our school. Our graduates, taken as a whole, have done well in practice, while many hold positions of responsibility in hospitals.

And now, having sketched briefly our past, and touched on what we are to-day, perhaps a few words concerning what we look forward to and very much need will not be out of place. It is true that we have had a phenomenal growth, true that we are doing good work, true that we have better facilities for teachthan any medical school in New England aside from our respected neighbor, the Harvard Medical School, yet it is also true that we are in need of many things, some of which I wish to mention.

Scholarships ought to be placed first on our list of needs. We have in our ranks to-day more students who require financial help than can be found in any other medical school in New England. In the great majority of instances these students are good, steady, earnest workers and are worthy of just the help scholarships would give them; also I believe our medical students are entitled to receive all possible financial help; instead, however, we find that our future representatives of the noblest profession on earth are granted no financial aid, but must rely entirely upon their own often inadequate resources. Think of it the department at the Hill boasts of about seventy scholarships, while the medical department, that is fitting students for a work second in importance to none in the world, has not a single scholarship or other endowment of any sort.

Again, it is the legitimate right of a teacher to aspire to a certain amount of original research, and if our institution is to rank with those that are doing first-rate work in this line, the teachers' right must be respected. To provide suitable apparatus and to furnish support for our teachers in their efforts to carry on good research work, it will be necessary for endowment funds to be forthcoming.

You graduates of Tufts College who know and read about

these two great needs of our medical department, bestir yourselves and do something worthy the name; secure for us adequate scholarships and endowments, and then turn your attention to the Trustees. We want the Trustees to buy the lot of land adjoining the medical school and erect upon it a hospital building, with thirty or forty beds to begin with, but a building that shall have a foundation upon which there can at some time be constructed accommodations for four or five times forty beds.

Our own new building, too, is not large enough for our work we need another story added to it.

I notice that, at the Hill, only those needy students who live in the dormitories are eligible to scholarships. We of the medical department have no objection to the erection of a dormitory, and some well-disposed person might present us with one. It seems to me that the four hundred medical and two hundred dental students we now have might make a dormitory a financial success, since dormitory life, for many reasons, is helpful to the students themselves, and to the institution.

We graduates of Tufts College Medical School are ambitious for the institution as a whole, and for the Department of Medicine in particular. We wish for such success as the best teaching, the best management, and the best resources can bring. My earnest hope is that these few words may meet the eyes of those who are able and willing to help us.

Charles D. Knowlton, '94 (M.S.)

PROFESSOR ANTHONY'S SPEECH AT THE TUFTS COLLEGE CLUB

[MARCH 20, 1903]

In asking me to be your guest on this occasion, I take it for granted that you expect some message from the Engineering Department of the College, and I shall avail myself of this opportunity to present to you one important phase of our growth. It is scarcely necessary for me to remind you of the material development of the department. A school numbering one hundred and twenty students, with laboratories and recitation rooms covering a floor area more than twice that of Ballou Hall, is a striking contrast to the small class occupying but a portion of Ballou Hall less than a dozen years ago. But the trend of affairs in the real life of the department is not to be measured by material equipment, and it is concerning this inner life that I would speak. A short time ago I received a call from a gentleman representing a large manufacturing concern, who was looking for a young man capable of filling a very responsible position. At first I failed to recognize the man, but he reminded me of a previous visit which he had made on a similar mission, informing me that one of our Tufts men was filling a prominent position, and that now he desired another for a yet more important place, which he described as follows: "We are a large concern, our expenses great, and competition close. We must produce our goods at less cost, but we cannot afford to do this by reducing the wages of employees. I want a man of sterling character and ability to enter our works, become acquainted with our methods and our men, to assist them in improving our processes, and in consolidating our interests. He must be one who will enter into the life of his fellow workmen, and in no wise antagonize their interests." Then he informed me that he had just lost a young man possessing these

qualifications, and that the offer of a very large salary was not sufficient to retain him, so great was the demand for the allaround, well educated man of good judgment, who could treat his brother workman in a Christianlike manner.

I have stated the qualifications desired, but that which was not specified was equally significant. He did not ask me if the young man whom I recommended was a civil engineer, a mechanical engineer, or an electrical engineer; neither did he ask me for his college record. That alone concerned him which related to the character of the man. I cite this case, not because there is anything unique in being called upon to fill a position of trust with a Tufts man, but because this gentleman was looking for the highest type of man which this or any institution could produce; also because it has raised this question in my mind: What is the education required for this type of man, and are we directing our energies to that end?

But

During the last four years our development has been so rapid that it has been difficult for those of us who are most closely in touch with the growth of the institution to keep pace with the influences which the many radical changes have wrought. to the casual observer it would appear as if the most noticeable tendency is the separation of the academic and the engineering interests. About six years ago it was found necessary to organize an administrative body to consider the engineering course and govern the department. This was followed by the separation of the mathematical course into academic and engineeering, a natural sequence to the coördination of this course with applied subjects. Then came the division of the classes in French, and during the present year the English courses have been divided also. To-day, the only prescribed courses given in common to the academic and engineering departments are Physics 1, Chemistry, and German.

All this would lead one to suppose that we are developing into an independent school, having for its object the training

of engineers for a special, and perhaps a limited, field. In other words that we are fast becoming a professional school. This I believe to be contrary to the desires of those who are entrusted with the administration of the department, and against the best judgment of the alumni. Nevertheless, the general trend of engineering schools is in this direction.

Consider for one moment the relation existing between the academic and the engineering courses, whether given in technical schools or in colleges. All of these courses are recognized as of college grade, having quite uniform entrance requirements and giving degrees purporting to represent similar attainment. At first sight the divergence of courses is not apparent, but to my mind they are separating quite rapidly, and, as I believe, most unfortunately. It seems to me that, with the reduction in the time required to obtain the A.B. degree, there is a corresponding loss to the student, and a possible lowering of the standard. The substitution of high school for college work, and a shortening of the college residence, is unfortunate, if by education we mean something more than the accumulation of knowledge. On the other hand the engineering school is making as serious an error in the opposite direction. The standard of work, and the requirements for the degree, are being increased, and it is becoming more and more difficult to complete the prescribed work in four years. This is largely due to the supposed necessity for introducing technical work of a professional character for a professional end, and, I regret to say, is leading to a specialization from the beginning of the course. Indeed, engineering departments and engineering schools are becoming more and more professional.

But four, five, or six years of high school training will not prepare a young man for the sort of work which should be conducted in the professional school. For here he is put to tasks involving methods of study and investigation which are new and difficult, and which most frequently lead to one of two re