SECTIONAL TRANSACTIONS.—L. 565 
(2) The change from hand operations to almost identical operations 
done by machines. 
(3) The lack of uniformity in the industry’s raw materials. 
(4) The standard of ‘ studentship.’ 
(5) The lack of suitable books of reference, and the means adopted 
up to the present to solve this. 
Mr. JOHN CHAMBERLAIN.—The hosiery industry (10.35). 
Education for the hosiery industry was originally of a technological 
character, and the subject was treated in a very general manner, but, as the 
trade developed, it was found necessary to form grouped courses of instruction 
for the training of persons occupying functional positions, as follows : 
(1) General hosiery course. (2) Course for designers and makers-up. 
(3) Dyeing and finishing course. (4) Administration and salesmanship. 
Course (1) is intended to give the student a clear idea of trade processes 
and machinery, as well as the sciences underlying the industry. Yarn 
testing and fabric analysis form part of this course. Both full-time and 
part-time courses are available for this course and courses (2) and (3). 
Course (2) is based essentially on a knowledge of art, especially dress design, 
but includes technical subjects, such as the theory of knitting, stitch effects, 
patterning mechanisms and fabric production. Course (3) has a bias 
towards chemistry and provides instruction for the dyeing of all fibres used 
in knit-wear. Analysis of reagents used and testing of dyed materials is 
specially emphasised. Finishing processes for knit-wear are included in the 
course. Course (4) is as yet in the experimental stage, but includes a study 
of business methods, commercial and industrial administration, economics, 
salesmanship and modern languages. 
Dr. H. ScuorretD, M.B.E.—An experiment in education—the Lough- 
borough scheme of engineering training on production (10.50). 
Great controversy has always ranged around the subject of the best 
scheme for the training of the engineer, but all seem agreed that practical 
instruction is essential. 
It is growing increasingly difficult to secure an all-round training. Mass- 
production methods in engineering have come to stay, and the all-round 
kind of experience that the old apprentice received is no longer available. 
On the practical side the best boy tends to have the least chance. ‘There is 
little connection between the offices of the firm and the works, and pro- 
motion inevitably seems to be more open to a bright youth in the office 
than for an equally clever boy in the foundry or the machine shop. On the 
academic side there is a great tendency to grow stale. University syllabuses 
tend to govern curricula, and these concern themselves with the mathe- 
matical and physical sections of the work only, taking little account of 
management, with all its problems, and the technique of selling goods. 
The so-called engineering workshops of the modern University or 
Technical College are laboratories rather than workshops, and gifts to 
Technical Institutions are often made from plant no longer required for 
modern productive industry. Depreciation is still held to be a governing 
factor, rather than regard being paid to considerations of obsolescence. 
To overcome these difficulties several schemes have been tried. ‘The 
productive college first came into being in America, and in this country it 
has been very highly developed at Loughborough. 'The University lecture 
rooms and laboratories exist side by side with the productive workshops of 
the commercial engineering firm, and in one and the same set of buildings, 
