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SYNOPSIS OF A SUGGESTED COMBINED CULTURAL AND

TECHNICAL ENGINEERING COURSE.

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1. Requirements for Admission. For admission the candidate must present entrance “ credits ” equal to 28 “ points.” Conditional admission is permitted on a minimum of 22 points.

A “credit point means the work of five recitations a week of not less than forty minutes each for one-half school year or eighteen weeks. Required Subjects22 points

Algebra (through logarithms), 142 years
Rhetoric and literature, 2 years
Geometry (plane and solid), 142 years.
Language (Latin, 2 years at least), 3 years
Natural science (botany, zoology), 1 year
Physical science (chemistry, physics), 1 year
History (Greek and Roman or American), 1 year

In addition to the required subjects, for which no substitutes are accepted, candidates must present six points from the following: Optional Subject:-6 points Rhetoric and literature, 1 year

2 History (general or American), 2 years

4 Language (ancient or modern), 3 years

6 Manual training, 1 year Mechanical drawing, 12 year

1 Natural science (botany, zoology), 1 year Physical science (chemistry, physics), 1 year Trigonometry (plane), 12 year

1 Agricultural subjects

10 Entomology, 12 year

1 Astronomy Civics Geology Physical geography Not more than 3 accepted

3 Physiology and hygiene Political economy

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II. Collegiate Course. For the bachelor's degree one hundred and twentyfive “ credit hours ” are required. In the combined cultural-technical course one hundred and eightyfive hours leads to the degree of C.E., M.E., or E.E.

A “ credit hour” is equal to one hour of recitation or lecture a week for one semester requiring two hours' preparation or laboratory work.

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Absolute Requirements

Rhetoric
Military drill
Pure mathematics
Mechanics
Physics
Chemistry
Drawing
Materials of construction
Framed structures
Machines
Power ...
Surveying, plane
Hydraulic engineering
Mechanical engineering
Electrical engineering
Chemical engineering
Masonry construction

Shop work
Required Electives

In engineering lines
In non-technical lines:
(1) Exact science (astron-

omy, mathematics) .. 10
(2) Physical science (chem-
istry, physics)

6 (3) The mother tongue 6 (4) The classics

10 (5) Modern language 10 (6) History

6 (7) Biology (botany, zoology)

6
(8) Philosophy (and

nomics for A.B. etu-
dents)

6
(9) Economics
Electives in above nine lines

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eco

Any six of lines (3)

to (9) inclusive 40 or or

or 44 44

44

40

40

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(For discussion, see page 239.)

TECHNICAL EDUCATION WITH A VIEW TO

TRAINING FOR LEADERSHIP.

BY FRED W. ATKINSON,
President of the Polytechnic Institute of Brooklyn.

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The work of modern engineering has resulted in the development of enormous industries which require a degree of skill, intelligence and knowledge, and a high order of executive ability, which was entirely unnecessary in the days of smaller concerns. The demand for trained leaders has thus rapidly increased. Meantime, the whole problem of technical education has changed; technical education while retaining its form has broadened. “To-day, the school of technology, to quote President Pritchett, “is called upon not for a new form of education, but for an adaptation of its curriculum in such measure as to serve the needs of the man and of the engineer." No one questions the value of a thorough technical training, but many do regret that the graduates of colleges of technology are often deficient both in general culture and in those social qualities that make for the highest success. In my judgment, one of the important problems of engineering education to-day is how to give the students a wider culture and how to provide them opportunities for the development of those higher social qualities that make for leadership.

What impresses me most as a comparative newcomer in the special field of technical education, is, first, the fact that there are still many unsolved problems which only experience can solve, and second, the conservatism of teachers in schools of applied science which makes them unready to try educational experiments. First of all, technical education needs its Committee of Ten" to do for it what that committee under the inspiring and constructive leadership of President Eliot did for secondary education. We can never form a true estimate of the worth of any kind of instruction, technical or literary, unless we see it in true perspective and proportion, and know the place it should occupy in a scheme of education which regards man in his totality, and not merely on his industrial or practical side.

The special functions of the college of technology as a part of our educational system should be more definitely determined and then an attempt should be made in a systematic way to formulate certain principles applicable to technical education.

It is recommended that there be held a conference of teachers of each principal subject which enters into the courses of schools of applied science in the United States, each conference to consider the proper limits of its subject, the best methods of instruction, the most desirable allotment of time for the subject. It is further recommended that a committee be appointed with authority to select the members of these conferences and to arrange their meetings, the results of all the conferences to be reported to this committee for such action as it may deem appropriate, and to form the basis of a report to be presented to this Society. The recommendations of such a committee would at least be authoritative and serve as a definite basis for future discussions. While there would be considerable diversity of opinion respecting many of the recommendations,—due largely to different local conditions, - yet I believe there would be substantial agreement upon many more. Without much doubt the committee would be able to construct sample programs, one, for example, showing the minimum amount of technical knowledge which should be required of the young engineer for graduation, one the course of study to be pursued by the college graduate as he enters upon the school of applied science as a professional school, and another embodying the growing tendency to give in the technical school rather than in the college the general education which constitutes culture. Four, five and six year programs should be included in the work of the committee. The differentiation in the programs will represent approximately the classification of the existing technological institutions.

The engineering schools may well consider their duty done if they provide the constantly increasing technical knowledge required and turn out good engi

An engineer if he has it in him to become a great man, may ascend through his profession to any height to which his talents are equal. But large success is becoming more difficult. The industrial world is becoming more complex, more complicated, more confusing. Opportunities are greater than ever before only to the man who can add to a more intensive technical knowledge, a wider grasp of industrial affairs and an ability to deal effectively with men. Is it possible then to devise any practicable plan by

neers.

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