ly
such classes are conducted upon principles quite different from those
employed for undergraduates. No textbooks in the ordinary sense are
used. Often the student is assigned an experimental or other
investigation, and is expected to work almost independently of the
teacher, the chief function of the latter being to criticize the
methods proposed and to review the results obtained. Such work under
the guidance of a competent teacher is a most valuable means for
mental development, training, and inspiration.

IRA O. BAKER
_University of Illinois_

BIBLIOGRAPHY

Below is a list of the principal articles relating to engineering
education, arranged approximately in chronological order.

1. The annual _Proceedings of the Society for the Promotion of
Engineering Education_, from 1913 to date, contain many valuable
articles on various phases of engineering education. Each volume
consists of 200 to 300 8vo pages. The society has no permanent
address. All business is conducted by the secretary, whose address at
present is University of Pittsburgh, Pittsburgh, Pennsylvania.

The more important papers of the above _Proceedings_ which are closely
related to the subject of this chapter are included in the list below.
Many of the articles relate to the teaching of a particular branch of
engineering, and hence are not mentioned in the following list.

2. "Methods of Teaching Engineering: By Textbook, by Lecturing, by
Design, by Laboratory, by Memoir." Professor C. F. Allen,
Massachusetts Institute of Technology. An excellent presentation, and
discussion by others. _Proceedings of the Society for the Promotion of
Engineering Education_, Vol. VII, pages 29-54.

3. "Two Kinds of Education for Engineers." Dean J. B. Johnson,
University of Wisconsin. An address to the students of the College of
Engineering of the University of Wisconsin, 1901. Pamphlet published
by the author; 15 8vo pages. Reprinted in _Addresses of Engineering
Students_, edited by Waddell and Harrington, pages 25-35.

4. "Potency of Engineering Schools and Their Imperfections." Professor
D. C. Jackson, University of Wisconsin. An address presented at the
Quarto-Centennial Celebration of the University of Colorado, 1902.
_Proceedings_ of that celebration, pages 53-65.

5. "Technical and Pedagogic Value of Examinations." Professor Henry H.
Norris, Cornell University. A discussion of the general subject,
c