Abstract
From the humble beginning of the oil industry at Titusville, Pennsylvania, in 1859 to the giant that it is today, the use of the professionally educated individual has been a professionally educated individual has been a mainstay of the energy business—be this in companies, in governmental agencies, in consulting groups, or in the universities. The dominant role of the engineer dictates that he be current and be capable of adjusting to the evolving technology. Responsibility of continuing and renewal education lies with the individual, with needed support from the employer, the professional societies, from the universities, and from the various entities that provide educational services. There is reason to behave that an arbitrary two-week reeducation period per year, with a sabbatical leave of six months (minimum) every five years, should be the goal of the aggressive engineer, the requirement of each and every employer, and the personal goal of each self-employed engineer. Additional regional continuing education centers need to be established—similar to the Kellogg Center at the University of Oklahoma.
Introduction
Much has been said about the state of the engineering profession—especially after the launching of the first Sputnik. Since this historic date in 1957, the applied sciences have received much attention and considerable federal funding, though not necessarily in areas directly benefiting the oil industry. However, the United States' emphasis on space technology did culminate in the landing of two men on the moon in July of 1969. With less journalistic impact, but with more direct benefit to the man on the street, the oil industry has managed to provide the world with an economical energy source that has primarily changed lives for the better. Of the problems that have been created, pollution is now receiving the most attention. Much of the solving will be done by engineers of all ages but mainly by those who have remained mentally flexible and who have kept on top of, or at least current with, advancing technology. Where did it all begin?
Background
It may be speculated that education began with the drilling of the Drake well in Titusville, Pennsylvania, or possibly before this date. A sizeable patent literature existed prior to 1900. Uhl points out that by the prior to 1900. Uhl points out that by the early 1900's, engineers and geologists were transmitting to their apprentices, through articles and through informal courses and study groups, the knowledge gleaned from the actual drilling for and the production of oil and gas. Early AIME and USGS publications became the main recorder of such activities.
