PROBLEMS IN TRAINING MINING ENGINEERS 653 



While the whole field of physics is important, the fundamental 

 conceptions of analytic mechanics (acceleration work, kinetic and 

 potential energy) and their applications in hydraulics, thermody- 

 namics, electricity, and the like are vital, and cannot be too much 

 emphasized. 



Instruction in chemistry should be given parallel with mathematics 

 and physics. It offers a fine training in inductive reasoning. Besides 

 the usual courses in general and analytic chemistry, the modern 

 methods of physical chemistry, as developed by such masters as 

 Arrhenius, Ostwald, Nernst, and van 't Hoff should be brought to the 

 attention of the student, as soon as, by his collateral training, he is 

 made able to understand them. It is not too much to say that the 

 hope of the future, not only in biology, medicine, and hygiene, but 

 also in physical geology, the science of ore-deposits, and the art of 

 metallurgy, lies in this direction. 



Such subjects as drawing, surveying, and mapping may also be 

 carried on simultaneously with mathematics and physics, each 

 supplementing the other. Similarly, assaying and mineralogy give 

 a new interest to chemical principles, to which they serve as useful 

 applications. Geology, itself, important as is this noble subject, not 

 only through its intrinsic interest, but also in its practical bearings, 

 is really only an application of the principles of physics and chemistry 

 to the study of the evolution of the earth. And it can be mastered 

 only by him who has this training to build upon. 



The same is true of every branch of engineering. Each is only the 

 outgrowth of the application of the principles of the fundamental 

 physical sciences to the needs of man. He who has this training has 

 the master-key to the door of every industry. 



The necessity for thoroughness in this fundamental work cannot 

 be too much emphasized in American mining schools. The impetuous 

 preference of young Americans for what they deem "practical" is a 

 serious hindrance to real achievement; and the only way to remove 

 it is to convince them at the very start of the power and value of 

 science. This can best be done by leading them, from the beginning, 

 to apply science to some useful purpose. In short, they must be 

 taught by experience the truth of Ostwald's saying: "The science of 

 to-day is the practice of to-morrow." 



There is much to be said in favor of the study of science for its own 

 sake. We have all sympathized with the sentiment of the mathe- 

 matical professor who " thanked God that he had at last discovered 

 something that never could be put to any practical use." Still, it is a 

 healthful instinct that leads most men to estimate the value of ideas 

 by the use that can be made of them, and whether we approve it or 

 not, the world will continue to do that, and we may as well adapt our 

 plans to the fact. 



