Petroleum Engineering Education - A Viewpoint on Petroleum Engineering Education (TP 2382, Petr. Tech., May 1948, with discussion)

Education is for the purpose of developing citizenship, and, if it is pursued for the additional purpose of preparing for a professional career, such as engineering, it is also directed to developing a knowledge of essential science, aptitude for the application of science to practical situations, and a knowledge of the industrial art in which the engineer will be engaged. The process of education required for engineering must of necessity extend beyond the classroom into industry. For that reason, the education of engineers should be divided as between the university and industry. Specialization in engineering should logically come as a result of experience in an industry. The student cannot take the time in a university, and, the university cannot teach the skills required to develop a specialist without sacrifice to the more essential broad purposes of formal education. In addition to talent in science, aptitude in the application of scientific fact, and knowledge of the industrial art, the engineer should possess certain personal qualities which are helpful in the pursuit of a professional career. Those personal qualities are: the ability to work as a partner in an enterprise, the ability to do jobs in a way whereby job performance is a means of gaining experience and increased responsibility, the capacity to write and speak in an understandable manner, and, a Proper regard for the "significance of answers." These pcrsOnal qualities may be of almost equal importance to acabemic accomplishments in the field of science. Development of such personal qualities are an essential part of the student's training in the university and in industry. They can be developed effectively through the leadership of instructors. Compulsory Education Nature played a mean trick On the human race when the evolutionary Process failed to develop in the individual a capacity to inherit knowledge. Were knowledge transmissible in a cumulative manner from generation to generation, mankind would be by inheritance wise beyond measure within a few generations. Then there would be little if any need for a "system of education." As matters stand, however, all must suffer the burden of starting life at the "zero " level of learning from which station each rises depending upon individual capacity to assimilate knowledge left of record by our predecessors and the individual effort exerted to compensate for Nature's failure to endow the offspring with intelligence. In the United States some degree of education is generally regarded as essential and necessary. Therefore, all citizens are subjected by law to an educational process covering the primary school age from six to sixteen years. Beyond the schooling required by law, many attend secondary schools, and beyond that, schools of higher learning. Our standard of living is at a level that permits an increasingly large fraction of the population the opportunity to go through all of the formal educational process. As a result, education in the colleges and universities has almost reached a mass production level. In spite of the high