Accounting has been offered in some form to students in engineering schools for at least twenty years. It is only recently, however, that serious consideration has been given to this subject as an integral part of the required curriculum. The fact that engineers were entering positions of administrative responsibility in which their technical training was not directly applied, brought to the attention of engineering faculties the need for some adjustment in their established curricula. The collegiate Schools of Business started their phenomenal growth about the same time as the movement for industrial management in engineering and largely for the same reason. The first call for business training came from concerns that needed trained accountants and cost analysts. Somewhat later, the schools of business began to give more attention to the fields of marketing and finance which at present occupy a considerable part of their attention. The accounting courses in engineering should be a part of a management training program fitted into an adjustment of the curriculum of the existing courses in mechanical, electrical, civil and chemical engineering.

In many of the institutions it has been necessary to increase the size of classes in accounting in order to meet the increased demand for this type of instruction. The number of students enrolled has increased much more rapidly, than the growth in the faculty personnel. This situation has brought some very difficult problems of teaching technique. The "Accounting Exchange," having as its purpose the presentation and discussion of teaching methods and material, has been turned over to a newly-formed committee appointed by President Rosenkampff. The limitation of adequate reading assistance for one thing has hindered the conscientious instructor in the grading of student papers. Furthermore, the many deviations from predetermined solutions, various interpretations of problem statements and the wide divergence in speed capacities of students working under examination conditions, all add to the difficulties of equitably grading the results attained by the typical questions and problem method. An attempt is being made this year at the University of Minnesota to adapt the objective type of examination to the large elementary courses in accounting.