to the development of speed and accuracy in execution, and as an aid to clearness of thought, he was required to work in accordance with a definite set of specifications covering the means whereby system, clearness, and accuracy may be attained. He was taught to recognize the importance of each step in the solution, as a link in the chain leading to a final result, and to surround his computations with as many safeguards and checks as necessity and time permitted. The result of this training in the mechanical side of analysis, was to increase tremendously the accuracy of the work. The student found himself not only getting more definite results but he also developed the power to find and correct his own errors. All this tended to increase his pride in his work and to give him confidence in himself; while at the same time he was forming good habits of thought and work which could be transferred to his engineering practice later on. In short, the class-room work was made to approximate actual engineering experience as closely as possible.

The results obtained make it clear that a system of instruction designed along the lines sketched above, does decidedly awaken and hold the interest of the student in the live problems of the engineering world. It does increase the confidence with which the student tackles a problem and stimulates his self-reliance and initiative, and at the same time he shows greatly increased industry and speed of learning. This is further accentuated by the fact that no grading is done on study problem work. The student is left free to take chances in doing independent thinking. The grading for purposes of classification in sections is based entirely upon work done on drill problems. The student is given to understand, however, that the only grades which effect his final passing in the course are those determined in the last four or five weeks of work, when nothing but review problems are taken up. His desire to work for passing marks becomes secondary and is dwarfed by his desire to understand engineering theory in order that he can use it in his work. His career as an engineer has begun.

This method of teaching mechanics offers unusual opportunities for instructors to do original work, by bringing in new problems derived from their own experience, and by making improvements in the methods of presentation and instruction. During the course at The Engineer School the class-room instructors suggested and worked out several study problems of great value and they also discovered certain new applications of theory which greatly amplified the work in some parts of the subject, and extended the usefulness of certain laws. The following officers were class-room instructors and to them is due great credit for the success of the course; Majors O. O. Kuentz and H. W. Sibert, and Captains L. Graham, W. E. Duckering, W. A. Lyon, E. R. Hyde and G. M. Steese.

THE COAST ARTILLERY AND THE RESERVE

OFFICERS' TRAINING CORPS.

BY MAJOR HARRISON TILGHMAN,

Coast Artillery.

Mr. President and members of The Society for the Promotion of Engineering Education: Some several weeks ago, the society through its secretary, Dr. Bishop, kindly extended me an invitation to attend this convention.

I had hoped that I might come to listen rather than to talk. However, Dr. Bishop also invited me to take part in the discussion and while I feel some hesitancy in addressing so distinguished a gathering, I hope that as a worker in the mutual field my temerity will be pardoned.

Colonel Morrow has already discussed in most interesting fashion the subject of "Military Training in Engineering Schools," and while my own subject, "The Coast Artillery and the Reserve Officers' Training Corps," is more restricted, I feel that I must touch, to some extent at least, on the more general subject of the Reserve Officers' Training Corps, its reasons for being, and the results expected from it.

There are many theories of government, each of which when in control of a nation, determines its military policy. But one policy makes for security in peace and success in war; it is that one which will provide superiority in the theater of operations. The War Department is confronted with the necessity of making preparations for war with such means as the government will supply.

As between men, so between nations; good will is the best of assets, but potential strength receives deference during the course of argument, and superior strength gains the final decision.

At the time of the establishment of our country, the Amer

icans were a small but homogeneous people accustomed to self-government and individual liberty. So jealous were they of these rights that the country itself was born in resistance to encroachment upon them. It is needless to add that it was force and not persuasion which accomplished the happy outcome. It is for us to preserve these rights. To do so we must be prepared to use the same means as were successful in their establishment.

In establishing our government our forefathers wisely decided upon a republican form. Now an intelligent electorate is the necessary foundation of a republic, for in a republic, the policy of the government flows directly from the ability of the average elector to pass judgment upon the issue. Therefore the preservation and future progress of our country is more completely determined by the education of its youth than by any other factor. It is in the hands of men such as those composing this society that the future of the country primarily rests.

But one may ask, How does all this concern the Reserve Officers' Training Corps? I answer: In two ways. First, those who would preserve their liberties must know them; and second, they must be able to protect them.

The R. O. T. C. exists to produce a citizenry of this character and for no other purpose.

Although there are many brilliant examples of success in the absence of a collegiate education, in general the college man is undoubtedly the leader in all lines and will become more and more so as the field of the pioneer in industry becomes circumscribed, and the general standard of education rises. We must look to the colleges for our leaders in both peace and war.

Recently we have beheld the spectacle of this country engaged, in spite of its own great forbearance, in war against an aggressive enemy. Fortune favored us in that we were able to prepare for the encounter behind the shield of the Allies. But so unprepared were we when we entered the fight that more than a year elapsed before we became an

active participant. Those who believed and preached that a million men would spring to the defense of the country overnight had their dream rudely shattered. There was neither the arms to spring to, nor had the men been trained to do the springing. Military service is like any other endeavor. Training must precede performance. And while we trained, it is no secret, that grave apprehension was felt than an adverse decision might be reached in Europe before our forces became available. Those who were in France during the spring of 1918 know this but too well.

Many men strange to the uniform in April, 1917, made brilliant records as officers during the course of the war, bringing honor to themselves, the army, and their country. But they owe the opportunity to receive the necessary training to the strong wall of the Allies.

Friendships are relatively as valuable to nations as they are to men. Our country has recently made many and we hope will by all means permanently preserve them. neither nations nor men can trade upon, and preserve friendships.

Time is of the essence in war, and a successful military policy cannot be based upon tardy preparation. America should always be ready to prevent war by readiness for it and in any alliance or league to do her full share from the first.

The Reserve Officers' Training Corps is a great and very necessary step in this direction. It is a fitting thing that, while preparing for his life's work, a student should also be learning his rights, and how to perform his duties as a citizen. Not the least of his duties is the protection of his country. The Reserve Officers' Training Corps will train the student so that upon graduation, he will stand ready to take his place as a junior officer in the army, and take it immediately.

Yesterday Dr. Goodnow spoke of the necessity of an education which will allow its possessors to evaluate correctlyperhaps no one is really educated whose training has not taken that form-let his specialized knowledge be what it will.