is ready for business. He must be prepared for the most encouraging outlook whether it be along the lines of organic or inorganic practice. Then, besides the feeble attempt toward specialization in the preparation of a thesis, he has no time to specialize during his undergraduate course. Specialization comes in the practical application of the knowledge he has acquired when he is called on to make use of results which will demand his best thought and information in abstruse business problems.

It is possible that students with ability somewhat above the average may include creditably the entire course in chemistry, and introduce the necessary features of electricity and mechanics in four years, but the average student finds this task beyond his range, The chief element of difficulty is the great amount of laboratory work in chemistry that cannot be abbreviated especially with the modern spirit of students which demands that they be taught; they learn only so far as they are under compulsion. It seems to be the common experience of teachers that students are more and more falling into the attitude that they have nothing to do but follow the detailed direction of the textbook or the teacher, and the set regulations of the institution for graduation, as close to the minimum requirements as appears to be safe. From statements of eminent educators I learn that this condition is as general in colleges and universities as in schools of science. Students cannot be taught chemistry; they must learn it by practical persistent study of phenomena. For the reasons above set forth, it seems scarcely possible for the student to receive adequate

training in chemistry if a part of the time that should be allotted to it is taken up by other subjects. Since it does not appear that the average student is able to carry the combined course in the usual time of four years, the inevitable result seems to be an increase in time. A fifth year would be eminently desirable but at present it seems to be out of the question; yet it is possible to add to the time devoted to laboratory work, which is the first requisite, and which really needs more time than it now receives.

From remarks on this subject by various teachers of chemistry, I conclude that the feeling prevails that the course in chemical engineering now offered by institutions is deficient in the direction outlined above, and that the situation can be improved only by extending the time of the course, especially those portions devoted to experimental study in chemistry. I have also reason to believe that this situation is recognized within the institution with an inclination toward additional time for experimental work. With reference to the name of the course it matters little, provided it contains sufficient chemistry. In the course as now offered, I question whether it does. If chemical engineering means that the principal features pertain to the engineering subject, it should then be classified as an engineering subject with a distinct understanding as to its object, and that it does not pretend to give full training in chemistry. The term engineering chemistry which has been suggested as pertaining more to chemistry as a foundation, is not inappropriate in classifying the course on the basis of chemistry. This term defines the

expanded course as the original course in chemistry, which evidently should not be sacrificed and not materially changed in its general methods, but containing in addition the necessary training in mechanics and electricity.

For several years before extending our course in Case School, I advised the brighter students to take several subjects in mechanical engineering and electricity, and it was found that by little extra exertion they could carry those subjects with creditable standing. I then consulted with several eminent specialists in manufacturing industries dependent upon chemistry and I learned from them that the deficiency in mechanical knowledge of their chemists they were obliged to supply through their mechanical engineers. But they confidently asserted that it would be a great advantage to them, as well as to the chemist himself, if he were able to take care of the mechanical details as well as the chemistry of manufacturing operations, that it would be perfectly feasible, and that it would add greatly to the efficiency of the ordinary course in chemistry provided there was no material encroachment on the time devoted to the regular work in chemistry. With our present arrangement which gives the student the benefit of a considerable extention in the time spent in the laboratory, the average student is able to carry all the work in chemistry, together with thermo-dynamics, applied mechanics, hydraulics, heat and steam, practical work in the shop with the steam boiler and engine, and the use of testing machines. The training in electrical engineering includes direct and alternating currents, the use

of dynamos and motors, with laboratory work in testing and the uses of electrical currents. This seems to be about as near an ideal course as can be devised, for it gives the students practice along just the lines of work that fall to him when he goes out into business. During the two years of its operation, the results have been eminently satisfactory both as to the interest shown by the student and the evident breadth he acquires in the mechanical subjects.

As an example of the operation of this course, I ask your attention to a thesis on the manufacture of Portland cement presented this year for graduation, which includes a complete drawing to scale with every detail of a plant devised for an output of 2000 barrels daily, with calculations of the efficiency in every part of the plant, and selection of the most improved machinery from designs of the manufacturer. In the preparation of his thesis, the student had the advantage of the wise council of Professor Newberry of the Sandusky Portland Cement Company, and free access to all parts of their works and to those of another plant of equal capacity. Besides the knowledge gained from these sources, the student collected data and descriptions from all available literature. He included in his work the compositions of the clay and marl, methods of testing the finished product, compositions of the mixtures, of the burned clinker, and other details of the chemistry of cement, including a study of White Portland, now manufactured extensively in Germany and under consideration in this country. Directly after graduation I was able to offer to this young man two places, one in a Port

land cement factory, just in the line of his preference, and another dependent on a knowledge of organic chemistry. Naturally he chose the place in the cement factory, although he would have taken the other position if this only had been offered and he would have been well qualified for its requirements.