I20 MICHIGAN STATE AGRICULTURAL COLLEGE 



The student has httle choice of subjects in any given course, 

 for the elective system is unsuited to the mastery of a logical 

 sequence of facts and principles. The curricula of engineering 

 courses are, therefore, almost exclusively prescribed. There is, 

 moreover, a characteristic blending of the theoretical and prac- 

 tical. A knowledge of the hypotheses and theories of pure 

 science is fundamental to the training of an engineer, but they 

 are valueless to him unless their appUcations are traced. Natur- 

 ally the laboratory has a large place in this scheme of instruction. 

 It is necessary that the student have contact with and an intimate 

 knowledge of the machines and materials with which he is later 

 to deal. The laboratory- courses and equipment are, therefore, 

 striking characteristics of our engineering schools. In chemistry, 

 physics, electricity, steam engineering, shop practice, material 

 testing, hydraulics, and drawing each student must be supplied 

 with a work place and equipment for the study of the actual 

 phenomenon or object under consideration. The shops and 

 laboratories of a modern engineering college have all of the 

 aspects of a commercial establishment, and contain types of the 

 real machines and materials of commerce. These methods 

 and equipments are responsible for the costHness of engineering 

 education in marked contrast to courses in liberal arts. 



From the nature of the subjects taught, the standard of schol- 

 arship in our engineering schools is high. The predominance of 

 mathematical subjects; the accuracy of observation and state- 

 ment required; the analytical character of much of the work 

 render it impossible for a dull man to succeed. These schools 

 are not training mechanics or skilled workmen. Manual dex- 

 terity is important and a knowledge of practical operations is 

 essential to the engineer, but his power hes in his capacity to 

 organize and utiHze forces and materials, and his training is 

 intellectual rather than manual. The actual expenditure of 

 mental effort required of the engineering student is, I believe, 

 quite exceptional, for the successive steps of advancement to 



