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By J. P. Dunlop

The fact is not.ablc though probably little known that thc Unitcd Statcls is the only nation obtaining and distributing through its Govcrn-ment burcaus any data pertaining to waste metals and drosses. Some foreign goverrlnlents do issuc reports relating to rnine or smelter production of prirrlar~ metals, but none gives in scope and detail t'he information published now by the U. S. Bureau of Mines and formerly by the U. S. Geological Survey; and this is despite the fact that the funds annually allotted for those purposes are insignificant in comparison with allotments for the preparation of data relating to other industries of like importance. The earliest data on the production of metals from secondary sources in the United States were contained in a press bulletin issued by the U. S. Geological Survey on Jan. 4, 1909. The information published was that for thc year 1907 obtained ant1 compiled by C. E. Siebenthal, who was one of the first to visualize the growing importance of the scrap-letal indust,ry. Thc Nationd Conscrvation Commission had emphasized its opinion that the known domestic supply of certain kinds of the morc important irietals was being rapidly marketed and that while there was no immediate cause for concern it was best to conserve such resources. Not only had there been a lanlentable lack of any data regarding the quantity of scrap inetals available or used but also gross carelessness and indifference in the segregation, collection, and effective use of scrap material. Siebenthal realized that even approximately correct statistics of recoveries from the more important base-metal scrap and drosses wcrc nearly as essential t,o both producers and consumers as the stat'istics of the output of primary metals. There were not then nor are there now sufficient funds for complete collection of data, nor was it considered the province of the Geological Survey t'o do more than determine approximately the recovery of secondary metals for use in supplementing those given for the primary metals. Undoubtedly the first bulletins issued did not give the full output, for it takes time to establish contacts for an inquiry covering so

THE following employment items are made available to AIME members on a nonprofit basis by the Engineering Societies Personnel Service, Inc., operating in cooperation with the Four Founder Societies. Local offices of the Personnel Service are at 8 W. 40th St., New York 18; 100 Farnsworth Ave., Detroit; 57 Post St., Son Francisco; 84 E. Randolph St., Chicago 1. Applicants should address all mail to the proper key numbers in care of the New York office and include 6c in stomps for forwarding and returning application. The applicant agrees, if placed in a position by means of the Service, to pay the placement fee listed by the Service. AIME members may secure a weekly bulletin of positions available for $3.50 a quarter, $12 a year. MEN AVAILABLE Sales Engineer, 37, seven years experience Europe and Latin America both in underground work and administrative and sales work; speaks fluent Spanish, Portuguese, French. Desires responsible position preferably export in U. S. M-692. Superintendent, 46, married. Experience covers mining and metallurgy as mining engineer and as general superintendent; metallurgy of leaching, flotation, cyanidation; development, construction, operation. Presently available. Prefer U.S.A. M-693-333-E-1-San Francisco. Mine Manager, Superintendent, Consultant, 61, married. Design and erection of mining and mill plants-examinations. Many years as superintendent, manager, consultant, designer and builder of mining plants, flotation mills, concentration mills. Available one month's notice. Prefer U. S. but foreign acceptable if good climate. M-695-4211-E-9-San Francisco.

Jan 1, 1952

By Hon. Abrams S. Hewitt

Gentlemen : If my first words were other than those of thanks for the high honor of being called to preside over the American Institute of Mining Engineers, I should do injustice alike to you and to my own sense of the obligation, under which I have been placed by your voluntary choice. When the position was first suggested to me, I resolutely declined to allow the use of my name, on the ground that, by training and occopation, I was not entitled to this honor, which, it then seemed to me, should be conferred only on a professional engineer. In fact, the history of the Institute, which had honored itself, as well as my distinguished predecessors, David Thomas, Rossiter W. Raymond, and Alexander L. Holley, by elevating then] to its highest office, seemed to indicate the line and the limit of safe precedent, in which I did not then see how I could be included. But my scruples were finally removed by the consideration that, as in the course of human industry, the pioneer, of whom Mr. Thomas was so marked a type, must precede the mining engineer, so fitly personified in Dr. Raymond, and be followed by the mechanical engineer, whose incarnation we behold in Mr. Holley; so all these must be supplemented by the man of affairs and finance, in order that "enterprises of great pith and moment" may be prosecuted to a successful issue. I felt, therefore, that I had no longer any right to resist your preference, or to deprive myself of what I must regard as the crowning honor of an active career. On an occasion like the present it seems appropriate to review the history in this country, during the last hundred years, of those industries which the Institute of Mining Engineers specially represents. There is much in the story with which other members of this body are more familiarly acquainted than myself; yet I fancy that to all of them, and not less to our distinguished and most heartily welcome gnests from abroad, a comprehensive outline of the progress of mining and metallurgy in the United States mill prove interesting. I ask your attention, therefore, to a condensed account of that subject, embracing a statement of the beginnings of the industry on our shores, of the notable events attending its increase, and of its present

By D. B. Dowling

(San Francisco Meeting, September, 1915) THE interest which has been aroused in prospecting for oil in the foot hills of southern Alberta, and in the oil possibilities of the known gas fields situated in the less-disturbed areas, called for a much closer examination of the structure, thickness, and composition of the underlying rocks of the region than had -hitherto been made. The areal geology of the larger part of the great plains was outlined by Dawson, McConnell, and Tyrrell, between 1881 and 1885. The foothill area was not critically examined at that time, owing to the time which would have been required for its proper study and the difficulty that was found in recognizing in the foothills the divisions which had been adopted in the mapping of the formations of the plains. This was clue in great measure to the paucity of exposures in continuous sections of the lower divisions of the Upper Cretaceous. Since the pioneer work on the plains was published, the beds which form continuations south into Montana have been critically examined. The Canadian beds arch over the end of a flat anticline which rises to the south; and two sections in Montana, one on each side of the anticline, help to explain some of the difficulties previously encountered in the mapping of the measures found in the foothills. The index map, Fig. 1, shows the area studied, and its relation to southeastern Alberta, and to Montana.

Jan 6, 1915

By R. W. Jenkins, O. J. Neslage

The need for mechanized drilling to decrease mining costs has resulted in the development of the jumbo from column-and-bar drill carriages to hydraulically controlled jib jumbos. Resultant savings from use of improved jumbos have been high enough usually to retire the machinery investment within a year. The jib jumbo unit has been applied successfully to development and preparation programs and flat-bedded stopes, and an even wider field is forecast for its use.

Jan 1, 1950

By D. L. McElroy

It is too broad a statement to say that the mine car is the most important unit in a haulage system, but almost every mining man will admit that it is one of the most important. The mine car is to the mine haulage system what the railroad car is to the railroads; the main purpose in each instance is to move the greatest number of ton-miles of material at the least cost. The data presented in this paper are taken from a study of mine haulage conducted by the School of Mines of West Virginia University at 42 mines in 8 coal fields of Wrest Virginia. The study was made possible by a graduate fellowship of the School of Mines and the cooperation of the mining companies of the state. Three important factors in the use of mine cars in West Virginia are: (I) the number of mine cars in use per loader; (2) the capacity of mine cars; (3) the distribution of mine cars. ("Loaders" in this paper refers to all men loading coal, whether manually or mechanically.) During the World War many mine managers were annoyed by the reduction of efficiency and production caused by railroad-car shortages. Today relatively little complaint is heard about a shortage of mine cars, yet possibly 50 to 75 per cent. of the mines in West Virginia are suffering from this cause of reduced production and increased costs. The railroads have solved their car shortage by placing in service more cars of larger capacity and better design. Many coal mines in West Virginia should solve a part of their cost problems by the same simple procedure. Such a procedure requires an initial outlay of capital, but there is little doubt that this will be repaid, with a good return on the investment. Determining Number of Cars Needed There can be no mathematical rule to determine the number of cars which should be in use per loader in a coal mine, because numerous factors such as concentration of mining, system of haulage, car capacity, speed of haulage, distance of working places from tipple, and so forth, affect materially the number of cars in use. These factors in turn are more or less determined by height of bed, character of roof and coal,

Jan 1, 1931

By Kenneth L. Adams

10.3-1. Introduction. Equipment replacement or maintenance is of major concern to every company today. It can be the difference between an efficient and profitable operation or an inefficient and struggling one. Mining equipment, as everyone knows, will not last forever. Some equipment becomes obsolete before it wears out while some may be doing its intended job, yet not economically. It is a major problem for management to make the decision as to whether a piece of equipment should be repaired or replaced. There are numerous approaches to this problem; using formulas, charts, and graphs. These would be very good if all conditions were stable. Since conditions and requirements are constantly changing, an accurate observation cannot be derived from a set formula. A formula does, however, serve as a reminder to include most of the items that should be considered when evaluating old and new equipment. In the field of mining there are several questions which enter into the reasoning that are difficult to put into an equation. Some of these are: 1. Will the present equipment produce the required output of the mine, or an increase if necessary? 2. Are reserves adequate to support the purchase of new equipment? 3. Can the old equipment be repaired to efficiently continue the mining operation? 4. What is the stability of future markets for the product? Depreciation rate, or the write-off life, is a factor that can directly effect decisions on replacement. If the initial life expectancy is too long and the price of equipment is not written off when discarded, then the original investment has not been recovered. If the write-off time is too short, then the equipment is written off before replacement is even considered. In this case, the depreciation accrual is usually used to finance some other phase of the operation. In view of the increasing prices, the amount of depreciation fund is generally too small for much incentive to replace an older unit

Jan 1, 1968

By W. J. Garmoe

Distinct areas of mineralized and non-mineralized brecciated rock are found in the Ontario Unit of the United Park City Mines. These breccias contain an appreciable fraction of the present ore reserves and probably will become even more important as deeper levels are developed. Three ages of breccia have been recognized in the Ontario Mine to date: ( 1) Pre-mineral breccia that may or may not be mineralized, (2) early post-mineral breccia with mineralized fragments, and ( 3) late post-mineral breccia that is younger than and cuts through ( 1) and (2) above. These age ,relations are known from detailed underground mapping. Locally, both pre-mineral and post-mineral breccias have sufficient lead-zinc-silver content, either as matrix or fragmental material, to constitute ore. Ore-grade breccias occur throughout a vertical range of over 1000 feet and are found in both the Humbug and Deseret formations from above the Ontario 1300 level to below the Ontario 2200 level. The mineralized breccias, which are difficult to distinguish on mine maps, are not well delineated by underground workings, and their horizontal outline and vertical extent are not known beyond the immediate mining areas. The greatest amount of truly mineralized breccia is exposed on the 2200 level.

Jan 1, 1968

By Thomas T. Read

MINING, which is at least twenty centuries old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography,1 recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of "loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, because a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. PROFESSIONAL DEVELOPMENT In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1941

By Thomas T. Read

MINING, which is at least twenty centuries old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography, recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of "loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, dearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, because a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. PROFESSIONAL DEVELOPMENT In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic- education. The contrast is almost as great as between

Jan 1, 1941

James DouGlas, New York, N. Y. (communication to the Secretary*):—In my paper on the Conservation of Natural Resources, I referred to the slow replacement of bee-hive ovens by the by-product ovens as a most notable instance of waste. And I quoted from Mr. Parker's report for 1906 an explanation given by him in accounting for the small production of by-product coke. It was that the market for the by-products of the coke-ovens was so limited that some of the ovens constructed were out of operation. His report on the manufacture of coke in 1908' does not record an improvement, and attributes the strange fact that we alone, of all the industrial peoples, delay the adoption of this cardinal improvement from the continuance of the same almost inexplicable cause. To quote again from his report, he says (p. 241): "The year 1908 was not marked by any notable gain in the construction of byproduct coking plants, though some new work was done. There was a net increase

Jan 1, 1910

By R. R. Byran, M. H. Kuryla

The Compania de Real del Monte y Pachuca started a 10-ton pilot plant in March, 1906. The distinctive features of the first cyanide installations at Pachuca were: grinding in cyanide solution, all-sliming and filtration of ore in which silver constituted the major value. Loreto started with a 300-ton " all-sliming" plant, using jaw crushers, grinding in stamps, Chilean mills and pebble mills in cyanide solution, concentrating with Wilfley tables and Johnson vanners, classification by cones and Dorr classifiers, intermittent thickening by decantation, mechanical agitation in flat tanks by stirrers and centrifugal pumps, filtration in Butters filters and precipitation by zinc shavings. The "San Francisco" mill No, 1 was contemporaneous, using a rather similar flow sheet. We shall trace the main developlnents in the three large mills of the district to their present practice. Developments in Large Mills of District Crushing and Grinding.—The trend of development in this part of the work has been the same as throughout the milling world; via., all increase in the degree of comminution of the ore in dry-crushing machines, the advance from pebble mill to rock mill and then to ball mill and the elimination of the stamp battery through the encroachment upon its field on the one side by finer dry crushing and on the other by more efficient wet grinding. The single-stage crushing in jaw type crushers, used at the start, has been replaced by two stages; at first, both stages by gyratory type and later the present practice, which is the same in all three mills, consisting of gyratory as primary followed by cone as secondary and delivering a product that may be rated at 56 to 1 inch. Primary wet grinding, at first performed by stamps and Chilean mills, is now by hall and/or rod mills; present practice differing widely in the three mills. Santa Gertrudis uses a 7 by 15 ft. rod mill, San Rafael

Jan 1, 1935

By Thomas T. Read

MINING, which is at least twenty centuries old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography,1 recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of "loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, because a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. PROFESSIONAL DEVELOPMENT In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1941

IN order to make his work easier, every master of any art whatever keeps always to the road that he has learned or that his skill or good judgment has shown him to be the best. Although there are various methods used in making moulds for guns, depending on whether they are large or small, nevertheless almost the same road is traveled in all. You must first know that it is necessary to make a pattern of wood or clay exactly as the gun is to be, with those ornaments of cornices and rings that you wish to be in the bronze. Let us suppose that you wish this pattern to be of wood. You must try to have for this a piece of fir as long and thick as you wish, dry, solid, and well seasoned, with few or no knots if possible. This should be longer than the gun by the length of the head and foot rests where it is pivoted [83v] so that it can be turned as on a lathe. On the end where the mouth is to be it should project out enough so that you can attach a feeding head at the top of the casting. You can make or have this pattern made round, fluted, spiral, or half fluted, as you like best, making the measurements exactly correct with all care and attention. Then two bearing trestles must be fixed firmly in the ground, one at the head and one at the foot, as is usually done with roasting spits and as you see drawn here. This done, if it is fluted, put the cornice pieces at the place where you wish the mouth to be and at the foot where the fire is applied. These are

Jan 1, 1942

By Fred D. Fox

INTRODUCTION Approximately two years have elapsed since the first summary of the Grizzly Gulch Tailings Disposal Project was presented (1). Since that time, various physical modifications and additions to the existing treatment system have transpired. Further, Homestake and the entire mining industry have been impacted severely by additional modifications and additions concerning regulatory reform aimed at total disciplinary permitting and hazardous waste management. The following paper summarizes the past accomplishments relating to the Grizzly Gulch Tailings Disposal Project, correlating these accomplishments with future plans that are being developed to comply with regulations and to continue Homestake's commitment to environmental protection. The famous Homestake Gold Mine, located in Lead, South Dakota, has been operating in the Black Hills region for over a century, approximately 12 years before the south half of Dakota Territory was admitted to the Union as the State of South Dakota (2). During the 104 years of operational development, Homestake's Gold Mine, as well as the entire mining industry, have been influenced by numerous governmental regulations dating back to the Refuse Act of 1899 which regulated the deposit of debris from mines and stamp works. The enactment of the National Environmental Policy Act of 1969 may be thought of as the beginning of a long line of unplanned steps to deal with the many concerns of matters pertaining to the environment. Environmental awareness continued into the 1970’s, in which the Clean Air Act, Federal Water Pollution Control Act, Safe Drinking Water Act, Toxic Substances Control Act, and the Resource Conservation and Recovery Act (RCRA), to name a few, surfaced.

Jan 1, 1983

By Thomas T. Read

Mining, which is at least twenty cen-turies old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation, for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography, recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of 'loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, becadse a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. Professional Development In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1943

By Thomas T. Read

Mining, which is at least twenty cen-turies old, was at first, and long, wholly a practical art. Little more than two centuries have elapsed since the inception of the idea that general education and a knowledge of natural science would be of advantage to those engaged in the mining industry. Though schools of mining began to develop in Europe early in the eighteenth century the concept of educational preparation, for technical conduct of the industry was slow in winning general acceptance in the industry itself. John Hays Hammond, in his autobiography, recalls that when he sought employment with a mining company after he had graduated from Yale and Freiberg he had to assure its executive, before being even considered for employment, that he did not consider that he had learned anything about mining. This was as late as 1880. Existence in the industry of a prejudice against education of the academic type is perhaps an explanation why inadequate provision has been made by the mining industry for the continuing education of technical employees after they enter employment, although engineering education prior to engaging in industry has now won general acceptance. I am familiar with the existence of 'loop" courses for engineering graduates in metallurgical plants, of schemes for giving mining graduates "practical experience," and of the interest in vocational courses for workmen which sprang up in the period of labor shortage during and immediately following World War I (but which quickly died when the depression of 1921 again made experienced workmen available in sufficient supply), having been chairman of a committee appointed by the Mineral Industry Education Division to make a survey of existing provisions for post-employment training for engineers in our industry. The results of that survey, reported elsewhere, clearly indicate that it is inadequate as to amount; the aim of this paper is to present evidence for belief that it is also inadequate in quality. To avoid becoming too involved, no reference will be made here to post-employment vocational training for workmen, which is a subject differing so much from post-employment education for engineers as to require separate treatment. Neither will postgraduate education for metallurgical engineers be discussed, becadse a distinction must then be made between training for research work and for plant operation, whereas mining engineers engage almost exclusively in operations. Since the situation in the coal-mining industry has been discussed at several recent meetings, that also will be passed over, and what follows should be taken as a discussion applying exclusively to the metal-mining industry. Professional Development In the operations field (both in mining and metallurgy) the work to which a beginner is assigned is seldom closely related to previous academic education. The contrast is almost as great as between

Jan 1, 1943

By Peter McKellar

The district around Bag bay in Shoal lake, meat of Lake of the Woods, in the Ontario western gold-fields, is attracting considerable attention at the present time as a gold-producer. A large number of gold-bearing veins have been prospected and mined to a considerable extent in the locality. On the whole they make a fair showing, considering the work done ; and some are undoubtedly rich—the Mikado, for instance. The principal mining companies that have been operating here are the Yum-Yum, Ontario Limited, Cornucopia, Engledue Concession, Tycoon, Toronto and Western and Mikado Cos. I will confine my remarks chiefly to the three companies last

Jan 1, 1900

By H. W. Straley

Some ten years ago the writer1 made a survey of college catalogues to determine what sort of training geologists were receiving in basic sciences. In the light of this compilation and subsequent experience, he made the statement at the 1939 meeting of the Institute that apparently only in schools offering a curriculum in geological engineering or in the geological option of mining engineering curricula could geologists hope to receive the training advocated by Hubbeet.2 In the former study, schools of engineering were excluded because the preparation was known beforehand. The present study aims to consider engineering schools in an effort to determine not only what basic studies are required but what use is made of them in geological courses of the third and fourth years. The present study combined the method of consulting catalogues with a questionnaire. Letters were mailed to officials responsible for supervision of mineral industries curricula requesting information On' (I) the extent to which the engineering preparation of the first two years is actually used in the work of the last two; (2) the extent to which the engineering of the last two years is used in courses in geological engineering or geology; and (3) whether geologists or geological engineers teach descriptively or analytically. Both methods of securing information are open to criticism; the former on the basis of the incomplete information supplied by university catalogues concerning prerequisites and curricula and the latter on the ground that the questions may be phrased poorly or given insufficient consideration by replying officials. Fifty-six questionnaires were mailed and 39 (70 per cent) replies were received. Of the replies, 6 (11.3 per cent) were from colleges of liberal arts unconnected with engineering schools, 11 (20 per cent) were from schools having curricula in geological engineering and 22 (39 per cent) were from departments of mining engineering. The number of replies and their distribution were satisfactory in spite of the receipt of only six from liberal arts colleges. It should be understood that the universities of which the catalogues were examined were not necessarily the same in both compilations. No departments that are admittedly or known to be acting solely as service departments were recorded in the second study. Table I shows that all professional schools require mathematics through calculus, whereas only 7 per cent of the liberal arts curricula expect the same level of preparation; only 73 per cent require trigonometry and 40 per cent college "algebra. The proportion of geological engineering curricula requiring differential equations is higher than mining. All of the engineering schools require general and analytical chemistry, whereas only 77 per cent of liberal arts curricula require general and 18 per cent analytical. Twenty-two per cent of the mining and 40 per cent of the geological engineering

Jan 1, 1946

By H. W. Straley

Some ten years ago the writer1 made a survey of college catalogues to determine what sort of training geologists were receiving in basic sciences. In the light of this compilation and subsequent experience, he made the statement at the 1939 meeting of the Institute that apparently only in schools offering a curriculum in geological engineering or in the geological option of mining engineering curricula could geologists hope to receive the training advocated by Hubbeet.2 In the former study, schools of engineering were excluded because the preparation was known beforehand. The present study aims to consider engineering schools in an effort to determine not only what basic studies are required but what use is made of them in geological courses of the third and fourth years. The present study combined the method of consulting catalogues with a questionnaire. Letters were mailed to officials responsible for supervision of mineral industries curricula requesting information On' (I) the extent to which the engineering preparation of the first two years is actually used in the work of the last two; (2) the extent to which the engineering of the last two years is used in courses in geological engineering or geology; and (3) whether geologists or geological engineers teach descriptively or analytically. Both methods of securing information are open to criticism; the former on the basis of the incomplete information supplied by university catalogues concerning prerequisites and curricula and the latter on the ground that the questions may be phrased poorly or given insufficient consideration by replying officials. Fifty-six questionnaires were mailed and 39 (70 per cent) replies were received. Of the replies, 6 (11.3 per cent) were from colleges of liberal arts unconnected with engineering schools, 11 (20 per cent) were from schools having curricula in geological engineering and 22 (39 per cent) were from departments of mining engineering. The number of replies and their distribution were satisfactory in spite of the receipt of only six from liberal arts colleges. It should be understood that the universities of which the catalogues were examined were not necessarily the same in both compilations. No departments that are admittedly or known to be acting solely as service departments were recorded in the second study. Table I shows that all professional schools require mathematics through calculus, whereas only 7 per cent of the liberal arts curricula expect the same level of preparation; only 73 per cent require trigonometry and 40 per cent college "algebra. The proportion of geological engineering curricula requiring differential equations is higher than mining. All of the engineering schools require general and analytical chemistry, whereas only 77 per cent of liberal arts curricula require general and 18 per cent analytical. Twenty-two per cent of the mining and 40 per cent of the geological engineering

Jan 1, 1946