The course of study usually covers four years and is quite as arduous as the study of medicine or of law. The stu dent begins his day in the laboratory early in the morning and continues until late afternoon. The year usually covers thirty-six weeks, and a summer school also invites his attendance. In certain cases, through attendance of the summer sessions, he is able to abbreviate some what his period of residence.
The expense of the student in the engi neering schools is perhaps the heaviest, with the possible exception of the medi cal, of any professional college. The laboratory fees are many. Little time is allowed for his self-support, in case he should desire to earn his way. In certain schools is found a co-operative method by which the student spends one-half of his time in receiving instruction and the other half in practicing or working in in dustrial plants. The University of Cin cinnati is the most outstanding example of such co-operation. Two groups of students are made, which alternate with each other in biweekly periods. The University is thus able to use its full equipment with a full quota of students, and also to take advantage of the shop. The course at Cincinnati is finished in five years of eleven months each. This method is regarded by some as the best. It is also regarded by others as at the present time, of doubtful value.
Students of engineering schools on graduation enter factories and offices of a type for which their preceding studies have fitted them. The stipend which they receive in their first year is usually small—about $125.00 per month would
perhaps be the average; but for the abler men the progress is rapid toward large incomes.
Schools of engineering have played a large part in the development of the civ ilization of the United States. They are of special worth in a country whose ma terial resources are yet to be developed. In the development of such resources, however, the engineering school finds that it is not to neglect the human factor. For the best schools recognize that the student is a man before he is an engi neer. A large philosophy of life is looked upon as of value in itself, as well as of value in promoting the worth and the efficiency of the application of technical training.
Among the chief schools are the Rens selaer Polytechnic Institute, founded in 1824; the Lawrence Scientific School of Harvard University, founded in 1847; the Sheffield Scientific School of Yale University, founded also in 1847; both these schools waiting some thirteen years for development. The Massachusetts In stitute of Technology in Boston, founded in 1861; Worcester Polytechnic Institute, founded in 1865; Lehigh University, South Bethlehem, Pa., founded in 1866; the Stevens Institute of Technology, at Hoboken, N. J., founded in 1870; Case School of Applied Science at Cleve land, founded in 1880; and Rose Poly technic Institute of Indiana, founded in 1883. The schools more recently estab lished have been, usually, parts of a uni versity.