10 



SCIENCE. 



[X. S. Vol. XXI. No. 523. 



plete etiuipinont of our schools and the 

 thoroughness with which the basic doctrines 

 are instilled into the life blood of the stu- 

 dents. It is said of Benjamin Franklin 

 that he could not take a walk nor go on a 

 journey without seeing all about him un- 

 solved problems and new illustrations of 

 universal laws: and with Franklin to see a 

 problem was almost the same as to solve it. 



MANUAL TRAINING. 



I can not close this rambling address 

 without referring to a recent improvement 

 in secondary education which is likely to 

 afi'ect favorably engineering education, and 

 through that education promote the future 

 of engineering itself. I refer to the intro- 

 duction into high schools and academies of 

 the study of tools, materials and the me- 

 chanical processes. At the age of fifteen 

 the expanding boy feels the thrill of in- 

 creasing sirength, and a natural hunger 

 and thirst for contact with material things. 

 The instinct to handle things, to do things, 

 recjuires guidance or it becomes belligerent 

 and destructive. The material universe is 

 to be solved by every one for himself: if in 

 no better way, it will be by pulling things 

 to pieces to see how they are put together : 

 by breaking things to see how strong they 

 ai'c; and by making new things if he only 

 know how. 



Then and there are the time and place for 

 manual training; not for a trade or a pro- 

 fession, nor even for fun and pleasure; but 

 for culture and a conscious mastery of tools 

 and materials, and of the arts of construc- 

 li(.n. During the secondary stage of educa- 

 tion the student should find himself and 

 get an intelligent insight into the world of 

 mind and matter around him. Both in- 

 bf)rn aptitude and external opportunity 

 should justify the coming engineer. The 

 new educational feature goes far to develop 

 thf < lu' and to discover the other. The 

 fruit cf well-organized and logical manual 



training is clear thinking, strong, vivid 

 concepts, a world of knowledge gained first- 

 hand, a power and habit of mental analysis 

 of concrete problems — all of which ad- 

 mirably prepare the boy to take i^p, as a 

 man, the study and practise of engineering. 

 We have all seen something of this rich 

 fruit, and have tested its value. In my 

 judgment, it bodes well for engineering. 

 Like Franklin, these young men (and they 

 are swarming through our manual traininig 

 schools and knocking in increasing numbers 

 at the doors of our technical schools and 

 colleges) will see things, and solve things, 

 and make things move. The promise of the 

 future is glorious ; splendid is the era now 

 dawning; fortunate in their opportunity 

 are the young engineers with clear heads 

 and skilled hands who are coming to the 

 front; and happy are we who, to the best 

 of our ability, are helping on the higher 

 civilization which good engineering makes 

 possible. Calvin Milton Woodw'Ard. 



PROBLEMS IN HUMAN ANATOMY.* 

 For the solution of the problems pre- 

 sented to him, the anatomist is by no 

 means limited in his technique to the 

 scalpel or the microscope, but justly claims 

 the right to use every aid to research which 

 other departments of science are able to 

 furnish. His position, therefore, in the 

 scientific field is determined by the stand- 

 point which he occupies and from which 

 he regards animal" structures, rather than 

 by any special means and methods em- 

 ployed for their study. 



By common consent, anatomical material 

 includes not only structiires which may be 

 easily dissected and studied with the un- 

 aided eye, but also those which tax the best 



* Address prepared for the Section of Human 

 Anatomy at the International Congress of Arts 

 and Scienee, at St. Louis. Owing to the unavoid- 

 able absence of the writer, this address was not 

 (lelivoied. 



