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By Julian E. Tobey

A MEMORABLE year has just passed in the field of coal utilization. Because of the war, oil conversions in industrial, commercial, and domestic installations have been made to the equivalent of 20,000,000 tons of coal. The war emergency has resulted in a great shifting of various types of coals to various markets. Huge tonnages of metallurgical-quality coals have been withdrawn from steam and domestic business and sent into the iron and steel industries. Marginal coals have replaced these coals in the steam and domestic field.

Jan 1, 1944

By George H. Deike

UNDERGRADUATE interest in coal mining engineering has dropped to an alarmingly low level. Most companies having co-operative scholarship programs have been forced to abandon them for the duration.

Jan 1, 1944

EDUCATION is a business; and, if the consumer is satisfied with the product, no one has any grounds for complaint. "Pretty well satisfied" about slims up the attitude of the mining industry toward the young graduates presently entering the field. Yet, with amazing regularity the controversy over the five-year curriculum recurs in educational circles. The educational mills grind out their products, some higher grade than others, depending on individual proclivity. The cycle continues almost without interruption. Arthur Taggart, however, takes his bowie knife to some of the sturdiest limbs of the tree of knowledge in his article on engineering education on page 770 of this issue. As all who know him might suspect, the pruning is not restrained. With one swing of the knife, such practically-labeled courses as Mine Design are stricken from the tree and transplanted to the field of Graduate Education. Emphasis on the basic sciences and the study of man through courses in history, economics, and literature are recommended to constitute an undergraduate curriculum. Such courses show the least depreciation and therefore give the student the most for his money. Partial justification for this dramatic departure from tradition is explained by the increasing number of companies giving training courses. Why make the student pay for what he can get paid for learning after graduation, the author argues. Other leading educators espouse this doctrine. Dean S. C. Hollister of Cornell, for the Committee on Adequacy and Standards of Engineering Education, recommended to ECPD in 1951 that emphasis be placed on the basic sciences. "Sifting back through the curriculum, it seems clear that instruction in the basic sciences, if taught in a manner such that knowledge of them makes available working tools, contributes the most sustaining part of the curriculum", reported the committee. Note that he would utilize practical problems from the fields of engineering in teaching the sciences. In our opinion the important thing to learn in college is how to think the engineering approach. Recitation on traditional solutions of classic problems sharpens the memory, not the ingenuity of the student. The engineering schools of the nation recognize the advantage of great emphasis on fundamentals, and the inclusion of cultural courses in the curriculum. However, industry presently requires graduates to have a substantial knowledge of the tools of the trade upon graduation. This means that the colleges are forced to pare to the bone to encompass the required studies in the time allotted. In addition, there is the limitation of student money. College educators also claim that entering freshmen are often improperly prepared in such subjects as writing and mathematics. These considerations make it difficult for the critic of the engineering graduate to make any headway with the educators. Actually with the mounting problems imposed by lower grade and more complex ores, a new breed of engineers is needed. The impetus for this new product must come from industry. If there was a concerted effort from industry for an improved type of engineer, the colleges would modify their aims to meet the demand for the kind of individual desired.

Jan 1, 1952

Jan 1, 1903

By AIME

PERHAPS, back in the early eighties, the fates were advised that the world had need of a determined man, yet one who could always inspire teamwork; at any rate on Dec. 20, 1881, Louis Shattuck Cates was born to Edwin Wallace and Emily Allen (Johnson) Cates, in Boston. To his friends he has always seemed a little more determined than anyone else they knew-yet his capacity for organization and enlisting friendly co-operation from all with whom he became associated has perhaps been his greatest asset. His will and imagination set the goal, but his friendliness and qualities of leadership brought results. He was born just nine years after the great Morenci mine was opened by Robert Metcalf and his associates. Educated in the public schools of Boston, Mr. Cates was graduated from Boston High School, and since at that time Boston was headquarters for many of the great mining enterprises and promotions in the country, he chose Massachusetts Institute of Technology as the college which would best prepare him to succeed in the mining industry. He was granted a Degree of S.B. from "Tech" in 1902, but already his getting-along-with-people talent had won him honors. He was class president in his junior year, and "First Marshal" at graduation.

Jan 1, 1946

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Jan 1, 1947

By Frederick Laist

F. N. FLYNN, Clifton, Ariz.-I would like to ask Mr. Mathewson what percentage of his leaching liquor is wasted at this time? It has a bearing on the question in connection with the New Cornelia, and I think it is a very important question. E. P. MATHEWSON, Anaconda, Mont.-I am not sure what the percentage is now, but we don't discard the strong liquors. Something like 25 per cent. of the wash water taken out each day is sent over a special set of scrap iron tanks, and the copper recovered there. We had a little trouble at first. We did not proceed to use the sponge iron for the reason that the plant we originally contemplated was abandoned for flotation. Our original idea was to use a leaching process on all the tailings of the mill, but we found it would take a great deal of time to build a plant; and the cost of operating the plant we estimated to be about the same and the recovery the same. It was a question of time with us, and we decided to adopt flotation. That changed our plans. We now have the leaching plant, treating the tailings of the old dump, and the flotation applied to the current tailings. The sponge iron was figured for the large plant. We can get all the scrap iron necessary for the small plant-plenty from the scrap produced in the main plant of the smelter.

Jan 12, 1916

Jan 1, 1918

By AIME AIME

ED DIX, after studying both mechanical and electrical engineering at Cornell, started out to be an electrical engineer, then taught material testing at Cornell, and decided to become a metallurgist. He was successively employed by the Morse Chain Co. as metallographist, by the Baltimore Copper Smelting and Rolling Co., as chief of the testing department of the Bureau of Aircraft Production, as assistant engineer of tests of the Aluminum Castings Co., and as chief of the metals branch, engineering division, U. S. Air Service. Since 1923 he has been with the Aluminum Co. of America, now as chief metallurgist.

Jan 1, 1936

By AIME AIME

MANY years ago when the writer chaperoned a group of student officers from Wright Field on their re- quired inspection trip through the Mid- dletown plant of American Rolling Mil1 Co., Leo Reinartz was our guide. After the party had watched continuous strip being rolled and was ready to move on we ventured a remark-to emphasize the difference between Armco iron and automobile fender stock-that this strip was ordinary steel. The remark was overheard by our guide and the effect was instantaneous; in a rather re- proachful tone Leo said: "Gentlemen, your teacher has been in this plant many times, and he should know by now that we, in this company, never make ordinary steel-all of our prod- ucts are the highest possible quality."

Jan 1, 1943

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