I VI Fortieth Anniversary School of Mines and Metallurgy R O L L A MISSOURI UNIVERSITY OF ILLINOIS RUG 271915 PRESIDENT'S OFFICE Digitized by the Internet Archive in 2017 with funding from University of Illinois Urbana-Champaign Alternates https://archive.org/details/fortiethanniversOOuniv T^ORTIETH Anni- A versary of the School of Mines and Metallurgy of the University of Mis- souri. Parker Memorial Address. Laying of the Corner Stone of Parker Hall. Rolla, Missouri OCTOBER TWENTY -FOURTH NINETEEN HUNDRED ELEVEN Progra m m e Mechanical Hall — 10:00 A. M. “War March of the Priests” Mendelssohn Falkenhainer’s Orchestra Invocation Dr. G. J. Hunt Overture, “ William Tell ” Rossini Falkenhainer’s Orchestra “ History of the School of Mines ” Address, Honorable Thomas Lewis Rubey, A. M. Congratulations of the Alumni Gustavus A. Duncan, C. E., E. M. Congratulations of the Departments at Columbia Walter Williams, LL. D., Dean of School of Journalism Congratulations of Missouri Colleges John Priest Greene, D. D., LL. D., President of William Jewell College Congratulations on Behalf of the Schools of Missouri Honorable W. P. Evans, State Superintendent of Public Schools Congratulations on Behalf of the Engineering Profession John Lyle Harrington, Consulting Engineer, of Kansas City, Missouri Congratulations on Behalf of the American Mining Schools Erasmus Haworth, Ph. D. President of the National Association of State Mining Schools Congratulations on Behalf of the Mining Fraternity William Rowland Cox, E. M. Selection from “ Madame Sherry” Hoschna Falkenhainer’s Orchestra Conferring Honorary Degree 4 Programme CONTINUED Some Suggestions to Mining Students Address, William Rowland Cox, E. M. Waltz Suite, “ Tales of Hoffman ” Offenbach Falkenhainer’s Orchestra Parker Memorial Address Honorable David Rowland Francis, LL. D. Benediction Dr. G. J. Hunt Finale, “ Foxy Grandpa ” Falkenhainer Falkenhainer’s Orchestra Parker Hall— 2:00 P. M. Laying of the Corner Stone of Parker Hall Arch A. Johnson, Grand Master A. F. and A. M. of Missouri The Value of Technical Education Address, William Coleman Bitting, D. D. Jackling Field — 3:00 P. M. Football Game Central College vs. School of Mines Mechanical Hall — 8:30 P. M. Reception in honor of the guests of the School of Mines 1 History of the School of Mines Address By Honorable Thomas Lewis Rubey, A. M. W E have met to-day to celebrate the fortieth anniversary of this in- stitution. To me has been assigned the task of giving to you, in brief, the history of the School of Mines. For more than twenty years I have known it per- sonally, and can give to you some of the important facts for that space of time. The early history of this institution could be far bet- ter told by many who are before me to-day in this audience. In fact, I am indebted for most of what I may say in regard to its early history to some of those who are upon this platform listening to me as I ad- dress you. establishing the school. Hon. Ellis G. Evans, the State Senator from Rolla, who represented this district in 1869 and 1870, introduced and passed through the General Assembly of Missouri a bill to es- tablish in South Missouri a mining school, to be a college of the State University. This bill provided that the school should be located by the Board of Curators, and that it be erected in the city or town that would donate the most in land or money. There were two contestants — I ronton and Rolla. In this contest Rolla won. The donations made by the citizens of Rolla and Phelps County, added to that made by the Frisco Railway Company, exceeded by several thousand dollars the 7 bid offered by the people of Ironton, and the institution was awarded by the Board of Curators to Rolla. Members of the Board of Curators came to Rolla for the purpose of selecting a site. They visited the various locations offered, and late in the afternoon they ascended the hill south of Rolla whereon was located Fort Wyman. There was on the Board at that time, from the City of St’ Louis, an artist by the name of Conant. Mr. Conant had an eye for the beauties of nature. When they had reached the topr of Fort Wyman and had looked around about them, the beauties of the scenery attracted his attention. To the north, across the valley, lay the little village of Rolla ; to the east and south, stretching away in the distance, were the hills of the Ozarks ; while to the west the gaze of the eye reached almost to the water’s edge of the Gasconade. Added to this were the beau- ties of one of the most glorious sunsets the eye of man had ever beheld, and as this artist Curator stood looking at this glorious scene, he exclaimed, “This is the place.” By common consent the rest of the Curators agreed with him, and Fort Wyman was named as the site for the School of Mines. Fort Wyman was at that time almost a barren hill. There were no> trees to obstruct the view and one could see many miles in all directions. It was indeed a beautiful spot. The work was commenced, and several hundred dollars were spent in leveling the ground and preparing it for a building site. Later on, however, the Curators looked at the matter from the practical rather than the artistic point. The Fort Wyman site was abandoned and the Board purchased from the school district of Rolla the public school building, and the institution whose anniversary we are now assembled to celebrate was permanently located on the block of ground where the old main building now stands. It may be mentioned in this con- nection that the Hon. L. F. Parker, in honor of whom has been named the new building whose corner stone will be laid this afternoon, was at that time a teacher in that public school building. The Board of Curators was at that time, as it has been many times since, short of funds, and it gave to the Rolla 8 School District a note and pledged the credit of the State to its payment. This note was finally paid during the administra- tion of Governor Crittenden some ten years later. THE SC HOOT OE MINES BUILDINGS. The Rolla Building was the home of the School of Mines for fourteen long years, and the space of ground owned and occupied by the institution covered less than a block of ground. In 1885 the second building was erected, the Chemical Labo- ratory, a building much smaller than the present one. Four years later, in 1889, the Club House was built. This was erected for the purpose of furnishing a dormitory for the students. It has long since been abandoned for that purpose and is now the home of the Director. In 1895 the Metallur- gical Building was erected. This is now used for mining and for the power plant. A little later, in 1901, this building in which we are to-day assembled, known as the Mechanical Hall, was erected. The largest building on the grounds, and the one to which the school has pointed with great pride, Nor- wood Hall, was erected in 1902 and 1903. In 1908 and 1909 the State constructed the Ore-Dressing Building. To these buildings may be added two frame structures known as the Athletic Building and the Carpenter Shop. These constitute the buildings of the School of Mines as they exist to-day. On this afternoon it will be our pleasure to assemble to witness the laying of the corner stone of Parker Hall, which when completed will be used for library, administration offices, and for an assembly hall. Director Young, I now have a very pleasant duty to per- form. As we came into this building to-day Hon. John O. Holmes, the present representative of Phelps County in the Missouri Legislature, handed me this picture with the request that I present it to the school. It is a picture of the members of the Appropriations Committee of the House which recom- mended the appropriation for Norwood Hall. Mr. Holmes, then representing Maries County, was a member of that Committee, and he gives this picture to the School of Mines. At his request and acting for him I take great pleasure in 9 presenting it to you and I suggest that it be hung in Norwood Hall. DIRECTORS OF THE SCHOOL. The story of the school, its progress and development, may be seen, better than told, in the growth of its buildings. It would be impossible to-day, in the brief time allotted to me to tell you of the men who in various capacities on the rolls of the faculty have done so much to develop and so much to add to the progress of the institution. I will, however, briefly call your attention to those who have acted in the capacity of Director of the school. When the school was opened in 1871, the first director was Charles P. Williams, who was succeeded in 1877 by Charles E. Wait. After Mr. Wait came William H. Echols, who served until 1891. From 1891 to 1893 the school was in charge of Professor Elmo G. Harris. From 1893 to 1897 Walter E. Richards was Director and he was succeeded by George E. Ladd, who served until 1907. In 1907 he was suc- ceeded by our present Director, Eewis E. Young. It would seem, by looking over the history of this period, that our Boards of Curators were partial to the old dominion of Vir- ginia. Not less than four of these Directors, Messrs. Wait, Echols, Harris, and Richards, were graduates of the Uni- versity of Virginia. To these men, as the head of the institution, much praise must be given for their untiring efforts and their devotion to the work of building it up and lifting it to a higher and better plane. FINANCIAL HISTORY. No great institution can be conducted without money. In this connection it may be appropriate to say a few words briefly concerning the funds of this institution. When first estab- lished it received support from 1 the sale of agricultural lands, and from such appropriations as the State gave it at the bien- nial meetings of the Legislature. In 1890 the Morrill Fund was established by the National Government, and the School of Mines has since that time received one-fourth of the money 10 that comes to the State from that source. In 1891 there came from the National Government the sum of a little less than $650,000, which was paid to the State as remuneration for loss during the Civil War. This was given by the Legislature upon the recommendation of Governor Francis, who sits upon this platform to-day, as an endowment to the State University, and the act specifically provided that the School of Mines should receive annually one-fifth of the interest coming from this endowment. A little later the law providing for the collateral inheritance tax was passed and of this the School of Mines now receives one-fifth. It is impossible to overestimate the value to the University in all its depart- ments of the collateral inheritance tax. Had it not been for this tax, many of the splendid buildings now found upon the campus at Columbia and upon the campus of this institution would not be here to-day. The Legislature of this State has, to my mind, always been liberal to its institutions. For many, many years it seems they did not appreciate the importance of keeping up the educa- tional institutions of the State, and the reason for that was a lack of funds. When the collateral inheritance tax was passed and the funds were provided the Legislature at once appropriated these funds and used them, and we have seen rapid development in the construction of buildings both at Columbia and at Rolla. My personal knowledge of this institution began with the Legislature of 1891, while I was serving as a member of the House from the County of Laclede. I shall say in passing that I was introduced to the School of Mines by one of its representatives in the Missouri Legislature. When I went to Jefferson City in January, 1891, I had never been in Rolla, and I knew but little of the School of Mines, but I had hardly reached the capitol of our State until I was met by the Hon. W. A. Via, then representing Phelps County, and he proceeded to tell me all about the School of Mines. Phelps County has had many able representatives. I have not had the pleasure of serving with but one of them in the House of Representa- tives and I cannot speak of them all from a personal stand- li point, but I can say that the School of Mines never had a better friend than the representative who served with me in the Thirty-sixth General Assembly in the person of the Hon. W. A. Via. In that Assembly there were important matters, the settlement of which had much to do with the future of this institution. It was in that Assembly that we established the endowment fund and placed therein the $650,000 before men- tioned by me, and established the ratio which provided the apportionment of the funds between the University at Colum- bia and the department at Rolla, a ratio which afterwards became the basis, and is to-day the ratio for the division of the collateral inheritance tax funds. CHANGES IN EACUETY AND COURSES OE STUDY. In September, 1891, I came to the institution as a teacher and for about seven years was connected with it. There are now only three teachers who were here when I came, Professors Wilkins, Harris, and McRae. Professor Wilkins has been here continuously. Harris and McRae have each served in other institutions during this time. Mr. Harris went to Philadelphia and Air. McRae to the University of Texas, but both came back. This proves that when once a man gets inoculated with the hospitality of Old Missouri it is impossible for him to stay away. Since 1891 I have been in one way and another intimately associated with the School of Mines. When I first came here, twenty years ago, there were but three buildings on the grounds. I have already called your attention to the advancement along that line. To my mind the greatest development that has come to the School of Mines has been in the character of its students, and in the class of work done by the institution. I can best illustrate this by my own experience and observation. More than twenty-five years ago I entered the University at Columbia. At that time they were teaching in that institution the common school branches. Of course, they were teaching the higher branches, but the work was not confined to university work. A large part of it was the same character of work that is now done in the high schools. They had there at that time what 12 was known as the preparatory department, and young men and women were actually studying in the University of Mis- souri in 1880, arithmetic, grammar, United States history, civil government, and studies of that character. All that has been changed. These subjects have been eliminated. The University to-day is a University in fact, as well as in name. What is true of the mother institution is also true of this institution. Twenty years ago and prior to that time much of the work done in the School of Mines was of an elementary character. The academic work was made an important factor. Young men and young women were encouraged to enter the School of Mines for the purpose of studying academic sub- jects. To-day the situation is changed. This institution has been made a technical institution, and only those are encour- aged to come here who are seeking to take a technical course. Engineering, both Civil and Mining, has been made the prominent feature. The result is that our institution has risen in its reputation, and the character of its students, as they have gone abroad, has made the institution what it is to-day. IMPROVED EQUIPMENT. Took at the progress in equipment. In 1892 the institu- tion had but one 7 horse-power steam engine, which was pur- chased secondhand from the “Old Creamery” when it went out of business, and with this engine were operated the wood shop, a small electric light plant, and a dynamo laboratory. To-day we have a magnificent power plant operating machin- ery in three large buildings, a metallurgical laboratory, an ore-dressing department, each equipped with the best and most modern machinery that can be had ; physical laboratory, chemical laboratory, and machine shops, all magnificently and thoroughly equipped. Then, the water works consisted of a cistern, a tin bucket, and a rope ; now, we have a deep well, and water in every building. Then, the heating plant consisted of a small hot-air furnace and coal stoves ; now, we have a complete and modern plant. Then, we had a small unkept campus with board and cinder walks, enclosed by a board fence; now, behold the 13 beauties of our campus, covered with trees, traversed with granitoid walks, and enclosed by a stone and iron fence. To give you some idea of the growth of this institution, I would call your attention to the fact that in 1891, when I first knew the school, we had here a very faithful man, whom we designated as janitor. He had all the work to do himself, cleaned the buildings, took care of the yard, built the fires, and was man of all trades about the grounds. He has been with us for twenty long years. He is with us to-day. We no longer call him janitor. He is designated now as Superintend- ent of Buildings and Grounds, and has working under him, reg- ularly employed, not less than a dozen active, vigorous men. I refer to our faithful friend, Superintendent of Buildings and Grounds, Robert R. Dickerson. We know him familiarly as “Bob,” and no one ever connected with the school stands higher in the esteem of both faculty and student corps than does “Our Bob.” SUCCESS OF ALUMNI. Upon the student body depends the character of the insti- tution and upon the reputation of the men that go out from its doors depends the reputation of the institution. If you would go with me to-day, and it were possible for us on this anniversary day to visit the various parts of the country, we would find everywhere men who, in years gone by, have been students of this institution. From the icy coasts of Alaska on down through the western part of our country into Old Mexico, across Central America, on into Chili and Brazil, and clear to the frozen coast of extreme South America, are scattered men who went forth as engineers from this great institution. Not only are they scattered all over the Western Continent, but they are found on the Eastern Continent, in Europe, in Asia, and even in Africa. The Englishman boasts that the sun never sets on English soil. To-day, after a life of forty years, the School of Mines may equally boast that the old sun is forever shining upon some one of her students, who has gone forth from these walls to practice his profession in all parts of the world. 14 The future of this institution is determined. With these men in the field putting into effect the knowledge they gained here, working with their hands and their brains in the develop- ment of the country wherein they are located, and with their hearts filled full of love for their Alma Mater, they themselves will make the future of this institution secure; and as the years come and the years go they will be the instrumentalities that will fill these spacious buildings with students, who in their turn will go forth to do the work that they have chosen. PROFESSIONAL STANDARDS. In conclusion I want to say that to my mind there is but one thing needed to insure the future progress and develop- ment of this school. I have always been one of those who favored raising the standard of the students that were ad- mitted here. I have always favored making this institution a great technical institution, and doing here only the work of a technical school. I want to see that idea continued and I want to see this made the greatest engineering school of the country ; and it is my desire that the Board of Curators shall give to this institution every opportunity within its power to develop the Mining Engineer, the Civil Engineer, the Elec- trical Engineer, the Mechanical Engineer, the Metallurgist, and by so doing encourage the young men not only of Mis- souri, but of other States, to come here and to seek here that knowledge along these lines which will equip them for the labors of their chosen profession. I read not long ago of a gentleman who was asked how his boy was getting along at college. He replied that he was getting along fine. “Why,” he said, “he has written me a letter and I find that he has hammered himself into the base- ball team,, he has kicked himself into the football team, he has sung himself into the glee club, he has racqueted himself into the tennis tournament, he has picked his way into the mando- lin club, and he has talked the faculty into giving him another trial in his examinations.” This illustrates somewhat the phase of modern life in the college. I am one of those who believe in athletic sports, and I am glad to see the progress 15 that has been made in the School of Mines along this line. I assisted in laying out the first baseball diamond that was laid in what is now the Jackling Field. Professor Harris and I marked out the first tennis court. I did not have anything to do with the beginning of football, but I rejoice with others in the progress of all athletic sports; and when they are con- ducted as they should be and young men are made to under- stand that, in order to participate, they must have a certain amount of proficiency in their work, it will do good, it will encourage the college spirit, it will increase the love of the student for his Alma Mater, and it will result in permanent good to the institution. I congratulate this institution, after forty years of vigorous life, on its present attainments, and I hope that it will make as much progress in the coming years as it has made in the years that have gone by. 16 Congratulations of the Alumni Gustavus A. Duncan, C. E., E. M. Class of 1874 F EW of those who shall en- gage in this anniversary can get from it a fuller ap- preciation of the vigorous growth of our School of Mines, or more enthusiastic pride in its phys- ical appointments, its faculty, and the good results of this combina- tion, than could the writer, who at- tended the dedicatory ceremonies of The Missouri School of Mines and Metallurgy and became its first ma- triculated student forty years ago. One of the most impressive moments of that occasion was when, during the address of the Chairman of the Board of Curators, he turned to Dr. Charles P. Williams, the first Direc- tor of the school, and, after an impressive pause, said, “We now demand of you success.” There were no stronger words than those in the addresses of that day forty years ago, and I know of no better impera- tive demand that can be urged upon the young men of the school who are now surrounded by such an inviting equipment for preparation for great achievement. I would say to those young men, that the loving hope of the folks at home, the happiness of the wife whom we hope will be won, the pride of the children in their father’s name, their own deep satisfaction, the strong desire of their instruc- tors, the needs of their country and the honor of our Alma 17 Mater, all unite in this appeal to the best there is in them, “We now demand of you SUCCESS.” With much regret because of my necessary absence, with great pride and pleasure in the present attainments of our school, and with the largest faith in its future strength and usefulness, I extend my most hearty congratulations. 18 Congratulations of the Departments at Columbia Dean Walter Williams, LL. D. Dean of the School of Journalism M Y part in this celebra- tion is a brief but pleas- ant one — to bring to the School of Mines and Metallurgy the felicitations of the other divisions of the Univer- sity of Missouri. I am to speak for the other members of the family. Much may be assumed among kinsfolk who grow to forty years old together. It may be assumed, perhaps, that in growth from infancy there have been differences and family jars; that unpleasant things have been said and, if said, cer- tainly sorrowed for ; that there have been growing pains ; that the legislative appropriation table, with all too scanty pro- vision sometimes, has not always sufficed to< give white meat and gravy to every member of the family, but occasionally to some only wings and necks and no gravy at all. It may be assumed, assuredly, that of every successful achievement of any member of the family all the members of the family are proud. Are not all engaged in the same high calling? Are not all bound up together in the sure bundle of public service? “And whether one member suffer, all the members suffer with it; or one member be honored, all the members rejoice with it.” 19 For all the good accomplished in the four decades of your history — so well set forth in the address of our friend, Con- gressman Rubey — for all achieved in the important work to which the School of Mines is pledged, I bring you the con- gratulations of your nearest kinsman. We rejoice with you in your attainment to this good day. It is a noble privilege to assist, in whatever way, towards training for honorable, useful pursuit. Inadequate is the pub- lic education, in my opinion, which willingly stops short of vocation — which makes only good men, not men who are good for something. It is a nobler privilege to assist, in whatever way, while training for honorable, useful pursuit, to educate to a larger leadership in public service. That school, child of the State, best serves the State, which, while educating unto practical, personal profit, the individual settlement of the bread-and- butter problem by making skilled the hands and clear and keen the brain, teaches also and all the while that the service of the public is the educated man’s first care. This is the noblest privilege — to train, at the State’s command, in the State’s behalf, her children unto the public good — to take dollars from the treasury of the commonwealth, to give back lives to enrich the commonwealth. In the name of the other members of the family, I give you congratulation upon this milestone reached by you in the family’s life. May the institution which crowns this hill hold ever aloft the torch of learning to the people’s good. May Curators, president, director, faculty, and students conspire together to this end. To you all — which is hallowed Missouri phrase — to you all, greeting and Godspeed ! 20 Congratulations of Missouri Colleges John Priest Greene, D. D., LL. D. President of William Jewell College I T gives me great pleasure to be here this morning and I feel it an honor to represent the colleges of Missouri on this occasion. We all have a great interest in our great State University, and I may say that we have a special in- terest in this department of the University, The School of Mines. We rejoice in the growth of this school from year to year and feel very happy that you jnow have such a fine equipment and such an able and devoted faculty. Missouri is a great State in many ways. She produces many of the valuable things of the earth, and in some of these things she excels. I shall not pause long to mention her agri- cultural and poultry products, nor shall I dwell for any length of time on her mules, though I might do so very appropri- ately. This school reminds us that Missouri is a great mining State. We have many kinds of metals and our mining inter- ests are still in their infancy. We are expecting the School of Mines to do a great deal in the future for the development of these hidden resources. They should be brought to light and put into use ; and the men trained here will take upon themselves this great work. All of our colleges ought to send 21 men here to be trained for this good work. I rejoice that William Jewell is well represented. But, after all, the best thing Missouri has is her young people. Of course, girls are as good as boys, if not better, and their education is of the highest importance to our State. But here and now we are thinking about our boys, and espe- cially the boys that are going to lead in the development of our mineral resources. They are the head not only of our lead and iron and zinc, but also of our government and of our schools and of our churches. I congratulate the School of Mines on having such a fine body of these young fellows and I congratulate them on the men that are here to train them for future usefulness. I am sure I speak for all our colleges when I say that the School of Mines has their good will and their best wishes for great success. Tet me say for myself, as I take my seat, if you do half as well as I wish you, you will do mighty well. 22 Congratulations on Behalf of the Schools of Missouri By Honorable W. P. Evans State Superintendent of Public Schools I T is a pleasure to convey the congratulations of the State Department of Education to this branch of the University which we regard as the crown of our Stale’s great system of educa- tion. You are to be congratulated on the number of young men who secure the benefits of this institu- tion; on the long line of eminent, devoted teachers who have so suc- cessfully wrought! here. You are further to be congratulated on the services of so many disinterested public-spirited gentlemen, who have so successfully cared for your welfare, and par- ticularly on the services of the one in whose memory we are gathered here to-day. We are also glad to congratulate you on this birthday anniversary, and since the age you have now attained is commonly associated with a certain degree of roundness, we congratulate you on having attained the age of forty in fair and fat Missouri. The recognition extended to the worth of the efforts of her State educational institutions by Missouri and the degree of prosperity that has crowned the efforts of the friends of this institution, seems to indicate that this is an auspicious time to make some mention of a movement launched by certain friends of public education. STRAUSS The schools of Missouri are rapidly advancing. The high schools all over the State are drawing more and more stu- dents. The steadily rising waves of prosperity furnish the means and the increasing complexity of life and of social con- ditions gives the motive and the ever fiercer pulse of compe- tition creates the need for this demand for higher training. These young people respond to the demand for the skilled hand, the trained eye, the acute mind, and press on into schools like this in constantly increasing numbers. The parents in their efforts to meet this cry of the tim'es are constantly opening more high schools to provide for these ambitious youths still too tender to trust far from the home. The natural parental yearning to prolong the child’s stay at home seconds these steps and as a result we hear the steadily increasing cry for more and better schools. These conditions seem to account in large measure for a well marked feature of this period. There is an unrest, a strong dissatisfaction with present conditions and a clamor for change and advancement. People are cheerfully incur- ring greater expense and demanding greater returns. They are taking time to examine existing conditions and devising more careful means for the disbursement of the public funds. Some striking legislation was enacted recently looking toward better qualified teachers and wiser distribution of school money. The heavy vote last year to give a permanent income to the State University was no doubt a manifestation of the same general advance along educational lines. Some school men have devised a plan for a similar appeal to the voters at the next election. They propose, however, to make the appeal broader and to interest more groups of voters. In this new scheme it is proposed to provide even more abundantly for the University and to give the other State educational institu- tions a permanent income. In addition to this a fund is to be created for the aid of communities too poor to furnish proper educational opportunities, and for the aid of high schools struggling to maintain work along the newer lines, such as manual training, domestic science, and agriculture. 24 Such a measure, submitted under the initiative and refer- endum, would surely have a wide appeal. Not only the city man who has graduated from the University, and the great number of graduates of the \arious normal schools, but the vil- lage school board member who is at his wits’ end to find the necessaries of life for his school, would also respond to its call. From this fund money could be taken to aid communities in the seven counties of the State where because of sparsity of population or other reasons no adequate provision can now be made for a four-year high school course. The American idea of equality of opportunity will impel many to support a meas- ure putting opportunity within the reach of the hundreds of young people in these counties who are now condemned to get along without it. It is well known that the State revenue is now insufficient for the calls made upon it and many have been mortified to see the representatives of the educational interests of the State praying the distracted chairman of the appropriations committee for the necessaries of life. Such men as these will gladly respond to a move for an educational tax. When such a tax is once secured the rapidly increasing wealth of the State may be depended upon to produce ample funds for future educational expansion. 25 Congratulations on Behalf of the Engineering Profession By John Lyle Harrington, C. E., M. S. Consulting Engineer S INCE the beginning each generation has had its en- gineers. The savage who felled a tree across a stream or placed stepping stones in the water was the engineer of his peo- ple ; and it is recorded in the fourth chapter of the first Book that Tu- bal-cain was a worker in brass, the metallurgical engineer of his day. As civilization advanced the en- gineer of succeeding epochs de- voted himself almost entirely to en- ginery of war, because, according to our historians, the chief business of man was to wage war upon his brother, and the rewards in that field were, no’ doubt, the greatest. The first civil engineering of consequence was done by the Romans in the construction of aqueducts, bridges, and roads : but even the bridges and roads were built chiefly for military purposes. Mining was carried on chiefly for the purpose of providing the implements and the sinews of war. Thus the military engineer dominated, and the civil en- gineer, using that term in its broad sense, was little more than an artisan, until the invention of the steam engine provided the means of carrying on operations which, until that time, were substantially beyond the pygmy power of men and ani- mals. With the invention of Watt began the great growth of 26 that group of sciences which has literally transformed the world; to use a classic definition, “that species of knowledge which constitutes the profession of Civil Engineer, being the art of directing the great sources of power in Nature for the use and convenience of man, as the means of production and of traffic in states both for external and internal trade, as ap- plied in the construction of roads, bridges, aqueducts, canals, river navigation, and docks, for internal intercourse and ex- change, and in the construction of ports, harbors, moles, break- waters, and lighthouses, and in the navigation by artificial power for the purposes of commerce, and in the construction of machinery, and in the drainage of cities and towns.” Since this broad definition was written, less than a hundred years ago, the material development of the world has been greater than in al] the previous centuries, and m the course of that development the profession of civil engineer, as thus distinguished from that of military engineer, has, because of the great breadth of the field 1 , been differentiated into civil, mechanical, electrical, mining, chemical, heating and ventilating, and many other branches of engineering, each of such depth and scope as to call for all the energy and capacity of the engineer devoted to any one of them. Until men began to use “the great sources of power in Nature,” the engineer was nothing more than an artisan es- pecially skilled, and the differentiation was slow for a long time; but as the scientific elements in the engineer’s work developed, as the laws of physics and mechanics and chemistry and metallurgy came to be understood and used, the profession of engineering came to be recognized, along with medicine, divinity, war, and law, as one of the learned professions. About a century since special schools began to be estab- lished for the purpose of teaching the particular sciences em- ployed by the engineer and their application to the work of the material development of the world; and the manifest su- periority of the training afforded by these schools over that obtainable by apprenticeship or other empirical means led to the establishment within the last half century of a great number of well-organized, well-equipped engineering schools. 27 Until recently England has depended chiefly upon an appren- ticeship system for the education of her engineers ; and, ac- cording to the Mosely Commission, which Parliament set to examine into the matter, the retention of this system has been chiefly responsible for the failure of England to keep pace with this country, France, and Germany in the greater portion of those industries which are dependent upon the work of the engineer. The report of the Mosely Commission thus exposed to the world, what thoughtful men have long understood, how largely the life of nations at the present day is dependent upon the engineer. The mining of coal, iron, copper, lead, zinc, nickel, and the precious metals and the manufacture of aluminum ; the transportation of both natural and manufactured products by land and water, and the construction and maintenance of the means of transportation; the building of roads and streets and bridges ; the construction of sewers and waterworks and gas and electric lighting plants, and the building and operation of the electric railway, which have so greatly improved the methods of urban life and the construction of cities; the har- nessing of streams and the transmission of their power hun- dreds of miles to do the work of an infinite number of men ; the development of agricultural machinery which has enabled the efforts of half of the population to feed the whole better than it was ever fed before, and left the other half to produce the conveniences, comforts, and luxuries of life; these and an endless variety of other activities of mankind are all dependent upon the work of the engineer. The demand for engineers has thus of necessity kept pace wtih the material development of the world ; and the growth of the engineering schools, in number, size, equipment, and efficiency, has, in this country, Germany, and France, at least, substantially met the need for well-trained, self-reliant, and competent engineers; men whose scientific attainments enable them to attack the great problems in the country’s development with the assurance and funda- mental understanding of the means necessary for highly satis- factory solution, yet with the practical common sense which en- sures useful as well as scientific results. 28 The great development in engineering and in engineering- education h-as taken place within the life of the Missouri School of Mines and it is gratifying to realize that the State of Missouri, then devoted almost entirely to agriculture and trade, looked so far into the future as to see and to provide for the engineering needs of this generation. This institution, a pioneer in the Middle West, has sent forth many men who have won renown, and many others, who serve with less distinction, perhaps in a smaller field, but who constitute the body of the professional army, and are no less worthy of hearty appreciation and respect. But what has been accomplished is only an earnest of the future. With splendid buildings and equipment, loyal alumni, and able, earnest faculty, self-sacrificing and devoted to the work, and with the adequate support of the State, the Mis- souri School of Mines is assured of a brilliant future, a future of development and usefulness of the highest order. The school is to be congratulated upon its splendid achievements, its present excellent position, and its promising future, and the people of the State are even more to be congratulated upon the possession of this institution. 29 Congratulations on Behalf of American Mining Schools By Erasmus Haworth, Ph. D. President of the National Association of State Mining Schools L IBRARIES are a necessary evil for all modern schools of education. They are an evil, because they consume space and funds, and the time of all who use them. They are nec- essary, because, first, the mind of man is so constituted that it cannot retain all the facts and ideas brought before it, and, therefore, it is necessary for our well-being that some convenient reminder be kept ready at hand ; and, second, because much time may be saved by reducing our thoughts to cold type and preserving them in printed form in order that the many may receive and understand them, even in the remote corners of the earth, rather than the few who may chance to hear our voices. The printing press, therefore, has become the greatest factor in modern education. By it, every fact in history, every new conception of man, may be reduced to a form of stability and placed within the reach of all. A library may contain practically everything which has been discovered and every thought worth preserving from the great minds throughout all time. And fortunate is the young man whose lot is so cast that he may have at his command, and for his use, a good supply of the best books containing the best knowledge given out by the best men throughout the past. We must have 30 these libraries for ready reference, because details cannot be held in mind, due to our mental frailties. We must have these libraries for ready reference, because material new to us is contained therein, although not new to others. We must have these libraries because the many would learn the same facts at the same time, thus we save duplication of present- ment and conserve the energies of the teacher and multiply the opportunities of the student. This great School of Mines is to be congratulated upon this occasion for the magnificent building soon to become an integral part of her existence. Good men always rejoice in the good fortune of others. In common with the thousands of teachers and students in the mining schools of America, it affords me unbounded pleasure to congratulate this School of Mines, her teachers, her students, and the unnumbered multi- tude of those who' are to come after you; to congratulate you on account of this great good fortune that has been brought to you ; to congratulate you on account of the kindly disposi- tion manifested by others who have shown an interest in your work and in your welfare; to congratulate you for the good fortune this portends for the future for all the great citizen- ship of the great State of Missouri, and your neighbors and strangers who may be found within your gates. I cannot miss this opportunity, however, to sound a gentle warning, lest it be concluded by some that the attainment of a great library is the ultra to be desired. Great as your library may become, extensive as your use of the same may be from generation to generation, helpful as it doubtless will be to all who peruse its treasured volumes, a library is not, and never can be, the greatest that is within the reach of man. He who builds a library as an end to be accomplished, he who uses a library as the acme of his desire, may possibly live and die, without materially doing good to his fellow man. I know of no higher standard by which to gage the advance of civiliza- tion than that which will measure the extent of our ability to use the forces of Nature for our welfare. It is a long cry from savagery to our modern civilization ; it has required many thousands of years for the most intelligent peoples of the 31 earth to compass this span, and fortunate are we that the time of our being is the present rather than the past. It may not be amiss on this happy occasion to ask : Why is it that we are blessed to a greater degree than our ancestors, thousands of years ago? All will agree that, principally, it is because little by little man has been able to learn the mysteries and forces of Nature, and apply them to his needs, until, at the present time, not only our bodily comforts are provided, but the higher aspirations of our souls in a measure are satisfied. What are the real crucial points in the actions of our ancestors which have made for the greatest good in bringing about the fortunate conditions of the present time? Have they consisted entirely in the handing down from generation to generation that which was known before them,, the mere work of the teacher? No, a thousand times, no. But rather, in penetrat- ing the mysterious unknown by proper application of the known, and thereby pushing back, farther and farther, the wall which separates the known from the unknown. Happy may he be who is a teacher in the truest and broadest sense of the term, who helps to , carry the knowledge possessed by a few, and to disseminate it amongst the many. But far more to be envied is he who has the ability and the opportunity and the disposition to gather a few new truths, previously unknown to man, and scatter them broadcast amongst his fel- low men. Just one more little fact of Nature unknown before, just one more little truth of Nature’s laws brought from the unknown and made available to man, makes a life worth living, and he who has accomplished it has not lived in vain. I would sum up, therefore, the thoughts already expressed, by congratulating all of us that another repository of knowl- edge is to be opened where will be preserved and made avail- able the great thoughts of the past, and at the same time express a hope that along with the teaching, the dissemination of known truths amongst the present and future generations, a hope that at this School of Mines m'ay be fostered the disposi- tion, and cherished the desire and ambition, to reach out into the unknown and bring home a few new facts of Nature which may be used for the blessings of man. 32 Conferring of Honorary Degree on William Rowland Cox I N 1893, William Rowland Cox entered the School of Mines and Metallurgy and specialized on the mechanical and electrical side of mining. Prior to coming to Rolla he had considerable experience in the important mining camps of Colorado and was well informed on mining practice generally throughout the West. He spent three years in the School of Mines and during that time, by diligent study and by strict application, won the respect of the faculty and of his fellow students. Beginning in an humble position with a mining company, he rose through all of the important positions about mines until seven years ago he was appointed manager for all of the Mexican mining properties of the great Guggen- heim interests. Several years later he became a member of the firm of Spurr and Cox, Consulting Mining Engineers and Geologists, of New York City. He is at present associated with other mining specialists as “W. Rowland Cox and Staff.” He is recognized among the mining fraternity as being one of the leaders in the profession, an engineer of the highest rank, and a gentleman of culture and integrity. He has take pride in pointing to the fact that his technical training was secured at the Missouri School of Mines, and his work has been a credit to this institution. In conferring the degree of Engineer of Mines on William Rowland Cox, the School of Mines bestows on him the highest honor it can grant. The institution is honored in conferring the degree. 33 Some Suggestions to Mining Students Address By William Rowland Cox, E. M. S INCE leaving this institution about fifteen years ago, aft- er only three years of col- lege work, there has been ample opportunity for me to point with pride to many of the graduates of the Missouri School of Mines, acknowledged leaders in their pro- fession. Among the students as- sembled here toi-day there are many who I hope will be heard from as leaders in their chosen profession within the next ten years. I assume that every student here is in earnest, that he rec- ognizes the importance and ancient dignity of the profession for which he is preparing himself, and the value to his life’s work of what this school offers to him. It does not follow that the student making the best record in his college work will develop into the most successful man in later years, but those of you who do conscientious work will have the ad- vantage of knowing how to begin the solving of difficult problems, and the real foundation of your future work should be laid here with the men who are devoting their lives to your instruction. 34 I assume that every man here has the keenest ambition for a place as near the top of his profession as his abilities will take him and for the honors and material rewards which suc- cess brings in its train. To such men I hope out of my experience to bring some useful message of opportunities to be sought and of errors to be avoided. While my remarks are designed particularly for those of you soon to leave college for professional life, I urge all of you to develop at this school in lines of work for which you may feel yourselves specially adapted, — as practical skill in assaying, chemical work, surveying, and drafting very often proves the entering wedge in securing the first engagements of young engineers. Do not neglect your specialty if you have one, and, above all, do not neglect subjects less to your taste while you are developing your specialty. One of the most successful mine managers in the United States to-day was for several years after graduation an assayer and chemist on the properties which he afterwards managed in a most satisfactory manner. A competent young manager, in Mexico at this time, gained his practical knowledge by actual manual labor around the mines and mills in several Western mining camps, securing his first engagement with his present employers be- cause of his skill as a mine surveyor and draftsman. In- stances too numerous to mention have come under my obser- vation where the man with a specialty had a great advantage over the one without it. I hope all of the students present to-day will consider carefully the importance of doing some one thing well and resolve that, in so far as you are able, you will endeavor to develop along some special line, not neglect- ing, as I have before mentioned, the subjects less to your taste. There is no “royal road” to success in the profession for which you are fitting yourselves ; you may as well acknowl- edge this in the beginning. The pace is a hard one and it is a man’s work. You will be required to face hardships that test you to the breaking point; keen judgment and many essentials not recognized in every walk of life are necessary to insure 35 success. You should from the outset resolve to 1 do the hard, disagreeable work, — that is a part of your training for later success. Avoid the habit of counting so many hours as a day’s work and acquire the practice of accomplishing what- ever task is expected of you in a most efficient manner, re- gardless of the length of the day. The problem, confronting every engineer when he finishes the work required by his college may be formulated some- thing like this : Given my individual talents, such as they may be, and the training which I have received. What must I do to make the most of them in the long run? How may I develop myself, first, most thoroughly; second, most rapidly to the limit of my capabilities, and convert that development into confidence in myself, the respect of professional friends and the practical benefit of a successful career? Many difficulties and some failures will be avoided if every one of you will ponder well this first practical matter, the importance of which will be brought home to you forcibly when I tell you that with all the hundreds of graduates turned out annually by engineering schools, every active operator is put to it continually to supply his need of competent, practical, young engineers. This state- ment you can verify for yourselves. It means that a large proportion of technical graduates do not develop as they should practically; principally because they do not know how to carry forward their education from the point at which the school drops it. This scarcity of competent men spells opportunity for those young engineers who have the wisdom and earnestness sys- tematically to prepare themselves practically as well as tech- nically to fill the demand which never fails. Be certain that many operators are searching diligently at all times for the right men and when someone tells you that your profession is overdone remind him of Webster’s remark about “room at the top.” All important progressive operators, individual and corporate, have long since agreed that technical men are the best timber for development into managers and directors of large mining enterprises, and it is your responsibility to fit 36 yourselves for the demand always existing for competent service. Many graduates make the mistake of seeking at once work of responsibility, calling for experience and expert judgment, which they cannot in the nature of things possess. It is a serious misfortune for the young engineer and for his unwise employer when such a man is called to report upon prospects or mines or to recommend their development, equipment, method of operation, with valuations, estimates of working costs, profits, and other data of similar character. The trained engineer with years of practical experience has difficulty in avoiding the mistakes, errors of judgment, and other pitfalls awaiting those who must do this kind of work. Do not court half successes or certain failures in permitting a desire for too rapid advancement to crowd you into undertakings for which you are professionally immature. Avoid all short cuts which seem to promise success and reputation ; set your feet steadfastly in the same logical road which attains the summit of the hill when you have climbed honestly and bravely with no attempt at running around the easy contours. Now as to hill climbing: I advise you every one to devote a number of years, more or less according to your aptness and your opportunities, to manual labor in every department of assaying, surveying, drafting, office and accounting, underground work, milling, and construction. You will earn at least as much in practical work during this period as you would in minor technical po- sitions, and you will come out with a grasp of your business which no man achieves who lacks the persistent courage to carry him through this invaluable apprenticeship. Much of this work and of the conditions surrounding it will be hard, rough and disagreeable; nearly impossible to men accustomed to luxury and soft living, but we cannot discuss the business of mining from a “pink-tea” view point. With the prepara- tion suggested you will be competent for the management of a modest property or for a position of limited authority and responsibility on a large one, and your steady advancement 37 will depend upon your personal capacity and opportunities. Vou will know your business, and that is the main point after all. In your profession, as in other walks of life, certain old- fashioned platitudes apply and you will do well to acquire the following habits : Be cheerful and courteous with everybody, I mean dignifiedly; don’t be just a glad-hand “mixer.” Be polite, unselfish and obliging always. Take an interest and an active part in all matters of common interest to your commu- nity, large or small. If you cannot speak well of a man say nothing except upon rare occasions, when you should not lack the moral courage to voice your opinions frankly. Be loyal to your superiors and the persons or corporations whose capital and enterprises help you to a living and experi- ence. Never descend to the common practice of belittling the ability or motives of your superiors; if you cannot respect them keep your own counsel and resign as soon as you can. Never permit any temptation to personal gain or advancement to loosen your moral fiber for a moment. If you amount to anything you will be tried many times in this profession and you must instantly reject any piece of business or any pro- posal which cannot stand the full light of day. Industry and capacity will never earn their full recognition if you be not ab- solutely above suspicion as to your integrity and fidelity to your trusts. Be on your guard against the invitations to loose living which are inevitable in the communities of most mining dis- tricts. You have a man’s business in hand, calling for all the energy and all the safety of a clean mind and a sound body. Be careful and methodical in keeping the notes given you in lectures and classes. This work is entirely neglected by a large percentage of students, with the result that much valu- able time is lost when you are put to the practical test of gath- ering information in the field. My advice is to begin early in your college work a systematic method of compiling useful data. A diary supplemented with kodak pictures of plants, appliances, drawings, and construction work will be of assist- ance all through your professional life. 38 Before closing, a suggestion regarding the advisability of more thorough training in mine bookkeeping, cost keeping, storehouse accounts, and the proper method of compiling a monthly report, covering the actual operations, is pertinent. The average graduate does not have sufficient training in these important branches during his college work. There is a growing demand for technical men with a thorough knowledge of the Spanish language and due consid- eration should be given the suggestion that this important subject be included in the curriculum of all mining schools. In closing, I congratulate you upon your choice of a pro- fession which is at once ancient and honorable, rich in dignity and opportunity, and I am glad that you have confided your preparation to this fine old Missouri school, which commands the affection and pride of all of us. 39 40 Parker Memorial Address By Honorable David Rowland Francis, LL. D. M issouri is justly proud of her educa- tional institutions. The liberality of our Consti- tution, which provides that at least one- fourth of the State revenue shall go to the public schools of the State, has been surpassed by our Legislatures for many years past, as they have apportioned one-third of the State revenue to the public schools and have appropriated liberally for the State University and normal schools. No more impressive indication of the intelligence of a people, no stronger proof of their fitness for self-government, can be presented than a high estimate of the value of education, and that can be expressed in no way so effectually as by ample provision for the establishment and maintenance of schools. To lift a community or a State to an appreciation of an educated citizenship requires an enlight- ened public sentiment, and that can be created and fostered only by persistent and continued and unselfish efforts on the part of patriotic men. The structure whose corner stone we have met here to put in place is another evidence of the wisdom of our lawmakers in providing technical education for the youth of Missouri. The School of Mines is a part of the State University of Mis- souri, but an integral part, as it were, for the maintenance of STRAUSS 41 which the Legislature has for forty years made separate pro- vision. Forty-three years ago came to Missouri a young school teacher, a native of New York State, who had been reared in Connecticut, where he had received such educational training as the public schools of that State furnished. He taught five years in the schools of St. Charles, Franklin, and Phelps Counties of this State, and during that period read law so assiduously and so intelligently that he was admitted to the bar at Rolla in 1873. That young pedagogue, that blossoming legal luminary, was Luman Frank Parker. Throughout the remainder of his life, wherever his professional duties may have called him, his heart ever turned to Rolla. Here his dead were buried and here his body was interred in December, 1907. He was an untiring, steadfast, aggressive friend of the School of Mines. His influence, far-reaching and potential, was perseveringly and successfully exerted in the enactment of the collateral inheritance law, which furnishes one of the main sources of support of the State University. True to his convictions, loyal to his friendships, calm in defeat, modest in success, Frank Parker commanded sincere respect and genuine affection. He and I did not agree polit- ically ; when I was elected Governor in the hotly contested campaign of 1888 he was the Republican nominee for Con- gress in this district against the able and lamented “Silver Dick” Bland. As president of the Louisiana Purchase Expo- sition I knew him as Vice-Chairman of the Missouri Commis- sion of the St. Louis World’s Fair, where the exhibit of this State commanded the admiration and wonder of millions of visitors. Devoted to his adopted State and proud of her re- sources, he was ever ready to aid in their development. During the latter years of his life, spent as they were in my home city, it was my good fortune to meet him often, and my estimate of his worth grew with my knowledge of his character. Unselfish and true in every relation, conscientious and painstaking in the discharge of every obligation, he was a friend worth grappling to one’s soul with hooks of steel. He 42 was a true American to the manner born and worthy of the revolutionary ancestry from which he sprang. His sudden taking off in the midst of his usefulness was a source of deep sorrow to all who knew him, a shock to* the communities in which he had lived and labored, and an inestimable loss to the School of Mines, whose welfare he had ever championed and for whose cause he was willing to make any sacrifice. The Curators of the State University, on recommendation of the Executive Committee of their number directly in charge of the School of Mines, have concluded to make this temple of learning a memorial to Unman Frank Parker, and in com- pliance therewith I christen the graceful, commodious struc- ture whose walls are to rise on the foundation we now lay, “Parker Hall.” May this splendid tribute to well directed and effective effort in a deserving cause incite to noble achievement many another friend of education. A lasting memory of good deeds by those who survive is the best reward that can be bestowed on him whose inspiration to work is more the uplifting and betterment of humanity than the plaudits of his fellows. On behalf of the Curators I felicitate the people of Rolla and of Southern Missouri, and all the people of the State, on the continued prosperity and increasing usefulness of the School of Mines. May the erection of this fit and needed building, to be used for a library, assembly room, and admin- istration offices, increase the ranks of the champions of higher education in this section and throughout Missouri. May the harmonious co-operation of faculty, students, alumni, Curators, legislators, and State administration give a new impetus to the State University, to the end that it will be demonstrated that this is a wise and beneficial move and an additional proof that the people of Missouri get returns in a hundredfold for their generous support of an educational sys- tem of which the crowning glory is the State University. 43 The Value of Technical Education Address By William Coleman Bitting, D. D. E STRAUSS VERY school worthy of confidence is married to Science. This union means that two questions are always asked about everything, What are the facts? and, What do the facts mean? The ‘actions of men mentally and volitionally are made to conform to the answers to these questions. This is true of both personal and social life. The methods which the answers to these questions produce are also concerned with securing the greatest efficiency at the least possible expense. No one is satisfied so long as there may be a better way. “The difference between a groove and a grave is a matter of depth.” If our Creator had meant that we should forever conform to precedent He would have put flanges on the wheels in our heads. Schools are designed to help men to live. Technical schools insist upon answering the two questions which Science asks, and developing from these answers methods which will aid a man to discharge his social functions to the best advantage both to society and to himself. Why do we have schools? First, because life grows and cannot remain where it is. Only dead things stop growing. Second, each growing generation must be fitted by its elders for its own ministry to the social life. Schools are the devices 44 of society to secure this preparation. Third, human experi- ence is valuable in this preparation of the young for their com- ing social functions. We have learned to trust our experiences, and believe that they will be of advantage to those who are to come after us. Schools mediate our past to our future. The function of a school, then, is threefold. It capitalizes the devel- oping man with the best experience of the race ; it endows him with a knowledge of the processes by which that experience has been obtained so that he may verify it and become inde- pendent thereby ; it stimulates the growing life to originality, and thus provides the way for adding to the sum total of human experience. W ! e thus make the future richer than the past. Special schools are provided because the whole of human knowledge is so great that no one man can possess it all. Each member of the body must discharge its own functions. We thus provide for expertness in the social organism. Brains are needed everywhere. There is always a place for the per- son who can do> something better than anyone else. Schools are failures when they do not enable one who has been trained to accomplish more than the untrained person. Man’s glory is a large part of the conquest of the earth, the mastery over cosmic energies by obeying them, and the use of assets that God has built into His universe. The material is the basis of the ideal. There can be no divorce between them. We live the life of the spirit in a world of dust. Matter without ideas to transform it is as useless as ideas without matter to express them. The intel- lectual life grows through the study of the physical universe. Stars, plants, animals, and ores are the apparatus of our men- tal gymnasium. The discipline which comes through studying them is our education. Art must use matter for expressing our ideas of form, color, and sound. The comforts of life come to us when we mix material things with brains. We are transmuting iron into libraries, oil into colleges, financial operations into art galleries. Commerce is promoting civilization. Human activ- ity is a vast organism between the members of which there is closest sympathy. If business suffers all else suffers with it. Culture depends upon schools, schools depend upon money, and money depends upon business. The school cannot say to the church, “I have no need of thee.” School, church, and home cannot say to business, “We have no need of thee.” Each member of the organism of civilization prospers or languishes according to the experience of each of the other members. Therefore the school which prepares men to obtain the treas- ures of the earth contributes to the well-being of the higher life of mankind. Again, Science produces direct financial returns far in ex- cess of all that is spent upon promoting scientific study. The United States between 1899 and 1902 spent $10,000 in intro- ducing Durum wheat. The yield of this grain to the farmers from “useless land” was over twice the cost of the entire De- partment of Agriculture, plus that of the weather bureau, plus that of meat inspection, plus that of forestry. The percentage of profit upon this one investment is almost incalculable. All our State universities are bringing their agricultural depart- ments into direct contact with the farmers and are achieving the most brilliant financial results. The experiences of Iowa with corn; Ohio, New York. Washington, and Wisconsin with dairy products; Illinois with good roads; Kansas with wheat; Arkansas with rice; Louisiana with cotton; and Texas with dry farming, have demonstrated beyond question the financial value of application of scientific methods to agriculture. It has been estimated that every dollar spent by a State upon its universities is worth a thousand dollars to the people of the State in direct financial returns through intelligent cultivation of the land. The same is true concerning mines and manufac- tures. A very small part of the net profits derived from these intelligent methods is returned to> the universities through taxation. A State can make no better investment for itself than generosity in providing for the thorough education of those who are to develop its natural resources. Again, there is a moral value to technical education. Hon- est study promotes accuracy of thought, and therefore is in itself a moral discipline. Wise experimentation yields patience 46 and cultivates ingenuity, both of which characteristics are es- sential toi the highest success. All the reactions of education upon a person and upon society have a moral value. The physical universe rewards intellectual righteousness and pun- ishes intellectual abnormality. Slovenly thinking and careless working have in themselves the seeds of their own punish- ment. Both nature and society set aside not only the incom- petent workmen, but the person who presumes to defy the physical universe or to deceive mankind. There is also a social side to a technical education. Every mining engineer has in his keeping the lives of others. We are horrified by every disaster beneath the ground. The altruistic motive should not be content with Sir Humphrey Davy’s lamp, but should be dissatisfied with itself until toil in the bowels of Mother Earth is made as safe as work upon her breast. Men are worth more than coal, iron, gold, or any metal that is mined. Human beings are more than ma- chines. A great field is open here for expert work in pro- tecting the sacredness of human life. There is an optimism wdiich should belong to every techni- cal school. Its graduates have the right of way over un- trained men. Every one endowed with the advantages of the experience of mankind should not only consider that endow- ment a trust, but should also be eager to add to that experi- ence. Our methods are much better than those of the past. Life sometimes pauses to breathe at its commas. It may even rest a little while at its semicolons. It always had use for interrogation marks. Its joys are fruitful in exclamation points. But true life in theology, in science, in character, in service, spurns the period. The notion of finality has no place in the ideas of the living. Therefore each of us working in the line of his specialty is optimistic in the belief that we shall not only use the rich heritage with which the world starts us, but shall add something to increase the legacy we may leave to posterity. This is always the mood of the expert. Therefore I congratulate the School of Mines upon the increase of its facilities which the erection of this building will afiford. The State is making a wise investment. The 47 type of manhood and of efficiency which this school will hereafter produce will be larger and fuller. The ministry of its graduates to the social welfare will be nobler and more successful. The final outcome in our social assets will not only be more wealth, but greater comfort, happier homes, and a greater commonwealth. 48 Laying of the Corner Stone of Parker Hall By Arch A. Johnson Grand Master, A. F. & A. M. of Missouri T HE corner stone of Parker Hall was laid at 2 :00 p. m. October 24th, 1911, by the Grand Lodge, A. F. & A. M., of Missouri. The exercises were conducted bv Arch A. Johnson, of Springfield, Missouri, Grand Master of Masons, assisted by Jacob Lam'pert, Deputy Grand Master; Van F. Boor, Grand Senior W arden ; Dr. A. L. McRae, Acting Grand Junior Warden; Sol E. Wagoner, Acting Grand Treas- urer; John R. Parson, Grand Secretary ; H. T. Wright, Acting Grand Chaplain; W. W. Young, Acting Grand Senior Stew- ard, and Frank Houk, Acting Grand Junior Steward. George Hellmuth, Architect of Parker Hall, officiated in his capacity. A large number of Masons from all parts of the State wit- nessed the ceremony. 49 PRESS OF LITTLE & BECKER PRINTING CO., ST. LOUIS, MO.