August 28, 1896.] 



SCIENCE. 



255 



ellipse would continue in this direction ; 

 but since the frequencies differ, the ellipse 

 slowly revolves. Conversely, from the 

 revolution of an ellipse, we should infer a 

 difference of frequency in the two compo- 

 nent vibrations. So it is suggested that the 

 two slightly different frequencies in the 

 light sent out by ignited sodium are due to 

 an elliptic motion in the molecule in which 

 the elliptic orb slowly revolves ; this sug- 

 gestion has not yet been carried so far as to 

 specify any hypothetical cause for the revo- 

 lution of the ellipse. 



These two examples, both due to eminent 

 English physicists, may serve to illustrate 

 the method by which, if I am not mistaken, 

 we are not unlikely to learn much as to the 

 structure of molecules and atoms. We 

 must not expect rapid progress. Even com- 

 paratively simple hypotheses may require, 

 for their due examination, the invention of 

 new mathematical methods. And useful 

 hypotheses are rare : like the finding of 

 buried treasures, they are not to be counted 

 on. But, since Front's hypothesis has ren- 

 dered us its final service, new hypotheses 

 must be devised, competent to guide us 

 further on our way. Let us hope that, be- 

 fore this city again honors our Association 

 with its invitation to meet here, American 

 chemists and physicists may have had some 

 honorable share in such new advance. 



Edward W. Morlby. 

 Cleveland, O. 



PAST AND PRESENT TENDENCIES IN EN- 

 GINEERING EDUCATION.'^ 



The present status of engineering edu- 

 cation in the United States is the result of 

 a rapid evolution which has occurred in 

 consequence of opinion as to the aims and 

 methods of education in general. These 

 changes of opinion, whether on the part of 



* Presidential Address before the Society for the 

 Promotion of Engineering Edncation at the meeting 

 in Buffalo, N. Y., August 2U, 1896. 



the public or on the part of educators, to- 

 gether with the resulting practice, may be 

 called tendencies. All progress that has 

 occurred is due to the pressure of such 

 views or tendencies ; hence a brief retro- 

 spect of the past and contemplation of the 

 present may be of assistance in helping us 

 to decide upon the most advantageous plans 

 for the future. 



Thirty years ago public opinion looked 

 with distrust upon technical education. Its 

 scientific basis and utilitarian aims were re- 

 garded as on a far lower plane than the well- 

 tried methods of that venerable classical edu- 

 cation whose purpose was to discipline and 

 polish the mind. What wonderful changes 

 of opinion have resulted, how the engineer- 

 ing education has increased and flourished, 

 how it has influenced the old methods, and 

 how it has gained a high place in public 

 estimation are well known to all. The 

 formation of this Society in 1893, its re- 

 markable growth, and the profitable discus- 

 sions contained in the three volumes of its 

 transactions, show clearly that technical 

 education constitutes one of the important 

 mental and material lines of progress of the 

 nineteenth century. 



Engineering courses of study a quarter 

 of a century ago were scientific rather than 

 technical. It was recognized that the prin- 

 ciples and facts of science were likely to be 

 useful in the everyday work of life and 

 particularly in the design and construction 

 of machinery and structures. Hence mathe- 

 matics was taught more thoroughly and 

 with greater regard to practical applica- 

 tions, chemistry and physics were exempli- 

 fied by laboratory work, drawing was in- 

 troduced, and surveying was taught by 

 actual field practice. Although engineer- 

 ing practice was rarely discussed in those 

 early schools, and although questions of 

 economic construction were but seldom 

 brought to the attention of students, yet 

 the scientific spirit that prevailed was most 



