August 1, 1913] 



SCIENCE 



143 



the powers of observation are developed, 

 logic reigns and laws are discovered. The 

 successful engineer lives on the frontier of 

 civilization, on the firing line of human 

 endeavor, where those material problems 

 have to be solved that have been set for the 

 ages, and where the art of creation is wed- 

 ded to the science of industry. The scholar 

 deals with the past. The student lives in 

 the present. The engineer looks into the 

 future and solves its problems. 



To be a good engineering teacher, one 

 must be something of a scholar, student 

 and creator and, highest of all, an educator 

 capable of leading others to be the same. 

 Such men are necessarily scarce, and while 

 their financial rewards may be small, the 

 satisfaction that they very properly get 

 from their work transcends all their many 

 self denials and enables them to hold their 

 heads up with the world's best people. 



This society was formed for the promo- 

 tion of the kind of education which has 

 been described. This is its twenty-first an- 

 nual meeting. It may be now said to be 

 of age. In closing this address I desire to 

 leave with the next program committee and 

 the incoming officers just two suggestions 

 with the hope that they may be possible of 

 adoption. 



Let the program next year include a 

 rousing session on "Education as a Sci- 

 ence, rather than as an Art." Those of 

 you who are familiar with the proceedings 

 of the society know that we have had the 

 subject of education considered as an art 

 dealt with from many points of view. 

 Until this meeting, little, if anything, has 

 been done to consider the rationale and 

 science of our chosen profession of educa- 

 tion. Let the best minds in the educa- 

 tional world tell us, and in a practical way, 

 all that time will permit concerning the 

 science of education, including its psychol- 

 ogy as applied to engineering education. 



Schools of salesmanship have their special 

 courses in the psychology of their chosen 

 vocation; but did any one ever hear of a 

 course in psychology being demanded as a 

 part of the necessary training required for 

 the engineering teacher? As training and 

 instruction in the normal school are re- 

 quired of grammar-school teachers, and as 

 graduation from a college of arts or of 

 education is expected or demanded from 

 the would-be high-school teacher, and since 

 successful courses are given in our colleges 

 of education on how to teach mathematics, 

 chemistry and physics, surely courses are 

 needed on how to teach the applications of 

 these subjects. Hence I claim that some 

 professional training in education should 

 be required of the man who desires to 

 impart his knowledge and to train young 

 men for the practise of the engineering 

 profession. We are engineering educators. 

 Why should we be required to possess much 

 professional knowledge and training in 

 engineering and none in education? 



And this leads me to my last suggestion, 

 which is that the faculties of some of those 

 universities which maintain colleges both 

 of engineering and of education should 

 offer in their summer terms strong courses 

 of study in psychology and in education 

 considered both as a science and as an art. 

 These should be conducted by their most 

 virile and experienced men, and college 

 presidents, deans and heads of departments 

 should be requested to influence their 

 younger assistants and fresh graduates 

 who expect to go permanently into the 

 work of education to take these proposed 

 courses of study in the summer term in 

 preparation for their work in the college 

 of engineering in the succeeding year. If 

 this is done, more engineering teachers will 

 become engineering educators. 



Wm. T. Magruder 

 The Ohio State University 



