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Engineering education developed very differently on the Continent and in the UK. On the Continent, engineering and technical sciences were set up in technical universities, while in the UK engineering departments were set up in multi-discipline universities. As a consequence, engineering education developed on the Continent as a more professionally oriented subject, while in the UK the emphasis was on engineering science. Perhaps because of their size and their more professional engineering-oriented courses the Continental technical universities have developed a much closer relationship with industry. In Germany, the Herr Professor is also likely to be a Herr Director and there are many visiting industrial professors, who will spend a day a week in the University. In France much of the lecturing is provided by staff from the appropriate industries. There is nothing similar in UK engineering departments.

The question is what is to be done about engineering education in the UK? In the opinion of Britain’s specialists, 70 to 80 engineering faculties in English universities and polytechnics should be condensed down into 20 or so major technical universities. They should become more indus­trially-oriented.

Lastly, the objective of engineering education and training should be recognized. So what should be the objective of undergraduate education? It is to educate and train people to think and search out knowledge for themselves, and to have the self-assurance to apply it to the job in hand. Many of the courses are now much too intensive and students have too little time or encouragement, to read and think for themselves. The solution is to recognize that it is impossible to cover all the subjects which an engineer may find useful in a lifetime, and realize that if he has been correctly educated he can read up on subjects which he may need as he progresses in his career.

However, industry must recognize that a graduate will need training in the specific area in which he is working, and must also be prepared to encourage him to attend continuing education courses and/or seminars and conferences as appropriate. It is clear that there is to be much more interchange of staff between industry and higher education.

The education and training of engineers must be a partnership between industry and higher education, which extends from undergraduate education and training through to post-graduate short and long courses and research.

Chewing gum is usually associated with some thoughtless automatic process. Television has recently become like a chewing gum too.  For many years it has been considered the main source of information.  But in recent years it has turned out in some endless entertainment full of silly commercials and stupid soap operas.  Very often people can’t tell one film from another, or one TV show from another because they are so much alike.  For some people watching TV turned into the constant switching of the channels.  They fail to find what they like so they prefer to watch a little bit of everything which leads to total absence of any integral or useful information.  It is very hard to get a full picture of a film when every five minutes it is interrupted by commercials.  Permanent blinking of bright colours and a rapid change of images make people lose the sense of  what is shown.  In the end they just passively watch the programmes as if they were chewing a gum.  And when a programme becomes too boring, they just switch to another channel.  And the next day people just take a new fresh chewing gum and chew it till it becomes tasteless and then they spit it out ruthlessly. Don’t you think watching TV is the same?   

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Нэнси и Майкл вошли в комнату Робина. Робин лежит в постели. Он болен и слаб, и Нэнси и Майклу жаль его. Они хотят Робин широко улыбается им .

— Я знаю, почему вы здесь, — говорит им Робин. — Вы собираетесь найти дедушкину шкатулку с секретом.

— Да. Мы думаем, что сможем тебе в ближайшее время.

— Надеюсь, мы будем  вместе играть в футбол и делать много других вещей,  — говорит Майкл.

— О, хорошо, — отвечает Робин найдите эту шкатулку.

— Найдём, — Майкл и Нэнси возвращаются в гостиную. Их ожидает мистер Холл, дедушка Робина.

— Дядя Бен, — говорит Нэнси, — мы не совсем понимаем. Вы написали мне, но как шкатулка с секретом может Робину?  

— Вы видите, Робин очень болен. Операция будет очень дорогой. У нас не так много денег. Шкатулка очень важна для нас. Это единственный получить деньги. Это шкатулка с секретом. Никто не может открыть её. Она уже очень давно у нашей семьи. Мой отец рассказал мне, как её открыть.

— Но как шкатулка В ней есть деньги? — спрашивает Майкл.

— Ах, — говорит мистер Холл. — Это тоже секрет. Вы найдёте шкатулку для меня?

— Найдём. Но где она?

— Не знаю. Может быть, она сейчас у одного из наших родственников.

— Но как вы собираетесь выяснить, где находится шкатулка?

— Я позвоню Кэрол. Она живет в Бостоне. Она может знать что-то о шкатулке. Я позвоню ей и скажу, что вы приезжаете.