man, is a course added in the humanities. By that, Latin and Greek, the humanities as we know them today in our colleges of commerce-not commercial schools, but in our colleges of commerce. Begin with economics as a foundation stone and come up. Begin with political economy, that is, the political side, and go on up so that when a men gets out into the world he will know something about labor troubles, he will know something about what rights he has as a citizen in his commonwealth.

Dean Walker: That is exactly what it means.

Professor Magruder: Will you kindly put that into English of our understanding?

J. C. Tracy: It seems to me we should be rather cautious in passing any resolution in regard to this without first knowing what was done in Washington yesterday. A resolution carefully prepared after two days' conference in consultation with business men was passed and I believe that we are in danger of passing a resolution which may conflict with that. Take, for example, the term business administration. Business men present at that conference rather seriously objected to the use of that term; and I think it would be wise if this could be laid on the table for the present and perhaps taken up again after the resolution, which was originally prepared I think by Dr. Mann, has been read and considered by this Society.

Dean Turneaure: At one of the meetings along this very line it was recommended that engineering schools should proceed in the training of engineers for commerce by the extension of courses in economics. Now, I am lost because I do not remember the words used. But I think this resolution can be resurrected in a day or so; and if this matter was referred back to the Committee, I think we could bring in a resolution that would harmonize with the resolution passed yesterday.

The President: The question is then to recommit this particular resolution, No. 4, to the Committee.

(The motion, duly made and seconded, was then put before the members for vote and was carried.)

The President: The motion is recommitted.

We come then to No. 5. This resolution is, "That a committee be appointed, to study and report to the Society, the most desirable method or methods, of carrying on shop work for students pursuing engineering courses, so that such shop work shall motivate as many of the courses of study as possible." It is a motion to appoint a committee.

Professor Hatt: I wish it might be broadened. It brings in the very important study of motivation of the student, as I read Dr. Mann's report, and with the consent of the committee I would like to modify that resolution to read as follows: "That a committee be appointed to consider and report to the Society the methods of instruction, particularly in shop work, by which motivation of the student may be accomplished." The hour is getting late. Otherwise I would like to say a few words on that subject of motivation, but I think we all understand what is meant by the term.

Dean Barnes: What does the term shop work mean as put in this resolution. I want to ask what the term shop work means?

Dean Mott: The term shop work as used here is intended to cover work in the carpentry shop, foundry, machine shop, and it is a term used to cover shop work.

Professor Berg: Mr. President, I am ashamed to rise again, but I am a practical engineer and also a teacher. I have no objection to voting yes because after all we are only to appoint a committee. It is a different thing to accept committee's recommendation. And I am sure the committee will realize that there are as many different colleges and that we are endeavoring to do many different things, so that the certain shop work for one electrical engineering course cannot possibly be the best for another.

Professor Hatt: The Substituted motion is "That a committee be pointed to consider and report to the Society the

methods of instructions, particularly in shop work, by which motivation of the students may be accomplished.'

(The motion, duly made and seconded, was then put before the members for vote and was carried.)

Professor Jackson: Was that not a vote on the substitution of Professor Hatt's motion for the original resolution? I supposed we would have another chance at the resolution before its final passage.

Professor Jackson: On account of ambiguity of the phraseology as it now stands, I urge that the resolution should be re-referred to the Committee.

(The motion, duly made and seconded, was then put before the members for vote and was carried.)

The President: Now, we come to No. 6. "That the Society should coöperate with the national and other engineering societies, with a view to establishing a classification of the work, or positions, including specifications as to necessary preparation and qualifications, into which our engineering graduates enter, so that undergraduate students would thus have a clearer understanding of the work for which they are preparing themselves and instructors have before them a constant reminder of the main purpose of their teaching work." there a motion to approve this resolution and pass this resolution?·

Professor Berg: I am sorry I have to speak again. I think you must agree with me that it is quite impossible for any body of men, I do not care who they are, to make out a list of what engineers are going to do. It is impossible to say what electrical engineers are likely to do. I have been in the practical engineering business for twenty years, and feel that I understand its features. It would be different if we were dealing with vocational training, a straight school proposition. We might know what the blacksmith needs, or something like that. But we are dealing with engineers who are going to face every conceivable position. I do not think that it can be done, and am against it.

H. B. Shaw: I would like to make a suggestion that the object of this No. 6 could to my mind be better determined by each institution getting a picture of what its graduates do after graduation. And I think you would find coöperation from the employers of those graduates, particularly those who employed them in considerable numbers.

J. P. J. Williams: I suppose that most of you know perhaps that the Engineering Council at the present time has a committee working on the question of classification of engineers, and they are making a deliberate attempt to place engineers in various classifications in connection with the matter of compensation.

I would like to call attention also to Dr. J. A. L. Waddell's suggestion in the symposium which the Engineering NewsRecord had recently. He suggested that the S. P. E. E. should appoint a committee composed of eight men, four professors of the engineering college and four practising engineers; and it occurs to me in this connection that that kind of a combination committee should be appointed which will bring together the academic efforts of the professors and the demands of the practising engineers.

(The motion, duly made and seconded, was then put before the members for vote and was carried.)

The President: The motion is made to refer it to the council, the matter of arranging for carrying out this resolution. (The motion, duly made and seconded, was then put before the members for vote and was carried.)

MILITARY TRAINING IN ENGINEERING

SCHOOLS.

BY COL. F. J. MORROW,

Chairman, Committee on Education and Special Training of the War Department.

In April, 1917, when the United States entered the war it was but little prepared to undertake military operations against a first-class power. The National Defense Act of 1916 had increased the size of the Regular Army to 175,000 men, to be provided in five annual increments. But one of these increments had been added. In every one of the scientific and technical branches, the Army was deficient both as to personnel and material. Agitation favoring military preparedness had been carried on by a small group who saw clearly that our participation in the world conflict could not be much longer postponed, but the great mass of the people did not see the necessity for it. They saw in preparedness the spectre of militarism, and to militarism they attributed the conflagration which had burst forth in Europe in 1914. With the entry of America into the war it became necessary to immediately devise a scheme which would give us the immense army of trained men necessary to make our participation effective. To the eternal credit of our legislators they declined to be satisfied with voluntary service. The passage of the draft law effectively democratized our military effort. It brought home to the American people the idea that every citizen who shared in the benefits of our democratic system must be prepared in his turn to render military service. The passage of the draft law was made possible largely through the influence of thousands of business and professional men who had come to realize the ineffectiveness and waste of effort involved in any other system. Perhaps the most effective