in the College be decried. The education of the engineering student is of necessity narrow. His study of nearly all the liberal arts curriculum at best is slight, and usually its meagreness is supplemented by the negligence with which he treats it. He skims it over as something that has nothing to do with the general plan of his course. It is so with literature, so with history, so with political economy, and so with languages. The last are, it is true, sometimes distantly respected as an aid to reading technical text-books that unfortunately have not been translated, but as a means of becoming acquainted with the great minds of other nations, almost never. Of almost all that which, down to the nineteenth century, constituted all the world's learning, the engineering student can perforce have but the merest smattering. Is all this to be regarded as trivial and useless to the true student? One is hardly ready to believe it.

One wonders, too, how this increase in the technical department will ultimately affect outside college interests. Can we expect a college grown technical to keep up the standard of its literary work, its newspaper, its magazine, and its debating? If the engineering department of Tufts is to continue its increase, it is time to stop and ask, Is it for the good of the college? Will it bring forth the best in the student?

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