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By H. W. Straley

Some ten years ago the writer1 made a survey of college catalogues to determine what sort of training geologists were receiving in basic sciences. In the light of this compilation and subsequent experience, he made the statement at the 1939 meeting of the Institute that apparently only in schools offering a curriculum in geological engineering or in the geological option of mining engineering curricula could geologists hope to receive the training advocated by Hubbeet.2 In the former study, schools of engineering were excluded because the preparation was known beforehand. The present study aims to consider engineering schools in an effort to determine not only what basic studies are required but what use is made of them in geological courses of the third and fourth years. The present study combined the method of consulting catalogues with a questionnaire. Letters were mailed to officials responsible for supervision of mineral industries curricula requesting information On' (I) the extent to which the engineering preparation of the first two years is actually used in the work of the last two; (2) the extent to which the engineering of the last two years is used in courses in geological engineering or geology; and (3) whether geologists or geological engineers teach descriptively or analytically. Both methods of securing information are open to criticism; the former on the basis of the incomplete information supplied by university catalogues concerning prerequisites and curricula and the latter on the ground that the questions may be phrased poorly or given insufficient consideration by replying officials. Fifty-six questionnaires were mailed and 39 (70 per cent) replies were received. Of the replies, 6 (11.3 per cent) were from colleges of liberal arts unconnected with engineering schools, 11 (20 per cent) were from schools having curricula in geological engineering and 22 (39 per cent) were from departments of mining engineering. The number of replies and their distribution were satisfactory in spite of the receipt of only six from liberal arts colleges. It should be understood that the universities of which the catalogues were examined were not necessarily the same in both compilations. No departments that are admittedly or known to be acting solely as service departments were recorded in the second study. Table I shows that all professional schools require mathematics through calculus, whereas only 7 per cent of the liberal arts curricula expect the same level of preparation; only 73 per cent require trigonometry and 40 per cent college "algebra. The proportion of geological engineering curricula requiring differential equations is higher than mining. All of the engineering schools require general and analytical chemistry, whereas only 77 per cent of liberal arts curricula require general and 18 per cent analytical. Twenty-two per cent of the mining and 40 per cent of the geological engineering

Jan 1, 1946

By J. B. Macelwane

Geophysics differs from geology and physics in in many respects. In the first place, geophysics is a complex science embracing the fields of seismology, geomagnetism, geoelectricity, geodesy, meteorology, vol-canology, physical oceanography, physical hydrology, tectonophysics and exploration geophysics. Geology is also a complex science and so extensive in its various fields that no one can master them all, and no part of geology deals in any sense with several of these fields of geophysics. In the second place, geophysics makes use of methods and instruments that are derived primarily from the science of physics. Geology, on the other hand, has methods of its own and it draws its borrowed techniques and its instrumental equipment not only from physics but also and perhaps primarily from chemistry and biology. The difference, therefore, between the geophysicist and the geologist lies partly in the phenomena that are observed, partly in the methods and instruments with which each carries on his exploration; but partly also, and perhaps principally, in the habitual attitude of mind and in the background of specialized training with which each approaches the problems presented by this planet of ours. The geologist as such, therefore, is no geophysicist. On the other hand, the physicist is not a geophysicist either. Isolation of each problem in a closed laboratow system under complete control is fundamental to the methods of the physicist. The geophysicist must apply physical instruments and physicomathematical reasoning to the study of physical quantities in their undisturbed natural environment. What, then, is a geophysicist? In the sense that he is a trained expert in all of the geophysical sciences, I do not believe that such a person ever existed. It would be beyond the possibilities of a single lifetime. I think there is confusion in our ideas and in our use of terms. We are not all thinking of the same thing when we say geophysics or geophysicist; yet we seem to talk as though we were. It is as absurd to say that the whole of geophysics belongs to geology because the field of a particular type of geophysicist—the exploration geophysicist —calls for some knowledge of geology as it would be to say that the whole of biology belongs to geology because a particular type of biologist—the paleontologist— needs some knowledge of geology. Development of a Geophysicist Since it is impossible to become an expert in all the fields of geophysics, and since students entering college seldom know the field they will choose as a career, what would we suggest as the best general preparation for work in geophysics, whether as a meteorologist, an oceanographer, a seismologist, a geodesist, a geomagneticist, a volcanologist, a tectonophysicist, a hydro1 ogist, or an exploration geophysicistp we may distinguish five phases in the development of a geophysicist: (I) his mathematical and scientific studies in high school; (2) the general mathematical and scientific

Jan 1, 1946

By H. Landsberg

The curriculum presented here is an outgrowth of discussions by the Committee on Geophysics Courses of the A.I.M.E. in previous years. It had to be a compromise between the desires voiced by employers of geophysicists, professional geophysicists and the possibilities at an average college. There one has to face the questions of the available teaching staff, the inertia of administrators and teachers set in their ways, and the red tape involved in modernizing antiquated curricula. It is, of course, not ideal to have colleges and universities lag Io years behind the times. Rather, instead of being prodded by industry, they should be ahead of industrial needs. There should also be a certain amount of leeway for the student in any college curriculum. All these points had to be considered in drawing up a curriculum, which, instead of being narrowly termed "geology" or "geophysics" was rather called "earth science." It gives the student a chance to specialize in one of the various branches represented by teachers on the faculty of The Pennsylvania State College, giving as options Geology (with subdivisions of Mineralogy and Paleontology), Geophysics, Geography, and Meteorology. Table iA represents the option of geophysics in the curriculum that envisages that a student may want to make his career in any of the fields encompassed by the American Geophysical Union or in geoexploration. This is, of course, only the start of an education that in most cases will have to be followed by graduate work for complete professional training. The outlined curriculum is definitely of an engineering type and is identical for all of the four options mentioned for the first two years. Specialization will start in the junior year but even thereafter the branches are kept as closely allied as feasible in order to permit a student to change from one tO the other (e.g., because of a different aspect in the mployment situation) with a minimum of additional work. Table IB shows the geophysics option according to subject matter, indicating the considerable amount of work in the fundamentals of mathematics, physics and chemistry with a liberal number of geology courses, and some engineering. The courses in the field of geophysics are limited—just two lecture courses as a general introduction and one field course, to permit the student a visualization of the correlation between mathematically analyzed physical data and the geological realities. Thesis work is considered essential to teach the student, while he is still in college, some things S. F. Kelly has mentioned as desirable: (I) following of instructions for somewhat independent work; (2) organizing of material, and (3) producing a readable report. This, together with the personal contact with the advising faculty member, will help in forming a student's personality. The seminar course attempts to get the student into the habit of reading current literature, so that he can keep abreast of the times.

Jan 1, 1946

The papers discussed in the following pages were presented during two sessions of the Geophysics Education Committee of the Mineral Industry Education Division on Feb. 17 and 18, 1941. At the first meeting, to consider the "Influence of Geophysics upon Geology Curricula," this Committee was joined by the Geophysics and Mining Geology Committees of the A.I.M.E., the Society of Economic Geologists, representatives of the American Geophysical Union, and delegates from the Committees on College Curricula and on Applications of Geology of the American Association of Petroleum Geologists. Quentin D. Singewald and Sherwin F. Kelly presided. At the ensuing session, especially emphasizing the integration of geology, physics and chemistry for the solution of earth problems, the joint participants with the Geophysics Education Committee were the Geophysics Committee, and representatives of the American Geophysical Union and of the Committee on College Curricula of the American Association of Petroleum Geologists. Richard M. Field and W. R. Chedsey presided. In the following summary of the discussion at the two meetings, written discussion submitted subsequently is not differentiated from that offered orally at the session. A provisional report of the Geophysics Education Committee was presented at the second session, and some of the following discussion refers to it. This report has not been printed (it is anticipated that a more comprehensive, final one will be rendered at the 1942 annual meeting). A few mimeographed copies of this provisional report were made. Dr. W. P. Haynes presented some notes prepared by Dr. F. H. Lahee, Chairman of the American Association of Petroleum Geologists' Committee on College Curricula. This Com- mittee's inquiries reveal the general opinion that a four-year academic preparation is inadequate, five or six being advisable. The fundamentals, mathematics, physics, chemistry, and English composition, should be stressed in the first three years, with specialization in the last two or three years. Some companies provide an apprenticeship period, and themselves give additional training. During academic years more attention needs to be given to engineering training, to field mapping, and in geology to stratigraphy and sedimentation. The amount of mere memory work should be cut, and men trained to observe and reason. Dr. Lahee emphasized the need of more adequate preparation in English composition, because of the inability of many graduates to compose acceptable reports. Sherwin F. Kelly pointed out that much time in university training, which ought to be devoted to technical subjects, was taken .up with English courses. He emphasized that it is the part of the universities to demand of the high schools that the students they send to the university be properly trained to speak and write English. Prof. W. T. Thom protested against the crowding of high-school material into already overcrowded college curricula. C. E. Dobbin, chairman of the Committee on Applications of Geology of the American Association of Petroleum Geologists, described briefly the work of his committee in publicizing geology, and said that it found a widespread popular interest in the subject but a lack of appreciation of its importance. He recommended that attempts to coordinate the works of geologists and geophysicists be expanded somewhat toward the further developing and encouraging of a "species of geopolitician" capable of assisting the progress of geology and geophysics by more vigorous advertising of

Jan 1, 1946

For four years your Committee has been engaged in the study of problems connected with the educational preparation of professional geophysicists. The Present report represents the conclusions drawn from the investigations and deliberations undertaken since it was first organized. These studies have shown that the evolution of geophysics has proceeded along lines that differed from those marking the advance of classical geology. The latter science developed as a descriptive one, dealing with directly observable terrestrial phenomena, and the elementary, rational explanations that could be offered therefor. The fact that these phenomena were also chemical and physical in nature was seldom given more than passing acknowledgment. During the last half century, however, a new approach to problems of terrestrial phenomena has become of greater significance. This new attack has come through the sciences of physics and chemistry, as the people trained therein have investigated the facts of the earth as problems in their respective sciences. This development has been chiefly at the hands of European investigators, and European universities have long recognized it by establishing departments or institutions of geophysics. In the universities of North America, their arbitrary departmentalization into fields of physics, chemistry, astronomy, geology, etc., has prevented the academic recognition of such domains of science as geophysics and geochemistry. In consequence, the development of these subjects in the United States has been largely at the hands of nonacademic institutions, while the universities themselves are evidently in a state of confusion as to how the subject should be handled. In some places an attempt to teach geophysics is made in the physics department, in others in the geology department, in some in the engineering school, and occasionally as a cooperative effort; a Department of Geophysics is seldom found in North America. In some instances, proper academic plan. ning has been precluded by interdepart. mental jealousies, or by lack of appreciation of the significance of the subject. For the background upon which these conclusions are based, the reader is referred to reports previously issued or SPonsored by Your Committee. The "First Report of the A.I.M.E. Mineral Industry Education Division's Committee of Geophysics Education, 1939," summarizes the replies received to question-

Jan 1, 1946

By Donald C. Branford

The place of geophysics in the curriculum of a college or an engineering school has been much discussed. There is uncertainty as to whether the graduate may be called a "geological geophysicist" or a "geophysical geologist." Some have used the term "geophysical engineer." The question of the specialized undergraduate curriculum versus a general undergraduate training in the parent sciences with the addition of cultural electives has been and is still being argued. The literature during the past Io years shows that there are two rather definite schools of thought on this subject. The prospective employer, engaged in active geophysical exploration, visualizes the graduate in terms of the routine work he will do in the field. The school administrator, grounded in many years of tradition in the cultural type of education, visualizes the graduate in terms of his position in a political and cultural society as well as in his work as a professional geophysicist. Both are right and both wrong. A third school of thought, that of the student himself, has been almost totally ignored. It would seem best, for the purpose of this paper, to treat these various points and allied material separately, and then to integrate the conclusions as a set of conditions that should be fulfilled as far as possible in the ideal curriculum. At the end the relationship of our findings to the curriculum that has been tentatively adopted at the University of Pittsburgh will be considered. Divisions in Definition or Field of Geophysics Geophysics is that field of science in which geological and earth problems are solved with the use of physical and chemical techniques. Altogether too much attention has been paid to the artificial separation in this science of the commercial applications from the so-called "pure" or academic geophysics. The only real difference in the two types of work is one of scale of operations. In the commercial field the scale is large in terms of fmancial backing, immediate economic importance, and speed of operations. In the academic field the scale is large in terms of breadth of interests, in eventual economic importance, and length of time allowable for theoretical investigations. In exploration work the scale is small in terms of dimensions, since the methods are applicable only to the outer 20,000 ft. or SO of the earth's crust. In academic work, the student is not pressed for results of immediate economic importance, and therefore can afford to spend more time on problems that seem unimportant at the time. In the sense of background knowledge of the parent sciences necessary to the geophysicist, no essential difference can be found. Physics, chemistry, geology, and mathematics together, and in their proper proportionate amounts, form the matrix from which geophysical ideas and methods may spring.

Jan 1, 1946

The Geophysics Education Committee has devoted several years to a consideration of the problem of training geophysi-cists. Past reports have dealt largely with fact finding and with the discussion of particular aspects of geophysical education. In the present report it is proposed to review the subject more comprehensively. This involves the question of what educational qualifications the geophysicist of the highest professional standards should possess, and the related question of what changes must be effected in existing educational institutions in order that prospective professional geophysicists may obtain instruction of the desired quality. The type of geophysicist here contemplated is one familiar with what is known already in the several branches of earth physics, and capable not only of following contemporary progress in any of these branches, but of contributing to that progress in a research capacity. Geophysics in its broadest sense, as has been emphasized repeatedly by this Committee, is the study of the physics of the earth and of terrestrial processes. This includes both the static and the dynamic characteristics of the gaseous, the liquid, and the solid portions of the earth, as well as its gravitational, thermal, and magnetic and electrical manifestations. Some branches of earth physics have been cultivated but slightly; others have reached an advanced state of development. Those branches whose development is sufficient to warrant explicit recognition in the form of organized Sections of the American Geophysical Union are: geodesy, seismology, tectonophysics, and volcanology, dealing with the rock constituents of the earth; oceanography and hydrology with the aqueous constituents; meteorology with the atmospheric constituents; and terrestrial electricity and magnetism with the electromagnetic manifestations. At present, instruction on the professional level in any of these branches of earth physics can be obtained in but few universities in North America. In most institutions where such instruction is undertaken different subjects are given in different and independent departments. Geodesy and hydrology are taught, if at all, as a part of civil engineering. The nearest approach to volcanology and tectonophysics ordinarily is represented by petrology and structural geology given

Jan 1, 1946

and would also contribute to the post-war employment. -As far as the future is concerned, I doubt whether any of the present geophysical methods will ever be developed to directly indicate ore. However, the geochemical methods and certain combinations between chemical and geological methods now used might be the answer to our prayers for direct and more definite methods of determining the quality of the ore or its relative metal content. Geochemical and spectrochemical analysis of minute content in ground waters, in soil or in plants and trees, living or dead, will be extremely important and I would venture to predict that in the very near future each mining or exploration company and each assay oflice will have its own spectroscope equipped for accurate chemical analysis, not only to guide the daily work in the mine, but also for identifying ores as well as for guiding exploration, geological mapping and the evaluation of geophysical indications. These methods, although they are still in their infancy, promise very much for the future. Radioactivity methods could also be helpful when sufficient facilities for radioactivity determination can be made available. They have already been used to a great extent in oil exploration and experiments have shomn great promise for ore exploration also. As for future surveys of large areas, the exploration for physical contrasts will be made from the air, using aeroplanes, helicopters, etc. Already electrical and magnetic methods have been designed whereby the instruments are carried in the aircraft and by automatic recording the location of anomalies is made in a simple enough manner. It should be possible in this way to cover, say, a square mile in an hour. Later Discussion Replies to Dr Lundberg. J. B. Macelwane.*—Someone has said that if a person knows his subject well enough he can explain it in words of one syllable. The point is well taken and I think the converse is also true. If a person cannot explain a subject clearly in simple words, it is either because he has not sufficient command of the language, or he is not master of his subject. Now it is obvious, it seems to me, that the remedy for both of these unfortunate conditions lies not in less education, but in more. If Dr. Lundberg has met geophysicists who confused and discouraged prospective clients by their inability to talk the language of the mine owner or of the mining engineer or geologist, the fault most probably lay in the geophysicist's lack of sufficient training; but it may also have been the want of ordinary common sense, which no amount of education can supply. It is hard to understand the position taken by Dr. Lundberg. Does he regret his own extensive training? noes he wish to say that he would have had greater success in geophysics if he had been only a mine hand with an instrument and a rule of thumb? As a matter of fact, I find it rather difficult to account for his presentation before this Committee on Geophysics of an emotionally distorted picture of the Report of the Committee on Geophysical Education, after the lapse of an entire year since the Report was read and discussed in its proper place, unless he honestly thinks he is handicapped by his knowledge and training and wishes to warn the whole profession against a similar fate. I regret that I am obliged to disagree so emphatically with Dr. Lundberg's thesis— but I believe it would be dangerous if left unchallenged, both because of the inaccurate statements it contains concerning the recommendations made in the Report and because of the ultimate discredit that would be bound to fall upon genuine geophysics if Dr. Lundberg's recommendations were extensively followed out. S. F. Kelly.*-—The argument that a science and its practitioners can be improved by debasing the standard of educational preparation is indeed a strange argument to come from the pen of a man with the education of Dr. Hans Lundberg. In criticising the Committee report, moreover, he has to a certain extent set up a straw man to belabor. The statement that the Committee report recommends that

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By W. Hurst, A. F. van Everdingen

A distillate-bearing sand complex is often made up of sand stringers of different permeabilities. In order to take into account the influence of the different permeabilities, "parallel flow" is defined, and this concept is used to compute the recovery efficiency of recycling such a sand complex. In the first approximation the position of the wells with respect to one another is not considered. In order to compute the effect on the recovery efficiency of the position of the wells, the area of a field is considered to be made up of rectangles; each rectangle containing one input well in the center and two producers located symmetrically with respect to the input well. Formulas are given from which to obtain the pressure and streamlines in a steady-state flow. A method is devised to compute rapidly the successive positions of the dry gas front. If the field is irregular in shape, pressure and streamlines can be obtained by a potentio-metric electrical model study. By using the concept of "parallel flow" and the results obtained by mathematical analysis or by electrical model study for a homogeneous formation, the effects of different permeabilities and of the location of the wells can be established. From these studies it is apparent that the efficiency of recycling can be profoundly influenced by differences in permeability among the various parallel strata. Introduction With the discovery of an increasing number of gas-distillate fields in the Gulf Coast, engineers have had occasion to give more thought to the performance of these reservoirs, as evidenced by the literature published in recent years. In the majority of studies published so far the formations are considered to consist of uniform, homogeneous sand. In this paper the authors wish to bring out the effect of variations in the permeability of the formations on the over-all recovery efficiency of wet gas in cycling operations. The importance of the permeability profile is clearly indicated by the fact that in gas cycling, highly permeable stringers in an otherwise tight sand can allow complete displacement of wet by dry gas in these stringers long before the wet gas in the tight portions of the sand is displaced. This by-passing will be reflected by a reduction in the condensate content of the production sooner than can be anticipated from a mathematical analysis or an electrical model study on uniform sands. Electrical model studies or mathematical analyses cannot take into consideration the manifold variations of permeability within the reservoir. Experimental as well as analytical difficulties make it necessary to consider the prototype for either of these studies as a perfectly uniform sand. Mathematical analyses are applicable only when a reservoir can be divided into units of simple geometrical form, of uniform thickness throughout. Electric model studies are capable of giving information on reservoirs of any shape or thickness, but it is essential that the sand be considered homogeneous, so that three-dimensional flow can take place. The method of approach in the following

Jan 1, 1946

By Michael B. Bever, Carl F. Floe

he possibility that carbon may be soluble in copper to a limited extent has bten recognized for over a century. The quantitative investigation of this problem, however, requires more sensitive techniques than have formerly been available. Three recent developments have made possible more accurate determinations: the vacuum-fusion method of analysis, the production of copper of high purity and the availability of high-purity refractories, particularly graphite. In addition to its obvious theoretical interest, the problem of carbon solubility in copper is of practical importance. In the production of copper and of high-copper alloys, carbonaceous covers are freauerltlv used. If even minute amounts of carbon are dissolved, insoluble carbon oxide gases will be formed when such metals are poured under oxidizing conditions. A mechanism of this kind could well be one of the principal causes of gas porosity in casting copper-base products. Review of Literature In 1823 Vivian1 raised the question as to whether copper by overpoling becomes "combined with a minute portion of carbon." Karsten2 asserted, in 1832, that carbon reduces the high-temperature strength of pure copper, so that when the carbon content has reached 0.2 per cent the metal will be brittle at a dark red heat. According to Karsten, carbon contents of 0.05 per cent make it difficult to hot-work copper. He also reported that the specific gravity of copper is 8.8969 and that it increases to 8.9258 if the copper is cemented with carbon and then melted. He emphasized the difficulty of determining analytically the small amounts of carbon present in copper. The metal was removed by wet methods and the residue considered as carbon. At Percy's request, Dick,3 in 1856, carried out various working tests on copper that had been ill prolonged contact with carbon, and found that the working properties of the metal had not been affected. He also attempted to determine the presence of carbon analytically. In one experiment the copper was dissolved and the residue was fused with litharge, and in another essentially a combustion analysis was made on a copper sample. In a final experiment, a sample was dissolved and the residue subsequently subjected to a combustion analysis. Indications of as much as 0.005 per cent carbon were found, but Dick considered his work inconclusive largely because of the possible interference of sulphur. Percy4 concluded, from Dick's experiments and from some experimental work of his own, that the solubility of carbon in copper had not been established with

Jan 1, 1946

By A. A. Jr. Smith, J. S. Smart

The controlled amounts of phosphorus, arsenic, sulphur or selenium found in commercial coppers perform a variety of highly useful functions. Indeed, a large segment of modern copper technology is essentially dependent upon the presence of one or more of these elements. Consequently, the literature contains many references to their effects but the scope is broad and has been only partly covered. New data are presented herewith directed toward a better understanding of the basic behavior of these elements in copper, with particular emphasis on the composition range o to 0.05 per cent. These data are a part of a general program of research on the effects of impurities on the properties of oxygen-bearing and oxygen-free copper, other portions of which have been reported previously. Schematically, the behavior of individual elements is determined from measurements of conductivity and softening temperature,'v2 and the binary alloys employed are synthesized from high-purity copper in order to eliminate interference from the effects of extraneous impurities. Alloys of selected composition were first prepared in the oxygen-free form by continuously casting the melts in the form of %-in. diameter rod. Oxygen was added subsequently to portions of the alloys, either by remelting or by diffusion at 8jo°C. from a surface scale. Test wires wcre drawn one B. and S. number per pass, using four 30-min. 600°C. anneals at 0.3125, 0.257, 0.204 and 0.162 in., and a final cold reduction of 75 per cent to 0.081 in. Oxygen-bearing slugs made by remelting nere hot-rolled to 4ia in.. drawn to 0.162 in., annealed for 30 min. at 6o0°C. and cold-drawn 75 per cent to 0.081 inch. The alloys containing phosphorus, having been compounded very early in the program, were prepared in the form of 3i6-in. rod, and processed to wire with only the last three intermediate anneals listed above, all of these having been conducted in commercial nitrogen. In addition, the conductivity anneals on these alloys were also performed in the same atmosphere, and the small amount of oxygen present as an impurity in the gas resulted in some loss of accuracy at temperatures of 700' to 8o0°C., as will be shown later. Subsequently, the anneals for all oxygen-free alloys were conducted in hydrogen to prevent oxidation, and purified nitrogen was employed only for oxygen-bearing samples. All conductivity anneals wcre of one hour duration followed by a rapid quench in 10 per cent HZSO*. Effect of Phosphorus The widespread use of phosphorus as a deoxidant has resulted in universal appreci-

Jan 1, 1946

By Blake M. Loring, Robert A. Colton

MeltiXg procedures for most metals and alloys usually include some provision for the control of oxygen, since this element frequently has some undesirable effect on the properties of the metal or alloy concerned. In the melting of the various bronzes, this is especially true, since oxygen can be introduced into the melt in a number of ways, most of which are difficult to control. In making bronzes from virgin materials, oxygen is usually present in the commercial grades of copper used; electrolytic fire-refined copper ingots usually contain from 0.02 to 0.05 per cent oxygen. When ingot metal or scrap bronze is used in the charge, oxides are almost always present to some degree. Under certain melting conditions and in certain types of melting equipment the atmosphere over the metal may be highly oxidizing. This, of course, may be desirable in the melting practice used, but is certain to introduce appreciable amounts of oxygen into the melt, and that may not be entirely desirable. From the foundry viewpoint oxygen may have several harmful effects on bronzes. The formation of excessive amounts of oxides may produce drossy metal, which, in turn, means dirty castings and a potentially high rejection rate. It is claimed, too, that oxides in the metal may combine with hydrogen to form steam and thereby produce porosity in certain of the bronzes. The presence of certain refractory oxides, such as SnOz, may be undesirable from the viewpoint of making machining difficult, or as possible stress-raisers in the metal matrix. It is often said that excessive oxide present in the liquid metal makes the metal run sluggishly. Since it appears impractical to try to control the amount of oxygen introduced into the metal beyond taking the economical limit of precaution about charging dirty scrap, it would seem' that control of the oxygen content of the liquid metal offers the most promising approach to this problem. This might be done by using slags, or covers, or by the use of some element or compound added to the melt to remove oxygen preferentially. Most aspects of this problem have been considered and considerable work has been done along these lines. A reconsideration of the problem is indicated, however, by the controversial nature of the evidence at hand, especially on the possibility of using a chemical deoxidizer to control the oxygen content of bronzes. Choice of Deoxidizer The choice of the chemical agent selected as a deoxidizer would naturally depend first on the alloy in which it is to ~he used: in this particular case the alloy is Navy gun metal. In Table. I are listed a group of elements that might be considered as deoxidizers for bronze, with some of their properties that should be considered in

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