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Les diagrammes suivants illustrent la mithode. 1 2 3 1 2 3 4 5 6 MICROCOPY RESOLUTION TEST CHART NATIONAL BUREAU OF STANDARDS STANDARD REFERENCE MATERIAL 1010a (ANSI and ISO TEST CHART No. 2) THE FUNCTION OF THE SCHOOL OF APPLIED SCIENCE, IN THE EL CATION OF THE ENGINEER BY PRINCIPAL GALBRAITH (IhpriBtM fnm tiw ' Uahcni^ of Tovoato Monthfy," Vol I., U*. si TOKOMIX) : THE PUBLISHERS' SYNDICATE, Limited 1901 1^ vV^ T>' * T'» 1 Oj ■* ,»"• n JO iiZTh^ The following is the text of Principal Galbraith's address at the banquet given in his honour Decemiaer 2!st, by the students and graduates of the School of Practical Science : — \ j ; . o > The Function of the School of Applied Science in the Education of the En8:ineer. Mr. Chairman and Gentlemen — NO words of mine can do justice to the magnificent reception tendered me this evening by the graduates and students of the School of Practical Science. It falls to the lot of few to receive such an ovation and I know that you will forgive me if I fail to express in measured phrase, the feelings which overpower me. In casting about for a theme on which to address you this cvenmg it seemed to me that it would be appropriate to the occasion to give you my views on the subject of engineering education formed as they have been largely on my experience of the last twenty-one years in the School of Practical Science, and on my knowledge of the success of our graduates. The fact that our course is in a i.ieasure unique, differing as it does in some important respects from the usual four years' course in the great universities of the continent, may add some interest to the subject. When the school was remodelled and removed to its present site in 1878, by the late Hon. Adam Crooks, Minister of Education, the faculty consisted of the late Professor Croft Chairman, Professors Chap- man, Loudon, Ramsay Wright, Ur. Ellis and myself. On Professor Croft's resignation he was succeeded in the Chair of Chemistry by Dr. Pike, and the late Sir Daniel Wilson President of University College, became the Chairman of the Board. Professor Baker was shortly after- wards added to the staff. In its early days the school could be considered only in the light of an experiment. It became evident that it ought to serve the necessities of the Province rather than those of the municipality like its predecessor the College of Technology. Each member of the board of 1878 gave the question of the function of the new school close study and earnest thought, and I hope that I am not making an invidious distinctioi in mentioning more particularly in this connection the services of President Loudon, who from the early seventies to the present time, has been a thoughtful and clear-sighted student of the various develop- ments of technical education. .About the year 1888, the present Premier, the Hon. G. W. Ross, then Minister of Education, recognized that the time had come for putting the School on a broader basis and for intro- ducing the practical or laboratory method of teaching into all depart- ments. To provide against the possibility of serious mistakes he decided to make a personal inspection of thr more important institutions in the Eastern States engaged in the same class of work as the School of Practical Science, and arra iged that I should accompany him. We visited Cornell, Lehigh, Columbia, the Stevens Institute and the Massa- chusetts Institute of Technology. As a result of tnat visit the present building' was erected and equipped. The Department of Kngmeenng was divided into Civil Engineering and Mechanical and Electrical Engineering and a Department of Architecture was added. Later on the Department of Mining Engineenng was established and the Depart- ment of Analytical and Applied Chemistry remodelled. With the progress of time many additions and alterations have been made both in the equipment and in the methods and subject matter of the teaching. . When one considers the wonderful variety of work covered oy the engineering and allied professions, it seems almost incredible that any useful field should be found for ? institution professing *o prepare candidates for them all. The const, tion of railways, canals and har- 1 hours, water and sewerage works ; exploring, surveying and mapping, heating, plumbing and ventilation, architecture, the manufacture of engines and boilers, machine tools, dynamos, transformers, the erection of machine shops, factories and power houses, the tran.smission of power in all oung engineer should be plfced m subordinate t .sitions. not entailing more responsibility than he is fit to bear. . „„ *u« „rar ^ By the practical knowledge of the engn.ccr I do n.t mean the prac-, tical knowledge of the mechanic and tradesma,, and >ct they over ap to some extent. The civil engineer requires sor knowledKe of the trades of the excavator, the carpenter, the blacksm n the it- ^im.w mixer, the stonecutter, the pipe-layer; th /rchitect of ^r and also of tlie trades of the painter, the plumber, the ^lazi terer, the roofer, etc.; tne mechanical engineer of tlu rau. pattern-makvn-. the moulder, the machinist, the boiler-nuik fitter, the blacksmith, the tinsmith, etc., and so might bf trades under the eye of the electrical engineer, the ntimnr chemical engineer and the metallurgist. a. The commonest weakness of the young engineer is insnttic ledge of the trades, and this ignorance brings upon him, and p the distrust and scorn of the practical man. No .ne— not practical man-will find fault with the engineer because he ma> The manual skill of the tradesman, but if he is deficient in the , knowledge of the engineer, if he does not know when work is g< when it is bad, if he does not understand how it should be condu. -f he does not recognize the material he has specified when he s. if he is ignorant of the properties which affect its usefulness, tne d... are that lie will soon m'eet^ith disaster. This knowledge comes^. from personal experience. Practical knowledge of the trades can gained only on the works. . „ „„»., onri t, If the voung -raduate neglects to kt.p his eyes and ears open, and t^ make plentiful use of his note-b- k, if he does not absorb prac^ca knowledge as a dry sponge absorbs wate., he ought to g? "Jo som other profession ; he will never become an ^"gl"«'="'',7f " .^.^^^Vg^^^^^ a graduate of the School of Practical Science. The old saying is true "Books, gowns, desrees will leave a fool, a fool. But wit it best \rhen wit ha« been to ■cbooL The case is to some extent different when we consider practic^ know edge of materials as distinguished from that of work. It seem to concrete j( th ■se, the plas- >s of the he pipe- •-.1 tlv Uie now- ■rly so, •n the have tica called commercial work m a school of applied science. It lacks the mam element vhich, in real commercial work, burns lessons into the brain, viz., the feeling of responsibility. The practical work of the school should for the most part be of a kind for which there is little or no opportunity in ordinary professional life. It should consist in experimenting with machines and materials, and in discovering the application to them of the principles of scien- rather than in using them fur their ordinary industrial purposes. The capitalist who employs the engineer docs not care to see his money spent in this way. The life work of the engineer is construction and production. His practical work in the school should be analysis and experiment. The child breaks open liis toy to sec the wheels go round, long before he carves out a boat or constructs a windmill. The time of the school should iiot be unduly taken up in teaching the tyro what he is bound to learn In any case if he sticks to the profession. Although these prin- ciples seem .sound, there are many prominent men who would in great measure disaj^ree with them. Only a f< w days ago a letter by a well- known engineer appeared, who seemed to think that a graduate of an engineering school should be worth at the .start a salary of $loo to ipias per month. I should consider the school which succeeded in such an undertaking to be little less than a failure. I once saw another letter in an engineering journal complaining of the technical schools because their graduates could not immediately make the quick and accurate analyses necessary in commercial metallurgir-j' work. I prefer tP see the student taught chemistry rather than spend his most receptive years in some narrow lines of analysis. There is time enough for that after he gets into the steel works. Readiness will come with practice. So with all specializing in the schools. It may be true that one cannot make a success in life unless he specializes. It by no means follows that the specializing must be done in the school. On the contrary, th" best basis for successful specializing is a sound general training. I do not care to .see the graduate specialize immediately after leaving :j <• > the school. Let him first g tic experience and a knowledge of the world and its ways. In mar . cuses the graduate finds employment ma different brand, of engineering from that m which he graduated. The lesson to the school is that the training in rach department should be sufficiently general to enable the graduate to train himself without diffi- culty for hi- new work. His time for school is past. . , r One of the great advant iges of a course of study m a school of science is that the mind of the student is almost unconsciously trained in the classification of facts. He cannot citt-snd the various classes for three or four years without knowing to what departments or sub-depart- ments of science the facts of observation are to be r. ferred ; and even if he has forgotten how to ai>ply the sciences, he knows at least where and how to get the information he requires without loss of time His course in the school has supplied him with a great catalogue of knowledge. This is t' - ip a measure even in the case of st dents who fail to com- plete the ourse. . . . , .l . • • t \noth function of the engineering school besides the training ot ^tudeits for the professions is the training of men for research work c.unccted with engineering. There cnnot, from the nature of the case, b. . ,iployment in the country for many such men. In general they, likt the majority of scicLific workers, must earn their living as teachers Tl-.ere seems to be more doubt and difference of opinion with regard to the proper training of the mechanical and the electrical engineer than in the case of the civil engineer and the architect. To spend time work- ing as a tradesman is not the custom of the latter professions, and lu the former we find men with all degrees of workmen's experience froir, zero to the maximum amount. j » ^f*v,„ The architect and the civil engineer are the lineal descendants of the craftsmen of the ancient civilizations of Egypt. Greece and Rome, while their mechanical brother is the product of this modern age of stearn. It may be that the differentiation between th' tradesman and the engi- neer has not occurred to the same extent = the latter case as in .he tormer. simply on account of insufficient lapse of time. It may however proceed at a far quicker pace. Division of function or division of labour, as it is commonly termed, is the first necessity of this age o combinations of capital and labour. Roughly speaking, mechanical engineering, like al' Gaul, is divided into three parts, of which one is occupied bv the designing and consulting engineer, who in his functions most resembles the civil engineer and the architect, and who generally enters the profession by the drafting room door. Another part is occu- nied by the works manager in manufacturing establishments who corre- sponds in a measure to the contractor of the civil engineer and the a -hitect, and who enters by th: shop door. To the third part belongs the engineer in charge of engines and boilers, pumps and dynamos. He enters by the engine room door. Manua'. experience, as it may be called, is more or less necessary in the case of t^e last two classes, while it is not in the case of the first On the other hand, the practical knowledge which VT can be gained only by familiarity with manufacturing operations and with the operation of power plants, is an absolute necessity for the three classes. This practical knowledge cannot be obtained in the engineering In most engineering schools shops are established for the purpose of familiarizing the students with the use of tools and with practical pro- cesses. The expediency of taking up the time of the student with this work has always appeared to me to be questionable. The time spent m the shops is not long enough to make the student a finished workman, and consequently a judge of good ^vork. As far as materials are con- cerned, a useful knowledge of them may be obtained as I have already indicated by methods much more economical of tune. All that the engi- neer can get from the school shop that will be of use to him he is bound to get from his life work, whether he enters his profession through the drafting room or through the shop door. For these reasons I advised the Government in 1888 not to establish shop instruction in the School of Practical Science, and have as yet seen no reason to change my mind, although I have since that time examined the working of many school Our regulation that the students in mechanical and electrical engineer- ing must put in their shop work outside has at least the advantage of saving the time of the session for what we consider more appropriate work. It also gives them a valuable opportunity for using their eyes and their note-books, and studying the methods of actual life. , The practical training of the mechanic, the foreman and the engineer lin charge of small power plants must, it seems to me, continue to be 'obtained in the ordinary shops. For scientific instruction they must depend largely on the evening technical schools and on the correspon- dence schools. Young men who have the ambition to become managers of works and large power plants ought to make up their minds to attend the higher technical schools and also to go through the hard manual work necessary to enable them to become fairly competent mechanics. They will be fortunate if they have been broi^ht up in the shops from boyhood and have at the same time acquired habits of study. In this description of the aims and methods of a .school of applied science for engineers I have had in view the practicable rather than the ' ideal If it were possible within the limited time at the disposal ot the student to give him a competent knowledge of the engineering trades, of engineering law, of engineering business methods and of engineering economics in addition to that of science no doubt it should be done, as he would then be so much further on when he begins his life work. It must not be forgotten, however, that the capacity of tiie student is limited as well as his time. The difference between one engineering school and another con.sists not in the total quantity of information carried away by the graduate, but rather in the distribution of his knowledge over the ' various subjects, theoretical and practical, and above all in the methods used for stimulating and strengthening the imagination and the powers of reasoning and observation. i public and t°.;^^, V°\^";~„t to its modest estimates for maintenance. 1888. awaiting his successor, the P'^f «"^ .^'"!7.,r„; .^ the staff are it twelve years ago. success of our technical schools ^ the technical schools. 1 Here is 100 gf^*^ troubles in the wor d Torr '"A"rel° ago *etc„l*of t^Unwlity passed a staU Toronto. ^ w«k ago tn p ,1^,, Science, its teaching staff, ?:E wlh r^fae"" t.; the curriculum and work of instruCon a, also t1,e statute respecting affiliation rem^^ ^ f„„^ '"ThifactonTt'le' Senate form, a fitting close to the history of the Sch^nn"*e°nin««nth century And now, Z^'^J^^J'^J'^Z taking my -« *a"k yc. "ne/^^^^ j;,„ ,.,, designing the crest of the School he selected as its motto- " Scite et Strcnuc." Ml^ta