provision is made to meet this need by giving the following courses:— a lecture course on internal combustion engines; a lecture course on the development and transmission of gas fuel; a drawing room course in the design of internal combustion engines; a lecture course on steam turbines; a drawing room course in the design of steam turbines. Additional equipment also has been purchased to give increased scope to the experimental work on internal combustion engines and steam turbines. GENERAL A one hour lecture course with reports, given in the College of Arts and Sciences, treating of elementary economics, transportation and labor problems, has been made a required subject for seniors in Sibley College. It is believed that an understanding of these subjects is as much a part of the equipment of an engineer as any technical subject in the course, and it is hoped in the future to increase the amount of required work along this line. The need of the modern engineer for a training much broader than that given by purely technical study is now quite generally recognized. The difficulty of giving anything in a four years' technical course besides technical work is also recognized. It is hoped to accomplish something in this direction by the following plan in the freshman year a student is only allowed to take the prescribed work; if he proves to be a strong student, however, he may take in the second year, in addition to the prescribed work of seventeen or eighteen hours, an additional three hours which may be elected in any part of the University. Similarly, outside electives may be taken in the junior and senior years, so that a strong student in the technical work may be able to carry during his course thirteen or fourteen hours of work outside of his course. Many students will elect work in the College of Arts and Sciences that is closely akin to the technical work, like physics and chemistry, while others (and it is hoped that this may become a large class) may elect subjects that have no direct bearing upon engineering, but which tend to lead toward broadening thought. This of course only applies to the strong students and therefore it can accomplish only a part of the desired result. SPECIAL LECTURES During the past two years members of the University Faculty have been asked to give special lectures before the students of Sibley College upon subjects having no direct relation to the technical work. They have given these lectures cheerfully, even when some personal sacrifice was involved. The students have shown a very deep interest in these lectures. This special course will be continued and it is hoped that its effect will be to start an interest in the minds of many students of Sibley College which shall lead them to extended reading and broader culture. READING ROOM AND DEPARTMENT LIBRARY In last year's report the question of a reading room and department library was briefly discussed. During the past year the material constituting the museum on the first floor of the center section of Sibley College has been rearranged and a portion of it has been distributed to the departments where it could be more conveniently and effectively used. The result of this change has been to make available a large room in which tables and chairs have been placed. This room has been used during the latter part of the year very generally as a study room, and it will be used next year also for a department library. It is hoped that this will contribute to the increased effectiveness of the work. SIBLEY College CLUB The establishment of a club room was also mentioned in the report of last year. The Mechanical Engineers' Society and the Electrical Engineers' Society have been this year combined into one organization under the name of the Sibley College Club. This club is to have charge of interests that concern the students of Sibley College apart from instruction, and it is hoped that it may have a considerable influence upon the social needs of the students. It is proposed to have meetings in the reading room on certain appointed evenings with simple informal programs of a non-technical nature. Two enthusiastic meetings were held near the end of the past year and the success of these meetings should augur well for the future usefulness of the club. Copies of the reports of the departments of Sibley College accompany this report. Respectfully submitted, ALBERT W. SMITH, Director of the Sibley College of Mechanical Engineering and Mechanic Arts APPENDIX XII REPORT OF THE DIRECTOR OF THE SUMMER SESSION To the President of the University : SIR :-I have the honor to present my second annual report as Director of the Summer Session. THE TEACHING STAFF The teaching staff of the present year consisted of sixteen professors, twenty-five assistant professors, sixteen instructors, and eleven assistants. Of the forty-one teachers of professorial grade twenty-nine were members of the Cornell University Faculty and twelve were from abroad. These were George E. Condra, professor of geology, University of Nebraska; Stanley Coulter, professor of biology, Purdue University; Arthur D. Dean, now engaged as expert investigator of industrial education in New England; Charles W. Furlong, well known in literary and art circles; William H. Glasson, professor of history and economics in Trinity College, Durham, N. C.; Charles A. McMurry, professor of theory and practice, Illinois State Normal School, DeKalb, Ill.; Theodore C. Mitchill and Charles M. Stebbins, both of the department of English, Boys' High School, Brooklyn, N. Y.; James E. Peabody, head of the department of biology, Morris High School, New York City; Harvey W. Thayer, preceptor in German, Princeton University; Claude H. Van Tyne, professor of history, University of Michigan; and Ray H. Whitbeck, supervisor, New Jersey State Normal School, Trenton, N. J. The number of the Faculty for the summer not members of the regular teaching staff of Cornell University is the same as last year. As the total number of the teaching staff has increased from sixty-two to sixty-eight, the relative proportion of this class is less. Some of them have been here for several years. The longest in service in our Summer Session is Dr. McMurry, whose work has been most acceptable and whose interest has always been deep. He has contributed very largely to the success of the work in principles and methods of education. It is with much regret that I learn from him that his duties in the future may prevent his returning again. Last year was tried for the first time the experiment of taking a high school teacher for the work in the training of teachers in secondary instruction. The plan was (as noted in last year's report) highly successful and this year extension of it was made by associating with Mr. Mitchill, who came last year, Mr. Stebbins for English, and further by inviting Mr. Peabody in another department. This procedure is no longer an experiment and, while the plan has its obvious limitations, it offers many advantages. previous year. Former Cornell students. Graduates of Cornell University Teachers Holding first degrees. Holding higher degrees New York State.. Outside of New York State.... the U. S. Department of Education. 255 154 154 155 90 42 35 23 177 249 201 59 70 95 *356 218 265 302 95 III 133 123 25 19 21 27 244 238 288 320 247 298 269 *474 381 354 435 *Includes 145 Porto Rican teachers admitted under special arrangement with Of the teachers in attendance there are engaged in teaching in 218 259 246 294 225 288 59 59 85 92 23 25 23 19 129 131 61 63 45 60 253 These statistics show a steady growth in the number of students. It is a pleasure to supplement them by saying that the universal verdict of the Faculty is that the quality of the students in the summer steadily improves. The number of students making up by attendance in the summer work in which they had failed during the year is smaller. Although the figures show a considerable increase in "Cornell University students of previous year," an inspection of them proves that a large part of this increase is due to a desire to anticipate work, or to enlarge the scope of study. This is most clearly marked in the case of Sibley College students and is a most encouraging fact. The first table above shows a small decrease in “Graduates of Cornell University." It is not easy to explain this falling off. I am convinced that our graduates turn their thoughts here first when the question of summer study comes to them. It may be that the smaller number of our graduates who have entered the teaching profession in the last few years furnishes a reason for the smaller number. Then, too, with the tendency to specialize in secondary teaching, no less than in college, it may well be that our own graduates feel less necessity for additional study in their particular fields. The number of graduates from other colleges shows a gratifying increase during the last five years. In the next class, "Non-graduates from other colleges", I have attempted to determine the number of students coming here for the summer who are at the time college students. It has not been possible to determine this exactly, but this year such students number approximately sixty-two. It appears that this class of students is steadily increasing and that it is likely to increase. In this way college students may obtain the advantages of academic migration without the necessity of breaking the ties of personal and institutional loyalty which hold young people so strongly to the college of their choice. The advantage to the University of this class of students cannot be questioned. The increase in the number of teachers is gratifying. It proves first that the range of opportunity offered meets the demands of the time, and also that the work itself is of satisfactory quality. Students have come this year from forty-one states and territories of the United States, and eighteen foreign countries. The teachers in attendance came from schools in twenty-nine states and two foreign countries. As in the last few years the schools of New York City furnish the largest group, seventy-three this year. New York State continues to furnish more than one third of the entire number and Pennsylvania about one-fifth. Experience seems to show that we shall draw teachers mainly from the middle and south Atlantic states. To the west of us summer sessions or summer schools are maintained in connection with the state universities, or the state normal schools, and it is natural that teachers in any state should seek a state institution. Correspondence makes it clear that many more would attend from the south were it not for the expense involved in the long railway journey. Those who come go back |