofld, and it 

 has taken many centuries to reach the place where society noW stands 

 in this matter. The old Greek scientific schools studied the pure sciences 

 for their own sake, wjiich was admirable, but they also disdained all 

 contact with commercial affairs, which was unfortunate. The commercial 

 and industrial wbrlds seem likewjise to have disdained and underesti- 

 mated the schools. Gradually, through the centuries, we are coming to 

 a position where, without appreciating the great scientific Uiniverse less, 

 We can appreciate and serve our fellows through the industrial world 

 more. 



The task of training men for industrial research is partly in the com- 

 munication of a certain series of educational facts and principles as 

 expressed in text-books and partly in the formation of certain habits 

 and attitudes of mind. The student gains these not merely from his 

 books and teachers; but also from his associations with the traditions of 

 the college, and with his fellow students. It seems likely that the mental 

 and moral habits, i.e., the character formations, are more important than 

 the fact memories. If we remember that primitive man lived in a mental 

 atmosphere that peopled all the world abouit him with independent 

 supernatural powers, and that nothing could be undertaken w^ithout 

 satisfactory omens or propitiations of these powders, w;e realize that 

 immense periods of time might be traversed by successive genera'tions of 

 human beings, under such a regime, w;ithout any likfelihood of material 

 progress. We also recognize in the best of us occasionall vestiges of 

 primitive mentality and superstition. 



