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By D. Harrington

The mining industry of the United States has-long been severely criticized because of its high rate of accident occurrence, net only as compared with other major industries-in the United States but also with the mining industries of other countries particularly Europe. Statistics (often not of strictly comparable nature) indicate that the accident-frequency rate in all mining is currently about three times and the accident-severity rate is about seven times as great as the average for general industrial work in the United States. These figures are by no means comforting to humanitarian mining men, irrespective of their status in. the industry, and they constitute a challenge that certainly cannot continue to be ignored much longer. This picture becomes much darker when the above statistics are augmented with data indicating that. on an exposure basis our mines (more particularly our coal mines) have accident rates two, three, or even more times as great as more or less similar types of mines in Europe, particularly England and Wales, Belgium, France, and Germany. However, these foreign accident statistics should be carefully analyzed before we become very mush concerned about them, because they are clot strictly comparable owing to several considerations, not the least of which is the fact that foreign methods of compiling or recording accident statistics often differ materially from ours. Moreover, foreign mining and other conditions axe definitely dissimilar to ours in many if not most phases, and numerous ether factors affect the comparability of foreign mine-accident statistics with ours. Unquestionably it should also be taken into consideration that the accident rate of the 130,000,000 or more constituting the populace of the United. States as a whole is much higher than that of any other major country in the world and is two, throe, or more times the rate of the European countries that have more favorable mine-accident rates than those of the United States. Moreover, it is significant that the mine-accident-severity- rate of British mines is about six times the average accident-severity rate of the major industries of the British Isles, or but little mere, favorable than the comparable figures in the United States, namely, that mining-has an accident-severity rate about seven times that of the average of about 30 of the major industries of this country.

Jan 1, 1941

By Thomas T., Read

E DUCATION for the mineral industry was at first a single comprehensive curriculum, but it was early recognized that the main basis of mining is physics, while that of metallurgy is chemistry. The first school to offer curricula leading to degrees in mineral industry education in the United States (1853) had separate ones in mining and metallurgy. The Columbia School of Mines (the first really successful one) had only a single curriculum when it opened in 1864, but within a few years had so reorganized its work that it offered curricula in mining, metallurgy, geology, chemistry, and civil engineering. Interest in the metallurgy or geology curricula was slight at first, and for the next 30 years the great majority of Columbia students took the mining curriculum, probably partly because it contained nearly as much geology as the geology curriculum, practically all the metallurgy, and most of the chemistry, and partly because of the degree awarded for it. Other schools kept their mining curricula equally broad, and as late as 1900-1910 men were graduating as mining engineers who were practically as well prepared to make geology or metallurgy their life work, as they were for mining. Gradually, however, the subject matter of mining geology and metallurgy became so enriched through research and development that separate curricula in them became worth while; their progressive development is the subject of another chapter. Mining curricula also began to be somewhat diversified, and schools in areas where coal mining was of outstanding importance began to offer options in coal mining, the earlier curricula having been chiefly aimed at metal mining. The petroleum industry began its meteoric rise about the same time as mineral instruction in this country, but little more of applied science attended its birth than had attended such ancient practical arts as copper and iron

Jan 1, 1941

By J. P. Caulfield

THE Hudson Bay Mining and Smelting Company's underground mine at Flin Flon, Manitoba, has in the past been serviced by two working shafts-the North Main shaft, and the No. 3 shaft. The North Main shaft is used to hoist the total production from under-ground, and handles the greater part of the mine supplies and crews. The shaft is five-compartment design, rectangular in cross-section, and is equipped entirely with steel shaft sets from the surface to the finished depth of 2,210 feet. Hoisting equipment in the surface plant will not permit the North Main shaft to be extended below its present finished depth. The No. 3 shaft, located approximately 2,300 feet from the North Main shaft, is used primarily as a ventilation shaft, and for hoisting lower-level development waste to the 390 level, where this material is used as mine fill. The No. 3 shaft is of standard rectangular design, timbered with 8-in. by 8-in. creosoted fir sets, hung on 6-foot centres. From the surface to the 1,430 level, the No. 3 shaft consists of three 5 ft. by 5 ft. compartments, and below this level to the completed depth of 2,300 feet, the shaft is increased to four compartments. To service the mine and to expedite development below the 2,210 level, a one and one-half compartment winze was sunk from the 2,210 level to a depth of 766 feet, or approxima tel y the 3,000 level.

Jan 1, 1941

By Leah L. Naugle, H. G. Landau, H. H. Lowry

EVIDENCE has been accumulating in recent years, in part from the work of the Coal Research Laboratory, that coals belong to a family of natural polymers and that even in complex reactions the differences between coals are quantitative and not qualitative. This point of view leads to the expectation that if a series of coals were subjected to a closely controlled set of experimental conditions the results obtained should be related to the chemical analyses of the individual coals. The data accumulated over the past 10 years by the Bureau of Mines in its "Survey of Coke-, Gas-, and By-Product-Making Properties of American Coals," in what has come to be recognized as the Bureau of Mines-American Gas Association (BM-AGA) carbonization assay test,1-12 offer an unusual opportunity to check this conclusion. The present paper reports an analysis of the data on the first go coals and coal blends-including coals numbered I to 55b, inclusive -which have been carbonized according to a standard procedure at intervals of 100°C. from 500° to 1100° in either or both 13 or I8-in. cylindrical retorts." In Table I are given the name of the seam from which the sample was obtained, the analytical data used, and the reference to the original publication of the Bureau of Mines. The coals range in fixed carbon from 46.2 to 79.0 per cent, in volatile matter from 15.4 to 41.3 per cent, in ash; from 2.1 to 15.9 per cent, in moisture from o.8 to 19.7 per cent, and in total sulphur from 0.40 to 4.44 per cent; therefore the entire gamut of bituminous coals is represented. The petrographic nature of the individual coals is not considered in the following analysis, although both "normal" bright coals and splint coals are included in the samples studied. For information on the petrography of the coals and for further information characterizing the coals the original papers should be consulted. Although the coals that are included extend over the whole range of bituminous coals, they do not cover this range entirely adequately. In particular, only 13 of the go coals have moisture contents greater than 3 per cent. This concentration at low moisture values means that the effect of moisture, which is an important factor, cannot be determined with as much certainty as would be desirable. All the coals were not tested at every temperature and in both retort sizes. Only the first 30 coals were tested at 1100°, and only about 50 at the other temperatures, except at 900°, where nearly all of them were included. In the accompanying tables the actual number of observations entering into each correlation is given. In this study equations are given for calculating analyses, yields, and properties of coke and by-products from the coal analyses. To decide whether these equations are satisfactory it is necessary to know the accuracy with which these quantities were measured in the assay tests.

Jan 1, 1941

By P. M. Hedley

GOLD mining in Nova Scotia, as in any other gold district, has its own peculiar problems. Being in close proximity to excellent roads and to railways, and being blessed with good labour, the majority of gold mines in the Province find their paramount trouble is geological, namely, ore finding. After six years of continuous mining at Goldenville, the staff of Guysborough Mines, Limited, has collected many facts, has come to some definite conclusions, and has made a lot of guesses, some good and some bad. It is the purpose of this paper to set down such information as we have been able to gain in the hope that it may prove useful to other operators, present and future, faced with similar problems. What may be true of one Nova Scotian mine will not necessarily be true of another, so that the observations that follow should be considered as primarily applicable to Goldenville. Stated facts, conclusions, and theories are the result of the combined thought and effort of Head Office officials, of members of the Provincial and Federal Departments of Mines, and of members of the mine staff, past and present. Grateful acknowledgment is made to all.

Jan 1, 1941

By J. W. Stewart

THE aim of this paper is to point out the various ways in which design is taught in standard four-year mining engineering curricula in American colleges and universities; to discuss the reasons apparently justifying the great diversity of procedure that exists along this line; and to indicate possible solutions to the difficulties now attending the teaching of design. A study was made of typical four-year mining engineering curricula in 15 colleges and universities of the United States (Table I). Great diversity in content of the various design courses, if taught as described, became apparent immediately. It appeared that it might be both interesting and instructive if the cause for this colorful variety could be found. Was the cause local mining conditions, departmental individuality, or actual necessity? Study of the school catalogues revealed that the various design courses could be classified into two fairly distinct types; namely, (I) those dealing with mine equipment or structures, and (2) those dealing with underground layout of mine workings. It seemed reasonable to label the first type of course "mining design" and the second type "mine design." Some such distinction must have been in the minds of mining educators, for we find both names (i.e., mine design and mining design) used to designate the design courses included in the various mining curricula. Unhappily, the name and the apparent content of such courses do not, in all instances, conform to the classification made here, although in most instances such conformation does obtain (Table I). It is possible that in the exceptional case the method of teaching a design course, and consequently the content of it, may have been changed at some time without change in the name of the course. Apparently only 3 of the 15 schools made an effort to cover both types of design in their curricula (Table I). Two other schools did not list or describe any course of study that could with certainty be taken as a design course. Of the remain¬ing to schools, 9 gave a mining-design type of course and one gave a strictly mine-design type. Obviously, the preponderance of design courses afforded are of the mining-design type. Why? To answer this question, it is necessary to make a study of the prerequisites for the two types of design courses taught. In all schools the design courses were taught in the senior year; in eight, design was taught throughout both semesters; in two, it was taught during the first semester only; and in three it was taught during the second semester only. Consequently, excepting the last three cases noted, it is obvious that all prerequisites for a design course should be completed by the end of the junior year. PREREQUISITES What are the probable prerequisites for the different kinds of design courses as they appear to be taught? Let us take first the case of the mine-design type of course, having to do with layout of underground workings. Here it would seem that logical

Jan 1, 1941

By Alfred V. de Forest

We are now assembled in this hall for the eighteenth lecture in honor of the memory of our greatest American metallurgist, Henry Marion Howe. Many of his most intimate contemporaries, led, as was fitting, by Professor Sauveur, have described his vital accomplishments in three fields: as a leader in technical industrial development; in theoretical research; and finally as a teacher and source of inspiration for nearly two generations of students. In 1914 Professor Howe had retired from active teaching, but maintained his laboratory at Columbia University under the care of Arthur G. Levy, with whom he published many of the papers that later were incorporated into his last book, " The Metallography of Steel and Cast Iron." My position at the time was that of personal assistant to Professor Campbell—no pay, no duties, but the great privilege of preparing specimens, taking pictures and attending to some of the current consulting work. Whenever possible, I visited Howe's laboratory to chat with Levy and gather ideas about the wonderful field of metallography—in which I was a rank amateur, rescued by the quiet enthusiasm of Donald Smith of Princeton from an instructorship in civil engineering. Levy let me act as a fly on the wall during the Professor's occasional visits. Busy as he was, Professor Howe took the time and trouble to encourage my interest, as he had done for hun- dreds of others. He told me how he went about gathering his own information speculating as to causes, considering experiments, and verifying his conclusions. I ventured to mention some tests I had run on the irregular stretching of wires of different metals. He read the small volume I had prepared of ill-assorted facts and fancies and remarked: "Nobody cares for your theories or the history of your tests. Describe what you found as briefly as possible and perhaps I can help you to publish." Curiously enough, among my discards were some autographically recorded load-versus-electrical-resistance measurements. Taken with inadequate knowledge and equipment, these curves did not reproduce consistently, but if the relationship between strain and resistance had then been explored, the latest type of strain gauge might have been in useful service for the past 25 years. Professor Howe was a gifted teacher, perhaps because he was primarily an ardent and assiduous student. His own eagerness to learn and his willingness to revise and extend his opinions constantly encouraged those of his environment to be diligent and painstaking in the pursuit of knowledge. In honoring his memory, I also wish to bring to mind the kindly, humorous and quiet Levy, and join his name again, as it was for too brief a space in the past, with that of many-sided Henry Marion Howe. Factors oF Impact Strength The subject chosen for the Howe Memorial Lecture by Dr. Gillett last year

Jan 1, 1941

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

Jan 1, 1941

By H. W. III 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 Hubbert.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, 1941

By The Staff

WE were requested to make a digest of our original grinding report, Fine Grinding Investigations at Lake Shore Mines. This digest is much easier to read than the original report, but it lacks the experimental 'evidence' found in the first report which, in many cases, is much more interesting and educational than the conclusions derived from it. In the course of rewriting the paper, we noticed several new angles on the test data which had not occurred to us previously. From the data included in the report and other tests not published, calculations were made which indicated a line of new test work. These tests, among other things, more than suggest a technique for designing the length of mills, the position and number of classifiers, and the total loads a mill should carry.

Jan 1, 1941

By Maurice C. Fetzer, Charles R. Austin

It has long been known that plain high-carbon steels may be susceptible to graphiti-zation below the A1 critical, but no data have been available to indicate what factors cause and tend to inhibit graphite formation. Two recent publicationsl,2 have shown that the factors controlling graphitization below the A1 are different from those operating above the A1 inversion where commercial graphitization of malleable iron begins. Furthermore, for plain high-carbon steels graphitization below the critical point does not appear to be related to ordinary chemical analyses. Many years ago it was recorded3 that the rate of graphitization at subeutectoid temperature is not a maximum just below the A1 critical, but at some lower temperature, which Austin and Norris have shown to be about 670°C. Indeed, work done in our laboratory has demonstrated that it is impossible to spheroidize certain steels in the temperature range of 650° to 710°C. without the formation of considerable amounts of graphite. However, if the temperature is maintained just below the A1 (720°C.) these same steels may be completely sphe-roidized at constant temperature. In previous studiesl,2,4 on I per cent plain carbon steels graphitization was encountered during prolonged tempering. The limited number of steels studied did not provide sufficiellt data to permit adequate study of the factors controlling this graphitization. Accordingly, a limited statistical investigation was undertaken, utilizing 18 steels of similar chemical analyses, furnished by four steel companies, who also supplied information regarding the history of manufacture. An extensive program of research is being carried out on these steels, including the effect of pretreatment and atmosphere on the nature and extent of graphitization, and the possible correlation of graphitization with such characteristic properties as hardenability, grain size and mechanical behavior. In the present paper discussion is restricted to a study of the correlation between graphitizing tendency at 670°C. after quenching from several temperatures above the critical, and (I) the minor variations in the chemistry of these steels of "similar" chemical composition, and (2) the deoxida-tion practice employed. The state of the lead bath, oxidized or protected from oxidation by charcoal, used in the tempering treatments is also considered. Materials Eighteen plain carbon steels of about I per cent carbon, and containing similar amounts of each of the other common elements usually found as impurities, were obtained in the form of rods % in, in diameter from four steel manufacturers. The analyses for ordinary and special elements of all the steels were made on the rod stock as received in the laboratory, and the re-

Jan 1, 1941

By William M. Wallace

Mr. Chairman and Gentlemen: The subject, "Shake It for Results," may or may not suggest just what is to be shaken, or just what results are to be obtained. I can assure you that if you are thinking about anything outside the realm of pure mining application you have come to the wrong meeting, and if this be the case, you have come to hear a subject discussed that I am not prepared to undertake-at the moment, at least. At the very beginning of time, results were definitely obtained by shaking. If you will recall, Eve shook a certain tree of forbidden fruit-need I recount to you the results that were, and are still, being credited to that bit of engineering? To get closer to the subject at hand, it is the intent of this paper to touch generally on the shaking, principally the vibratory shaking, of materials on a piece, or pieces, of perforated metal or screen cloth. Through the evolution of such a motion we find that great strides have been made toward a highly efficient "operation which is an essential factor in the mining world of today. The object of the shaking motion is to more efficiently separate one size material from another, according to the openings in the screening medium over which it is passed. Sizing is an important operation in every ore dressing, coal prepara¬tion or other mineral-preparing plant for reducing the product to a form more concentrated or more convenient for utilization than that in which it was mined. In coal preparation, market requirements, convenience, custom, and efficiency in combustion necessitate grading mined coal by sizes. All ore-dressing or coal preparation plants therefore must have what is called screening, sizing, or grading apparatus.

Jan 1, 1941

By L. C. IlsLey

Permissible blasting units are approved with the understanding that if actively marketed they will be listed as permissible so that all interested in such safety equipment may know what is available. The last detailed list of permissible units was published as Technical Paper 4294/. All of the blasting units of that list have become obsolete or have been modified as covered by extensions of the original approvals.

Jan 1, 1941

ANY discussion of State-supported schools of mining and metallurgy needs to be prefaced by a definition, since the first school to offer a mining curriculum, the Pennsylvania. Polytechnic College, was established by a grant from the State. But, so far as can be determined, it received no further State support. It would be tiresome to go into precise details, and it will be enough to stipulate that by State schools are meant those which derive their main financial support from regular appropriations made by a State legislature. The University of Michigan was the first of these to. offer a mineral industry curriculum; its story, as well as those of Wisconsin and Illinois, has been related in the preceding chapter.* Arranging the others in chronological order involves making a decision as to what weight to attach to plans for giving instruction, as contrasted with its effective initiation. This may appropriately be illustrated by the history of mineral industry education in California. CALIFORNIA Among those who came to California in 1849 and the following years were many New Englanders who had a keen interest in education. Some of them, mostly Congregationalists and Presbyterians, sought to establish a school of higher education around San Francisco Bay and eventually succeeded in opening the "Scientific and Classical School at Contra Costa" in Oakland, at Broadway and 5th St., on June 90, 1853. This prospered so well that it was chartered by the State as the College of California" on April, 13, 1855. Developing so rapidly that its quarters became. cramped, in 1864 it not only bought a tract of

Jan 1, 1941

In connection with tin strategic minerals investigations of the Bureau of Mines and the Geological Survey under authority of the Strategic Materials Act (Public 117, 76th Cong., 1st sess.) a study is being made of tin deposits in the United States in an effort to improve the situation with respect to domestic supplies. These studies include sampling and exploration of some of the larger deposits with the objective of establishing emergency reserves, if possible to do so. Two exploration projects have been completed, and the over-all results obtained are set forth in this progress report. RESOURCES Tin was first discovered on this continent in 100 in the Temescal Mountains of what is now southern California. In the ensuing century, occurrences of tin have been reported in no less than 17 States and Alaska. Although most of these are of scientific interest only, tin-bearing veins and placers in California, Alabama, North and South Carolina, Virginia, South Dakota, Wyoming, Texas, New Mexico, and Alaska have been extensively explored, and largo sums of money have been expended in recurring attempts to exploit them.

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,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 George W. Bain

Some problems concomitant with commercial exploitalion of marble are presented as examples of interesting, useful and profitable fields for application of scientific knowledge. The marble industry is only one such field and is selected because its varying new aspects are familiar to the author. However, what is true for marble is equally so in principle for many industrial minerals. The problems of any stone industry are to maintain markets, create new outlets for stone already in demand, and develop varied uses for varieties that are not so popular. Here the geologist has a different role from most of his colleagues in metal mining. The producing branch may ask about the expectable variation in thickness or size of a deposit as development proceeds. The stock department may call for the available amount of a given type of stone before accepting a large order. The sales force requires data on the use for stone from certain parts of deposits in order to divert grades to the most suitable use. The service department wants defects rectified and the cause determined to avoid recurrence The mills want data on durability and cutting quality of abrasives. The geologist occupies no special department; he is on general call, as may be illustrated by a few types of problems that may be classified as: (1) dominantly geological in character, (2) dominantly chemical in character, (3) dominantly physical in character. Geological Problems The geological problems deal almost exclusively with the size of blocks. Size across the deposit is limited by thickness of individual beds. and along the strike by the space between crosscutting joints. Frequently the vertical depth of a block is reduced by exfoliation shells arising from spontaneous expansion. All these factors require consideration in developing a deposit to fill an order. Thickening of Marble Beds The limestone beds that became the marble deposits of the northern Appalachians and of the Yule locality in Colorado were seldom homo-

Jan 1, 1941

By Frank G. Miller

Controlling natural-water drives to effect efficient and economic production of petroleum, through wells, from reservoir sands and rocks is a problem of major importance in the oil-producing industry. Water-drive fields are characterized by large quantities of mobile water under high pressure immediately below the oil in the flanks or extraneous parts of reservoir formations, Hence, the water, which is in fluid connection with the oil and a source of a large proportion of the energy available for moving it, advances up-structure to replace it. This phenomenon of water moving crestward into the oil-bearing parts of the reservoir and replacing oil is termed edgewater encroachment. The mechanism by which oil is flushed out and continually replaced by water as the hydocarbon content of the field is depleted must be understood if natural-water drives arc to be used successfully to, induce efficient recovery of oil from its reservoir rocks. Until recently, the function of water in the production of oil has been somewhat obscure and was not given the consideration it deserved in early petroleum production-research programs because of the greater importance associated with and the effort devoted to investigations concerning the relations of natural gas to production of oil. Thus, with virtually no fundamental information at hand, it is not surprising that at first edgewater was considered a necessary evil, and the manner in which it was dealt with depended largely on the experience of the operators. During the intervening years, however, practical information on encroachment of edgewater in oil sands has been widely disseminated as a result of studies of oil-field depletion, and many theories pertaining to petroleum-reservoir energy and performance have been advanced; these theories necessarily included consideration of edgewater as an integral -art of the reservoir fluids and a source of energy for propelling hydrocarbon fluids through the reservoir and to the surface of the ground.

Jan 1, 1941

By L. C. IlsLey

The theory and practice followed by the Bureau of ones in the investigation of electrical equipment4/ made for service in massy mines are of particular interest not only to manufacturers but also to those organizations that deal with safety and inspection at the mines. This publication proposes to discuss the theory, upon which tests of equipment in explosive atmospheres are based and to consider inspection and other matters pertaining to investigations made bar the Bureau in ascertaining whether a machine merits approval.

Jan 1, 1941

By Alfred V. de Forest

WE are now assembled in this hall for the eighteenth lecture in honor of the memory of our greatest American metallurgist, Henry Marion Howe. Many of his most intimate contemporaries, led, as was fitting, by Professor Sauveur, have described his vital accomplishments in three fields: as a leader in technical industrial development; in theoretical research; and finally as a teacher and source of inspiration for nearly two generations of students. In 1914 Professor Howe had retired from active teaching, but maintained his laboratory at Columbia University under the care of Arthur G. Levy, with whom he published many of the papers that later were incorporated into his last book, "The Metallography of Steel and Cast Iron." My position at the time was that of personal assistant to Professor Campbell-no pay, no duties, but the great privilege of preparing specimens, taking pictures and attending to some of the current consulting work. Whenever possible, I visited Howe's laboratory to chat with Levy and gather ideas about the wonderful field of metallography-in which I was a rank amateur, rescued by the quiet enthusiasm of Donald Smith of Princeton from an instructorship in civil engineering. Levy let me act as a fly on the wall during the Professor's occasional visits. Busy as he was, Professor Howe took the time and trouble to encourage my interest, as he had done for hundreds of others. He told me how he went about gathering his own information speculating as to causes, considering experiments, and verifying his conclusions. I ventured to mention some tests I had run on the irregular stretching of wires of different metals. He read the small volume I had prepared of ill-assorted facts and fancies and remarked: "Nobody cares for your theories or the history of your tests. Describe what you found as briefly as possible and perhaps I can help you to publish." Curiously enough, among my discards were some autographically recorded load-versus-electrical-resistance measurements. Taken with inadequate knowledge and equipment, these curves did not reproduce consistently, but if the relationship between strain and resistance had then been explored, the latest type of strain gauge might have been in useful service for the past 25 years. Professor Howe was a gifted teacher, perhaps because he was primarily an ardent and assiduous student. His own eagerness to learn and his willingness to revise and extend his opinions constantly encouraged those of his environment to be diligent and painstaking in the pursuit of knowledge. In honoring his memory, I also wish to bring to mind the kindly, humorous and quiet Levy, and join his name again, as it was for too brief a space in the past, with that of many-sided Henry Marion Howe. FACTORS OF IMPACT STRENGTH The subject chosen for the Howe Memorial Lecture by Dr. Gillett last year

Jan 1, 1941