In New York City, on the walls of the library of the United Engineering Societies are these words:"Engineering-the art of organising and directing men and of controlling the forces and materials of nature for the benefit of the human race," but who, reading the schedules of even our best engineering schools, would infer that engineering is an art or that it should always havejn mind the benefit of the human race? While it must be remembered that our engineering schools exemplify the British cult of the amateur, that cult which lets men who have never attended a lecture on "Education" or perhaps nevereven read a book on it, become enginering teachers by profession (and so educators by inference), the root of the matter is to be found in the fact that our educational aims, and consequently our educational practice, seem suited much better to the position engineering held in the community in 1900 than to the position it holds to-day. This civilization of ours has developed, !;loth for good and for ill, into one based largely on engineering achievement; technical progress is so continuous and so rapid that thevalue of descriptive knowledge of current practice is ever lessening; enough must be imparted to make the young graduate immediately employable, and this amount is sufficient for illustrating the principles on which practice is based and on which its advance depends, but the young graduate's technical progress depends much less on his having acquired additional knowledge than on his ability to acquire knowledge, so, paradoxically, the more useful knowledge there is availabJe the less of it the student should be taught.Less conspicuous but fully as important is the enlargement of the field of work of engineering graduates, especially its extension to the initiating of policies and to the broader problems of administration. At present the road to such positions lies normally through a considerable period of professional work, but it is by no means unlikely that the field will soon include much that requires little professional expel'ience. At all events it is safe to say that the changed. and changing position of engineering in the communitydemands the attention of the engineering schools and that profitable discussion of engineering education demands some understanding of the real nature of education and of the part which engineering plays in the life of the community.THE NATURE OF EDUCATIONUnfortunately "to educate" supplies an example of how words degenerate in meaning; most people regard it as the equivalent of "to instruct"; a small number feel they have gone to. the root of the matter when they say...