UTILITARIAN SCIENCE 11 



influence of far-seeing leaders in education. Notable among these 

 have been Tappan, Eliot, Agassiz, and White. To widen the range 

 of university instruction so as to meet all the intellectual, esthetic, 

 and industrial needs of the ablest men is the work of the modern 

 university. To do this work is to give a great impetus to pure and 

 to applied science. 



Two classes of men come to the front in the development of en- 

 gineering: the one, men of deep scientific knowledge, to whom 

 advance of knowledge is due, the other the great constructive engi- 

 neers; men who can work in the large and can manage great enter- 

 prises with scientific accuracy and practical success. Everywhere 

 the tendency in training is away from mere craftsmanship and 

 towards power of administration. The demands of the laboratory 

 leave less and less time for the shop. "Two classes of students," 

 says a correspondent, " should be encouraged in our universities: 

 First, the man whose scientific attainments are such that he will be 

 able to develop new and important processes, the details of which 

 may be directly applied. This type of man is the scientific engineer. 

 The other is the so-called practical man, who will not only actually 

 carry on engineering work, but may be called on to manage large 

 enterprises. If his temperament and ability are such as to give him 

 a thorough command of business methods and details, while he is 

 in addition a good engineer, he will find a field of great usefulness 

 before him on leaving the university. The university should en- 

 courage young men to undertake the general executive work nec- 

 essary to handling men and in the many details of large enterprises. 

 The successful man of this character is necessarily a leader, and the 

 university should recognize that such a man can be of great influ- 

 ence in the world, if he is thoroughly and broadly educated." 



"We need," says another correspondent, "men possessing a 

 better general training than most of those now entering and leaving 

 our engineering schools. We need more thoroughly trained teachers 

 of engineering, men who combine theoretical training with a wide 

 and constantly increasing experience, men who can handle the 

 factors of theory, practice, and economics." 



"Technical education," says another correspondent, "should 

 look beyond the individual to the aggregate, and should aim to 

 shape its activities so as to develop at the maximum number of 

 points sympathetic and helpful relations with the industrial and 

 engineering interests of the state. This means careful and steady 

 effort towards the coordination of the activities of the technical 

 school with the general condition of industry and engineering as 

 regards its raw materials, its constructive and productive operations, 

 its needs and demands with regard to personnel, and its actual or 

 potential trend of progress." 



