July 26, 1907] 



SCIENCE 



109 



suitable appliances to give strength to their 

 teaching. It seems to me less excusable 

 that so large a proportion of the leading 

 men in the engineering schools should 

 neglect on their own part a due considera- 

 tion and stvidy of pedagogic history and 

 the development of the lines of philosophy 

 and sound pedagogic thought, which lead 

 inevitably to broader sympathies and more 

 comprehensive professional views. An 

 engineer who has cultivated a correct pro- 

 fessional spirit ought to promptly recog- 

 nize and fully appreciate the importance 

 of careful study of professional precedents 

 of the best types, and if the engineer is 

 also a teacher, he seems to be under obliga- 

 tion to take a comprehensive view of both 

 sides of his vocation, the side of engineer- 

 ing and the side of education. 



I believe that such views lead emphat- 

 ically to the proposition that engineering 

 schools are called upon to extend their in- 

 fluence so that they will continue their 

 present work of education for the scientific 

 engineer; advance the work of engineering 

 research and advanced professional study; 

 and also foster the establishment, mainte- 

 nance and development of polytechnic 

 schools for master craftsmen. 



As instances of a start in the direction 

 of such polytechnic schools fostered by the 

 faculties of engineering schools, I will point 

 to the Summer School for Artisans at the 

 University of Wisconsin, and the Lowell 

 Institute School for Industrial Foremen at 

 the Massachusetts Institute of Technology. 

 Certain courses of the Pratt Institute are 

 instances of work successfully done in the 

 same direction in an independent school, 

 but even there the work is directed by men 

 who have had experience in the faculties 

 of engineering schools. Such schools sup- 

 ported by endowments or by the state 

 could wisely be founded in each large 

 industrial center, but in each instance 



the school government needs the combined 

 interest, activity and support of the better 

 manufacturers and of suitable members of 

 the faculty of a great engineering school. 

 It must always be borne in mind that 

 these schools should equally assist the 

 craftsmen, and the industries employing 

 them, and thereby improve the fitness and 

 promote the prosperity of the state. 



In the first part of this address I have 

 pointed out that the contrast between the 

 hitherto development of farm and dairy 

 education and industrial foremen's educa- 

 tion is partially due to a certain tradd 

 selfishness of the farmers; but there are 

 also two other active causes which are par- 

 ticularly strong in the eastern states. One 

 of these is a hesitation on the part of asso- 

 ciations of industrial workmen to give 

 countenance to education which cultivates 

 and strengthens the special aptitudes of 

 each man and thus tends to accentuate and 

 enlarge the differences between the abili- 

 ties, usefulness and earning powers of in- 

 dividuals. This jealousy of education,, 

 notable on the part of some, is an unhappy 

 phase of the development of civilization^ 

 but right-minded men soon find that appro- 

 priate and thorough education for one's 

 particular work not only adds to earning 

 power and ease and satisfaction for the in- 

 dividual, but it also reduces jealousies and 

 tends toward a brotherhood which im- 

 proves the condition of all workers. We 

 are compelled by the inexorable facts of 

 life to see that men are of difi'erent abili- 

 ties, and nothing is gained by an attempt 

 to deny or evade the truth. The best that 

 we can do is to place each individual man, 

 as far as may be, in the situation that he 

 is best adapted to fill by ability and educa- 

 tion. Then the advancement of any indi- 

 vidual is a cause for the congratulation of 

 all, for it makes new opportunities all 

 along the line, for each individual to profit 



