August 19, 1910] 



SCIENCE 



229 



Under these conditions it seems desirable 

 tliat some more effective correlation of the 

 liberal and professional curricula, using 

 the terms liberal and professional in their 

 usual but rather narrow significance, 

 should be devised than can be obtained by 

 putting them end to end. A butt joint 

 does not appeal to an engineer as a de- 

 sirable arrangement for use where a well- 

 knit and smooth splice is needed. Some- 

 thing better must be devised. A joint five- 

 year course of elective groups would ap- 

 parently meet the requirements and could 

 be arranged by cooperation between educa- 

 tional institutions. Whatever the plan, 

 however, economic subjects ought, in my 

 opinion, be given a place alongside of and 

 in close relation to the professional scien- 

 tific studies. 



However well a man knows the physical 

 and mathematical sciences, he can not 

 make the most of his abilities as an engi- 

 neer unless he also understands the human 

 character and the trend of human progress. 

 The study of historical and economic stib- 

 jects is of an importance in the engineering 

 curriculiun that rivals the study of science 

 subjects; and in order that the relations to 

 each other of engineering science and polit- 

 ical economy may be understood and ap- 

 preciated by the students, the study of such 

 subjects may preferably be carried on side 

 by side. A span of horses makes a more 

 effective team for cooperative work than a 

 tandem pair, though it may not be so 

 showy. 



I do not propose here to discuss the 

 question much argued in some educational 

 circles of what qualities makes one study 

 "liberal" and another study "profes- 

 sional." Personally, I believe that most 

 studies are "liberalizing" when studied 

 with a spirit of enthusiasm, seeking for 

 thoroughness and the reception of truth, at 

 least when accompanied by that reflective 



consideration which makes for imagina- 

 tion ; and the same spirit is needed to make 

 any study of much value as a preparation 

 for a profession. Highly developed powers 

 of observation and induction go far to de- 

 termine a man's success in most profes- 

 sional branches, and also in those branches 

 of business that count. That is a collateral 

 reason why chemistry, physics, mathemat- 

 ics and applied mechanics are such impor- 

 tant studies for engineers. They teach 

 their disciples to observe closely and aceu- 

 ratelj' and to draw correct conclusions. 

 An industrial engineer must also know the 

 thoughts of the world, the flux of society, 

 the ambitions of nations. He can not be 

 a "hermit wrapped in the solitude of his 

 own originality," but must have broadly 

 humanistic sentiments and sympathies. 

 These facts being obvious, what truly hu- 

 manistic studies can we rightfully exclude 

 from the list useful as preparation for en- 

 gineering professional life ? Our solicitude 

 need only be exercised to see that sufficient 

 of the mathematical and physical sciences, 

 the historical and economic studies, and 

 the languages make constituent parts of 

 the curriculum, and that the spirit and 

 order in which these are studied are right. 

 It is probably in the latter that we are 

 erring. The sciences, historical and eco- 

 nomic studies, and languages are well rep- 

 resented in the curricula of many of our 

 engineering schools, but there is a failure 

 to impress on the mind of the student that 

 the economic subjects are intimately related 

 with the work of his profession. Perhaps 

 here lies the explanation of the apparent 

 failure of engineers to play their reason- 

 able share in civic affairs. If that is the 

 explanation, our methods of teaching ought 

 to be promptly reformed. 



Another serious fault has been charged 

 against the graduates of the engineering 

 schools as they come newly from the 



