PROGRESS IN ENGINEERING 291 



one is taken back to the ancient cities of Assyria, Babylonia, 

 India, Egypt, Greece or Italy. 



Some 1,500 years b.c, a great university, supported 

 by the Pharaohs is shown to have existed by records since 

 found. Dormitories, for those able to pay the necessary 

 fcos, were erected. Over eight hundred instructors were 

 Ml rolled as members of the faculty, and schools of art, paint- 

 mg, sculpture, architecture and engineering, so far as de- 

 veloped, were included within this wonderful institution. 



As early as 1,300 years b.c. the University of Rameses 

 A ;is planned, and one thousand or more years later the great 

 University of Alexandria was founded. In this latter uni- 

 \^ersity technical education seems to have been a more prom- 

 nent feature, and more than ever before was there an effort 

 o give instruction in all the forms of the arts, literature and 

 fcicnces, and the modern sciences can easily be traced back 

 o these ancient efforts. The work of Plato, Aristotle, 

 Vrchimedes and Euclid was directly in the line that eventually 

 developed into the various technical branches. These men 

 md their associates had much to do in originating and investi- 

 gating the scientific theories of that day, and many of their 

 ^-onclusions have stood the tests of time. 



It was Galileo who, in 1590 a.d., ventured to question 

 he possible mistakes in Aristotle's statements, and to him 

 iynamic engineering owes its possibility. To the priest and 

 Qonk is due the credit of having kept alive the mechanic 

 rts during many centuries, for it was through the church 

 hat educational movements and developments were kept 

 rom total destruction. 



|| What is to-day called the new education is really not 

 lew, but simply a recent revival and development of an 

 ducation which dates back many hundred years before 

 he Christian era; for, as Riedler has said in disputing the 

 act that medicine was the oldest science, "older still is tech- 

 j ileal development; civilization began with man." 

 i It is not the purpose of this paper to trace the dcvelop- 

 1 aent of engineering education as a whole, but rather to note 

 he progress of such education in the United States. 



