Subcollegiate And Vocational Education

IT will be recalled that when educational instruction for the mineral industry began at Freiberg, at the beginning of the eighteenth century, the original aim was to organize and systematize the procedures previously followed by young men in gaining familiarity with the technology then in use. There must have been many other ideas current, even then, as to just what a young man needed to learn in order to become capable of assuming responsibility for the supervision and direction of such technical work. The problem in Europe was decidedly different from that in nineteenth-century America, because some of the European mines were actually owned and operated by the governing authority and the others were supervised, regulated, and taxed by it. The American problem was the efficient performance of technical operations; the European one was regulatory supervision. It was natural, therefore, that in the development of educational processes in Europe stress was laid on those factors which conserved and protected the interests of the state. The study of mineralogy and geology, leading to correct judgments as to the workability and value of mineral deposits; assaying, which gave the means of quantitative measurements, as did surveying; chemistry, which furnished a better basis of understanding for assaying, mineralogy, and geology; and physics and mathematics, which are the bases for the understanding and efficient use of mechanical appliances, became the core of systematic instruction for the mineral industry. It was early recognized that men could learn more than was already known about all of these subjects and education took on that dichotomy which still characterizes it; the teaching of established knowledge to the unlearned, and that of extending of the bounds of knowledge, now loosely termed research, which after two and a half centuries of work still shows