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By James B. Macelwane

THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these 'fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the. January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1952

Beall: Mr. Donovan, would you tell me something about your early life, leading up to your going into I he mining industry? Donovan: I was born in St. Charles, Minn., on November 18, 1879. At that time my father was a school teacher, but he later entered the Congregational ministry. He was pastor in several small Minnesota towns, so we moved about quite a bit.

Jan 8, 1966

By Charles Wraith

THE property of the Roan Antelope Copper Mines, Ltd., is situated at Luanshya, north-central part of Northern Rhodesia, and is connected with the main line of the Rhodesia Railways, Ltd., by a 24-mile branch line from N'dola. Most of the material and supplies that are not available in Africa are shipped into the country via Beira, on the East Coast of Africa, a distance of 1473 miles from Luanshya and the nearest ocean port. The output of copper is shipped by rail to Beira and thence by boat to the market. Passenger travel is mostly via Cape Town, a distance of 2162 miles from Luanshya. Excellent passenger trains operate on regular schedules between Cape Town and Northern Rhodesia. Luanshya is 13° south of the equator at an elevation of 4000 ft. above sea level, and has a mild healthful climate. During the rainy season, from October to March, the rainfall averages 53 in. The area is pro-fusely covered with vegetation. An ample supply of water for industrial and domestic purposes is available throughout the year. The more important supplies for smelting purposes, such as wood, coal, limestone, silica, quartzite, and clay for "dolly" mud, are con-veniently available. Excellent grades of coal, coke and firebrick are obtained from the Wankie Colliery Co., Ltd., Southern Rhodesia. The Wankie colliery has just completed the erection of equipment for the manufacture of silica brick. An ample supply of quartzite of good grade is available for this purpose. Silica brick is also obtained from the Belgian Congo and from India. Limestone is quarried from a large deposit a few miles from Bwana Mkubwa, which is 30 miles by rail from the smelter. An abundant supply of clay for "dolly" mud and for lining launders is available within a short distance of the smelter.

Jan 1, 1933

The Institute conducts jointly with the American Society of Civil Engineers, American Society of Mechanical Engineers and American Institute of Electrical Engineers, certain activities as listed below, and is joint owner with them of certain properties. United Engineering Trustees, Inc. When Mr. Carnegie made. his gift which made possible a home for the engineering societies, a separate corporation was organized to act as a holding company and to manage the common property. This was long known as the United Engineering Society, but the name has now been changed to one which more nearly reflects the real function of the corporation. It holds title to the Engineering Societies Building and to various funds placed in its charge and is managed by a Board of Trustees, of which three are chosen by each of the four societies, American Institute of Mining and Metallurgical Engineers, American Society of Mechanical Engineers, American Institute of Electrical Engineers and American Society of Civil Engineers, which have equal and undivided interests in the property. The land and building cost two million dollars. During the year 1934, the Constitution and Bylaws of The United Engineering Trustees, Inc., were thoroughly revised and a better organization of its functions was effected: The Engineering Foundation and the Engineering Societies Library were made "departments" of the United Engineering Trustees. The Founders Societies share in the property which it holds, and estimated at the present time, as follows: Real estate,. $1,993,793; Depreciation and Renewal Fund, $401,000. The U.E.T. has endowment funds amounting to $1,086,893. The A.I.M.E. trustees are W. D. B. Matter, Jr., A. L. Queneau and Albert Roberts.

Jan 1, 1939

By Paul Wilkinson

From the earliest times, the principal component of mallplaster has been ordinary lime. Plaster-of-Paris has also been known from early times, but never used to any extent in the actual base-work of plastering-materials; it is generally used for finishing over the brown coat and for ornamental work. As an illustration of the antiquity of the use of gypsum-plaster for mortar, I find that the analysis of the exterior covering of the pyramid of Cheops, as made by Dr. Wallace, is almost identical

Jan 1, 1898

By E. F. Sturcken, J. W. Croach

A grain orientation distribution function, P(u,F), was developed for use in predicting physical properties in oriented metals. Examples are given of the use of the function to predict thermal expansion coefficients in rolled uranium rods and plate. The P(u,F) function was synthesized from X-ray difpaction intensity measurements, Ii, norrnally used to plot inverse pole figures. The symbols u and F specify the angles that the crystallographic axes of the grain make with the normal to the sample surface and P(u, F) gives the number of grains oriented in each direction, (u,F). P(u,F) is obtained from a least squares fit of the Ii to an orthonormal set of spherical harmonic functions. The P(u, F) function was also used to define a quantity, J, which is a measure of the departure of the orientation distribution from unifomzity (or "randomness"). The J parameter may be used to follow, quantitatively, the amount of preferred orientation induced as a function of mechanical working or heat treatment. An example is given of the application of the J parameter to prefevred orientation studies of hot- and cold-rolled uranium rods and hot-rolled uranium plate. Because P(u,F) is derived from relative intensity measurements by the powder diffraction technique, it is applicable to material with large absorption coefficients and/or grain size and is particularly suitable for characterizing the preferred orientation of large numbers of samples such as fuel elenzents for a nuclear reactor. IN general the physical properties of an oriented metal depend on the direction in which the properties are measured. Hence to predict physical properties the grain orientation must be known as a function of the direction of the specimen. The conventional methods of expressing preferred orientation measurements are the pole figure1 and the inverse pole figure.2-8 Both methods are difficult to use for predicting physical propertiess because they are graphical and because they are stereographic projections and hence are not "area-true." In the present report a quantitative orientation distribution function, P(u,F), is synthesized from pole density measurements normally used to plot inverse pole figures. For inverse pole figure plots the pole densities, pi, are obtained by powder dif-fractometer intensity measurements of their reflections from a flat surface of the sample, normal to the direction of interest. Each pole density, pi, represents a single orientation, i, and is proportional to the volume of material with orientation, i; hence a set of pi gives an approximation for the general orientation for the sample direction measured. The expression8'7 for calculating the pole densities, pi, from the diffraction measurements was previously

Jan 1, 1963

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By J. B. Macelwane

Historically whenever application of scientific results to a new problem required the special experimental background, the economic outlook and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering based on the professional requirement grew up in the engineering colleges. This is precisely what is happening now in geophysical engineering. THE Mineral Industry Education Division of AIME has long been interested in geophysical education. Organized in 1938, a Committee on Geophysical Education presented a number of reports in succeeding years. The AIME is an engineering society; hence it might be expected that the interest of the Mineral Industry Education Division would have centered about the relation of courses in geophysics to engineering education. However, this was not the case. The burden of the discussion held under the auspices of the Committee on Geophysical Education bore on geophysics in general and particularly on its relation to geology. In the decade that has passed since those meetings much water has flowed under the bridge. Not only have the geophysical sciences developed at an extraordinarily rapid rate but the practical importance and the range of their applications have spread in ever widening circles and have even assumed a very prominent place in research programs of the military, the Army, the Navy and, particularly, the Geophysical Research Directorate of the Air Force at Cambridge, Mass. So enormously have the geophysical sciences as such grown in scope and in degree of specialization that no one man in a lifetime of study can hope to master the theoretical and experimental complexities or even to follow intelligently in the published literature all the varied accomplishments of basic research in these fields. As in the other sciences, most of the results of geophysical research have potential economic value and are being applied to a wider and wider range of human needs. Here we see a parallel with the older sciences and their relation to engineering. Whenever the applications of scientific results required the special experimental background, the economic outlook, and the practical knowledge characteristic of the engineer, a curriculum in that type of engineering grew up in the colleges and universities. In the words of the "Report of the Committee on Adequacy and Standards of Engineering Education" in the January 1952 number of the Journal of Engineering Education: "Engineering education in America was not developed after a preconceived plan. It evolved in parallel with the needs of a growing country, a country engaged in the development of a vast industrialization. From the first it filled a practical need, and its design emanated largely from an evaluation of the professional requirement." The advent of the railroad created a need for scientifically trained engineers and the response was the curriculum in civil engineering. The development of steam power created the demand for a curriculum in mechanical engineering. Neither of these types of engineers was trained to cope with the requirements of electrical power, and so there came to be a curriculum in electrical engineering. The advent of radio communication and of electronics during the first World War and in the years that followed resulted in the establishment of electronics engineering, sometimes within the curriculum in electrical engineering and sometimes independent of it. The complexities of industrial management have created an ever increasing demand for industrial engineers and the consequent building up of a curriculum in industrial engineering. The wide industrial application of chemical processes required a type of engineer whose background was training in chemistry but who was able to design processes and plants on an industrial scale; hence we have the curriculum in chemical engineering. The advent of the airplane created an entirely new set of problems which were solved by the training of aeronautical engineers. Many of these have called for more and more science and mathematics. Such was the history of the older engineer-

Jan 1, 1953

By D. W. Hutchinson, W. W. Wen, A. A. Terchick, J. C. Anderson

It is estimated that approximately 3% of the raw coal processed today in coal preparation plants throughout the nation will ultimately report to slurry-tailing disposal (Anderson, 1975). The usual disposal method is to pump refuse slurry containing - 48 mesh (300 pm) refuse into dams or impoundments constructed of coarse refuse. The failure of an impoundment at Buffalo Creek, Saunders, WV (Anon., 1972) resulted in an evaluation of refuse disposal methods by various regulatory agencies as well as coal producers. The result of this evaluation was the promulgation of federal regulations dealing with the construction, operation, and final abandonment of coal refuse disposal area. As a consequence of these regulations, the use of the landfill/impoundment method of disposal became in some cases economically unfeasible or technically impossible. US Steel has studied a number of alternative methods of refuse disposal. During an investigation of mechanical dewatering with a pressure filter, portland cement was added to the slurry to solidify the filter cake. Because of the success of the cement addition, it was decided to study the stabilization of fine coal refuse slurry through use of cement-type additives. The goal of the investigation is to develop a process that will use cement-type additives to solidify the refuse slurry into a form that can be handled and stacked with the coarse refuse, thus eliminating the need for slurry impoundments.

Jan 1, 1982

The four papers making up this symposum have been prepared especially for those who have no knowledge of seismograph prospecting. To many people mathematics is a formidable subject, and many are discouraged from studying seismograph prospecting under the mistaken assumption that the mathematical requirements are severe. In the papers presented here there is not a single mathematical equation. We believe that considerable competence in dealing with some of the most important problems of this work can be attained without any mathematical training whatever. At the present time, there is a real need for interpretation of results by persons thoroughly competent to bring geologic experience and imagination to bear on data that are subject to multiple interpretation from a strictly physical viewpoint. Likewise, those charged with the responsibility of planning seismograph exploration campaigns would do well to become familiar with as much as possible of the technical aspests of the work. They would then be in better position to judge of its success in individual cases. It has often been said that the seismograph is a new structure-finding tool for the geologists to use. Using a tool and using its product are two different things. One does not use an automatic screw-threading machine when he buys a box of screws at the hardware store. Neither does the geologist

Jan 1, 1940

The four papers making up this symposum have been prepared especially for those who have no knowledge of seismograph prospecting. To many people mathematics is a formidable subject, and many are discouraged from studying seismograph prospecting under the mistaken assumption that the mathematical requirements are severe. In the papers presented here there is not a single mathematical equation. We believe that considerable competence in dealing with some of the most important problems of this work can be attained without any mathematical training whatever. At the present time, there is a real need for interpretation of results by persons thoroughly competent to bring geologic experience and imagination to bear on data that are subject to multiple interpretation from a strictly physical viewpoint. Likewise, those charged with the responsibility of planning seismograph exploration campaigns would do well to become familiar with as much as possible of the technical aspests of the work. They would then be in better position to judge of its success in individual cases. It has often been said that the seismograph is a new structure-finding tool for the geologists to use. Using a tool and using its product are two different things. One does not use an automatic screw-threading machine when he buys a box of screws at the hardware store. Neither does the geologist

Jan 1, 1940

By Walter English

THE four papers making up this symposum have been prepared espe-cially for those who have no knowledge of seismograph prospecting. To many people mathematics is a formidable subject, and many are discouraged from studying seismograph prospecting under the mistaken assumption that the mathematical requirements are severe. In the papers presented here there is not a single mathematical equation. We believe that considerable competence in dealing with some of the most important problems of this work can be attained without any mathe-matical training whatever. At the present time, there is a real need for interpretation of results by persons thoroughly competent to bring geologic experience and imagination to bear on data that are subject to multiple interpretation from a strictly physical viewpoint. Likewise, those charged with the responsibility of planning seismo-graph exploration campaigns would do well to become familiar with as much as possible of the technical aspects of the work. They would then be in better position to judge of its success in individual cases. It has often been said that the seismograph is a new structure-finding tool for the geologists to use. Using a tool and using its product are two different things. One does not use an automatic screw-threading machine when he buys a box of screws at the hardware store. Neither does the geologist

Jan 1, 1939

By D. O. Noel

IT is, of course, expected that manufacture of the various metal powders should involve numerous methods adapted to the specific characteristics of the metals themselves. Several methods for powdering a particular metal may be available, but the physical characteristics of the powder as produced by the several methods may be quite different. In the final analysis, the application of the metal powder dictates the physical properties that the metal powder must possess, and this, to a very large extent, will determine which of several possible methods of manufacture is adopted. Sometimes powder of the same metal is produced by more than one method, each powder having specific characteristics that make it particularly suitable for its application. For purposes of classification, the various methods of powdering metals can be grouped as follows: 1. Machining. 2. Milling (by ball mills, stamps, attrition mills, etc.). 3. Shotting (pouring molten metal into water, air, etc.). 4. Granulation (by stirring molten metal while solidifying). 5. Atomizing (disintegrating by steam, compressed air, etc.). 6. Condensation of metal vapor. 7. Reduction of oxide powders. 8. Chemical precipitation. 9. Electrolytic deposition. 10. Sintering (for producing alloy powders). 11. Formation of an alloy followed by dissolving or otherwise remov-ing one of the alloying constituents.

Jan 1, 1938

By Stanley J. LeFond, Neal Davis

Drilling an oil well or most other types of drilling or coring is no longer a simple and uncomplicated operation. Drilling today at depths which exceed 30,000 ft is hazardous and requires personnel with long and varied experience in drilling. It also requires extensive experience and knowledge in the use of materials which are added to the drilling fluid or "mud," more often than not materials utilizing an industrial mineral. The drilling fluid can vary from a simple mixture of water and "mud" to a very sophisticated, scientifically compounded drilling fluid. Industrial Minerals Used in Drilling Fluids Industrial minerals which are commonly used in oilwell drilling and completion are listed on [Table 1]. The most important minerals, determined by sales, are bentonite and barite. The other minerals listed are either used to achieve a specific purpose or are used regularly but in limited quantities. The main suppliers of drilling fluids internationally are Magcobar Div., Dresser Industries, Inc.; Baroid Div., National Lead Co.; IMC Drilling Mud Co., (a subsidiary of International Minerals and Chemicals Corp. and Halliburton Co.) ; and Milchem, a division of Baker Industries. Most of the industrial minerals are found in North America, with barite mines and processing plants located in Nevada, Arkansas, Missouri, and Arizona, and bentonite mines near Graybull, Wyo. Other mines, such as those in Nova Scotia, are capable of shipping to South America and to the European and Middle East countries. Most of the materials processed by any of the suppliers must conform to specifications set by the American Petroleum Institute (API) or the Oil Companies Material Organization (OCMA). These specifications provide for uniform physical and chemical properties of the materials to be sold on the open market.

Jan 1, 1975

By Arthur F. Wendt

IN 1697 King William the Third granted unto his well-beloved subject Adolph Philipse, a certain tract of land, now known as Putnam County, N. Y. At the death of Adolph Philipse the land descended by inheritance to his nephew, Frederick Philipse. In 1751 his surviving three children partitioned the surface into nine parcels and divided them equally amongst themselves, but reserved the mineral rights which they held in common. Thus, at this early period in the history of the colonies, the existence of valuable deposits of iron-ores in Putnam County seems to have been a matter of common knowledge. Yet it is only within the last five years that the county has become a prominent, producer of iron-ore. Desultory mining had been carried on before that period at the Sump, Croft, arid Tilly Foster mines, but only a limited output was achieved, and few of our iron-masters suspected the existence of an abundance of good ores only forty miles from New York harbor. The accompanying map shows the location of those deposits of ore which are now generally known, and have been worked to considerable extent. Without doubt there are many more still awaiting the miner's pick, for no systematic exploration has ever been attempted within the borders of the county. Geologically, the occurrence of the ore is a counterpart of that of the New Jersey and Lake Champlain magnetites. The countryrock, and even the physical geography, are identical. Many small lakes dot the surface of the county. It is from these and their tributary springs and streams that the metropolis derives its farfamed Croton water. Abrupt hills divide the lakes and ponds. Some of the lakes, notably Lake Mahopac, are on the crest of hills, and are fed by subterraneous springs. The prominent mines of the county, in the order of their productiveness, are the Tilly Foster, Mahopac, Croton Magnetic, Sump, Croft, and Island mines. Of these, the first two are at present the only producers, and are quite exceptional in their nature. In fact they are the only ones of their kind in the Appalachian range, if not in the world.

Jan 1, 1885

By Herbert Clark Hoover, Lou Henry Hoover

GEORGIUS AGRICOLA was born at Glauchau, in Saxony, on March 24th, 1494, and therefore entered the world when it was still upon the threshold of the Renaissance ; Gutenberg's first book had been printed but forty years before ; the Humanists had but begun that stimulating criticism which awoke the Reformation; Erasmus, of Rotterdam, who was subsequently to become Agricola's friend and patron, was just completing his student days. The Reformation itself was yet to come, but it was not long delayed, for Luther was born the year before Agricola, and through him Agricola's homeland became the cradle of the great movement ; nor did Agricola escape being drawn into the conflict. Italy, already awake with the new classical revival, was still a . busy workshop of antiquarian research, translation, study, and publication, and through her the Greek and Latin Classics were only now available for wide distribution. Students from the rest of Europe, among them at a later, time Agricola himself, flocked to the Italian Universities, and on their return infected their native cities with the newly-awakened learning. At Agricola's birth Columbus had just returned from his great discovery, and it was only three years later that Vasco Da Gama rounded Cape Good. Hope. Thus these two foremost explorers had only initiated that greatest period of geographical expansion in the world's history. A' few dates will recall. how far this exploration extended; during Agricola's lifetime. Balboa first saw the Pacific in 1513 ; Cortes entered the City of Mexico in 1520; Magellan entered the Pacific in the same year ; Pizarro penetrated into Peru in 1528 ; De Soto landed in Florida in 1539, and Potosi was discovered in 1546. Omitting the sporadic settlement on the St. Lawrence by Cartier in 1541, the settlement of North America did not begin for a quarter of a century after Agricola's death. Thus the revival of learning, with its train of Humanism, the Reformation, its stimulation of exploration and the re-awakening of the arts and sciences, was still in its infancy with Agricola. We know practically nothing of Agricola's antecedents or his youth. His real name was Georg Bauer (" peasant "), and it was probably Latinized by his teachers, as was the custom of the time. His own brother, in receipts

Jan 1, 1950

Very few data are available about production in this county. The amount mined was used locally, or shipped by river, until 1839 when the canal was completed to Dunnsburg. Only partial records for four years remain of canal shipments. Considerable coal was used locally by the iron works at Farrandsville for some years. Rail shipments started in 1861 and those shown are the estimated shipments of these mines as compared with the mines in other counties served by the Philadelphia and Erie Railroad, the total tonnages being given in the annual reports to the Auditor General. It is not likely that any coal used by the railroad is included in these figures. (Table 40.)

Jan 1, 1942

By W. A. Forbes

by the combustion of this gas as it reached the air was a familiar sight in the days when open-top furnaces were in vogue. As blast-furnace practice progressed, however, involving the use of hot blast and the development of power from the gas, blast-furnace construction was modified to conserve this gas for heating hot-blast stoves, raising steam under boilers, and various miscellaneous purposes. When the use of blast-furnace gas was extended to the driving of gas engines, the necessity for thoroughly cleaning the gas became apparent., and soon the advantages of also properly cleaning the gas for use in stoves and udder boilers became more fully recognized.

Jan 10, 1913