' V I ,h^3H(o Author Title Giss Book Imprint J6— 2^ >d^'f'' * 4 . , , ADDRESS TO THE GRADUATING CLASS OF THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY By ARTHUR A. NOYES, Acting President «'«k ^<^\> ^ ^ ADDRESS TO THE CiRADUATING CLASS OF THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY Dfmvered June 8, 1908 By Arthir a. Noyes, Actinc; Prksidknt* Friends of the Institute and of members of the Graduating Class: It is now to he mv privilege, as the representative of the Corporation, to confer in your presence the degrees of the Institute upon the various candidates whom the Faculty has recommended as worthy of that recognition. This Institute awards the four degrees of Doctor ot Philosophy, Doctor of Engineering, Master of Science, and Bachelor of Science. The degree of Doctor of Philosophy is this year to be conferred upon 3 candidates, that of Master of Science upon 12, and that of Bachelor of Science upon 229. Fhe degrees of Doctor of Philosoph\ and of P.ngineering are granted for the completion of two or three years of graduate work devoted to advanced studies in some branch of science or engineering and to an extensive original re- search in one of them. These degrees signify a highly developed power of pursuing scientific investigations inde- pendently and effectively. 1 he degree of Master of Science is awarded for the con- tinuation of such professional studies as are included in the regular four-year courses through a fifth year. It repre- sents a larger professional knowledge and a more extensive ♦ PrPTJousIv printrd in part in Tht Technology Review of July, 190S. training in the solution of scientific or engineering prob- lems than can be secured in the shorter period of study. The characteristics of the four-year courses leading to the degree of Bachelor of Science, which form the main part of the work of this Institute, I should like to describe to you somewhat more fully. These courses are not such as are given in technical schools of the narrower type, where the aim is to train men for some specific industry and where much time is devoted to the imparting of technical knowl- edge and skill. From its foundation the Institute has stood for the principle of higher education, now put in practice in all the better American universities, that the student be given a combination of a liberal education, such as every well-educated man should receive, with such pro- fessional training as will fit him for some high form of ser- vice to the community. The Institute aims, however, to accomplish this result by methods different from those fol- lowed by the universities. In the first place, while the Institute requires that a fair proportion of the student's work consist of the so-called humanistic studies, — of studies in English composition and literature, modern language, history, poHtical science, and economics, — yet its Courses are arranged so that these studies are pursued simultaneously with the professional work throughout nearly the whole period of study. On the university plan, however, the so-called liberal studies are completed in the college before the student begins his pro- fessional work, which is then carried on in the Graduate School. The Institute plan has the advantage that the student acquires from the start the earnestness and inter- est which the direct preparation for his Hfe-work naturally incites in the mind of a young man, who cannot thus early so well appreciate the important but less tangible results of general education; while, on the other hand, the general studies are continued and emphasized in their relation to the professional work throughout the whole course. In the second place, the Institute, far more than the academic college, lays stress upon scientific studies as an essential part of a liheral training. It has no sympathy with the idea that a man can he considered broadly edu- cated, whatever his knowledge of the classics or historx or literature, who is entirely ignorant of the chemical com- position and properties of the materials he daily deals with; who knows nothing of the elementar\ principles of me- chanics, heat, light, and electricity, which are constanth involved in the dailv experiences of modern life and in its important industrial operations; who looks nightly into the heavens, or observes the torms of land or water, sees the seasons come and go, watches the tides rise and fall, without knowing or caring to know the explanation of these phenomena. The Institute holds that a training in physi- cal and natural science, though not the onl\ essential part of education, is yet the chief factor in imparting a true cult- ure and an adaptation to the atiairs of lite. 'IhirdU, the Institute considers the accjuireinenr ot knowledge of any kiiul whatever, whether literar\ or scien- tific or professional, far less important than the training of the mind in scientific thinking and scientific method. It aims not onl\ to impart a knowledge ot principles, but also to develop the faculties so that its graduates may be fitted to cope with and solve the great engineering and scientific problems of the day. Fo this end much of its instruction consists in this very thing, — the solving of prob- lems in the class-room, laboratory, and designing-rooms. The theses, some of which have been presented in abstract to you to-day, are only larger examples of this side of our work, which in the form of minor problems extends through- out the whole four years. With this end in view, also, we determine the standing of a student very largely by his term work rather than by his successs in a final examination, which too often depends on his ability to get up the subject by cramming. I might describe other characteristics of our Institute courses; but I beheve these statements will serve to show you the general character of the training which has been received by the candidates upon whom the degree is to-day to be conferred. I do not mean to imply that we have accomplished all these results in the case of these young men. We know that our teaching is imperfect in many ways and that our methods are capable of much improvement. It is also true that at best a four-year period is too short to realize all the results which I have mentioned. Yet what I have said will show you the directions in which we are working and the ideals toward which we are constantly striving; and it will enable you to appreciate better the kind of work in which these young men have been engaged. Let me now turn your attention to the candidates themselves. Members of the Graduating Class: I desire first of all to extend to you the hearty congratulations of the Corpora- tion and Faculty on the accomplishment of the result for which you have successfully striven. You are to be con- gratulated not so much because the diploma which I shall soon have the pleasure of presenting to each of you cer- tifies to the completion of a prescribed course of study, and to the acquirement of much liberal and professional knowl- edge, as because it implies the possession and development of certain quaHties of mind and character which are funda- mentally essential to the highest success in Hfe, — a wiUing- ness to subordinate the pursuit of pleasure to the fulfil- 5 ment of duties, a determination to accomplish in spite of" difficulties whatever has been dehberately undertaken, an integrity c)f mind which will not contentedlv, accept as final, imperfect or inexact results. The award to vou of the degree implies, too, that \()u ha\e formed sound habits of work that cannot fail to be of prime importance to you in your subsequent careers; for while the Institute curricu- lum is not so exacting as to preclude a reasonable partici- pation in the aflairs of student life, yet it demands that time and efi'ort be economicallv expended. There has been here no opportunity for that undue predominance of the physical and social activities over the intellectual which characterizes the student life of many colleges. As a former president said from this platform to a former graduating class, you are not now required to do "what is implied in that ominous phrase 'turning over a new leaf.' It is not now necessary for you to close a collegiate period of idle- ness, or frivolity, or dissipation with good resolutions of amendment and reformation for the future and with a deter- mination, now taken for the first time, to pursue \'()ur work with seriousness of purpose and with the aim of high accom- plishment." ^'ou have taken these resolutions long ago, and have alread\ developed the (jualities necessary for their fulfilment: else you would not be here to-day. It is only necessar) for you to continue in the wav that you have thus far pursued. It is true, you must continue to develop \()ur powers and faculties. You must not assume that vour education has been completed, '^'ou must regard it as only well begun. You must still employ every opportunity for self-improve- ment through reading, study, and participation in scientific societies. You must broaden and deepen your knowledge both on the cultural and professional sides, — on the former 6 side, so that you may strengthen your interests in the affairs of other men and broaden your view-point and sense of perspective; on the latter side, so that you may be more effective engineers, architects, or chemists. When you find in your professional work that you need more knowledge of an allied branch of engineering or of some related science, you must make the effort needed to master it. You have also got to acquire a vast amount of technical knowledge and practical experience. Realize this, so that you may not subject yourselves to the criticism sometimes made by employers, that technological graduates think they "know it all." It is, then, important for you to continue your education, — ^your own self-improvement. But with your graduation there comes upon you an entirely new obligation. Thus far you have been only developing your own powers. You are now called upon to use those powers for the service of your fellow-men. Your scientific training imposes on you a special obligation, because it opens to you special oppor- tunities. You can render important kinds of service which other men cannot render. You are to play a part of pecu- liar responsibility in our great industrial and commercial system. You are not to deal directly with its financial and mercantile aspects, but you are charged with its im- provement and further development through the introduc- tion of scientific methods and principles. Some of you, the civil and sanitary engineers and archi- tects among you, are to create new structures^ — new high- ways, bridges, subways, and tunnels for increasing the facilities of transportation, — new buildings of solid con- struction and artistic beauty, — new reservoirs, aqueducts, and sewers for the better sanitation of cities and the devel- opment of water power, — new vessels for coastwise and oceanic commerce. Others of \()U, the mechanical and electrical engineers, — are to provide for new powers either mechanical or electrical, devising and constructing machines for this purpose, for the saving of labor in the production of manufactured articles, for electric lighting, or for use in telephony. Still others of you, the chemists, electro- chemists, chemical engineers, mining engineers, and metal- lurgists, are to deal directly with the production of tie%u materials or of old materials b\' iirn' processes. You will all he expected to do ymv things; and \()U must therefore not be contented merely to carr\' on old things in the old way. One of your most important opportunities in this direction will be that of avoiding economic waste, — waste of power through imperfect machines, waste of materials through unscientific processes, waste of time and effort through inade(|uatc structures and transportation facilities. So you should be constantly on the alert to discover and to remedy such defects. Your training thus opens to you an unusual opportunity for service to the community. And service is the keynote of the spirit of this twentieth century. In politics the old idea, '* lo the victor belong the spoils," has given place to the principle that "public office is a public trust." In business it can no longer be said that "It is the day of the chattel, Web to weave and corn to jirind. That things are in the saddle. And ride mankind." A higher code of busi- ness ethics prevails: destructive competition is being re- placed by co-operative effort; corporations are endeavoring to render better public service and are giving their employees a fairer share of the profits; accumulated wealth is more and more being used for philanthropic ends. In education it is no longer thought sufficient to impart the social, literary, and artistic accomplishments of the gentleman, but every youth must be fitted for some form of service. In scientific research the dilettant investigator vs^ho pursues his studies only for his own pleasure rather than v^ith the definite pur- pose of contributing to the advancement of knowledge is no longer regarded with approbation. In religious teach- ing what has been called, "other-worldliness" is disap- pearing, — the hope of future reward or the fear of future punishment is no longer emphasized; and in the science of ethics the greatest happiness of the greatest number is no longer recognized as the fundamental postulate. In these two fields of thought, religious and ethical, the advance of science and especially of the knowledge of evolution has brought us to a clearer appreciation of our relation to the universe and to a higher conception of our obligations. It is no longer for our own ends, whether in this world or another, that we are to work. We realize that we are at an intermediate stage in the process of development. We know that ''man will grow from more to more,'' — that our present type is but the "herald of a higher race." With the poet "we doubt not through the ages one increasing purpose runs"; and we strive to further the accomplish- ment of that purpose, which, so far as we can understand it in relation to ourselves, has for its end the fuller devel- opment of manhood and of the human faculties. The question for each of you is therefore. How can you render the greatest service.^ If you follow this as your guiding principle, you need have no fear of failure in your life-work, even if it be judged from such other standpoints as the attainment of happiness, or of public recognition, or of personal influence. With these few words of congratulation and encourage- ment for the future, I enter upon the pleasant task of dis- tributing to you the diplomas of your graduation. 9 {The degrees ivere then conferred.^ It gives me now much pleasure to extend to you as Doctors, Masters, or Bachelors of Science the greetings of the Cor- poration and F'aculty and of your friends, and to assure you of the interest of your teachers in your future welfare and of their best wishes for success in the work you are soon to undertake. Of you we ask, in return, that you continue to give to the Institute your attention and support. We wish you fully to realize that upon you as alumni depends in large measure the continued success and development of this Institute, and that we count upon each of )'ou indi- vidually to do your parr in maintaining an active interest in its welfare. I here will always be a cordial welcome for you within these halls; and, in now saying a final farewell to you as a class, it is my hope that it may be only a temporary one to vou as individuals. vy )>*- ■ LIBRARY OF CONGRESS