452 
side of his calling.” Professor Meldola 
says: ‘The sooner a chemist is made to 
realize the enormous practical difference 
between a laboratory and a factory process, 
the better it will be for him.” 
Professor J. A. Reynolds, Director of the 
Municipal Technical Schools of Manchester, 
England, says: “‘ English chemists are not 
engineers and English engineers are not 
chemists, and hence the enormous diffi- 
culty which arises in the endeavor to bring 
to successful commercial results the fruits 
of laboratory research.’’ While Mr. David 
Howard considers that the “influence of 
mass action, the question of so many pounds 
of coal per horse power hour and other like 
things, cannot be dealt with on a small 
scale, but are all important on a larger scale. 
We want chemical engineers who can make 
new roads in chemistry as mechanical engi- 
neers do in railways.” 
It is also important to consider the course 
of study proposed by Mr. Beilby in his 
paper for prospective industrial chemists. 
His large experience in the chemical indus- 
try gives him power to speak with author- 
ity, and young men who look forward to a 
successful career in the industry will do well 
to give it most careful consideration. And 
even more important, perhaps, are the 
courses of instruction carried out in the 
West of Scotland Technical College and in 
the Municipal Technical School in Man- 
chester, England, and published in the 
Journal of the Society of Chemical Industry 
during 1899. Students who have had the 
advantage of these courses must be better 
fitted than those who have not been simi- 
larly favored. Yet we must believe that 
the courses laid out in the technical high- 
schools of Germany, and, we are proud to 
say, in some of the schools of technology in 
our own country, are in some respects 
better. A combination of the two classes 
of course might be made with profit to 
both the classes of institutions. It is im- 
SCIENCE. 
(N.S. Vou. XIII. No. 325. 
portant that the works chemist should be 
trained in the construction of the special 
forms of apparatus he needs to use, but 
they should be accompanied or preceded by 
the principles and practise of mechanical 
engineering. The most practical courses, 
perhaps, are those laid down in many of 
our own educational institutions for in- 
struction in mining engineering and metal- 
lurgy, in which chemistry of the operations 
is considered in connection with the me- 
chanical details of its applications, and we 
have advised students desiring to prepare 
for the chemical industries to pursue these 
courses in the best institutions first, and to 
follow them with a year or more of exclu- 
sive study of chemistry both pure and ap- 
plied. If it were possible to add to the 
courses of chemistry as much of engineer- 
ing, civil, mechanical and architectural, 
as is found in some of the metallurgical 
courses, the ideal would be nearly met. 
But we can fully sympathize with those 
teachers who find the time available too 
limited for such a combination, and appre- 
ciate the fact that either the student must 
come to the professional school with better 
preliminary training in the preparatory 
subjects, or the course must be extended be- 
yond the usually provided four years’ work. 
In any case, if the course of engineering 
could be carried side by side and simulta- 
neously with the course of chemistry, the 
needs of the prospective technical chemist 
would be most fully met and the require- 
ments of the future chemical industry most 
nearly fulfilled. In some of our institu- 
tions in which all studies are practically 
optional, such a course might be arranged 
and profitably followed, and notwithstand- 
ing the longer time which might be in- 
volved in its completion, the graduate from 
it would issue with brighter and better 
prospects of success in his profession than 
one less broadly trained. And in the selec- 
tion of the subjects for such a course, the 
