A course of trade instruction, as the writer would organize it, would consist, first, in the teaching of the apprentice the use of the tools of his trade, the nature of its materials, and the construction and operation of the machinery employed in its prosecution. He would next be taught how to shape the simpler geometrical forms in the materials of his trade, getting out a straight prism, a cylinder, a pyramid, or a sphere, of such size and form as may be convenient; getting lines and planes at right angles, or working to miter; practicing the working of his "job" to definite size, and to the forms given by drawings, which drawings should be made by the apprentice himself. When he is able to do good work of this kind, he should attempt larger work, and the construction of parts of structures involving exact fitting and special manipulations. The course, finally, should conclude with exercises in the construction and erection of complete structures and in the making of peculiar details, such as are regarded by the average workman as remarkable "tours de force." The trade school usually gives instruction in the common school branches of education, and especially in drawing, free-hand and mechanical, carrying them as far as the successful prosecution of the trade requires.

The higher mathematics, and advanced courses in physics and chemistry, always taught in schools of engineering, are not taught in the trade school, as a rule; although introduced into those larger schools of this class in which the aim is to train managers and proprietors, as well as workmen. This is done in many European schools.

As is seen above, the course of instruction in mechanical engineering includes some trade education. The engineer is dependent upon the machinist, the founder, the patternmaker, and other workers at the trades, for the proper construction of the machinery and structures designed by him. He is himself, in so far as he is an engineer, a designer of constructions, not a constructor. He often combines, however, the functions of the engineer, the builder, the manufacturer, and the dealer, in his own person. No man can carry on, successfully, any business in which he is not at home in every detail, and in which he cannot instruct every subordinate, and cannot show every person employed by him precisely what is wanted, and how the desired result can be best attained. The engineer must, therefore, learn, as soon and as thoroughly as possible, enough of the details of every art and trade, subsidiary to his own department of engineering, to enable him to direct, with intelligence and confidence, every operation that contributes to the success of his work. The school of engineering should therefore be so organized that the young engineer may be taught the elements of every trade which is likely to find important application in his professional work.

It cannot be expected that time can be given him to make himself an expert workman, or to acquire the special knowledge of details and the thousand and one useful devices which are an important part of the stock in trade of the skilled workman; but he may very quickly learn enough to facilitate his own work greatly, and to enable him to learn still more, with rapidity and ease, during his later professional life. He must also, usually, learn the essential elements and principles of each of several trades, and must study their relations to his work, and the limitations of his methods of design and construction which they always, to a greater or less extent, cause by their own practical or economical limitations. He will find that his designs, his methods of construction, and of fitting up and erecting, must always be planned with an intelligent regard to the exigencies of the shop, as well as to the aspect of the commercial side of every operation. This extension of trade education for the engineer into several trades, instead of its restriction to a single trade, as is the case in the regular trade school, still further limits the range of his instruction in each.

With unusual talent for manipulation, he may acquire considerable knowledge of all the subsidiary trades in a wonderfully short space of time, if he is carefully handled by his instructors, who must evidently be experts, each in his own trade. Even the average man who goes into such schools, following his natural bent, may do well in the shop course, under good arrangements as to time and character of instruction. If a man has not a natural inclination for the business, and a natural aptitude for it, he will make a great mistake if he goes into such a school with the hope of doing creditable work, or of later attaining any desirable position in the profession.

The course of instruction, at the Stevens Institute of Technology, includes instruction in the trades to the extent above indicated. The original plan, as given below, included such a course of trade education for the engineer; but it was not at once introduced. The funds available from an endowment fund crippled by the levying of an enormous "succession tax" by the United States government and by the cost of needed apparatus and of unanticipated expenses, in buildings and in organization, were insufficient to permit the complete organization of this department. A few tools were gathered together; but skilled mechanics could not be employed to take up the work of instruction in the several courses. Little could therefore be done for several years in this direction. In 1875 the writer organized a "mechanical laboratory," with the purpose of attaining several very important objects: the prosecution of scientific research in the various departments of engineering work; the creation of an organization that should give students an opportunity to learn the methods of research most usefully employed in such investigations; the assistance of members of the profession, and business organizations in the attempt to solve such questions, involving scientific research, as are continually arising in the course of business; the employment of students who had done good work in their college course, when they so desire, in work of investigation with a view to giving them such knowledge of this peculiar line of work as should make them capable of directing such operations elsewhere; and finally, but not least important of all, to secure, by earning money in commercial work of this kind, the funds needed to carry on those departments of the course in engineering that had been, up to that time, less thoroughly organized than seemed desirable.