2. Presentation of functional consideration before theoret

ical.

3. Securing complete learning at each stage.

4. Presentation of the Art before the Science of a subject. 5. Establishment of real worth of effort.

6. Introduction of educational orientation.

7. Taxing the capacity and ingenuity of the student at each

stage.

8. Controlling the extent and correlation of tasks and their particular setting in the general scheme.

9. Securing permanency of matter once learned by requiring regularly its subsequent use.

10. Developing judgment.

11. Developing individuality.

The speaker is fully aware of the many difficulties that may be encountered in the employment of the factors described due to peculiar administration, to conservatism, to geographical location, and to size of college, but he believes it proper to set down the ideals sought and then to approach those ideals as closely as may be.

The factors mentioned are doubtless not all of the vitalizing factors and the speaker realizes that much has to do with the personal equation of the teacher but he believes that when the factors enumerated are all regarded, not only will the educational content of the student be increased but his stock of ideas also will acquire momentum and each subject studied will become to him a living thing.

THE VISUAL INDUSTRIAL COURSE, INC.

BY COLLINS P. BLISS,

New York University.

The war work in our various universities and particularly in those schools in which vocational classes were held before the existence of the S. A. T. C., has accomplished two important results. First, it has clearly demonstrated what can be done by intensive work and secondly, it has emphasized the need of a closer coöperation between the industries of the country and our technical schools, to the end that no useless training be given.

In all of our war efforts results alone counted. The thing that couldn't be done, had to be done and was done, and not alone that, but the training each student was to obtain, as in the vocational courses, must be completed within a definite time limit.

Now, the application I want to make of this is that there are many ways in which we can intensify our work and gain some time, even in the four year course, for the introduction of business and economic subjects so fully discussed at the recent conference in Washington. One of these ways I will allude to in a moment, but has there always been between the various departments or even between those giving each particular course, the kind of coöperation that would insure absolutely that the same subject matter in one course is not covered by any other? Many of us have found evidences of duplication altogether too frequently.

In our vocational work for the War Department this particular thing was guarded against; each course gave the kind of training that it was intended to give.

I firmly believe that these intensive methods can be applied

to the subject matter of many of our courses,—not alone engineering, but also to those so-called cultural and pure science subjects, where sometimes mental gymnastics are considered a more useful training than providing a student with the tools for doing an engineering job, not only after he graduates, but even during his college career-in the later years before graduation.

If the promises of industrial activity in this country for the next decade hold good, it behooves those connected with the training of the coming engineer to read rightly the signs of the times and prepare the product for the market.

No business enterprise would consider for a moment the production of an article, beautifully made, thoroughly finished in all its parts, accurately fitted in every detail, without first having decided what the market demanded or could absorb in this particular line.

Technical schools at the present time are very much alive to the fact that conditions are considerably different from those extant five or six years ago. We are asked to produce a product for a market which has become overwhelmingly industrial and in turning out the engineers of the future, we must also train along broader business and commercial lines.

Industries know a great deal more about the product of the universities, than either the universities or their product know about the industries-largely because the latter use the University product and soon learn its possibilities and limitations.

It would be utterly impossible for any university to attempt courses of instruction in the usual manner, which would acquaint students with the details of any industrial operation. Our different technical schools, wherever practical, have relied on shop visits and factory inspection trips, which are admittedly of considerable value, even at the cost of a great deal of time and also in these days of high railroad rates, much money. These visits are welcomed by the university teacher, the student, and the industry. As a matter of fact

the complaint of the industry is that our students do not learn enough about modern industrial operations to permit them to get the best out of all of the training received at the technical schools.

In the early months of this year a group of university men, interested in industrial relations, perfected a plan for filming all the basic and essential industries of this country. An organization known as the Visual Industrial Course, was incorporated and with it was associated a corporation which for years has produced all Pathé educational and industrial films.

The object of the Visual Industrial Course is to provide a service for the universities and technical schools of this country, and Canada, whereby all the methods, processes and products of the twenty-five to thirty basic and essential industries can be brought into the classroom through motion pictures, slides and industrial manuals.

There are in existence many so-called "educational films" produced by our large industries for advertising and other purposes and also by governmental bureaus. A great deal of the material in these negatives, from which positive prints can be taken, will be worked into the films for classroom use, but there is a vast amount that will be of no use whatever for the purposes of the Visual Industrial Course.

In producing the pictures, along with the camera experts will be associated an expert in each industry filmed and a university professor competent to superintend the taking of those things which will be of value to the student from a professional standpoint.

These two men will collect all the needed data to give a complete history of the industry filmed, from its inception through all its development to the various products manufactured into as many fields of activity as this may lead. This will include, wherever possible, information regarding management and economic problems met and solved by the particular industry under discussion.

All of this material will be collected and edited for publication in industrial manuals to go with the films for use both

by the professor showing the films and slides and by the student taking the course. These manuals will form a library for the student which he will take with him, when he leaves college and which will give him a ready reference concerning the conduct of any industry upon which he desires to refresh his memory.

A staff of associated editors is now being organized from among our leading universities and about thirty have heartily endorsed the plan and consented to serve.

As an initial supervisory or consulting board, the following men, prominent in educational and industrial lines are associated with the course: Mr. C. M. Schwab, Mr. Finley J. Shepard, Mr. William R. Malone, president of the Postal Life Insurance Company, Mr. Alexander Lyman, general attorney, New York Central Railroad, and Dr. Steinmetz, of the General Electric Company.

As many of us know who have had any experience in producing moving pictures, the cost is enormous and far beyond what any university would be warranted in spending to produce and own any set of films of this nature.

The Visual Industrial Course, therefore, becomes a centralized clearing house for all our technical schools and provides the service whereby every known industrial process can be brought directly into the classroom and studied to any extent, whether that be much or little.

All material passing through this clearing house will be assembled as a "Course" and it has been estimated that to cover the entire series to be produced by the "Visual Industrial Course" will require the equivalent time of a two-hour subject throughout one college year.

Several of the universities have already arranged to do this in the freshman year, under various captions-New York University, for example, under "General Engineering Practice," The University of Washington, Carnegie Institute of Technology, the University of Cincinnati and many others are making arrangements to include the course in the college curriculum.