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The puroose of this thesis is to clarify certain
goints which have arisen in the minds of individuals interested
in engineering education. A brief summary of the goints discussed

is given here.

After giving a brief history of both the non-co-
ooerative and co-Operative college, differences in the mstnod of
selecting students at Kichigen State College, en exa yle of the
former, and the General rotors Institute of Txchnolony, an example
of the latter is shown. Next the difference in t e relation between
student and institution at the above m ntioned coll» es is shown.
Following this, metnods of handlinfi student: aid the Leaping of
student records are countre and discussed. Refit a comparison of
the curricula enx the netnod of handling various courses at these two
institutions is made. Following this is a discussion of the effect
on Students of continuous ann periodic training. A discussion of the
fields of the co-operative uno non-co-ooerutive engineering culieées
and a couoerison of tne products of each tyoe of school IUIIOLS. In
a summary of the advantages and disadvantages of the co-oocrative
tyoe of education as published by the A ;ricen Society for the Pro-
motion of Engineering Education, the advantages and disadvantages to
the student, faculty, and co-ooeretiné :lent are given. Finally there
is pre ented a torn seneiule designed for students working at one of
the co-Operating olnnts. This shows how e'cersfully t.ou'ht-out work

schedule aids me erially in giving the student a well rounded engineering

-1-

education.

although comparisons vill te Lede tetheen the co-
operative and non-co-Operative engineer.n5 colleges in general, tne
mayor portion of the comnsr sons till be between tto coll ges
located cohpuratively near to each other, serving what one miLht
practically term the same community. Althou h there are a hunter
Of Students ~J each in titution MhO are not from tae given community,
the majority of tue students ere. Host of the comparisons in this
thesis till be between two tell knovn colleges, Kichifian State Colleae

and tne General Motors Institute of Technolo y.

In considering the co-ooerutive sttem of today there
are several points wnicn should te discussed. The oresent generation
is now adaoting itself to a new develoonent of society. A number of
years ago, tha beginnings of the industrial r volution laid the found-
ations for a type of social order wnich in the main was net in husan
annals. This new order is osscntially industrial, or tahen in the
broader sense, economic. he are today witnessing net develOgments,
and the future significance of this transition is Still teyonu the
gossibility of accurate anoraisal. Some of the major Cuanflns troubht
during this period of QFULtR, also changes thet ere Still going on,
have bTOU5Ct ebout great c.un¢es in the scope of the nueric n edu-
cational system.

trottn of pooulat;-n, for eta ole, has necess-

The Tnuli o

itateu a unforeseen etpans on in public school faciliti:s. Then, too,
educational needs have teen enlarged or nonified by such chanQes as the
greater urtanization of pooulation, the rise of stanuaids of living, the
transformation of processes of oroduction from hand met.ous to machine
mathgds, the evolution of large scale industry and mass nroduction, the
breaking doun of time and dietaice oy new HEthOdS of ranin transoortation
and communication. All of thgse changes have contributed to the alter-

ing of human rolotignships and the corresgonning adjuetnents in the

American educational Svstém-

School and industry are different esoects of a single society,

-3-

.-./r-
and the habit of mind nhich isolutes them from each other is a habit

which we must strive hard to overcome.

Education fails in part of its aim if it does not pr:-
oars students for a life of native labor and of social co-Operntion;
industry fails no less if it does not strengtnrn the yualitius of

mind and character which hxve been cultivated by educ-tion.

If we consider the educative process broadly, we note
that a Voriety of agencies contribute to it. Under ordinary circun-
stances, the child learns writing in the school, langudue in the home,
religious ideas in the church, ;ames on the gluysround, and practical
skill in the workshop. The theatre, th: newspaper, and tne club also

contribute to the student's stock of knowlad¢e, but the knowlecoe

obtained from tn se institutions is Sieciulized.

In the primitive wilderness, the toy followed his father
in hunting and fishing, and, in time, oy process of imitation and
sugdestion, together with that learning thich comes fr0m trial and error,
he became himSelf, a fairly efficient hunter or fisherman. By and by
some of the arts became highly comglix, and the process of transmitting
them from father to son necessitated better organization. There then
grew uo in ihu ancient crafts the system of agarenticeship which is still
used in som: forms. This we mey say is (althoth hun:reds of years ago)
where the co-ooeretive plan had its roots. In the aggrenticeship system
they learned by doing. Then came the devoloougnt of the public schools.
In order to give a broader tasic traininfi for various vocations, colleges
and universities were founded. Despite tnis fact, some of the larger

industrial corgorations of today feel the need of men with a different

-5-
and in seme reseects broader training than is furnished in the ordinary
college or university. For this reason certain oduCationul institutions
have been estaslished by some of the industrial corgorations for
specific training and actual co-ooeration in the Various branches of the

industry itself.

The first mention we find in history to that we might
term co-ogerative education other than the aggrenticesnip skstems is in
1774. At this time Pestalozzi, a successor of Rousseau, railed in an
agricultural venture he had been working on. This failure afforded him
an Opqortnnity to exgerimcnt with philanthropic and industrial education.
At this time he took into his none about twenty of the most needy children
he could find. These he fed, clothed, and treated as his can. He gave
the boys practical instruction in farting and gardening on small tracts,
and had the girls trained in domestic duties and needle worx. In bad
weatier both sezes gave their ting to Spinning and weaving cotton. They
were trained not only in the ruiim nts of life but also were practiced
in conversing and in memorizing the Bible before learning to read and
write. The scnolastic instruction was given very largely while they were
working, and, although Pestalozzi had not as yet learned to make any
direct connection bett2en the occupational and the formal elements, this
first attempt at industrial education made it evident that the two could
be combined. Within a few months there has a Striking inorovement in the
9hysique, minds, and morals of these children, as well as in the use of
their hands. Pestalozzi became so enthusiastic over the success of his
eXperiment, that he greatly increased the number of chi dren to such an

extent that by 1780 he WKS reduced to bankrugtcy.

From this time until the present, the co-Ogurative system

has grown in several branches and stages of education.

The co-Oporative olan for college engineering education
had its origin in this country Wham D;an Herman Schneider introauced it
at the University of Cincinnutti. At the time of its origin practical
men were very severe in their criticism of graduates of engineering
colleges, the old agnrentice system had brohsn seen under the strain of
complex industrial organization, and it seen:‘ that CHélJGCflflé colleges
were making little effective effort to suooly the link between theory
and gractice. Something seemed to be amiss, and many of the educators

of the country were seriously considering the groolem.

A solution to the problem dawned upon Dean Herman Schneider

one evening as he has waliing across the census of an eastern university.
As he watched the crimson nlow of a near by plast furnace, it came to him
that there was a college, the real college which COUlJ teach life, in the
steel mills, in the machin: shops, in uh: erodic;ion plants, and in the
Offices of industry. Wh' not let goth theory and practice he learned in

a single progressive educgtional program, with industry sunelying practical

information thilo in the lecture rooms and class rooms mi ht oe inserted

edge which houli accomgany it.

.Vl

p- 4
l’

L
C
...
u.

H
a

step by steg the theories and cultural

After Herman schnnider had Morndd out the details of his
glan and had presented it to the faculty, they rchCtnd it for too many
held to the old cultural theory. Herman Schneider then talked it over with
many orectical men who indorsed it. In 1905 Hernan Schneider has aouoint-
ed to the professorship of civil engineering at the University of Cin-
cinnatti and at that time received permission from Pr.siue t Dauney to
start the co-ogorative course in the form of an etgerinent. In July 1306
over tweity students who tare to start school in th: [all stait‘o on their

co-oierative jobs. It was thought that by having the students start on the

job tso or three Lonths before the ooe ing of school the weak ones would
be needed out. This Was exactly the case with this Starting class, as

by Segtember all those the could not or would not stick hed quit and only
six were left. The vacancies were filled oy other applicants for the
course, and a class of twenty-eight students was formally matriculated.

At the Same time one hundred and sevedxenrolled in the re;ular engineering
course. From that time there has teen a s eady gromta of tne co-ogerative

course 0

below is a record of the enrollment in ooth the regular

and co-o,erative courses for the first eleven years of the co-Ogerntive plan.

Enrollment in Enrollment in

Regular Course CO-ooerctive Course
1306-? 107 :8
1967-8 113 61
1908-9 106 84
1909-10 65 138
lulC-ll 56 176
1911-12 48 239
1912-13 44 294
1913-14 30 376
1914-15 34 424
1915-16 35 441
1916-17 27 473

The car caused a break in the steady climbing enrollment in the clan, tut
since the her it has again steadily oFOjTeSSed until today it has an en-
rollment of about two thousand students- in its different branches which

are by no me as limited to engineering education.

In rec nt year

a the co-Ogerptlve 5_;teu o: CUMCfiLLbu

urtil to;«; it is in Ojarmtlon id niJcLeen

grew; ragiLly
institutions throng

CU’JJflses 1;

_.. . ‘ .
cl hue a keen

Country. ”L ICULLh of Lne co-O) rative

rutive )e:iods .nrins from two Wicks to

(n

a.

The ouryose of the co-ooeretive grogrem at the

General Xotors Institute of Technology is to iive tne stuuents

training in 00th theor'

anu its practical agilicution in the

factory, so tint ueon the comgl:tion of the cours , they Lill Le

pregurgd ior ,ositions in various brancn~s of the corporation, and

have a founiation so the

for resgonsitle or t chnicul positions in tv

At tne Senor;

co-ogerative '1nn as u gli d to enbineerin;

t

as tnev

'n ezqzrience, they may nualify

:9 Iutur .

I

l Rotors Institute of lecnnologJ tne

,uuCution is oased on

the tneory that to be beat guelified for inuustriel wogx, the student

snouli have praotical industrial 3

technical training.

.1

no tell as theoretical,

It is also th.u ht taut tne best results are

obtained when tno tecnniCel instruction one the greeticel enoerience

in Lao factory are élVCd in regulh’

tralnlgé. L08; oi Lne :

some was MOFK gt the no:

Opfirfte 04 an eignt—te.a LhSi

on the cnnrt 1ollomiig.

J

alt.ruution periods.

is OTiflulZGQ to tax; cire of Luis Lipe of

uueits

Distant

U;
0

00-09 rate on a four-tei; : sis, but
of txe corporation, co-

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-11..

Under tiis arrangement approxiMutely one idlf of
the students are at work in the factory thile the other half is
receivin; inst uction in school. Sections A and E alternate at
work and scnool each four ween period, an; sections C and D alt-
ernate each eight meet period. The four veehs at the end of the
year, coming in September, are available for vacations, and the
students of tie sectiois, A and B, C and D usually tltérfl”t§ at

work so that all can hnve a two weeks veCution period.

It is planned to give the student the technical
instruction in school which till me,t his needs in inter industrial
life. The technicel instruction and prectic 1 experience are co-
rrelated as closely as possible so as to be mutually hclpful in
obtaining a balanced develOpaznt of the student. In the factory
the student not only observes, but ectiullj vorhs along side of
men ii various branches of the industry and must nest the york-
manls problems and see what he is up against. In so far as poss-
ible, the student is shifted from one place to another in tne
ffuctory to give him broad exocrience, contact with men, and Oppor-
tunity to learn how to get along mith otn rs. It also permits him
to see how men are he dled as well as reguirin: him to “UT; uneer

supervision and to follow instructions hlgSleo

In order that the student obtain the maximum benefit
from this training, the plants and the school must work very close
to such other. Individual differences in students Laue variations
in th: training schedule advisable. Therefore, work schedules for
the student are planned by the management of the plant with advice

from the school. These cork schedules are so organized as to:

-13-

(a) Provide definite work for the students

(b) Rejuire the students to make good a" uorhnen

(0) Provide a thorough, basic, mechanical, and technical
traininb es a foundation for future torh.

(d\ Provide broad eXperience to aid in doterminin; the
lines in which the student will most likely succeed.

(6) Provide some practical or erience direCted into the
fields of the students' respective choices.

An example of a work schedule will appear later in this thesis.

In order to make the training were effective, the
student is required to write a co-oruinution report during each work
period upon sou; phase of the work in uhich he is enéadel. This till

he explained later.

As many students of all schools find it desirable or
necessary to leave school before the completion of their course, the
program is arranged so as to have a terminal point at the end of
one, two, th ee, or four years, so that the student finding it nec-
essary to drop out before the completion of his course will have ob-
tained something of practical benefit both to himself and to the

plant for uhich he is torking.

Teaching in this type of school differs materially
from the ordinary college or university in a number of resuects.
Corrses must be organised thich are nor: of a practical nature.

A large nu ber of irr.guler students must be tehen cure of, and an

amount of work must no accomplished in si: school months which the

regular coll go or univ:rsity accom,lishes in nine months.

-13..

To meet the needs cited ii soae of the oreceediig
raohs, the curriculum of a course of this n-ture must be
someuhat different from the ordinary college or university en-
gineering course. For this reason many students entering with
nJVunced credits from other colleges or universities fine in the
curriculum certain re‘uired courses which tuey JQVG not tales.
These courses must be incorooratea in their provrans tuus Lahing
them irregular stud uts. T.ese students, conbi.ed with the stu-
dents who fail certain subjects and others tho tish to carr; extra
subjects, make the nu. er of irregular students large. This large
number c irregulrrs no es the arraigeuent of their individual pro-
grams difficult. For this reason a nu ber of subjects Lust be

taught on very nearly the individual basis. By this re ns=n that the

33)

subject must re dire all individual work such 3 the subject of

1

jugineeriog Drating. In this, a certain monthly rciuirement as to
the number of plates is set up. Then the stuu.nt the iiads he must
have an irregular schedule and cannot attend the regularly scheduled
drawing classes for this Section tithout conflict, may be able to
acconolisa the sa«e ends by attending tith another section. In a like
manner the subject Machine Shop no.5 may be erranéeu in individual
assignments of oo:rations to be completed in certain periods of tire.
Chemistry and PfijleS laboratory excerio- nts Can be individual
assignments which it E0114 be possible to carry out in sane other Section
as well as in the r_g-lar assigned section, should there be a conflict

at that ti e. A fem ctn r subjects can be taught by 'he use of mimeo-
grughed questions and problems on certain gasses of the te;t, and in

this manner, those courses beCOue largely individual work. hith a

few of t;e courses arranged in this manner the large number of ir-

-14-

rebulars can be taken Care of and efficient schedules made up for

theft.

To accomplish the usual nine months of schoel work.
in six, .ho students’ schedules must call for gore class huurs and
more outside work than in other schools. This Lanes the student
carry a rather heavy load during his school month, but as the pro—
gram calls for alternate months of work and scnool, me do not feel

that the load is too heavy for the student's best efficiency.

that should be taught is d termined not only by the
industri l n eds, but also by social and econonic conditions. This
being the Case, SULJGCt matter must always have a large part to play
in the determination of educatiunal proce'ure. When it cones to a
question of how :e sh ll teach, we find a conditioniig factor that
modifies the emphasis which might otherwise be placed on subject
matter. How we shall teach is largely dgtBFhlicd by the individual
student's nature. This means that special attention must be said
to individual needs and desires. The teacher's prooicm then becomes
one, not only of teaching sub‘ect matter, as is knows it, but also
of presenting it in a nu;ber of different fUrmS so that all of the
Students nay brass it, whatever their background or adagtabilities.
Then too, the tescner must be able to present the SubJCCt matter in
that it will be of interest to the student; otherwise the

such a tav

J

student till obtain lit‘le from the Course.

A few teaching aids and methods which have a soecific
application in the co-ogerative course Mill be nentioned here.. A
good teacqer should not forget the law of association uhich 8})1163

to the utilization of instincts for this is sometimes a greet help

-15-

in te.chin5.

connection, one not natively interesting, we

tetween some activity natively interesting and the re ote

tith fre1uency and itensitj.

activity will tend to become attached tq the

are many desireable associations to be had in the co-oaerutive

he student hos see

('7'

refering to things thich
exauslr, in physic“ we nay refer to fulcruns
In machine design and other such courses the
his shop exaerience, a vocabulary, and ideas
the regular engineering college do not have.

aids in teaching tne su

[JUCLQ

SI“) 1'. If

L;

Correlation also aids

in ttuda1ts. For ezantle, if me assure the

engineerin" dra in; Mill be ass,

1;

and the machinist, he becomes more

hvn he sees the actual rxutine of those

(1371311. iL—ilLJOI'LZillce o

n in the plant.

i; t used;

interested in the

'. .11‘..V (‘
th-l.'. u
U

If we want a student to Lane interest in a renote

must male connections

activity

The resulting intergst in the native

renote activity. There

illeil
F O l"

, incliied glenes,etc.

student has, due to

vhich most students in

r""rzose are utterial

..

in arousing interest

that the facts of

in connection tith the pattern maker

souOCL. Then

lJ the ylhut he realizes

If the teac;er cun but get a student to Lhiuk and think

along tne desired lines, he has made a good start tousrd

mhich it is his desire that the student

should firs

'.

t a

ends

is is a ureliminary to sr~

Tr? t beari;

Q

resourceful attitude of _i1

tuc efficient a

shall rgnch.

:lective thinhi‘

d, etc., these hetover, aze r

golication OJ these

*

t.".t3

'v‘: I: 1
k- u LI

The teach r

e

var to get the student to no associative thinking

Thinkix , however,

1 o

5 upon the develoom,nt of initiative, originality,

.oans and not

ideals, and such

-15-

aiglicatiois i ylj necessity for attention to subuect matter and

methods. Associative thinking is more readily orotht about in

the co-ooerotive plan due to tne fact that the stuooits have seen

many.thin¢s in the olant.uith thicn associntions may be Lace.

A fem of the otqects and alas of the co-oo-rative
engineering college till be stated here. In a nationally Anotn
industrial plant the president of the company has long cold up
the following notto to his executives and ioremen: "Teach, don't
boss". In tnese three words lie the key to the relationship which
should exist in every scnool Shoo. T.ere should never be any
a estion as to the is in control of the class, but the hereon
should be a teacher and not a boss. Throu h teaching that is well

planned, organized, an: managed comes the hind of class control tuat

a good teacher must be able to see ahead. he must also
see himself and that he is doiné in a true relationshio to that others
are doing. A teacher in an industrial co-ooerative school, through
his contacts tith industry, should be in a oosition to see beyond the
school-room walls and to evaluate his teacninb in germs of the ob sCt'
ives tn,t should prevail, the Knohledg and shill that should be ac-
;uired, and the ideals that need to be ostaolisned in tfiULO uoon thou
mill soon fall the resoonsibility of carrying on innustiy and the

world's work.

Len in industry know tell that it te.es more than a
trade knowledge and skill to made a handy, successful tor or. If all

gersons in in u;try had only a fair Lnomledge of the grincioles of

economies, th Le touli be less bitterness and Strife. It mould be

-17-

a treuenieus sue; for ere if all mergers sut had a igir understanding
0f the riiht relaticcship betteea individuals. Tue teeuner LLO Can

see ahead not Only will teach yacts but will also endeuvsr ts devalue
habits and ideals in his pugils that will be a 10s; key tuners maxing
life worth thile industrially, ecenumiCuliy, and socially. A teacuer

who does his jcb well kgons Lagt he eu;t seen” a certain sneunt of

time on facts Covering tee theory. He miil also endeaer to see tnat
each unit of instruction receives emghasis rel;tive to life as a Lb 1e.
his letter is Hut always pessible, but shuuld be

élVOfl tnoudht.

Tue ;0b of industrial eduCutisn consist; in both meet-

hig the gresent demands [mi in crceting new de,;uuh3 for hi_hrr skill

91

in iiiustrj. in; Iirst aii nest ubvieus need is to m:ut Ln present
day rekuirenents of ineuutri 1 life. ihis neLns eueng ether things,

to prep-re markers to meet in terse of iuality uni quantity the market
demands in trade or ingestriel yursuits. Tut, emote r ressensibility
falls upon our shsulders. It is that of raising pr,seut stguunres anu
of ingroving current gructhe. To tais and, we shall hunt to go Leyuud

J

ll‘eseat demands finen tngt Can be mm, 1.111“ siege-er t-.;e may.

U

Tue greseut age, more tusx in} jrflcedidf 3:, shows

the necessity oi heeging a groblem-solving attitude toward life.
Feats are Leiu= eerformee that a few Wears are ever‘oae th.u ht imooss-

b L J .J O t
isle. A eri‘en inventive genius ead mechaniCLl shill hes created
Lariat ueeends and ass established higher standgres in mgny foreign
lands. In a similar may we Czn ez-act tne fi>0ric a youth of today,
who are iniustriell" truLnei to establish nex stnic;iis fur Leth

J a

caustic and i';,re inn ::.a.r’i'.ets. It is im‘ieee true ti.:._t "..e tho Says

."
1...:

it can't he acne is soon overtaken by the urn the 135 done it".

-18-

Sue this“ Lgicx co-ooeretive equestion oust tear in
mind is thut tne students are emiloged in iueustry ourt Line. For
this reason lflQUSLTl-l ea c Lion su;t be veg; direct, sgeciiic, and
absolutely grlcthtl. gll course" relgtino to Save best be taught

071 zueczimes Similw to these uses 111 tile smug to Oth-iin Lne Cost

reSelts. P rticulgr estnesls should Le olzccd ogon tn; icvelopmest

of reasonine utilitg, ldltluEch, and flugllLlCS o: gelttxoilit; to
new SlSJAtleJ, in our SLUd:¢LSo
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x-“dllL’QL J, do JILL) Cab) .A'J MCI J'Jh) LA‘ {Alt} LJl OLLQ‘JAUhl. -U Dub.L Au'JLl VAL/1.1

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“or: is more tags u use, sure then ores; 1n; cutter. It becomes a
guy, e means of rersonel eeveloozieut an; a seems o: S¢IV;CC to otxers.
For s'ch Led, t5: Q¢J is not measures ty tgc elecx or t rain Lee Ly

the souni 01 a thistle.

If a men has his more at figurt, me till n;turilly

want to have a grate Siunol attitude to .rd it; i: kill want not only

U)

to $0 constrictive ROFL, but to be tell inforgei, e13 grogressive -
always looking for the best way to uSa his ability to further the

‘ ._.'. 'l 1.. .l.\.' ' ‘. '.. . ..
.;st literscts 01 L 030 no serves.

«p ,‘, ,, a ' ‘ .i ‘ A .‘ . ‘ ‘r, o r, ,, ,‘ ' ‘q r1!.
QXUGHt-a {AJQDULLCQ DJ ELQIC Ur 13:40 JUVLJUD \JV'LHVHCC LLALIA nib: kl; lfte

-19-

. ,V. .: w \. ., ,, ,' .44.: ,,' :. A , .,,‘ m-J .3.) . . 9'
31.0193th 3.1. lLlJ'JlCLL'JLL: ILtuLi; (3;) {Kai ULLI_J!..LL\JLL 1.81 Lv~,Lll'-.:.(L;L.LK3~J,

teccu13rs' :¢-;ti;g;s; (b) .igoszveignit liliuqt.¢JuS, ilcuis, {dig s niQel

org sizeoisn; (a) H-T~OAH1 interest t; on in the g;o;recs of stu-
' ' /' ' ‘ "‘ t ~. .. . '.- ~a
JOJtS; \u) CO-OgefgtiOn "noun t0xuru leildu ceuCncrs, ngelVlbors
and administrators; (o) ldutuTCtljubl ulterial uevelaped use used,

add (7) euclication.

It has freuuentl; seen said taut ”Lescu3rs axe oors,

not ¢;ug". This stuterent is true only to th) ectent ts:t t4scgors

"est ee born Lita cugsCity to secsn; fee; touch rs tnrcu n traininr

‘1 _.‘_I l 0 Va ,., I l r “ ~ I ‘ ) ' n _y_
-"A-T:I UL v’ .1 \ 1U'u 15.4 5.41-}. 111..” tUK 1 1 L: L. 3 lb b .L' - CLO - 1 ~— .aLl;
I“ ‘y . 1 I. .“ ~ . n _‘ y w ‘
c; ' {itit‘ 8.11" J'. LL 1 Eli .Jl L; JUL ix" LU L’_ L e u L\\-.L I‘.
ll , " :3~ ‘L‘ "C V :1 , ~. 5‘ , ‘;~.1 if n i _ 1.. 3.}. bus.
I r. le‘ Li ‘1 hi. (I A l l L) \. O .\ ML 5AA\A. .. L) V O ..a A.¢U . J. '_ 1 fl». ‘1‘ ~‘ U ‘ J U

I I

is” 01 the 'est son 11 lH.H~LT, meals Ltvg ;s0s t: cn=r . inis geiut
.J

'v « I .. . . _ . . .; i 3‘, -. 5 1 ., » ‘ . . . ' .. . ' “ n A. ‘ . .49. ;. _ ,- I“ § , Cm . '
Ubo ce 3 cciee c reiolLJ la b,lGCbluh luuuihCLulu is: ml hi, siiilco

‘Iv‘ . 1““ i‘ | .i {A ,1 — I ., ., ., : y . -~,. . ‘ ‘~“ ‘.‘-‘ .
:3.-‘.Ll JAVLDJ LJ‘JUZ; Q‘s) l-l,, C ..LLl‘J k- :iqp C.Lla,§. ‘JLLU 9‘ I L ...gfi.-l,1il‘.

C H A P T E R l?

The first step in comparing the way the stunents are
selected at the Grneral Hotors Institute of Technology and Kichigan
State Coll~;e will be an explanation of tne method of Selection at

the General Motors Institute of Tecnnolo y.

The pTOSchtlve student's first inauiry about the
course may be sent either directly to the institute or he may con-
tact with the man in charge of tne co-Ogerative engineering students
at tne plant. then he aoylies to the insuitute, an annual catalog,
a form letter, application blank, and a physical and health report
blank are sent to the proscective student. Copies of the letter and

the two blanks may be found on the follouing pages.

-21-

G5J345L a T015 INSTITUTE or TEGHU;LOGY

FLIxT, xIcHIGAN

Dear Sir:

This office has your letter of induiry in regsrd
to the Co-ooeretive Envineerina Courses offered in General Motors
- E) a

Institute of Technolony.

A copy of our annual catalog is being sent to you.
This, we believe, will answer any questions you may have in mind

about the nature of this program and the reuuirements for admission.

We shall be glad to have you write us if you wish

additional information.

Very truly yours,

 

Registrar.

-22-

ARPLIL PTI "d F01 EIRLLLIETT
in the
CO-O’Eib'fibfi Efljlnllil‘lfi oofi.dg
GE n-1AL HOTO S INSTITU 3 OP TiJZlWLOlV
Affiliated with
IJD”ST?xIAL TUTUAL ASJCSII‘L‘ION

I hereby make application for enrollment in your Co-
Operative Engineering Course. In consideration of your reserving a
place for me in the 19.... class during consideration of this appli-
cation, I enclose (chec<, draft, money order) for ten (310. 00) dollars
and should my application be accepted, I promise to com)l te ab ree-
msnt for the four-year course on the co-Operative plan which is des-
cribed in your bulletin and with which plan I am thoroughly familar.

It is understOJI and agreed t.at if this aleiC tion is
accepted, the ten ($13.00) dollars enclosad shall apply as part pay-
ment of my tuition, and should the application not be accepted the
ten ($13.00) dollars is to be r;turn:d to me promptly.

The facts rereina-ta r so t forth are furnished to +na ble you

to properly consider ay application and are true to the bgs t oi my
xiowledge and belief.

name (in full)...........................o.........Age.........ooooo

Last First Middle
AderSSooooQOOOOOQOoo00.000000.OOOOOOQOoooouarried or Single........
Street City State

Place of Birth................... Date of Birth........ 19..........
Race.................. Naturalized............ Color................
Parent‘s or Guardian's Nume..................... Relationship.......
Parent's or Guardian's Aooress.................. Nationality........
Parents Both living......... Father's Education....... Mother's.....
Father's Occupation................. Where Employed.................
Relirious Prs ference................ Are you a MemberY..............
What financial assistance outside of your own co-Operative earnings

can you depend on2..............................

00000000000000.000.0000... From What sourCGQOOOOOO..OOOOOOOOOOOOOOOO
3‘ 3V1 {BUS ED'TCIKTTON

Name and Address 0f Hi:h SC%OOIoooooooooooooooooooooooooo 0.00000...
Number Years in Hi 5h Sc'.ool..... Brads Completed..... Graduation....

Yes No Year
College or Trade School.........Course....... Years Comolc‘ ted.......
Other Education.....................................................
O.000.000......OOOOOOOOOOOOOOOOOOOOO90.0...0000.0.0.0.0,IOOOOOOOOOOOO
Studies Enjoyed MOSt in SChOOlooooooooooooooooooooooooooooo000000000
Part Taken in Extra Curricular Activities...........................

(Nusic,Athletics,School Paosr,Clubs, etc.)

PKJVIOUS EXPLOYKENT

Employer.................. POSitiOnooooooooo Time Emgloyfldoooooooooo

Every applicant will be required to furnish a health and physical
certificate. A blank for this purpose will be sent you.

Every applicant accepted should provide himself with a birth
certificate to bring with him when he reports for final registration.

Attach photograph of yourself. This should be a small size photo-
graph taken with head uncovered. A good kodak picture will be satis-
factory.

HAIE ADDRXSS OCCUPATILJ
.....OOOOOOOOOCOOOOO ......OOOOCOOOOOOOOOOO ......OOOOOOOCOOOOOOOO
......OOOOOOOOOCOOOO ......OOOOOOOOOOOOOCCO ......OOOOOOOOOOOOOOOO
......COCOOOOOOOOOOO .....OOOOOOOOOOOOOOOO. COOOOOOOOOOOOOOCOOOOOO

DatGOOOOOOcoo00000000000000.0000... Signature Of Applicant.......o..
Signature Of Pardnt or Guardian.........o

-z‘w‘
‘

GENERAL MUTOAS INSTITUT3 0F TMCHJULOSY
Flint, Michigan
Affiliated with the Industrial Kutual Association

PHYSICAL AND HEALTH RTPOKT
To Accompany

Application for admission to the Co-Operative.........Course.
DatGQQOOQOOooooooooooooooooo

MAKE.......o......................o....'.............................
A933"333o........o.............................o.....................
then were you last sick?..................... What was the nature of
thB illness?.................................... What is the state Of

your health U0W?ooooooooooooooo00.000000000000000.0.000.000.00000000

I" r‘|'n
OIrdbjooooooooooocoo-0.000000o

(Applicant's Signature)

--.-.~-.—-- m~—-¢--¢o-----o-—o .-.- . o—C- . 1-—
b__

 

PHYSISIAN'S REPCRT

EIGHTOOOOO..IOIOOOOOOOOOOOO...COO...‘3};EII1i‘IPL‘OOCOOOO.....OOOOOOOOOOO.
VISION,Right..o...................o. HQAJIHG, Right....o...........
VISION,Leftooooo0000000000000...oooo HBARIJG, Left......o..........

TEETH............................LUNGS..................o...........

HEARToo0.0000000000000000...oooooVARICOSE VEINSQoooooooooooooooooooo

ijuleooooooooooooooooooooooooooVEiLREAL INFECTIONSoooooooooooooooo

LIKES-LOSS Ufa-cocooooooooooooooo

Flat Feet..................

DJFGRMITI£500000.0000000000000000...oooooooooooooooooooooooooooooooo

REMARKSooooooooooo000-0000...0.0000000000000000.0.0.0....ooooooocoo.

This man is physically fit for (heavy) (average) (moderate) (1i ht)

“CTR.

F‘ ,fi',‘ .-
OI‘JN‘JDoooooooooooooooooooook‘ooo

Uncorrected vision ranre Treater than 20-40 is not acceutable.
d b .

-25-

If any dzfects in a man are noted other than those
shotn on his physical and health ragort blank they may be sufficient

cause for his not be.ng accepted for the course.

After the prOSpective student has received the above

information and has decided to make application for entrance he is
equired to return the application blank and physical and health
blank progerly filled out, accompanied by a ten dollar de)osit and
a small photograph of himself. These may eizh r be handed to the
slant regr:seitative or sent direct to th: institute. In the latter
case a form lstter is sent to the applicant, to each or his three
references, aid to his hi;n school principal. Th- letter to the
hléh school principal is accompanied by a school record blank which
he is asked to rill out and return. Examples of each of the above

will be found on the follOLing pages.

-26..

GENEnnL morons INSTIT’TE or TEJFNULOQY

FLI BIT , if. I HI {xiii

Dear Sir:

We are glad to acknowledge receipt of your application
for enrollment in our Co-Operative Engineering Department and have sent
for your high school record and letters of recommendation. Your
application will be conSidered by our Admissions Committee upon receipt

of those papers.

If you failed to include items r guired by the Committee,
you will find them checked below. Kindly forward these items at your

earliest convenience.

You will be notified of final action on your application.

Yours very truly,

 

Registrar.

3 10.00 deposit PhotOgraph (small) Health Certificate

vfi‘vP‘

HNLKAL HOTOLS INSLITUTE OF TSGEACLCGY.

FLINT, itlcamiy

Concerning:.....................

The young man indicated above has applied for admission
to our Co-Operctive Engineering Course. He states that he is a graduate
of your school.

This is a four year course of college grade designed to
give young men a traininé both the theory of engineering and its practical
application in the plant to prepare them for various phases of the work
in industry with such a foundation that, as they gain axperience, they
may deve10p and qualify for more responsible or technical positions in
the future.

The more complete information this office has on th
character of the work done by this man in his preparatory school the
better service it can r:nder. Will you please CO-Oerut? mith us in
completing the blank certificate of credits we are enclosing with this
request?

If you can give helpful information in addition to that

asked for on the certificate we shall appreciate a supplementary letter.

Yours very truly,

 

Reéistrar.

~29-

Accompanino the letter ts the hibh schcol principal

is a school record blank similer to the folloxing:

i.i,‘..¢;4..u"LL 1.;k'rit'v.\$ ILtUYL‘I’A L-I-J L1“ LL: Q1514V‘l—ILU‘I
Flint, bichiuan
Scnool decaru in supiort of “leiCmtiun for Au lesion

The Cow'ittce on Ad issiuns till be Qruteful fer full and complete
lliUIT.aLl on usnce ruin the Candidate's cad L.lC lecoi'u and fer de-
tailed ansmers to tflc duesticns on the reverse side 9: this blank.
'uill tn principal please send th-s statezezit QlTeCt to the
Institute, not through the applicant.

Name of Applicant, in full.......................................
Address of aoplicant...........................Date of xirt......
Tov.n State fear and Ionth
Mame oi sCho ool.........................Locat on..................
ihe pug: l a te ded this school 1rom.........l9..., to............
e id (did not co: lete) (com leted) (mill co: lets) a
regular course, inclu in; all th: rezuirenénts for 5 adultion.
If more than four yeirs mere spent by the puiil in completing his
course, will you g3195ie give the reasc: s. ........................
If pupil ups more than nineteen _ rs of .10 upon graduation till
you please state the ressu; fer his ret:.ided prigress............

 

 

Keriurjfi .uo Oi image
7 r I‘ v- ‘4'3‘.’ {w ' u ‘I 3 fl . . ‘ ; 1... ’- I t
J"\.4._JI:JL) le‘uér OBJUIBQ L~.l IJ'JJ..D ALL Vleul
«' - ' u _ ‘ —
{3 1. v | l - \A J {40 B (It! at: 1. UV 8.:

 

 

-.. -— ..-—. L
1 _‘1 ‘ : "_‘
angiisn let Jr.
1 “- ~ _ '

an iish éflfinif' , _
"I 7.1 ‘ . ‘ . - ~.
nguiisn are J1.
English éth fir.

Algebra

 

 

 

 

 

 

 

 

Algebra,¢auvancsd
deodotryjplane
Geometry,s;lid

 

 

'l-‘a' .L ‘
ilngnnn42cIy .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘J' ‘ _ T T
inysics l
Cuemistry E
biology ‘ ‘
UBHETaL_SCL:JCO ‘
~— f "ml -_._....-._..
If Lapsratsry f
. u . ---—~{>-—- ' L- " +
tork mas inen 1
thfl the scisnce _ t _ '
courses, please __
checl here
4 ....
’- 1 ”C...“
Civics I
jconomics
dh——-- “" ' -.

 

 

 

 

 

 

 

 

 

o ()1. U I”... (18

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

serious ho
oTUliic IYecr studied Ber Easels I in rcdit
1, . v 11
! “can lotuuisc ‘ dub cct ' loy.ed
. '1’ "m _- : . " "”‘”"" "‘"*“ "" ””“'
Foreibui | g ;
Len Lu:'he lst er - i _
o 7 I °
”ELLA ir. L; ' L ‘_ a..-
‘rd yr. Ar_ 3
_ E ...-"..--.. — ...—-
4th yr. 1 _A
T T
t 4 L i _
a'fleial HlJtOI‘" ; _“_F_".~- -
Led. m Log. * 3
Histor' . I
Tf”““;.‘¥ . -4 % «F-~
."LiCo Eliot/313’ - -—4>—..———.-- 4—". : -
V' '1‘ 'Z .. . I l l
U.~)oh1.3utjr_y ; i l
" I I

 

Directions:

1. In the column "year studied", please use the numb rs l,3,3,4,5,
to desi;n«te tn) "evr of the course in vhieh the subject nos taken.
2. If work ions in other schools is entered, please give the name
of the school in the "studies" colunn.

3. If the letter system of grading is used please record the numeral
eyuivalent in teed of tme l tt-r drude.

4. If any of the i..o K recorded was done in other than the regular
morning and afteinoon sessions of sch o1 please gale note of that
I‘L-ic t .

5. If applicant attei.ded junior hith school beloIe ent erinb the
senior high SChool, plo so indicate the CIruits u: ebfAdJ there.

..\

‘I —‘ '_“ I: ‘ I ‘ fl V 7‘“ l ‘ ‘ ' (‘ .T ,“ Y 7" t ‘-I ' fi‘
‘ w - f - > 1- , I- 11. .
n\-l~3n uLuo 10 . I‘d ; béallb\-J..'l ‘.' AJ‘I-b-J LI-‘o

~T1' Y’ .-.x--,; :35: I" l'\'.l
i-J.“ JAA 1.1.»).24LL 1‘. I .uqbl.;‘1¢

l.Is your school accredited by your state university?............

2. hh t grades are necessary for re tomiendction to colle e‘.......
what is the minimum passing grade?............ (Ii a letteI
s stem of grading is used please record the numerical equi-
valent).

3. How many pupils were, or probably kill be, graduated from your
school in the same class tith the pupil?......................

4. Will yo uplease state the pupil's rank in his cless...........
(Give this numerically if possible; other1is; state thetner
he is in the highest quarter, second quarter, third quarter, or
lowest quarter.)

5. In that school activities was the pupil engcged?..............
......OOIOOOOOuI.0000.0....OOOOOOOOOOOOOOOOOOO0000.00.00.00...

6. Are there any svecial circumstanc 5 connected iith this pupil
which the notitute should know before deciding upon the merits
Of his application or in dealing wisely and sympathetically
With him if admitted?......................................o.o

7. Do you recommend the condidete for collage york?..............

 

 

IJute 5i Iuib re oi'i’rinciwnil

I
(13
(‘9

Following is a che ck list used by the re Q‘is trur' 8
Office in keeping a record of the various steps involved in con-

sidering the application of a student for the course:

GSKZRA IOTOLS INS'"ITUTB OF TISLN LCGY
Flint, Michigan
TO b3 A1TAJ.33 TC ARRLIJATIJA CF:

.....OOOOOOOOOOOOOOOOOO.......OOOOOOOOOOOOOOOOOOOOOOOCOOO00......
Last name First nape Kiddle initial
Application received (dete)......................................
$10.00 deposit received (date).........................1. .......
Number Of Receigt.....................

Refund meda........................... ooooo0.000000000000900...
Date Check Number

High School Certii 'icate seit (dete)..............................

High School Certificate received (date). .........................

References written 10: (date)....................................

nefirences received (d8t6)oooooooooo00.000000000000090ooooooooooo

1 2 3 4

H alth CertifiCute sent (dete)...................................

H2ulth Certificate received (date)...............................

Rating on apolication............................................
Rate by 1,2,: and 4

ACCGJtGd by School ( ete)........................................

Referred to (Plant)..............................................

Unit
(date)000000000000o.0.0000000000000000000000000000...
Acceptance received from (Plant).................................
Unit
(dute)..............................
Referred from (Plant)............................................
Unit
Plant notified of Committee action (date)........................
.....OOOOOIOOOOOOOOO0.000000000000000.0o......OOOOCOOOOOOOOOOO...
Approved Disapgroved
Apolicant notified of accegtnice (dete)..........................

Ung ualif'ied aJpIOVul and r commeniM iOn.
Acceptable but qualified.

Not acc3.table etce t for reasons of golicy
Unqualified rejection. ’

NH
0 a o

4‘: (A)
.

Use red pencil and indicate by l, e<cellent5 2, good
P

,
- ,

In considering this erocedure, it should he b rue in
mini that all students admitted to this course are employees of the
Divisions of the Corporation and must be first of all Selected and
aojroved for this training by officials of the Divisions and approved
by the Institute.

If application is nude to tno plant, the plant repre-
sentative may consider it first from the standpoint of the plant
qualifications required and if favorable, refer the agglication to
the Institute for check of the Admissions Committee follomin; the
procedure previously outlined.

If the anglication is made directly to tne Institute,
or in case a plant regresentative desires to have the Institute make
a Check in advance of his decision, the Institute Admissions Conmittee
makes txe check previously referred to, and then refers the papers back
to the plant representative, with information as to their action.

When all of the required information is in, the admissions
committee rents and gives the prospective stuueit a rating as one,
two, three, or four. This rating is based on a number of points. Some
of the points considered are as follows: high school record, standing
in class, mathematics taken, science taken, finglish tahen, reCOLmenuation
of school, eXtra curricular work in high school, advanced education,
work record, general recommendations, and age. After the agglicant
has been thus graded he is assigned to a plant if he has signified a
certain prefarence. If he has not signified a preference, he is asked
if he has any, and if not he is assigned to one there there are vacancies.
After a plant assignment is made and the aqglicant has been accepted
by both slant and college, the follosin; form letter is sent to the

applicant.

- '24::-

GENERAL MOTORS INSTITUTE OF TECHNOLOGY

FLINT, MICHIGAN

Dear Sir:

We are pleased to learn that your apolication for
admission to the Co-operative Engineering program of this Institute
has been approved, and we shall look forward with pleasure to your
connection with this fine group of young men in training for future

technical or other responsible positions in General Motors.

You may expect to be notified of the time at thich you

will begin your work.

If you should desire any further information concerning
your prospective life at the Institute prior to your coming here this
fall, do not hesitate to ass your contact representative or to write
to us. We are ready to assist in any way in the making of your stay

with us of maximum benefit to you.

Sincerely yours,

 

Registrar.

The forcroin; pa;:s shou tne general method of select—
ing Students for the co-o,erative engineering program at tee General

Motors Institute of Technology.

Tie number of students admitted to the course each
year depends upon the number of men that the divisions of the cor-

goration desire to have trained in this w;y.

The number from the different plants varies from a

minimum of two to a maximum of thirty per y;er.

D

For the purpose of comparine this method of selection
tith that used at Michigan State College we shall give below the method
at Hichigan State College. The big diffzrence is due to the fact

that Michigan State College is a state institution.

Uichigan State College application blanks are available
at the office of almost any hi;h scnool in the state or may be

obtained upon request of high school principal or agglicant.

The following type of agglication blank is used. It
must be filled out partially by the applicant and partially by the
high school principal. The principal tnsn mails ta: aiplication to

the registrar.

v ”1:: 1-,} >1 (‘44 uy.' ‘ "u \LI (".1
‘Jl..l~.J L,‘n' 01.1w.- ‘JL 4 "134

Eagt Lansing, lichigan

‘\J*“"‘W ,' rpm --~T::"1
1L); DJ.'J-“~..] 1' . d4 9..) J..~J~JI.‘..J

Psi-xi? I
G.neral Information

To be filled out iy the agolicant in his onn hanumritin; in inn.
(Fill id comgletely to avoid delay.)

1.

£1711an in f'.llloooooooo.oooooooooooooooooooo00000000000000.0000.

(First) (Middle) (Last)

 

 

 

 

Z. Home address....oooooooooooooooo.o..o.o............o..,oooooo
(Street and nuMU3T) (City) (dtate)
3. £irthglace...................Date of birth...................
(Honth) (Day) (Year)
4a. (a) Fate r's full name: 2b. (a) Kethvr's full name:
............................. ...........................

So
6.

7.

(b) Father's present

(First) (Hiadle) (Last) (First) (Fiddle) (Last)

LiVinfoooooDeCCflsedooooooooo LEV1H§0000ooDeCeflSCQooooo

I ..

occupation.0000000000000.

(C) Fxtb E's sducztio;, (b) Roth r's edHCution,(oheck
(check if erasurte; other- if 8 3r nu te; othcrtise
tise ine hunter of years give nunber of y are in
in attendance) Grade attendance) Jrade
school................... school...................
High sch ol....College... High School....College...

 

+--—-

Are you a citizen or the United Stat s?..... N tionality........
(a) Have you contributed t0tard your sue ort while in high
SChOOl2o00000000000000...00000.o0000000OOOOOOOOOOOOOOOOOOOOOO0..
Nature Of emgloynhwflh.o.o.oooo.........o......ooooo....ooo...oo..
Regretima,e number of hours emgloyeu oer w.en durind school
yJQIOOoono900000coo...00000000000000.0000000000000000000000.00.I
(b) If you have horned since graduation from high school, state
gositions held and dumtion of 8‘J.C;'. term of en,loyment..........
.00..OOOOOOOOOOOOOOOOOOOOOO00..OOOOOOOOOOOOOOOOOOIO00.000.00.00.
(a) Nana high school subjects you lixe est a.d give reasons....
O0......OODOOOOOOOOOOOOOOOOOOOo000.000O...OOOOOOOOOOOOOOOOOOOOOO
(b) lame hidh sonool susjects you disliged most and (ive reasons

9.

10.

ll.

12.

14.

(0) List any ourticulzr hinors, prizes s, or other SQeClTl stards
for scholars :io obtain-3d in hiah 30- 01........................
(d) List any 1nd 2211 suoi:3cts in 1w ioh yot received grades of
idilglfl in hi_h scaool, an nd give reasons.......................
...............................................................
(8) List any and all subjects thich ,ou drooped before the
s:m::st€r 's and, and 5i.rc rtoso1s...............................
(o) Vrfe a somol te list of the Siorts and other extra-curricular
school activiti~s in yhich you particigetuo in high school..1..
.00|0.00000000-000.000000000000000000000.000.000.000.0000......
(b) What special r'cognition, if any, has” you r cei ed in any
these HUtiVitirJS?OOOooo00000000000000000000.0000000000000...
(c)h ich, if any, of th:so totivities do ,ou intend to continue
in Colle;e.....................................................
(a) Have you at any time upllled for adni ssioz1 to any st: or
colle;e or universityi........ If so, give iull flattll: oi' the
outc'me of your a liention.................... ...............
(b) HaVc you attgnded any cell ;e or univ.rsit1 .... If so, give

11111149 01‘ illUBitUuinl, ...:Ll.lc‘ Sgeilt 405.61"ng ULUoOoOOooOooooooooooooo

0 \?

'1118111i0;,'.1u )‘(iJU'Jt to Ullb'l' (101112-73:cocoCocoQOooooooOOOOOOooooo

Agriculture

Forestry

Apalied Science (ifiClHQihé
Pre-Lcai;ol and fire-dental)

Lm15i11-erunig

Home Econorics

Liberal AF‘LS

Business Ad iiistronion
h'sical“ no ducz tion
Veteriurr E-'edic ine

Fe dictl iiology

Public S 001 Iusic

1t
1 ‘ ISik:

Check course desired

in CUlngeo0.000000000000000

...-ou— —- o—v‘~ -—-_--—.r_ -.qr- -M -

Hotel Trziniag

(a) that are your plans for financia; your coll"ve course during
the first ye r?.................................................
(b) If you :uut have outside eng oyrent, hot KLny hears daily do
you ex ect to give to it?............. Is this em loymrnt already
arr: 111 L3'u?oooooooo.oooococo.coo.oooooooOoooooooooooooooococo-coo.
11‘ (ML) yetu‘ or nor: tun; oaoseci, si1Cc 5mm1r dratwurtion Iiwxm high

ool, st t; whether or not and how your attitude tenures higher
QdUCthon has andpddoo00000000to00000000000000.0000.00.00no0000

Give n we , addresses aid occuoations o1 at least tto r soonsitle
adult ; erso :(not Jour ioiaer so 001 t; i-ers or ofiioers, or
r63--LLLV D)L "R"iCJk‘000000000000...cocoa-0.0.000.00.00.00.00

................................................................
what issistanco, if any, in? yOu has in fillin; UUL tgio blank?
.....OOOOOOOOOOOOOOO0000.0000.00.0000000000000IOOOOOO00.0.0.0...
State condition of general health, naming any illness VfiiCh may
have handi'toied you thilo in high sofiool.......................
Pl; se olsce in ‘h; sgacc Leloo a small, unmounted, late photo-
grvuh or on go st of yours lf, and than orcn~tly deliver this

J-

V; :1' ‘fig ');“.-, r. f‘ . 1 " L, p .11, - - .
*1””- L0 L 1-1301911 0~ your .1 » wt 001 *or 1ts contletion.

l.

-38-

I) '3‘ . l-r'.‘ I I

CANDIDATE'S PHL°CN€L tUALIFICATIONS
(To be filled out by principal or sugcrintenoent)

To the high school OLilCltl:

(a) Pl‘ESO indicate your J'd meat of the Cbudldtte by glacing
check marks on the scale of rating Liven telot.

(b) If a rating On an; trait is omitted, it till b3 und rstood
that you a not hf‘e suffici.nt unotl one of the candidate

to express a nut; cEt. Such Oxissiont till net out the

 

 

 

Candidate at a dioa.v nt L .
—‘ - ... ""‘ :1 .... -. ‘ ,-: .1211: ::__: ..- 2-1,...- -:___.-_':‘:.' f“:
Very fairly.—7 1 er; extra-
Trait low Lon hi‘h fii;h high ordinary

 

 

Potenti 1 Intellectual

Act

'7' .- --

 

CLAECity000000000001000OOOOPOOOOJOOOOOOOPOOOOiOOOOT0.0.0,.
unl Intellectual i

JI‘fOI'YTZai’lCEooococoa oooooooIoooodooooooobooooqooooqooooooo

.rn“

Seriousness Of QUT9088000(ooooooopooooqooooogolocooqoooocooooooo

Ol‘l illfllityoooooooooc.0001 coco...iooooqooooooobooooqoooolooooooo

TrQCtabilitYQQ000.000.0001coo...-booooqooooooo>0000000001

SOClal‘hindCdH155000000004ooooooopoocodoooooooboooowoooo1

It’ldef)ellfiCHCC (If effort...”............4.......t.........q.......
i

PO‘ularity.............o.do...........lo......i....J....

 

 

 

 

 

 

 

State defects or ‘uflitics, if any, inloh are not covered by
the rating scule ¢iyen stove.................................
.............................................................
To what degree did the condiaete's attitude t0tards scholastic
torn and application to aced mic suoggcts chanye durin; the
last year or tie in high scuool?.............................
Describe any oastlculer circumstances of the Candidate's en-
vironment, personality, or fortunes of liiv th.t say have been
iniluentiel in de ter:..inin,3 the r2cord :-=.ade in r1131 school”...
..............................................................
Has a statement of the aiolicant's credit; uezn SUUmibt-; to
any ether college or un'.vcrsi'tyi‘......... If ..0, v..:.:n onu- to
that scnool?..................................................
Does the candidate m asure Up to your idea or a @001 first-
year coll-;e otudeut?........ If not, toes he or sne seem to
have a latent capacity for the necessary develOpmentT.........

 

 

Date Principyl or Sugcrintendent

5.

8.

10.

ll.

13”.. In}. 111

EllHi SCHCLH.L£;3c j) 1;) :11131r1;;fr5 cz'.;;;t I Inn

High SChOOloooo00000000000000.0000 LOCJLCQ LtooooooooooooOQOOo
Student's name................................................
(First) (Midole) (Last)
Date of graduation................
(a) Years in attenoence...........
(D) James of and y>ers in attenuence at other h1“h school:, if
any, which candidate attended and Izom which cr:d its meI
accepteo......................................................
Average gratie
(a) Passing grade of ecnool duo‘-ru 'I-nde(Crcse out o1e,......
(b) Grading syStem u'ed ("ive numerical e uivalents 01 letters
when letters are used)........................................
Length of recitation period.......... Length of laboratory
period........................................................
iverege

-r1de Subjec:t(Crosc out one) required for recommendation to
Colloge.......................................................
(a) If candidate took mental tests, gl-r=e gi"e:

N”I’le Oi teStoooouooooooocoocoooooooooooooooooooooo

Dete 5iven..».....................................

Point score,......................................

I.¢. .............................................
a) Nunac r in candidate's graduation clues............
b)A m;plicant's renK in clae , from hi n25t doxnueros.........
c) GGHGIQI r: .k i1 ClLSS (cneck one (U :cr thiro)..........
i.iddle third)............ (Lover tnizzn)......................
ubjects tailed by y are (31 ace give Coxnolete recorc,.

st yea
Second ye:r.
inird year.
Fourth year. co
I hereoy certify the follouing record an; do not officially
recommenc tne candidate for admission without examination to
without trial

U

(
(
(
(
s
Fm

Hichigan State College.

 

Date 3rinc iial or Sugerintendent

(Blank must Le ewnt directly to the College Registrar by the
official who sifins it.)

-40-

our
QTHDIIS dhen to. of
-aken Weeks
(I II PUI‘S‘Jt‘d
II IV
CCU izf’UJI-

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. ~.

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BRO l” .nna-

FirSt Year

Second Yecr

Thigdhyeor

Fourth Year
Hlofch:

Anc.

u.

Med. and You.
U.b.
Enrlish

GI 71:35 I
N TYHTIT c5:
'Alcebre let r.
Al?eora 2nd ”r.
IGeggetr' Plane
Geometry, Solid
Incl. 6 hericul
Plane Trigono-
:etr

 

Lec.
Lab.
Lec.
Lab.
Leo.
Lat.
Leo.
2::‘t-cxic}Y~___Lab .
Lec.
Lab.
Lec.
i’lufii Lac.
‘£d}ixltjiil;fij.;£
First ear
Second Veer
Third 'eer

 

oecond Year
Third Year
Fourth Year
FfidLICH:
Grammar and
Render
Second Year
.1“? 13.191.29.52;

.....- --o -—

 

-41-

 

IYear
Unit oTUDIflS ‘when go. of no. of ScholerJ
Value Taken Weeks Hours ship

(I II Pursued Per heek

III IV)

 

FREEZE:

 

1 Fourth Year

 

,wj 1r 1“!
11.4-1.1; 8

 

Grammar and
Reader

 

Second Year

 

Third Year

 

AFourth Your

 

SPAJISHx

 

First Year

 

Second Year

 

Third Year

 

Fourth Year

 

FKRJHAH)Dwm-
IHG:

 

‘(Please indicate
;single or double
Aperiods)

 

_CCUFHRC AL VORK:

 

First Year

 

Second Year

 

:MANUAL TXhINIHG:

 

'(Pleese indicate
Lsingle or double
.periode)

 

IDOL: STI C S CD331 CE

 

1(Please indicate
single or double
periods)

 

,DOMEBTIC ALT:

 

(Please indicate
single or dOuble

 

periods);

 

 

 

 

 

 

 

 

Mark (1) any subjects occupying double periods.

PG any subjects taken subsequent to graduation.

Soecify by

 

Please fill out the blank completely, using tyoewriter if con-
venient.

If student took work in part or entirely in New YOIK State or in
Canada, Regents' grades or Matriculation Examination grades must
be given.

 

,’ I
-(- 2-
-

ADIISSION RE,UIELLETT5

The requirements for admission are statcd in terms of units;
a unit meaning a subject pursued through a school year uith not
less than four recitation periods each week. Fifteen units are
necessary.
(a) Required, seven units (for Engin2eri g Courses).
English, three units.
Algebra, one and one-half units.
Geometry, one and one-half units (plane and solid,
including Spherical).
Physics, one unit.
Group one, four units.
Group two, four units.
(b) Required, five units (for Agriculture, Home Economics,
Forestry, Veterinary, Applied Science, radical
Biology and Physical Education Courses).
English, three units.
Algebra, one unit.
Geom-try, one unit.
Group one, four units.
Group two, six units.
(c) Required, seven units (for Liberal Arts, Business
Administration, Hotel Training and Public School
Husic Couises).
English, txree units.
Algebra, one unit.
Plane Geometry, one unit.
Language, two units.
Group one, four units.
Group two, four units.

GhOUP I
From this group four units must be chosen, the nuuber of

credits acceotanle being shown.
English, 1 unit.
Mathematics, 1 or 2 units.
Physics, 1 unit.
Chemistry, 1 unit.
Zoology, 1/2 or 1 unit.
PhysiOIORY, 1/2 or 1 unit.
Botany, 1/2 or 1 unit.
Physiograohy, 1,z or 1 unit.
General Science, 1,2 or 1 unit.
Geolouy, 1/4 or 1 unit.
History, 1,3,3 or 4 units.
Languu e, 2,3, or 4 units.

GROUP 2
Six units may be taken from this group for all courses exceyt

Efléindering and Liberal Arts. In the Engineering and Liberal Arts
four units may be taken from thia group.

ensue z

This group is made up of subjects not included in Group 1
which are accepted for graduation b, accredited hidh scnools.

 

 

 

 

-46.-

 

 

 

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C H A P T E R V

Handling of students and keeping of student records
is of necessity much nore complicated at a co-Operative college than
it is at the usual college. At the General rotors Institute of
Technology, in addition to handling the students the co-ordination
department keeps a number of records of the student. The records
that are kept by this department affect materially the say the students
are handled. Some of the duties of the co-ordination department are
as follows: Co-ordination conferences of plant officials, plant con-
tacts by members of the administration and co-ordination staffs,
student placement, progress reports (school and plant), work schedules,
co-ordination reports, co-ordination classes, personal interviews
with students, co-operative clubs in plants, and follow-up of graduates.

Some of these will be explained on the fOIIOting pages.

c;

J, I
i

O

on e

Institume

l rotor;

i.-..-l ! I " ‘l'i

HH .Mu .eon

lullllu ill. .I' II. 3. I! .1 i. I- ‘0’- OIIIIIIII

oe.a anxaq

 

HHH .w.e .990

III, .0)...“ “"!II ...I

 

 

am on 05 so on or 00 on )H

page.a n 04
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-47-

It may be well at this point to add an explanation
of the foregoing record form:

The records are kept on sheets headed by the name of
the co-ogerative company at which the student works. In this con-
densed form one sheet will carry a record of several students. In

he above illustration there are two eiamoles. In the first column
we find J. E. Doe to be in his third years work and to be carrying
twenty-seven credit hours of work. (This is indicated by the twenty-
seven in the numerator) We also n0te that the average class schedule
has twenty-seven credit hours. (This is indicated by the twenty-
seven in the denominator) The next figure 1.o0 is the load factor
which he is carrying. In the second example we note that R. Roe, a
second year man, is carrying twenty-eight credit hours uhereas the
class average is tiirty-two. This gives him a load factor of .875.
In the next column we find the photographs of the men. Under the
class standings we find two columns and note that J. E. Doe is in
the first or upper tenth of his class and ranks second in his class
while 3. Roe is in the nineth tenth of his class and is not given
a ranking due to the fact that only the five high men of the class
are given an individual ranking. In the nett column we find the
individual class absencgs. This repr salts the absences from all
classes for any reason thntsoeVer. he note that J. E. 909 had no
absences while R. Roe had twelve individual class aisences. In the
next column we find the grade receixed on the co-ordination report
which the student is requir:d to write during his work month. This
report is on some subject in the plant related to his school work.
The co-ordinstion reports are graced by for:mhn in the plant and the

Co-ordination and English departments at school. A composit of theSe

grades is the grade received on the report. Referring to the record

we find that J. E. Doe made a grade of ninety-five on his regort while
the X in the same column of n. Roe's record shows that he failed to
hand in a report. In the he: column we find the student's quality
point rating at the institute. The quality point rating at the General
Motors Institute of Technolon is something similar to the goint system
at Michigan State College. The quality point rating is a relative
measure of the student's accomplishment. It is found by the following

formula.

(31‘75)C1+ (G2-75)C2+ (G3-75)03+ ----
01‘} 02* C3+"" """" '"""""""

 

X 4:: Quality Point

In the above Gl:Grade received in one subject
Cl: Credit hours of that subject
GzzGrade received in another subject

szCredit hours of that subject

etc.----—-

To use the above formula the passing grade of the
college must be seventy-five. Now we note that (GI-75) will give
the difference between the grade made and seventy-five or passing
whether it be positive or negative. This difference is then multi-
plied by the number of credit hours of the subject. This is done for
all subjects carried and these figures all added and divided by the
sum of all credit hours being carried. This is then multiplied by
four. By multiplying by four we set the maximum duality point at
one hundred because if the student made a perfect grade in each course
the (G -75) in each case would be twenty-five, the factors for the
credit hours in this case would cancel and the tuenty-five multiplied
by four would give a guality point rating of one hundred. In the same

manner if the student mide a grade of seventy-five in all cases the

—IJ:9-

(G-75) terms would all be zero and his quality point rating would

be zero. From this we see that based on a passing grade of seventy—
five if the student did a grade of work equivalent to seventy-five
his duality point rating would be zero and if he did perfect work

or an average of one hundred his quality point rating would be one
hundred. If his average was below seventy-five he would have a neg-
ative duality ooint. Thus we sue that above passinb the duality
point range is from zero to one hundred and below passing is is fro:
zero to a negative three hundred. By this system there is consider-
able difference in a students juality point rating if he fails a course
with a grade of sixty-nine or if he fails with a grade of thirty. All
students in a class are arranged in order of juality .cint rating

and then divided into ten equal groups. In this manner th; tenth of
the class into which the student falls is determined. This is really
of more value in getting a comparison of the student‘s accomplishment
than the actual duality point rating itself. If certain instructors
grade high or low this will show up in the duality point rating, but
assuming that the instructor grades his students accurately (whether
high or low) and all students of a class take the same subjects from
the same instructors, then whether the quality points are all high
prooortionally or lom orooortionally, the dividLng of all the class
into tenths gives an accurate comparison of the relative accomolish-

ment of the individual.

The guality points are plotted on the record by draw-
ing a line efiual in length to the quality points received. be note
that J. E. Doe received sevent -four quality points for the period

while R. Roe received a negative tyenty-eight juality points.

-50-

Th: B43 in R. Roe's quality uoint Space indicates that
he has received a failing grade in first year mathematics. He evident-
ly failed mathematics the first year and is failing again this year.
The 02D indicates that he has received a deficient grade in physics,
and the F23 indicates that he has received a failing grade in English.
In the next column we find the plant duality point rating. This rat-
ing is calcul ted at the institute from a progress report sneet received
from the slant. On the following page is an examole of this progress

resort.

"3 1:31—1 JOLOGY
1", 1.

DL-

OF
I‘TII'IIVJJ‘ {It ‘1‘];

GENERAL 3“”Cno IIJSTITUTJ

PROGKBSS REPORT--CU-OPERATIJJ I)BET

................Department..........Division....................
Kindly fill out the following report of the work and conduct of
the indicated Co-Operative Engineering Student who has been working
in your plant during the period indicated. This information is re-
quested to assist the Institute in determining the student's progress
and also his capacity and aptitude in practical worl. The report
will form a part of the student's permanent record at the Institute.

It is suggested that the person having the most intimate know-
ledge of the student's work make the rating by comparing him with the
average man in the same department. The relative position of the
check in the space provided will give the student a definite grade
for each charxcteristic.

Mir 0

StUdent...................... Year...... PeriOdoooo... to...........
Plant........................ De§t...... ClOCk NO..... Rate.........
Nature of job to which student was assigned for tr e period..........

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ISTICS LINDICAIE STUDENT'S RATING MIT" CEBU PARK
TTITUDE thusias gc Intere d Averare Iniif feragt Not Inte este
ill; dill) 11C)}ll( i‘i:_ [ ]L_ j '
‘ceotioh Above :1 rage Avenlg Fa Po
7:10 Eli‘ISHIP L41 4] JL4LLi:rILl1 1L
cellentusi “availingJ ‘ rAver17 In diffeggnt Obst five
0-0? s ATION ' . I 1
Ex eotional Above Average Average Below flAverage Trouble
‘.mee
ONDUZT -ch lgjsxj 14 LL L L L41T%‘_L:11 L'fi
ITTINJ INTO ceptional Above Av age Average Be ow Mgerige Hi sfi t
331T IT__i§r 1, J j J_ 1L_ 4L 1, 1 _L l 1 J

VIDMJOU OF Exceptional Learns Reaiily Average Learns Slowly No Futur

 

 

 

 

 

 

“UP :13 VALUE p_ Promise Good Tiger Promise :guestfiPromise Promise
lv/2J— —1 4 l- l» -1— I l ~1: ale 1 £_
TTSMDAICE lei gula_r Irregular Number of Days_§bsent
NC ' ” he ular Irretular Number of times late

Reliiarks...............o....................O......................0....
Suggested Subjects for Co-ordination Report Assignments for Next Work
PeriOd.0....00......0000..0...00......ooooooooooooooo.0.0.0.0..oooooooo

Date................... Sigflfld.......o.......o......o......o.

 

 

 

 

 

-51.

GENERAL YOTCHS INSTITUT3 OF TGC'JOLOGY
3

PROGRE 3 REPORT--CU-OPERATIVB IOI"‘IIJ TU)HHT

MT. ................Department..o.......Division....................

Kindly fill out the following report of the work and conduct of
the indicated Co-Operative Engineering Student who has been working
in your plant during the period indicated. This information is re-
quested to assist the Institute in determining the student's progress
and also his capacity and aptitude in practical v.0rk. The report
will form a part of the student's permanent record at the Institute.

It is suggested that the person having the most intimate know-
ledge of the student's work maxe the rating by comparing him with the
average man in t.e same department. The relative position of the
check in the space provided will give the student a definite grade
for each charucteristic.

Student...................... Year...... PETIOdoooooo. t0ooooooooooo
Plant........................ D033...... ClOCK N0..... Rate.........
Nature of job to which student was assirned for tr e period..........

 

HARACTE.-

 

 

 

 

 

 

I o'“I"S I YUIC};13 ;foIXIN' '3 1:1TI P} 1.1731 CPTEJK I'ZILC g
ATTI'BUDE Enthusiastic Interested Averare Indifferent Not Interested”
Tartar) OhK l /

Exceitional Above .Avera'e Avera age Fair Poor
IOXKI'MLJHIP I Z
Excellent Willing Average Indifferent Obstructive

 

co-e 9331:1011 ] _L/
Exceptional Above Average Average Below Average Trouble-

- some
CONUUIT ] V’
F ITINI 1J1O Exceptional Above Average Avera e Be' low Aver1ge Iisfit

 

 

 

 

 

 

 

 

 

 

r)” j , “IT. [ V

VID‘ CE OF Exceptional Learns Reaiily Average Learns slowly 30 Future
FUL‘UXS VALUE Promise Good Timber Premise guest.Promise Promise
FFTvJA1eI He gular Irregular Number of DaJS Absent
PUNCTUALI‘lY he _u11r Irregular Number of times late

 

 

 

ReuarKS...............o.......................o........................
suggested Subjects for Co-ordination Report Assignments for Next Work
PerIOd.9....000......000......000.00....ooooooooooooo.00.000.000.000...

O....-......OOOOOCOOOOOOOI0.0................OOOOOOOOOCOOOCO......OOIOO

Date................... 81 Sued.............................o.

Attached to the foregoing report on tranSparent paper
is an explanation of how the points are determined for each character-
istic of the progress report rating. The relative position of the
check mark gives (as can be easily seen by use of the transparent
paper shield) a definite grade for each characteristic. To illustrate,
the check marks on the above resort indicate the rating received by
J. E. Doe. From the position of the check mark me find that his
attitude tOLaTd his work was a hléh degree of interest giving him
fourteen points, his workmanship and co-Operation rated v:ry high
giving him nineteen points each. His conduct was above ave age giving
him fifteen points. His ability to fit into the department gave him
seven points and his evidence of future value gave him nine points. The
sum of all these points as indiCated at the right gave him a plant
quality point rating of eighty-three. For the same period we note

that R. Roe received a plant quality point rating of thirty-five.

A rather brief explanation of the co-ordination report
will be given here. The co-ordination reports are considered a very
important factor in the training pregram of the individual student
and should prove of great benefit in training him for future useful-
ness in the )lants. The reports give the student several types of
training. The first type is will mention is training in observation.
When the student makes an intensive study of his subject as he should,
especially if that subject has to do with his daily work in the plant,
he receives excellent training in observation. Many reports received
in the past indicate that this is being accomplished to a very large
degree. The second type of training the Student should set is train-
ing in library study. It has been said teat the educated man is one

who knows Where to find information when he needs it. Libraries are

-53-
the great storehouses of information, and one objection to many
engineering courses is that students do not become ery much ac-
quainted with library facilities. many of the co-ordination rep-
orts require extensive use of the library. The third type of train-
ing which the student should get from these reports is training in

'

expression. Lany engineers lack the ability to express themselves
properly, either orally or in writing. Continued writing of these
reports is a great help in removing this shortcoming. Last but not
least of the types of training the student should get from writing
these reports is training in jnglish. The fact that the reports
are graded by the English department and, in cases there it seems

adviwale, reviewed with the student gives the student an Opportunity

to improve greatly his written English.

Co-ordination reports are considered a great aid in
appraising the ability of the student and guiding his development.
Lhny students haVe brought themselves very favorably to the attention
of the management by the excellent quality of the reports which they
have written. In some cases they have been made the basis of changes

in Shop procedure.

The selection of the report tepic is very important
as the basic reason for writing a co-ordination report is to aid the
student in studying his job and in becoming of more value on his job.
For this reason it is important that the report bear a close relation-
ship to the work being done by the student at the time the report is

written.

The reports are graded at the plant for proper content

and by the Co-ordination and Jnglish departuents at the college. The

student during the last week of school of each month has the Opport-

unity of going over his report with these departments.

Somewhat along the same line but with broader sc0pe
is the co-ordination class held twice a teen then the student is in
school. mhe objective of this class is to .cquaint the student body
as a whole tith the products, systems, aims, ideals, and any other
matters of interest pertaining to the coruoration and its Various
units. In this class students from Various plants are called upon
to give reports. T.e student is notified that he is to ine a report

by the follo in; form:

dgififiib decgn IHJTITUIE UF TLGHJcLUuY
Co-ordination Deoartment

Kr. oooooooooooooooooooooooooooo Dateoooooooooooo

You are assigned to give a 10 to 15 minute talk in your 00-
ordination Class BO-S, during your next school period. Definite
class assignment vill be made by Bulletin Board notice after you
return.

You should select a subject which is of special interest to
you and which you think will be of interest and profit to the class.
The follouing are suggested as fields from thicn suitable subjects
may be selectedz-Hanufncturlng processes, systems, handling equip-

m nt, etc. used in your plant. You are expected to give a technical
discassion of the subject seleCted similar in nature to a paper for
a S. A. E. meeting. Your report will be graded on content, interest
and delivery, and th; grade you receive till be a part of your
monthly grad in this class.

Please fill out the follotina form ansterin; all‘gucstions and
iQElEili;_E_Q§§iil?d outline_of‘your report. Hand in to Co-ordination
Departneit office impediately upon your return to scnool. This form
is due on the £irst dai of your next school geriod.

 

 

Report Subject

 

Will yOu bring charts, diagrams or other display Material from

your plant to illustrate your talk? - - - - - - Yes____HU___

hill you bring samples of ,our products, sample forts, etc:
Yes No

If you bring 88%}188, till you have enough to pass around

the class? - - - - - - - - - - - - - - - - - - -Ye‘____fio___

hill you require any material to be duplicated on tne Ditto

or Mimeo§rapu, or Blue Printed, to aid in yettinr "eur talk

J

Li

J

(If "Yes", mane arrangements tith Co-ordination De:t.“as

soon as you returi).

Will you need to use the ReflecttSCope in your Jresentation?
Yes ‘I-Io

 

If you plan to put sketches on the blackboard, till you
arrange to get tram on before time for class? - Yes No

\

Outline of Telk_£Use :CVorse side if necessaryi

 

-55-

Another improtant phase of the Co-ordination depart-
ment is its work in student int rvieus. Individual student inter-
views are held for various reasons. A five minute intzrview near

he and of each month voluntary on the part of the student, affords
an Opgortunity for hi; to go over his records, plant PC)OTtS, and
co-oriinntion report. Imlcdiately upon the student's return to
schOol from a work periou he is called in for an interviet if he has
received a deficient or failing grade. During this interview con-
structive sugé stions are brought to the student. In this the Co-
ordination departnent is aided by reports turned in by each instruct-
or when he dives a deficient or failing grade. These reports state
(if possible) the reason for the low grade and suggestions for
improvelent. Kiscellaneous interviets may be had by stident reduest
at any tine to straighten out any difficulties thicn may have arisen.
By aid of personal interviews a better understanding of the relation-
ship of the school to the plant is brought to the student. A large

number of 'tudeits, sometimes even in noiur classes, fail to depreciate

U

the basic relationship existing between the plant and the Institute,

and where they fit in the plan. They sometimes fail to realize that

they are primarily emsloyees of the plant ooth thile at 338 plant and
while at school. They thing of themselves primarily as s’u ants and

fail to LrUSQ tn; significance of their torn porions in the plant.

Often an interview till straighten out this wrong impression and till
send them tack to the plant with renewed determination to nahe good

and an increased realization of the educational values tniCh are inherent
in their tors schedules. Interviews are also helpful to sage seniors

who in ¢Jneral try to lay their plans too far in advance and are liable

to beCome discourayed if their hopes and aspirations are not

-57-

immediately realized.

Another duty of this department is the cgular

absence routine, for thich me till not tile the SJfiCB to explain.

Records such as credits e :ned tomerd graduation and
advanced credits are gent by the registrar. Those, of course, are
very sivil r to tflqsc -ept at the oroiiary college so no stylenation
will be given. One difference in recorts, however, should be men-
tioned. At Most college“ the grades of the students are se;t to

n

the garents or gurrdians thereas at the u nersl Motors Institute of

('1

ie‘hnolo y tney are sent to the student and the plant contact men,
the plants being very much interested in the or05ress of the student

while in scnool.

In considering the records nest Ly the Dean's office

at Kicnignn otste

Colin e \e sh ll firSL shO' hog the ”tuueit is
classified. First, the student says his fees. After edging fees
he goes to a central office, which, ,«evious to his co iig nus chscg-

J- ‘ I f- I‘ . I " " '. '. -" v' ‘ . I: I . I ” . "' " r "' ‘ "‘ 1‘ .' I g '
ed OVer the shudectn i-ich he has innlcibCJ he \iohés to t.ne. This

Student to certain

t”,
L.
L

centrwl office in checking his SCHOJUlC ass'
sections, endeavor n; to hes; the sections balanc~d. After his sun-
jects and sections er“ a.;roved at this office no ;oes to tue Dean's
office to rage out his schedule uni CinSSiilCuLiuu be&o He La es out

.‘ ,
I

first a c_ussificati n czrd of the ty‘e snotn on the foilo ii; pope.

m- —-.‘H- -- -----—_

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diduraro

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

:
Iext a card of the tyye sgotn told: is n¢ie out for each srbject
which the Ltudfint \ishcs to t fe.
Division the
”awe
Lifijt riutt3 l?iiwit llflzhj E'i iii nznie
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dutJect nnn nuucer
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entered in on La: may c-rd ani is sent 50 the Hagictrar's office.
If the student wish 5 to make any chfin

es in rcrasir9:;on or urop

f

any cuurse the folioxin; cwrd is used:

 

 

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A;riculburc and qgglied Science

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-53-

Follouin; is one of the r cores nSJt iy tee

Aegistrar’s office.

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Date of Eirth Place

 

 

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Entrance
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Geometr* Pl.
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-63-

Yiciigun State College A.Lenein5, iich.
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Course Ent. Con.

-61’:_

4t Michigan State College there is a ooint system in
use which taxes the place of the quality goint system thch is in
use at the Genera rotors Institute of Technology. In this system
the student receives three points for each credit hour of a course
in which he receives an A grade. He receives two points for each
credit in a course in w ich he receives a B grade; one point for eaca
credit in a Course in w ich he receives a C grade; no points in
courses in which he receives D grades, and a negative point for a
failing grade. For graduation the student must have at least as

many points as he has credits.

One phase of he dling students at Xichigan State
College and the Genelal haters Institute of Tecnnology which is very
similar is the adviser systex. Faculty members are aygointed as
student advisers each having about fifteen to tteuty students assign-
ed to him. The adviser has the opoortunity of cxanining the record
of all his students. The purpose of the adviser is practically the
same at both institutions. The adviser is the one member of the
faculty to whom the studeit may come with his problems and troubles.
At Michi;an State C011?g8 the advisers do not call their students
in to talk with them acout low or feficient gr;des, because that is
not the adviser's job. To the student's knovledgc the adviser knows
nothing of the grades being received by him. Thus, if the student
knows th‘t he is not to have the subject of deficient grades brought

up then he ees his aiviser, he feels more free to discuss his troubles

U]

or problems. At the Gwneral Rotors Institute of Technolo¢y, the ad-
visers do discuss lo: and deficient grades with their students, not
from the standpoint of reprenanuing the student in any vay but for

the purpose of finding out the reasons for the low grades, and

-61)-

that steps can be taken to remedy the situation. Both schools,
through the adVlSJT system, hope to get a little LOFQ personal con-
tact with the students and to show them that the faculty is interest-
ed in what they are doing. The advisers also help irregular students
assigned to them in arranging their schedules. The advisers are in

no way considered as disciplincrians.

The method of handling student absences at fiichigan
State College is as follows: One faculty member is agioint d as ex-
cusing officer for the whole college. If the student receives over
eleven unexcused absences in any one term he is given a negative
credit, twelve hours of work are required for one credit; therefore,
if over eleven unexcused absences are accrued, the nesative credit

is given. If the Student's absences are excused he is given the

grivlege of making up the work he missed. A slip is given the stud-
ent to oresent to his instructor if the absence has been excused.
Each instructor riports his absences once a week on the following

tyge of report blank.

l.

4.

' 71‘” 11's x-y'r‘ *1: it."':"-"‘ fl
:UAJQI‘LLY ‘5‘. Lek; L Anibal.uUIJ

At the end of each ween each instructor is BngCth to report
all students LhO have been absent from class. All absentees
should be re;orted regardless of whether they have been ex-
Cused or not.

A separate ruuort shsull be made for each course. In case
there have been no absences, gleese make the reg rt as usual,
writing ”No absences" across the face of the report.

The day or days on which a student has been absent sheuld be
indicated by a check mark jleced in the proper space.

Any information, in connection with absence, which yau believe
should reach the excusing officer may be tritten on the unused
portion of this report.

 

 

 

 

 

 

flame of Instructor Date
Subject and Number of Course Hour
Student's Last Name First Name M T h T F S

....OOOOOOOOOOOOO00.0.0.........OOOOOOOOOOO... O.

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octooqoodoooio

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-(7-

At the General Motors Institute of Technology absnnccs are r ported
daily in key classes and continued abBchGS are reported in all class-
CS. There is no excusing of abSnnces and the students are reuuired
to make up all work missed. The absence rJUOIu is kupt in the per-
sonnel office and absences go on the student's permanent record and
are also sent to the co-Operating company along with the grade report

each month.

Another point of difference unich has a large bearing
on the way students are handled, is that at Kichiqan State Collebe
stucents are considered simply as students. At the General motors
.Institute of Technology the students are primarily employees of the
corporation. This being the case, the General Kotors Institute of
Technolo;y has no employment problems at the end of the course due
to the fact that the student having worked for a certain company
during the four years has made a place for himszlf if he is the type
of man desired by that c mgany. HOV?V€T, if he is not the type of
man desired by that company they have the privilege of terminating
his training with thum at any time during his course. Under this
System the average emtloymcnt problem which exists for most of the

graduates of ordinary colleges is eliminated.

3 h n H T d A VI
A comparison of 'he curricula of tto EJQIHHBTiHV
courses JiVen at kichigun state College and the G:¢eral Deters
Institute of Technolo;y is inen belot.

Ad iiistretive Fecnanicnl 3unineerinn at LLcnigan

.— v

'1

state College vs Industrial Engineering at the General Rotors

Inst tute of Technolo y.

hichi; n Sttte Collwge The 3e.ertl Voters Institute of

G moral Chemistry Science
jfléllSh Go go i on Jn;iieerin; 3-:iish
Draxing (Koo . iczl jnginxcr‘n; Dramig
DiSL'I‘
Katxematics (Al;ecra Fathom t;cs (Algxbra
(TrléOuLL‘trf (Triaononetry
(AglldthLl Geometry (Analytical Geo etry
Shop Work (Priteru her; shop Lurk (Pattern en-)

A

(F.uniry \Lacnine onep

(Liicr.i11e Brio,i
General Engineering Lectures Practical Fechanics
Kilitary Science do-ordination
PnySicel Education

3. v ; \Y“. ‘1

I

Lectmniical Dramixn; Tao dry: D riyn
Tool D Sign or Die D Sign
Kathematics (Calculus Fathea tics (Analytical Geometry
(Calculus

Physics Physics
Shop Work (Pattern Shop Cnemi try of Ketals

(Ferns

(Foundry T'achine Shep
Fetallurgy Engineering English
Surveyin: and Levelinr Industrial Develoynent

J
7'.

rundamentals of 3p3ech Factory Organization
iilitary Science Co-ordinution

-69-

JUNIOR YEAR

Aechanics Mechanics
Thermodynamics Heat treatment and
Paner Laboratory Testing

Kinematics

Steam Power Advanced Machine Design
Accounting Economics

Machine Shop
Heat Treatment of Corbin Steel Industrial Engineering EMS

General Economics Ind strial Engineering 2K
Resistance of Materials Engineering English (Sneaking)
Materials Testing aboratory
Gas Power Co-ordination
A.C.Macnin;ry
Statistics

SENIUA YJAL
Industrial Management filaments of Electrical mngineering
Machine Design
Seminar English Literature
Heat Treatment of Alloy Steel Accounting and Cost
Power Laboratory Control-Budgetary control
Direct Current machinery Psycholovy
Heating and Ventilating Industrial Engineering
A. C. Macninery Industrial Engineering Problems
Labor Proolems Business Law
Public Utility Economics Co-ordinution
Contracts and Soecifications Eiuioment Design
Technical Problems Graphical Presentatiois and
Corporation Finance or Solutions

Investment Banking

In conparing the courses offered during the freshman
year we note from the above list that they era much gore similar than
one would suppos:. About the same ground is covered in mathematics.
In science we find chemistry in both lists. At the General Motors
Institute of Technology, ghysics is started during the freshman year.

'8 given at both iistitutions. In dratiné we

r-J
H I
U,
D.
...a

About the same En
find mechanical drawing and descriptive geometry in the Michigan State
curriculum whereas the mechanical drawing runs the whole year at the
General MOLors Institute of Tecnnology. In shoe worh we find the

foundry missing at the General Motors Insti.ute of Technology with

-70-

more machine shoe in its place. The foundry information thich is
felt necessary for tne Course at the General Motors Institute of
Technology is incorporated in lectures in other courses and tries
to the plants. In the Hichigan State College curriculum we find
General Engineering Lectures listed. To take tne place of C1888

at the General Motors Institute of Technology Practical Mechanics
and Co-ordination courses are given. Military Science is listed
for Kichi an State College but not for the General Motors Institute
of Technology. Physical education is another course given at Rich-
igan State College and not listed in the curricula at the General
Motors Institute of Technology, althou;h regular periods are set

aside for each section for gymnasium work.

In the sopnouora year we find that in the place of
meChanical drawing given at Michigan State College, machine design
and tool or die design is given at the General Motors Institute of
Technology. The mathematics courses are sihilar, calculus being
given at both institutions and in addition to this analytical
geometry is given at the General Honors Institut. of Techn0105y,
which means that there is probably not quite as much calculus given
at the General Motors Institute of Technology as at Michigan State
College. Physics is given at both institutions xhile mettalurgy
is given at Michigan State College and chemistry of metals at the
General Motors Institute of Technology. The Shep work during this
period at Michigan State College consists of pattern, forge, and
foundry work while at the General Motors Institute of Technology it
is machine sho; work which makes two full years of machine shOp work
at the General Motors Institute of Technology. This is considerably

more machine shop work than that given at Michigan State Colleoe.

-71- i

In tne finuiish Courses te find fundamentals of SJBCCH offered at

and engineering in lis:; ct tne General Hotors

H
O
...:
in
f-
r-
...:
(1'.
cé
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Co-
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r4
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(D
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Institute of Technology. Surveying and leveling as given it tith-
igwn State Coil: re is hissing fron the Geieral tutors Institute of
Technology pregrum while iiuu i-tril'l development and factory oruan-
iZntion co Irszs tcue its g1 Ce. Lilitnry Science thich is given at
Kichigan State Colle;c is not offered at the G:nercl titers Institute
of Technology; however a co-orainrtion co rse is given at the Gen-
eral Notors I stitute of TecanIOgy thich is not gi'en at Kichigan

State Coil‘”“

CV“

During the Junior year i? find ucchanics given at soth
iwstitutions. Kinematics is off I3d at iic.ii-n State College tnile
advanced Laciiie de;i, n \tic h consists largely of kinematics is aiven
at tne General Rotors Institute of cnnoloyy. Hett truutnent of
carbon steel, r;sistance of gateri l and Luterials tfldtlaé are offer-
ed at Hich'"an State College while heat tre tntnt enu testiji takes
thei1 olece at the General Hotors Institute of Technolo y. Ho English

is offered curiné the junior yezr at Hichioan State Colleye \hile at

'1

the General Hotcrs Institute of Technoloxg en 1neerinr n in the
. L4 9 D

L;-.J
F'-
L\

form of effective seething is giv:n. Economics is offe1e«t both
institutions. The other courses offered duriné the junior year at
Kichigan State College are; thermodynamics, steam and {as leter,

A.C. I Mozine try, account inf, statistics and uachine shop while in glace

of M se at the G€1eral rotors Institute of Technology the industrial

H
.....I

agenent Courses and a co—ordinstion course are given.

In the senior year A.C. and D.C. nacninerd is offered

nts of Llectricsl flnoineerin; is

(T;

a: [1-higan State Co l~ e thile His;

“'0

-72—

offered at the General motors Institute of Techiology. Inoustriel
maiagement and labor problems at fiichigen State College corresponds
closely to Industrial Engineering and Industrial Engineering groo-
lems given at the General Motors Institute of TeChnology. The

machine design given at Michigan State College is reilaced by equip-
ment design at the General Motors Institute of Technolog'. thile

heat treatment of alloy steels, oozer laboratory, heating and vent-
ilating, and t:chnicel problems are offered at Michigan State College,
a course in graphical presentatiins and graphical solutions is offer-
ed at the General Motors Institute of Technoloyy. Opiosite the

outlic utility economics, contracts and SpecificuLiOns and corgoration
finance or inVestment banking offered at Michigen State Col.e;e he
find accounting and cost control-ousgetery control, gsgcnology and
business law giv:n Go the General M0tors Institute of Technolo;y.
Lastly.we notice that in glece of the seminar Course at Elohigan

State Collage co-ordinution is given at the General Motors Institute

of Technology.

The other comparison whicn we shall make will be a
comparison of the Technical Automotive Engineering course given at
Michigan State College and the Automotive Pro uct Engineering course
at the General Motors Institute of Technolog‘. Since both of these
courses, falling under the Nechanical Engineering head cover'the same
tork during the first two years as the Administrative and Industrial
Engi eering course Just compared this comparison will start with the

Junior year.

-73-

JUHIUR YEKA

Michiian State College Tue General Rotors Institute of
Technolo¢y

Hechanics Mechanics

Thermodynamics Heat Engineering (The modynuuics}

Poser Laboratory Engineering English

Kinematics

Machine Shop Elements of Economics

Steam P0ter Automotive Engineering

Gas Power
D.C. V chinery
n.C..Rachinery

Resistance of materials Composition of materials
Matrrials testing laboratory advance machine Design

Tbichin) Design
Heat Treatsent of carbon steels Heat treating and testing
Co-ordination

Sfldlbh Yfinn

Industrial Management Automotive Engineering

Machine Design Automotive esien

Heat Treatment of Alloy Steels

Poser Laboratory Automotive Laboratory

Heating and Ventilation Elements of Electrical Engineering
Outline of Hydraulics

Contracts and snecifications jlements of Accountinu and Costs
Technical proclems Princioleo of psycholoay

Seminar Co-ordination

Options:-

Automotive Engine Design Engin:er-ng English

Auto Chassis Desién

In comoering the courses given in the junior year
me note that mechanics and thermodynamics are given at both Mich-
igan State College and the General Motors Institute of Technology.
Advanced machine design at the General Rotors Institute of Tech-
nology takes the place of the kinematics and machine design given
at filChléfifl State Collcie. Haterials t2sting and he.t treatment of
Carbon steels at Hichigan State College is replaced by HGUL treat-
ing and testing at the General Hotors Institute of Technilouy. he-
sistance of matsrials is given at Hionibun State Collars while cou-

oosition of materials is given at the General Motors Institute of

44-

Tech olo¢y. Foyer laboratory, steam gower,;as uOher, A.C. and D.C.

machinery are other courses Offered at Xichigan State College while

U)

automotive engineering, elements of economics, engineering Engli h,
and co-ordination are offered at the General Hotors Institute of

Technology.

a.
V

In the senior year at Michiren State College machine
design, automotive engine and chassis design tune the glace of auto-
motive endineering, automotive design, and automOtive laboratory at
the General Motors Institute of Technolovy, tails heat treatment of
alloy steels, gooer laboratory, heating and VJHtllflLiOU, outlines of
hyiraulics aid technical problems at MlChléau State College raglace
courses in elements of electrical engineering, orinciplos of asy-
ch0105y, and engineering english at the General Rotors Institute of
Tecnn0105y. In place of contracts and specifiCations and seminar
offered at Michiéan State College, elements of accounting and costs

I

and co-ordination are offered at the General Voters Institute of

Technology.

As a general rule in both of the courses compare
above we find the subggcts taught in the two schools very similar,
the main oifference LGlflé in the year that the subjects are given.
Some subjects given in the senior year at Nichigan State College
are given in the junior year at the General K0tors Institute of
Technology, etc. In tne technical course me find more desi¢n work
offered at the General Rotors Institute of Technolocy than at nich-
igan State College. A few subqects are offered at Micnitan State

‘

"

college that are not offered at the General Kotors Institute of

Technology and visa versa due to the slight differences in the gen-

-75-

erel programs and obgectives of each course. The main difference

will be found in the content of individual subJects taught.

0
‘~ ': ~ I o ‘ .A ‘ 0'1‘ ; r" r ’ 1 ,
S‘ bun-LES Ct, Lat} TfioJlel Cull ' add at 1258 ,4": lL‘i: l Aldoulb
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'Loult'le Ui istualaloim LO i.\nl bLtho

as 1 - 1, 'm, .‘. ' +I m'» .‘ ‘ -~ '. n . -- . 1 ,

ou l3 lt re lhgluuei 11 n., end Lee- flb CUlTlCul m? “0t b0 long
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890 Q OILS and CI Gltu 2613 Lil b Sfilawh UGC¢ l; etm.; bh‘fl tee

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tri‘jes, desi, ‘i .o. ll“gtLu n -2-.is, -tc., i t tot , e ..'d
edginsexi n- c i o’ec‘ti;os . leige t : anl c. .: ili_ i 1 e
c011» lies _;i¢in§ Lu..ir oii.«;i ls sinki tit , us 11 LiJ'IuflxCCULuLU Ht
a atljuie; ,hLLlJCSTo the 23.};t so, 't at err in.erfi;13 is [n'rnorily Inex-

agerezit. b.un3r runny e CIHL‘LB Ctzroiuez':5uch. LgruS {as sales see; ii,

groductioi, constructioi, finance, ourch sing, and control. T use

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terms are very in orte t to the engineer, for thr

“~ ‘ .1 - ‘ Y . ‘| . . .7. l 1' . ,\ - . ~ I w r. v~i "! . -.. '~ ~4 " ‘ r A.» r .‘
H~Obt valutmis ti) {11$ (4\) join)! 10 Oil: ‘J.(.0 1.1L ugbloilinb lOJrJJ Cigkftu. to

duct. illl oi't;;>;e L)oints rhiet Le et;z ll ti- «3 befoie ids: e“c€ :Ji‘the

‘ "Q ‘ r‘ I v v | --v- ,— ' vv. -‘ ' ‘ . ~ '~ . :A . “1 ‘ y " ‘ L“ ! '1 “" v‘ i“ - ‘
successful cesi_ner. He Must L‘O to it Lalo the Ixs its i his kbln

will syou a )rofit on th: too 3 and recori° of his co )Hny-
Ihider tfkfi hen 1 of aicgountiirj iir'ls czxjts, cinet c JILTUl,

recorus, etc., and us th:se things effect the on: i or nuterielly in

his torh, they should be included in his traininy.

-76-

At the General Hotors Institute of TechnolOgy the
accounting course varies from that of the ordinary college in that
the same ground is covered in two months in general accounting as
in the ordinary college in one year. This means that many topics
are not gone into so deeply. After the first two months cost account-
ing occupies the entire time. The course has three oojectives: first,
to acquaint the student with the fundamental accounting operations
to arrive at a Balance She t and Statement of Profit and Loss; second,
to consider the orinciples of cost accounting and give some practice

handling a cost system; third, to consider Some of the more import-

H.
H
p.)

ant uses of records. Lhile the ordinary college accountind course is
taught as such,it is taught largely with reSgect to costs, cost control

1

and maningial use at the General Motors Institute of Iechnoloby.

next we shall mane a comparison between the macnine
shoe uorh offered at the co-Operative and non-co-Operative engineering
College. In many cases we note that the co-ogerative coll.ge has
more she; enuioment and also that that they have is more up to date
than that of the ordiiary college. This is trought atout largely by
the fact that many students cork in the shoes during their work oeriod
where the latest enuioment is available. It is desirable that the
student receive instruction on ahese machines; hence keegin; the ejuio-
ment up to date is one of the main factors at the co-ooerative eng-
ineering college. The machine shod course given at the General Motors
Institute of Technolo;y endeavors to give the student a basic funda-
mental training so that if necessary he will be tile to more as a
mechanic; in hany 0th r engineering colleges merely an introduction

to this fund xental training is given. A very comolete machine shop

course gives a co-ooerative school bood terminal facilities. Lany

soohonore tho

of

working

student of some

of

Voters Institute of Techn0105y are

have iknnii it

tne soohomore year
as tool mane s.
alue to the

the ogerations uhich the

 

-13:.}{ .1‘5) FhiliiL

1. Chi; Block

3. File Block

L. Jcraoe Block

4. Layout and Fit

5. Study Constr. and figuration

Drill Press
Grind Drill to Plu5
Drill and keen
Drill and Counter Bore

DIZ3

 

'3. Drill and Ta)

51.1.3314";

1. Study Constr. and O erution

a. dhaoc Parallel or Sluare
Surfaces

3. Align Vise a.d hork

4. Shane Vertical Surfaces

5. Shage an5ular Surfaces

a. Shane Irregular Surfaces

7. Slotting or Cutting Keytay

8.
(J.
10.

11.
1d.
13.
14.

15.

Stud' Constr. and Citration
Center and Face
Turning on Centers
Knurling
Turning to Shoulder
(Square or nadius)
Tager 1‘ Tnln*\-?ll Ste ck)

Taoer Turning (Tecer
Attachment)

Tireniing (Btternal

Chucn work (True aid Face)

Chuck Horn (Drill and
Keen)

Chuck Work (boring)

Turning on Aroor

Tareauing (Iltanul)

Steady nest (Turning
boring)

Turning Angles

or

Titliniip5

necessary

anu have had a comulete

plant durin5

student

'IL

of

to leave sciool at the end

nacnine shoe course are

this nature also ma es the

his work Jeriod. A list

must complete at the G3neral

5iven belot.

yv"‘ V

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t .. 1.
L. u I 4l\—‘. —'A ... -i»—J

-..-...

 

1.
Z.
,3;
6.
7.
b.
3.
10.

' -r 1“. .'.
‘Aki.|'n)_l x'J

Study Construction and Coeration

Plain Slab Killing
Sawin5 or 31ittin5
9nd or icrticsl Killing

Angle killing

Drilling and Boring

Fluting Strai at

Flutin” fiiiral

Gear Cutting (Sour or Shiral)
Gear duttin5 (Bevel)

‘.'. '-.--- v .
.‘ru'i'l, LaL I‘IIJ

 

10.
ll.

13.

1.

study machine and hheels

Dressing and Lo Jiltiug)‘ 'uneels

Plain Cvlindrical U1 inning

'la er or A..5ular Grindinb

Grind to Shoulder

Surface Grinding (Sauare or
Angular)

Internal Grindin5 (StraiCht)
Internal Grinding (Shoulder or
Ta>er)

Tool and Cutter
(PL-in)
Cutter Grinding
Cutter Grinding
Angular)
Cutter Grinding

Grinding

-(

I.;

I
PLiin or nigle

 

561”” “iJHlEC
1. Chuck nUIK
Z 0 bar ";.~'OI‘k

-79-

A are-t {Deny of the 0.3::1‘utiunb were uuove are given tne etucent

as actual vorh tuich cores in Iron uezr by glznts to be turned out

at the school. This gives tee stud ut tJe sane experience out of

a more greeticel nature tzun the groject mulch is usually used in

most colleges. In cougaring the amount u; Lecu;ue she; LUTK offered
at various inetltutiune we gay state that of all etuuents trans-
ferring from otucr colleges to tae uegerel fiotors Inttitute of
Technolody after having completed the she; worn at tge 0th r colleges,
have been given a matimum of twirty gerceat creuit for the Lurk done

at tn: otuer echgul.

Y
i

Lezt in x3: oi CQHehTidun ;e smell consider tee sut-

& fl

fleets of chemietry and ghyeice. At LAB ueneral Voters Institute of
Techu)10;y, the CR mi try and phye*ce cuur es very in certain reseects
from the may it is gr:senteu in tea ordinary college. Mere f mer
luuoratery QOLS Pie given. An att31_t is gage to g;t amaj Irom t__ezl-

arullties aau cubstltute were e,ec;iic Jiecueeiene. suedect Materiel

'ected Mitn reeuect to snug torx. Stuueute are trainee more,

P t
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;articulurly iq handling of eu;iu aria; .ataritl retner tlun ana-
lyticel chemiett;. Lesson sheets Lith any; fijllifibLiund eugglemeut
the text but.riel. In tne cugrse unemlutry of 3n;iueerim¢ L;teriele,

moving )icturee and lectures free snap men eu:glegeat teat materiel.

In comparing the gettern maxim; co.ree inen at the
Gen3r l totors Institute of Technology vita tee g'ttorn rekinh course
given 11 the averu e college we note thrt uh l: the orcinery college
gives the :tudent erecticel e: erience in the naming of patterns and
1

auite a Lit of lectgre yer“ and some e;:erie¢ce in foundr; )rectice,

A

O

(

tne Geaerwl rotors Inctitute of Tecenole I “ives veTj little gractical

MOTK in the ugkiné ef )FLtUTlS cut Lives .3er_ wll ecegemic perk

and tries to prebont )fibt rm Hanfl¥ as a try e uJu 530w ite TfilflLiOn
to other retvl tr gre.35 many -tu eats tr: ;eetidc3 to Le Iuture 'laat
etec.tivee, an utteu>t is ire; to correct an i. reesien mulch e0 ueny

bur taie reuscn tie? are shop” ta t it in net

V

execgtivas‘

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as easv to Rule a :uttern aq it loogs.

In con aria; tne stuay u: :cenu ice at tge ueucral
Eaters Iqetitute of Technolo;y xith the a; it i. Laught in Lao ordin-
cr; collcje Lc-ifiJLi th t‘t e ecuzux ics aii'dlfli Ct the L; 13r:l YOtgrS

"a

. wa-‘L .'- \ In ,va.‘ .. ' , -.~ - , ‘ ..',.,-, .‘;,.. ,4. , ,V.‘ ‘
II ‘ulbllue ' I ;J3td;quozwl lb tu.; thn?1. 1:1 otrp:z \ Tc“) 5 ‘A,t \4it 1 \ntrl

‘. '1 " v . ‘I _ ! 4 ‘ r- t .< . . \ '\ . - . . ‘ _ ‘1 s; 'I

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7‘ -. - . a. . ' , -- . ~ . - - .-~ -~ . I I": ‘.~ ‘ ' ~ . -- ‘v t . ’ — '

01 LU .00 Lb JLCD .L'O bUau‘l'qi‘x‘il CM 8 (111 L‘L'n.1l.’Lll.A. 1 Ital/xv Oct ._ .i‘i'. E'rOLl‘L Ulle

tern to case i; Wilufltfifl. Fer tgis r,. a» it i5 i.;uteitle tc Live

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in at ldthVLlS to aeeu; to the Class alon_ the liwus in LuiCh tce

Bree are 're a: erts. For 313.31., th;u t;c CLLLJ is etue,Ln5 1a-

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y...

QUTL.CG an :<,ert an i SUFQJCG ie Ce led in to e3eru on tte cuUJ.ct.
In tni; tn tee te1t turn is su yl‘LBALGQ and an int rect factar lS
uuaed. The hhlfl iiffereqce, hetev;r, is th.t at the Geieral Voters

IlStltutU of Tecunolu_y an attergt is LiflkB'tU give L.e etudeut a

e tune Certain

CD

bread COHCthlOH of econ0pice mh;le must Otto“ culle_

pneses of tfi

(O

ect hid study then in retail.

ect thich Y0 stall COHSLJBT L; may of

cufiJarieun is Tut.ematicst ALQUC the s; e fiiircre ces a .lv in tee

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CXKI'J C A LLLALLAU. It} t'.Lh—) Q‘JLUCLL ‘10 I C‘L V 41 Ltrzb l.\/AAKJ J C: .L ‘4 ‘.41A\:. Lil Lint

o c ,1, 0‘ ‘; )v|_ “. ”I. ; "_"‘—J‘~ I; .v'-‘;‘-V '1 e
taay it Le hailulABH. Ll. In;i.1 ~Lllk41.-;b2), ..u‘..fC, , 1 L.; t t t 'tu

(T)

.,_ '.,. Ca . ~..‘-, J ‘. ...? ,
Gene‘al Haters Iuctitute of Tecnnulu;y e 1e; bu lLu are Uuluteu Mule“
. . . u \ ‘ ' .' ,, a ‘ I - .. ‘ .3 ‘4." ‘ . €.- . ‘ hr: . 11-4; 11
are net coasgcereu oi brept Lm)91t&HCd e.d Mulp ~rBCL-LC _JuLle o o

certein of the more iniortaut togics are given. In $415 be; there is

a closer

"J

ql;ti3n eetetlisned between theory 31a aggllCHblUJ. An
attem t is made to ueLe as uejy of the growleys as ‘QSgiLIC have 8

ar: ticel a; licvti n.

In cout ring the effect 0; Ln: student of contiHUous
or geriodic training to at the greoeit tigo avvo no grouf tget one

18 $UJCTLJI to tne other. inure ere, to; vor Cusfl CL»; arguments

\O

for beta sides. “on; Lel;eve tflqb the hUct efficient Letaooe of
inetruction ie tne continuous one. The" say th:t if tnere is a break
in the training it La4es tie student ,cue little time on return;n;
before he will LG atle to groceed efficiently fro« t.e ,olnts there
the more .ue oroqied. They think it necessary that a cert in amount
of revio; moot be given in order to get tie student Leak into the

rec otive mood, and his nind cleared up on anet Eco gone Lefore in

the ccvree. Cn tr: oth>r hood 0th rs say tt*t no attention need be
grid to the Lreuk in tr31‘11?, trat when tho otldvnt rat; as to sonool
toe Morn inoulg yio rose JUHC an t;ou;h the bPPu; ,zo been from dot-
eroo; {lell Ikuiooy. Linn; Lelieve Ema tre;.. in t;%.L:iJ5 (ixmni aCCUB§R31iGJ
Ly co-oo;retive we‘; in toe olent) to be verJ b:.e;ici l, for it Very

often Eurq,eno lMLgC Studentd iii=flb3 glent iniv; the o} cling it; to mLLe

". ‘ -. . . i~ a. , .-- ." ‘ "\~ I \ 1 ,i . ff. 4 A ' "tx ‘- i . J" "a i" V T‘ )1 ‘5 r~ ' ‘:
nee (.151; in? t~.e ‘u.‘\J.L.x ..1’ullEil oi bub: 01 toe Llritiii’h Lucy ..d..'e no.1 UL‘IluU

I“

the grev.ouo school nonth. Inis holes too ttooent to see two oirect

a wlicotion of his town end on return to scnool attach it \itn new

interest and vi;or which enailee him to get nuch Lore out of it then

he coila if the course find been given Lith continuous instruction

rather than geriogic.

Ano-fier very in)ortent fe ture of the Lre»: in training

“ode use of in tie co-oorrative college is the fact that the vorh 3*riod

-C 0.)!-

ivezs t'u; ottrient; Links to sticp: ngi; Ifi~ot LLit:1' n LAJlliLi o1 SLITHI-

I'L of

U

eons etog;. Do: to t3= f ct tsit co-oo r tivo torn t; 3
. . .... o ‘. ‘ V .-— a ‘ j ‘ .r ‘ _
txe 3;:r xqion couin LB e-snt in one Coll JG 3 3; Vi“! LJ-w “net oe
.r \ u' ,3 ‘ . 4- ~ . L ‘,', 0. ‘ -.' '7 ' ,V 3.‘ . . ' . ' .' ,4 — . . n, -‘
(JCiII lei}. Dy b it." l)|,'.A.13;1 “in! 111:. 'AL SC'IUJl _"J.' ‘..L’ub ll. ltd U . LC‘L UL.
to ereiv; Loot t;‘ on”; emoont of instruction 1.;Cu an otuoe t
. I ‘ - 3 \r > .- . -\ ' ' .~ ~ I' “' " ' ‘ , r‘ ‘ ‘ - ‘ -'r “ ‘ ‘ .
in tne ozti.tig collebe \Jqln Let. Lei uuhucflbb MuUld Jab LU eole
C“~'i ‘. ' ' '.u ‘r wt -' “ rv’~ v.9 'u- v‘v ‘v‘e 'f 't
U0 atont A; unoei t.. ettro o rain oi Lilo JcMVLcI otneolic l 1
to"? run on 9 Continuous b sis, Lot .v use of wiriooic school and

I. «u ‘ ,,e ‘ ' . ..- ‘..7' "< ‘.. ‘1, .7. '.‘ / -."- ~, I- ‘ u I " 4““
\woln gall-ewe i~ .lLY. 1140 L'MD oE_.ClJiit 11:40 Cd 1:11.“ thL: a piggy St‘JJUIIt

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., t . .' my." ,. 9 V,.' ”Li ‘I‘ m
,. :3 1730‘)!“th '" L) ('Y‘?‘ \} 'l‘_,ldl_ EC‘L ).' s Igln) ult¢xb=3 (JJ. Lech;-

\v ‘ . _ . ‘ . a ‘ 7. I. . K "f 71 ’ I I? ‘.- fl 0 . I I .n_ ‘ “ ... _\ _ fl
& 1’ {1.} mini}. 1.1;. 1(1' CL? V991~ LLtL) if 8113 olii=’?1€.1ce 13. b.;. lede 01
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«.OI‘n lC uL'..‘:10.itb \JO-O)JI.'L {.ch 0;] '..flC IJUI c1110 (3145.1. LOCI. 1-;5450

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ll too “€114; e .{.o riot «HJo lknk . i)o o tine 1.,o
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'tv"im” 4g‘ " r l‘ 1’ 1, 5; L \' ‘1 <7 3 ‘- h: n 1 'g‘z"' ~ ,-‘ .- [‘C_',‘ M .')‘,‘1 k.‘ “ L, ‘ ' ‘ ’
.A\ gAlUU be CL 3“ka J .J LHJ AKA nib-two .Lle -. , fc-'-‘.L ..s..iL/..s3 u'LLLt .611 \«(Jrfk
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‘Je ‘Jel .11 1.;n/ leitv ll; U1J\.(J[.:K"U b.‘\)-i. ...(LLQ ‘--;.:-; ,‘/AL(3 ELL\A bale right—1'1 Kai-b i {)I‘ II lo

_.'€!_1‘LlCL:lL;: ,‘I‘ouo oi SL‘..L.U:11L':3 é'lu'" a‘ N311 je 1U: for the lirot t‘uu months

I 1.15

1 . ' <~.. I .. “' \ .-r’: 'v“ y r “ u . ' ~x . '1 . ,'~ Q“
fsit; t 19:1 3 goiiei.il :JlLuno .111 t~.e ijrinlo oi 4k)r1\ Ld. Lu.8 DICJU‘)0 i118 \.ule

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oi LL12 Jorticol»: ,ILML)\4fl41 1 3 heavy ec.e.iie tue

.1

Student LOWld do beCtCI‘CLl_LLW jofiadic bee.o 1x351 on t1: CJWolHUUUS

U71 3 1.1": o

There is undoubtedly 8 distinct place for both the
oriinery and the co—Operetive tyoe of college. In or ourin; himSelf
for any one of a large number of melns of life a student would be by
for better greoered for his job if he soent nin: nonths e yoer for
four years in coll.5e in the inouotrious oursuit of a course of study
which is desiéned to give him certain wordly information thich will
be of use to him wnen he comes in contact tith the metariel elencnts

orofession.

of his chosen

now let us on the otner hand consider the co-coerative
tyoe of education as preparation for an industrial position. In in-
dustry exgerience is a gre.t aid and often times necessary for con-
structive work and advenceneut. when in the co-ogeretive orogrum,
the students get this much n eded actual ezoorience. He has contact
with the men in the shop under nor in; conditions and feces their
oroblems, and soon learns their feelings, and what they 3:93ct and
that ezpected of them. Ugon graduation after four years of alternate
study and work he has gained considsrable eigerionce. In a dition to
having covered gracticelly the sen: courses in scnool es the ordinary
cwllgge student, the co-oq:retive student has a decided adventhe in
the four years of practical shop experience. In otner hOTdS tne co-
ooerative college student has in toe minds of many a four year start
on the ordinary college stident when he starts hernia; noon the com-
;letion of his course for it will tak; the ordinary college student

nearly four years to gain the ecoerience which the co-Ogoretive

-EI4-

student has uoon grniuation.

In bfiditIOJ to this the co-ogor tive stu;,nt, shifted
as he is from one goo to snot or to give him a tr Nd eigerionce, has
a chance to LOTL in a nuub2r of different lines of EO.K and see what
he is udngted for and thich he likes best. This is often a gr3ut help
to him in selectin; his life's york. This Selection usually cones
much sooner for the co-Operetive student then for the ordinary college
stddent. This fuct alone gives one the advantage of sev;rnl gore
'edrs of excerience in his ororession t a certain length of time

after graduation which oftines groves very lucrative.

We do not mean to say thtt the ordinary college student

rood man or that he does not have a good

ates not make industry a 0
chance in industry, but we do wish to bring out the roint that the
student going into certain tyges of industrial work upon graduation

from a co-ooergtive school would have a better chance for quicker

advanceueit than the same stuio t graduating from an ordinary college.

Ls a sumneiy of the above compogison or the products
of the tuo tyges of schools ye might say tn t in son. :ositions and
walks of life the ordinhry college training mould be far superior to
the co-Opgrotive thile on the othar hand for some professions or trades,
gorticulurly industrial, the co-ooerutive training is in nany Lays

cugerior to the ordinnr, collece training.

“0

In addition to the stove he niuht say that we b lieve
teat co-o;erctive education is sugerior to ordinary college education
in the teaching of human relations. This comes through contact with

men while at torn. As the students are changed from ,lnce to place

-E6-

following a work schedule they work alongs11e puny types 01 Lin on
the Various jobs, am; not only go they have the o,,ortunitg to ob-
serve these tyges of gen but also they pay observe tom the various
groups of men are handlei. Incidentally ve note that many of the

larger corporations which on; ge a numbe: of college men e ch year
feel the 1303 of both practical exgericuce and exgerience i2 Lumen
relations in these men, for Lacy have a ce-tsin training greram

which Chmbe coll we men must

0

90 through to gain togse :zjcrieaces,

C.)

before they can be olcced in resgonsicle oosiLioas.

The field or education is a; far such large. for the

>

if
H,
C,
'-

orainary college than it i‘ the co-oger tive coll Le. This is
true due to the fact that tne co-Ogtretive coll gee a;e largely lim-
ited to operation in industrial communities.. For eiaxule, in sections
of the country where agriculture and stocn éraziig greaominate we
rould hardly eXgect to find a flourishing co-Ogerative engineering
college sue to tie lack of sufficient working glaces for the Students
and also to its location in a thinlg pogulxted section of the country.
However, we believe the co-operative fiela of ecucztion an expanding
one. Undoubtedly in the near future we shall See many fields of
occupation aieed by co-oo rating coll;das rh'ch we at the )rssent time

is not 373m consiger as uossibilitits.

At the sresent time, hOM‘VGF, csnsiuerii; the colleges
not in secretion it is our belief that if a student exgects to go into
an iniustry in thich th re is a great amount of unseleu;e and Skill
in use that he mould L: farther along in a given time by attcnaiig a
co-suerative college which mould aive him training at the sane time
he was acquirin; some of this ..noxv.leo._;e ans shill. 1., ROWJVJI‘, the

student ecxects to ¢o into research or into ULHGF fields t ere such

a great amount of prectic l husmlefi e mould not Le To beneficial
"en entering ’he fiels, then, tge ordinary colleée coulu unuoubtedly

‘r;ater service tnvn the co-Ogerativ‘ college

D

renuer that student a

could hsge to redder.

..{V 7-

from a race at st to}

disadvantages of the 00-Ooerative

sumgmrya-

AdVantaées to tne StU:CHt“€EJH

For co-oierutive ednc Lion

The relation of theory to
Jructice is shovn. To student

is trained in the use ~f his

ire. The co-erratire plan
0 systexntic corr Nel.'; ion
tween instruction in princi-
P 91% 3rrctic:l tra?nic5 in
)3licutlo In this may
r344sct is outli.ea

11.

inte re st and

and conse_uentl3 tre lthrillé
Iroéiz2ss i‘ Iiickzxnoge .". is

J.

b
Len! set ils xhich on
LG Cauéub c-n be lecinen
seIVation i: inaustr3.

nIth let lily

by et-

Insustrial eiierience acts as a
much ieeiea steai5in; iu‘lu3nce.

to v-lx:
at tnem as

'e and he Iei;:s to a are-
ciete tn» v 1 us oi‘ his an :06 tion.
Industriel einerience develoos
the st 1: s It' s personalit’ a I;
streigthens his cyeracter. O.t3n
hi 8 less uiceiulisss anu sta.inw
are ested, his sense of r s-
)onsio'-li:3 is ;nt into
*1! conii; nce a.d initiative

velo LX1-

t.

The stnueit lo
_JI'OL)‘3I'13' b;
they

;-,'1 L15 Eli 1. L1,.‘S
\a

1 ' ‘-. ,-.

LUOhlin

." 1
:11

tron. oldg,

are

m e

{L
('..)

‘L Q.

.'-~
‘...L

mane

of the aivantages and

have wade tne following

etional and Vocational.

aiIst co- 3; retive selection

 

 

Iany QCJQIC sag, ( eni in some co-
opera i‘e schools it is true} that
this were of an assumed ideal
correlation Iatcer than an actualitv
In Iany cases gurticulcrl; in the

rerly ye rs of when the
b9.iG princigles
encp 12erin¢
mic; c
LCMO'
le;;'uai iil scin3-l.

is

the course

01

LCsld,‘ A{
\)

Quin-one tI‘tLL lull

t eIe is not
uUl lilb‘

Lal'e
1.- ICE} ()4.
01 the grincioies

. .
.\ ' "l.
~4-J-.LUIA
.

.hs to;I. v: CLtluflS
e atteiui v tge orsi;i:-y Coilege
te LGII i:I thit: sx unuinert'but
not to such an eatent.
oifficult to prove tnat the
oreinar; college does not uevelsp
tee Stidfflt along th'se same lines
altno 330 not so reacil a
under juicance i: ,he co -03 re ti
school.

_ ,,‘ . . .
“‘4. LIA,‘
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I 1
. 1:~ , r n
-.tu.u.L ,' D

. .-‘ I‘r\'
..‘A‘Ltl u LU-‘

CO-O4er5;ive

 

1

student 4
oi‘ one

IL..‘-’.)\'-'L‘JQI_I;C

.k txru

a
of M

11?.8

11.19 ‘

'\
b

LIL” 4‘...

01'

fizs t.timzii engrience. 7w} is thus
uiied in cho sin dis 'luli of
norm uith SULC ois'rim u L‘Hn.

."X

“—.--n- .u..

 

’uny Sn; t.ut col
all resident co I
the HB‘d of )F ct

through lectc
courses, etc.

res,

II
, .._.,,.
emf. - :4

: tIV3 e..Ix_t14u
le es oi'orli5
see are Laet1n"

LC“ _ fiance
ori'ntution
mt]

Pr ‘ticul L01 is the best ford colle_e; h we gone zoo frr in ttis

of eeucItion and vecational ‘uii- . t 3141 I; s i thxt Let“ stu ents

4ncs. TI “sitiun from cells e to sue 5I34; t3- shoul4 ye Lh‘omn

or cgicu; lii’ :3 41-3 re; for IIJon t;_i. "‘I; .;s33Ice1, ml s.lgct-

and eusilg :. I: 143011 .,_I' .1: tloil. iIIV tIeI. i'i l- I' .oI‘K. The" say
tnIt the co-oo.rativc 313M s.cct entuetos
too 'JCh ”co pliIf”.

'3'e st iout leerns to uyer.ciete host o;ogle a54i4st tie UO-CgITngVJ

trie erobl.us of tIu nJH h» will elem aemit to: ;t t. is is u oeci4eo

suose‘«out13 ov.u‘see tnfou h emvsetIUI or tn 31.3.

LlalLuLG cogggct in iaiuotrj. He

5ets a setter i.eu oi l tor grub-

legs dJQ the re ctious of t.e thfif’

145 u4n. The te-t time Ior e men

to acliire t.e greed! Io-ut of Viet

in these respects is anon he is

still youné. The 5ra4u3te is flat

linely to hows the iucliustion

a»; gossibly not Lhe oIIortunity

of ooiIu so.

The stueeut learns to ”t aloe T;is reens to L0 teeth I stron5

mith otn rs, to not. un or su -I- int in layer or the co-o2eretive

.rision, to 4Liie L, se.Isi4us of school for thcre see 5 to us no

his suIeIiors a; to Iollom in- argument .vaaced in favoI of the

StTuCEiUuS. T;us Ie is proofs o' i4.r3 'oll: 0 low; t_aoe liigs.

to the 4rooor e34r3cietiou 01 the

sumsn factor in )I cti 0:41 aiie rs

and iqom tee oiscioline oi' obe3in5

instructio 8 he learns to eirect

the eff3i4x4 of otnzls.

The studeit is brouJLt face to Iece igose eotiuet t3; oo-ogorative

mite ti; ec Inonic as well as tne sonool sey LGLL the goeitious o:

IrsCLicel siIe of en inc orih5‘ He

learns ousii-ss or eaiteoi.s emu
anu,, eat t.rou5n ctuIi oos er—

d:

S

fficalt

, 1‘ .Ir ..
LULL;1 1n the class

most
such
or no 0

U
LII.I
L: "L;

CII.QVAl-ES Elle
kVJ-iIJILuIGLi little
to observe

“
I '0

tho:e t siI.es orinci,13s 34d
mstno4o. T.e Dream t“, Lot4ver,

c :1 13.1n tv se tcin s ii his i3tro-
iucto- perioo in inou.tr3 suite as

For

—

(Hi10-Qrfiitiy0 i.WC'I¢iun

L 5‘3

stnge.IL 1;:xIULJ u.) L~2 Jd-LB
shag grLcL;ces an;

.;.AV1».LE7.I‘:~’3O' LU DJ,"

‘J

cubs gay
aunt of L.e up e; mucous ry

J1 and ilviJ; ‘igeJer,
BCCHLLL C9111 3'3 '-:.(./1;;

n t reel 1L;c to

Advocates of L
calluge gigabti'w SELL) Lgrt
o .r hive grac-

than Lu,oe of

lealfisd ;4' u‘
all-rah; ex; ;ra1ugL u.

‘raLLve {guqhtiun

7 ‘ ’ ‘ ‘ 1' ‘I » "1‘ 1 u ‘t ‘
{1" an) - _ L1\ U .LK. l .1 ‘47.; ‘L .411 IbA5 a;
’A 4.-ch 14:) ()A L \)64 IA) Us) ; Li's:

JLuaeut--Fiauuci:l

' ' J- \ . . : .—(- _.l :. ¢r ,..
xigvl No CU‘O 3111‘»bL:\3 CALM, ULULI

 

 

A Jo .L Augddrity 01‘ em i:1cerin__;

e rvpe of pay
_):.Ll' ui‘lf‘: STILLGIItS
d than the all-

r uiuedt 8 just
yell Of; Ii1;n"ia;ly as 128 CO-
Ogerativc -tmtfinlb. In angitiun

to tqiu no L 00-0; ruuive collegcs
run on p=e five Jc~r u;sis ia-
‘uttdf fOLU‘:.JM Ix;;3 ljrijhCfls

‘
,4

LiLU‘JL 5. L)

258

u)

J
the Lin: L; cue 3.;r nab Lac co-
0 '.tllc ppugeg‘ gu-L gut it
'bch-; ;n;..r3 ~QJ1..Lu;h-134Hiccu

Ui_~.)l-1J.;J AL CALL ilLli‘L'LCllil Inner/«31’1-

m'.'_ .-'. '- .
;¢;u.x:. .:‘Lb .;oL..t .1; V814; L41-

; 1.) idlikly 0

AL ch 3T8:
sudxs t.pt s c
iufieUiLLClJ ;.L3r .IJUu.LLu u
for L.e 1cct ;;; :;;,, pat Luere
is no L bis cf szflzr
e;& l fJotin; 0; our
at Liieu 250; axd tni
{I J t;

0):)?”

' I
LG CU'l‘u' L 4 rec.

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'1‘)—') L‘ Jl‘lr'? e '. (1L-I‘.)ll 3 R51 LV'U (1--'-~J"JILAQL‘¢r(.: -‘rllwb [Ill-"J.

 

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it’t'lLlil .80 L. 1.19.3 'LJ .' J: L) 'I' 1 4b.- a .‘_'x ) -.(S...'n'.1'.l I 0.11.} UQ‘JV.‘LC u‘
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For co-o;crn;lve ezucwtiun

 

benefits of these th;ngs gnu
therefuie gain fr0m the results
of engineeriné duUCtLiOd.

The co-o.-1aqive engineering
5raduate seens to fill a spot

in inauSLrial OFJaHiZULiJHS
which was uifficult to fill by
graeuates from the ail-restdent
colleges. Inuustry has founi it
much more difficult to obtain
comuetent tersonnel for the
oeeration of plants than it has
Comgetent designers. The co-
operative engineering work
furnishes the pesiraile bacggrouni

for the executive molk.
Ijisadvenpal,::
Against co-oacrative ei c Lien

 

 

In most initances the lenéth of
the cou“se is increaseu thus the
time at thich the etuu,nt enters
groauctive eugluymtnt is deferred.

As a general rule the t01k offer-
ed in a co-oge‘ative course (uue
to the characteristics or the
program) must be highly concen-
trated, a large: class room load
Kust Le plrceu on the student.
The ci e ‘V:*t1 n of the curric-
ulum eliminates to a certain
extent non-technical courses thich
many fczl are of great Value to
the student.

figuinst co-ocarntive eiucxticn
... ~J—-.—

.-.- r~~--—.—r—-——

 

‘uill this training not wene the
stuuent less coheetent on the strict-
ly technical sins of his work?

to the Student

 

For to—o;.1ative euuc'tien
Tn- student on t.e Other hand 3T0-

uuces and earns enough th;le he is
in college to mor; than effset

any uisaquutaUe of Ceferree brun-
uetion. HOLUVGT, the length of

the co-ogeretive course is no
longer than the all-resiuent course
in nan; colleges.

These objections occur onl; with
the way some of the co-ooerative
institutions are coniucted not

all of them. These objections can
be overcone by the QTUcCr henullng
of the plan as easily as in the
all—rwsieewt courses.

 

Breaks in class work due to oer-
iodit instructi.n are ery un-
desir"le :or oro;er etuCetional

results thich are best reiched
through continuity of the surn-
ing grocess. The loss of the
StUant'S time due to Lhu inter-
ruption in instruction is un-
desirable in th-t he must adyust
himself chem to his studies each
time he returns from nis york in
the slant.

The co-ogerative glen d-es not
lend itself readily to oertici-
,ation i1 college activities
which are a Very im;ortent onuse
of college life. Many desirable
activities cannot he maintained
at ell.

The student nay com: to think
entirely of ceunerciol success
and forget cultural interests.

The co-oserative olun beln§ run
on the eleven LOHLh basis as it

is in most places gives the
stgdent very little time for
Vacations. At the best, the
longest vaCntion of the comulete
five year orobrnm vould afford
'the student who iives consider-
atle distance 831;}; but a. few
with his pr.re.;ts. The ex-
pense o: the trio mould in LOSt

days

of these cases be almost uro—
hititive consideriné the fet
days he mould have at hone. This

is an objection which is mude by
teth students and serents.

or co-oioretive sauerpien

IN

 

 

Th se stetehents ere incorrect
as LTHY terchvrs of t.e co-
operative glen tiil t stiiy. They
sexy that the break. in teeciung
affords a rest eeriod for the
student and he returns to his
school tork vith new vigor and
greater efficiency.

With the prooer administrative
arrangements athletics Lay be
carried on without interference.
The stu ent's Contacts outside

vthe college are broadening sche-

tiges even to a greater extent
than those in the ordinary
0011358.

herely pessitle.

This till eff ct but a smell nunoer
of students due to the fact that
statistics show that all enéineering
colleées era; their students from

a comgaretively smell reoius.
Students sari» sly affected by this
ghose of the clan nued not enroll

in it.

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....--

 

———.~

One criticism of strictly tech-
nical schools is that their
students do not have the oooort-
unity to wane contacts with
fellow students in other than
technical c'urses. The co-
ogerative plan still farther
emohasizes this deficiency. Luch
of the o gtrtunity for the
sevelopnent of the student's
sociel life is missing. The
sociel contacts made are con-
sidered as one of the most
important benefits derived from
college.

There is a ledger that the co-
operative glen nay e;ercise
much gaternel control of the
student. He m;y not be on his
own rCSources enoudh to be tell
oreiereu for the outside torld

n: V . :
its." Q'rajuutlon.

too

P

03

Disadvantages to the College and the Faculty

1st Co-ogeretive t;ucsti U
One of the things
fere with the success of the glen
is that of the emtloyment of
students being interfered with
during qerio s of depression.

There is seldom a choice on that
kind of a doe the student is

,laced on as the exploying con-
cern dominates thut. Thus the

coll 5e is not able to select
these Jobs providing the best
exeerience.

which hey inter-

For CO‘UJOTLLLVB fluuc-tion

 

Co-ogerative students enter just
as fully into college life other
than class room were as do all-
resident Students. In e.dition
to this they have very valuable
contacts titnin industry thich
assists e 5re t deal in develOg-
ing social poise.

7’? ‘,.

inis should not be tno case and
if it has ens it should be guard-
ed acuiist. one adventaée of the
glen is that the students are
seoeratsd from the sugervision

of the in ulty oeriodiCally and
au‘; glaced iii industry'vjiere he
soon finds thzt success degends
entirely uoon his own initiative.

eutht‘J‘Ll‘L ll

“t ,- . ..,.L'
For co—ogéiative

 

The co-oucrative glen has teethnred
such deireesiois.

These difficulties may be set by
the 0011658. Under prooer urgen-
izaticn, industrial exocrience may
be made suboriinate to educational
sins.

Against co-ooerstixg educat on

 

 

A sgecial grou; of co-oroinators
must be employed to handle
successfully the tern of the
co-ooerntive systen. Toese men
in addition to the regular staff
create additional expenses.

dey administrative difficulties
are caused by this glen.

In schools there there are all-
resident students as well as
co-oyerative students, it is
difficult to correlate instr-
uction as sometimes engineering
students are enrolled in sons of
the sections along titn the all-
-reoid3nt students in such courses

‘1.

l“ I.“ vv‘...‘ 1 - 1: f ; W
as L!.8;-lutlJ, Dili-:J.Lbh, '..L‘a.

It is imgossible under the co-
oeerative System to arrange
teacher's vacati3;s for other
than very short oeriods and

thuse at thdtever time is nest
convenient in the program.

Disadvantages to

Aai 131"

J
_._L -—

 

co-oiorutive education

The cc-onerotive students is a
liability to industry, actually
costing industry money during
his period in industry.

If a large number of colleges
adooted the plan it would be
ingossible for industry to

For co-oéerative eduCation

 

The engloyment of a fgw co-
ordinators is here than offset
by the additional nunbor of
students acconodated. If the
plan ho» nerit, aifficulties in
administration are one of the
minor considerotions.

In such cases these subyects may
be handled under the engineering
department hitn a different
faculty. If this is not uractical
the alternation of students in
school and in industry nay be out
on the semester or term basis and
in this may avoid conflict in

in scheduling students in sections
with all-resident students.

This criticism agolies only to
the may the plan is conducted in
certain iistitutions. The situation

may be remedied under groger eladning.

Industry

 

For co—oggrative education

Even though the student does not
at all LngS earn the mafia: said
him, the plan allo s enologers to
obtain graduates better &U&Jbud
to their organization and there-
fore they are 3 ad to bet co-
Opurative students.

Anorexim tely seventeen million
oersons are e gloyed by American
industries and cowgired with this

K ‘7
~ a -
‘ J

A ainst co-operative educution

‘—

absorb all th: students uithout
seriously affecting its
efficiency.

Some employers of the corgor-
ation employing co-ooerative
students sometimes obyect.

Those objectin; tre forenen and
superintendents, due to the fact
that tney must break in new
groups of students at regular
intervals and tnis decreases the
efficiency and upsets routine.

In some lines of work continuity
of work and the continuous
attention of the workman is
essential. In these cases it
would be lkuOuSlblG to have two
students alternate on the job.
Thus on Jobs uhere Lhey vould
obtain a tealth of eigerience

it is inoossible to use them.

For co—oyoritive education

the nu ber of co-ooorative en-
gineeriné students is insigni-
flCU'flt o

Uh lo this may be true then the
system is first started tnose
men till learn to addust them-
selves to the olan and soon they
have no ob4cctions to it.

This applies to such a limited
field of work that this con-
dition is not at all serious.
When all such cases are sub-
tracted there are still angle
positions in thich the student
can get nearly all kind; of Work
and valuable ex erience.

on the follomins o:‘-s er: give!

5 I. C)

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hy the comgletencss cf the above york schedule me
have uttemgted to snow hum a well planned work schedule of a plant
employing co-operetive students can be a 5r»ut aid in giviné the

student a broad engine2ring educ ti n. It shows the cerrelation of

many subjects.

H A P T 3 R XIII

C}

One of the great engineers of toasy, C.F.Ketterinb,
Vice Pr sident of the ngerel Meters Corqsrstion bases the folio;-
ing state ents, which we take the liberty to use as the closing
words of this eiscussion. "Exoerience, upon which so great a stere
is set in our practical affairs is, after all the result or hard

!

knoc.s which teaches us the relation of things one in le;rning
relationships we develoe good judgment. Even in our engineering
schools the torn tith hoons often loses touch vith the er uticzl
agpliCetion.. It is m rely trssition and the Lows anon it. Had
the te chers trainin3 the Jeuth of the country, 1 s;seJ to cer-
rel ts one study with oth2rs, add bring all tcbet er in ordinary
life, they vouli find their ;rm sates sliggin‘ Cr—cefully igto

kJ

the cuximngt end SMliL.h15 slxhrdzsure easilj agitn it."

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