NATURE 
301 

THURSDAY, FEBRUARY 16, 1871 


THE EDUCATION OF CIVIL ENGINEERS 
TTENTION has been called to this important sub- 
ject by a pamphlet recently issued by the Institution 
of Civil Engineers, containing a clear and well-digested 
account of the education and status of engineers at home 
and abroad. The pamphlet, however, is more remark- 
able for its omissions than for its contents, among which 
we find premisses warranting a conclusion or many 
conclusions concerning the education and position of the 
engineer in different countries. The documents which 
have been employed in its compilation have been 
collected, arranged, and issued, under the supervision of 
the Council of the Institution of Civil Engineers, a body 
most able to draw conclusions, and to give practical effect 
to any resolution they may adopt, and yet no conclusion 
whatever is drawn, and no resolution whatever is adopted. 
Perhaps, indeed, the Council consider that the education of 
engineers in England cannot be improved ; this interpre- 
tation may easily be given to the short summary given of 
the English system, contained in the following passages :— 
There is, further, in England no public provision for 
engineering education. Every candidate for the profes- 
sion must get his technical, like his general education, as 
best he can; and this necessity has led to conditions of 
education peculiarly and essentially practical, such being 
the most direct and expeditious mode of getting into the 
way of practical employment. 
The education of an engineer is, in fact, effected by a 
process analogous to that followed generally in trades, 
namely, by a simple course of apprenticeship, usually with 
a premium, toa practising engineer ; during which the pupil 
is supposed, by taking part in the ordinary business 
routine, to become gradually familiar with the practical 
duties of the profession, so as at least to acquire compe- 
tency to perform them alone, or, at least, after some further 
practical experience in a subordinate capacity. 
It is not the custom in England to consider ¢heoretical 
knowledge as absolutely essential. It is true that most 
considerate masters recommend that such knowledge 
should be acquired, and prefer such pupils as have in some 
degree attained it, and it is also true that intelligent and 
earnest-minded pupils often spontaneously devote them- 
selves, both before and during their pupilage, to theo- 
retical studies ; but these cases, though happily much 
more frequent now than formerly, really amount only to 
voluntary departures from the general rule. 
This thorough proficiency in practical matters tends 
largely to compensate for—in many cases to outweigh-— 
the deficiency in theoretical attainments ; and it is un- 
doubtedly this, influenced in some degree by the natural 
self-reliance and practical common sense inherent in the 
English character, which has given such a high standing 
to the profession in this country. The practical education 
in England is perhaps the most perfect possible, if the 
opportunities obtained during the pupilage are ample, 
and the pupil properly avails himself of them. 
In marked contrast with this language comes the sum- 
mary of the description of foreign engineering education. 
The education of foreign engineers is strongly con- 
trasted with that in England in every particular. Practical 
training by apprenticeship is unknown; the education 
begins at the other end, namely, by the compulsory ac- 
quirement of a high degree of theoretical knowledge, 
under the direction, and generally at the expense, of the 
VOL, III 



Government of the country. Partly with this, and partly 
afterwards, there is communicated a certain amount of in- 
formation on practical matters ; but this is imparted ina 
way differing much from the English plan, and probably 
with less efficient results. 
Thus, while the English engineer is launched in his pro- 
fession with the qualification of a considerable practical 
experience, but with perhaps little or no theoretical know- 
ledge, the foreign one begins with a thorough foundation 
of principles, but with a limited course of practice; a 
deficiency, however, which tends to correct itself with time. 
After a few paragraphs showing how these principles 
are worked out in various countries, we have a summary 
of suggestions made by engineers and others, without 
approval or condemnation. The body of the pamphlet 
consists of dry statistics, which would have been of greater 
value had not much of the matter been already published 
in various blue books ; and at the end we find suggestions 
by individuals and extracts from published documents 
quoted, without any partiality for one rather than another. 
It is very difficult to understand why the Council of 
the Institution has issued a document of this kind. 
Parents and guardians may find the list of schools and 
classes valuable, but neither the general public nor the 
engineers required information of the kind here given. 
Since the Paris Exhibition, we have been deluged with 
letters, pamphlets, and evidence as to foreign Polytechnic 
Schools. What we do require is some authoritative re- 
commendation of one scheme rather than another for 
raising the standard of engineering education in England. 
The Council may plead in extenuation of this grievous 
omission that they are not a legislative body ; that their 
decisions would bind no one, and that they have always 
disclaimed all responsibility for the opinions expressed in 
the engineering papers which they publish. If they take 
no higher view of their functions than this, they might 
well have abstained from publishing this dry collection of 
statistics. If, on the other hand, they really mean that 
the education of young engineers in England needs no 
improvement, it is a pity that the opinion is not stated in 
so many words. 
The language used conveys a mild expression of paternal 
approval of the good boys who “spontaneously elevate 
themselves to theoretical studies,’ but we almost see the 
bland smile of compassion with which the successful 
Nestor regards the proud enthusiasts. 
We have the list of colleges where these good boys 
may be (spontaneously) diligent, but not a word indicating 
that the number of institutions is insufficient; that the 
number of classes in the institutions is in defect or excess 
of the requirements; far less any recommendation that 
engineers should make attendance on science classes com- 
pulsory instead of voluntary. We have an excellent short 
account of the Whitworth Scholarships, but no word 
of approval, no hope expressed that the example set 
may be followed. There is no suggestion that any new 
technical chairs are required, such as those lately founded 
in Manchester and Edinburgh, and we can well imagine 
that when other colleges or patrons approach Government 
asking for assistance to supplement local efforts, the 
Treasury may point to this pamphlet and say, Surely if 
the leading engineers in the kingdom are satisfied, we 
cannot be justified in giving you the assistance you ask. 
No preference is indicated for Mr. Scott Russell’s 
tremendous scheme, of Great Eastern proportions, no 
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