66 Transactions of the Canadian Institute. [vol. ix 



further emphasize the teaching of mechanical engineering for the training 

 of a mining engineer. This brings up another question, which was dis- 

 cussed in England by some of the most eminent scientists and authori- 

 ties on scientific training, namely, the question of how far machinery 

 should be used in the training of students as object lessons and for dem- 

 onstration purposes. Many expressed the opinion that it is a mistake 

 to have the machinery itself to show, but I disagree with this view. I 

 believe the best way to teach the parts and workings of a machine is to 

 show not only its plans on paper, but to show and work the machine. 

 The knowledge of a steam engine would be fuller if the engine could 

 be seen and handled and worked. I would favour even the introduction 

 of other mining machinery, as, for instance, a stamp mill. Further- 

 more, a man who has worked these machines in practice should be 

 obtained, and should give the gist of his experience of years to the class. 

 I could give a knowledge of a stamp mill, for example, which it took 

 years of experience and some mistakes to obtain to a class in a few 

 hours, comparatively. Many warnings and much valuable information, 

 which could only be gathered in years of experience, could thus be im- 

 parted to the student. With regard to the teachers, the best ought to 

 be sought for our schools of mining. While buildings and equipment 

 are, indeed, necessary, nevertheless they are only secondary to teaching 

 staff. That should be of the best, and sufficient salaries should be paid 

 to such teachers to be worth their while. In London the salaries are far 

 too small, as some teachers are getting one-tenth of what a practice of 

 their profession might bring them, the other nine-tenths had to be taken 

 out in glory and honour. 



Having spent four years in actual training in a School of Mines, a 

 good start is all-important for the young mining engineer. In England, 

 at least, there has been difficulty in this direction. Mining companies 

 sometimes do not want the man just graduated, but prefer to get him 

 a little later. A postgraduate course partially to tide over this period of 

 uncertainty has been formed in England. In this, about twenty or 

 thirty students are sent each year to South Africa, Australia, United 

 States, and now to Canada. Large companies take them on a living 

 wage, and in a sort of an apprenticeship of one or two years. In return 

 they are expected to be employees of the company, put in the full time 

 of working hours, and they are given opportunity to learn all procedures 

 at the mine. I should like to see this idea grow in favour, as it has proven 

 very satisfactory to all concerned, oftentimes those sent out remaining 

 on the permanent staff, or else returning with very favorable im- 

 pressions. 



