THE Volume Nine Number Three SCHOOL OF MINES AND METALLURGY UNIVERSITY OF MISSOURI BULLETIN JUNE, 1917 WHAT SHOULD A PRESENT DAY METALLURGICAL EDUCATION COMPRISE? ROLLA, MO. EattrtJ •* Sk«iJ-CU» Matter Number 29, 1911. at the Pott-Office at Roll., Mfironri. under the Act •f Jnly, 18. 1894. Wined Quarterly. SCHOOL OF MINES AND METALLURGY UNIVERSITY OF MISSOURI WHAT SHOULD A PRESENT DAY METALLURGICAL EDUCATION COMPRISE? An Address By CHARLES HERMAN FULTON, D.Sc. Professor of Metallurgy, Case School of Applied Science ROLLA, MISSOURI 1917 Press of the Missouri Printing and Publishing Company, Mexico. Mo. BULLETIN OF THE School of Mines and Metallurgy UNIVERSITY OF MISSOURI Vol. IX JUNE, 1917 No. 3 WHAT SHOULD~A PRESENT DAY METAL- LURGIGAL EDUCATION COMPRISE? CHARLES HERMAN FULTON, -D. Sc. Annual Commencement Address, May 25, 1917 During the last decade the production of metals in the United States has greatly increased, and an intensive spirit has taken hold of the metallurgical industry, which is be- ing reflected in metallurgical education. In order to clearly view present day tendencies we should look at the origin and early methods of metallurgical education in this country. Naturally the bond between an industry and the teaching of its art is very (dose, so that the growth of an industry implies a growth in the teaching of its art. Except for iron, the extent of metallurgical indus- try in this country previous to 1860 was small, particularly when it be compared to its present magnitude. With the discovery of the greal western ore deposits and the produc- tion of metals from these sources, ;i decided need began to be felt for men who had a knowledge of metallurgical pro- cesses, or a knowledge of the fundamental scientific princi- ples which were involved in their practice. Thai men of this kind were few in number in the United States becomes at once apparent when the nativity of the early metallurgi- cal pioneers is considered. They all came to us from abroad, as, for instance, Anton Eilers,0. II. 1 1 aim. August Rant, Chas. A. S'tedefelt, Richard Pearce, and others, all of them m 'en who had received their education and had acquired their know- ledge either in Germany or in England. In those days there would have been no response to an advertisement in the technical mining press, if there was one, for a young Ameri- can trained in mining and metallurgy. It was the urgenl need of such men by the young and growing industry that led to the establishment of the pioneer courses in mining 4 MISSOURI SCHOOL OF MINES and metallurgy in Columbia College in New York and in the Massachusetts Institute of Technology in Boston. In those early days there was but little distinction made between mining and metallurgy. The two went hand in hand, and such a thing as a course in metallurgy as distinct from min- ing was not considered. The formulation of the course of study was well and wisely done by such men as R. H. Richards, C. F. Chandler, Thos. Eggleston, J. S. Newberry, F. L. Vinton, and others, and was based largely on the work of the School of Mines at Freiberg in Saxony and that of the Ecole des Mines at Paris, as well as on the practical demands of the young American industry. The course included the teach- ing of a fundamental knowledge of mathematics, chemistry and physics, which were considered essential. This was amplified by special knowledge in chemistry relating to the recovery of the common metals, iron, copper, lead, zinc, gold and silver. Further, it included a knowledge of general geology and of ore deposits, although this last subject was in its very infancy, of surveying land and mines, of the principles of steam and water power, and power applica- tion, in a relatively rudimentary way, as well as a knowledge of engineering structures. All of these subjects were taught distinctly in a descriptive way, and laboratory instruction was comparatively limited even in physics and chemistry, although the great importance of it was fully recognized. Books dealing with special subjects of metallurgy and min- ing were not numerous, and those used were almost entirely French, German and English. There were practically no American text books available at that time. This early education in mining and metallurgy reflected the condition of the industry at that time just as the more modern education in these subjects reflects its present con- dition. During the period from this beginning to the present there occurred a general expansion of the course of study as the needs of the industry grew. The number of the sub- jects taught and their complexity increased. The growth may be classified in three groups: 1. There was an increase in the amount of laboratory work in chemistry and in physics, and laboratory or field work was introduced in surveying, in metallurgy and ore dressing, in geology, in drafting and design, in electricity, hydraulics, and in power engineering. 2. As the industry expanded new subjects were intro- duced, and older subjects grew in complexity, as, for in- stance, electricity, at first taught as a purely physical sub- MISSOURI SCHOOL OF MINES 5 ject, was gradually transformed into an engineering sub- ject, and now takes on the importance in the one case of a special branch of metallurgy and in the other of a great and important branch of power engineering. In the production of power the early field was limited and descriptive methods only were employed. Power was produced by relatively simple machinery — ordinary boilers, the slide valve steam engine, and water wheels. Simple jaw crushers, rolls, stamps, jigs, screens and pans comprised the milling ma- chinery. Now the subject of power engineering has much broadened and is complex, including the intricate boiler plant, modern steam engines and turbines, gas producer power plants, gas engines, generation of electrical energy, its transmission, and manifold detailed application to min- ing and metallurgical work, while milling and smelting ma- chinery is almost endless in its variety. 3. The literature of the art in the earlier days was limited and comparatively simple. The time required to become acquainted with its essential features was short. Now this literature has swollen into a great stream and it requires much time to become familiar with the essentials only. During this period of growth the mining and metallur- gical courses have drifted apart and become distinct in most educational institutions. In this respect education has fol- lowed the practice of the industry, for while formerly the mine and its metallurgical plant were closely related, this is Mot true at the present time, except in isolated instances. The very close relation between technical education and industry has already been stated, but in view of the im- portance of the fact may again be emphasized: it is the function of technical education to prepare men for useful work in industry. It seeks to train them within a compara- tively narrow and confined field to do certain highly useful things. Tn this respect technical education differs greatly from the general or Cultural education. This latter lias the ruction of broadly training the mind, establishing and fix- ing character, but not of preparing for a special life work. Technical education always has a specific and narrow object in view. Both types have their place and value, but they will not mix well in the same course. There is frequently criticism of educational institutions by men in industrial leadership, and in the very nature of things they have a right to criticise technical schools, since their criticism is di- rected towards something which is really pari of the indus- try they represent. Whether their criticisms are always just 6 MISSOURI SCHOOL OF MINES is another matter. In many instances undoubtedly it is. There can be no question, however, of their right to criti- cise and suggest in a matter in which they are vitally concerned, since they take the product of the technical school and use it. It is conceded that the director of a metal- lurgical works has the right to express what he believes should be the training and qualifications of a man coming to him to do certain useful work. Our schools which teach mining and metallurgy are of three kinds: 1. The university, of which the School of Mines is a part. 2. Technical schools which include in their curriculum a number of courses in technology, including mining and metallurgy. 3. Schools of mining and metallurgy, which confine themselves to these courses. The course of study taught in institutions is based on precedent, representing the past needs of the industry, and on the ideas and suggestions of the men who make up the faculties. The three classes of institutions have different types of faculties. While in the university the faculty as a whole does not make the course of study of any particular school in the university, nevertheless the influence of the whole faculty is felt in the course of study, unless the uni- versity be a very large one. In a school of technology teach- ing all technical courses the faculty comprises less diversi- fied elements than in the university and its views are more confined. In the school of mines the faculty is quite limited and the fields of knowledge represented are relatively few. In the university there will be a tendency to broaden the course of the technical student. In the school of mines and metallurgy there will be a tendency to narrow and con- fine the course of the student. The school of general tech- nology will stand between the two in this respect. The ques- tion now arises as to what is best for the student. Is it the so-called broader education, or is it the relatively narrow education! The marked tendency in most institutions is to "broad- en" the education. For instance, the department of English discovers that the student is lacking in facility in using the language; the department of modern languages finds that the student is deficient in German and French ; it believes also that in view of developments in South America he should be taught Spanish in order to make him more useful; the department of mathematics would like to "broaden" his outlook by the addition of some newly discovered MISSOURI SCHOOL OF MINES 7 methods of solving equations; the department of history thinks that a little more history would tend to "broaden" him and assist in forming his character. Every one is much interested about his being properly "broadened" in the cul- tural subjects. The technical men on the faculty, however, become somewhat concerned as to whether this "broaden- ing" process may not, in reality, be a "narrowing" process, since it strikes at the student 's real work in life, which he is supposed to be fitted for by the institution he is attending. It seems evident in view of the number of professional subjects that are, in this modern day, required of the min- ing and metallurgical engineer, that any considerable time of the course which is taken away from professional sub- jects will "narrow" him decidedly in matters he should know most about, and which he is expected to know and make a creditable showing in upon entering practical life. The English department, the modern language depart- ment and the other departments spoken of are right in their view that a man should be broadened in these subjects. The better the training and the more education of a general character that a man has, the better and more useful citizen he will make, but it must always be remembered that the ultimate and final object for which lie attends a technical school and seeks a technical education is to obtain specific knowledge of certain subjects which will enable him to be useful in this particular work after his graduation. He should attain this condition of usefulness shortly after leav- ing school, and not only at the age of seventy, when he is ready to graduate from life's school. The essentials of the matter may be summed up in this statement: The student should have acquired a general education when he eiders the technical school, and should not acquire it during his residence there as part of the regu- lar curriculum. Perhaps the real difficulty in the matter is to be found in the primary and secondary educations which he receives. The total Length of time of this preparatory educatiOD is twelve years, eight in the primary school and tour in the high school. If to this be added one year or two <>f general college training, or if the high school course he made five years, he should have acquired sufficient general education to enable him to broaden himself if thai he neces- sary, and not take time from that, allotted to his specific technical education to do so. As the present courses in the preparatory school are arranged, it is difficult for the man to obtain this general education. With the introduction of vocational training, the 8 MISSOURI SCHOOL OF MINES student is taught a little of each of many subjects, and not much of any one subject, This type of education no doubt fulfills a useful function to the man who is to stop with the high school, but for the one who is to take up technical work it is much better to confine him to a rigorous and extensive training in English, one foreign language and its literature, elementary chemistry and physics, very thoroughly taught, mathematics, including trigonometry, and thorough courses in history, and geography. There is time enough to thoroughly teach these subjects. At the present time when the technical school wishes to broaden him, what it realty means is that it desires to correct the defects of his second- ary education. In reality it does not add anything new, but goes over old ground which has been imperfectly covered, and corrects work which has been poorly done. It appears that the sooner these fundamental conditions are recognized in technical education the more rapid the progress will be. As to the past methods and the future tendency of mining and metallurgical education, it is of in- terest to consider two of the foremost institutions in this country. The School of Mines of Columbia College, as it was formerly known, has always followed the policy that the time of the course should be devoted solely to technical training. This was never understood to mean that the edu- cation should be narrow, for the requirements for entrance were such that the student had a good general education up- on taking up his technical work. In the new system now adopted at Columbia University this fundamental idea has not been abandoned, but rather extended. The requirements for preparation for technical work are increased, so that the student is not in need of being "broadened" during the time of his technical training, but, on the contrary, can give most strict attention to his real work, which, to meet modern con- ditions, has been amplified and enlarged. As I understand it, the ideals and policy governing the course at the Massachusetts Institute of Technology before its identification with Harvard University were of a different character, the course including a number of non-technical subjects not relating strictly to mining and metallurgical work, and tending to afford a more general education to the technical student. The institute course taken as a whole was less strictly technical than that at Columbia. I have met many graduates of both institutions, and it is difficult to discern any difference in qualifications and ability of the MISSOURI SCHOOL OF MINES 9 graduates, for both schools have always insisted on close and intensive technical training. Many of the mining schools, in order to open the door of opportunity for an education to as many as possible, have never adopted high entrance standards, or have not raised their original standards, with the result that their courses contain subjects which decrease very much the efficiency of the technical education offered. That is, they are doing part of the preparatory work. The time has come when these in- stitutions must take a position on one side of a line or the other. They will become either institutions that train engi- neers in the full sense of the word, or they will become insti- tutions whose function it is to furnish a technical education of the trade type. They will become mining or metallurgi- cal trade schools. I am by no means drawing invidious com- parisons betwee>ri the two types of schools, for in the American systexn of education we need both types, and the last fulfills an equally important function with the first. The point at issue is that a school cannot very well com- bine both types of education into one In proceeding to outline what is the best course of study for the metallurgical engineer I refer only to the engineer- ing school, and not. to the metallurgical trade school. It is assumed that the entering student lias received a thorough preliminary training of the nature discussed. The course will then be as follows: 1. Mathematics — This will consist of analytical geometry, advanced algebra and differential and inte- gral calculus. These subjects are to be taughl thoroughly with the working of many problems, so that mathematics will become a really eflieient tool in the hands of tin 4 Student. How this is to he done is left entirely to the department of mathematics. The student should have the ability to use ealcnlus as readily as he dot's arithmetic. The pure mathematics are followed by theoretic mechanics. The principles of mechanics should so become a pari of the student's mind that he can automatically detect the per- petual motion phantasy, QO matter in what guise it is pre- sented to him. He should be so trained in mathematics and mechanics that it will be possible for him to see in the ab- stract, and there will be no need for every problem to he made concrete. 2. Physics — The student comes to the technical school with a thorough knowledge of general physics. He is fa- miliar with the principles of light, heat, electricity, sound and mechanics. The technical course in physics therefore 10 MISSOURI SCHOOL OF MINES should be directed to an extensive study and training in heat, electricity and such other physical phenomena as par- ticularly apply to metallurgy, as for example, viscosity, surface tension, adsorption and other molecular forces. He should obtain not only a general knowledge, but a detailed knowledge, and be able to apply this later on to problems of a metallurgical character. Laboratory work in connection with this subject should include a thorough technical study of pyrometry, heat measurements of all kinds, and electrical measurements in both direct and alternating currents, and in magnetism. 3. Chemistry — This course should be begun with the study of general theoretic chemistry and physical chemistry, the individual subjects being carefully chosen, so as to bear particularly on metallurgy. The subjects of solution, elec- tro-chemistry, equilibrium reactions, etc., should be thor- oughly mastered. Then will follow a course in analytical chemistry with particular reference to metals. It is not the idea to train an analytical chemist, but rather to give a thorough insight into methods. In our present courses too much stress is laid on analytical chemistry. The final course in chemistry should be one in industrial chemistry, so as to give the student a broad outlook into the manu- facturing principles and methods of such common sub- stances as the alkalies , sulfuric, hydrochloric and nitric acid, chlorine, nitrogen, oxygen, byproduct coke, etc., all of which have a bearing on metallurgical work. 4. Drafting — Design of structures and materials of engineering are included in this course. The student is sup- posed to come thoroughly trained in freehand drawing and simple mechanical drafting. The drafting work should therefore be combined with the theoretical study of engi- neering structures in their simpler form and the properties of the materials of engineering. It is not intended that sub- jects of a mechanical engineering nature be here included, but the work is of a civil engineering character. 5. Mechanical Engineering — -This should include a thorough course in power plants , the generation of power by different methods, steam, electricity, gas engines, com- pressed air, ami hydraulic methods. The student must be- come thoroughly familiar with the production and applica- tion of power and the economics of the subject. In this de- partment should be taught in detail the subject of the mov- ing and handling of material by means of cranes, hoists, mechanical unloaders, conveyors, elevators and kindred ap- paratus. He should be taught the methods of producing MISSOURI SCHOOL OF MINES 11 pressure air by means of compressors, blowers, turbine blowers, fans, etc. The course will include the subjects of rolling mills, forging machines, hammers, crushing ma- chinery, and other mechanical appliances employed in met- allurgy. Some of these are now included in other courses, but they are so purely of a mechanical nature that they are best grouped under this head. 6. Electrical Engineering — This subject includes a thorough training in the principles and application of direct and alternating currents. It should not include design of electrical machinery. It should cover the construction and electrical operation of electric furnaces and the electrical design and construction of electrolytic plants from the standpoint of the metallurgist. It should include the opera- tion of plants, power transmission and the use of commer- cial electrical instruments. Many metallurgical engineers are deficient in a knowledge of electrical engineering, at present a very vital subject. In this work it is the object to give the student a thorough knowledge of electricity as applied to metallurgy, but not to make an electrical engi- neer of him. 7. Mineralogy and Geology — The course in mineralogy should be xrvy thorough, particularly in determinative mineralogy. Crystallography need not be emphasized, but so much given as is necessary. The course in general and economic geology need not be extensive, as would be the case in training mining engineers, but considerable work should be given in petrography, or rather in optical miner- alogy, so that the student will be proficient in the use of the microscope, and can use it later in metallurgical problems that may arise. 8. Biology It. is desirable that the student should have a good course in general biology, so that he may have knowledge of the relation of mankind to nature. This course may well include a broad view of anthropology and archaeology to give him some idea of the early history of man and his development; 9. Economics — A thorough course on the principles of economies is essential to the student. This course should include especially the subjects of transportation, labor and related questions and social work. 10. Business- Since the production of metals on a large scale may be considered as a purely business opera- tion, the student must have a knowledge of the subject of business. This should include such general topics as bank- ing, tariff, accounting, bonds and stocks, followed by detail- 12 MISSOURI SCHOOL OF MINES ed instruction in metallurgical accounting and metallurgical business, including the buying and selling of metallurgical products, the business administration of metallurgical Avorks and all matters of business interest relating to metal- lurgical plants. In this course lectures should be given by men familiar with practical metallurgical business, to am- plify the regular instruction by members of the faculty. 11. Mining — The instruction in mining need not be extensive. There should be a good course in the principles of mining, and the close business relation between mining and metallurgy should be shown. 12. Surveying — The student should have a course in surveying, including ordinary land surveying, the laying out of sites, topographic surveying, mapping and plane table work. The main object of this course is to prepare the student to lay out metallurgical plants. 13. Metallurgy — Metallurgy is the most important single subject for the student. All his other work is taught from the viewpoint that it has a distinct bearing on and connection with metallurgy. The first course in metallurgy will be one in general metallurgy. It serves to give the stu- dent a broad view of the underlying principles and methods which govern the recovery of the useful metals on a com- mercial scale. It includes such matters as are closely re- lated to metallurgy, as fuels, combustion, materials used for metallurgical construction, etc. This will be followed by work in the metallurgy of the common metals. In the descriptive work of these courses it will be desirable to dis- cuss only the most modern practice, and not burden the stu- dent with matters that have become history. A course in metallurgical design will follow, covering the principles of metallurgical construction and the application of materials to this construction. The work should be of a detailed rather than of a general character. It should not be an elaborate problem like the design of a smelter or of a concentration plant, but the effort should be directed to the design of a piece of apparatus, say, a reverberatory furnace for smelting calcined flotation concentrate, or a heating furnace for steel billets, or a tank for leaching copper ores. The problem of design- should be a perfectly definite one, and the limiting condi tions fully stated. Work should also be given relating to general plant layout. In many institutions the method of teaching design is faulty. It is customary to have a stu- dent draw, for instance, a stamp mill, a concentrating mill, or a smelting plant, which, when finished, looks attractive MISSOURI SCHOOL OF MINES 13 on paper, but is practically nothing more than a composite copy of a number of blue prints which the student used in order to obtain suggestions. The final test of design comes in construction and use. This test of course can rarely be applied to student work, but there is a possibility for some of the design to be in the nature of relatively simple appar- atus or appliances, which may later be built and used in the laboratory. There should be a course in the history of metallurgy to make clear the development and evolution of metallurgi- cal processes. This course need not be extensive, but it will be valuable to the student in relating present day practice to the past. A thorough course in metallography is essen- tial, and should cover the physical properties of metals, and alloys, and their heat treatment, in a scientific way. The subject of alloys is very important, and the student must have specific knowledge on this subject. 14. Laboratories in General — The laboratory work of the course is to be extensive. There should be ample lab- oratory facilities in physics, chemistry, electrical engineer- ing, mechanical engineering, mineralogy, metallography and metallurgy. The Laboratories should be open during the school day, in charge <>f instructors who devote their t ime solely to laboratory work, so 1 hat a student may ultilize free time when he so desires. r l nis does not imply that there should be no regular laboratory periods in which the stand- ard work is scheduled, hut rather that the laboratory op- portunities he broadened to enable the student to do addi- tional work, or make up work if it he necessary. As Ear as possible there should he individual apparatus of high grade. It is undesirable to work with poor instruments. 15. Metallurgical Laboratory -The usual idea of a metallurgical laboratory is a large room or separate build- ing, in which is housed concentrating machinery such as jigs, classifiers, screens, crushers of various kinds, and other standard metallurgical apparatus, as some kind of roasting furnace, blasl furnace, cupola, stamp mill and amalgama- ting plate, etc. This collection is supposed to represent common metallurgical apparatus in use in metallurgical plants of various sorts, and it is expected that the student, will operate this apparatus, and thus gain some knowledge of actual methods to amplify his theoretical instruction in the class room. As ;) matter of tact, many of the metal- lurgical laboratories are museums of apparatus and their actual use is small. 14 MISSOURI SCHOOL OF MINES There is much discussion whether, for the purposes of instruction, full sized metallurgical apparatus is desirable, or whether it is better to use small sized apparatus in the nature of working models. Both systems have their warm adherents, and something may be said on both sides. From a practical standpoint it is difficult for most institutions to operate full sized apparatus, as the cost and time required is too great. If circumstances are such, for instance, that a small blast furnace can be run continuously for a week or ten days by a crew of students in charge of competent fore- men, the value of this work to the student will be very great. If, however, an attempt is made to operate it but for a day or so, without adequate preparation, the results are negative and may be harmful. For this reason it is better to keep to the teaching of principles in small sized appara- tus, and do this work thoroughly after the manner that has been developed by the Massachusetts Institute of Tech- nology. The actual commercial operation involving these principles can then be studied during practice terms or summer school. Metallurgical laboratories that contain a large collection of full sized apparatus, little of which is ever used, are a useless encumbrance to a mining school. The most modern conception of a laboratory is a large fire-proof building, rectangular in shape, of ample height and provided with a 5 to 10 ton crane that runs the length of the building. This room or building contains electrical switch-boards, from which may be taken an ample supply of direct and alternating current, within a wide range of volt- age. The building will be provided with high pressure air and water; it will contain standard crushing machinery, such as a gyratory crusher, rolls and a fine crusher of some sort and screens ; it will contain a number of different sized motors, which can be used anywhere within the building. The laboratory will be provided with a fully equipped car- penter and machine shop. This constitutes the permanent equipment of the laboratory. All other apparatus will be either built to suit the special purpose required, or pur- chased as it is needed, but has no permanent place ; although later on, if deemed advisable, certain pieces of apparatus may become permanent. In a laboratory of this kind really modern work may be carried on in concentration, roasting, leaching, smelting, electric furnace work, electrolytic work or any metallurgical problem that may arise. MISSOURI SCHOOL OF MINES 15 COMMENCEMENT ADDRESSES 1901-1917 1901 The Development of American mining and metallurgy, and the equipments of a training school. James Douglas, LL.D., President, Copper Queen Mine. (Out of print). 1902 Mining and metallurgy in some of their relations to the pro- gress of civilization. William P. Blake, F.G.S., Director, Arizona School of Mines. (Out of print). 1903 Science and practice. Regis Chauvenet, LL.D., Mining Engi- neer. (Out of print). 1904 The Engineer and his relation to modern methods. Charles J. N. Norwood, M.Sc, Director, Kentucky Geological Survey. (Not published). 1905 Ore treatment in the southeast Missouri lead district. Oscar M. Bilharz, E.M., Chief Engineer, St. Joseph Lead Co. (Not published). 1907 Compound numbers. John Henderson Miller, D.D., Kansas City. (Not published). 1908 The Human side of an engineer's life. Edmund B. Kirby, E.M., Consulting Mining Engineer. 1909 The Relation that exists between general and technical edu- cation. A. Ross Hill, LL.D. President of the University. (Not published). 1910 Some of the essentials of success. Charles Sumner Howe, LL.D., President, Case School of Applied Science. 1911 The individual, the state and the nation in the development of our mineral resources. Joseph Austin Holmes, LL.D., Director, U. S. Bureau of Mines. (Not published). 1912 Mining and civilization. James Ralph Finlay, A.B., Con- sulting Mining Engineer. 1913 Measuring the output. Edwin Earle Sparks, LL.D. Presi- dent, Pennsylvania State College. (Not published). 1914 The West. Frank Strong, LL.D. Chancellor, University of Kansas. (Not published). 1915 Place and influence of the engineer. Elmer James McCaust- land, M.C.E., Dean of the School of Engineering of the Uni- versity. (Not published). 1916 The Business of mining. Walter Renton Ingalls, S.B. Editor, The Engineering and Mining Journal. 1917 What should a present day metallurgical education com- prise? Charles Herman Fulton, D.Sc, Professor of Metal- urgy, Case School of Applied Science. BULLETINS OF THE MISSOURI SCHOOL OF MINES General Series Vol. 1, No. 1, Dec, 1908. The human side of a mining engineer's life. Edmund B. Kirby. (Commencement address, June 10th, 1908.) Vol. 1, No. 2, March, 1909. 38th Annual Catalogue, 1909-1910. Vol. 1, No. 3, June, 1909. Education for utility and culture. Calvin M. Woodward (Tau Beta Pi address.) Vol. 1, No. 4, Sept., 1909. The history and the development of the cyanide process. Horace Tharp Mann. Vol. 2, No. 1, Dec, 1909. The Jackling field, School of Mines and Metallurgy. Vol. 2, No. 2, 39th Annual Catalogue, 1910-1911. (Out of print.) Vol. 2, No. 3, June, 1910. Some of the essentials of success, Charles Sumner Howe. (Commencement address, June 1st, 1910.) Vol. 2, No. 4, Sept., 1910. Friction in small air pipes, E. G. Harris, Albert Park, H. K. Peterson. (Ccntim;ed by Technical Series. Vol. 1, No. 1 and 4.) Vol. 3, No. 1, Dec, 1910. Some relations between the composition of mineral and its physical properties. G. H. Cox, E. P. Murray. Vol. 3, No. 2, March 1st, 1911. 40th Annual Catalogue, 1911-1912. Vol. 3, No. 3, June, 1911. Providing for future generations. E. R. Buckley. (Tau Beta Pi address, May 24th, 1911.) Vol. 3, No. 4, Sept., 1911. Fall announcement of courses. (Out of print.) Vol. 4, No. 1, Dec, 1911. Fortieth anniversary of the School of Mines and Metal- lurgy of the University of Missouri. Parker Hall Memorial address. Laying of cornerstone of Parker Hall, Rolla, 'Missouri, October 24th. 1911. Vol. 4, No. 2, March, 1912. 41st Annual Catalogue, 1912-1913. Vol. 4, No. 3, June, 1912. Mining and civilization. J. R. Finlay. (Commencement address, May 31st, 1912.) Sept., 1912. Fall announcement of courses, o. p. Student -Life. March, 1913. 42nd Annual Catalogue, 1912-1913. Never published. Never published. Never published. March, 1914. 43rd Annual Catalogue, 1913-1914. Never published. Never published. Never published. March, 1915. 44th Annual Catalogue, 1914-1915. June, 1915. Description of special courses in oil and gas and allied September, 1915. Register of graduates, 1874-1915. Jan., 1916. Bibliography on concentrating ores by dotation. Jesse March, 1916. 45th Annual Catalogue, 1915-1916. June, 1916. The Business of mining. W. R Ingalls. (Commencement 3. 1916.) October, 1916. Register of graduates, 1874-1916. January, 191*3 In the Ozarks. E. G. Harris. With a Bibliography on rural roads, by II. I. Vol. 9, No. 2, March, 1917. 46th I U6-1917. Vol. 9, No. 3, June, 1917. Whi metallurgical education comprise? C. H. Fulton. (Commencement a tay 25, 1917.) Technical Series Vol. 1, No. 1, November, 1911. In air pines. Technical Series E. G Harris, (Continuation of General I. 2, No. I.) Vol. 1, No. 2, February, 1912. M laboratories of the Missouri School of .V y. D. Copeland, II. T. Mann, H. A Roesler (Out of print.) Vol. 1, No. :'>, May, 1912. - for demonstrating rock drilling and the loading of drill hoi :S in tunneling. I.. B. Von i Vol. 1, No. 4, August, I'M:'. Friction In ' 1. G. Harris. (Continuation of Vol. 1, No. 1, November, 1911.) Vol. 2, No. 1, An? tests of piston drill bits. C. R. Forbes and L,. M. Cummini Vol. 2, No. 2, November, 1915. Orifice measurements of air in large quantities Elmo G. Harris. ™. Vo J- 2 \F°a,"' February, inc. Cupellation losses in assaying. Horace T. Mann and Vol 2, No. I, May, 1916. < Iteria for determining the structural position [s. G lb Cox and of prim.) Vol. 3, No. 1, August, I. lit;. i: m the notation laboratory. C Y. Clayton. (Out. of print.) I 3, No. 2, November, 1916. Studies on tin- origin of Missouri cherts ami zinc i .. n. Cox, R. s. Dean, and \ ' i lot m V a 1 -*2 , ,£ ro -3 Febru ary, 1917. A preliminary report on blended Portland cement. E. S. McCandliss. Vol. 4, No. 1, Vol. 5, No. 1, Vol. 5, No. 2. Vol. 5, No. 3, Vol. 5, No. 4, Vol. 6, No. 1, Vol. 6, No. 2, Vol. 6, No. 3, Vol. 6, No. -1, Vol. 7, No. 1, Vol. 7, No. 2 Vol. 7, No. 3*. subjects. Vol. 7, No. 4, Vol. 8, No. 1, Cunningham. Vol. 8, No. 2, Vol. 8, No. 8. address, May 2< Vol. 8, No. 4, Vol. 9, No. 1, ■Ill 3^12105733080