SCIENTIFIC METALLURGY AND MINING. 1 15 



technology taught in these institutions. In crossing the States I had 

 the privilege of visiting two of these schools. The first was the one 

 joined to Columbia College, New York city, and the second was the 

 University of California. It is noticeable that in the formation of our 

 curriculum, except in one or two particulars, we have consciously or 

 unconsciously copied these two most prominent of American colleges. 

 At Columbia College no student, unless he is a graduate, is allowed to 

 dabble with the separate subjects. He is compelled to pass through a 

 systematic course of study extending over four years, this rule being 

 ostensibly framed for the purpose of making the education as trust- 

 worthy and as complete as possible. Perhaps the most noticeable fact 

 in the Calitornian School of Mines is the thorough equipment of the 

 laboratories. Here one can see a gold extraction plant, second perhaps 

 to none in the States for efficiency in the working of small parcels of 

 ore. With this machinery at his command the student can make 

 himself familiar with the peculiarities of the ores from different 

 counties, and with the difficulties met with in the winning of the 

 precious metal from them. Let us here observe that many of these 

 instiutions are State paid. So much fcr America. Turning now to 

 the old world we find that notwithstanding the proverbial slowness of 

 our countrymen in the adoption of new methods, there has been for 40 

 years a Royal School of Mines in London. Some of the most eminent 

 British geologists, metallurgists, chemists, and mining engineers have 

 passed through this school. To-day there are nearly 300 individual 

 students on the books. I say individual advisedly, for, owing to the 

 great demand for admission, a doubling of the laboratory accomodation 

 is contemplated. But though there are so many in attendance at this 

 place, it is worth our while to notice that there is an average of only 26 

 turned out each year from the mining and metallurgical branches. It 

 is noteworthy also that in this instance the school is supported by the 

 State, although every reasonable effort is made to render it self- 

 supporting. In Cornwall, also, a school of mines was established a few 

 years ago, and bids fair to occupy a high position in this pluckiest of 

 mining countries. In France there is the Ecole des Mines, and in 

 Germany there are more of these academies than in any other country 

 in Europe. To Germany doubtless belongs the credit of having first 

 recognised the importance of technical training ; and both Englishmen 

 and Americans have largely availed themselves of the superior training 

 to be obtained at such places as Wiesbaden, Heidelberg, Clausthal, and 

 Freiberg. It would indeed be strange if in a continent like Australia, 

 possessing such vast stores of mineral wealth and so many vigorous 

 sons to gather it, it would indeed be strange if a movement of a similar 

 nature had not been successfully advocated. But it is not so. New 

 South Wales, Victoria, and South Australia have all established schools 

 of mines, and to us also, belongs the credit of recognising the 

 importance of this innovation on our old educational establishments. 

 Perhaps it would not be out of place if I were to give a brief 

 account of what we have done and what we wish to do in the future. 

 In accordance with the practice of the most notable institutions, the 

 mining student is first educated in those fundamental sciences, without 

 a knowledge of which no man can hope to study auy subject in a 

 scientific manner. These are mathematics, physics, chemistry, and 



