SOME QUESTIONS RELATING TO THE COURSE

IN MECHANICS.

BY EDWARD R. MAURER,

Professor of Mechanics, University of Wisconsin.

The purpose of this paper is not so much to furnish but rather to elicit information. The information sought will interest others, I hope, and this is my justification for taking any time of this meeting for such purpose.

Examination of the curricula of a number of engineering colleges shows considerable differences in plan and scope of the instruction in mechanics. Some of of these are due to differences in organization of the colleges and constitution of their faculties, but others are due to real differences of opinion as to what is best for the student regarding work in mechanics.

At Wisconsin, the student begins mechanics as a part of physics. He devotes five credit-hours per week (suitably divided between lecture, recitation and laboratory) for about one half a semester to the subject. This we call "elementary mechanics." Soon, but not immediately, after completion of this work, he begins a course in the department of mechanics which can be briefly described as statics and dynamics, especially of solids. No laboratory work and no classroom demonstrations are included in this course; it is in part a repetition but more an amplification of the elementary course, particular atten

tion being given to instruction and drill in application of principles. This course we may call "analytical mechanics" and the two as "theoretical mechanics." I have given this description of courses to explain what I mean by elementary and analytical mechanics.

I find that in most colleges the theoretical mechanics is given in two doses, so to speak, as at Wisconsin. But among these there is an important difference. In some, the analytical follows closely the elementary course, and all the mechanics, including strength of materials, appears early in the curriculum. In these colleges, mechanics is evidently regarded as preparatory to the more professional studies which follow. In a fewer number of colleges, the elementary mechanics apparently suffices for the later professional studies; and in his senior year, the student takes up analytical mechanics, and it is regarded, I presume, just as professional and practical as other senior studies. Now I recognize some advantages and some disadvantages in this postponement of analytical mechanics, but probably not all, and I-and others I think would be glad to hear from those who have observed the results of this arrangement.

I believe there are some colleges in which theoretical mechanics is not repeated. If any of these are represented here, may we not hear about this arrangement?

At Wisconsin all the mechanics, including strength of materials, is given at the rate of five or six credithours per week. The question has been raised whether it would not be better for the student if it were given

at three or four per week for a corresponding longer period. The principal argument for the change is this: The subject is difficult for the average student to digest; under the present plan he is gorged all the time; the change would bring relief. Or, to vary the figure, now he cannot readily absorb the instruction; the proposed change would give time for it to soak in. I recently polled about seventy-five sophomores who had had about one semester of theoretical mechanics on a five credit-hours per week basis. Over ninety per cent. of them expressed their preference for the intensive or five hours arrangement. Teachers present who can throw any light on this question are respectfully requested to do so.

My next and last question is this: should the subject matter of mechanics be the same in all the various engineering courses, or should each group of students be taught separately, the materials of the subject being selected with special reference to the requirements of each? In other words, should specialization be extended to the instruction in mechanics or not?

If specialization is not attempted, administration of the instructional work is simplified somewhat. Thus the division of a large class into sections may be made more evenly, and the teaching staff and the equipment may be utilized more economically. Then, too, intermingling of civils, mechanicals, and electricals is continued for a time which is certainly good for them. All too early are the different groups of students isolated more or less in the larger colleges, each student losing much that he might gain by mere contact with his fellows of another group.

Briefly recalling the questions that I have raised I would recast them thus: (1) Is it advisable to put analytical mechanics late in the curriculum, say, in the senior year? (2) Is it advisable to take the student through theoretical mechanics only once? (3) Should work in mechanics be conducted on a 3, 4, 5, or 6 hours per week plan? (4) Should all groups of students be put through the same course in mechanics? (For discussion, see page 546.)

THE TEACHING OF APPLIED MECHANICS TO

ENGINEERING STUDENTS.

BY WALTER RAUTENSTRAUCH,

Adjunct Professor of Mechanical Engineering, Columbia University.

Previous to the discussion of the particular topic of this paper, it will be well to examine into some of the conditions surrounding the student during the time he is making preparation for his work in life. It cannot be denied that early impressions are lasting ones, and are important factors in establishing our point of view in after experiences. All our experiences together go to form our ideas and it is impossible to completely consider one particular field of experience without taking account of others related. It will therefore be necessary to consider the young man's training before he enters college and his consequent attitude of mind at that time, as well as to take account of what is demanded of him when he leaves college and goes out into life to make his way; what kind of experiences he will then have, and what is required of him that he may properly carry out his part. It will appear then that our topic in hand presents these several matters to our attention. First, the training received by the young man in the high school or academy with its consequent effect on his point of view. Second, the demands of the engineering profession. Third, the very best method of instruction in engineering schools in order to properly prepare the young man for the requirements of the