Columbia University School of Engineering - Yearbook (New York, NY)

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TNE ENGINEERING FAMILY TREE. G VI E EAIZLYMECHANICAL EGYPTIAN EGYPTIAN MINER METALLURGICAL CHEMICAL E INVENTIONS'E6YPT MASTER BUILDER 6aM11Y17wj 411150, ART INDUSTRIES ffsf 11741 Jfnkl 1? 1111 bn , . . . . C0 ff 141 5117011 E f'L1m111?117g10. 5I1ivm01'1I1, Ard fe5'Q,Sxfuij: l'l'f 'y gfigy worked IEWHQ wiigigifii gf Z 1Zf!fc'rs Levcc ROYALMQQLEIEE CA HITTITEI MINER .ya1dana's11wf Zeallzfi, YI I fSIIII2H5UWffo A A- OF 11m M001 1200 5 5. I Q ASSYRIA 00 ac' WUMS F1191 ar1e1v.s1vr use I' glffffj and 075 foulky I 700I6 6. S, I GREEN MASTER BUILDER PIIGENIEIAN MINER GREECE Arzmlezl, L'1v11 and 1411111191 6a1d,511ve5 leaq fm, A1'Cf71lU6,W.5 6 ZWBC injfrzser I law 01 Zfwf Presses, AECFIITEKTON I 17b1Jff11r1p,I'11211'f1I11Jee'1 Ia! leaslg 40050 GREEK MINEP- ROMAN MASTER V 117525, 332,235 BUILDER POjZIf?ANA1g0FZI5IN'T fur11pG,17a1.s1.s, 515, A,m,,e,C,lay,, 0m1f.,,MdU, , ROMAN MlNER, i. . ' K I ' ARfiI'I?TZfU5j INvENTIONoEPRINTING Ia' 'WI 40055 UERMAN MINER 1450 MIDDLE AGES 11011 jaalkvdl 1017.40 I , I Lg 4 44 y Debug 1160A D lngjzczffxfnis alga M X 6 P X A -51010 , M04 21115 , 500199 11111-mms 145271519 E II- EZ ELIHN OIZIEIER ESZITIIEECE' fm I ' NG fP'We '5 CAST IRON MECHANICAL HANDBOOK INGEHIATOR UW f45f7i fZ M Aww 130014 A Besson Wow ,yy I C05f1f0li, af mfr ,-,- R 11 1566 Q 207151: MTW 1607 FR A N CE ARCHITECT g THE STEAM ENGINE W dnfjffffv MILITARY ENGR. COKE RUDLFY I- Sllvffy 1598 a,,f,,,, Z:Wg,m gf 147115417 a1g2m1zed17e11c17 11519 E 11ewf0111e11 1712 dwsseeg f5MH,5m,J ,1f,,yL7y?fgmg167Z U Wm I V55 1716, mf fm 1147 FIRST MINING MLTALLUEGICAL Q MACHINE TOOLS ,Smaollz mp 0fM1701ZZ SCHOOL PEOQSSES MWMIQ' '794 a17dcas11f017p1g?r111es ,702 VW1kll7.S0l7 1795 GREAT BRITAIN Mn, ,wg C017 if17f1'0f I OI111 fylnggr ffmffi afmnf dflW5f7 1ra1177z1de ILWMIHADNG GAS FAEUCE QUANTITYPRODUCTION 511156111111 1750 M411 Pmzess W4 , ELECTRICAL 5cIENcE 0111114 1500 ZA 1165 Pofmfrfp C532 V0ff0lC H12 1800 Wmmfy X500 II A11 aynf-my 1602 Msemer SM 45124111 1627 W'f '7 'f7'ff'4W W' GREAT BRITAIN Fffffif 1555 COAL TAR IMDUSTEY mf!'f'Ff'7'Mmf X643 Mefhamazl fnymeer FIRST MINING Open 116111111 .51ee1 1f7R11zme1545 QESXH56 AIIMM Mbit' I3-55 ,Slnyrfyenson 1847 SCHOOL IH S plaass-.5e1111e11s PETIZOILUVI !b1I1171DId R964 ' WFPP' MWIO' ME wg UNITED STATES -M 1 11950 Ik'z1f1fa1 f11511neer -Zeieirayllc 506 mm IND arm nrfwn 1861 gmaf, ,575 pfaaess 1686 INDUSTRIAL ENGR. EOR-EyanI,1f,mm CHEMICAL ENGR 1691 F15!1?v1+U1om15l1flV 1905 INDUSTRIAL ELECTRICAL MECHANICAL CIVI L MILITARY AREIIITEET MINING METALLURGIEAL CIIEIYIIEAL ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER ENGINEER - - I

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The 1933 COLUIWBIA ENGINEER RELATION OF GEOLGGY TO ENGINEERING CHARLES P. BERKEY F LATE YEARS Geology has be- come in part an Applied Science. Geologists serve as advisors in many helds of practical endeavor, but the principal service is in mining and certain other engineering undertakings. The principal reason for calling a geologist into consulation in connection with engineering projects is because he is expected to judge better than others the character and structure and physical condition and probable behavior of the ground. If the geologist has special com- petence, or has a knack for practical problems, he can contribute something to understanding of the actual physical conditions that have to be met. Such understanding is now considered of vital importance and consequently the de- mand for the advice of a specialist has become more and more insistent as en- gineering structures have increased in size. Features and conditions which in the case of small structure might be ignored, may in the case of large ones introduce difficult and unwarranted expense, or actually endanger the stability and safety of the structure. Kerr, Berleey, .4gzlr A reliable judgment of the expectable reaction to the new conditions to be imposed by the engineering development is an essential element in deciding upon the design and method of construction of many such works, and there is no substitute for this kind of information. Almost anything can be done if the conditions to be met are accurately known. In former times, before the era of buildings a thousand feet high, bridge spans half a mile long, and dams impounding waters that flood a whole valley for a hun- dred miles, it was practicable for the engineer of experience to judge geologic fea- tures himself. That day has gone for good, and there are just two reasons for the change,-first, greater economy in handling projects when all of the conditions to be met are understood, and second, the public demand for safety. Experience shows that failure is not uncommon where critical conditions are not understood, and that it costs more to find them out that way. It is not surprising, therefore, that in many states now such structures as dams must have authoritative approval. The major question presented in most of these cases is whether the proposed structure will be safe. There is no magic or peculiar insight attached to this kind of service. The geologist is not to be credited with unusual powers. He is a very matter-of-fact individual and his method is virtually always the same. Critical observations have to be made and the known fact have to be interpreted in the practical terms required bv the problem in hand. If the evidence is not sufficiently clear, no amount of speculation, or bluster, or personal inHuence, or salesmanship will do. Additional KCOIIIIIIIIFI1 on page 582 Forty-one

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The 1933 COLUIMBIA ENGINEER COLUMBIA'S ENGINEERING TRADITION By JAMES KIP FINCH HER'E can be no doubt that engineering education in early days was based on the apprentice system. Perhaps the first modern engineering school was that established in 1702 at Freiberg in Saxon, Germany, as a consequence of the mining revival which had begun there in the late Renaissance. Even earlier, in 1660, Riquet in France undertook to establish a school to train men for his famous Canal du Midi, but the greatest of modern engineering schools was the famous French Ecole des Ponts et Chaussees, or School of Bridges and Highways, established under Trudaine in 174--l-. This great school is of interest to all engineers and of particular interest to American engineers for our earlier American engineer- ing schools, reflecting the liaison of the Revolution, were patterned largely on the French plan. The Ecole des Ponts et Chaussees was developed and grew largely under the able directorship of the famous stone bridge expert, Perronet. VVith the French Revolution, however, there came a glorification, almost a deification, of science and the famous old school was all but absorbed in the new movement. Scientific men rather than engineers had control. France lost the unquestioned engineering lead- ership she had enjoyed to the Great Britain of Watt, Telford, Rennie, and the Stephensons. Nevertheless, up to this period, engineering had been almost entirely an art and these French scientific-engineering teachers of the hrst years of the Nine- teenth Century-men like De Prony, Navier and, later, St. Venant-were the pioneers of the new scientihc technique in engineering which is basic to modern engineering practice. They gave to the French schools this distinctly scientific- engineering viewpoint. The first school in the United States to teach engineering was West Point, founded in 1803 as a training school for the Engineer Corps. lts teaching tradition was largely based on the French scheme of a sound basic training in mathematics, physics and the natural sciences. Several other schools came along in the period before Columbia embarked on engineering education in 1864-the first mining school in the United States. But at Columbia renewed emphasis was placed on the same principle of a sound basic training in science for the engineer-what we have characterized as the French tradition. Professor Eggleston and other pioneers at Columbia studied at the Ecole des Mines and their teaching was strongly influ- enced bv their French contacts. We know that this recognition of the importance of science as a tool in engi- neering still persists on Nlorningside. Who has not struggled with calculus, chem- istry or Physics 9? Thus we must take our hats off to the ancient Ecole des Ponts et Chaussees, and I hope that when you are in Paris you will walk up the narrow Rue des Saintes Peres on the south side of the Seine and step into the courtyard and hall of this shrine of engineering education. Beautiful marble busts of Perronet and his successors recall a tradition and personalities which should be cherished by all engineers. Needless to say, America was not willing to wait for Columbia to turn out the engineers she needed in building her earliest engineering works. In fact, Columbia did not wait until 1864 to turn out engineers. There are famous names in the Columbia engineering tradition long before the School of Mines opened its doors at the Maison du Punk in 49th Street. In 1768 John Stevens had graduated from Kings College-the Columbia of pre- revolutionary days. He was the founder of the Stevens clan of Hoboken and a pioneer of transportation by land and water. Still later, in 1809, there graduated James Renwick, friend of Washington lrving and professor at Columbia. He acted Forly-Illrfr