: TRAINING OF MINING ENGINEERS. 683 
extracted. Some branches of metallurgy, say—that of 
iron, for instance, need more pure and refined mechanical 
engineering than any branch of mining. As far as 
scholastic training is concerned, it must be urged that the 
men need the same thorough instruction in general science, 
much instruction together in the main branches of the 
art of engineering, and it is only toward the end of a long 
course of work that specialisation should begin. 
It is generally conceded that the practical part of 
engineering, the power of producing skilled work, the 
practical bias of mind that measures all the contemplated 
operations as being limited by the necessity of making the 
best possible profit at the end can only be very imperfectly 
imparted, if it can be imparted at: all, outside the actual 
field of commercial operations; it certainly cannot be 
imparted by those who have never been under its influence. 
At one time or another in his life, the engineer must learn 
many things for himself outside a college. He can start 
the acquisition of this very well before he receives the 
higher part of his training; indeed, there are many reasons 
why he should do so; but it has the drawback of tending 
to interrupt the mental training, unless a tax is placed 
upon the health of the student by compelling him to take 
a practical course in commercial operations just before his 
studies become exceedingly heavy in character. 
Usually, it is more convenient to defer the serious part of 
the instruction in practical operations until after the 
course... This has one great disadvantage, as that the 
student tends to view the world, for a long while afterwards, 
from a more or less false standpoint, and to bring col- 
legiate work into unmerited disrepute, forgetful that the 
very best courses of study by themselves, and without 
practice in a profession, may make a philosopher, but will 
uot make an engineer. The growing practice of appoint- 
ing men of practical and commercial skill as well 
as of high mental attainment, as teachers in many of 
the subjects, does help the student to take the correct 
bias of mind, but the latter, to be safe, must re- 
member that his college training is but his preparation for 
a far more serious study that must go on for years before 
he can claim to know his profession. He is fortunate if, 
during this period he is profiting by the experience of those 
older than himself, whom he may be assisting. 
A word now as to the scholastic course itself. This should 
be the same for those whose ambition is to manage a 
fair-sized mine, as for those who think that they see ahead 
