Volume Fourteen 
 
 Number One 
 
 SCHOOL OF MINES 
 AND METALLURGY 
 
 UNIVERSITY of MISSOURI 
 
 BULLETIN 
 
 JANUARY, 1922 
 
 General Series 
 
 A SYMPOSIUM ON MINING AND 
 METALLURGICAL EDUCATION 
 
 ROLLA, MISSOURI 
 
 Entered as Second-Class Matter January 7, 1911, at Post-Office 
 at Holla, Missouri, under the Aet of July 18, 1894. Issued Quarterly 
 
SCHOOL of MINES 
 and METALLURGY 
 
 UNIVERSITY of MISSOURI 
 MINING AND METALLURGICAL EDUCATION 
 
 A Collection of Papers on the Subject, in- 
 cluding the Discussion Presented at the 
 Meeting of the Committee on Education and 
 Public Service of the American Mining 
 Congress, Chicago, October, IQ21. 
 
 Edited by 
 Charles H. Fulton 
 
 A LIST OF ARTICLES ON ENGINEERING 
 EDUCATION 
 
 By 
 Mrs. H. O. Norvillk, Librarian 
 
 ROLLA, MISSOURI 
 1922 
 
COMMITTEE ON PUBLICATIONS. 
 
 WILLIAM DEGARMO TURNER Professor of Chemistry 
 
 MRS. HOWARD 0. NORVILLE Librarian 
 
 OSCAR ADAM HENNING Instructor in German 
 
 PIERRE CELESTIN CAMBIAIRE Instructor in Spanish 
 
 and French. 
 
 13) 
 
TABLE OF CONTENTS. 
 
 Page. 
 
 The education of a mining engineer — T. A. Rickard 7 
 
 Symposium on mining education 19 
 
 Papers and informal discussions at the meeting of the 
 American Mining Congress, October, 1921, in re- 
 sponse to a questionnaire sent out by the Committee 
 on Education and Public Service. 
 Can an efficient course in mining be given in four years? 
 
 Robert Peele 57 
 
 Training in college for the practice of metallurgy — Ernest 
 
 A. Hersam 65 
 
 Remarks on technical education. — Albert Sauveur 81 
 
 Mining and metallurgical education. — F. A. Wildes 83 
 
 Remarks on mining education. — D. J. Demorest 86 
 
 Notes on the subject of mining and metallurgical educa- 
 tion. — G. Chester Brown 88 
 
 List of references on engineering education. — Mrs. H. O. 
 
 Norville 89 
 
 (5) 
 
BULLETIN 
 
 OF THE 
 
 School of Mines and Metallurgy 
 
 UNIVERSITY OF MISSOURI 
 
 GENERAL SERIES 
 
 VOL. 14 JANUARY, 1922. NO. 1 
 
 SYMPOSIUM ON ENGINEERING EDUCATION. 
 
 The Education of a Mining Engineer. * 
 
 By T. A. Rickard. 
 
 When starting a discussion it is well to begin by defining the 
 terms to be used. What is a mining engineer? The word 'mine' 
 comes from the Latin mina, an excavation underground for destroy- 
 ing a fortification; later it meant a hole in Avhich an explosive was 
 placed for a belligerent purpose. Thus we have the word 'under- 
 mine.' Hamlet says: 
 
 "But I will delve one yard below their mines, 
 And blow them at the moon." 
 
 Tho original meaning of the word 'mine' survives in 'menace,' a 
 threat, and in 'minatory,' a synonym for 'threatening.' The word 
 'engineer' likewise comes to us from the technology of the Roman 
 soldier, for it is derived from ingcnium, a military device, a war- 
 engine, a battering ram. The derivation is more evident in the 
 French spelling, ingenieur. The idea of inventiveness survives in 
 the word 'ingenious,' and it fits the engineer, who is skillful in 
 originating. The military connotation of the two words 'mining' 
 and 'engineer' was revived during the recent war, when our pro- 
 fessional friends and kinsmen came from the Yukon and California, 
 from New Zealand and Missouri, from the remotest corners of the 
 earth, to join in fighting in behalf of the great cause. One member 
 of our profession, Ralph S. G. Stokes, who in the first week of the 
 war, went from New York to London to enlist as a private in the 
 British regiment of Royal Engineers and rose by force of merit to 
 the rank of Lieutenant-Colonel, served as 'Controller of Mines' 
 
 ♦Address delivered on the occasion of tho Semi-Contenary of the School 
 of Mines, Novembers, 1021. 
 
 (7) 
 
8 MISSOURI SCHOOL OF MINES 
 
 in Flanders; he supervised the preparations for the tremendous 
 'blow,' or explosion, at Messines on June 6, 1916. That was a 
 truly great 'mine' in the original sense of the word. 
 
 You will recall Mark Twain's definition of a mine as "a hole 
 in the ground owned by a liar." The definition is amusing; but 
 many an un.true word is said in jest; the liar is not the honest 
 prospector of whom we think as the owner of a young mine, but 
 a much less responsible person, the promoter, whose regard for 
 truth is so great that he rarely uses it, the so-called fiscal agent 
 who converts an honest excavation into a purring 'wild-cat,' with 
 claws — and whiskers! I insist that the mining engineer is con- 
 nected with a legitimate form of industry, the main purpose of 
 which is to make money by winning the valuable metals and 
 minerals from their rocky matrix within the crust of the earth. 
 The object of mining is not — as is supposed by some — to spoil the 
 scenery of the beautiful parts of the earth or to afford employment 
 to the sons and nephews of the favored few. Nor is it the primary 
 purpose of mining to obtain cross-sections for the elucidation of 
 geologic problems or to gather data concerning the increment of 
 temperature in depth. No; the motive of mining is neither aca- 
 demic nor altruistic; it is, in plain English, to make money, honestly, 
 by producing the metals and minerals essential to the very existence 
 of our material civilization. Engineering has been defined as "the 
 art of directing the great forces of Nature for the use and con- 
 venience of man." That is the motto of the Institution of Civil 
 Engineers in England. On the United Engineering Societies 
 building in New York it is written: "Engineering, the art of 
 organizing and directing men, and controlling the forces and 
 materials of nature for the benefit of the human race." This is 
 idealistic, and not wholly true, for the art of engineering is applied 
 usually not with benevolent purpose but for honorable gain — to 
 the engineer himself, to his employer, to the community, but 
 rarely for the express benefit of the human race. That is too large 
 an order. Again, it does not seem to me correct to define engineering 
 as "the art of organizing and directing men." That is pre- 
 eminently the art of the politician! A man can be a great engineer 
 without ever taking charge of the men that do the work of con- 
 struction. He is better for the experience, but it is not essential 
 to his art. However, when we do think of mining engineering as 
 used for the benefit of mankind, we think of Herbert C. Hoover, 
 who applied his experience as a manager of mines to a great 
 humanitarian task. He fed ten millions of Belgians and French 
 at a total administrative expenditure of less than half of 1 % — to be 
 exact, 0.42% — of the cost of the entire operation. That reminds 
 me of a story. 
 
 Several years ago Mr. Hoover was crossing the Atlantic and 
 happened to sit at table next to a British gentlewoman of the 
 
MINING AND METALLURGICAL EDUCATION 9 
 
 early Victorian type. After passing the salt and offering the 
 Worcester sauce once or twice, he became acquainted with her as 
 one does aboard ship. He told her of his travels in China and 
 Mexico, in Australia and Burma, and she found the young man 
 both agreeable and interesting. Near the end of the voyage, by 
 which time they had become pleasantly acquainted, she asked 
 him, "What are you, Mr. Hoover?" He answered, "An engineer." 
 "Oh!" she exclaimed, "I thought you were a gentleman!" She 
 thought an engineer was an engine-driver; and probably to her a 
 gentleman meant a person without visible means of support. If 
 she lived to the time of the Great War and read of Mr. Hoover's 
 achievements as dispenser of nutrition in Europe and as Food 
 Administrator in the United States, she may, in her quiet home in 
 rural England, have awakened to the fact that an 'engineer' may 
 be several kinds of a man, and sometimes, as Shakespeare says, 
 "he is a proper man's picture." 
 
 Well, what is a mining engineer? I know of only one defini- 
 tion that is sufficiently comprehensive: he is a man that does the 
 work of a mining engineer, namely, the management of mines, the 
 examination and appraisal of them, the work of surveying under- 
 ground, the planning and devising of ways and means for winning 
 ore. A degree from a University or a School of Mines does not 
 make a mining engineer; the degree merely certifies to an adequate 
 scholastic preparation for the work. Many graduates from mining 
 schools have never practiced the profession for which they were 
 prepared; they have become brokers or druggists, for example. 
 On the other hand, sundry brokers and druggists have dropped 
 their original vocations and learned enough of the art of mining 
 to examine mines, to appraise them, and even to manage them. 
 When they did that they were mining engineers — some of them 
 may not have been the best of their kind, but they earned the 
 designation by doing the work. I am reminded of the New York 
 City boy who was on a summer excursion in the country and asked 
 the teacher, "What kind of a 'boid' is that?" You know that the 
 boys from the East Side say 'thoity-thoid' for 33rd, 'foist' for first, 
 and 'boid' for bird. So this boy asked, "What kind of a 'boid' is 
 that?" The teacher said, "That is not a 'boid', it is a bird." "But," 
 replied the boy, "it makes a noise like a 'boid.' " It did. So a man 
 that makes a noise like a mining engineer — talks like one, does his 
 work like one — is a mining engineer, whether he be duly certified 
 or not. In some States he must be licensed, and if he can show a 
 diploma it is easier for him to obtain a license — for example, a 
 shorter period of apprenticeship is required — but otherwise he has 
 the same chance as his friends — for they are friends — whom we 
 may term 'diplomatic' because they have diplomas. It is well 
 that this should be so, for our American ideal is the equality of 
 opportunity; we recognize no privileged class, even of scholars; 
 
10 MISSOURI SCHOOL OF MINES 
 
 it would be unfair to debar any young man from reaping the 
 reward of the training that is acquired in irregular ways, by night 
 study, by association with helpful seniors, by reading, observing, 
 and experiencing the things requisite to the development of capac- 
 ity as a professional man. Several honored members of our 
 profession entered it by the side-door — not the back. One dis- 
 tinguished veteran was a carpenter and the son of a carpenter, 
 with none of the advantages typified by such an institution as the 
 Missouri School of Mines. Another began life as a sailor; a third, 
 as an accountant; a fourth, as a botanist. I am speaking of men 
 now acknowledged to be in the first rank. Many, of course, began 
 life as laborers in mines and mills; starting to do manual work when 
 their more fortunate comrades of the future were still at school. 
 The chief difference between them and the 'regulars' — those who 
 underwent the conventional training — is that they acquired their 
 knowledge more slowly, more laboriously, and they reached posi- 
 tions of emolument comparatively late in life. The chief purpose 
 of school or college is to learn how to learn. The preparatory 
 school to which I went has for its motto: " Non scholae sed vitae 
 discimus." "We learn not for school but for life." It is perfectly 
 logical, for example, when licensing a man as an engineer or ad- 
 mitting him to membership in a professional society, to require, 
 as a qualification, more years of responsible service from a non- 
 graduate than from a graduate, because an unschooled mind' is 
 slower to apprehend than one that has been trained. 
 
 Here we come to the definition of education. Education is 
 the process of educating; the word is derived from the Latin e, out, 
 and ducere, to lead; it means the leading out or bringing forth of 
 the innate powers of an individual; it means the bringing up or 
 rearing of a child; and it applies to the children of a larger growth, 
 to us all, whose education continues throughout life, until our 
 mental faculties become atrophied. 'Live' and 'learn' are con- 
 joined advisedly, for when we cease to learn we may as well die. 
 It is said that John Richard Green, the historian, asked that his 
 epitaph might be, "He died learning." 
 
 So we have considered the meaning of the terms used in our 
 subject, the education of a mining engineer. It means the proper 
 training of the young man who intends to do the special work 
 that is required in connection with mining. Mining is an art, 
 or a skillful method of doing things; to it the various sciences are 
 applied with a view to improving the method. So we learn mathe- 
 matics, mechanics, physics, mineralogy, and geology; the knowl- 
 edge obtained is less important to us than the manner in which 
 it is obtained, for what we learn in a school or a college is of small 
 consequence, and soon forgotten, as compared with the training 
 of our mental faculties so that we may be able to think clearly, 
 observe accurately, and state truthfully. This we cannot do unless 
 
MINING AND METALLURGICAL EDUCATION 11 
 
 we use our language properly, for truthfulness of statement depends 
 upon the proper use of the words that are the symbols of thought. 
 Therefore we engineers should learn how to speak and write — 
 particularly to write — intelligently and intelligibly. Of all the 
 instruments of precision used by a mining engineer the one that 
 he uses most is his own language — the language that came from the 
 old country, from Chaucer and Spenser, from Steele and Addison, 
 from Shakespeare and Milton. It is a beautiful language and a 
 flexible instrument of expression. Our mining engineers are well 
 grounded in the various 'ologies;' they have been well drilled in 
 the requisite number of sciences; but they do not appear to see 
 the prime necessity of acquiring the one accomplishment without 
 which the others may prove ineffectual. I shall speak plainly. 
 
 During recent years public attention has been drawn to the 
 need of teaching English, more particularly to those who are under- 
 going training for an engineering career, because it has become 
 recognized that our profession is sadly lacking in the ability to 
 speak and write effectively. We — you and I — may be especially 
 critical of this defect because we know that is necessary to use 
 the language correctly in describing or discussing technical opera- 
 tions and ideas; but defective English is common to our American 
 youth generally — boys and girls alike. Much has been said on 
 the subject and many are the causes to which these shortcomings 
 are ascribed. I venture to be frank with you in stating that one 
 cause is our democratic way of living. Do not mistake me; I am 
 keenly in sympathy with the democratic idea; I believe it to be 
 the best stimulus for the further progress of our civilization, and 
 I believe that the destiny of our country is to develop the idea of 
 democracy for the benefit not only of ourselves but of the world 
 at large. If we are intellectually honest, however, we must recog- 
 nize the fact that democracy levels down as well as up. For 
 example, you and I, the audience and the speaker, belong to the 
 professional class, a class that is differentiated not by wealth but 
 by education, by the possession and use of brains that have been 
 trained for our several vocations. Our children go to the public 
 schools, which follow the democratic custom of allowing all chil- 
 dren, of whatever class, to share the same instruction. I use the 
 word 'class' as the equivalent of 'type,' not to signify any recognized 
 social stratification as in Europe. Our children at school sit side 
 by side with others that come from homes where defective English 
 is spoken, from the homes of aliens who have not learned to speak 
 our language properly, from the homes of those of our own native 
 stock who did not go to school in their youth or who for other 
 reasons are illiterate. The children sit together and they play 
 together, in good democratic fashion; they acquire the same habits 
 of speech; the young negro, the young Japanese, the young Italian, 
 the grocer's boy, the hod-carrier's son, the laborer's girl, the par- 
 
12 MISSOURI SCHOOL OF MINES 
 
 son's son, the professor's daughter, all sympathetically and natur- 
 ally acquire the same kind of language. The result is that those 
 who speak it badly learn to speak it less badly, whereas those who 
 speak it well, learn to speak it less well. That is why the children 
 of our professional men do not speak as well as their similars in 
 England, whereas the children of the laborer, the hod-carrier, the 
 plumber, and the grocer speak and write much better than their 
 similars in the old country. There the sons of professional men 
 go to school with the sons of other professional men — to schools 
 that resemble our private schools— where they do not associate 
 with those reared in illiteracy. The effect is to perpetuate a social 
 distinction; to make good speech a mark of class. We obliterate the 
 class distinction, we sacrifice the facility for acquiring correct 
 speech to the supreme ideal of our democracy, namely, an equality 
 of opportunity. I do not cavil at it; it is worth while, but we 
 must recognize the penalty — a small one relatively — that we pay 
 for the sake of our ideal. 
 
 Next comes the question, should we continue this system of 
 education in common although it have a result prejudicial to a 
 part of the community? Speaking broadly it seems to me that 
 we should continue to sacrifice the literacy of a few for the sake of 
 educating the many, and that a division of our children according 
 to class or vocation would be a step backward; but we can remedy 
 the obvious consequence by insisting upon more and better teach- 
 ing of English in our schools and universities. For example, our 
 mining schools should make it a part of their duty to improve the 
 speech and writing of their students by maintaining a class in 
 English at least for the freshmen, as most of them do already, and 
 by requiring a good standard of writing throughout the successive 
 years spent in technical education. An examination paper in 
 mechanics or mineralogy, in physics or geology, should be required 
 to reach a standard not only in the knowledge of the science but 
 also in the art of expression. It may be said that it is no part of 
 the duty of a School of Mines to teach English, which should have 
 been taught to the student in the high-school. The answer is 
 that we face a condition, not a theory; and if the students come 
 insufficiently trained in a matter so important as the use of their 
 language, it is only fair and wise to give them the necessary train- 
 ing before it may be too late. I note that in this School of Mines 
 three hours per week during the first and second years are allotted 
 to English; in this respect you set a good example. 
 
 Next I shall refer to another cause of poor speech and bad 
 writing. Many of our young men seem to think it democratic and 
 American to talk in a slovenly way; and the habit, I think, affects 
 their writing. When college graduates start to work at the mines 
 they desire to seem "practical" as soon as possible, and in order to 
 be friendly with the workmen they are deliberately careless in their 
 
MINING AND METALLURGICAL EDUCATION 13 
 
 speech, avoiding nicety of expression as if it were effeminate. Some, 
 I am sorry to say, appear to think it necessary to imitate the 
 "mucker" and acquire methods of speech common to illiterate 
 workmen, as if it were manly, as if in protest against the highbrow 
 or academic cult. In consequence, many young fellows from 
 homes of refinement, the sons of well educated parents, the grad- 
 uates of great colleges, the pupils of distinguished scholars, talk 
 and write deplorably. It is a huge blunder to suppose that such 
 a failing is either democratic or American. To be either one or 
 the other it is not necessary to be unseemly in manner or uncouth 
 in speech; on the contrary, I say with confidence that a young 
 American democrat should aim to be as courteous in manner, as 
 decent in bearing, and as correct in speech as any aristocrat of the 
 old world, but he should be just 15% more intelligent. It is in- 
 telligence that classifies men in a democracy. The greatest demo- 
 crat of all, Abraham Lincoln, did not think it improper to speak 
 and write carefully. In his public utterances, spoken or written, 
 he endeavored to use good English; indeed, he developed a skill 
 that made his speeches and writings models of classic excellence. 
 It remains a perpetual miracle that a man with so few educational 
 advantages should have acquired such a mastery of the language 
 that the best of his utterances are unexcelled in the literature of 
 our race. The Gettysburg speech and the Second Inaugural ad- 
 dress are, and will remain forever, models of exquisite diction and 
 consummate oratory. How did Lincoln acquire this remarkable 
 skill? First, he had few books to read, but they were of the best: 
 the Bible, "Pilgrim's Progress," Shakespeare, Aesop's "Fables," and 
 Blackstone. His mind sought good company. He walked miles 
 to borrow a book on grammar and he gave his spare time to it 
 while tending the village store. I like to think of young Lincoln 
 lying at full length on the counter of Greene's store at New Salem, 
 his head propped on a pile of calico prints, while he read "Kirk- 
 ham's Grammar," or sitting in the shade of a tree while he studied 
 Blackstone's "Commentaries," which he found among some dis- 
 carded papers at the bottom of a barrel. He did not have to read 
 the yellow press of today or even the dialect stories in our current 
 magazines; so he escaped the contagion of jargon. His Gettys- 
 burg speech contains only three words not in the Bible; they are 
 "continent," "proposition," and "civil," but all three are to be found 
 i n Shakespeare. He drank freely at that well of English undefiled, 
 the King James version of the Bible. The language of the Bible 
 and of Shakespeare is the best part of our familiar speech. Here 
 1 may mention that now no student at Harvard can receive his 
 degree without passing an examination in the Bible; indeed, the 
 authorities at Cambridge rank the Bible and Shakespeare as "two 
 works of literature without which an adequate appreciation of 
 English letters is impossible." This rule is not prompted by 
 
14 MISSOURI SCHOOL OF MINES 
 
 devotional or religious motives, but by the same cultural con- 
 siderations as caused Huxley to advocate the reading of the Bible 
 in the public schools of London. To good books Lincoln owed 
 much; but in part his astonishing skill was due to another cause, 
 only recently made known. He lived in an illiterate community 
 and among people who spoke badly; when listening to his associates 
 and hearing their yarns in the local store he noted their inability 
 to express themselves successfully; he thought about it, and made 
 the experiment of putting their sayings into more careful language; 
 he would go home and write down the story that had been told 
 clumsily and then proceed to put it into better words; that is, he 
 edited what his friends had said. Thus he gained skill in the- use 
 of speech; he realized that there was a technique of language and 
 he set himself to acquire it; and he did acquire the technique so 
 thoroughly that his words, warmed by his genius and glorified by 
 his spirit, will echo forever down the corridors of time. 
 
 So, gentlemen, no American can say that it. is undemocratic 
 to speak like a gentleman or to write like a scholar. On the con- 
 trary, we technical men, who have to deal with subjects requiring 
 precise presentation, should be particularly desirous of using the 
 instrument of expression with care. The difference between good 
 and bad writing is chiefly the difference between being careful and 
 being careless. It is not difficult if one desires to do so, to 
 learn to write respectably. To acquire the art of Lincoln, 
 of Ruskin, or of Stevenson there is needed more than care, 
 more than conscious effort; but ordinary skill, sufficient for 
 most of us, can be acquired by anyone willing to take pains. 
 Genius has been described as one part inspiration and nine 
 parts perspiration; we can be nine-tenths of a genius if we 
 have the capacity for working with sincerity of purpose. Only 
 recently I overheard a woman say to m her companion in a 
 suburban train: "I'd like to be able to write clearly without 
 stopping to think about it." She was one of many, of those who 
 would like to do a thing well without the trouble of thinking; but 
 it cannot be done in respect of anything to which thought is essen- 
 tial. However, she was not unlike some of my young friends in 
 the mining engineering profession who use the chisel of language 
 as if it were a screw-driver. It is astonishing how many graduates 
 from universities will write: "The data is sufficient," "the propa- 
 ganda are objectionable," "the agenda was printed." An Assistant 
 Principal in a School of Metallurgy wrote to me that he observed 
 "this same phenomena in other kinds of glass;" and, as if to show 
 that the error was not inadvertent, he repeated it twice. When I 
 wrote in a kindly way to warn him, he apologized, but intimated 
 that he was rather pleased with his skill in writing. How often 
 we read of proposals to tax "the necessities of life," as if being 
 subject to necessities were not sufficient cause for unhappiness 
 
MINING AND METALLURGICAL EDUCATION 15 
 
 without our being taxed on account of them. The tax is levied on 
 the "necessaries," the staple articles, not the necessities that they 
 satisfy. This use of the abstract instead of the concrete is charac- 
 teristic of the windy utterances of politicians. It reminds me of 
 the Babu — a half-educated Hindoo — who, when declining an in- 
 vitation on account of the death of his mother, wrote: "Regret 
 I cannot come, the hand that rocked the cradle has kicked the 
 bucket." 
 
 Well, I have said enough concerning one phase of the educa- 
 tion of mining engineers; if I say more you will charge me with 
 attempting to make journalists of them. After all, before one 
 writes one must have something to say. As to that, I doubt if 
 any men have more opportunities to gain information and to see 
 the world at large than the members of our profession. American 
 engineers have gone to the remotest corners of the globe, follow- 
 ing the lead of their British comrades. In South Africa and 
 Western Australia they have made their mark; in Canada and 
 South America they fill today many of the chief positions in the 
 management of famous mining enterprises. They have partici- 
 pated in the development of the principal mines of Siberia. Just 
 now the shrinkage of capital and the temporary abatement of the 
 spirit of mining adventure have restricted their activities abroad, 
 but the time is coming when they will be called again in large 
 numbers to foreign fields of activity. The reason they are wanted 
 is because they are efficient, particularly in their clear-headed 
 appreciation of the business side of mining, plus an intimate 
 acquaintance with the latest technology. The United States can 
 boast many excellent mining schools — that of Missouri is one — but 
 the reason why our men are effective is due to the larger fact that 
 the United States is a great mining country; indeed, it is a conti- 
 nental area in which are found many mining regions of diversified 
 character, yielding nearly every one of the metals and minerals re- 
 quired by our material civilization. We may be short of tin and anti- 
 mony; we may not possess deposits of chrome and manganese so 
 generous as those to be found elsewhere; but in a broad way our 
 country is exceptionally endowed with mineral resources. There- 
 fore it offers a post-graduate school of mining unsurpassed in the 
 world at any period of human history. 
 
 Another condition favorable to the development of eompetenl 
 mining engineers in the United States is the social status of our 
 profession. If one of you were to take a young Englishwoman 
 in to dinner and ask her what was her idea of a mining engineer, she 
 would say, probably: "A somewhat nomadic person connected 
 with queer doings on the Stock Exchange." An American girl 
 would reply differently; she would, I believe, intimate that the 
 mining engineer was a half-back with a scientific education, com- 
 petent to dig gold out of the ground and to manage men at least 
 
16 MISSOURI SCHOOL OF MINES 
 
 as well as the colonel of a regiment. In England the mining 
 engineer ranks socially below the officers of the army and navy, 
 below the barrister and physician, below the people who live on 
 the rents from land and the coupons from bonds; indeed, the pro- 
 fession is so young compared with the survivals of an ancient 
 system that it has not yet come into its own. In our country the 
 mining engineer may call at the White House and shake hands with 
 the President as a matter of course. When Cecil Rhodes estab- 
 lished his scholarships at Oxford he aimed to promote international 
 goodwill, but, although he had gained his wealth in mining, it did 
 not occur to him to found a College of Mines at Oxford. If he 
 had done that, he would have accomplished a great benefaction 
 for the profession and for the mining industry of the British empire, 
 but such an educational foundation would have been a complete 
 departure from British tradition — especially at Oxford, ''the home 
 of lost causes and forsaken beliefs." In our own country the 
 chief mining schools are attached to, or are integral parts of, our 
 universities. That is as it should be. Most of our engineers 
 have enjoyed some of the advantages of a university education 
 along with their technical training. It is becoming recognized 
 that the preparation for a bread-and-butter dependency, for a 
 salaried "job," is not an education in its true sense, and that to 
 make men of real worth, likely to be happy and useful, prepared 
 to do the work of the world as effective citizens, there must be 
 some culture, some bringing forth of the faculties that distinguish 
 homo sapiens from the rest of the genus homo. "Man does not live 
 by bread alone." If our great experiment in democracy is to 
 succeed it will be by reason of "the moral worth and intellectual 
 clearness of the individual citizen." The mob can not help, nor 
 will the yellow press; education can do it by bringing the right 
 men into leadership. The University of Missouri and its School 
 of Mines can forward the consummation of a great ideal, and I 
 feel confident that they will. 
 
 It has been my privilege to know most of the leading mining 
 engineers of the world, in this and in other countries, during the 
 last thirty years, and I am informed concerning the careers of 
 many of them. In a broad way they are an exhibit for the educa- 
 tional methods of the last quarter of the nineteenth century. 
 What can we learn from their biographies? 
 
 In the first place, the successful mining engineer — the man who 
 has won the esteem of his fellows and established himself in an 
 extensive and lucrative practice as a manager of mines or as a 
 consulting engineer — is not always a college graduate nor even a 
 man trained in a mining school. About one in seven has missed 
 these advantages. I use the word "missed" advisedly, for if he 
 had been better educated he would have been even more useful and 
 efficient. The lack of educational advantages and the compara- 
 
MINING AND METALLURGICAL EDUCATION 17 
 
 tive poverty of his parents to which this was due have had the 
 effect, however, of compelling him to work harder and have tended 
 more strongly to develop his character — to make him industrious 
 and self-reliant. To be given a good education and to start life 
 without the urgent need of earning a living is not always the best 
 thing for a young man, especially if he lack initiative and ambition. 
 In a democracy, as in other types of social organizations, it will be 
 found that~those who are born with a silver spoon in the mouth 
 are likely to die with gold filling in the teeth, without having accom- 
 plished anything more decorative. It is proper that we should 
 admire the man who makes his own way. For example, your own 
 most distinguished alumnus started life as a poor orphan lad, 
 reared on a small farm; he earned money for his schooling by hard 
 work; by dint of personal effort he won his way to this School of 
 Mines and here obtained the lever by which he opened the world 
 oyster, in the shape of the greatest copper mine on this continent. 
 To give an education to such men is the finest investment a nation 
 can make. 
 
 When I review the life-histories of the men whom I admire 
 and respect I realize how much their university education has 
 expedited their mental development and hastened their arrival at 
 positions of influence. Only men of extraordinary force of charac- 
 ter have been able to achieve success without such help, and, it is 
 sad to say, they represent the few survivors of hundreds who failed 
 for the lack of such help. In the days to come the chances of the 
 unprepared will be even less, for the demands made upon engineers 
 in the way of scientific training, will become increasingly exacting. 
 
 Much of men's success seems to be due to accident. This 
 one was lucky in making the acquaintance and arousing the per- 
 sonal interest of a leader; that one happened to be on hand when a 
 particular post had to be filled in a hurry; another had the special 
 experience required for a special piece of important work at a 
 given time and place; a fourth had personal qualities that won the 
 goodwill of the president of a company or tho manager of a big 
 mine — and, needless to say, gentlemen, I rate the manager of a 
 mine above the president of a company. So it seems as if much 
 of life were fortuitous; as if men became successful through acci- 
 dent. This is a superficial view; on the contrary, it will be found, 
 on closer scrutiny, that the success is due to the man being ready 
 for his chance; to his having prepared himself for many contin- 
 gencies, so that when opportunity knocked at the door he was 
 ready to rise and give instant welcome 1o the visitor. Our own 
 deeds are our doomsmen. 
 
 "There is a tide in the affairs of men, 
 
 Which, taken at the flood" [to which Byron added] — "you know the rest, 
 And most of us have found it, now and then; 
 
 At least we think so, though hut few have guessed 
 The moment, till too late to come again." 
 
18 MISSOURI SCHOOL OF MINES 
 
 Some, like children, only wade in the shallows and so fail to 
 feel the greater impulse out at sea; they fear to swim in deep water 
 and are left behind, high and dry. Our life is as "the sands betwixt 
 two tides." 
 
 The difference between men is chiefly the difference of charac- 
 ter. Education develops character — that is the very essence of 
 education. A man of character goes through the shoals of cir- 
 cumstance as a ship directed by a captain with a compass and a 
 chart; a man lacking character is like a ship without control that 
 drifts upon the reef and suffers shipwreck. Herbert Spencer said 
 that "of all the ends to be kept in view , . .all are unimportant 
 compared to the end of character-making. This alone is national 
 education." In the last resort mere cleverness will not take a 
 man far; there is needed something more dependable, and dependa- 
 bility is character. A man of character will act in the same way 
 under the same conditions. Give a man of character a liberal 
 education and he becomes the finest product of our civilization. 
 It is the product that an educational institution such as yours 
 aims to give to the United States — worth more than much fine 
 gold or a million tons of copper. A liberal education is the aim 
 of all true scholastic effort; but there is no complete agreement as 
 to the necessary curriculum. After all, a liberal education is the 
 product of an ideal that transcends the curricula of the schools. 
 Permit me to quote from the greatest expositor of the nineteenth 
 century, Thomas Henry Huxley: 
 
 "That man, I think, has had a liberal education who has been 
 so trained in his youth that his body is the ready servant of his 
 will, and does with ease and pleasure all the work that, as a mechan- 
 ism, it is capable of; whose intellect is a cold-logic engine, with 
 all its parts of equal strength and in smooth working order; ready, 
 like a steam-engine, to be turned to any kind of work, and spin 
 the gossamers as well as forge the anchors of the mind; whose 
 mind is stored with a knowledge of the great and fundamental 
 truths of Nature and of the laws of her operations; one who, no 
 stunted ascetic, is full of life and fire, but whose passions are trained 
 to come to heel by a vigorous will, the servant of a tender con- 
 science; who has learned to love all beauty, whether of Nature or 
 of art, to hate all vileness, and to respect others as himself." 
 
 Huxley was the Dean of the Faculty of the Royal School of 
 Mines — my alma mater — a school that was royal not by reason of 
 kingly patronage but because it had for teachers such men as 
 Huxley, John Tyndall, Lyon Playfair, Edward Forbes, and John 
 W. Judd. Gentlemen, permit me to transmit to you this descrip- 
 tion of a liberal education as the greeting of the Royal School of 
 Mines of London to the School of Mines of Missouri on the occasion 
 of its 50th anniversary. 
 
MINING AND METALLURGICAL EDUCATION 19 
 
 SYMPOSIUM ON MINING EDUCATION. 
 
 The meeting of the Committee on Education and Public 
 Service, American Mining Congress, October, 1921, was attended 
 by the representatives of fifteen educational institutions that give 
 courses in mining and metallurgical engineering. As a preliminary 
 to the meeting a questionnaire was sent to educational institutions 
 offering courses in mining and metallurgy. This questionnaire is 
 as follows: 
 
 SYMPOSIUM ON MINING EDUCATION. 
 
 1. What should be the scope and content of a course in Min- 
 ing or Metallurgy? 
 
 2. Can the co-operative system in Engineering as practiced 
 by the University of Cincinnati be successfully applied in a min- 
 ing and metallurgical education? 
 
 3. What is the best way to make room in a mining or metal- 
 lurgical course for the constantly increasing number of technical 
 subjects which apparently should be included? 
 
 4. What are the basic elements of a mining and metallurgical 
 course? 
 
 5. Should the mining and metallurgical course as ordinarily 
 given be recast and rebuilt and if so on what basis? 
 
 6. Are four years enough for a course in mining or metal- 
 lurgy, taking into consideration all elements that enter into this 
 problem? 
 
 7. How is the subject of mining best taught? 
 
 8. How is the subject of metallurgy best taught? 
 
 9. How much mathematics should there be in the mining 
 course? In the metallurgy course? 
 
 10. What is the best way of teaching English to Engineering 
 students? 
 
 11. Should the English for Engineering students be technical 
 and limited in character or broad and include literature? 
 
 Written papers were submitted and the questions were also 
 discussed informally at the meeting and practically all of the 
 material is published in this bulletin. 
 
20 MISSOURI SCHOOL OF MINES 
 
 ANSWERS TO QUESTIONS OF THE SYMPOSIUM 
 ON MINING EDUCATION. 
 
 [D. C. Livingston, Oregon State Agricultural College.] 
 
 1. I think the scope and content is pretty well covered by 
 most of the present mining school curricula, except for the fact 
 that the general mining and metallurgical curriculum is often too 
 narrow, and should be broadened to include more subjects of 
 educational value which the student cannot get outside in after 
 life, except by considerable effort. 
 
 2. Not in a position to answer this, but do not think it very 
 practicable. 
 
 3. Leave them out of a four-year course. 
 
 4. Basic sciences such as Chemistry, Physics, Mathematics 
 and Geology, with their application to the work of mining and 
 metallurgy, and also the ability to write and speak corrrect English. 
 Drafting and surveying should also be included. 
 
 5. Yes, I believe it should on the following basis: Have the 
 basic sciences, such as Chemistry, Physics, etc., taught by mining 
 engineers and metallurgists who would illustrate the fundamental 
 principles by actual examples in metallurgical practice and mine 
 plant design. This would be a great time saver and would elimi- 
 nate a lot of lost motion which exists at the present time between 
 the fundamental sciences and their application. It would enable 
 such courses as Metallurgy and Mining Engineering to be much 
 reduced, and more time would be available for the student to get 
 an education as well as technical training. The latter is all he gets 
 under the present system. 
 
 The principles of geology are always illustrated by actual 
 natural examples, as well as by laboratory experiments. Why not 
 do the same with Chemistry for instance, and in addition to the 
 laboratory experiments, illustrate its application to metallurgy, 
 and thus impress the student's mind with the principles and 
 practice at the same time. This I believe would be preferable to 
 the disconnected manner in which these subjects are now taught. 
 In the same way, why not, in certain cases, have Descriptive 
 Geometry taught to mining students by a geologist, as there is 
 surely no other place where it is more useful to be able to visualize 
 on two or more planes. 
 
 6. I think four years are long enough for an under graduate 
 course in Mining or Metallurgy if it is sufficiently broad. If a 
 student wishes to specialize in any particular subject, he should 
 take that as post graduate work, possibly after a year or two of 
 practical work. 
 
 7. and 8. Could be answered in so many different ways that 
 I do not care to discuss it. 
 
MINING AND METALLURGICAL EDUCATION 21 
 
 9. I do not think that Calculus is of inestimable value in 
 either mining or metallurgy as it is now considered. 
 
 10. and 11. I believe that some guide along lines of literature 
 should be given to students. Possibly certain novels or books 
 assigned for summer reading, and an examination in the fall held 
 with some discussion later, as well as the technical side of the 
 English language. 
 
 12. If it is the consensus of opinion among the engineering 
 profession and the public in general that a technically-trained 
 man along one line is an educated man, then I think the mining 
 and engineering schools are performing their duty well and efficient- 
 ly on the whole. If on the other hand, an educated man is con- 
 sidered to be one who possesses a knowledge of the government of 
 his country, a knowledge of humanity gained from the past his- 
 tory of mankind, a knowledge of more than one language than his 
 own, a knowledge of business methods, and at least a speaking 
 acquaintance with the literature of his language, in addition to a 
 knowledge of the basic sciences necessary to his profession, then 
 it is evident that the technical schools are not turning out educated 
 men. The men that they are turning out are but a slight degree 
 better educated than a highly skilled carpenter or mechanic. It 
 is my belief that if an equal number of young men took a four 
 years' course at college, one of which was along broad educational 
 lines with surveying and assaying included and some lectures on 
 the mining industry and its relation to the sciences, and the other 
 group took the present narrow prescribed courses and both entered 
 the mining profession, from ten to twenty years after graduation 
 the first group would be more likely to contain the higher per- 
 centage of leaders or men well up in the profession. 
 
22 MISSOURI SCHOOL OF MINES 
 
 ANSWERS TO QUESTIONS OF THE SYMPOSIUM 
 ON MINING EDUCATION. 
 
 [Charles E. Newton. Oregon State Agricultural College] 
 
 1. The scope of a modern course in Mining and Metallurgy 
 should include basic courses necessary to the solution of the 
 technical mining and metallurgical problems. A training in 
 mathematics, physics, chemistry, anjd drawing, taught with the 
 idea that they are not taught for the sake of themselves, but 
 taught with the idea that they are tools to be used in the solution 
 of problems that are to follow in the business. In conjunction 
 with these subjects, a thorough grounding in the geologic sciences 
 and in the arts of mining and metallurgy. 
 
 2. At the present time I am of the opinion that it is im- 
 practical to have a co-operative system in Mining and Metallurgy 
 as is practiced in the University of Cincinnati. It might be possible 
 that a co-operative system of this kind could be carried on in the 
 ferrous mining and metallurgical line. 
 
 3. The best way to make room in a mining and metallurgical 
 course for the increased number of technical subjects is to require 
 all the students who enter mining courses to have had one or two 
 years' training in a general science course of a university nature. 
 The student will then be prepared to master more quickly and 
 more thoroughly the basic sciences necessary in the mining and 
 metallurgical curricula. 
 
 4. A thorough understanding of physics, chemistry, mathe- 
 matics, and drawing, — drawing with the idea of expressing facts 
 in a graphical way. 
 
 5- All engineering courses should be recast on the following 
 line: The student should have a general college or university 
 education before entering the school. If this arrangement could 
 be complied with, technical graduates would be better educated 
 and better trained, technically. As it is at the present time, most 
 of them are poorly educated and not very well trained technically. 
 
 6. Four years are not time enough for a course in mining 
 and metallurgy. How much time is required, I am not prepared 
 to say. I do believe, however, that four years is more than time 
 enough for the technical side if the student has a good general 
 education before he attempts to receive his technical training. 
 
 7. The subject of mining is best taught by lectures, illus- 
 trated as well as descriptive, mining trips to actual mining opera- 
 tions, with complete notes, sketches and photographs of the opera- 
 tions visited and studied. 
 
 8. Same for metallurgy as for mining. 
 
 9. Enough mathematics to solve general mining and metal- 
 lurgical problems. That would perhaps include a good under- 
 
MINING AND METALLURGICAL EDUCATION 23 
 
 standing of algebra; good training in trigonometry; good training 
 in descriptive geometry; elementary training in calculus. My 
 idea along this line is that these subjects be not taught for mathe- 
 matics sake, but be taught in the technical training courses, as a 
 tool to be used in the solution of a problem — not purely for the 
 solution of some mathematical dream. 
 
 10. The best way to teach English to engineering students 
 is to teach them to write technically after they have been taught 
 to read and appreciate our better authors of classical literature. 
 
24 MISSOURI SCHOOL OF MINES 
 
 ANSWERS TO QUESTIONS OF THE SYMPOSIUM 
 ON MINING EDUCATION. 
 
 [J. H. Batcheller, Oregon State Agricultural College. 
 
 1. In my opinion, the scope and content is very well covered 
 by the required studies for a degree in Mining in the School of 
 Mines here. 
 
 2. For those Schools of Mines which are conveniently located 
 in the neighborhood of operating mines, I should think a co- 
 operative system of engineering education could be applied success- 
 fully. For those institutions which are geographically remote 
 from active mining operations, I should think it would be imprac- 
 ticable. The same answer applies to metallurgical operations, 
 whether fire or hydrometallurgy. 
 
 3. In my opinion there is no way, good or otherwise, to 
 constantly crowd the curriculum of the School of Mines with the 
 new technical subjects, and continue granting degrees in a four- 
 year period. The best solution in my mind is adhering faithfully 
 to the old idea of thorough grounding in the basic elements of the 
 mining and metallurgical work, and giving those other courses as 
 options for those who have extra time, or as advanced standing 
 subjects for those who can put in more than four years' school 
 attendance. 
 
 4. The basic elements in my opinion are now as they have 
 always been: Mathematics, Chemistry, Physics, Geology, Draw- 
 ing, Applied Mechanics, Technical Electricity, Surveying, Hy- 
 draulics, and all the various subdivisions of the strictly mining, 
 metallurgical and geological subjects. 
 
 5. I don't know but what it would be best to recast the min- 
 ing and metallurgical courses with the idea of requiring all students 
 to pass through a two-year course of semi- vocational nature, 
 which would include practical work as indicated in answer to 
 Question 2. For this they would get a certificate but not a degree. 
 Only to those whose practical and academic standards showed they 
 had genuine ability might be offered a four-year stiff course in the 
 advanced theoretical work leading to a degree of Engineer of 
 Mines. This would give time to include many of the desirable, 
 but at present impossible extra technical subjects. The above 
 proposed six-year course leading to the degree of E. M. is based on 
 the supposition that the present method of teaching Mathematics, 
 Chemistry, Physics, Descriptive Geometry, and Applied Mech- 
 anics be continued by instructional staff outside of that of the School 
 of Mines. 
 
 If, however, it were possible to so provide that for all students 
 of mining, the instructors in the above basic subjects just men- 
 tioned could be mining engineers and geologists of practical ex- 
 
MINING AND METALLURGICAL EDUCATION 25 
 
 perience as well as high theoretical attainments, then the course 
 of work in these basic subjects could be taught with just as much 
 thoroughness with regard to the fundamental principles involved, 
 and in addition the students would get a far greater grasp and 
 understanding of the practical value of each of these items as 
 applied to their mining work through the practical illus- 
 trations that these experienced instructors could use to illum- 
 inate their subjects. This would reduce the present lost mo- 
 tion, because it seems to be the invariable condition that the 
 student in Descriptive Geometry has to practically review that 
 subject when his time comes to study geologic faulting problems. 
 The same condition seems to be a normal state of affairs with regard 
 to many of the other practical applications of applied science. 
 By the elimination of this lost motion, a saving of time woul d be 
 accomplished. During the time thus saved, I would recommend 
 that it be divided and a portion added to that already devoted to 
 each of the following cultural subjects, namely, English Literature 
 and Composition, History and Governments of the World, and 
 Political Economy. 
 
 Of the two plans or outlines I have given above in answer to 
 Question 5, I personally favor the latter, but presume that it 
 would be too expensive in salaries. Surely the qualifications 
 necessary to secure the type of instructional staff outlined as neces- 
 sary for this scheme, would not be obtainable except at what 
 would probably at this time be considered prohibitively high 
 figures. 
 
 6. This is answered by my reply to No. 5. 
 
 7. Mining is best taught, in my opinion, by means of lectures 
 and explanatory comments, referring to references assigned for 
 reading, supplemented by visits some time before graduation to 
 operating properties. This method would also include recitations 
 and quizzes, to develop the understanding to which the students 
 have been able to follow tho lectures and reading assignments. 
 While not now feasible on account of the expense, I believe it 
 would be a vast improvement if some synthetically constructed 
 moving pictures could be made to illustrate many of the compli- 
 cated operations of the modern caving methods of mining, showing 
 in fifteen minutes the successive steps of a cycle of operations 
 which might in actual practice require two or three years for 
 completion, and be so complicated that it would be impossible to 
 express them satisfactorily by any few simple diagrammatic 
 drawings. 
 
 8. I see no better way of teaching Metallurgy than seems to 
 be universally employed, namely, Lectures, recitations, laboratory 
 work based on tho above, supplemented by visits to operating 
 
 plants. 
 
26 MISSOURI SCHOOL OF MINES 
 
 9. With regard to Mathematics in either mining or metal 
 lurgical courses, I am not at all satisfied that it is inevitable and 
 necessary that the students must drag their weary way through 
 all the calculus now required. I am not in a position to offer a 
 substitute suggestion, but think that inside of another twenty 
 years, there will be a change in attitude towards calculus, except 
 for men of special calibre for highly technical design work. Cal- 
 culus will then probably be looked upon very much as the present 
 day public looks upon the necesity for Latin and Greek as a pre- 
 paration for the modern boy's life work. For a long while it was 
 thought that no other subject could be found equal to the Latin 
 and Greek of old, but I think that idea has been proven to be a 
 mistake. 
 
 10. and 11. Regarding these, I think one answer covers both. 
 The present method of teaching English to engineering students 
 by means of lectures and compositions seems to be all right, pro- 
 vided, however, that the students be allowed to write compositions 
 on some subjects in which they have personal and genuine interest, 
 presumably on some phase of mining, metallurgical, or geological 
 work. By all means I consider the English training should require 
 broad and comprehensive reading of the fine things in classics, 
 supplemented by explanatory lectures to help them grasp the 
 value and meaning of such. 
 
MINING AND METALLURGICAL EDUCATION 27 
 
 MINUTES OF THE MEETINGS OF THE COM- 
 MITTEE ON EDUCATION AND PUBLIC 
 SERVICE, AMERICAN MINING 
 CONGRESS. 
 
 October 18, 19, 1921. 
 
 The meetings were held in the Congress Hotel, Chicago. An 
 invitation to attend the meetings of the Committee had been sent 
 to many schools and universities offering courses in mining and 
 metallurgy. 
 
 A list of the institution represented and those in attendance 
 follows below: 
 
 PROFESSOR J. R. NELSON, University of Michigan. 
 DEAN P. F. WALKER, University of Kansas. 
 PROFESSOR C. R. HAYWARD, Massachusetts Institute of 
 
 Technology. 
 DR. DORSEY A. LYONS, U. S. Bureau of Mines. 
 MR. C. H. FULTON, Missouri School of Mines and Metallurgy. 
 PROFESSOR F. W. SPERR, Michigan College of Mines. 
 DEAN G. M. BUTLER, University of Arizona. 
 PROFESSOR A. L. WALKER, Columbia University. 
 MR. N. S. GREENSFELDER, Hercules Powder Co. 
 DEAN E. S. MOORE, Pennsylvania State College. 
 PROFESSOR H. H. STOEK, University of Illinois. 
 PRESIDENT C. C. O'HARRA, South Dakota State School of 
 
 Mines. 
 PROFESSOR A. H. CARPENTER, Armour Institute of Tech- 
 nology. 
 DEAN F. A. THOMSON, University of Idaho. 
 PRESIDENT E.H. WELLS, New Mexico School of Mines. 
 PROFESSOR A. J. HOSKIN, University of Illinois. 
 PROFESSOR C. J. NORWOOD, University of Kentucky. 
 
 The Executive Committee for 1922 is as follows: 
 Mr. C. H Fulton, Chairman, Rolla, Mo., 
 
 Director Missouri School of Mines and Metallurgy. 
 Dean F. A. Thomson, Moscow, Idaho., 
 
 Dean School of Mines, University of Idaho. 
 Dean G. M. Butler, Tuscon, Ariz., 
 
 Dean School of Mines, University of Arizona. 
 Dr. D. A. Lyon, Washington, D. C, 
 
 Superintendent of Stations, Bureau of Mines. 
 Professor A. L. Walker, New York, N. Y., 
 
 Professor of Metallurgy, Columbia University. 
 Dean E. S. Moore, State College, Pa., 
 
 Dean School of Mines, The Pennsylvania State College. 
 
28 MISSOURI SCHOOL OF MINES 
 
 CONFERENCE HELD TUESDAY, OCT. 18, 1921. 
 
 MR. FULTON:* I welcome you on behalf of the Committee 
 on Education and Public Service of the American Mining Congress. 
 The name is an inclusive one, as you will note, and just how it 
 originated I cannot tell you, but the Committee was formed in St. 
 Louis two years ago, and met again last year, in Denver, when an 
 Executive Committee was appointed of which I was made the 
 chairman. The Executive Committee outlined a proposed pro- 
 gram, the main feature of which was to be a symposium on mining 
 education. During the past year, the Committee was in corres- 
 pondence with many of those interested in mining and metallurgi- 
 cal education requesting them to present papers and discuss perti- 
 nent subjects. We are here for that purpose today. 
 
 The program for today is to discuss some of the questions, an 
 outline of which was sent to those expecting to take part in this 
 conference. One of these questions is that of English in the mining 
 and metallurgical course and the paper by Professor Nelson of the 
 University of Michigan bears directly on this subject. Professor 
 Nelson represents the Committee on English of the Society for the 
 Promotion of Engineering Education. 
 
 PROFESSOR NELSON READS HIS PAPER: "The De- 
 velopment of a Special English Course for Engineering Students." 
 (Published in Proc. Soc. Prom. Eng. Ed.) 
 
 MR. FULTON: Prof. Nelson's paper is on a vital subject. 
 Those here who have had to do with engineering training will 
 concede this. On the whole, students entering technical schools 
 have poorer preparation in English than in former years. Why 
 this is so I do not know, but I believe it can be traced in part to 
 the less Severe training the student gets in high school, because the 
 high school course is so crowded with odds and ends as to curtail 
 fundamental studies. If it is true that men entering the technical 
 schools are less efficiently trained in English than formerly it is 
 essential for the technical school to correct this deficiency. In 
 what manner this is to be done I do not know, but Prof. Nelson 
 has offered good suggestions. One of the subjects under discussion 
 is "Should the English taught in technical schools be of a technical 
 character or should it be general in character." I gather from 
 Prof. Nelson's paper that his conception of the task of the English 
 Department is to make the men acquainted with English from the 
 standpoint of literature. 
 
 fDEAN WALKER: In Kansas we have a separate depart- 
 ment of English for engineering students, doing in some lines at 
 least so far as our organization permits, the same that Michigan 
 
 ♦School of Mines and Metallurgy, Univ. of Mo. 
 tUniversity of Kansas. 
 
MINING AND METALLURGICAL EDUCATION 29 
 
 does, and I wish to corroborate what Prof. Nelson has said as to 
 the change in the attitude of these men. I recall 10, 12 or 15 
 years ago the student looked upon English work more or less as a 
 bore, and I now hear the most enthusiastic comments from 
 them with reference to the work they are doing in advanced 
 composition. Only juniors and some seniors are admitted to that 
 class. We never put a man in below the junior year. With 
 reference to the report writing work, we have a Kansas custom of 
 requiring 4 technical reports, prepared by students under the 
 direction of the members of the technical department, and it 
 interests me greatly to know that the English Department of 
 Michigan is taking over that work. Is that required or elective? 
 
 PROF. NELSON: That is required and is a two-hour 
 course. I lecture one hour a week and have a conference group 
 of about 10 seniors for the other hour. I insist that all the work 
 on the report be done under my direction, which shows how to go 
 about the proposition of organizing technical material when you 
 have that proposition before you and how to get the best result. 
 They do all the work on that report under my direction and the 
 report comes to me first. I cut it all to pieces and insist on rewrit- 
 ing it and putting it in the best form possible. Technical men 
 claim there has been great improvement. 
 
 DEAN WALKER: I wish to mention one other thing that 
 Prof. Nelson has spoken of and that is the necessity that the tech- 
 nical teaching staff back up the English Department in holding 
 forth the importance of English training work. I never lose an 
 opportunity of driving that in. 
 
 PROF. HAY WARD*: Our students are all studying en- 
 gineering and since the founding of the school it has been a policy 
 to require substantial courses in English. Unfortunately the study 
 of English was not always popular and even such an eminent 
 scholar and teacher as the late Prof. Arlo Bates was often annoyed 
 by indifferent or even antagonistic students. I think that attitude 
 has largely disappeard in recent years. Some of our English 
 staff are among the most popular men on the faculty. They have 
 tried to make English appreciated by the students and if they 
 have not wholly succeeded they have at least made it less dis- 
 liked. By means of evening readings and other voluntary services 
 some of the instructors have made a secure place in the student 
 life. 
 
 In addition to the required English courses of the first two 
 years we require that a certain amount of time in the junior and 
 senior years be given to what we term "general studies." These 
 are selected by the students from a given list of non-technical or 
 so-called "cultural" subjects. Most of these are given by the 
 
 'Mass. Inst. Tech., Boston. 
 
30 MISSOURI SCHOOL OF MINES 
 
 English department. Among them is report-writing in which the 
 student is allowed to select his own subject, often getting advice 
 from a member of his professional department, studying it in the 
 library and then submitting his report to the English department 
 for correction. In this way two ends are served. The student 
 gets technical information along a line in which he is interested and 
 then learns how to express himself in correct English. In spite of 
 continued pressure for more time in professional subjects the 
 faculty has always rigidly stood against obtaining it at the expense 
 of English, history, economics and similar general studies. 
 
 PROF. SPERR*: The assertion has been made that the 
 high school graduates are not as well trained in English as they 
 used to be. Is it not because we are impressed with their lack of 
 training more than we used to be? I rather think it is that we are 
 getting just as good training in high school graduates now as we 
 ever did, but the trouble with the training in English in technical 
 schools is eventually due to the same thing as it is in our high schools 
 — the lack of teachers with the proper personnel and pep in them to 
 get anything into a student at all. When high school students hate 
 the study of English, I think it is largely because of the lack of 
 proper personnel in the teacher. I think if we could in some way 
 get at our normal schools for training the teacher and get at our 
 high school organizations or the directors to impress upon them the 
 necessity of better English teaching in their schools, we could 
 accomplish something. English is made a sort of a by-play, a 
 good thing to have, but not necessary. That is the attitude — any- 
 body can teach English. I assume that the object of teaching 
 English is to train the student to use good English in both speaking 
 and writing. The necessity for the use of good English depends on 
 either of these lines and you do not have to confine yourself to 
 technical subjects or think you have to make it either technical or 
 literary, or both. Successful teaching of English to engineering 
 students depends largely on the instructor if he must interest the 
 young men in the subject and make them realize that they need to 
 use good English for their own personal efficiency and success. 
 
 MR. FULTON: I think that the high schools are in part 
 responsible for the poor training in English, and still it is not fair 
 to generalize, for we will find that in the large cities, high schools 
 often give most excellent training in English; but when the country 
 schools and the country high schools are considered we find that 
 there has crept into the course of study of these schools the voca- 
 tional training idea, and that this vocational training is largely of 
 a so-called practical nature which takes up so much time, that the 
 really fundamental studies — reading, writing, spelling and arith- 
 metic, rather go by the board, and men come through these schools 
 
 *Michigan College of Mines. 
 
MINING AND METALLURGICAL EDUCATION 31 
 
 with a knowledge of a little agriculture, a little physics, a little 
 chemistry and a hundred other things, the possession of which is 
 a detriment to them if they pursue further education; for what they 
 did learn of these subjects in many cases must be unlearned and 
 the time that was taken up with them was taken from the highly 
 necessary fundamental subjects. Formerly, most of the technical 
 schools had no English in their courses. Nothing was given in the 
 nature of the Humanities. My days go back to when technical 
 education in this country was still relatively new and the number 
 of technical schools, particularly the number of the Schools of Mines 
 was not large. I remember we divided the type of technical 
 schools into two classes; first that which my alma mater, Columbia 
 University, represented, and second, that which the Massachusetts 
 Institute of Technology represents. We were taught that the 
 technical school was a scientific school and that while the Humani- 
 ties were desirable, the student should have had this training before 
 he entered the technical institution, or if he did not have it, he 
 should obtain it outside his technical school duties. Hence we 
 had no time for English in the School of Mines. I believe the 
 Massachusetts Institute of Technology has always paid consider- 
 able attention to the Humanities. This brings us to a particular 
 question which is a vital one before this conference, namely, if 
 Humanities are to be introduced into the course, and we have 
 pressing on us, also many new technical subjects, is the time allotted 
 to a technical education, at the present day, sufficient to properly 
 educate a young man for an engineering career? In this connec- 
 tion I wish to present the paper of Prof. Robert Peele of Columbia 
 University. He requests me to particularly say that in this paper 
 he expresses his personal views, only, and not the official views of 
 his institution. 
 
 PROF. PEELE'S PAPER is read by the Chairman. (See 
 page 58.) 
 
 DEAN WALKER: I want to comment on Prof. Peele's dis- 
 cussion on some of the problems that are confronting us. Some 
 of us feel it very keenly, especially his conclusion as to the length 
 of the course. For over 20 years I have been connected with 
 institutions where a 4-year course in mining has been offered. I 
 have been fortunato, and unfortunate enough during the last 10 
 years to go through the throes of a complete revision of mining 
 engineering, and am now confronted with a similar proposition. 
 I think we should all follow the practice (and the institution I am 
 now connected with still continues that practice) of giving the 
 young man studying engineering choice as to options which he 
 will take — a geological option, mining option or something of that 
 kind. As to the disapproval of that practice, I have found in 
 many cases he had no choice in the matter. A committee has now 
 been appointed to revise the entire mining courso. It has advanced 
 
32 MISSOURI SCHOOL OF MINES 
 
 in its work sufficiently far so I feel before the end of the year we 
 shall have no options in our 4-year course, but we are going to try 
 to do nothing but lay the foundations strongly for mining engineer- 
 ing. We feel, however, as Prof. Peele feels that 4 years is not 
 sufficient to give a young man the training he ought to have. In 
 order that we may at least in part adopt the recommendation of 
 Prof. Peele we are going to lay particular emphasis on the fifth-year 
 engineering course. We are going to do all we can to induce our 
 young men to take the fifth year. Eventually it may be that we 
 would give no degree at the end of the fourth year. 1 cannot tell how 
 it is going to work out, but that is what we are going to do. As 
 to Prof. Peele' s statement that so many engineering graduates fail 
 to succeed after graduation, it would seem to us that that is largely 
 our fault. It is largely the fault of the engineering colleges. You 
 can take some catalogues, soliciting graduates of engineering 
 colleges and check over their present employment and find they are 
 engaged in lines utterly foreign to those they started out with. 
 
 DEAN BUTLER*: I agree with Dean Walker that the 
 administrative officers of engineering schools are largely to blame 
 for the fact that a considerable proportion of the graduates engaged 
 after graduation in lines of activity foreign to the course they 
 pursued in college. I have found that a large proportion of our 
 freshmen have very little idea why they are studying engineering, 
 and especially why they select that particular branch of engineer- 
 ing which they pursue in college. In many cases they have no more 
 reason for so doing than they would have if the choice were based 
 on a throw of dice. They rarely know exactly why they are pursu- 
 ing a certain course when they come to us, and seem to have 
 chosen their life work more or less at random. It appears to me 
 that it is obligatory upon us to do something to help these young 
 men. We should familiarize them with the qualifications that are 
 required for success in all branches of engineering, and the peculiar 
 qualities demanded in each separate branch. We should endeavor 
 to acquaint them with the nature of the work they will probably 
 be called upon to do immediately after graduation, and the oppor- 
 tunities for advancement open to them. We should impress upon 
 them the fact that it is foolish for them to continue in the course 
 that they have selected unless they are sure that they are going to 
 enjoy the work and will be fairly well satisfied with the remunera- 
 tion they will probably receive. The information given should 
 be as accurate and conservative as it is possible to make it, and 
 the difficulties and drawbacks inherent in each branch of engineer- 
 ing should not be minimized. 
 
 At the University of Arizona we have been endeavoring during 
 the past two or three years to acquaint the young men with the 
 
 ♦University of Arizona. 
 
MINING AND METALLURGICAL EDUCATION 33 
 
 facts mentioned through our so-called Freshmen Orientation 
 Course which consists of one lecture a week throughout the Freshman 
 year. Attendance is obligatory upon all engineering freshmen, but 
 no credit is given for the course. After my first lecture this year 
 in which I emphasized strongly the fundamental qualifications, 
 required for success in engineering, five young men expressed a 
 desire to be transferred to other courses. I was mighty glad to 
 have them make the decision then, for our purpose throughout 
 the course is to get rid of the men who should not be there, and to 
 graduate no one who is not perfectly satisfied that he knows exactly 
 what kind of work he is to be called upon to do after graduation, 
 that he is going to enjoy that work, and that he has the fundamental 
 qualifications for success in that work. If the results secured by 
 our course are any criterion of its usefulness, I am sure that the 
 idea deserves the consideration of all engineering admininstrators. 
 
 PROF. WALKER*: Professor Peele states in his paper that 
 the engineering school where a six-year course is now given is a 
 graduate school. I know he did not mean this to read that way. 
 The school he refers to is not a graduate school, as a degree is not 
 one of the requirements for admission. Work which can be ob- 
 tained in college only is required for admission and this work can 
 be completed in three years, in college, but a candidate is not 
 required to have a degree. 
 
 We have been much interested in what Professor Peele says in 
 regard to the mortality of engineers after graduation, meaning that 
 such a large number of men who study mining engineering do not 
 follow that profession. I think that in all our engineering schools 
 a large percentage of the graduates will wander from the mining 
 engineering profession and take up other vocations. This shows 
 that a general mining engineering education is useful as a founda- 
 tion for almost anything. In the school just mentioned and which 
 is referred to especially by Professor Peele, in his paper, the work 
 is so laid out that a man who has a sufficient amount of interest in 
 mining engineering to completo his course will undoubtedly follow 
 this profession after graduation. This is the case in law and in 
 medicine. 
 
 Professor Peele distinctly states that four years is not long 
 enough. In other words, it does not give a sufficient amount of 
 time to properly educate a man to enter the mining engineering pro- 
 fession. The faculties of a number of institutions evidently are 
 of the same opinion as in several of our prominent schools, five 
 years' study are required before granting the professional degree, 
 and in two others six years are required. At Columbia University, 
 in New York, they decided a few years ago to institute a course 
 which would require six years' study after a man left the prepara- 
 
 tOolumbla University, New York. 
 
 2 
 
34 MISSOURI SCHOOL OF MINES 
 
 tory school before he could receive his professional degree. This 
 course was framed with the idea of giving the man a thorough 
 training in the fundamentals of engineering, mathematics, chemis- 
 try and physics prior to entering the engineering school, it being 
 arranged so that this work could be completed in three years. He 
 then enters the professional school and devotes three years to 
 strictly engineering subjects at the end of which period he receives 
 his degree. 
 
 If this man takes his preliminary work in Columbia College, 
 then enters the engineering school and spends one year there he 
 will receive his bachelor's degree, having up to that time received 
 what in other institutions is called a "strictly scientific education," 
 of a high standard. He may leave then and enter the engineering 
 profession or take up something else in which he will find this 
 education to be of valuable assistance. If, however, the man con- 
 tinues through six years and receives his engineering degree he 
 will be very thoroughly prepared in all fundamentals and, as far 
 as is possible, in strictly engineering subjects. He will have had 
 more time to absorb engineering instruction and is more likely to 
 continue on in the profession. 
 
 I am very glad to have had a chance to say a few words about 
 our aims at Columbia as I know that the present program in the 
 School of Mines has been rather severely criticised. While some 
 of the details of this plan may have to be changed as time goes on, 
 we believe that the experiment is well worth while. 
 
 MR. GREENSFELDER*: I am attending these meetings 
 to find out if possible how we as manufacturers can better co- 
 operate with educational institutions in educating engineering 
 students on the subject of explosives and their uses. We feel that 
 possibly there is not sufficient time in the curriculum for the regular 
 instructors to devote their time to that, but we are willing to co- 
 operate in whatever way we can to provide this information. 
 Last summer I was traveling to deliver lectures at various colleges, 
 and I found considerable interest among the students, particularly 
 when they listened to a man who was connected with a company 
 manufacturing the particular product they used. One of the 
 professors wrote me afterwards that they showed greater interest 
 because a man coming from a company who was making the 
 product lectured to them, than if the information had been imparted 
 by their regular instructor. 
 
 We want to know just how we can further this idea. We 
 would be willing to get up publications and pamphlets particularly 
 designed for students at engineering colleges. We encourage mem- 
 bers of our company to contribute articles to publications issued 
 by engineering schools — in other words, our desire is to disseminate 
 
 *Hercules Powder Company. 
 
MINING AND METALLURGICAL EDUCATION 35 
 
 all the information we can to students, and I want this conference 
 to know we are open for suggestions along this line. 
 
 MR. FULTON: Mr. Greensfelder represents the Hercules 
 Powder Company which takes the product of the technical school. 
 Sometimes, as Prof. Peele said in his paper, there is a difference of 
 opinion between those who teach and those who take the product 
 of the teaching and I believe, to express myself frankly from out 
 of my own experience, that the usual view of the company that 
 takes the product is somewhat narrow and applied to their own 
 particular field. For example, in a large industrial city where I 
 was formerly connected with a prominent technical school, we 
 asked for suggestions from the manufacturers in different fields as 
 to what we should teach, in order to prepare men for their work in 
 engineering. The response almost invariably was that we should 
 train the men for the respondent's own particular business. Of 
 course when you hear this reply from one man it sounds very 
 reasonable but when you collect the data of the hundred replies 
 you at once perceive how utterly impossible it is to base an educa- 
 tion on these concrete replies. We most heartily welcome what 
 Mr. Greensfelder has offered us, but the question remains after all 
 "What is the best training for industrial work?" Is it general 
 training in fundamentals and the technical essentials followed by 
 an apprenticeship? Some of the great mining and metallurgical 
 companies have apprentice schools. They are willing to take a 
 technical graduate and keep him a year or two to learn their parti- 
 cular business. I think this method a sound one. 
 
 DEAN MOORE*: (Discussing Prof. Walker's suggestions) 
 I think, however, there is a different viewpoint to be taken, depend- 
 ing somewhat upon the nature of the institution with which you 
 are connected. In the state institutions we get a little different 
 type of student from that in the privately endowed institutions. 
 I found, for example, that the men who come to our institution are 
 in many cases poor men financially, and they find it very difficult 
 to finance four years in college, and yet some of these men are 
 excellent men and it would be a mistake for all of us to adopt a six- 
 year course I believe the University of Pittsburgh has recently 
 adopted a five-year course in mining which will go into effect next 
 year. I think it is a question of the greatest good to tne groatest 
 nn in her and our object in education should be to educate as great 
 a number as possible to as high a level as is practical. In fact we 
 have to strike a happy medium until such time as we can get men 
 educated so the mining men as a whole will be in a position to send 
 their sons to college. For that reason I think it will be essential 
 for us to stick to a four-year course for some time to come. 
 
 I think also a great deal depends on the instructor. Some put 
 men through four years who never make a failure. Other instruc- 
 *Pennsylvania Stato College. 
 
36 MISSOURI SCHOOL OF MINES 
 
 tors will keep a man for seven or eight years and never enthuse him 
 with the subject at all. One thing I endeavor to impress upon our 
 faculty is to put a student in the same place in college as if he were 
 out in the industry — getting work out of a man and getting things 
 done is what counts. I think after all the essentials in an engineer 
 are not necessarily more than an average ability but application of 
 knowledge, and if you can get him to apply himself he will be 
 successful. 
 
 Now as to vocational guidance, I am convinced there is not a 
 great deal to it. I do not believe there is any one man, a Dean 
 of Men, for example, who knows everything, and can advise 
 students on any type of course. Men have come to us who know 
 nothing about mining, yet after they have gone through the course, 
 have been very successful. It is essential that you should give a 
 man an opportunity to see a mine or a steel plant and see if he is 
 willing to stick around one when he gets out. If he is going to be 
 happier in Liberal Arts, by all means let him go through that 
 course, but remembering this, it is a whole lot easier for an engineer 
 to take up another line of business than for a man who has gone 
 through Liberal Arts work to go out and take up an engineering 
 profession. We can steer a great many of our men into certain 
 phases of the industry, not strictly engineering, but requiring an 
 engineering course as a foundation. I am inclined to think that 
 in this day specializing is practically necessary to separate in the 
 upper year or two courses in mining and metallurgy in order that 
 students may get some of the later developments in such fields as 
 metallography. 
 
 MR. GREENSFELDER: One of our directors made the 
 statement that in his opinion our salesmen should be 75% efficient 
 as service men. Where a sale involved an actual demonstration, 
 the salesman is of greater value to the company if he is able to 
 handle the service work himself. I do not know that I can answer 
 Dr. Fulton's question about just what a manufacturer would 
 recommend to educators in training engineering students. That 
 is something that would have to be given considerable thought. 
 An engineering knowledge will be of immense advantage to a man 
 in following the commercial end of the business with a manufacturer 
 of technical products. If I were hiring salesmen for our work I 
 would prefer mining engineers as I think they would be more 
 versatile and better suited for the service. part of our work. We 
 want to encourage students to take an interest in explosives and the 
 proper method of using them. 
 
 DEAN BUTLER: I believe that most of my staff agree that 
 it is unwise of us to demand of all engineering students that they 
 pursue a course of more than four years' duration. We are all 
 convinced that we must lay a very thorough groundwork in the 
 fundamental sciences, and that beyond that our function is to 
 
MINING AND METALLURGICAL EDUCATION 37 
 
 train the student to think, and to show him how to use the knowl- 
 edge that he has acquired and which has been made available 
 through the work of others. Apparatus and methods in vogue 
 now are apt to be out of date by the time the student has graduated, 
 and it is largely a waste of time to place much emphasis on such 
 matters, especially details. A great deal of information has been 
 printed and is readily available along almost any specialized line 
 that the student may be called upon to follow after graduation, and 
 he should be taught how to find and use this data, and encouraged 
 to depend upon his own efforts to secure a working, detailed 
 knowledge of any technical subject. 
 
 We have practically decided at the University of Arizona to 
 eliminate all options during our four-year undergraduate course 
 leading to the degree of Bachelor of Science in Mining Engineering, 
 and to offer no opportunity for specialization until after the 
 Bachelor's degree has been secured. We have reached this deci- 
 sion because we find that only a comparatively small percentage of 
 our graduates follow the particular line of work (mining engineering, 
 metallurgy, or geology) in which they specialize during their 
 senior year, and we have also learned that it is difficult or im- 
 possible to give sufficiently thorough training in the fundamental 
 subjects in four years if we permit our students to specialize in any 
 way. I believe that next year we shall follow the plan mentioned, 
 and shall offer a fifth year which, if successfully completed, will 
 lead to the degree of Engineer of Mines, Metallurgical Engineer, 
 or Mining Geologist. We may also decide to offer a fifth-year 
 course in Mine Administration which will lead to a suitable degree. 
 While it will thus be possible for our students to secure a degree in 
 four years, especially promising men will be urged to take a fifth 
 year either immediately after finishing the four-year course, or, 
 preferably, after they have been out of college for a year or two. 
 
 PROF. HAY WARD: I agree with nearly everything Pro- 
 fessor Peele has said except his conclusion. I wish, however, to 
 comment on his criticism of laboratory work. I agree with him 
 that if we merely make the student go through a lot of mechanical 
 operations the time is wasted. The purpose of the laboratory, and 
 I refer specially to a metallurgical laboratory, is to make clear 
 the theory we teach in I lie class room. With the small apparatus 
 it is necessary to use, it is of course impossible to teach practice, 
 but we have demonstrated again and again that if a student does 
 not get the laboratory work he is very likely to lose much that is 
 valuable in the classroom. Our laboratory time if cut to a mini- 
 mum. We stop when we think we have illustrated the theory. 
 For instance, in running our laboratory blast furnace the campaign 
 lasts sixteen hours, the class working in four shifts of four hours 
 each. The men move from position to position and during a shift 
 each weighs and feeds a few charges, taps the furnace, etc., and 
 
38 MISSOURI SCHOOL OF MINES 
 
 takes necessary observations for a complete thermal balance of 
 the furnace, viz., gas analyses, and temperatures, cooling water 
 temperature and volume, blast temperature, volume, pressure, and 
 humidity, slag temperature, etc. The day after the run all prod- 
 ucts are weighed and sampled. The necessary analyses and 
 calculations are made by an assistant and each student is furnished 
 with a complete account of stock and thermal balance which are 
 discussed in detail at a conference session of the class. During 
 the campaign about five tons of charge are smelted and our exper- 
 ience has proved that the time and money are well spent. 
 
 I should like to give some laboratory experience which proved 
 unsatisfactory and tell how I remedied it. Two years ago in a 
 readjustment of the course in Metallurgy some additional time was 
 made available for laboratory work. This was to be princpially in 
 copper leaching and I laid out a series of tests on sulphatizing and 
 chloridizing some copper ore, leaching it hot and cold with various 
 acid strengths. After the work was completed the results of the 
 entire class were plotted and curves drawn to show the extractions 
 under different conditions. At the last session of the term I took 
 the figures and tried to show briefly their application in calculating 
 commercial costs, plant capacities, etc. During the term, although 
 the men had faithfully done the work assigned, there was no evi- 
 dence of enthusiasm and very little interest. I took occasion to 
 mention this to one of the more thoughtful members of the class 
 and asked him what the trouble was. He told me frankly that 
 most of the men didn't see what it was all about until the last 
 exercise when the figures were applied. Accepting this as a just 
 criticism I made a radical change last year. There were twenty 
 men in the class. Four captains were chosen by the students 
 themselves and these leaders divided the class into four groups of 
 five. To each group I gave a separate problem of roasting and 
 leaching and left them to divide the operations of roasting and 
 leaching. The results obtained were to be used in calculating a 
 plant to treat 1,000 tons per day and make estimates on operating 
 cost, finally calculating what copper must sell for to make the plant 
 pay under the conditions determined. I gave them suggestions 
 and pointed out methods of attack, but they went far beyond my 
 requirements or expectations. They wrote for catalogues, inter- 
 viewed their engineering friends and sought information from every 
 available source. Of course numerous assumptions were necessary 
 and doubtless many of the estimates were wide of the mark, but 
 in the end four highly creditable reports were passed in and man after 
 man told me that he had enjoyed it more and obtained more good 
 from it than anything he had done in his course. Every man had put 
 in hours beyond the allotted time not because he had to but because 
 he wanted to and I don't think one complained or expressed regret. 
 
 This experience demonstrated to me more than ever that one 
 
MINING AND METALLURGICAL EDUCATION 39 
 
 of our primary functions as teachers is to implant a real thirst for 
 knowledge in the student. If we do this the student will educate 
 himself with only a little guidance on our part. If we can't stimu- 
 late a student's interest,' no amount of effort or spoon feeding will 
 enable us to turn out an engineer that is good for very much. 
 
 Professor Peele's conclusion was that more than four years is 
 now necessary in a mining school. With this I di?agree. There are 
 a few cases, of course, where a man konws just what he is to do 
 and needs special preparation for it, but on the whole it does not 
 seem desirable. First, with careful planning is is possible to 
 teach the fundamentals of mining or metallurgy in four years. 
 Beyond a certain point we get to details of practice which can be 
 better learned in the plants. Second, if the student has acquired 
 an enthusiasm for his profession he will not cease his study after 
 graduation, and two years after he receives his degree he will be 
 better educated than if he remained at school. He will also be 
 farther along in his profession. If the student hasn't become 
 enthusiastic for his profession he is better off in practice even if he 
 doesn't study than he would be in school. Third, the item of 
 expense must be considered. Many have hard work financing 
 themselves for four years. A longer time would be prohibitive. 
 
 Let us provide graduate courses for the few men who need 
 them but keep the regular course at four years. 
 
 I am inclined to think that we could do much to stimulate 
 study after graduation by increasing the practice of offering en- 
 gineering degrees to be given after two or more years in practice 
 to graduates who present satisfactory evidence of study and re- 
 search. 
 
 PROF. SPERR: I remember a little experience I had in 
 talking with a gentleman. I asked him "As a graduate yourself, 
 as a teacher of mining engineering, a mine manager and an employer 
 of much technical labor as well as other kinds of labor, I wish you 
 would tell me what you think an undergraduate mining engineering 
 student should be taught." Ho said "To think," and I believe he 
 hit everything that is really worth whilo. Yes, I believe a 4-year 
 course is long enough. Three years is long enough if you make it 
 intense enough. We think we can put out pretty good men in 
 three years by working them the year around and doing it in- 
 tensively. 
 
 I have a great deal of respect for what Prof. Peele has given 
 us, and what he says is true, but after all we have got to cut it off 
 somewhere and the question of where we must cut off outside of 
 fundamentals perhaps will have to be settled by the conditions each 
 school is working under and what it tries to do. The objects of 
 tho different schools may be divided rather roughly into two classes: 
 One, to make what we call professional engineers, reporters on 
 mining properties, etc. The other is primarily to make mine 
 
40 MISSOURI SCHOOL OF MINES 
 
 operators and managers. With us we think more largely of this 
 latter object, and most of our men follow that line. We all agree 
 in that the fundamentals must precede everything else and all we 
 can do in any special line is to help the student to assimilate the 
 fundamentals. If we do that we will do well. We cannot make 
 them finished practitioners in any line you can mention. We can 
 make them useful for a certain kind of work which gives them an 
 entrance into some capacity or other and then it is up to their own 
 individuality and the forces in them whether or not they will be 
 successful. 
 
 MR. FULTON: It is well to sum up some of the ideas that 
 have been expressed. How are we going to achieve the result of 
 vitally interesting the student so that when he leaves he will 
 possess the fundamentals and enough of technical knowledge to 
 begin his career with? The question of a four-year or a six-year 
 course for a mining or metallurgical education is a fundamental one. 
 Why do we wish more time now than we did ten, fifteen, or twenty 
 years ago? I think the answer is plain. The amount of pro- 
 fessional knowledge has increased greatly since that time. Twenty 
 years ago a mining engineer was also a metallurgist. Then a 
 graduate in mining engineering might find a berth in a steel plant 
 and very soon adapt himself perfectly to the work in hand. Now 
 all this is changed and the technical knowledge that has accumu- 
 lated makes for a sharp division between mining and metallurgy. 
 How specialized technical knowledge relating to metallurgical 
 operations is may be illustrated by the existence of an active 
 technical society known as the Electrical Engineers of Iron and 
 Steel Plants. These men are engaged in electrical engineering 
 solely in relation with iron and steel works and of necessity must 
 possess some general knowledge of the metallurgy of iron and steel. 
 There is a demand for men who are thoroughly and specifically 
 trained in either the mining branch or the metallurgical branch of 
 the mineral industry. 
 
 I believe it incompatible with modern industry to give the 
 student a general course only and then graduate him expecting 
 him to find his place. He must be specifically trained in a certain 
 direction. The question is: Will it take longer to do this now than 
 formerly? Is four years enough or does it now require six years? 
 Will we expect to make it eight years a decade hence? Solving the 
 difficulty by lengthening the time is, I believe, the easiest way 
 which is not necessarily the best way. The difficulty is funda- 
 mental and I believe cannot be solved by an addition of time. It 
 really rests in the psychology of the student. In general the young 
 man between 18 and 23 in the technical school or the university 
 has usually only a hazy idea of what he is eventually going to do. 
 I have a low opinion of the practicability of vocational guidance. 
 In nearly all cases, the direction in education that a young man 
 
MINING AND METALLURGICAL EDUCATION 41 
 
 takes is at the suggestion of his parents or interested friends and 
 is not his own free choice. There are, of course, some men mature 
 enough to make a free choice but the majority are not of this type. 
 Broadly I believe it is undesirable to attempt to direct a man 
 vocationally. In most cases those who find themselves out of place 
 in the technical school will seek an adjustment. It is also true 
 that the man educated in engineering has such a generally useful 
 education that he can readily enter business or almost any industry 
 and succeed. The student is in college or technical school at a 
 critical age, psychically. I believe it is more difficult for a young 
 man to concentrate on work in hand between the ages of 18 and 23 
 than at any other time in life. His chief interest during this period 
 is in the opposite sex and it needs discipline and admonition, con- 
 stantly applied to keep him at work. This rests in the nature of 
 things and needs no further discussion except that it is one of the 
 things, though well known, frequently ignored. At 23 the man's 
 viewpoint radically changes and he is desirous to begin work. 
 Moreover, he is not content to work just to be educated, but he 
 wishes to do things in his profession, his objective becomes definite. 
 I have always felt that in engineering the fundamental conception 
 of the profession and the orientation of the individual are obtained 
 only in the works and in the field. In this respect it differs from 
 the professions of medicine and the law, as for example, in modern 
 medical education the student is in close touch in the latter years 
 of his course with practitioners through the clinics and the hospitals. 
 The engineer deals with labor and recently the demand is voiced to 
 instruct the student in what has been termed "human engineering." 
 But can this be taught in school? Fundamental conceptions can 
 be conveyed in courses of economics and sociology but the real 
 understanding and practice can be gained only in the works. I 
 believe, therefore, that four years in the technical school are enough 
 to teach the man the fundamental sciences and to direct him tech- 
 nically in a basic way in the particular field he expects to follow. 
 His orientation and the instruction in the technique of his pro- 
 fession is well left to what may be called his apprentice course in 
 the mine or works. I have the highest regard and veneration for 
 the Humanities, and a man's life would, indeed, be passed in gloom 
 and darkness were if not lighted by what is so beautiful in science, 
 art and literature. But with the exception of English Literature, 
 the great field of the 1 1 u inanities can only be indicated to the 
 student and reliance must be placed on his initiative and curiosity 
 to explore this region that will yield him such full treasure for the 
 enjoyment of life. 
 
 PROF. WALK UK: We all undoubtedly believe that speciali- 
 zation in several subjects is impossible. We have a certain amount 
 of ground to eover and a comparatively short time to cover it in. 
 As a result it is impossible to instruct students very thoroughly 
 
42 MISSOURI SCHOOL OF MINES 
 
 in more than one branch of engineering. In designing a course for 
 a mining engineering student we must necessarily include work in 
 electrical, mechanical, and civil engineering, but we cannot at- 
 tempt to make electrical, mechanical or civil engineers out of these 
 men. 
 
 It requires considerable work to keep our courses of instruction 
 abreast of the times and while our Chairman has had a much longer 
 experience in teaching than I have had, in spite of the fact that he 
 was graduated from the Columbia School of Mines a number of 
 years after I was, I can not agree with him in the statement that 
 there is but little more, to teach now than at the time either of us 
 was in school. Many subjects not even thought of then must 
 receive a great deal of attention now. 
 
 While I believe fully that the instruction in the fundamentals 
 should be thorough I also believe that we must have time to give 
 proper instruction in engineering subjects afterwards in order 
 that thoroughly trained engineers may be produced. For your 
 information I would like to state that in the School of Mines at 
 Columbia the students may select either mining engineering, 
 mining geology or metallurgical engineering and specialize in one 
 of these three branches during the last two years of their course. 
 
MINING AND METALLURGICAL EDUCATION 43 
 
 CONFERENCE HELD WEDNESDAY, OCTOBER 19, 1921. 
 
 MR. FULTON: We will open the second afternoon of our 
 conference with remarks by President O'Harra of the South 
 Dakota School of Mines. He began yesterday to say something 
 to us about what he thought should be in the mining course. When 
 Dr. O'Harra concludes, it will be desirable to plan for a continua- 
 tion of our organization for next year, and I wish to state briefly 
 that the matter presents itself to me in this way: The American 
 Institute of Mining Engineers has claims on this conference. I 
 understand that when Mr. C. H. Mathewson was requested to 
 address this conference on metallurgical education he said that 
 the subject of mining education belonged to the American Institute 
 of Mining and Metallurgical Engineers. That, of course, is a 
 matter open to discussion. It would appear that we might be 
 submerged in the Institute as its activities are so large and varied. 
 I doubt whether under its auspices we could come together as closely 
 as we do here. The title of this organization is "Committee on 
 Education and Public Service" and as stated yesterday this is a 
 very comprehensive one. In this organization I believe the min- 
 ing schools and the mining and metallurgical departments of the 
 Universities throughout the country may very well get together 
 and meet for the discussion of their problems. I think it is un- 
 necessary for this organization to set a very high aim, such as an 
 all around reform in technical education; meetings for discussion 
 and exchange of ideas will be ample motive. Miners and metal- 
 lurgists and geologists have always held together the world over, 
 and the field, while a large one, is not so large as to preclude 
 organization into one group. If we lay the foundation for such 
 an organization at this meeting, and include the mine inspectors 
 and the stato geologists and divide the group into two divisions — 
 first: those having to do with mining education and second: those 
 having to do with public service, I believe we will have something 
 well worth while. This can be done under the auspices of the 
 American Mining Congress. The Society for the Promotion of 
 Engineering Education might perhaps be considered as the proper 
 place for the educational division, but this {Society has been In 
 existence so long and no one has taken any particular interest in 
 getting the men interested in mining and metallurgical education 
 together, so that the Mining Congress seems to afford the better 
 home. I now call on Dr. O'Harra. 
 
 DR. O'HARRA*: Mr. Chairman and Gentlemen: Dr. 
 Fulton has just informed me that my name is on the program but 
 I was not aware of this fact and I do not know where I shall begin 
 this afternoon. It occurs to me that it is clear to all of us, and 
 
 *South Dakota State School of Mints. 
 
44 MISSOURI SCHOOL OF MINES 
 
 particularly after what was said yesterday afternoon, that we have 
 two unreconcilable things with which to deal. We have a limited 
 amount of time a\ailable and an unlimited number of subjects, it 
 seems to me that it behooves us to recognize this freely and fully 
 and try to adapt ourselves to the situation. We cannot fore\er 
 be allowing the individual instructor to select his favored subjects 
 and we cannot forever try to get into a course everything that 
 may be legitimately allowed in it. 
 
 I am of the belief that we should first group our thoughts 
 around the four year course. After this is definitely done and 
 after we have worked out this problem in the best way we can, then 
 I believe we should try to work out something in the way of a 
 fifth year. After this, as indicated yesterday, I think some 
 thoroughly well equipped institution or institutions ought to work 
 out something in a definite detailed way more extensive even than 
 the fifth year course. We at the South Dakota State School of 
 Mines are not at present so much interested in the sixth year but 
 I do feel that there is an opportunity for some institution to develop 
 in good way this particular feature. 
 
 Now in regard to what should be in the four year course. We 
 all say earnestly and unanimously that adequate attention should 
 be given to fundamentals but no two men will agree as to what all 
 the fundamentals are or how much of th3 fundamentals should b3 
 included. A considerable percentage of students when they come 
 to a technical school lack thorough grounding in mathematics. 
 Mathematics is certainly fundamental and the question arises at 
 once how much mathematics must a man have in order to do good 
 engineering work. He will find differences of opinion right there. 
 I recently talked with a gentleman who has had long and success- 
 ful experience in metallurgy who indicated to me that he seldom or 
 never uses calculus. Some metallurgists would, I fear, think him 
 peculiar, but the question arises nevertheless, whether it is an 
 absolute necessity for every man to have a thorough grounding in 
 calculus. Mathematicians will perhaps say that it is necessary, 
 and not subject to question. Personally, I believe it possible, in 
 view of the many shortcut mathematical helps now available, for 
 an individual to be a good mining man without very much calculus 
 and particularly do I think this true regarding metallurgical men 
 but I am of the belief that all things considered, both the mining 
 engineer and the metallurgical engineer will be better prepared 
 for his work if he has a thorough grounding in calculus and at the 
 South Dakota State School of Mines this subject (differential and 
 integral) is required of both. 
 
 A man must have training in chemistry, the amount depending 
 somewhat on whether he is to enter the mining field or the metal- 
 lurgical field. The mining man should have at least the elements 
 of chemistry and if possible some special work in qualitative and 
 
MINING AND METALLURGICAL EDUCATION 45 
 
 quantitative anaysis. The man who is to enter the metallurgical 
 field should have all the chemistry he can get. I say this with a 
 good deal of seriousness. He cannot get too much but an institu- 
 tion can try to give him too much in four years. One must have 
 physics. I suppose we may say here, as elsewhere, the more the 
 better, but we must stop somewhere and the amount must be 
 governed to a considerable extent by the series of subjects taken 
 along with it. 
 
 Perhaps it is not out of the way to say that my particular 
 field is geology. In the institution with which I am connected we 
 for a considerable number of years devoted four years to geology. 
 We gave general geology in the freshman year; general mineralogy, 
 including crystallography and blow-pipe analysis in the sophomore 
 year; metamorphic geology including petrography in the junior 
 year and economic geology in the senior year. I had the course 
 arranged that way, particularly, I suppose, because I am a geologist 
 and because my co-workers were willing to let me put it in, but in 
 recent years we have felt that there should be some change. In 
 view of the fact, as I believe, that the heads of the various depart- 
 ments are under necessity of considering the matter largely a 
 game of give and take I consented to lessen the requirement and 
 at the present time we are giving general geology in the sophomore 
 year, mineralogy in the junior year and economic geology in the 
 senior year. I may say that we have added a fifth year to both 
 the mining and metallurgical courses but this fifth year is not a 
 requirement for the first degree. Its completion entitles the 
 graduate student to the advanced degree. In this fifth year we 
 give the geological work, which was formerly given in the junior 
 year, namely metamorphic geology. This is ordinarily considered 
 a very difficult subject and, as it is taught with us in a very thorough 
 way, the fifth year students are better able to handle it. 
 
 In a recent revision of our courses we, to some extent, re- 
 arranged our English courses. We require one year of English, the 
 freshman year, and have arranged for electives in the sophomore 
 and junior years. The sophomore work has largely to do with 
 engineering or scientific matters and is so arranged as to bring out 
 to the best advantage the intrinsic value of the subjects studied. 
 Tho junior work includes especially techical composition. We 
 have for some time taught and nowrequire a year's work in eco- 
 nomics. This is taken by juniors. Sociology is elective for juniors 
 and seniors. In addition to this we have recently introduced 
 courses in conneet ion with the business essentials of engineering, 
 Including particularly a consideration of the underlying principles 
 of organization and management. This is usually given in the 
 senior year. We feci that the engineer has not in the past had 
 enough business < mining. The Instruction does not have to do 
 with book-keeping or simple accounting but rather to the larger 
 
46 MISSOURI SCHOOL OF MINES 
 
 features of the business with which the manager of an organiza- 
 tion has to deal. We have no special requirement in connection 
 with the training of students in the looking up of scientific or 
 technical literature but indirectly we emphasize the importance 
 of the matter. 
 
 Now I think that at the South Dakota State School of Mines 
 we have pretty fairly solved the difficulty of requirements in so 
 far as concerns the four year courses. Briefly we require all of our 
 mining and metallurgical students to take mathematics through 
 calculus. We give calculus four hours the first semester and four 
 hours the second semester. I believe this is doing as well as 
 one can reasonably hope for in a four year course. We require 
 physics — one full year of general physics, and it is a good stiff 
 course. We require of mining students two years of chemistry 
 in addition to the one year required for entrance, and three years 
 for the metallurgical students and most of our students take what 
 practically amounts to four years — this in addition to the distinc- 
 tive metallurgical courses. 
 
 The two greatest difficulties we have had to contend with are 
 these — how to give the student some work in modern languages, 
 particularly French and Spanish, and how to give some work in 
 certain subjects related in a way but in addition to the sciences 
 required. Personally I think, and I think very seriously in regard 
 to this, that institutions generally over the country today have 
 not awakened to the opportunities and to the advisability of teach- 
 ing some of the most fundamental things in connection with the 
 biological sciences. I believe that if there is to be any revision of 
 our mining and metallurgical courses there should be some real, 
 good, honest study made as to whether or not it might be possible 
 to introduce to the student some of the more important phases of 
 biological knowledge. You may think this strange and that so 
 far as engineering work is concerned the' engineer has no particular 
 use for anything of this kind. We yesterday discussed the cultural 
 needs of men going through our institutions. I think that one of 
 the most helpful cultural subjects that can be devised can be made 
 up of certain phases of geology or certain phases of biology. When 
 I was in college I took five and one-half years of Latin, three and 
 one-half years of Greek, some German, some French, some Anglo- 
 Saxon, and about all the English, literature, and history I could 
 get — more than the catalog required and more mathematics than 
 was required. My friends, I mention what I had in college because 
 I do not want you to think that I speak from lack of knowledge of 
 the studies, which to many minds, are the cultural subjects par 
 excellence. Some of the best opportunities for cultural work are in 
 connection with things far removed from the subjects I have 
 named. It is after all not so much what we teach as how we teach 
 it. If we cannot get cultural things into a course let us teach 
 
MINING AND METALLURGICAL EDUCATION 47 
 
 some of these things without getting them into the course. I just 
 want to drop a thought in regard to this. If we do not teach some 
 things that are not in the curriculum we are missing a wonderfully 
 good opportunity and personally I fear that we fail to recognize 
 our absolute duty. 
 
 In my judgment mining and metallurgical men should not go 
 out from an educational institution unless they know something 
 of the fundamental things of life whether it be biology, sociology, or 
 something else. The engineer must know something besides the 
 mere technic of solving physical and chemical problems. He must 
 know something of what life means and when we cannot put all 
 of the valuable cultural things into courses let us see to it that we 
 get some of them in. After all one needs to use ingenuity if he 
 attains success. 
 
 I do not know that I have anything further to say on the 
 subject of the four-year course. In my judgment the four-year 
 course is all right but I am partial to the alternate of a five-year 
 course. The four-year course is not enough but it is as much as 
 some men can take. In many cases there is good opportunity for 
 the fifth year. We introduced it, other institutions have introduced 
 it. Now, if we are going to have a sixth year, let us have it in all 
 the best that the term implies but when we have wrought out the 
 six-year course let us not forget the good things available in the 
 five-year course and, likewise, let us not overlook the good oppor- 
 tunities of the four-year course. 
 
 MR. FULTON: I believe Dr. O'Harra struck a key-note in 
 his address; when he dwells on the importance of the sciences 
 particularly of the natural sciences in our higher education. He 
 has expressed the scientist's view of education. Herbert Spencer 
 and Thomas Huxley expressed fundamental ideas on this subject 
 and I firmly believe that the day is coming when most educators 
 will view education from this standpoint. Certainly it is true that 
 no educated man should go forth from a university or school today 
 without some fundamental knowledge of the biological sciences. 
 I distinctly remember zoology and botany in my college course but 
 these subjects have disappeared as unnecessary for the engineer. 
 
 I agree with Dr. O'Harra when he states that if subjects are 
 to be added to the engineering course they should be of this type 
 rather than the purely technical subjects. Those are the subjects 
 which are pressing for entrance. Can we take the responsibility 
 as educators of engineers and let our men go out without a 
 fundamental knowledge of such subjects as economics, biology, 
 and sociology. There is a tendency in some of the technical 
 schools to make instruction more and more practical, so called. 
 I believe this tendency a great mistake resulting in not much more 
 than a trade school education. I believe that the acceptance of the 
 sciences as cultural subjects and the recognition of the great 
 
48 MISSOURI SCHOOL OF MINES 
 
 possibilities of biologic science and psychology in ameliorating 
 human life will come rapidly within the next 5 or 10 years, and 
 those of us engaged in education should be prepared to aid in the 
 change. 
 
 PROF. SPERR: In regard to the many interesting questions 
 under the Symposium on Mining Education which was sent out by 
 our Chairman, Dr. Fulton, in preparation for this Conference, I 
 would say that it would seem to me well to discuss all of these ques- 
 tions exhaustively if we were allowed sufficient time. I have made 
 a few notes on some of the questions as follows: 
 
 1. What is the scope and content of a modern course in Min- 
 ing or Metallurgy? 
 
 Upon the answer to this question there can be no precise agree- 
 ment among educators. The following outline is suggested as a 
 basis for discussion. The number of hours is given as the total 
 time to be devoted to the subject by the student. 
 
 Hours. 
 
 Mathematics as far as the calculus 600 
 
 Physics — Mechanics, Heat, Light, Magnetism and Elec- 
 tricity 300 
 
 Chemistry — Theoretical, Qualitative, and Quantitative 
 
 including Assaying 900 
 
 Geology and Mineralogy 500 
 
 Lettering and Drawing 350 
 
 Language 250 
 
 Wood and Iron Working — Shops 400 
 
 Surveying — Field and Mine 750 
 
 Materials and Mechanics 800 
 
 Hydraulics 150 
 
 Electricity 200 
 
 Economics, Industrial Accounting and Management 250 
 
 Mining Operations, or Metallurgical Operations 600 
 
 Plant Design — Either Mining or Metallurgical 200 
 
 Total number of hours definitely specified 6,200 
 
 Specialized work in any one or more of the above subjects 
 
 as may seem desirable, including calculus if desired . 1 ,000 
 
 Total numbers of hours of undergraduate work 7,200 
 
 2. Can the Co-operative System in Engineering as Practiced 
 by the University of Cincinnati be Successfully Applied in a Mining 
 or Metallurgical Education? 
 
 Yes, where the surrounding conditions are favorable; and no, 
 where they are unfavorable. At the University of Cincinnati they 
 justly emphasize the importance to the student of learning labor 
 conditions. Many of our students work more or less in the mines, 
 mills and smelters during their college career. Such work is not 
 
MINING AND METALLURGICAL EDUCATION 49 
 
 required for graduation and no credit is given for it towards a 
 degree. For many years we have had the question of requiring 
 such work under consideration. Under our present system the 
 student who works in the mine finds his job like any other laborer 
 and is taken into the confidence of his fellow workmen in a way 
 which would not be open to him if he were placed in his position 
 under the other system, and we think this gives him the greatest 
 possible advantage for learning the laborer. We advise our stu- 
 dents to work in the mines to learn mining and, above all, to learn 
 miners and to learn them sympathetically — in other words, to 
 study the human element. The good driver loves his horse, and 
 the good superintendent loves his men. Good superintendents, 
 good bosses, are born, improved by proper training, but not made 
 to order. We are not yet convinced that we should adopt the 
 other system. 
 
 3. What is the Best Way to Make Room in a Mining or 
 Metallurgical Course for the Constantly Increasing Number of 
 Technical Subjects which Apparently Should be Included? 
 
 No doubt there is yet much room in most of these courses as 
 actually given for the introduction of new technical matter for 
 illustrative purposes, even in the teaching of the so-called funda- 
 mentals. When everything possible has been thus provided for, 
 old matter will have to give way for the new whenever the new is 
 shown to be the more important. 
 
 4. What are the Basic Elements of a Mining and Metallurgi- 
 cal Course? Answer, Mathematics, Physics and Chemistry. 
 
 5. Should the Mining and Metallurgical Course be Recast 
 and Rebuilt and if so on What Basis? Answer, yes, constantly, 
 and on the basis of improvement for greater efficiency. 
 
 6. Are Four Years Enough for a Course in Mining or Metal- 
 lurgy, Taking into Consideration all Elements that Enter into this 
 Problem? This question was quite thoroughly discussed in our 
 conference the other day. 
 
 7. How is the Subject Best Taught? Answer, by requiring 
 the reading of certain selected lessons and the solving of definitely 
 assigned problems. The aid of models is helpful, visiting mines is 
 essential, work in laboratories is important, and work in mines is 
 desirable. 
 
 8. How is the Subject of Metallurgy Best Taught? Answer, 
 in very much the same way as the subject of mining, except that 
 metallurgical and milling plants and subjects are to be substituted 
 for mines and mining subjects. 
 
 9. How Much Mathematics Should there be in the Mining 
 Course? In the Metallurgical Course? See outline under 1 lu- 
 first question. 
 
 10. What is the Best Way of Teaching English to Engineering 
 Students? Answer, first by arousing their interest, showing them 
 
50 MISSOURI SCHOOL OF MINES 
 
 the value of being able to handle the language properly and effi- 
 ciently as one of the necessary means of accomplishment; Second, 
 by requiring the students to speak and write for the teacher's 
 commendation and criticism. The speaking may be in class or in 
 conference discussions and recitations. The writing may be on 
 topics of the students' own choosing. 
 
 11. Should the English for Engineering Students be Technical 
 and Limited in Character or Broad and Include Literature? An- 
 swer, the use of good English depends on neither. 
 
 DEAN BUTLER: I think as scientists or engineers we are 
 apt to believe that uniformity of system is very desirable. I know 
 we feel that way in regard to much of our work, and I used to have 
 the same idea relative to engineering courses; but I am not so sure 
 now that it is desirable for us to work toward absolute uniformity 
 in mining engineering courses. I realize that it would be impossible 
 to achieve that end even if we did attempt to do so, for I have 
 never found two Deans of Mining Schools who could agree in all the 
 particulars of a curriculum. There are, in fact, many reasons why 
 it is not desirable that all mining curricula should be identical. In 
 every institution we have one or more instructors who are excep- 
 tionally good teachers — men who can enthuse their students, who 
 can make them work wonderfully well, and who perhaps mix into 
 their courses some of these other things that we have mentioned 
 and which are not in the curriculum. Such men will naturally find 
 it easy to gain a little extra time for their work, and will do so at 
 the expense of other instructors, who, while they may be good, are 
 in no way exceptional. Then, also, the needs and opportunities 
 of the students in different mining schools vary considerably — 
 some, for instance, are mostly interested in coal mining, while 
 others feel little or no need to study this subject at all; some of 
 you are in regions where iron and steel mining, ore dressing, and 
 metallurgy, are especially important, while others of us see no 
 reason to emphasize these subjects. It seems to me that the 
 object of discussions of this kind is not to attain uniformity, but 
 merely to ascertain what other people are doing and thinking, and 
 to discuss these questions in the hope that we may be given ideas 
 useful to us in our work. I believe, however, that it is possible 
 and desirable to reach agreement as to how much of the funda- 
 mental sciences of mathematics, physics, chemistry, and geology 
 we should demand, and, roughly, what the material covered in 
 these subjects should be. I hope that in subsequent meetings a 
 part of our time, at least, will be given to a consideration of these 
 subjects, and that eventually we shall find ourselves in accord on 
 such matters. 
 
 MR. FULTON: One of the interesting questions before us is 
 that of mathematics and which was touched on by both Dr. O'Harra 
 and Prof. Sperr. Dean Thomson of Idaho will give us a few 
 remarks on the subject. 
 
MINING AND METALLURGICAL EDUCATION 51 
 
 DEAN THOMSON *: I want to thank Dr. Fulton for saying 
 "a few remarks" as that saves me from making an explanation as 
 to why I have not a formal paper. First of all with regard to this 
 question of uniformity, some of you may remember a year ago 
 seeing a diagram showing the percentage of time devoted to the 
 various studies which I exhibited at a meeting of the S. P. E. E. I 
 do not think there is any danger as to uniformity. We are evidently 
 not in any very serious situation in respect to that. The diagram 
 does not represent all of the schools but most of the schools. I 
 am sorry to find friend Butler's school omitted. We leave out 
 Columbia because they are on a different plan or basis, but this 
 diagram is based upon the ordinary four years' course. Note a 
 variation in the subjects as given, mining and metallurgical en- 
 gineering, geology, chemistry, physics, mathematics, economics 
 surveying, drawing, etc. Evidently we are a long way from uni- 
 formity in those things, and I am inclined to think it is probably 
 just as well to stay away from uniformity. Strong men will em- 
 phasize their work and it is highly desirable that the students 
 should have the advantage of it. If you have a weak man naturally 
 his work will be minimized. 
 
 Notice the variation in mathematics. There is variation from 
 a minimum of perhaps 5 % to a maximum of about 15%. What 
 we tried to do was to take the catalogs and work from those. By 
 careful work we managed to get things down to a fairly uniform 
 basis of comparison. 
 
 Now specifically with respect to the question of mathematics, 
 I imagine I am probably on the opposite side of the question from 
 most of you. Personally I think if we are to let mathematics stand 
 upon the mental discipline ground, it cannot stand there very long. 
 Its position in that field is exactly the position Latin or Greek 
 occupied 30 or 40 years ago, and I do not think such a position can 
 be held much longer. I know there are a good many teachers of 
 the older school, particularly teachers of mathematics who cling 
 to that idea that if one only had a stronger mathematical training 
 he could master anything, but most of us know from personal ex- 
 perience that there is no necessary correlation between mathematical 
 ability and any other kind of ability either in teachers or in students. 
 As to its cultural value I would like to have someone enunciate 
 just what is "cultural education." Mathematics has never been 
 listed as among the fine arts of life and I do not think it can stand 
 very long on the basis of its value in conversation or "pink teas" 
 or anything of that kind. 
 
 Let us turn now to the <jurstion of its utilitarian value — the 
 answer to this question is to be furnished by the examination of 
 the literature of the profession. One can search the transactions 
 
 ♦School of Minos, University of Idaho. 
 
52 MISSOURI SCHOOL OF MINES 
 
 of the Institute, the files of the Mining & Scientific Press, or the 
 Engineering & Mining Journal for a differential or an integral sign 
 practically in vain. In our standard text books the same thing is 
 true. Take our chairman's excellent work "The Principles of 
 Metallurgy." Dr. Fulton (addressing the chair) "how many 
 integral signs are there in that book?" Dr. Fulton, "One I think, 
 but I didn't put it there" (Laughter). Evidently the application 
 of higher mathematics to Mining and Metallurgy is not extensive. 
 
 So much then for the application of mathematics in the work 
 of the profession. Nevertheless I believe in spite of all that we 
 ought to have a good proportion of mathematical training in the 
 mining engineering course. I believe, however, that it will have 
 to rest entirely upon the utilitarian basis on the ground that there 
 is just as much training in the study of a thing which is useful as 
 in the study of a thing that is useless. I believe that our mathe- 
 matics has got to rest fundamentally upon the utilitarian basis, 
 and I believe that our mathematics should be taught with its 
 practical application constantly in mind, not a narrow, limited 
 practical application of the thing, but with a view of its broad 
 general use. I believe there is a great deal of material in the 
 average traditional course in mathematics which has no relation in 
 Heaven or on earth to that with which the engineer has to deal and 
 which could be excluded from the course with very great profit, and 
 I would like here to refer to the really remarkable work being done 
 by Prof. C. C. Moore, at the University of Washington— Moore is 
 taking one or two sections of freshman engineers and putting them 
 to work on problems in engineering mechanics teaching them the 
 mathematics they need, as the need arises in the solution of prob- 
 lems. The result as I can certify from evidence afforded by the 
 students themselves is that by the end of the year they are solving 
 problems not usually reached until the end of the Junior year. 
 Another point is that these men, who by the way still continue the 
 traditional mathematics courses, show an ability in the calculus 
 courses which the other men never attain. 
 
 MR. FULTON: You have heard Dean Thomson's remarks 
 on mathematics. I recall we had a paper last year by Prof. Peele 
 on this subject. There was considerable discussion at the time. 
 I believe that the question of mathematics is dual. First, mathe- 
 matics we might say is a cultural subject or a subject which is in 
 the course for the purpose of developing the reasoning power, and 
 second it is a utilitarian subject, and furnishes one of the tools of 
 the profession. I know from personal experience in teaching that 
 students who have gone through this long training in mathematics 
 come to a subject in which mathematics might be used and then 
 lamentably fail to do so. There seems to be no connection in their 
 minds with the subject in hand and their training in mathematics. 
 I cite a metallurgical example. There is a problem in alloys in 
 
MINING AND METALLURGICAL EDUCATION 53 
 
 which we desire to calculate the amounts of the several constituents 
 which are present. The calculation is one of proportion. You 
 give the students this problem and usually at the first, not more 
 than one in 40 or 50 can solve it and arrive at the correct answer. 
 There seems to be no connection in the student's mind between 
 the principles of mathematics which apply to the problem and the 
 problem itself. I have noted this in detail year after year to 
 discover whether I perhaps was hasty in my judgment but it in- 
 variably comes out the same way. The student is studying alloys 
 and hence a problem in metallurgy— but in reality it is not a 
 problem in metallurgy but a simple problem in mathematics. The 
 connection is not established in the mind — not even with the best 
 of men. Now, naturally this is not true only of alloys or metal- 
 lurgy but of all other courses in which mathematics is used. From 
 the standpoint of utilitarian value in a course of mining or metal- 
 lurgical engineering, I think mathematics is more or less of a failure, 
 so far. There is another point concerning mathematics. Those 
 of us who have the "mathematical mind" (some of us have, some 
 have not) know that the mathematician must be precise and 
 specific in his start of a mathematical theorem. But in purely 
 mining and metallurgical problems, in order to complete mathe- 
 matical formula, one must assume certain things. One cannot 
 carry out the calculations without doing that and of course the 
 result of a mathematical calculation which is based on an assump- 
 tion is either correct or incorrect, as the assumption is. There is 
 no question but what the civil engineer, the mechanical engineer, 
 and the electrical engineer deal with mathematics in quite a different 
 way and what I have said does not apply to them. As regards the 
 mind training obtained by mathematics, I am frank to say that I 
 used to be a believer of the old school, but doubts are now creeping 
 into my mind. There are so many men who go through mathe- 
 matics in a mechanical way. One can learn mathematics in a 
 mechanical way. If you do not comprehend the problem you go 
 to someone for help — that help is rendered you and the helper does 
 the real mathematical thinking while you follow the routine cal- 
 culation. The mathematics in the case is done for you. By such 
 means men get through their mathematics some way. But how 
 much mathematics they know at the end of the course is a question 
 and I do not hesitate to say that the utilitarian value of the mathe- 
 matics acquired in this way is but small. Mathematics to a cer- 
 tain extent are essential in the study of physics and chemistry — 
 just how much is necessary I do not know but I am beginning to 
 doubt the educational value of mathematics carried too far and it 
 is an open question as to whether some of it might not be eliminated 
 and replaced by other things. 
 
 PROF. SPERR: I am radical on that subject. It is not the 
 fault of the student but it is the fault of the teacher if beneficial 
 
54 MISSOURI SCHOOL OF MINES 
 
 results are not attained from the study of mathematics. Mathe- 
 matics is both utilitarian and beneficial for mental development if 
 properly taught. It develops the analytical capacity of the brain, 
 and I do not think any of you will contend that the mining enginesr 
 requires no analytical capacity. He needs to know how to take 
 the known quantities and from those known quantities to find the 
 value of the unknown, analytically. 
 
 PROF. WALKER: My object in coming to this meeting was 
 more to learn the opinions of others than to express an opinion 
 myself. I find that I have expressed one or two opinions already, 
 and, on the subject of mathematics, would like to say another 
 word. In our six-year course we devote a considerable amount 
 of time to mathematics, some may think too much. Our work in 
 this subject is so arranged, however, that while the students are 
 taking the calculus they are applying the principles of calculus in 
 their work in mechanics and physics, so as the men are taught 
 their mathematics they are instructed how this training can be 
 utilized. In other words, we consider mathematics not simply a 
 training for the student's mind but a subject which can be utilized 
 in his daily work. 
 
 It would seem to me impossible to leave the calculus out of a 
 well designed engineering course, as otherwise how is a man to 
 thoroughly understand his mechanics, physics, or resistance of 
 materials? In teaching students who have gone through this 
 fundamental training I find that they are apt to use mathematics 
 on all occasions. In fact, the use they make of higher mathematics 
 in problem papers is sometimes embarrassing. In arranging for 
 the course in mathematics it is well to have the teachers on this 
 subject confer freely with the teachers in the departments of 
 physics, mechanics, and engineering so that the best results, from 
 an engineering standpoint, can be obtained. 
 
 DEAN WALKER: I am much like Prof. Sperr in my feelings 
 only that I call myself a Conservative instead of a Radical. I 
 believe that mathematics has a most important bearing on all kinds 
 of engineers irrespective of the branch of the work in which they 
 may be engaged. I agree that the way in which the subject is 
 taught is of much importance, and in Kansas we probably are in 
 better shape than are many of the schools in that several of our 
 mathematics teachers are men who have had some experience in 
 engineering, or who have made particular study of the application 
 in which their students will have need of the mathematics prin- 
 ciples that are being taught. 
 
 My opinion is that the subject is of value from both the 
 disciplinary and utilitarian viewpoint. In its disciplinary or men- 
 tal training features it is true, as Prof. Sperr says, that the power 
 of analysis must be developed in our students if they are to progress 
 satisfactorily in their teaching work. But it is not of this phase of 
 
MINING AND METALLURGICAL EDUCATION 55 
 
 the subject that I wish to speak. I cannot see how we are to give 
 our students the proper training in Physics and certain other 
 allied subjects without a sound mathematical training along 
 established lines. If we are to give our men the fundamentals of 
 science in an adequate .fashion they must be given the necessary 
 foundation. In my opinion it is the primary function of the schools 
 of engineering to train men in these fundamentals. Unless we are 
 doing this the student is spending time ineffectively while he is in 
 our schools, and we are not doing the right thing by him. 
 
 The method of teaching first formulated by Prof. Moore, then 
 in Washington State but later in the training branch of the engineer- 
 ing corps of the army, has been referred to. I have had oppor- 
 tunity to see at short range some of this work. It gets certain 
 results, but I cannot see how by any possibility it could be adapted 
 in an institution that is committed to the plan of teaching sound 
 fundamentals that are at the basis of technical education. It has 
 some value and under certain conditions where quick results are 
 desired along specific lines, it can be used to advantage. It is at 
 best a tentative, not to say a makeshift-, method of dealing with 
 applications of scientific principle. 
 
 DEAN THOMSON: In the first place I want to set myself 
 quite right with Prof. Walker and this meeting. I would not be 
 willing at all to sacrifice the calculus. We agree there, but my 
 point is I believe that all of our mathematicians should be given a 
 more definite orientation in the direction of its application than 
 is now given, and I think we can agree on that then if in doing that 
 there remains any opportunity for a comparison it should be done. 
 Then as to the other thing, Dean Walker of Kansas has had some 
 first-hand experience apparently with Prof. Moore's method, but 
 his conclusions are not the conclusions which I gather from what 
 I can learn from the application of things at Washington. It may 
 have been a makeshift method as applied in the army. I think 
 everything we did in the army was of necessity makeshift or we 
 would not have gotten anywhere, but Moore's method in college 
 work has gone too far to be characterized as a makeshift. 
 
 PROF. HAY WARD: Along the lines of Dean Thomson's 
 remarks, I recently was in conversation with one of our instructors 
 in applied mechanics. I was making the complaint which I fre- 
 quently make — that calculus is a splendid thing but very few 
 students know how to uso it. He agreed and went on record with 
 this statement that one full term amounting to about 60 hours of 
 our applied mechanics could be saved if we taught that in con- 
 nection with calculus. His idea was to teach the calculus and at 
 the same time teach the applied mechanics — that was his opinion 
 but I do not know how general that is. 
 
 DEAN WALKER: I do not mean to condemn the method 
 of Prof. Moore as not having any value in itself, but my point is 
 
56 MISSOURI SCHOOL OF MINES 
 
 I cannot conceive how we could really replace a complete course 
 in a mathematical subject. 
 
 MR. FULTON: I doubt if there is as much difference of 
 opinion among those discussing this question as there seems to be. 
 I feel sure that neither Dean Thomson nor myself would like to 
 do away with mathematics. It is evident that many courses in 
 the engineering curriculum have had a serious revision in the last 
 15 or 20 years. The chemistry is totally different from what it 
 used to be; the physics is different; but mathematics is on the same 
 basis as it has always been. Why this is I do not know but perhaps 
 this is one reason for it: in engineering schools, as in the univer- 
 sities, mathematics is not usually taught by engineers. It is 
 taught by men who have a different viewpoint of mathematics 
 than engineers. If mathematics in schools of applied science be 
 taught by engineering instructors we would probably obtain a 
 different result from the utilitarian standpoint. Take the whole 
 field of mathematics in education — starting in the grammar 
 school where the student begins with arithmetic and then goes on 
 to algebra, and then passes on to the high school where he again 
 takes algebra and then geometry and from there to the technical 
 school or university continuing the series, and certainly the facts 
 are evidence that most of those who go through have received no 
 direct benefit from a utilitarian standpoint within the range of the 
 higher mathematics. This is a fact I think we must face. Dean 
 Walker said his students bring him problems worked out by mathe- 
 matics and he wonders why they used so much mathematics in 
 working out that particular problem. I believe that mathematics 
 is^an indispensable tool for the engineer but our system often fails 
 to furnish a good tool; in place of high-speed steel it is made of 
 malleable iron. 
 
MINING AND METALLURGICAL EDUCATION 57 
 
 CAN AN EFFICIENT COURSE IN MINING BE 
 GIVEN IN FOUR YEARS? 
 
 Robert Peele 
 
 Columbia University. 
 
 This question may be considered from two viewpoints: that 
 of the teacher in the mining schools, and that of the employer of 
 young engineers. Both are vitally interested in the establish- 
 ment of a system of training that' shall be good both educationally 
 and professionally. The student's point of view, although he 
 may not realize it before graduation, will usually be found not 
 greatly different from that held by the teacher. 
 
 I. 
 
 It is difficult for anyone who is not a teacher, or who at least 
 has not been a student in a school of mines, fully to understand 
 the pressure for time existing in almost all parts of the schedule of 
 study. Every competent teacher of an engineering subject recog- 
 nizes the impossibility of covering the ground adequately in the 
 few hours per week at his disposal. It is a truism to say that he 
 must first of all see to it that the students get a thorough ground- 
 ing in the principles and essential features of the subject. If he 
 fails to insure this, he has failed in his chief function as a teacher. 
 The utmost care is necessary in framing the outline of his subject, 
 to the end that it shall be clear, concise and logical. 
 
 But, this is not all. The dry bones of the skeleton must be 
 clothed with flesh and life-blood infused. The personality of the 
 teacher is of prime importance in accomplishing this. If he is 
 fully competent, his own convictions will stand out clearly; con- 
 victions that are based on knowledge of both theory and practice. 
 The second requisite is a judicious selection of illustrative problems 
 and examples from practice. It is only by a combination of these 
 two elements that the enthusiasm of the students can be aroused 
 and their interest, maintained. All of this must be compressed 
 into the brief time allotted to each subject, for lectures, recitations 
 and the aecompanying laboratory work. 
 
 While the fundamentals of most branches rarely or never 
 change, advances and modifications of practice oblige the teacher 
 frequently to revise his lecture notes. The endeavor to keep 
 abreast of the times leads to careful and anxious examination of 
 the table of contents of each subject, for the purpose of cutting out 
 possible non-essentials. Revision, however, rarely cures the 
 
58 MISSOURI SCHOOL OF MINES 
 
 trouble. What the teacher is able to eliminate, is sure to be more 
 than offset by the necessity of bringing to the attention of his class 
 new methods and improvements in old ones. 
 
 From time to time, radical relief is sought from localized pres- 
 sure. A committee of the faculty may be appointed to study the 
 entire curriculum, and to make recommendations that may alleviate 
 the situation. The gist of the committee's report is apt to be that 
 no relief can be found, except by a general "cutting out of details." 
 This, indeed, may sometimes be necessary; for there is always 
 danger of giving undue prominence to descriptions of methods and 
 appliances, the details of which vary as practice changes. But, 
 if the pruning knife be too liberally or unwisely used, in the case of 
 a subject already being presented in a highly condensed manner, 
 the impression on the student's mind is weakened; for details that 
 show the application of theory are aids to mental digestion. 
 
 What is the remedy for this pressure for time? To be entirely 
 frank, I think there is no positive remedy that would be generally 
 acceptable. In most cases, the teacher must make the best of a 
 congested condition, brought about by the multifariousness of our 
 present-day engineering. But, this is not to say that the situation 
 is hopeless, that it may not be ameliorated. 
 
 II. 
 
 The attitude of many employers of young engineers is in some 
 respects like that of purchasers and users of manufactured commodi- 
 ties. They have their ideas as to what the quality of the graduates 
 of the mining schools should be; and, as they are by no means in- 
 articulate, their opinions and criticisms often go direct to the 
 teachers in the schools. 
 
 While expression of the employer's viewpoint is always useful, 
 it is of most value when it comes from the manager or superin- 
 tendent who himself has had the advantages of a technical educa- 
 tion. He is then familiar with the schedule of study, and knows 
 from personal experience how hard it is to find time in the brief 
 undergraduate period for an adequate training in the essential 
 preparatory sciences, as well as in the numerous highly specialized 
 technical subjects that now so urgently demand attention. He 
 will then have learned that, under our high-pressure modern condi- 
 tions, the framing of a sound schedule of study consists largely in 
 selecting what experience indicates as being of most value to 
 young men beginning an engineering career, and that it is no longer 
 possible fully to cover the field. 
 
 Some criticisms of the existing courses of study in schools of 
 mines are based on the fact that the young graduate does not 
 always make good in the first year or two of practical life. In- 
 quiry into such cases generally reveals the real difficulty, viz., 
 
MINING AND METALLURGICAL EDUCATION 59 
 
 that the beginner has failed to meet the requirements of the particu- 
 lar position in which he finds himself immediately after leaving the 
 school, because he lacks some special knowledge or aptitude. That 
 such failures occur cannot de denied. The questions then arise: 
 (1) to what extent do these failures constitute a valid ground of 
 complaint against the system of training in the schools? (2) is it 
 possible to give students a sufficient variety of "practical" instruc- 
 tion to enable them, at once after graduation, to meet the em- 
 ployers' demands, in whatever lines of duty they may be called 
 upon to serve? 
 
 Leaving out of account the question of the student's personal 
 equation, and recognizing that not all young graduates are fitted 
 by nature for the successful practice of engineering, it is necessary 
 to keep in mind the true aim of a well organized school of mines. 
 It is certainly not to prepare its graduates to perform some specific 
 round of duties, which may form but a very small part of the wide 
 field of mining practice. No course of training could turn out 
 young men, every one of whom would be competent to deal in- 
 stantly with any and all of the problems that may have to be met 
 by an engineer. Undoubtedly mining students could be prepared 
 for prompt, efficient service in some particular technical position; 
 it is not possible to prepare them to fill immediately and equally 
 well all of the beginners' positions usually open to young graduates. 
 The chief purpose of a technical education is to develop the reason- 
 ing powers and stimulate original effort, rather than to afford the 
 student opportunity to collect a mass of engineering data. 
 
 In some schools much time is devoted to certain manual 
 operations of mining. Laboratories have been established to 
 teach students to run machine drills, make comparative tests of 
 drilling speeds of different machines and shapes of bit, sharpen and 
 temper drill bits, etc. One school has a laboratory consisting of a 
 tunnel and power plant for carrying on actual drilling and blast- 
 ing, studying the effects of different rounds of holes, and even 
 for practice in tracklaying and timbering. Another has a "mine 
 rescue" and "first-aid" laboratory. All these things are useful, 
 and are good and proper if the school aims to turn out foremen 
 and shift-bosses, or narrow specialists. But the time necessary 
 to attain manual dexterity would better be devoted to the engi- 
 neering subjects. How to run a drill can be quickly learned, if 
 necessary, in the mine after graduation, but a sound grounding 
 in mathematics and the natural sciences, and their engineering 
 applications can never be secured so well as in the school class 
 rooms and laboratories. 
 
 A wholly different criticism is that graduates of mining 
 schools are rarely able to handle men successfully. It is often 
 asked why instruction is not given in this important adjunct of 
 all engineering practice. The obvious reply is that ability to 
 
60 MISSOURI SCHOOL OF MINES 
 
 manage men cannot be acquired by any course of instruction and 
 study. The subjects of sociology and economics may serve as 
 aids, but experience is essential. This ability comes from a 
 knowledge of human nature, which is generally gained slowly 
 and often painfully — if it be gained at all — in the course of time, 
 and by actual contact with men and working conditions. 
 
 Other specific shortcomings that may be objects of criticism 
 might be cited. I knew a case where an excellent mechanical en- 
 gineering department of a mining school was severely taken to task 
 because one of its graduates, on beginning his field work, did not 
 know how to designate the sizes of iron pipe fittings for making 
 an inventory. It is probable, also, that, if he had been assigned 
 to the staff of the master mechanic of the mine, he might have 
 found himself unable, at first, to set the valves of a Corliss engine; 
 but, if he had profited by the sound school training given him in 
 the fundamentals of mechanical engineering, he doubtless quickly 
 realized his ability to pick up the thousand and one practical de- 
 tails of his branch of the service far faster than could be done by 
 his journeyman companions. Similar reflections might be made 
 respecting the routine work of other operating departments of 
 the mines. 
 
 III. 
 
 The conclusion would seem to be c 1 e a r. A thoroughly 
 equipped school of mines is not engaged in training its students 
 to be shift-bosses, or mechanics, or electricians. It must first 
 of all see to it that its graduates shall have had a thorough drill 
 in the basic subjects that form the backbone of the engineer's 
 training. In framing a course of study that will accomplish this 
 the teaching staff is forced to recognize the limitations imposed 
 by existing conditions. 
 
 The great breadth of modern engineering practice, the multi- 
 plication of methods, appliances and types of machinery utilized 
 in mines, constitute a mass of detail that can be dealt with only 
 briefly in class room and laboratory. The mining course differs 
 from the relatively homogeneous courses in civil, mechanical, 
 electrical and chemical engineering, in containing a greater variety 
 of subject matter. In each of the latter courses, the technical 
 instruction is in more closely related subjects. Mining engineer- 
 ing, on the other hand, comprises applications of parts of all the 
 other branches of engineering, besides the specifically mining and 
 metallurgical subjects. This heterogeneous character of the 
 mining curriculum is largely responsible for the difficulties under 
 consideration. Thirty-five years ago the case was materially 
 different. Electrical transmission of power was in its infancy, 
 mechanical engineering was far less specialized, and the small 
 variety of mining and ore dressing machinery made the equip- 
 
MINING AND METALLURGICAL EDUCATION 61 
 
 merit and operation of mines a simpler matter. Hence, the at- 
 tention of the student was concentrated in a narrower field. 
 
 No student of the present day, however able and industrious, 
 can hope to acquire more than a general acquaintance with the 
 great fields of engineering knowledge now applied to mining. He 
 will have accomplished what is practically possible if, after he has 
 completed his preparatory work in mathematics, chemistry, 
 physics, mechanics, properties of materials, geology, mineralogy, 
 etc., he succeeds in familiarizing himself with the salient features 
 of those portions of tthe allied branches of engineering that furnish 
 so large a part of the professional equipment of the mining engi- 
 neer. 
 
 From the standpoint of the school the great cost of main- 
 taining the group of engineering departments that contribute to 
 the training of mining students is justified by the efficiency of in- 
 struction imparted by specialists in the several branches and 
 the facilities they afford to earnest students in getting a start in 
 their career. Students are not expected to become encyclopaedias, 
 but they can learn how to search for and where to find the data for 
 solving a given problem. This in itself is no small part of an 
 engineering training. They also learn something of which every 
 teacher in a technical school is thoroughly convinced, namely, 
 that no engineering subject can be completely covered by the class 
 room and laboratory work assigned to it. Even with the aid of 
 conscientious collateral reading, the student can succeed in making 
 only a general survey of each subject. He cannot expect to master 
 any part of it, except by neglecting other parts; but he may hope 
 to attain some familiarity with what may be called the literature 
 of engineering, and a conception of the great fields of engineering 
 knowledge, the extent of which is only faintly realized by those not 
 fortunate enough to have undergone a school training. 
 
 To aid the student, numerous pocketbooks and handbooks 
 have been published in recent years, forming a highly condensed 
 library of engineering practice. Their possession, together with 
 a general knowledge of their contents, constitute no small part of 
 the engineer's stock in trade. But they are only the tools of the 
 engineer, the intelligent use of which depends largely upon the 
 school training. 
 
 In the usual four-year course the fundamental sciences can 
 not be efficiently dealt with in less than say 2\ years, leaving 
 1 \ years (with the vacations) for the technical subjects. It 
 may not be amiss to state that, in mining schools, the word "vaca- 
 tion" does not possess its usual meaning. Out of the 3^ months' 
 vacation each year, from 2 to 2\ months are occupied by re- 
 quired field work i ii surveying, study in mines and ore-dressing 
 plants and field geology. 
 
62 MISSOURI SCHOOL OF MINES 
 
 Realizing that even the ablest student can do no more, after he 
 has been trained in the basic subjects, than to touch the high 
 points of the great range of modern engineering practice, it must 
 be recognized that: (1) No mining school can fit its graduates 
 to perform immediately and successfully the routine duties of all 
 the positions in which they may happen to begin their field careers; 
 (2) Even if the pruning-knife be freely used in cutting out in- 
 struction in technical details, a four-year course no longer suffices 
 for an efficient training in mine engineering. 
 
 IV. 
 
 In recent years the conviction has been gaining ground amongst 
 teachers in mining schools that, notwithstanding the difficulty 
 of finding time for the numerous technical studies demanding at- 
 tention, the course should include certain cultural, humanistic 
 subjects; that there is need to widen the student's vision and 
 counteract his tendency to unsymmetrical mental development. 
 Amongst such studies are: English Language and Literature, 
 History and Economics. Here at once is a serious addition to the 
 curriculum and the list is easily lengthened. If important studies 
 are added to the four-year course it would seem necessary to cur- 
 tail some of the engineering subjects, or omit them altogether, 
 unless the period of training be extended. 
 
 Several schools have attempted to solve the problem by pre- 
 fixing a "preparatory" year; others, by adding a sort of post- 
 graduate year. One school has recently adopted a six-year sched- 
 ule. Its group of engineering schools, including the school of 
 mines, has been placed upon a graduate basis, the length of the 
 mining course being reduced to three years. Candidates for ad- 
 mission to this shortened course must have had such preliminary 
 general education as can ordinarily be obtained by at least three 
 years' work in a college or scientific school of high rank. The 
 immediate effect of this change is that most of the subjects formerly 
 given in the first year of the four-year course are now included in 
 the entrance requirements of the school of mines. 
 
 Time is thus afforded for some of the cultural studies. One 
 of the outstanding purposes is to insure a better training in the 
 use of English, so important to an engineer in his professional inter- 
 course with colleagues and clients. The man who can express 
 his opinions and write reports in lucid language has a great ad- 
 vantage over one who, though perhaps an equally able engineer, 
 habitually speaks and writes in a slovenly, uncultivated manner. 
 The other added studies contribute to a liberal education, that 
 may be expected to prepare graduates for professional practice 
 on a higher plane than is ordinarily attained by those who have de- 
 voted four years exclusively to scientific and technical studies. 
 
MINING AND METALLURGICAL EDUCATION 63 
 
 Whether this expectation will be fully realized it is not possible 
 to say until the new plan has been longer in operation. It may be 
 objected that comparatively few young men can afford the time 
 and money for so extended a course of study. While such a train- 
 ing has very much to recommend it to those who desire a fuller, 
 more completely rounded education, its ultimate success must 
 depend upon the support of the public having sons to be prepared 
 for the mining engineering profession. 
 
 Granting, as I think has been shown, that a four-year course 
 in mining is too short, is the plan mentioned above the best that 
 can be devised, or can the objects sought be attained in some bet- 
 ter way? Some teachers of mining engineering may question the 
 wisdom of separating the course of instruction into two distinct 
 parts, believing that all of it should be under the jurisdiction of 
 the engineering faculty. 
 
 A fairly satisfactory solution of this difficult problem might 
 be found for most mining schools by lengthening the period to 
 five years. This would relieve the pressure now so severely felt, 
 while still furnishing opportunity to add to the scientific and 
 engineering studies several of the desirable cultural subjects. But, 
 I believe such a suggestion should carry with it the proviso that 
 the entire course be placed directly under the engineering faculty. 
 This plan has two specific advantages: 
 
 (1) It would tend towards better co-ordination of instruc- 
 tion by insuring undivided responsibility in planning the curriculum 
 and administering the school work. In a course divided between 
 college and technical school not only may there be "lost motion," 
 but the members of a college faculty, even with the best intentions, 
 do not always have full sympathy with the aims of engineering 
 students, nor, perhaps, a sufficiently clear perception of their needs. 
 
 (2) It would facilitate changes and readjustments of cur- 
 riculum, as -made necessary from time to time by the development 
 of educational and engineering methods. 
 
 Some have thought that the best results would be obtained 
 if the added subjects were taught by members of the engineering 
 faculty, purely from the engineer's standpoint. For example, that 
 the English should not be a broad course in English Language and 
 Literature, but should consist of special instruction in "technical" 
 English. I would not advocate this any more than I would ad- 
 vocate having the civil and mechanical engineering subjects that 
 form part of the mining schodule of study, taught by members of 
 the mining faculty. The staff of the school of mines should be 
 responsible for deciding upon the particular cultural subjects to 
 be added, and designating their general scope; but the instruction 
 should be given by specialists in each branch. 
 
64 MISSOURI SCHOOL OF MINES 
 
 As to the substantial benefits that may reasonably be antici- 
 pated from a lengthened course there can be no doubt. A better 
 education will be secured than that which results from confining 
 the student's attention too exclusively to the material, technical 
 branches of human knowledge. "Education" connotes some- 
 thing quite different from "training," as ordinarily applied to the 
 preparation for an engineering career. The longer course will af- 
 ford more opportunity for cultivating the mind and forming habits 
 of observation and sound thinking; all leading to the mental power 
 that renders the truly educated man more widely adaptable and 
 better able to solve whatever problems may be presented to him. 
 
 It has not been customary in the past to class mining engineer- 
 ing amongst the learned professions, as of law and medicine. Why 
 should it be permitted to rest under this implied stigma? Together 
 with other branches of engineering, it is in reality a profession, in so far 
 as its practitioners measure up to true professional standards. It 
 deals with one of the great basic industries, supplying a larg3 pro- 
 portion of the things we use and must have in our daily life. The 
 degree of the development of this industry may almost be con- 
 sidered as an index of civilization. The calling of the mining 
 engineer is a high one and his education should be on a corre- 
 spondingly high plane of endeavor and accomplishment. 
 
MINING AND METALLURGICAL EDUCATION 65 
 
 TRAINING IN COLLEGE FOR THE PRACTICE 
 OF METALLURGY. 
 
 Ernest A. Hersam. 
 
 University of California. 
 
 The earnest desire that we feel to bring technical education 
 to the highest efficiency and service expresses an attitude natural 
 to engineers. In this desire is included that of improving the 
 training in metallurgy, which is an important branch of engineer- 
 ing practice. The possibilities of improvement at first seem many, 
 and advancement seems simple; but conditions under which an 
 educational interest can permanently yield returns are not simple. 
 They are precarious, and extremely complex. All classes of 
 society have interests in education. Their interests are separate 
 and different. Changes that we, ourselves, would propose as de- 
 sirable, must pass in judgment before a world of people and en- 
 counter opinion from many quarters, and meet experience entirely 
 different from our own. College instruction is dependent upon 
 public opinion for support and for success. We look for a base 
 line that is correct and stable, and should expect it of higher in- 
 stitutions of learning, with roots at the depths of all the world holds 
 permanent and desirable; but we find the stability only that of a 
 deeper public opinion. We know that great principles do not 
 change, but we recognize that great working practices must do so. 
 Change is necessary for adaptation of the old to the better and 
 the new, yet no single interest has the mastery of the direction. 
 
 The cycles of change in educational purpose are of long 
 measure, bearing upon all people, extensive practices, and set 
 customs. The consequences of the change are far-reaching, diffi- 
 cult to detect, and more difficult to appraise. In looking back 
 through the years to efforts that have been made in the different 
 colleges to improve training it is apparent that the institutions 
 are in close touch with the changing needs and possibilities that 
 the world presents. We would not be rated among those who are 
 unmindful of the difference between change and progress. The 
 difference is one that many people who exert an influence upon 
 public opinion are prone to ignore. People sometimes greet 
 change as a sign of life in large affairs, failing to observe that the 
 disturbance, which loosens the set conditions and provides for 
 progress, reacts in two directions and destroys existing good that 
 we had not seen. We do not look to change as an assurance of 
 progress. We would think of it in terms of rate rather than of 
 direction, and would hope for progress through reason. 
 3 
 
66 MISSOURI SCHOOL OF MINES 
 
 There are many different opinions on the training that best 
 prepares a man to become a metallurgist or a metallurgical engi- 
 neer. There is question as to how much of this training should 
 be in the school and how much in actual experience. A few people 
 believe that college training contributes little. Others consider 
 it helpful, but not imperative. Many hold it essential on the 
 grounds that life's calling is enlarged by it and that human welfare 
 is safeguarded by it. Those who believe in college education are 
 not convinced of the kind that is best. Different colleges have 
 acted differently, both as to the duration of the course and the 
 methods of instruction. Many men, who are distant from college 
 interests, have views which they have not weighed. Others, to 
 whom we would turn for the broadest judgment, we find often 
 narrowed by temporary conditions arising at the instance of the 
 call. Most of us are skeptical about anything that is believed 
 to replace experience, especially such experience as we, ourselves, 
 have had. Most of us, however, condemn our own experience 
 in part, recognizing in it blind gropings to secure ends that now 
 are seen to be easy of attainment, or in better judgment, undesired. 
 
 The productive industry embodies an opinion on engineering 
 education. It demands young men trained for useful . service. 
 Often the first service is of a highly special nature. Sometimes 
 the college graduate is expected to come prepared to meet the 
 special details of a specialized branch of a specialized profession. 
 Sometimes he is assigned to duties beside trained employes regu- 
 larly accustomed to the work in hand. His capabilities often are 
 judged by his first performance under severe comparison. Under 
 men who have received college training, or who know its limita- 
 tions and its powers, he generally is directed in the presumption 
 that there are latent, within him, capabilities beyond the im- 
 mediate task. Employers, as a whole, take college men in the 
 knowledge that much experience remains to be acquired; yet 
 deferred capabilities command little regard when there is urgent 
 work in hand. The impression that is made by the man's first 
 experience depends upon the personality and training of all con- 
 cerned, but the opinions that are formed are frequently sweeping. 
 The more advanced service of the college man, which comes at a 
 later time, we do not so often hear reported. Always it is highly 
 important. Almost always it is successful. The success is at- 
 tributed, generally, to the intellect of the man rather than to the 
 institution that has trained him. Faulty practice in the higher 
 service of engineers exists too. Often it escapes attention or re- 
 port for the want of a higher judge. The opinion regarding it 
 gathers in devious ways but the pronouncement upon success 
 is commonly a popular judgment, built upon a commercial basis. 
 We may not notice when it exists, the waste, the loss, the mis- 
 management, the inefficiency, in result of improper or inadequate 
 
MINING AND METALLURGICAL EDUCATION 67 
 
 training, so long as the rate of activity is high and the balance 
 is on the credit side. The opinion of engineering practice upon 
 educational requirement is not co-ordinated. We are at a stage in 
 progress where there are many opinions. We should have under- 
 standing to justify them. 
 
 The question arises as to whether there is, after all, a basis 
 upon which the experience of different men can be grounded for 
 a common judgment. Opinions are the essential motives for in- 
 dividual action; but in collective dealing the same opinions, if 
 not formulated for analysis and comparison with those of others, 
 are unsafe indicators of progress, and may be incumbrances. 
 Opinion as a basis for authority has always been distasteful in 
 principle to our American people. It is a part of the main idea of 
 authority, with power, that has brought us tyranny, calamity, 
 and war. We can not pronounce upon the progress of college edu- 
 cation without consideration and common conceptions. We must 
 know how others feel and see the common purposes recognized in 
 education. We can judge best the requirements of technical 
 education when we have considered the underlying relations. 
 
 The colleges of university grade, in which degrees are given 
 at the completion of a formulated course, based upon training in 
 Metallurgy, have become an integral part of our educational 
 system. The institutions are maintained in part by the state or 
 public and in part by private endowment. All attract public 
 interest and rely upon continuance through public good will. 
 Tuition, which is charged in some cases, partly defrays the cost of 
 instruction, but the income from this source is relatively small. 
 Some of the schools are independent, not being involved in activi- 
 ties outside those looking to the practice of Mining or Metallurgy. 
 Others are subordinate departments in greater universities through 
 which they derive support and with which they co-operate in the 
 presentation of courses and the interchange of instruction. 
 
 The service of all these schools or colleges is closely related 
 to productive industry and economic welfare. The supply of 
 trained men in metallurgical science has been of incalculable value 
 to the country in time of war. In times of peace they have been 
 always an active, dependable resource. The material achieve- 
 ment of the world has come about through the service of men such 
 as the engineering and technical schools provide. Colleges that 
 supply them are upheld by all who have the vision of a civilized 
 world. The public expectation, therefore, has an important place 
 in the motive that defines them. 
 
 Since technical colleges must function in an organized and 
 complex educational system not only must industrial need and 
 public expectation find harmony of purpose, but numerous other 
 requirements must be met. The conditions of organization of 
 the institutions now existing show something of the avowed pur- 
 
68 MISSOURI SCHOOL OF MINES 
 
 poses, and the field is further open should new institutions be re- 
 quired. We observe, primarily, the limited extent to which the 
 service of colleges is restricted by the men or interests that have 
 founded them. They are, without exception, dedicated to public 
 welfare. We would know something of the direct beneficiary in- 
 tended for the service. We would know whether it is to be the 
 student who attends, the parent who sends him, the community 
 of which he is an exponent, the employer who will find use for him, 
 the industry that will require him, the nation that will be in- 
 fluenced by him, or humanity that will grow as he may grow. We 
 would see whether this service is intended to be direct to the people, 
 through opportunity offered to all in education, or into defined 
 channels, such as prosperous industry, bringing benefit to all, 
 national economy, lightening the burdens of all, or character in 
 human relations, providing safety to all. Our colleges are uniform 
 in the high order of service to which they aspire, and the high pur- 
 pose is corroborated by every contact with the public. 
 
 We do not find in these institutions the self-contained features 
 of private enterprise. Activities and benefits are directed out- 
 ward. We do not expect, accordingly, service restricted to any 
 class. The service is impersonal. We do not find them organized 
 to serve the private ends of individual benefactors. Benefactions, 
 so restricted, would be poor investments, and would be unwelcomed. 
 Colleges do not serve the student to a career solely that he may gain 
 advantage over other men. The graduate knows that he is the 
 bearer of a trust, the representative of an institution, the sharer 
 in a purpose, and that the purpose is high and is consecrated 
 through his college to his nation and his human kind. Colleges 
 do not contribute to industry for the private benefit of one interest 
 over another. The single interest of industry is competitive and 
 needs service above the line of competition. We do not expect 
 the institution of learning to restrict the benefit to any privileged 
 race, in times made possible by peace or its assurance. Science 
 and understanding are drawn from all lands and rebound upon the 
 giver in the measure by which they go forth. 
 
 The technical college does not cast its activities directly into 
 an abstract world of society. There are constituted channels and 
 agencies through which it is organized to act. Such agencies 
 are: the industry which it seeks to advance, the young men 
 whom it seeks to train, the world's store of published, available 
 knowledge towards which it purposes to contribute. Humanity 
 extends before these agencies in need of understanding and guid- 
 ance and its appeal is for openness and integrity. The good that 
 emanates from the college is carried out by those who have received, 
 and who, through habit and insight, are the motive-force in the 
 world's material interests. They are the only directors of prog- 
 
MINING AND METALLURGICAL EDUCATION 69 
 
 ress that are hoped for, and are the needed exemplars of business 
 transaction of the future. 
 
 There are, then, numerous divisions of society that feel a special 
 or exclusive responsibility over the work that is done in colleges. 
 They are not all looking to immediate convenience. Most are 
 in search of a higher public welfare. We all would shape our per- 
 sonal needs that they might conform, so far as the highest may be 
 known. The immediate need in Metallurgy is efficiency, economy, 
 capacity, and development. The ultimate need, however, is 
 understanding, released from restriction and encompassing all 
 purposes inclusive of those which are broadly humane. Two sep- 
 arate interests then arise in the college purpose. The one is a 
 narrower one, tangible, practical, commercial and self-seeking. 
 The other is the broader one, moral, general, ethical and humani- 
 tarian. The serving of the applied, commercial purpose is of the 
 narrower interest, concrete, measurable, and for the individual 
 practical. The serving of the broader purpose is abstract, hypo- 
 thetical and seemingly less urgent. The commercial purpose is 
 possessed of the spontaneous force of direct profit under the stim- 
 ulus of the commercial and competitive system in which we live. 
 The broader purpose lacks the visible incentive of so concise a gain. 
 It requires the service of the college. The understanding of human 
 as well as physical principles and the knowledge of fundamental 
 laws form an impersonal structure that carries the elements of 
 greatest service to humanity. These elements must be found 
 present in the scheme of education to justify the existence of the 
 college. 
 
 The training for the practice of Metallurgy includes items both 
 of the immediately practical and those of the less tangible but 
 broader motive. Subjects may be grouped progressively, whereby 
 at one extreme is the idea of immediate, technical utility, pre- 
 paring men for lives of industrial usefulness, while at the other is 
 the idea of highest purpose, looking to the ultimate betterment of 
 society. All are necessary to a modern education in engineering. 
 The order of content does not imply, in the separate concepts, 
 either the idea of relative desirability or priority, it is the blend- 
 ing of these into the engineering profession by which the relative 
 superiority appears in the application. They may be thought 
 of as qualities in the training but they take the form of purposes. 
 The first or narrow purpose, at the beginning of the series, con- 
 sists in the training of young men for immediate service in specific 
 commercial or industrial activities. There then follows the second, 
 as of a higher order, which consists in the training of the under- 
 standing in the principles that underlie the practice. Here is 
 included the practice and technique necessary for illustration, 
 the knowledge of the sources of further information and an element 
 of research. The third purpose is that of training to secure such 
 
70 MISSOURI SCHOOL OF MINES 
 
 interest and insight into the possibilities of science and economy 
 as to give power to develop, investigate, originate, discover and 
 invent. Here is required the broadest training in principles ex- 
 tended into the more limited but chosen application, calling into 
 service the widest range of judgment, consideration and study 
 that is compatible with well balanced training. Beyond this lies 
 a fourth division, the psychologic, economic and social aspect of 
 engineering, which is the basis for broad application, safe guidance 
 and higher direction. The fifth, extending beyond, to the border 
 of abstraction, is ethical and aesthetical refinement, appearing in 
 sympathies, in taste, exemplified in art, culture and moral pur- 
 pose. It may be construed as a development of the self in the 
 capacity that lies above and beyond the reasoning power. Here 
 is contained the development and broadening of human sym- 
 pathies and human understanding. The training in college is 
 concerned chiefly in those powers of the mind and body that can 
 be altered or directed during the term of study, as distinct from 
 those that cover equally the entire period of life. The training 
 thus should be less forcibly directed upon those healthful and 
 necessary life activities that begin in early youth and endure 
 through life, and in college require a merely normal but wise main- 
 tenance under guidance. All the subjects before enumerated 
 require definite representation in instruction. In all there is re- 
 quisite the maintenance of the interest, the guidance to sources 
 of further knowledge and stimulation for progress, continuance 
 and application. 
 
 Training for immediate service, in the specific branches of 
 practice, is the part of engineering instruction that is outwardly 
 most evident. It is the criterion by which the curriculum, some- 
 times, is adjudged practical. It attracts by its appearance of 
 utility and commercial value. We do not have to go far into 
 this type of college training before we discover that we can not at- 
 tain the fullness of understanding that seems to be required in 
 the specialized practice without encroaching upon time needed for 
 general understanding and acquaintance with other specialties. 
 This leads to an endeavor to secure both the specialization and 
 the breadth of training, but it results in a compromise to both. 
 Specialization obstructs the purpose of education when carried to 
 the point of omitting the subjects that a normal man should know, 
 and ignoring the qualities that we recognize as expressive of en- 
 lightenment, culture and education. 
 
 Most of the special branches are intricate. They seem all 
 important to the specialist, engaged in the particular calling, but 
 we find that the proficiency that is desirable requires the study 
 and practice of half a lifetime. The college man J hat has been 
 trained only in a specialty, which he will have to follow when his 
 school days are ended, finds himself an uneducated man, fitted to 
 
MINING AND METALLURGICAL EDUCATION 71 
 
 do only the few things that would have been learned as a matter 
 of course in his early practice. Training of this kind is of the great- 
 est immediate convenience to industry; but the convenience in 
 the end amounts only to relieving industry of the cost of training 
 its men. Such training, for peculiar service, otherwise would be- 
 come an added item of operating costs. When borne by industry 
 in open competition this cost subjects no industry to advantage 
 or disadvantage beyond that of another. The effect of doing this 
 work of industrial training for industry as a whole, is not strength- 
 ening, except so far as substantial college education enters the 
 training as an unsolicited premium. Sometimes the capacity for 
 the immediate work is preferred unspoiled by the broader outlook 
 and by capacity for advancement and higher service at a later 
 time. It is the kind of training which industry, for its permanent 
 good, should not grow to believe to be its proprietary right. It is 
 the education of the trade school. It is a feature of education in 
 colleges where the practical elements are set forth as of prime im- 
 portance. The wise and moderate allotment of time to it, in col- 
 lege courses, requires strength of college purpose. 
 
 The second or higher aim in technical education of importance 
 to industry and to the people is that of encompassing, in some 
 manner, the understanding required for the immediate task and, 
 at the same time, of providing for the next step and later steps in 
 progress. Training for immediate usefulness in specialized service 
 takes a subordinate place to this, though the demand for it be 
 insistent. Despoiled of its applied character college training, 
 however, would lose its interest and its life. The graduate, un- 
 prepared to meet the reasonable demands of early practice, would 
 be found weakened and unsuccessful. Unqualified to gain a foot- 
 hold in productive industry he would be turned aside, at a loss to 
 himself and to the public. There is, however, need that people 
 know that technical education consists in something other than 
 the mere habits of hand and familiarity with industrial practices 
 of today. The care is to avoid excess, and to moderate the popu- 
 lar tendency to introduce a preponderance of the so-called prac- 
 tical courses into public training and education. Mechanical at- 
 tainments the man must have. Metallurgists, moreover, must 
 have the skill to survey, assay, draw and compute, but these acts 
 do not constitute metallurgy. There is needed, also, at an early 
 time, a knowledgo of men and the recognition of efficient operation. 
 Much of the practical knowledge that we regard essential and would 
 put into our college courses, is an inborn gift of man. A part comes 
 from early influence and environment. A part grows continuously 
 during the college life through friendships, discussion, acquaint- 
 ances and interests, independently of the tasks assigned. Some of 
 it is natural to maturity. All of it is acquired with wonderful 
 celerity by college men who have been trained in fundamentals. 
 
72 MISSOURI SCHOOL OF MINES 
 
 The requirements of handling labor, its discipline and the signifi- 
 cance of costs, college men are keen to observe when the economic 
 need arises. The capacity for directing service is in part specific 
 for the locality, demanding habits, principles and understanding 
 which no man, as yet, has mastered in the entirety. Whatever 
 nature the case assumes, college men are quick to understand, 
 eager to manage with success and are uncommonly tactful, in- 
 telligent and efficient. Training at the works, at the mine, the 
 mill or smelter, in an operating laboratory, or in the larger field, 
 all give vigor to the understanding, but the growth in capacity 
 and ability is proportionate to the fundamental training in prin- 
 ciples that has preceded. 
 
 Without the development of the idea before the handling of 
 material begins, time is lost, dangers are encountered and mis- 
 takes are made. The mind, unprepared for the confusion, can 
 but learn to be unconcerned by most of it. The training that is 
 required cannot be handled during the experience. Impressions 
 gained while taking a part in commercial operation are vivid, and 
 are evermore useful as a basis for illustration, but they are limited, 
 meagre, and the order is unsuited to the developing scheme of 
 understanding. Such impressions, skill, and visual remembrances, 
 require to be established and drawn upon as needed, but work as- 
 signed for producing and multiplying experiences must be limited 
 to small units in duration, and recommended with the knowledge 
 of the cost in time and educational energy. The valuable service 
 to be had by the use of laboratories, sometimes extensively equipped 
 and costly, is apparent in this connection. The study of the sub- 
 ject is most effective where and when the items of experience are 
 controlled and are not pressing in overwhelming numbers and 
 where the mind has time and freedom to develop not reflex but the 
 idea. 
 
 The training of higher order thus deals with the understanding 
 and the principles that underlie practice. The work of instruc- 
 tion is descriptive, in a measure, as illustration becomes required. 
 Examples are taken from all sources and used by all means to fit 
 the end, but the arrangement and the progress of the work is 
 ordered to the progress of the growing understanding. So far 
 as instruction is informational the capacity for retention is limited. 
 So far as instruction is fully accompanied with experimentation 
 or material representation, the progress is slow. The training 
 in principles, on the other hand, which holds the practical exer- 
 cises in limitation as the means and not the end, is constructive, 
 and encounters no limit to the rate, the application, or the growth. 
 It incorporates into the study the views of all work, at all places, 
 and all times, and builds a foundation upon which any detail of 
 practice may be placed, examined, reasoned and mastered. It 
 contains the sources of further information, the means of further 
 
MINING AND METALLURGICAL EDUCATION 73 
 
 development, and indicates the imperfections and the merits of 
 present practice. It constitutes the freedom of the mind to move 
 from one act to another, and it provides the resource necessary 
 for the execution" of any charge. 
 
 The essential characteristic of education is that it rearranges 
 the order of the items and forms an intelligible system removed 
 from the chance occurrence of the actual work. The develop- 
 ment of the idea is the elementary act of developing understanding. 
 The idea may seem to spring from obscurity, but whether we know 
 or not, it follows other ideas and is ranged with others in an end- 
 less chain. When the principles have become mastered, practice 
 and experience become a continuous exemplification of the prod- 
 ucts of thought; and whatever the practice is, or wherever it may 
 be, it evermore is rich in interest, in significance and importance. 
 Metallurgy, taught to students in college, draws upon experiences 
 and illustrations, but they must be drawn upon demand and in 
 the measure needed. 
 
 The training in principles, with all facilities that may be re- 
 quired, is the part of life's work that can be done in college. It 
 can be done nowhere else so well. It is the indispensable training 
 that a successful man must have. It may be in part given by as- 
 signed and carefully selected reading. It is aided by discussion 
 and class-room study. It may be brought before large classes 
 in the form of lectures. It may be supplemented and fixed by 
 home study and reports. It may be intensified and measured by 
 examinations. It may be incorporated into brief exercises of 
 quest looking to the sources of information in libraries, looking 
 to the revelation of advised experiments, and looking to the prac- 
 tices at operating establishments. For the training of the metal- 
 lurgist, the subject-matter must cover the entire extent of Metal- 
 lurgy. 
 
 The field of Metallurgy is a large one, and the profession is 
 one in which the unity is not closely maintained. Custom, devel- 
 opment and practice have drifted and expanded until now the call- 
 ing is not represented by the earlier definitions. The demands 
 upon the Metallurgist, within his field, are extended and inter- 
 changeable, recurring from all parts of the practice and requiring 
 all possible detailed knowledge as well as a general understanding. 
 Specialization within the field of Metallurgy, at the beginning of 
 the career, aside from the educational inadvisability, is limited, 
 and fails to become effective on account of the irregular call for 
 men in the separate branches, and the needed substitution of the 
 differently trained men that are available to undertake the work. 
 Specialization in the higher practice of Metallurgy results from 
 the changing call of practice for the adaptation of men to the re- 
 quirements of new circumstance and environment that arise in 
 every man's progress. Practices which seem permanent while 
 
74 MISSOURI SCHOOL OF MINES 
 
 existing are seen to supersede one another in rapid succession 
 when viewed through a term of years. Though specialization 
 may be favored by the immediate convenience of a special in- 
 dustry, and by a seemingly remunerative inducement, it is unsafe 
 for the man in college looking forward upon an entire lifetime, and 
 unsound for the world looking for men who later are to be its guides 
 in the full understanding of affairs. 
 
 In attempting to define the field of Metallurgy we find the 
 calling a composite one, including many dissimilar interests. As 
 is the case with the other sciences, all of which claim exactness as 
 their supreme quality, it is indefinite in its boundary, and is com- 
 posed of elements that it holds in common with many of them. 
 The science acquires unity in the fundamentally scientific features 
 and in certain economic and practical ones. The coherence, 
 so far as economic, is through the treatment of the products of 
 mines. The scientific unity is in fundamental principles which 
 are drawn chiefly from chemistry, physics and other exact sciences. 
 The coherence in practice lies in the design, development, construc- 
 tion and operation of plants, appliances, practices or processes, 
 in part or as a whole, for the treatment of ores or the refining and 
 manufacture of metals, by the application of scientific and eco- 
 omic laws. Certain mines yield gold, and others iron. The super- 
 ficial relation between the smelting of iron and the extraction of 
 gold is remote. The unity, however, develops when the scientific 
 understanding of metals, ores and minerals appears. There are 
 properties, which all metals have, that require comparative study. 
 There are relations in the processes of sublimation and distillation 
 that are the same whether the metals be zinc, mercury or arsenic. 
 There are laws of solution, of mechanical separation, of fusion, of 
 smelting, that are developed for the practice of one metal in the 
 study of another. Economy in handling and utility in construc- 
 tion enter all the branches of the subject, being co-ordinated by 
 the larger application. Into the science is gathered much having 
 bearing upon the purity of metals, the examination, analysis, 
 assay and minute examination of them, and of the ores which con- 
 tain them; the fashioning, shaping, rolling and treatment of metals, 
 and the influence of impurities and chemical composition upon 
 the desired and undesired properties; the economic conditions 
 that govern the possible production of metals, bearing upon the 
 processes, chemical, physical and mechanical, that represent the 
 manufacture; the means of operation and measurement at high 
 temperature, the conditions at ordinary temperature, the appli- 
 ances and devices for lixiviating, elutriating, and concentrating 
 of mineral products, and the smelting of ores. Furnaces, retorts, 
 mechanical devices, tanks, vats, screens, crushers, conveyors, 
 all come into prominence in the practice of Metallurgy. Much 
 is taken into the subject in the nature of the knowledge of fuels, 
 
MINING AND METALLURGICAL EDUCATION 75 
 
 which figure prominently as one of the raw materials, and which 
 also require washing or concentration by processes identical with 
 those required for metal-bearing minerals. Refractories are so 
 indispensable in the practice of some of the operations of Metal- 
 lurgy that the knowledge of these is of equal importance to that 
 of the metals, while the treatment of mineral products to recover 
 or manufacture refractory agents becomes a part of the economic 
 practice that the Metallurgist must understand. Mineralogy, 
 Geology and Mining are closely associated with Metallurgy, in 
 the practice, and a familiarity with these, and an understanding 
 of the principles and practices that they involve is necessary in the 
 practice of Metallurgy. The common ground that comprises the 
 items that enter the practice of Metallurgy is shown by the drift 
 of general understanding regarding it. The foundation of Metal- 
 lurgy and of most of the interests that enter it is placed sub- 
 stantially in mathematics, chemistry and physics. The unity, 
 which is lost in the diverse applications, is found in the required 
 understanding of common principles. 
 
 Training in principles, which clearly is the basis for a success- 
 ful practice, we find to be peculiarly associated with the power 
 necessary for development, improvement, investigation and re- 
 search. Research has been always one of the recognized aims and 
 motives of education. The institutions of learning have come to 
 be the dependable exponents of the world's published research. 
 In Metallurgy, as in other applied sciences, we find that research 
 is a quest, having in view an application. Since application in 
 general practice depends upon economic success, it is a quest that 
 presents a commercial aspect. It contains elements that must run 
 either parallel with prevailing commercial interests or counter 
 to them. It stands always in the precarious position of b?ing either 
 assimilated by industry or annihilated by it. Commercial re- 
 search, conducted for the public good, in college or elsewhere, re- 
 quires a clear outlook, a steady purpose, and a high aim, to convey 
 the service to the end desired. 
 
 Metallurgical research in college takes three important forms 
 by which the purpose is directed either (1) towards the training 
 of men for their power in the propagation of research, or (2) the 
 accomplishment of discovery for the betterment of the industry 
 as a whole, or (l>) investigation within the field of Metallurgy for 
 direct assistance to specific interests, which presumably should 
 be shown to bo also public interests. In the treatment of this 
 subject I am limiting the consideration to the training of men for 
 the practice of Metallurgy, and am considering only the first one 
 of the three forms of metallurgical research in "college that are 
 named. As ;i feature of college training, research is naturally 
 expected to play an important part. 
 
 There is probably no word used in science that calls to dif- 
 ferent minds a more varied range; of images than does the word 
 
76 MISSOURI SCHOOL OF MINES 
 
 research. To untrained men following Metallurgy, it means ore- 
 testing, to others it means the development of a business system, 
 to others it means a pleasurable compounding of material sub- 
 stances. To an omniscient Creator it must seem like an unenlight- 
 ened juggling of heavy materials to find out facts that should have 
 been known before, through reason. It is one thing in one calling 
 and another elsewhere. In some lines of endeavor it requires the 
 closest scrutiny, the minutest observation and the extreme of 
 patience. In others it demands the sweep of vision and the im- 
 mediate elimination of obstacles. It may be summoned by an 
 urgent purpose, or measured lingeringly, in the love of discovery. 
 It may be in the expectation of remuneration, or renown, or in the 
 ambition to render service to the world for the world's sake. 
 There may be suggestions for it, requests for it, demands for it, 
 or it may emanate from inspiration. It may take the form of a 
 contribution of routine service, or the command and direction of 
 the work of others. The hope may be for a law, a process, a sys- 
 tem, or a chemical substance. It may consist in the rearrange- 
 ment of knowledge that someone else has obtained, or the wander- 
 ing search for new items to add to those we have. We can not 
 lightly define research, nor formulate the qualities that are re- 
 quired for its prosecution. The purpose needs be generous and 
 noble. The execution must be wise. The promptings are seem- 
 ingly the love of truth and the desire for understanding. The 
 manner is constancy and persistency. The means are strength, 
 intellect and material equipment. We do not hope to discover 
 all the elements of discovery. 
 
 Clearly, research can not go on at the rate the world requires 
 without support; and as surely it should not go on at public cost 
 without publicity. We must approve of the instinct that seeks 
 addition of facts to the fund of total knowledge, taking the items 
 from the great unknown, inaccessible, or remote, and placing them 
 at the service of any who seek knowledge. Research is closely 
 associated with education. It is the natural outgrowth of educa- 
 tion. Except as an incident in education it can not be taught. 
 We can teach methods, impart traits, expound truths, or guide 
 instincts, but we can not teach research otherwise than through 
 the natural course of education, nor can we educate without em- 
 ploying the elements and the methods of research. The one is the 
 natural reaction of the other. 
 
 It appears unwise, in undergraduate college work, to distort 
 greatly the trend of development in the mind, to introduce a pro- 
 longed effort in research. It leads astray from the immediate con- 
 cern, takes a required, independent direction tangential to the 
 educational purpose, and fixes the pace to the staggering of a 
 ponderous guide. The idea of research enters into each day's 
 accomplishment in education, and is an element in all proper study. 
 
MINING AND METALLURGICAL EDUCATION 77 
 
 We would not insist on the formal undergraduate thesis. It com- 
 monly has not a high research value, and is of varied and ques- 
 tionable educational value. There is also a limitation to the 
 value, in some cases, to the student in Metallurgy, even of the 
 graduate thesis. As a generous contribution to knowledge, when 
 massive and long, it draws heavily upon the young man's re- 
 sources at a critical time in life when the activities should be 
 directed towards the work to come. The acquirement of experi- 
 ence and the practice of the profession properly are in order 
 when the mind has become matured sufficiently to justify the con- 
 sideration of real research in this engineering branch of science 
 which is characterized by its application. The instinct for re- 
 search and the desire for its publicity will reappear later in the life 
 of a well trained man. In engineering, it is the progressive and 
 enlightened practice, with the open and co-operative instinct that 
 constitutes the highest service in research. Research is pro- 
 moted by the education that develops both the ability and the 
 public spirit in men. 
 
 The psychologic, economic and social aspect of engineering 
 practice arises as a necessary requirement in the preparation for 
 a career in Metallurgy. Alone, neither psychology, economics 
 nor sociology can be regarded superior to the applied science of 
 Metallurgy, either in disciplinary value or human utility. Like 
 foreign commodities they acquire, in Metallurgy, an enhanced 
 utility by their new environment. They humanize the material 
 science of Metallurgy* and extend and facilitate its application in 
 a world that is dominated by human interests. The student of 
 Metallurgy has no abundance of time to devote to intricate, de- 
 scriptive matter of a remote kind. Organized into a system, treated 
 as a science, and limited to the recognized and accepted laws, facts, 
 and principles, these sciences carry a power into technical practice 
 that is greatly to be desired, and find a place of application not 
 exceeded in importance by that of any other. They may enrich 
 the world through the scientific mind and the honest purpose of 
 the metallurgist by all they have to give. 
 
 Training pursuant to culture, refinement, taste and the moral 
 sensibilities are not equally thought to be essential in the prepara- 
 tion of the engineer. The severe conditions and hardships that 
 are encountered in the earlier years <>r practice, for many of our 
 engineers, permit of no weakening of the body, nor of the mind, 
 by sensibilities ftot required. The service <lr!!inn<ls accomplish- 
 ment, subduing obstacles of whatever nature. The work requires 
 unremitting advancement through mathematical precision, strength 
 in planning, constructing, executing and operating, in the face, 
 sometimes, of the severest discouragements of material, commercial 
 and human origin. With these there must be constancy in routine, 
 dependability and vigor in every charge. There; is no substitute 
 
78 MISSOURI SCHOOL OF MINES 
 
 for execution and accomplishment in the requirements under 
 which the engineer is placed. We do not observe in any of this, 
 the need of refinement, beyond that found in the instruments and 
 agencies of his methods. We do not find moral initiative, beyond 
 that required by expediency. The engineer that answers only 
 to this type of executive agent is not a man. He is a powerful 
 and highly effective machine. He can be used for constructive 
 or destructive work. He is powerful for a good purpose or an evil 
 one. He is a dependable agency driven by the power of money. 
 It may be thought by some people that schools of engineering and 
 applied science should be operated to produce agencies of this sort, 
 as men of this type. It may be thought that we are privileged to 
 shift the responsibility of the directing force possibly to the re- 
 quirements of capital investment. But humanity has said no. 
 The world does not want men who hold the keys to its storehouse 
 to be agencies at a price. There is a refinement in practice in 
 which the engineer has a share in the higher command, and must 
 bear a share of the moral responsibility. His calling brings him 
 into contact with directing forces clad in sensibilities and highest 
 sympathies. The refinement to understand, the vigor to execute 
 and the morality to safely direct, comprise a part of the equipment 
 in which humanity demands he be vested. All recognize, in the 
 extreme, the uncouth, uncultured, unlettered man, unlearned, 
 unwashed, unmoved by higher motives except those most primitive 
 and concrete. He is of a common type. If there is any degree in 
 which these qualities can be permitted in our engineers it is a 
 greatly moderated one. The hard life, which is made the harder 
 by human sensibility and moral fiber, is made the richer by them. 
 Severities never bring enduring degradation when the better 
 foundation has been laid. Engineering practice has come to de- 
 mand moral initiative, culture, and familiarity with recognized 
 social amenities, in the men who are to be looked to for the re- 
 sponsibility in the world's progress. The finer quality is found 
 in our successful men in the places of high responsibility. If not 
 obtained early in life it has to be acquired at a later time, at great 
 cost to the men who receive it and to the world upon which they 
 have operated. There is demand, it is true, in industry, for men 
 trained in applied science without regard to human, social or moral 
 refinement. Colleges that supply them are dealing in affairs be- 
 neath their grade, and are betraying a trust that is placed in them 
 by humanity. The tangible elements of this training take many 
 forms. We recognize and know them, but we must provide a 
 time and place for their acquirement, by the life, influences and 
 courses of instruction at college, by daily gain throughout the 
 entire period of the college course. 
 
 The qualities of engineering training, which extend from the 
 material and applied to the human and ethical, by gradations, which 
 
MINING AND METALLURGICAL EDUCATION 79 
 
 have been considered, can not permit of long intervals during the 
 college period when any one has been left unadvanced. The em- 
 phasis is upon training in principles. The work is amplified by 
 short, definite, effective experiences, in application or illustration. 
 It is extended to provide the exercise of the trained mind in the 
 creative activities of research. It is humanized by psychologic, 
 economic and sociologic teaching in a larger aspect. It is tem- 
 pered by the influence of culture taught in the humanities and 
 imparted by correct environment. It is guided with a moral 
 outlook into life. It is supplemented by such exercises, instruc- 
 tions and activities, directed towards the maintenance and im- 
 provement of physical health as the college residence may re- 
 quire. Trained in these fundamentals, a man's intellect is re- 
 ceptive to the highest purposes we know. Trained in science, 
 prepared in engineering, and directed by the agency of good will 
 to human welfare, the engineer's life is one of most needed service. 
 We do not attain the ends of education by merely recognizing 
 the aims. The recognition, however, is the first requirement in 
 making attainment possible. Improvement will not happen, as a 
 result of change. It requires the studied effort of us all. We do 
 not find radical changes that seem to be required, but we see direc- 
 tions that appear desirable, and others not. Particularly we find 
 extremes that seem to typify the immoderate and bad, that indi- 
 cate to us the wisdom in many practices we have today, which 
 are the outcome of years of world experience in the development 
 of education. Many practical conditions retard and interfere in 
 securing results that appear on the whole to be best for all. Col- 
 leges must see that the responding to a demand for partly educated 
 men, specialized for technical service, floods the profession with 
 men of a kind not suited to the world's greater need. Colleges that 
 claim culture as a feature of the training must put the substance of 
 solid understanding, in science and the features of engineering, into 
 courses, to hold the standing exacted of their graduates in engi- 
 neering service. The public must see the need of educating broadly 
 for engineering service, must know the honor and the dignity of 
 the profession, and substitute the higher ideal for a common one 
 of education for a commercial trade. Employing interests must 
 see the good there is to them, to all industry, and to the world, in 
 encouraging a high purpose in college training, and must co- 
 operate in employing the trained men of reputable colleges so far 
 as the nature of the service permits. Public engineering sentiment 
 must look with severe disfavor upon that operating practice, which 
 is made possible by the chance or unequal distribution of nature's 
 riches, where wasteful methods continue through half enlighten- 
 ment or concealment under untrained men. Graduates must be 
 reconciled to the routine of early service, and be prepared for the 
 necessary limitations to advancement that are imposed by the 
 
80 MISSOURI SCHOOL OF MINES 
 
 economic necessity. The nation must recognize the substantiality 
 of men educated and adequately trained in applied and engineer- 
 ing science, for holding places of political responsibility and public 
 trust. The betterment of education in Metallurgy shares atten- 
 tion with all technical and engineering education; and the uplifting 
 force must come from all who have understanding and influence 
 to utilize, uphold and advance the cause of substantial engineering 
 education for the service of all. 
 
MINING AND METALLURGICAL EDUCATION 81 
 
 REMARKS ON TECHNICAL EDUCATION.* 
 
 Albert Sauveur. 
 
 Harvard University. 
 
 This incident is only a passing illustration of what, to me, 
 is becoming more and more evident as the years go by, namely, 
 that it is not the knowledge acquired at the school or university 
 which is later of vital importance to us, but rather the training 
 of the mind which the acquirement of that knowledge implies. It 
 is this training — this peculiar attitude of the mind — which dis- 
 tinguishes an educated from an uneducated man. 
 
 Have not most of us forgotten a large portion of the knowledge 
 obtained at college 10 years after graduation? Do we cease, then, 
 to be educated men? Are we less educated? Clearly not, for 
 we retain, and possibly have developed further, that mental atti- 
 tude — that way of looking at things — which distinguishes the 
 educated man. 
 
 If this be so does it matter then what we do study while at the 
 university or technical school? While I am not prepared to say 
 that this is immaterial provided we study enough to train our 
 mind, I do not believe that the selection of courses has the import- 
 ance generally attached to it. I do believe that the educational 
 value of a subject depends more upon its mind training power than 
 upon the specific kind of knowledge which it aims to impart. 
 
 Hence the value of mathematics, even for those who never 
 expect to be called upon to perform, after leaving college, more 
 than the four elementary operations. It is, of course, evident that 
 the natural bent of the mind should be followed in the selection 
 of studies — that persons with decided scientific inclination should 
 take up chiefly scientific studies, those with literary taste, classical 
 subjects, etc. — but the value of greater specializing for the purpose 
 of education is, to me, becoming daily more doubtful. 
 
 A scientific education should be obtained in four years, during 
 which a sound knowledge of the pure sciences and the rudiments 
 of the most important applied sciences should be acquired, thereby 
 securing the desired mental attitude and scientific way of thinking. 
 If the student (hen desires to take up as his life's work the applica- 
 tion of science in some well-recognized field, such as one of the 
 various engineering professions, his general scientific training should 
 be followed by a course of two years of as practical a character as 
 possible and devoted exclusively to applied science in his chosen 
 field. 
 
 ♦Reprinted with Professor Sauveur \s permission from Met. and Chem. 
 Eng., May, 1911. 
 
82 MISSOURI SCHOOL OF MINES 
 
 During these two years specializing could hardly be carried 
 too far. The student, for instance, should make up his mind not 
 only to specialize in mining and metallurgy, but in mining or 
 metallurgy, and in the latter case whether his special training will 
 be in the metallurgy of iron and steel or of the non-ferrous metals. 
 Should he select iron and steel, his two years of post-graduate work 
 should be devoted exclusively to that one subject, or practically so. 
 
 In short, for the purpose of education and general fitness to 
 take up a man's burden, let us provide a program of study as broad 
 as possible, avoiding specialization, while for preparation in any 
 one field of applied science let us frankly face the need of special- 
 izing; at this stage it could hardly be too excessive. 
 
 The prevailing practice is, of course, very different, the 
 young man being made to specialize upon entering college, or pos- 
 sibly upon beginning his second year, and, therefore, at a period 
 when very few can make an intelligent choice. Should he then 
 decide to qualify himself for useful work in the manufacture of iron 
 and steel he is required to follow for three or four years a number 
 of prescribed studies of mining methods, ore dressing, the metal- 
 lurgy of the nonferrous metals, while learning relatively very little 
 of his chosen subject, iron and steel. His general scientific train- 
 ing is narrowed while the specialized knowledge acquired is not 
 the kind he wanted. 
 
 He leaves college a less broad man than what he might have 
 been with specific information in his chosen field too limited for 
 immediate useful application. Nor can it be reasonably argued 
 that six years is too long a period of time to devote to preparation 
 for engineering work, for it would be an admission that pro- 
 fessional work in applied science does not call for as broad and 
 careful training as that now required by the best schools for the 
 practice of law or medicine. 
 
MINING AND METALLURGICAL EDUCATION 83 
 
 MINING AND METALLURGICAL EDUCATION. 
 
 F. A. Wildes. 
 
 Superintendent State Mines, Minnesota. 
 
 For the past twenty years the writer has had an opportunity 
 to observe mining engineers in action, and practically no oppor- 
 tunity to study the work of metallurgists. During that time it 
 has been his good fortune to come in contact with men from all 
 the leading mining schools as well as some mining engineers who 
 have fought their way up against great odds without the aid of 
 a technical education. The field of observation has been limited 
 largely to that of iron mining in Minnesota, where up to a few years 
 ago it was popularly supposed that no technical mining skill was 
 required. That notion is rapidly changing as mining becomes more 
 complicated and beneficiation of low grade ores becomes more 
 general. 
 
 For many years mining captains, superintendents and general 
 managers were promoted from the ranks of the miner or from the 
 clerical force, while the mining engineer remained a mining engi- 
 neer. His work was to follow that of the mine foreman or cap- 
 tain. The tide is practically turned today. The mining engi- 
 neer "lays out" the mine in detail before the ground is struck by 
 a pick in the work of opening. Yet today many promotions are 
 made from the non-technical branch of the organization. The 
 reason for this appeared to lie among other things in the fact 
 that many schools of mining did not lay sufficient stress upon the 
 practical end of mine management, the handling of men, the 
 cultivation of a good command of language, the ability to talk 
 fluently while on one's feet, and to grasp matters as a whole, ig- 
 noring small non-essential details for the time being. 
 
 Men who have won their spurs in the battle of hard knocks 
 and become the heads of mining operations, like to do business 
 with a young man who takes things "hot off the bat" when called 
 upon for his judgment in matters peculiarly within his field of 
 action. He wants a general proposition, clean-cut and to the 
 point. If at all interested he will then call for details. To be 
 ready to do this the engineer must have given the subject previous 
 attention and the best place to acquire this habit of logical think- 
 ing, etc., is at some good mining school. Habits on these lines 
 formed there are likely to stay with him throughout his profes- 
 sional career. He must bear in mind that in order to advance he 
 must at all times take a keen, active interest in his work and do 
 just a little more than is required of him. Elbert Hubbard once 
 said, "A man who does no more than he is paid to do, seldom is 
 
84 MISSOURI SCHOOL OF MINES 
 
 paid for more than he does." In other words, to make himself 
 valuable to his employer so that he may be promoted, he must 
 be alive to the interest of such employer at all reasonable times. 
 The question is how can these principles be inculcated so they 
 may be a rule of action for the mining engineer? A good com- 
 mand of language necessitates much thought in the choice of words. 
 The three "P's" of rhetoric, purity, propriety and precision, will 
 come only from a clean-cut snappy course in school. It should not 
 be considered as a mere nominal topic of study in the course but 
 a full requirement. 
 
 The art of talking while on one's feet will necessitate the 
 cultivation of careful, concise and logical habits of thought and 
 general alertness of mind. 
 
 An engineer without the faculty of expressing himself clearly 
 may have some of the greatest plans in mind and yet be compelled 
 to play the role of the "Gem of purest ray serene" that we read 
 of in Grey's Elegy. A short course in logic and argument would 
 not go amiss. 
 
 The matter of mine management has not in the past received 
 the attention it deserves heretofore in some technical schools. 
 Until proven conclusively to the contrary, a school should regard 
 a student as Napoleon is said to have regarded his soldiers, that 
 every private carried a field marshal's baton in his knapsack. 
 As soon as a student has shown himself lacking in the qualities 
 of mind necessary in an engineer he should be dismissed from 
 school. To be sure this should be the policy of all professional 
 schools and perhaps is of most, yet many square pegs for round 
 holes come from our professional schools to eke out a scanty living 
 or to desert the profession at an early date. 
 
 A very commendable tendency in engineering colleges of late 
 is to secure the services of practical men as instructors and to 
 permit the instructors to engage in the practice of their profes- 
 sions as consulting engineers. This brings to the class room and 
 to the student a touch of reality that can not come in any other 
 way. Such practice will also encourage men of standing to give 
 a portion of their time to teaching and thus bring to their classes 
 a glimpse of the real world of action that the young men must soon 
 enter. * 
 
 Some one might suggest that this would make the course too 
 heavy for the usual four years. This might be true but would 
 it not be well to eliminate some of the highly technical features of 
 some of the subjects for the sake of broadening the engineer to 
 enable him to take a larger share in public questions, so vitally 
 affecting all? The time has passed when a group of professional 
 citizens might shut themselves up and take no part in public ques- 
 tions. He owes society a duty that no other technically trained 
 man can perform. If he refuses to take his place in this contest, 
 he can not be heard to complain. 
 
MINING AND METALLURGICAL EDUCATION 85 
 
 The engineer can be a power for good in any movement as 
 evidenced by the activities of several men prominently in the 
 public eye at present. The fire that should try his metal is the 
 school where he receives his technical training. His training to 
 think logically and to speak and write clearly should go hand 
 in hand with- his technical training, not precede or follow it. 
 
 No doubt many schools are doing this very thing, but the writer 
 mentions the matter here largely for the purpose of discussion and 
 not to find fault with any particular curriculum. 
 
86 MISSOURI SCHOOL OF MINES 
 
 REMARKS ON MINING EDUCATION. 
 
 D. J. Demorest. 
 
 Ohio State University. 
 
 I am interested in the work of your committee on Mining 
 Education and have thought over your questionnaire quite a bit. 
 We have been having almost countless committee meetings on 
 this subject in the Engineering College here and have had so many 
 divergent points of view that we have not been able to advance 
 very far. There is always the struggle between the men who 
 want to "educate students broadly first, and specifically in Mining 
 and Metallurgy or some other engineering branch, second," and 
 the men who want first to make thoroughly trained technicians 
 out of the boys. Now as I see it the first and prime requisite is 
 "a broad education," that is, that our boys should come to recog- 
 nize themselves as related closely to the rest of mankind and then 
 get built up in their minds the ideal of service and specifically serv- 
 ice as engineers. To deliver this service will require, of course, 
 a thorough technical training. 
 
 How then will we build a course in Mining and Metallurgy 
 that will accomplish this end? The first requisite is one where we 
 frequently fall down — we must have a strong faculty animated 
 with this ideal. I declare that no course however cleverly built 
 will accomplish the ends mentioned above without this carefully 
 built faculty of teachers, and I believe the chief task of a director 
 is to find the men and erect a faculty of the right caliber. 
 
 Having the right faculty then what shall be the curriculum? 
 I am firmly impressed with the necessity of sticking to the four- 
 year course for most students but a five-year curriculum should 
 be offered to those students who have displayed first class ability. 
 It would be a waste of his time to keep the general run of students 
 in college five years but the excellent student can take good ad- 
 vantage of the fifth year. Granting that the four-year curriculum 
 will be the usual one, what courses should be given in the four 
 years? The prime idea in the scientific courses should be "a 
 thorough training in the engineering fundamentals of chemistry, 
 physics, mathematics to and through mechanics" without hastening 
 to get thru these subjects to get to the more technical subjects. 
 All the rest of the engineering course will be unsatisfactory unless 
 these fundamentals are well done. And right here is one of our 
 sins in engineering training — we allow the boys to be trained in 
 these fundamentals by immature men who are unaware of the 
 application of these subjects to engineering problems and worse 
 yet these teachers are usually unaware that the important problem 
 
MINING AND METALLURGICAL EDUCATION 87 
 
 before him is how to understand the men in his classes and interest 
 them and get his teaching over to them. Really our chief problem 
 in engineering training is not the student but the teacher. As- 
 suming now that we have a pretty good faculty we will give two 
 years of four or five hours each throughout the entire two years 
 to chemistry, physics, and mathematics, with a course in engi- 
 neering drawing also throughout the two years. I think it is also 
 quite essential that for at least one hour per week the men should 
 be addressed by mature men in the engineering profession on en- 
 gineering ethics, citizenship, etc. Of course the usual physical 
 education with its training in hygiene should be given throughout 
 these two years. This fills the first two years. 
 
 Following in the third year we should have a year of mechanics 
 of five hours throughout the year, a year of English (taught by a 
 department under the control of the engineering college) of three 
 hours, a year of elective of three hours under the control of the 
 department giving the degree and the rest of the time given to 
 technical studies. The fourth year should have three hours 
 throughout the year of elective under the eontrol of the depart- 
 ment. The purpose of this elective is to give to each student 
 that study which he most needs, maybe history or biology, English 
 or economics, etc. The rest of the year should be given to techni- 
 cal studies, but at least five hours throughout the year should be 
 given to "technical investigations" in which the men each or in 
 groups investigate through carefully and thoroughly one or more 
 subjects. 
 
 The course would in my opinion be stronger if at the end of 
 the third year each student were required to spend an entire year 
 in a mine or plant and make a complete report of the year before 
 his fellow students and his teachers when he comes back. This 
 would make a five-year course one of which would be spent re- 
 muneratively. 
 
 I think that the thing of importance in the above is that the 
 engineering students must be thoroughly trained in their funda- 
 mentals before they are allowed to go farther, and that their teach- 
 ers must study primarily the student and how to get the message 
 over to him. 
 
88 MISSOURI SCHOOL OF MINES 
 
 NOTES ON THE SUBJECT OF MINING AND METALLURGI- 
 CAL EDUCATION IN REFERENCE TO THE RECENT 
 GRADUATES OF MINING COLLEGES. 
 
 G. Chester Brown, 
 
 Chief Mining Engineer, California Industrial Accident Commission. 
 
 To me it appears that the following subjects have not been 
 covered in the mining courses given by the colleges in this country. 
 
 1. A thorough course in composition so that the student will 
 be able to intelligently express his thoughts and to convey to the 
 reader the ideas that he has in mind. 
 
 2. A course in oral expression so that he may be able to verb- 
 ally convey to his listeners the ideas he desires to express. 
 
 3. A practical course in the use and application of electrical 
 equipment for mines. 
 
 4. A practical course in cost keeping and accounting. 
 
 5. A study of the care and use of hoisting ropes which might 
 be embodied in the course now given in mining universities which 
 is designated as "Strength of Materials." 
 
 6. The student should be impressed with the fact that the 
 handling of men is of prime importance in his work. A course 
 might be devised under the title of "The Human Element in 
 Engineering." All of us realize that the human element is a very 
 important factor in the success of any organization; this is es- 
 pecially true of the mining industry because the superintendent 
 or the manager must, through his assistants convey to the employees 
 the fact that he is human and that their welfare is his concern. 
 Many mining companies have been wrecked because of the atti- 
 tude of the manager, the superintendent and the bosses. For 
 any venture to be a success, co-operation of the employees must be 
 secured. I believe this important feature has been entirely over- 
 looked in most of the mining colleges. 
 
 7. Another important point occurs to me which deals with 
 mine safety work. The average student, upon graduating from a 
 college of mines, has but a remote conception of the meaning of 
 the phrase "Mine Safety." We all know that thousands of dol- 
 lars per year are being spent in the various states in the Union 
 in an endeavor to prevent injuries to the employes in the mines, 
 yet the average student starts his life's work with a meager knowl- 
 edge of this very important feature of the industry. Fatalities 
 in the mines are very costly, not only because of the award to the 
 dependents, but because the working place where this fatality 
 occurs is abandoned for a time, and moreover, after a fatality, 
 a number of the employees, especially the foreigners, leave the job. 
 
MINING AND METALLURGICAL EDUCATION 89 
 
 A LIST OF REFERENCES ON ENGINEERING EDUCATION. 
 
 Compiled by Mrs. H. O. Norville, Librarian. 
 
 The following list of publications on Engineering Education 
 is arranged chronologically with special courses, such as Metallurgi- 
 cal Engineering, Chemical Engineering, Mining and others in- 
 cluded with the more general articles. 
 
 The list is of necessity short, and no attempt has been made 
 to gather together material other than that available at the Mis- 
 souri School of Mines. A key to the abbreviations will be found 
 at the end of the list. 
 
 1912-1915. 
 
 Engineering education in relation to training for engineering 
 
 work.— E. McCullough. A. S. C. E. Trans. Vol. 75, pp. 107- 
 
 9-91, 1912. Discussion, pp. 1092-1147. 
 Training of engineers at Yale. — T. Wilson. Power, vol. 37, pp. 
 
 772-4, June 3, 1913. 
 Co-operative technical schools meet present needs. — F. E. Ayer. 
 
 E. N., vol. 74, pp. 1059-1060, 1915. 
 Co-operative technical schools meet present needs. E. N., vol. 
 
 74, p. 1059-61, Dec. 2, 1915. 
 Engineering education faults. — W. M. Wilson, E. N., vol. 74, 
 
 pp. 1211-13, Dec. 23, 1915. 
 Report of progress in the study of engineering education. — C. R. 
 
 Mann. Soc. Prom. Eng. Educ. Bui., vol. 6, pp. 100-9, Oct., 
 
 1915. 
 
 1916. 
 
 Education of engineers. — C. R. Mann. Col. Univ. Q., vol. 19, 
 p. 56-73, Dec, 1916. 
 
 Subject treated under three headings: 1. His- 
 torical background. 2. Professional demand. 3. Work 
 of the schools. 
 Engineering education in the United States. — C. E. Howe. C. E. 
 S., Journ., vol. 8, pp. 417-38, May, 1916. 
 Development and requirements. 
 Engineering schools and industrial methods. — H. L. Gantt. E. M., 
 
 vol. 51, p. 161, May, 1916. 
 English of engineers. — J. M. Telleen. C. E. S., Journ., vol. 19, 
 pp. 97-112, Sept., 1916. 
 
 Criticism and suggestions, with general discussion. 
 An experiment in co-ordination of mathematics with engineering 
 subjects. — R. E. Root. Eng. Ed., vol. 7, pp. 190-196, Dec, 
 1916. 
 
90 MISSOURI SCHOOL OF MINES 
 
 How co-operative courses train young engineers. — H. A. String- 
 fellow. E. N., vol. 75, pp. 63-4, 1916. 
 
 Experiences of part school and part practice methods 
 installed in the University of Rochester. 
 Influence of technical journalism on mining education (Read be- 
 fore the Pan.-Amer. Scientific Congress). — T. A. Rickard. 
 M. & S. P., vol. 112, pp. 229-31, Feb. 12, 1916. 
 Modern engineer. — L. Addicks. A. El. S., vol. 29, pp. 21-4, 
 April 27, 1916. 
 
 Presidential address. 
 Pirate pills for engineers. — L. M. Cox. E. M., vol. 51, pp. 548-52, 
 July, 1916. 
 
 Semi-humorous paper. 
 A proposed reorganization of engineering instruction for the 
 Freshman and Sophomore years. — L. E. Akeley. Eng. Ed., 
 vol. 7, pp. 197-210, Dec, 1916. 
 Report of progress in the study of engineering education. — C. R. 
 Mann. Eng. Ed., vol. 24, pp. 48-66, Nov., 1916. Discussion, 
 pp. 67-97. 
 
 Reviews history of American system of education, 
 and considers the professional demand and work of the 
 schools. 
 Some conditions affecting education in mining and metallurgy. — 
 J. C. Gwillim. Can. Inst. Min., Bull., 46., pp. 161-67, Feb., 
 1916. 
 Suggestions for electrical research in engineering colleges. — V. Kara- 
 petoff. A. I. E. E., Trans., vol. 35, pt. 2, pp. 895-910, May, 
 1916. Discussion, pp. 911-23. 
 
 Topics suitable for thesis, research and advanced 
 study. 
 Talk to young engineers. — E. W. Rice. Gen. El. R., vol. 19, pp. 
 1104-6, Dec, 1916. 
 
 Abstract of address at Schenectady. Problems to 
 be faced by engineers. 
 "What is a college for?" Letters from H. P. Boardman. Eng. 
 and Con., vol. 46, pp. 378-80, Nov. 1, 1916. 
 
 Reply to an editorial printed Sept. 20, 1916. 
 What manufacturers look for in engineering graduates. — E. H. 
 Fish. E. M., vol. 51, pp. 673-677, Aug., 1916. 
 
 More attention should be paid to the "engineering 
 of men" and less to the "engineering of materials." 
 
 1917. 
 Education of the chemist. — J. J. Dobbie. Elect'n, vol. 79, p. 307. 
 Educational reform — its relation to a solution of the industrial 
 
 deadlock. — C. V. Corless. Can. Min. Inst., Bui. No. 68, pp. 
 
 976-84, Dec, 1917; No. 70, pp. 128-40; 71, pp. 210-24. 
 
MINING AND METALLURGICAL EDUCATION 91 
 
 Engineering graduates and industrial demands. — L. W. W. Morrow. 
 Eng. Ed., vol. 8, pp. 65-74, Oct., 1917. Same. E. N., vol. 
 79, pp. 1109-12, Dec. 13, 1917. 
 
 Reply to criticism on present educational methods 
 and engineering curriculums. 
 Engineering school and the engineer. — F. E. Turneaure. West. 
 Soc. Engrs., vol. 22, pp. 1-16, Jan., 1917. 
 Development of the engineering school. 
 Engineer's destiny. — H. W. Buck. A. I. E. E., Trans., vol. 36, 
 pp. 597-601, Aug., 1917. 
 Presidential address. 
 General education for the engineer. — E. E. Wall. E. Cb. St. L. 
 Jl., vol. 2, pp. 182-187, May-June, 1917. 
 Its value and requirements. 
 Indications of a natural aptitude for mechanical engineering. — 
 S. A. Moss. Eng. Ed., vol. 8, pp. 48-52, Oct., 1917. 
 
 Signs that should decide in the selection of a career; 
 
 the theory as applied to the case of mechanical engineers. 
 
 Metallurgy and electrochemistry at the University of Cincinnati. — 
 
 Thum and Davison. Met. & Chem., vol. 116, pp. 367-73, 
 
 April 1, 1917. 
 
 Work of these departments. 
 School of chemical engineering practice — a year's experience. — 
 W. H. Walker. Jl. Ind. & Eng. Chem., vol. 9, pp. 1087-89, 
 Dec, 1917. 
 Some comments on the training of engineers. — A. C. Lanier. 
 
 E. Cb. St. L., Jl., vol. 2, pp. 307-20, Nov.-Dec, 1917. 
 
 Some suggestions based on experience. 
 Some suggestions for improvements in the engineering profession. — 
 
 F. G. Jonah. E. Cb. St. L., Jl, vol. 2, pp. 159-67, May- 
 June, 1917. Discussion by J. L. Van Ornum, vol. 2, pp. 
 168-81. 
 
 Considers the usual complaints and their remedy. 
 Concluding that improvements must come from within 
 the profession. 
 Study of engineering enrollment. — C. H. Grough. Eng. Ed., 
 vol. 8, pp. 80-91, Oct., 1917. 
 
 Curves showing data collected, with explanatory 
 notes. 
 Subjects recommended for inclusion in Civil Engineering courses 
 to qualify graduates to enter the field of highway engineering. 
 —A. H. Blanchard. Eng. Ed., vol. 7, pp. 486-90, April, 1917. 
 Subjects that should be included in a four-year 
 curriculum. 
 Training of engineers, Engr., vol. 124, pp. 379-B0, Nov. 2, 1917. 
 Account of meeting in London to discuss the de- 
 sirability of forming a Central Organization for im- 
 provement of engineering training. 
 
92 MISSOURI SCHOOL OF MINES 
 
 "What becomes of your electrical engineering graduates?" — 
 
 D. D. Ewing. Eng. Ed., vol. 7, pp. 330-35, Feb., 1917. 
 
 Study of occupational distribution. 
 What is best in engineering education. — H. H. Higbie. Eng. Ed., 
 vol. 7, pp. 491-504, 1917. 
 
 1918. 
 
 An address to graduating student engineers. — E. W. Rice. Gen. 
 El. R., vol. 21, pp. 403-7, June, 1918. 
 
 Importance of engineers in times of peace and war 
 and the education desirable to meet requirements. 
 Broader foundation needed for engineering education. — F. Bass. 
 
 E. N., vol. 81, pp. 582-3, Sept. 26, 1918. 
 
 Education needed for present engineering demands. Elec. Wld., 
 vol. 72, pp. 782-88, Oct. 26, 1918. 
 
 Abstract of Dr. Mann's report on his three-year 
 
 study of engineering education. See Three-year study 
 
 of engineering, 1918, by C. R. Mann. 
 
 Effect of war on engineering education. — C. R. Mann. Soc. 
 
 Prom. Eng. Educ. Bui., vol. 9, pp. 108-18, Dec, 1918. Same. 
 
 Eng. Ed., vol. 8, pp. 231-35, Feb., 1918. Same. Met. & 
 
 Chem., vol. 18, pp. 133-34. Same. Power, vol., 47, pp. 
 
 217-218, Feb. 12, 1918. 
 
 War experiences analyzed under (1) production of 
 soldiers, and (2) production of supplies. Present college 
 curricula described as aiming to impart knowledge of 
 physical laws and properties of materials exclusively, 
 and as insufficient to develop men who will accomplish 
 reorganization of industrial production for which task 
 an understanding of the methods by which human wills 
 are co-ordinated for team play is essential. 
 Electrical courses at the School of Engineering of* Milwaukee. 
 El. R., vol. 72, pp. 513-17, March 23, 1918. . 
 
 Methods used in teaching electrical theory and 
 
 practice. 
 
 Electrical testing course of the General Electric Company. — 
 
 M. Ripley. Gen. Elec. R., vol. 21, pp. 300-12, April, 1918. 
 
 Engineering education affected by war experience. — C. R. Mann. 
 
 E. N., vol. 81, pp. 1068-70, Dec. 12, 1918. 
 Engineering equipment at Hong-Kong University. Engr., vol. 
 
 125, pp. 136-8; 164; 168-9; 199-200, 1918. 
 Engineering students; a one-string player. — R. Matthews. Sibley 
 
 Jl., vol. 32, pp. 85-7, March, 1918. 
 Engineers and the war. — W. M. Black. A. I. E. E., Trans., vol. 
 37, pt. 2, pp. 945-56, Aug., 1918. 
 
 Nature of the work of the engineer and the prepara- 
 tion required. 
 
MINING AND METALLURGICAL EDUCATION 93 
 
 Engineers of tomorrow. — A. L. Waddell. Iron T. R., vol. 62, pp. 
 
 219-20, Jan. 17, 1918. 
 Human side of mining engineering. — J. F. Kemp. M. & S. P., 
 vol. 116, pp. 825-29, June 15, 1918. 
 
 Commencement address at the Missouri School of 
 Mines-; on training for personal relations in conducting 
 industrial enterprises. 
 Modern power plant education. — C. A. Joerger. Power, vol. 48, 
 pp. 162-63, July 30, 1918. 
 
 Co-operative course for engineering students at the 
 University of Cincinnati. 
 Norwich the oldest civil engineering institution in the country. — 
 
 P. C. Ricketts. E. N., vol. 81, pp. 1091-2, Dec. 12, 1918. 
 Perspective in engineering education. — C. C. Williams. Eng. 
 
 Ed., vol. 8, pp. 226-9, 1918. 
 Present-day conditions are forcing the engineer to assume new 
 responsibilities. — C. R. Mann. Eng. N., vol. 80, pp. 208-9, 
 Jan. 31, 1918. Same. Met, & Chem., vol. 18, pp. 133-4, 
 Feb. 1, 1918. 
 Safety and welfare work in the engineers' education. — H. Follows. — 
 
 A. S. M. E., Journ., vol. 40, pt. 1, pp. 545-8, July, 1918. 
 Shall the case method be generally used in teaching engineering. — 
 S. Pritchett. Eng. & Con., vol. 50, pp. 557-8, Dec. 11, 1918. 
 Teaching human engineering in the college curriculum. — F. H. 
 
 Rindge. Am. Mach., vol. 48, pp. 713-15, April 25, 1918. 
 Three-year study of engineering education. — C. R. Mann. E. N., 
 vol. 81, pp. 742-51, Oct. 24, 1918. Power, vol. 48, pp. 646-7. 
 Oct. 29, 1918. Am. S. M. E. Journ., vol. 40, pp. 1060-1, 
 Dec, 1918. 
 
 Proposes, not a standard curriculum, but a method 
 
 by which engineering colleges can construct courses to 
 
 meet present-day engineering demands which are fully 
 
 outlined in the report. 
 
 Two-year engineering course urged by British engineer. — E. J. 
 
 Silcock. E. N., vol. 81, pp. 353-4, Aug. 22, 1918. 
 
 Two-year engineering course urged by British engi- 
 neer, to be followed by three years under Member of the 
 Institution of Civil Engineers, would lead to associate 
 membership. Is an abstract of discussions of the theory 
 advanced by E. J. Silcock before the Institute of Water 
 Engineers in England. 
 
 1919. 
 
 Business training for the engineer. — A. Marston. E. & M. J., 
 
 vol. 108, pp. 189-90, Aug. 2, 1919. 
 Carnegie Institute recasts course in mining engineering. Coal Age, 
 
 vol. 16, pp. 112-13, July 17, 1919. 
 
94 MISSOURI SCHOOL OF MINES 
 
 "Case system" changes in engineering curricula and business 
 training for engineers. E. N., vol. 83, pp. 183-7, July 24, 
 1919. 
 
 Results at Army Engineer school at Camp A. A. 
 Humphreys in applying definite problem method. Radi- 
 cal reorganization in methods of instruction effected at 
 Tufts College and Yale University. 
 Co-operative course in electrical engineering. Elec. Wld., vol. 73, 
 
 p. 1405, June 28, 1919. 
 Democratizing French engineering. — F. Miltoun. Iron T. R. 
 
 vol. 64, pp. 704-5, March 13, 1919. 
 Education and training of municipal and county engineers; dis- 
 cussion. Eng. & Con., vol. 51, pp. 447-8, April 30, 1919. 
 Education in engineering. 1919 Iowa State College of Agriculture, 
 
 Ames, Iowa. 
 Education of a petroleum engineer. — J. H. Felgar. Mech. Eng., 
 
 vol. 41, pp. 816-17, Oct., 1919. 
 Enginering, Latin and Greek. E. & M. J., vol. 107, pp. 887-8, 
 
 May 17, 1919. 
 Engineering educators take significant action at 27th annual 
 meeting of S. P. E. E. E. N., vol. 83, p. 43. July 3, 1919. 
 Engineering colleges and administration. — I. N. Hollis. Eng. 
 Ed., vol. 10, pp. 33-68, Oct., 1919. 
 
 Recommends that time of teacher be occupied with 
 administration as little as possible, and that national 
 engineering societies co-operate with Society for the 
 Promotion of Engineering Education and with colleges 
 themselves towards broadening out engineering educa- 
 tion. 
 Engineering education. — R. P. Baker. 1919. Wiley. 
 Engineering education. — F. Swain. E. & M. J., vol. 107, p. 566, 
 March 29, 1919. 
 Abstract. 
 Engineering education. — F. L. Bishop. U. S. Bureau of Education, 
 
 1919. 
 Engineering educators' opinions reflect past and predict future 
 conditions. E. N., vol. 82, pp. 41-2; 138-43, Jan. 2, 16, 1919. 
 Engineering school of Liege. — C. Clifton. Engr., vol. 127, p. 
 
 497, May 23, 1919. 
 Essentials of engineering education. — J. Flodin. Ind. M., vol. 
 
 58, p. 312, Oct., 1919. 
 How educational reconstruction should develop. — L. W. W. 
 
 Morrow. E. N., vol. 82, pp. 827-9, April 24, 1919. 
 Latin and Greek as preparation for engineering. — M. E. Cooley. 
 
 E. N., vol. 82, p. 930, May 8, 1919. 
 Less theory and more horse sense in structural engineering courses. 
 — E. Godfrey. Eng. & Con., vol. 51, p. 575-7, May 28, 1919. 
 
MINING AND METALLURGICAL EDUCATION 95 
 
 Liberal element in engineering education. — F. Swain. Eng. & 
 
 Con., vol. 52, pp. 733-4, Dec. 24, 1919. 
 More English, not Greek and Latin. — W. G. Raymond. E. N., 
 
 vol. 82, pp. 1176-7, June 12, 1919. 
 Nonessentials of engineering education. — E. H. Fish. Ind. M., 
 
 vol. 58, p. 46, July, 1919. 
 Objects of structural engineering courses. — H. P. Gillette. Eng. 
 
 & Con., vol. 51, pp. 431-2, April 23, 1919. 
 Opinions of practicing engineers on teaching economics to engi- 
 neering students. Eng. & Con., vol. 51, pp. 687-8, June 25, 
 1919. 
 Practicing engineers suggest lines of progress in engineering educa- 
 tion; symposium. E. N., vol. 82, pp. 473-7, March 6, 1919. 
 Reflections on engineering and education. — F. Hayford. Eng. & 
 
 Con., vol. 52, pp. 545-7, Nov. 5, 1919. 
 Short courses for engineering graduates. — J. O. Kammerman. 
 
 Power, vol. 49, pp. 731-2, May 13, 1919. 
 Some remarks on co-operative methods of engineering education. — 
 V. Karapetoff. Eng. Ed., vol. 10, pp. 101-104, Nov., 1919. 
 
 Emphasizes that "there is no universal method of 
 education applicable to large groups of men, and that the 
 problem is to keep on analyzing each student during 
 his course, giving him such stimuli as he may need." 
 Writer believes that summer vacation would be proper 
 and natural time for practical experience, or whole year 
 taken off before senior year. 
 Teaching pyrometry in teachnical schools. — C. E. Mendenhall. 
 
 A. I. M. E., Bui., vol. 153, pp. 2143-5, Sept., 1919. 
 Technical training. — M. L. Requa. E. & M. J., vol. 108, pp. 63-4, 
 
 July 12, 1919. 
 Tendencies in engineering education. — P. E. Walker. Ind M., 
 vol. 58, pp. 445-7, Dec, 1919. 
 
 Influences coming as indirect results of war which 
 may cause changes in engineering education are judged 
 to be (1) changed economic conditions affecting both 
 production and marketing of goods, and (2) impending 
 changes in governmental attitude toward and demands 
 on educational institutions. 
 Training in Latin and Greek not best for engineers. — R. Hering. 
 E. N., vol. 82, pp. 1272-4, June 26, 1919. 
 
 Refuting M. E. Cooley in Engineering News Record, 
 May 8, 1919, p. 930. 
 University training for engineers. — W. Eliot. Elec. Wld., vol. 73, 
 pp. 683-4, April 5, 1919. 
 
 1920. 
 Canadian demands in engineering education. — C. H. Mitchell. 
 E. N., vol. 84, pp. 369-71, Feb. 19, 1920. 
 
96 MISSOURI SCHOOL OF MINES 
 
 Co-operation between education and industry from the viewpoint 
 of the manufacturer. — R. D. Chapin. Good Roads, N. S., 
 vol. 20, pp. 119-20, 122-3, Sept., 1920. Same cond. Auto- 
 motive Ind., vol. 43, pp. 278-9, Aug. 5, 1920. 
 Co-operation between engineering schools and the utilities. 
 
 H. B. Shaw. Ind. M., vol. 60, p. 377-80, Nov., 1920. 
 Co-operation between the preparatory schools, the engineering 
 colleges and industries as viewed from the standpoint of the 
 educator. A. M. Greene, Jr. Eng. Ed., voL 11, pp. 5-17, 
 Sept., 1920. 
 
 Co-operation between schools and colleges says the 
 
 author, is to be obtained by more extensive and thorough 
 
 work in preparatory subjects of mathematics, English 
 
 and sciences taught in school, and acceptance of this 
 
 work by colleges between college and industry, he believes, 
 
 co-operation will consist in more thorough and intense 
 
 training, and special training required for industrial 
 
 problems. 
 
 A co-operative course in electrical engineering conducted by M. 
 
 I. T. and General Electric Co.— W. H. Timbie. Eng. Ed., 
 
 vol. 10, pp. 459-76, June, 1920. 
 
 Covers period of five years, the first two years being 
 identical with the regular course in electrical engineering 
 at the Institute, and the last three years being divided 
 between instruction in theory at the Institute and train- 
 ing in manufacturing methods at General Electric Com- 
 pany. 
 Distinctive features of a co-operative course in engineering. — 
 W. H. Timbie. E. N., vol. 85, p. 119, July 15, 1920. 
 
 Abstract of a paper delivered before the annual 
 meeting of the Society for the Promotion of Engineering 
 Education. 
 Education of an engineer. — R. W. Sorenson. J. Elec, vol. 45, 
 
 pp. 112-13, Aug. 1, 1920. 
 Education of the engineer. — R. S. Woodward. Chem. & Met., 
 
 vol. 23, 926-8, Nov. 10, 1920. 
 Education of the research chemist. — R. E. Rose. Journ. Ind. & 
 
 Eng. Chem., vol. 12, pp. 947-51, Oct., 1920. 
 Effect of railway conditions on civil engineering curricula. — C. C. 
 Williams. Eng. & Con., vol. 54, pp. 164-6, Aug. 18, 1920. 
 Engineer in the making; symposium. J. Elec, vol. 45, pp. 110-12, 
 
 Aug. 1, 1920. 
 Engineering college vs. arts college. — P. B. McDonald. Eng. & 
 
 Con., vol. 53, pp. 710-11, June 23, 1920. 
 Engineering education. M. & S. P., vol. 121, pp. 223-4, 1920. 
 Engineering education. — P. B. McDonald. M. & S. P., vol. 121, 
 p. 329, Sept. 4, 1920. 
 
MINING AND METALLURGICAL EDUCATION 97 
 
 Engineering education and life. — C. T. Brady. E. N., vol. 84, 
 pp. 31-2, Jan. 1, 1920. 
 
 Technical training, if broadened, should fit men 
 for thousands of executive positions outside of engineer- 
 ing field. 
 The engineering educator's opportunity in engineering organiz- 
 ing. Eng. Ed., vol. 11, pp. 72-5, Oct., 1920. 
 
 Scheme of organization of engineering profession 
 by means of Federated American Engineers' Societies is 
 explained. Plan of federation completes formation of 
 all — inclusive local societies of engineers in important 
 communities and their organization into federation for 
 action on matters dealing with public service. 
 Enrollment in engineering school greater than in 1917. E. N., 
 
 vol. 84, pp. 10-11, Jan. 1, 1920. 
 Linking the technical school with the shop. — H. R. Simonds. 
 Iron T. R., vol. 67, pp. 646-51, Sept. 2, 1920. 
 
 Plan adopted by M. I. T. in co-operation with the 
 General Electric Company. 
 Metallurgical courses for automobile field. — H. V. Dirks. Iron 
 Age, vol. 105, pp. 1245-6, April 29, 1920. 
 
 Shop courses in foundry, forging, heat treating and 
 similar work established by Michigan Agricultural Col- 
 lege. 
 Metallurgical research department of the Utah State School of 
 Mines.— L. W. Chapman. Chem. & Met., vol. 22, pp. 877-81, 
 May 12, 1920. 
 Professional spirit in engineering education. — C. R. Mann. Eng. 
 N. R., vol. 84, pp. 1242-44, June 24, 1920. 
 
 Current schooling, it is said, is conspicuously de- 
 signed to inspire the individual to make most of himself for 
 the sake of his own success, while required training must 
 inspire individual to make most of himself for the common 
 good. 
 Relation of educational institutions to the industries. — H. P. 
 Talbot. J. Ind. & Eng. Chem., vol. 12, pp. 943-7, Oct., 1920. 
 Robert college engineering school. — L. A. Scipio. Eng. Ed., vol. 
 
 11, pp. 32-6, Sept., 1920. 
 Scientific research in the engineering schools. — A. E. Kennelly. 
 
 Elec. Wld., vol. 75, pp. 150-1, Jan. 17, 1920. 
 Shop course in metallurgy at the Michigan Agricultural college. — ■ 
 H. B. Dirks. Am. Mach., vol. 52, pp. 961-2, April 29, 1920. 
 Some forces in engineering education. — H. A. Watt. E. N., Vol. 
 
 84, pp. 771-3, April 15, 1920. 
 Technical education through university extension. — R. J. Heffner. 
 J. Elec, vol. 44, pp. 56-7, .Jan. L5, 1920. 
 4 
 
98 MISSOURI SCHOOL OF MINES 
 
 What a production engineer should know. — A. McDonald. Ind. 
 Man., vol. 60, pp. 185-7, Sept., 1920. 
 
 Outlines requirements for course in production 
 engineering. 
 
 1921. 
 
 Address to mining students. — F. Laist. M. & S. P., vol. 123, pp. 
 21-6, July 2, 1921. 
 
 Commencement address of the Colorado School of 
 Mines at Golden on June 10, 1921. 
 The college-trained engineer. — C. E. Magnusson. A. I. E. E., 
 
 Journ., vol. 40, pp. 730-36, Sept. 1, 1921. 
 Columbia School of Mines idea. — G. J. Young. E. & M. J., vol. 
 Ill, pp. 744-46, April 30, 1921. 
 
 Six years' course established by Columbia University. 
 First three years form basis of liberal education and last 
 three years are devoted to technical studies. 
 Educating of the mining engineer. — W. S. Weeks. M. & S. P., 
 
 • vol. 122, pp. 321-3, March 5, 1921. 
 Education of mining engineers. — E. A. Allcut. Eng. & Ind. M., 
 vol. 6, pp. 633-37, Dec. 1, 1921. 
 
 Refers to lack of co-ordination in connection with 
 early training of engineers and points out discrepancies 
 (starting at elementary schools) with view to their ulti- 
 mate disappearance or modification. 
 Engineering college registration shows four per cent gain. E. N. 
 Rec, vol. 86, pp. 1104-6, June 30, 1921. 
 
 Census by Engineering News Record covered 43,312 
 students in 81 institutions located in 36 states. Mechani- 
 cal engineering was the most popular course. 
 Engineering courses should be of professional grade. — H. Burr. 
 Eng. & Con., vol. 56, pp. 180-1, Aug. 24, 1921. Same E. N., 
 vol. 87, pp. 65-6, July 14, 1921. 
 
 Argues that technical study should be preceded 
 by three years of general college work. 
 Engineering education at Harvard. E. N., vol. 86, pp. 594-5, 
 
 April 7, 1921. 
 Engineering in Japan. — F. Mason. E. & M. J., vol. Ill, p. 12, 
 
 Jan. 1, 1921. 
 Engineering societies and engineering education. — N. Hollis. 
 
 Eng. Ed., vol. 11, pp. 94-135. 
 Essentials of an engineering education. — A. J. Wood. Mech. 
 
 Eng., vol. 43, pp. 420-1, June, 1921. 
 General education and the engineering profession. — H. E. Miles. 
 Mech. Eng., vol. 43, pp. 517-20; 550, 1921. 
 
 Points out lack of vocational schools in schools in 
 the United States and need for longer school year. Notes 
 on continuation schools and training of teachers. 
 
MINING AND METALLURGICAL EDUCATION 99 
 
 How should the engineer be educated? Am. Mach., vol. 54, pp. 
 1105-9, June 30, 1921. 
 
 Views of prominent educators and of employers of 
 engineers. 
 
 Making better engineers of college men; power to think is more 
 important than mind filled with facts. Elec. W., vol. 78, 
 pp. 567-9, Sept., 1921. 
 
 Michigan College of Mines in the nineteenth century. — M. E. 
 
 Wadsworth. Eng. Ed., vol. 11, pp. 2306-5, Jan., 1921. 
 New engineering ideals. — I. O. Baker. A. S. C. E., Proc, May, 
 1921. Same. Eng. & Con., vol. 56, pp. 235-6, Sept. 7, 1921. 
 Recent developments at the University of Cincinnati. E. N., vol. 
 
 87, pp. 277-9, Aug. 18, 1921. 
 Requirements of the engineering industries and the education of 
 engineers; the Schneider plan as applied to the co-operative 
 plan between the General Electric Company and M. I. T. — 
 M. W. Alexander. Mech. Eng., vol. 43, pp. 391-6, June, 1921. 
 Developments in organization of co-operative engi- 
 neering courses in connection with manufacturing plants. 
 Plan organized at M. I. T. and Lynn works of The General 
 Electric Company. During their assignments at works, 
 students are subject to usual rules and regulations 
 applying to employees of General Electric Co. 
 The scarcity of the college-trained engineer in production. — J. 
 Airey. Eng. Ed., vol. 11, pp. 290-97, Feb., 1921. 
 
 Suggests college engineering institution spend transi- 
 tory period as foremen in factory instead of in office or 
 laboratory. This, it is believed, would fit them better 
 to direct production in industry properly. 
 Scholarship and eminence in engineering. — R. Walters. Eng. 
 Ed., vol. 11, pp. 361-77, April, 1921. 
 
 Study of scholastic training of group of eminent 
 engineers conducted under auspices of the American 
 Association of Collegiate Registrars showed "close cor- 
 respondence between good scholarship in collegiate courses 
 and professional eminence in engineering." 
 Technical education; Discussion of report of Committee on Tech- 
 nical Education, by the New York section of the Mining and 
 Metallurgical Society of America, October 28, 1921. Min. 
 & Met. Soc. of Amer., Bui., vol. 14, pp. 212-36, Dec. 31, 
 1921. 
 
 Training for foreign exploration. — H. F. Bain. M. & S. P., vol. 
 123, pp. 55-60, July 9, 1921. 
 
 Commencement address, Missouri School of Mines, 
 April 29, 1921. 
 
100 MISSOURI SCHOOL OF MINES 
 
 Training the engineer for industrial and social service. E. N. 
 Rec, vol. 87, pp. 979-81, Dec. 15, 1921. 
 
 Two engineering educators discuss professional and 
 nonprofessional opportunities of the young engineer and 
 length of course justified in preparing him for service. 
 (1) Projecting professional ideas into business. — Fred- 
 eric Bass. (2) Visioning the opportunity of the engineer. 
 — Hale Sutherland. 
 What our engineering colleges owe our industries. — R. Matthews. 
 Ind. M., vol. 61, pp. 155-8, March 1, 1921. 
 
 More character building even at expense of special- 
 ized training urged to supply industry with leaders who 
 have human touch. 
 
 1922. 
 
 College of Engineering of the Newark Technical school. Chem. 
 Age, vol. 30, pp. 11-4, Jan., 1922. 
 
 The universities and the engineering profession. — F. D. Adams 
 Can. Inst. Min., Bui., vol. 117, pp. 73-6, Jan., 1922. 
 
 Changes in engineering courses of instruction. — F. B. Sanborn. 
 Eng. Ed., vol. 12, pp. 170-174, Dec, 1921. 
 
 Development of special courses in English for engineering stu- 
 dents. — J. R. Nelson. Eng. Ed., vol. 12, pp. 104-113, Nov., 
 1921. 
 
 Engineering education; the development of the resourceful mind. — 
 J. G. Hibben. Mech. Eng., vol. 44, pp. 204-205, Mar., 1922. 
 
 Engineering education as viewed by the industrialist. — J. E. Otter- 
 son. Mech. Eng., vol. 44, pp. 5-6; same, E. N., vol. 88, pp. 
 275-277, Feb. 16, 1922. 
 
 Later work, not education, raises professional status. — C. A. Hol- 
 den. E. N., vol. 87, p. 949, Dec. 8, 1921. 
 
 National policy on engineering education. — A. G. Christies. Mech. 
 Eng., vol. 44, pp. 3-5, Jan., 1922. 
 
 Training the engineer for industrial and social service. E. N. 
 Rec, vol. 87, pp. 979-981, Dec 15, 1921. 
 
 Visioning the opportunity of the engineer. — H. Sutherland. E. N., 
 vol. 87, pp. 980-981, Dec 15, 1921. 
 
MINING AND METALLURGICAL EDUCATION 101 
 
 ABBREVIATIONS USED. 
 
 A. El. S. — American Electrochemical Society. Bulletin. 
 
 A. I. E. E. — American Institute of Electrical Engineers. 
 
 Transactions. 
 Journal. 
 
 A. S. C. E. — American Society of Civil Engineers. Trans. 
 
 A. S. M. E. — American Society of Mechanical Engineers. 
 
 Am. Mach. — American Machinist. 
 
 Automotive Ind. — Automotive Industries. 
 
 Soc. Prom. Eng. Educ. Bui. — Society for the Promotion of 
 Engineering Education. Bulletin. See also Engineering Educa- 
 tion. 
 
 Can. Min. Inst. — Canadian Mining Institute. Bulletin. 
 
 Chem. & Met. — Chemical and Metallurgical Engineering. 
 Formerly Metallurgical and Chemical Engineering. 
 
 Chem. Age. — Chemical Age. 
 
 C. E. S. — Cleveland Engineering Society. Journal. 
 
 C. U. Q. — Columbia University Quarterly. 
 
 E. & M. J. — Engineering and Mining Journal. 
 
 E. Cb. St. L. — Engineers' Club of St. Louis. Journ. 
 
 E. M. — Engineering Magazine. Now Industrial Management. 
 
 E. N. — Engineering News. 
 
 E. N. Rec. — Engineering News-Record. 
 
 El. R. — Electrical Review. 
 
 Elec. Wld.— Electrical World. 
 
 Elect'n. — Electrician. (Lond'on.) 
 
 Engr. — Engineer. (London.) 
 
 Eng. & Con. — Engineering and Contracting. 
 
 Eng. Ed. — Engineering Education. Bulletin of the Society 
 for the Promotion of Engineering Education. 
 
 Gen. El. R. — General Electric Review. 
 
 Good Roads. — Good Roads. 
 
 Ind. M. — Industrial Management. Formerly Engineering 
 Magazine. 
 
102 MISSOURI SCHOOL OF MINES 
 
 Iron Age. — Iron Age. 
 
 Iron T. R. — Iron Trade Review. 
 
 J. Elec. — Journal of Electricity. 
 
 Jl. Ind. & Eng. Chem. — Journal of Industrial and Engineering 
 Chemistry. 
 
 M. & S. P. — Mining and Scientific Press. 
 
 Mech. Eng. — Mechanical Engineering, Journal of the Ameri- 
 can Society of Mechanical Engineering. 
 
 Met. & Chem. — Metallurgical and Chemical Engineering. 
 Now Chemical and Metallurgical Engineering. 
 
 Min. & Met. Soc. Amer., Bui. — Mining and Metallurgical 
 Society of America. Bulletin. 
 
 Power. — Power. 
 
 Sibley J. — Sibley Journal. 
 
 Soc. Prom. Eng. Ed. — Society for the Promotion of Engineer- 
 ing Education. 
 
 West. Soc. Engrs. — Western Society of Engineers. Journal. 
 
MINING AND METALLURGICAL EDUCATION 103 
 
 BULLETINS OF THE MISSOURI SCHOOL OF MINES. 
 GENERAL SERIES. 
 
 Vol. 1, No. 1, Dec, 1908. The human side of a mining engi- 
 neer's life. Edmund B. Kirby. (Commencement address, June 
 10, 1908.) 
 
 Vol. 1, No. 2, 38th Annual Catalogue, 1909-1910. 
 
 Vol. 1, No. 3, June, 1909. Education for utility and culture. 
 Calvin M. Woodward. (Tau Beta Pi Address.) 
 
 Vol. 1, No. 4, Sept., 1909. The history and development of 
 the cyanide process. Horace Tharp Mann. 
 
 Vol. 2, No. 1, Dec, 1909. The Jackling field, School of Mines 
 and Metallurgy. 
 
 Vol. 2, No. 2, 39th Annual Catalogue, 1910-1911. (Out of 
 print.) 
 
 Vol. 2, No. 3, June, 1910. Some of the essentials of success. 
 Charles Summer Howe. (Commencement address, June 1, 1910.) 
 
 Vol. 2, No. 4, Sept., 1910. Friction in small air pipes. E. G. 
 Harris, Albert Park, H. K. Peterson. (Continued by Technical 
 Series. Vol. 1, Nos. 1 and 4.) 
 
 Vol. 3, No. 1, Dec, 1910. Some relations between the com- 
 position of a mineral and its physical properties. G. H. Cox, E. P. 
 Murray. 
 
 Vol. 3, No. 2, March 1, 1911. 40th Annual Catalogue, 1911- 
 1912. 
 
 Vol. 3, No. 3, June, 1911. Providing for future generations. 
 E. R. Buckley. (Tau Beta Pi address, May 24, 1911.) 
 
 Vol. 3, No. 4, Sept., 1911. Fall announcement of courses. 
 (Out of print.) 
 
 Vol. 4, No. 1, Dec, 1911. Fortieth anniversary of the School 
 of Mines and Metallurgy of the University of Missouri. Parker 
 Hall Memorial Address. Laying of cornerstone of Parker Hall, 
 Rolla, Missouri, October 24, 1911. (Out of print.) 
 
 Vol. 4, No. 2, March, 1912. 41st Annual Catalogue, 1912- 
 1913. (Out of print.) 
 
 Vol. 4, No. 3, June, 1912. Mining and civilization. J. R. 
 Finlay. (Commencement address, May 31, 1912.) 
 
 Vol. 4, No. 4, Sept., 1912. Fall announcement of courses. 
 (Out of print.) 
 
 Vol. 5, No. 1, Dec, 1912. Student life. 
 
 Vol. 5, No. 2, March, 1913. 42nd Annual Catalogue, 1912- 
 1913. 
 
 Vol. 5, No. 3. Never published. 
 
 Vol. 5, No. 4. Never published. 
 
 Vol. 6, No. 1. Never published. 
 
104 MISSOURI SCHOOL OF MINES 
 
 Vol. 6, No. 2, March, 1914. 43rd Annual Catalogue, 1913- 
 1914. 
 
 Vol. 6, No. 3. Never published. 
 
 Vol. 6, No. 4. Never published. 
 
 Vol. 7, No. 1. Never published. 
 
 Vol. 7, No. 2, March, 1915. 44th Annual Catalogue, 1914- 
 1915. 
 
 Vol. 7, No. 3, June, 1915. Description of special courses in 
 oil and gas and allied subjects. 
 
 Vol. 7, No. 4, Sept., 1915. Register of graduates, 1874-1915. 
 
 Vol. 8, No. 1, Jan., 1916. Bibliography on concentrating ores 
 by flotation. Jesse Cunningham. 
 
 Vol. 8, No. 2, March, 1916. 45th Annual Catalogue, 1915- 
 1916. (Out of print.) 
 
 Vol. 8, No. 3, June, 1916. The business of mining. W. R. 
 Ingalls. (Commencement address, May 26, 1916.) 
 
 Vol. 8, No. 4, Oct., 1916. Register of graduates, 1874-1916. 
 (Out of print.) 
 
 Vol. 9, No. 1, Jan., 1917. Road problems in the Ozarks. 
 E. G. Harris. Bibliography on rural roads. H. L. Wheeler. 
 
 Vol. 9, No. 2, March, 1917. 46th Annual Catalogue, 1916- 
 1917. 
 
 Vol. 9, No. 3, June, 1917. What should a present-day metal- 
 lurgical education comprise? Charles Hermann Fulton. (Com- 
 mencement address, May 25, 1917.) 
 
 Vol. 9, No. 4, Oct., 1917. Register of graduates, 1874-1917. 
 M. S. M. men in military service. 
 
 Vol. 10, No. 1, Jan., 1918. Student life; revised edition. 
 
 Vol. 10, No. 2, March, 1918. 47th Annual Catalogue, 1917- 
 1918. 
 
 Vol. 10, No. 3, June, 1918. The human side of mining engi- 
 neering. James Furman Kemp. (Commencement address, May 
 24, 1918.) 
 
 Vol. 10, No. 4, Oct., 1918. (Delayed.) List of publications 
 wanted by the library, and of duplicates available for sale or ex- 
 change, April, 1920. 
 
 Vol. 11, No. 1, Jan., 1919. Never published. 
 
 Vol. 11, No. 2, March, 1919. 48th Annual Catalogue, 1918- 
 1919. 
 
 Vol. 11, No. 3, June, 1919. Road problems in the Ozarks; 2nd 
 edition, revised and extended. E. G. Harris. Bibliography on 
 rural roads. H. L. Wheeler. 
 
 Vol. 11, No. 4, October, 1919. Register of graduates, 1874- 
 1919. 
 
 Vol. 12, No. 1, Jan., 1920. War service records of the Mis- 
 souri School of Mines. Compiled by G. E. Ebmeyer. 
 
MINING AND METALLURGICAL EDUCATION 105 
 
 Vol. 12, No. 2, March, 1920. 49th Annual Catalogue, 1919- 
 1920. 
 
 Vol. 12, No. 3, June, 1920. Contemporary novels and novel- 
 ists; a list of references to biographical and critical material; for 
 English 421. H. L. Wheeler. 
 
 Vol. 12, No. 4, October, 1920. Department of Vocational 
 Education. 
 
 Vol. 13, No. 1, Jan., 1921. Register of graduates, 1874-1921. 
 
 Vol. 13, No. 2, March, 1921. 50th Annual Catalogue, 1920- 
 1921. 
 
 Vol. 13, No. 3, June, 1921. Training for exploration. H. 
 Foster Bain. (Commencement address, April 29, 1921.) 
 
 Vol. 13, No. 4, October, 1921. Department of Vocational 
 Education. 
 
 Vol. 14, No. 1, January, 1922. Symposium of Mining and 
 Metallurgical Education. 
 
 Vol. 14, No. 2, March, 1922. 51st Annual Catalogue, 1921- 
 1922. 
 
 TECHNICAL SERIES. 
 
 Vol. 1, No. 1, Nov., 1911. Friction in air pipes. E. G. Harris. 
 (Continuation of General Series, Vol. 2, No. 4.) 
 
 Vol. 1, No. 2, Feb., 1912. Metallurgy and ore dressing labora- 
 tories of the Missouri School of Mines and Metallurgy. D. Cope- 
 land, H. T. Mann, H. A. Roesler. (Out of print.) 
 
 Vol. 1, No. 3, May, 1912. Some apparatus and methods for 
 demonstrating rock drilling and the loading of drill-holes in tun- 
 neling. L. E. Young. 
 
 Vol. 1, No. 4, Aug., 1912. Friction in air pipes. E. G. Har- 
 ris. (Continuation of Vol. 1, No. 1, Nov., 1911.) 
 
 Vol. 2, No. 1, Aug., 1915. Comparative tests of piston drill- 
 bits. C. R. Forbes and L. M. Cummings. 
 
 Vol. 2, No. 2, Nov., 1915. Orifice measurements of air in 
 large quantities. Elmo G. Harris. 
 
 Vol. 2, No. 3, Feb., 191(3. Cupellation losses in assaying. 
 Horace T. Mann and Charles Y. Clayton. 
 
 Vol. 2, No. 4, May, 1916. Geologic criteria for determining 
 the structural position of sedimentary beds. G. H. Cox and C. L. 
 Dake. (Out of print.) 
 
 Vol. 3, No. 1, Aug., 1916. Experiments from the flotation 
 laboratory. C. Y. Clayton. (Out of print.) 
 
 Vol. 3, No. 2, Nov., 1916. Studies on the origin of Missouri 
 cherts and zinc ores. G. H. Cox, R. S. Dean and V. H. Gottschalk. 
 
 Vol. 3, No. 3, Feb., 1917. Preliminary report on blended Port- 
 land cement. E. S. McCandiiss. 
 
 Vol. 3, No. 4, May, 1917. Studies in the production of oils 
 and tars from bituminous materials. J. C. Ingram. 
 
106 MISSOURI SCHOOL OF MINES 
 
 Vol. 4, No. 1, Aug., 1917. The hydrometallurgy and electro- 
 lytic precipitation of zinc. F. D. James. 
 
 Vol. 4, No. 2, Nov., 1917. The effect of addition agents in 
 notation. Part I. M. H. Thornberry and H. T. Mann. 
 
 Vol. 4, No. 3, Feb., 1918. Bibliography: Roasting, leaching, 
 smelting, electric smelting and electrolysis of zinc. H. L. Wheeler. 
 
 Vol. 4, No. 4, May, 1918. An investigation of blended Port- 
 land cement. E. S. McCandliss and H. H. Armsby. 
 
 Vol. 5, No. 1, Aug., 1919. The carbonization of Missouri 
 cannel coals. H. L. Dunlap, K. K. Kershner and V. X. Smiley. 
 
 Vol. 5, No. 2, Nov., 1919. The effect of addition agents in 
 notation. Part II. M. H. Thornberry and H. T. Mann. 
 
 Vol. 5, No. 3, Feb., 1921. An investigation of the xylenes ob- 
 tained from the carbonization of coal. W. D. Turner. (In press.) 
 
 Vol. 5, No. 4, May, 1921. Coal mining methods in Missouri. 
 W. W. Weigel. 
 
 Vol. 6, No. 1, August, 1921. The problem of the St. Peter 
 Sandstone. C. L. Dake. 
 

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