Mat 7, 1909] 



SCIENCE 



725 



less. Business is a bore, history a closed 

 book, and lie has little in common with so- 

 ciety and men and things. As the world 

 develops he knows of this development, if 

 at all, only from the standpoint of the 

 growth of his own science. If he attempts 

 aught outside his field, he fails. 



This, then, is the anomaly. That while 

 in the early days of applied science, to be 

 an engineer implied a general knowledge 

 of such principles of the subject as were 

 known, the development of scientific and 

 technical thought and appreciation and the 

 birth of many courses produced extreme 

 specialization. Hence we find the scien- 

 tific man of to-day troubles himself, not so 

 much with the broad phases of the subject 

 as with a specific part. We have already 

 reached the danger point and the machine 

 engineer, the natural result of our present 

 system, must soon be displaced by the 

 thinking engineer. The artisan is to go 

 down before the artist-artisan. Thought 

 must take precedence over imitation. The 

 necessity for a broader and more general 

 knowledge upon which the specialty may 

 with safety be constructed, is the argument 

 here being presented. 



With this main issue in mind, let us turn 

 for a moment to the consideration of the 

 number of high-grade institutions in this 

 country wherein are offered courses of a 

 technical nature. 



A detailed study shows that out of forty- 

 two state universities (the total number in 

 the United States), thirty-six offer tech- 

 nical and engineering courses. Of other 

 colleges and universities of a public, en- 

 dowed or private character, there are sixty- 

 three offering such courses, while there are 

 forty-five special schools of technology and 

 science; in all a total of one hundred and 

 forty-four institutions offering technolog- 

 ical courses. 



Of the thirty-six state universities offer- 

 ing these courses, six only may be classed 



as of the first order. Six of the sixty- 

 three additional colleges rank as first-class 

 institutions, while fourteen of the forty-five 

 special schools of technology are in class 

 one. In this latter number, the Naval 

 Academy at Annapolis and the Military 

 Academy at West Point are included. 



Of the six state universities mentioned, 

 all offer courses iu electrical, civil and 

 mechanical engineering, three offer courses 

 in architecture, five in chemical engineer- 

 ing, four in agriculture, three in sanitary, 

 two in mining and three in railway engi- 

 neering, two in metallurgical engineering, 

 one in naval architecture, two in forestry, 

 one in marine engiaeering, one in irriga- 

 tion and one iu ceramics. 



The six additional colleges of public and 

 private nature offer courses as follows: 

 six in electrical, six in civil and five in 

 mechanical engineering, three in architec- 

 ture, three in chemical engineering, two in 

 agriculture, two in sanitary, four in mining 

 and three in railway 'engineering, one in 

 metallurgical engineering, two in naval 

 architecture, two in forestry, two in marine 

 engineering and one in horticulture. 



In the fourteen special schools of tech- 

 nology, we find nine offering courses in 

 electrical, eight in civil and nine in mechan- 

 ical engineering, five in architecture, three 

 in agriculture, two in sanitary, five in min- 

 ing, one in metallurgical and five in chem- 

 ical engineering, one in forestry, one in 

 railway engineering, one in naval architec- 

 ture, one in horticulture and one in 

 ceramics. 



This gives us a total for the twenty-six 

 educational institutions of twenty-one of- 

 fering courses in electrical and twenty each 

 in civil and mechanical engineering, eleven 

 each in architecture and chemical engineer- 

 ing, nine in agriculture, seven in sanitary, 

 eleven in mining, seven in railway and five 

 in metallurgical engineering, four in naval 

 architecture, five in forestry, three in ma- 



