108 



SCIENCE 



[N. S. Vol. XXVI. No. 656 



It is therefore not to these that I am 

 here attempting to particularly direct your 

 attention, but it is to the third educational 

 subdivision that comes distinctly within 

 the purview of the influence and direction 

 of the engineering schools, though prefer- 

 ably not within the scope of their cur- 

 rieulums. This is the instruction for 

 artisans, and particularly the instruction 

 intended for foremen and sub-superin- 

 tendents. 



The reports of the eleventh census give 

 some illuminating figures in regard to the 

 number of skilled workmen and the number 

 of foremen in industrial pursuits. The 

 figures must be admitted to be lacking in 

 precision on account of the difficulty of 

 drawing an exact line of demarcation be- 

 tween skilled and other workmen and the 

 difficulty of phrasing an inclusive defini- 

 tion of the services that make a man of 

 the rank of foreman, but the figures re- 

 ferred to are staggering in their indication 

 of the magnitude of this problem in educa- 

 tion. 



As a further indication pointing in the 

 same direction, but belonging distinctly in 

 secondary instead of higher education, I 

 will call your attention to the fact that the 

 first Industrial Commission of Massachu- 

 setts pointed out in its report of 1906 that 

 there are no less than 25,000 boys and girls 

 between fourteen and sixteen years of age 

 in the state of Massachusetts who are now 

 in various kinds of juvenile employments 

 or are idle, and all of them without any 

 adequate trade education. The secondary 

 industrial schools of the country are utterly 

 without adequacy in numbers or extent to 

 meet this problem in secondary education ; 

 and the schools suitably planned for the 

 appropriate education and improvement of 

 foremen are almost unknown with us. 



I lay this latter fact at the door of the 

 engineering schools, and hold that the 



members of the faculties are not guiltless 

 unless they make adequate efforts to get 

 filled this need in education for master 

 craftsmanship in the industries, which 

 comes within the purview of their influence 

 and direction. 



The governing boards of the engineering 

 schools must divide the guilt with the 

 faculties, if they continue their common 

 failure to provide sufficient teaching force 

 in the engineering departments, thus put- 

 ting any effort which reaches beyond the 

 routine of the department curriculum and 

 touches the larger interests of the in- 

 dustrial body beyond the physical endur- 

 ance of the individual members of the 

 faculties. 



The situation is better in our agricul- 

 tural colleges. 



Governing bodies have also been at fault 

 heretofore by too close adherence to a 

 standard for engineering teachers in which 

 mere ability to impart information in the 

 class-room, without consideration of any 

 breadth of ambition, has held too pre- 

 dominant a place in the selection of men; 

 and breadth of view in industrial affairs 

 accompanied by clearness of judgment has 

 had too small a place. I do not under- 

 value the technical ability to impart in- 

 formation in the class-room and assent that 

 this should be properly given much weight 

 in selecting men for the engineering facul- 

 ties; biit this ability, however largely de- 

 veloped and however fully accompanied by 

 engineering skill, is far from sufficient to 

 make an adequate member of an engineer- 

 ing faculty. 



The acts of many governing bodies here- 

 tofore are in some degree excusable in con- 

 sideration of the breathless growth of engi- 

 neering schools which has seemed to make 

 impracticable any pause for thought or 

 consideration of needs beyond those of the 

 day's pressing want of active teachers and 



