EVENING SCHOOLS AND SCHOLARSHIPS. 349 



of chemistry, physics, mathematics or allied subjects should be given the opportunity to do so. 

 I intentionally write "a mastery," for we frequently hear the expressions "engineering- 

 mathematics" or "engineering-physics" which are as objectionable as other hyphenates. A 

 man's power in engineering will grow with his knowledge of such subjects, and he cannot 

 advance too far — his studies should be limited only by his capability and his required atten- 

 tion to other necessary duties. But with the growth of his theoretical knowledge he should 

 earnestly strive to acquire what is much more elusive — engineering judgment and common 

 sense. For instance, if a physical problem in connection with engineering has to be solved, 

 the proper assumption and data for his equations can only be determined by a sound knowl- 

 edge of practical conditions such as the practical part of his apprenticeship course can sup- 

 ply; not, as has so often been the case, by some imaginary conditions, only remotely resem- 

 bling fact, which perhaps allow the equations to be solved more easily. 



There is one condition which is proper and probably laid down, but which Mr. Bailey 

 does not mention. It would only be fair that, in return for receiving a scholarship, the ap- 

 prentice should bind himself to give the company his services for a term of years after the 

 apprenticeship is completed or to pay back the money received. The remuneration would 

 have to depend on the position he could hold and his ability. (Since writing the above 

 I was interested to learn that the Westinghouse Electric and Manufacturing Company has 

 instituted War Memorial Scholarships, four each year for not more than four years. The 

 value is $500 per annum. The first four were awarded in 1919. There is no condition, 

 such as I suggest, attached.) 



The arrangement between the General Electric Company at Lynn and the Massachusetts 

 Institute of Technology is probably the same as that now adopted by several universities and 

 originated as the Cincinnati plan fully fifteen years ago. For instance, "every student of the 

 School of Engineering of the University of Pittsburgh during his course is required to work 

 four terms of three months each, in some of the engineering industries of the Pittsburgh 

 district." The quotation is from a pamphlet entitled "The Cooperative Plan of Engineer- 

 ing Education," giving details, which can be obtained from this university. While in the 

 works the students are kept under the observation of their professors. 



Professor W. L. Cathcart^ Member (Communicated) : — This paper has marked in- 

 terest and value, both in its comprehensive review of the present training of apprentices in 

 American shipyards and in its suggestion of changes in the methods of their education which 

 would attract a better class of boys to these positions and act also to strengthen the morale and 

 increase the loyalty and permanence of the whole force of shipyard workers. 



The author states : "We have found from statistics that, at the end of a five-year period, 

 only about 20 per cent of the men on the rolls at the beginning of the period remain, and at 

 the end of ten years about 5 per cent remain in the employ of the company. * * * q^ 

 the basis that these data apply to the various trades (which they probably do not strictly), 

 it would appear well to employ apprentices approximately in the ratio of 20 to 25 per cent 

 of the number of journeymen in each trade." From these statements it is clear that, to main- 

 tain the full efficiency of a shipyard force, the adequate training of a relatively large force of 

 apprentices is essential. 



With regard to present systems of training, the author states that apprentices are usually 

 given a four-year course which includes, in addition to shop and yard work, a considerable 

 course of study in sessions during working hours or at evening school. He adds : "The one 



