at far less cost. The disposition in some quarters to put too much of large endowments into buildings lessens the funds for providing the maximum man-power, without which a grand structural plant is of small account. Hesitation to pay the full price for the best instruction is fatal and mistaken economy. The principle here is good men at any price; a good plant at the least cost consistent with utility.

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These random reflections, pertinent and impertinent to some of the live questions before us, may appear to partake of the indefiniteness of the subject of the discourse. While the coefficient of efficiency in this connection is indefinable, it would appear that we are giving some degree of determinateness to the elements; the ideal education or standard itself is becoming better defined; our average and maximum outcome is better than ever before, and evidences multiply that the resulting ratio is reaching a higher value. To this end we have seen the importance of having a welldetermined purpose kept clearly in view. We have appreciated the testing of the personnel by qualities of character and professional adaptation, which should produce that strong reaction between teacher and taught which will maintain enthusiasm, and confer such power of knowledge and strength of personality as will be most effective in the graduate. We are reminded how much depends upon the subjects and methods of instruction, their selection and effective coördination, and the value of continuity and concentration. And, finally, we would be governed by the prime principle of the engineering profession, to wit: to derive the largest and best output possible from the judicious expenditure of money and labor.

THE VALUE OF NON-RESIDENT LEctures ON ENGINEERING SUBJECTS.

BY WILLIAM D. PENCE,

Professor of Civil Engineering, Purdue University.

In view of the long-continued custom of calling in non-resident specialists to deliver lectures at most engineering schools of importance, it must be concluded that the general opinion as to the merits of the plan is, on the whole, a favorable one. The arguments in favor of the practice, as they appear to me, are as follows:

1. The student is impressed by the personality of the lecturer, perhaps more than by the things that he may say, with the result that a finer spirit is instilled and a better point of view developed in the individual student. This is really the highest function of the lecture by the non-resident specialist, and it is also the point in which most lecturers or teachers, resident or non-resident, are prone to fail. However, the value of this service is so real that the plan under discussion is fully justified even if the notable successes in this first particular are only occasional.

2. The student's point of view in a technical sense is broadened, especially where the lectures are varied and are delivered before an assemblage of students from the several departments of engineering, as is the practice at various technical schools. This point is of particular importance in these days when specialization is so sharp in our technical courses that no student

gets very much of an insight into the lines of study outside of his regular schedule.

3. Purely technical lectures by specialists of known skill and widely established reputation serve to amplify points which have perhaps scarcely been referred to, or at most have received only incidental treatment, in the regular course of study. Such lectures may often be imperfectly appreciated by the student owing to his lack of preparation, but they illustrate to him the necessity of being thorough, accurate and untiring in his work.

4. The members of the local faculty should have nearly as much interest in lectures by non-resident experts as should the students themselves, and with their broader point of view they should gain more direct benefit. It is nowadays demanded of the engineering educator, not only that he keep abreast of the times in his particular line of work, but that he cultivate more or less direct contact with those engaged in active professional practice. The teacher is busily engrossed with his pedagogical duties during the greater part of the year, so that he should be ready to profit by these opportunities which come directly to his door.

5. The fifth and last advantage which I will mention is the advertising value for the institution itself, in calling in eminent men to lecture to its student body. This advantage is mutual, for not only does the institution gain friends, but the lecturer invariably receives a strong stimulus from his occasional contact with an audience of alert young men.

Referring briefly to the other side of the question, I

should say that there is often a real danger that the student may come to look upon these lectures as occasions when he may let down, so to speak. Perhaps the recent tendency to the inordinate use of the lantern has led the student to expect a picture show from every lecturer. No sensible person would question the high value of the stereopticon as an aid to lecture work, but its excessive use has undoubtedly led to abuses.

Like any other good thing, I suppose that the nonresident lecture system might be overdone, but I have never had an opportunity to observe such an abuse, and so cannot comment upon it intelligently.

As to the relative merits of a single lecture and a series of lectures by the same man, it may be said that the decision hinges largely on the ability of the man to tell his story in a single hour. There are plenty of men who have more than enough to occupy the time for a long series of lectures, but who, unfortunately, lack the power to tell what they know before a formal body, especially when that body is as critical as the college student is commonly alleged to be. Another point which must have first consideration in this connection is the one of finances. Given the proper man and the necessary means to get him, there are undisputed arguments in favor of the plan of giving these engineering lectures by series, at least in part.

In choosing lecturers every care should be taken to find men who will appeal in a personal way to the student body. If the student can be helped to look upon the eminent engineer who lectures to him as representing an ideal that he may ultimately attain to, this lecture system becomes a very important part in

making the man and the engineer at the same time. In this connection reference may be made to the especial advantage possessed by those older technical schools which may draw upon a list of distinguished alumni in selecting their lecturers.

BY GEORGE F. SWAIN,

Professor of Civil Engineering, Massachusetts Institute of Technology. Non-resident lectures on engineering subjects may be considered to be valuable in three ways: (1) As an actual means of education to the students; (2) as affording inspiration and suggestion to them; (3) as a means of advertising for the institution. I will briefly consider the subject from these three points of view.

1. AS A MEANS OF EDUCATION.

In my opinion the educational value of non-resident lectures is, as a general rule, small. This depends, however, to a certain degree, upon the lecturer himself and the degree of his appreciation of the needs of education, and upon the experience, training and teaching capacity of the regular staff of instruction in the institution.

It must not be forgotten also that what the students in our engineering schools need is a thorough training in principles and not a discussion of practical details, except so far as is necessary to enforce and illustrate the application of those principles. Practical details the student will learn after he leaves the school, but principles he is much less likely to learn; and unless