140 SECTIONAL ADDRESSES 
Further, all engineers owe a debt to the British Standards Institution, 
a very live body under the able directorship of Mr. LeMaistre, which 
has secured for our country a leadership in standards. Much time is now 
saved by the adoption of the various standards recommended by the 
Institution. 
Here also I must refer to the invaluable services rendered by the 
technical Press of this country—of which those old-established journals, 
The Engineer and Engineering, are outstanding examples and repre- 
sentative of all that is best in modern journalism. It may be safely 
asserted that no news service throughout the world is actuated by higher 
principles, has a greater regard for accuracy, or shows a more steadfast 
sense of responsibility than that provided by our technical journals. The 
result is a trustworthy and highly educational record of engineering 
progress, illustrated by admirably selected examples of recent practice and 
developments both at home and abroad. To the leading articles in these 
journals most of us have long been accustomed to turn for helpful and 
stimulating comment upon matters of current interest. 
Having dealt very briefly with a few reflections and given examples of 
modern engineering, this cannot be regarded as a complete story without 
a few remarks on the subject of the human side of engineering. 
I have frequently been asked the question by many professors in 
engineering, ‘ What kind of work do you give our students todo?’ That 
is a natural question, and the answer is largely dependent on the young 
engineer’s outlook after he has served his pupilage. 
The system of training which I am interested in was started by my 
father over fifty years ago, established on a sound basis, and has proved 
remarkably successful. The scheme has been modified from time to 
time to keep pace with changing circumstances, especially post-war 
conditions. 
It will be obvious that the industry cannot be carried on efficiently 
without a continuous supply of highly trained engineers and craftsmen, 
and the training of the engineer is the all-important question. All 
systems of workshop training should be available without payment of 
premium, and it is now general practice to pay wages to all students and 
apprentices. It is necessary to provide workshop training for three main 
classes of students. First, there is the student who wishes to become 
a professional engineer, capable of taking highly responsible positions on 
the administrative, executive, technical or commercial sides of the 
industry. There is, and there always will be, a considerable diversity of 
opinion as to the merits of different systems of training for the higher 
posts, and, since the characteristics and personality of the individual are 
varied, it becomes obvious that the course which is ideal for one is 
not necessarily best suited for another. In any case, a university training 
is desirable, as developing a disciplined mind and ensuring that thorough 
grounding in the fundamentals without which no engineer can be complete. 
An essentially Scottish system of training, which has proved very success- 
ful, is the ‘ sandwich system’ of winter in college and summer in the 
works. It is sometimes advocated that a student should undergo some 
years of works training before proceeding to the university. My own 
