A History of the Lowell Institute School, 1903-1928 [Reprint 2014 ed.] 9780674423541, 9780674499751

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A HISTORY OF THE LOWELL INSTITUTE SCHOOL

LONDON : HUMPHREY MILFORD OXFORD UNIVERSITY

PRESS

D R . A. L A W R E N C E

LOWELL

EARLIER THAN 1910

A HISTORY OF THE LOWELL INSTITUTE SCHOOL 1 9 0 3

—

1 9 2 8

BY

C H A R L E S F. PARK PROFESSOR OF MECHANISM DIRECTOR OF THE MECHANICAL LABORATORIES MASSACHUSETTS INSTITUTE

OF TECHNOLOGY

DIRECTOR OF THE LOWELL INSTITUTE SCHOOL

CAMBRIDGE, MASSACHUSETTS

HARVARD UNIVERSITY PRESS

I93I

COPYRIGHT, 1 9 3 1 Β Ϊ T H E PRESIDENT AND FELLOWS OF HARVARD COLLEGE

PRINTED AT THE HARVARD UNIVERSITY PRESS CAMBRIDGE, MASS., U . S . A .

This history, written as a labor of love for the Lowell Institute School, is dedicated to the Alumni, whose devotion and loyalty are its greatest asset.

FOREWORD HIS story of the Lowell Institute School is an account of an educational experiment that was started in 1903 and has been carried on for more than twenty-five years. Being a history, it includes much detail, but the material has been arranged in such a way, with students' experiences and recollections inserted here and there, that the reading, it is hoped, will not be wearisome.

PREFACE HIS book is notable because the author is the man who created the institution he describes. To Professor Park was given merely the general aim of the School: to train non-commissioned officers, or rather — as experience has shown — line officers in the army of industry; and to do it for men working all day at their trade. To carry out this idea he laid out a plan which, after twenty-five years, needs no substantial change. New things have been added but the old have endured. He selected the subjects, arranged the courses, and chose the instructors. Under his hand the School has grown, because it has proven its value to the students, and has won the confidence of employers. To summarize its aims and methods in a preface is needless, for the book itself is concise and tells its own story well.

CAMBRIDGE, MASSACHUSETTS

January, 1931

CONTENTS I. II.

W H Y AND H O W T H E SCHOOL WAS S T A R T E D

.

3

O P E N I N G OF THE SCHOOL

13

III.

C L A S S E S , 1 9 0 6 ΤΟ 1 9 1 3

2Ξ

IV.

T H E BUILDINGS COURSE

28

C L A S S E S , 1 9 1 4 ΤΟ 1 9 2 3

34

TWENTIETH ANNIVERSARY

44

C L A S S E S , 1 9 2 4 ΤΟ 1 9 2 8

48

T H E TWENTY-FIFTH Y E A R

52

STATISTICS

63

GENERAL FEATURES

80

STUDENT RECOLLECTIONS

88

XII.

T H E ALUMNI

94

XIII.

CONCLUSION

103

APPENDIX

115

V. VI. VII. VIII. IX. X. XI.

ILLUSTRATIONS Dr. A . Lawrence Lowell, earlier than 191 ο Dr. Henry S. Pritchett

Frontispiece 4

Charles F. Park, earlier than 1910 Instructing staff, 1910 Expression of students' appreciation

12 24 26

Massachusetts Institute of Technology at night Cartoon (war time) Testimonial to Dr. Lowell Testimonial to Charles F. Park Dr. Samuel W. Stratton Graduate certificate (new style) The.Climb to Opportunity (cartoon)

36 40 44 44 46 48 50

Charles F. Park, Director Professors, past and present Instructing staff, 1928

52 56 58

Charts Registration Attendance Earlier schooling Average ages Number of graduates Graduates of more than one course Graduates of advanced courses Reminiscences (eight cartoons) Invitation to annual banquet Dr. A . Lawrence Lowell Graduation certificate (old style)

66 69 71 74 76 77 78 90 96 102 122

A HISTORY OF THE LOWELL INSTITUTE SCHOOL 1903-1928

I

Why and How the School was Started PON

t h e d e a t h o f A u g u s t u s L o w e l l in 1900, his

son, D r . A b b o t t L a w r e n c e L o w e l l , b e c a m e sole trustee o f t h e L o w e l l I n s t i t u t e .

the

V e r y e a r l y in t h e

administration of the F u n d , 1 D r . Lowell decided

to

m a k e a c h a n g e in t h e w o r k d o n e b y t h e L o w e l l

In-

stitute

In-

in c o n n e c t i o n

with

the

Massachusetts

stitute of T e c h n o l o g y . 1 John Lowell, Jr., the founder of the Lowell Institute, was the grandson of Judge John Lowell, who enjoyed the public confidence in revolutionary times. Of the three sons of Judge Lowell, the eldest, John, was an eminent lawyer; his only son was John Amory Lowell. The second son, Francis Cabot Lowell, a merchant, was the father of the founder of the Institute. The youngest son, the Rev. Charles Lowell, an eminent Boston minister, was the father of several distinguished children, the youngest of whom was James Russell Lowell. John Lowell, Jr., like his father, was a successful merchant. Early bereft of wife and children, he passed the few remaining years of his life in travel, and died in Bombay, March 4, 1836. He was only thirty-four years of age when he made his will giving half his property to the support of public lectures for the benefit of his fellow citizens. The confiding of the whole management of the Fund to one individual was a marked peculiarity, distinguishing it from other endowments. The trustee appointed by the will was John Amory Lowell, who had sole charge of the endowment for more than forty years. He organized regular courses of lectures which followed a discourse consisting of a memoir of John Lowell, Jr., given a second time by Edward Everett on the evening of January 1 , 1840, and the Lowell Institute was established.

Augustus Lowell was the second trustee, and held the position for nineteen years.

4

The Lowell Institute

School

For more than a third of a century Lowell Free Courses for advanced students had been given by professors of the Institute of Technology. These courses had done no small amount of good; but with the increased educational facilities of all kinds in Boston they seemed to be less necessary than formerly. Moreover, they covered many subjects without much relation to one another, and at that time the great advantage of systematic study had been learned. On the other hand, among the different classes in our community there appeared to Dr. Lowell to be one which had hardly received the attention it deserved. He stated that "we have heard a great deal of late years of captains of industry; but the efficiency of the industrial art depends, in a very large measure, and probably to a constantly increasing extent, upon the capacity of its non-commissioned officers." He thought that it would be a great benefit to the community at large if men who were working at their trade and had not had opportunity to attend college or a technological institution could have some instruction in the principles of applied science, so that they might understand more thoroughly the work they were superintending, and be ready to apply improvements in machinery. It was felt also that if this class of men was better educated it would be a benefit to the community socially. To give them such educa-

DR. PRESIDENT

OF T H E

H E N R Y

MASSACHUSETTS

S.

P R I T C H E T T

INSTITUTE

OF T E C H N O L O G Y ,

1900-1907

Why and How the School was Started

ζ

tion as was desired, instruction could be given only in the evening. With this object in view, the Trustee of the Lowell Institute and Dr. Henry S. Pritchett, President of the Massachusetts Institute of Technology, after conference, asked Professor Charles F. Park to draw up a plan. As a result of Professor Park's report, it was decided to substitute for the advanced courses hitherto given by the Lowell Institute under the auspices of the Massachusetts Institute of Technology an evening "School for Industrial Foremen," comprising at the outset two courses, one mechanical and the other electrical, and each extending over two years. The proposed schedules of courses were as follows: COURSES τ-» ν ΓIRST YEAR

Practical Mathematics Elementary Physics (30 hours) and Electricity (27 hours) Elements of Mechanism and Gearing Drawing Total

Hours of Exercise

51 57 34 40

6

The Lowell Institute School SECOND YEAR Mechanical

Elements of Thermodynamics, the Steam-engine, and Boilers Valve-gears Mechanics Elementary Hydraulics Steam and Hydraulic Laboratory Testing Laboratory (Resistance of Materials) Mechanism Design (24 hours) and Elementary Machine Design (48 hours) Total

38 10 38 10 24 12 72 204

Electrical Elements of Thermodynamics, the Steam-engine, and Boilers Valve-gears Steam Laboratory Direct Current Machinery Alternating Currents Electric Distribution Electrical Testing Laboratory Dynamo Laboratory Total

38 10 16 12 18 33 20 52 199

DESCRIPTION OF PROPOSED

COURSES

FIRST YEAR The work classified under Practical Mathematics embraces the principles of algebra, solid geometry, and trigonometry, and the elements of calculus. The theory and use of logarithms and the slide rule are also included. It is proposed to give such parts of mathematics as are of immediate practical value to the men in the work in which

Why and How the School was Started

η

they are engaged, and such mathematical training as is essential to the proper presentation of succeeding studies, teaching the elements well, and omitting as much of the complex portions as will not seriously affect the succeeding subjects. It will be the aim to ground the students well in the fundamental principles in the First-year Course, and to extend the mathematical training in the application to the technical subjects and laboratory work that are to follow. The purpose of the course in Elementary Physics and Electricity is to familiarize the students with the fundamental principles of general physics and to lay a foundation for subsequent studies. The lectures will be fully illustrated by suitable experiments. The course in Elements of Mechanism and Gearing includes the study of the motions and forms of the various mechanisms occurring in machinery, the manner of supporting and guiding the parts, and the forms of gearteeth. The course in Drawing includes systems of dimensioning, conventional representations, tracing, and drawing illustrating the class-room work in connection with the course in Mechanism, including problems in belting, the design of cams, quick-return motions, gear-teeth, etc. SECOND

YEAR

The course in Elements of Thermodynamics, the Steamengine, and Boilers includes the properties of gases and vapors, especially steam; the flow of gases and vapors; hot-air and gas-engines; steam-engines; the steam-engine indicator; air-compressors; and steam-boilers, their details and accessories. These subjects will be treated in a practical as well as a theoretical manner, with a view of their application to work in the laboratories or in practice. Attention will be given also to the theory and practice of the

8

The Lowell Institute School

steam-engine, including simple, compound, and tripleexpansion engines, their construction and efficiency. There will also be some discussion of the accessories leading to the most economical use of steam, and the latest devices by which economy may be increased. The course in Valve-gears includes the study of the different types of valve-gears for steam-engines, the Stephenson link, and the design of simple and double valves. The subjects taught in the course of Mechanics are statics, dynamics, and the strength of materials. The work includes the composition and resolution of forces; moments; the determination of reactions and stresses in frames; velocities and accelerations; constrained motions and stresses in moving bodies; centre of gravity; moment of inertia; stresses in beams, columns, and shafting; combined stresses; and results of tests of materials. In the course of Elementary Hydraulics the fundamental principles of hydraulics will be taught, including the flow of water through orifices and pipes, and over weirs. The work in the Steam and Hydraulic Laboratory can best be illustrated by the tests that will be made by the students. They include steam-engine tests on a 150 H.P. triple-expansion engine and on a 225 H.P. high-speed tandem compound engine, tests of the performance of a surface condenser, a duplex steam-pump, a 36 H.P. gasengine, a pulsometer, a rotary pump, a steam-injector, a three-stage air-compressor, a 48-inch Pelton water-wheel, and other apparatus. In the Testing Laboratory the student will make the following tests: to determine the compressive strength of short struts and columns, the shearing modulus of elasticity and torsional strength of two-inch steel bars; the modulus of elasticity, the limit of elasticity, and the tensile strength of steel or iron rods; the modulus of elasticity and the tensile strength of wire; and tests of the deflections and trans-

Why and How the School was Started

9

verse strength of full-sized beams, and the strength of hydraulic cement. This laboratory instruction will be given in connection with the lectures upon the Resistance of Materials, and the students will take all the observations and calculate the results of each test. The main object of the course in Mechanism Design and Elementary Machine Design is the application of principles learned in the class- or lecture-room to the solution of problems in design. The scope of the designs will be sufficiently limited to enable the student to make the necessary calculations to determine the strength of every part by means of principles already learned, and not by means of empirical formulae. It is believed that only by supplementing the class-room study by such practice in the drawing-room can full benefit of the courses be obtained. The work in Direct Current Machinery embraces the theory, construction, and use of the various types of generators and motors. Methods of testing, the study of characteristics and of parallel running will also be included. The lectures in Alternating Currents will begin with the consideration of the fundamental energy conditions for periodic current circuits, and will be followed by a discussion of such circuits in parallel, a treatment of alternating current generators and of transformers. There will also be some discussion of polyphase systems, the induction and synchronous motor, and the rotary converter. Throughout this work graphical methods will be much used. Electrical Distribution embraces methods of distribution of both direct and alternating currents as applied to lighting, transmission of power, street railways, etc. The work in direct currents includes the layout of central stations for lighting and power; the general principles of direct current distribution, series, parallel, and multiple wires; the use of boosters, storage batteries, and the auxiliary devices entering into the various direct current systems.

ΙΟ

The Lowell Institute School

In the consideration of the generation and distribution of power by alternating currents will be included questions of regulation and of parallel running of alternators; the various application to power systems of polyphase motors, both synchronous and induction; and the use of the rotary converter with special reference to railway work. There will also be some discussion of the principles of high voltage power transmission. This course will be fully illustrated by working models. In the course on Electrical Testing, performed in the Standardizing Laboratory, special attention will be given to methods of measurement and testing, which are of fundamental importance in technical work. It is intended to familiarize the student with instruments of the best design and with methods of approved value. In connection with the laboratory work particular attention will be directed to the various sources of error arising in experimental work, the intention being to lay the foundation for an intelligent criticism of results. Graphical methods will be freely used, and emphasis will be laid on precision of results and economy of time. The work will include the calibration of ammeters, voltmeters, and wattmeters, for both direct and alternating currents, for high as well as low voltages, and for both large and small currents. The work performed in the Laboratory of Dynamo Electric Machinery will embrace the determination of characteristics and efficiencies of both direct and alternating current generators and motors; the determination of the heating, regulation, and efficiency of transformers; investigations of rotary converters and synchronous and induction motors; and a complete test of a lighting plant. A portion of the time will be devoted to photometric measurements of arc and incandescent lights. It will be observed that these courses included the study of subjects with which the men were not likely

Why and How the School was Started

11

to familiarize themselves in practice, and thus gave them a fundamental training in principles that practical experience could not supply. It was the aim to adapt the courses to the needs of the men, and to make the instruction as thorough and as practical as possible, giving the men training along the lines which would be of the most service to them in the work in which they were engaged. The amount of ground covered was large, requiring attendance from 7.30 to 9.30 for three or four evenings a week; and no man could do the work satisfactorily without also devoting much time to study away from the school. There was a feeling that possibly the amount of work attempted in the two years might be too large, but it was believed that an extension of the work over more than two years would be unwise, as the courses could be of benefit to only a comparatively small number of persons each year. By careful selection of the men and strict oversight of the work, it was expected that the courses would be completed satisfactorily by a large percentage of the students. To those who satisfactorily completed the required courses of the two years and passed the examinations it was planned to give graduate certificates.1 It was believed that those men would be found far better qualified to fill higher positions than before. To be admitted to the school, the applicant must 1

See Appendix, pp. 122-123.

12

The Lowell Institute School

be at least eighteen years of age, must have a good knowledge of arithmetic, including the metric system, elementary algebra, plane geometry, and mechanical drawing, and must pass the entrance examinations in those subjects. In addition, considerable weight was attached to the applicant's occupation and practical experience; and each man understood that the courses were open only to those who were ambitious and willing to study, and who purposed to complete the full course of two years.1 The entering student signed an application blank 2 in which he agreed to conform to the requirements of membership of the school, and above his signature was the following statement: If admitted, I promise to attend all lectures and exercises of the school, except when permission to be absent has been granted by the Director; and I consider irregular attendance, lack of punctuality, or neglect of school work good and sufficient cause for my removal from the school at any time. 1 A circular describing the entrance requirements is placed in the Appendix (p. 119). * See Appendix, p. 122.

C H A R L E S F.

PARK

EARLIER THAN 1910

II Opening of the School HE school was opened October 2, 1903, and the instruction began October 5; it took the form of lectures, recitations, drawing-room practice, and laboratory exercises, and was given at the Massachusetts Institute of Technology by members of the Faculty. T h e first instructors were as follows: FIRST

YEAR

Practical Mathematics William A. Johnston and Harry E. Clifford Elementary Physics and Electricity William J. Drisko and Louis Derr Elements of Mechanism and Gearing Allyne L. Merrill Drawing Charles F. Park, assisted by George B. Haven and Walter H. James SECOND

YEAR

Elements of Thermodynamics, Steam-engine, and Boilers Edward F. Miller Valve-gears Charles F. Park Mechanics Charles E. Fuller

14

The Lowell Institute School

Elementary Hydraulics Dwight Porter Testing Laboratory, Resistance of Materials Charles E. Fuller, assisted by Harrison W. Hayward and Henry H. Fales Steam and Hydraulic Laboratory Edward F. Miller, assisted by Charles W. Berry and Joseph C. Riley Mechanism Design Charles F. Park, assisted by Roy G. Burnham Machine Design Peter Schwamb, assisted by George B. Haven Direct Current Machinery Harrison W. Smith Alternating Currents Harry E. Clifford Electric Distribution William L. Puffer Electrical Testing Laboratory Frank A. Laws, assisted by Newell C. Page and William G. H. Whitaker Laboratory of Dynamo Electric Machinery Ralph R. Lawrence, assisted by John W. Ager and Edward E. Nelson T H E F I R S T SCHOOL Y E A R

The proposed schedule of courses was carried through without any change, and the instruction was completed as originally planned. The school year for the first-year class, which is the same for both the mechanical and the electrical sec-

Opening of the School

ιζ

tions, was divided into three terms: the first term of ten weeks began October 5 and closed December 11, the second term of seven weeks began December 28 and closed February 12, and the third term of ten weeks began February 23 and closed M a y 2. During the first and second terms exercises were held Monday, Wednesday, and Friday evenings from 7.30 to 9.30; but in the third term, when studies requiring no outside preparation were begun, exercises were held Monday, Tuesday, Wednesday, and Friday evenings. T h e program was so arranged that two exercises of one hour each in subjects requiring outside study were given on the same evening; and, as far as possible, an illustrated lecture followed a recitation or a less formal lecture. It was believed that such an arrangement would prove more efficient than a plan to give longer exercises in a single subject in one evening. Each exercise in the drawing-room or laboratory was two hours in length. Textbooks were used in many of the subjects, but in some of the work, where the instruction differed widely from available books, printed notes were supplied to the students at cost. Although the courses were free, the students were expected to purchase such textbooks, notebooks, instruments, and other materials as were from time to time recommended. T h e scholarship of the students and their ability to continue the courses were determined in part by ex-

16

The Lowell Institute School

aminations held at the close of each term, but regularity of attendance and faithfulness to the regular school work were essential. No numerical rating was given, although it was kept on the school records, but each student was furnished with a general statement of standing at the end of each term. Students who were failing to keep up with the work or to profit sufficiently by the instruction were informed that they were not qualified to pursue the course advantageously. THE

FIRST-YEAR

CLASS

One hundred and sixty-five applicants were admitted to the school. Many of these men, however, were not properly fitted to take up the work. As the applicants were received mainly on the recommendation of their employers,1 — there being hardly time for preparation for entrance examinations this first year before the school opened, — many men not qualified for admittance were allowed to attend the exercises and to learn for themselves their unfitness. Many applicants perceived the grade of the work at the first exercise and withdrew. The attendance at the second exercise was ninety-seven. The number of students at the close of the first term was seventyeight, and nearly all were able to profit by the in1

A copy of the letter sent to executive officers of the leading industries and public service corporations will be found in the Appendix, pp. 123-124.

Opening of the School struction.

17

F o r the remainder of the school year the

shrinkage was comparatively slight. Number of applicants admitted Attendance at second exercise Number attending at close of first term Attendance at beginning of second term Number attending at close of second term Attendance at end of school year

165 97 78 74 70 66

S T A T U S OF STUDENTS A T E N D OF F I R S T

YEAR

Mechanical

Electrical

Total

21

26

47

4 6

4 5

8 11

31

35

66

STANDING OF M E N ADMITTED TO THE SECOND-YEAR

CLASS

Admitted to the second-year class Admitted to the second-year class conditionally Not admitted to the second-year class Total

Candidates for the graduate certificate Candidates for the graduate certificate with conditions Total

Mechanical

Electrical

Total

10

17

27

11

9

20

21

26

47

In the first annual report the Director stated: " T h e courses are undoubtedly severe, and it is more than gratifying that about as m a n y students have proved themselves able to keep up with the work as it was thought wise at the outset to try to teach during the second y e a r . "

The Lowell Institute School

ι8

OCCUPATIONS OF M E N W H O COMPLETED THE FIRST Y E A R

Draftsmen Machinists Clerks Wire, meter, or switchboard inspectors Instrument makers Laboratory assistants Installing or testing meters Salesmen Blacksmith's helper Car-repair man Chief engineer of power plant Civil engineer Electrical engineer Electrician Engineer of construction Foreman of erecting shop Foreman of feeder lines Foreman of installation department Instrument man Locomotive fireman Manager of municipal light plant . Mechanical engineer Ordnance man (first class) Pattern maker Station agent Steam engineer and electrician . . . . Telephone engineer Tool maker Total

19 10 6 3 2 2 2 2

66

Opening of the School

19

It will be noticed that although a variety of occupations was represented nearly one-half the students were draftsmen or machinists. C O M P A N I E S R E P R E S E N T E D AT C L O S E O F F I R S T Y E A R

Edison Electric Illuminating Company Boston and Maine Railroad General Electric Company American Telephone and Telegraph Company Watertown Arsenal Boston Elevated Railway New England Telephone and Telegraph Company.. Saco and Pettee Machine Shops B. F. Sturtevant Company United Shoe Machinery Company United States Navy Yard City of Boston Crosby Steam Gage and Valve Company Atlantic Works George F. Blake Manufacturing Company Boston Gear Works C. H. Brown and Company Charles Carr Η. H. Cummings and Company Ingalls and Kendricken H. S. Kimball Massachusetts Institute of Technology New England Structural Company Pneumatic Scale Corporation Stone & Webster Thermograde Valve Company United States Engineer Department Wakefield Municipal Light Plant Walworth Manufacturing Company Whidden and Company Total Companies represented

7 6 6 4 4 3 3 3 3 3 3 2 1 1

1 1

1 1

1 1 1 1 1 1 1

1 1 1 1 1 66

3°

The Lowell Institute School

ΊΟ

RESIDENCES

Allston Arlington Heights Ashmont Boston East Boston South Boston Brighton Brookline Cambridge East Cambridge Dorchester Everett Jamaica Plain Lexington Lynn West Lynn

OF S T U D E N T S A T C L O S E

ι ι ι 5 ι 4 1 1 2 2 8 4 1 1 4 3

OF F I R S T

YEAR

Maiden Medford Natick Newton Upper Falls . . . . West Newton Reading Revere Roslindale Roxbury Somerville West Somerville Wakefield Watertown Winchester Winthrop Winthrop Highlands Total

EARLIER

S C H O O L I N G OF S T U D E N T S W H O THE F I R S T

66

COMPLETED

YEAR

Graduate of college or scientific school Attended college or scientific school Graduate of high school Attended high school Graduate of grammar school Attended grammar school Total

4 1 ι 3 1 1 1 1 1 4 2 1 2 1 1 1

4 6 27 23 4 2 66

The graduates of colleges were from Harvard University, University of Pennsylvania, University of Vermont, and the Massachusetts Institute of Tech-

Opening of the School

21

nology. The extremes of earlier training were represented by the man who received the Harvard A . M . degree and the man who left the grammar school at the age of eleven years. The oldest man in the first-year class was fifty-four years of age and the youngest seventeen years. Five men were over forty, and nine under twenty, but fifty per cent of the students were between the ages of twenty-two and thirty.

The average age was 26.9

years. The students were nearly equally divided between the two courses, and gave promise of a good class for the second-year work. Concerning the work of the class as a whole [the Director reported] there has been a sincere effort to do the work, which has continued to the end of the year; and considering the adverse circumstances under which a considerable number of the men have worked, I think it very gratifying that only eleven out of sixty-six men at the end of the year have been obliged to discontinue. I have been deeply impressed with the high quality of the men composing this first-year class, and I cannot speak in too high terms of the spirit of enthusiasm and deep interest with which these men have performed the work, the more remarkable when it is remembered that they have not in several years carried on systematic study. It is too early, of course, to tell the nature of the product that we shall turn out, but I must say that I am more than pleased with the results of the first year.

ii

The Lowell Institute School T H E SECOND-YEAR

CLASS

Four of the eight men admitted conditionally to the work of the second year removed the conditions in September, and the second-year class started with a membership of fifty-one. The original plan of limiting the size of the second-year class to fifty students, twenty-five in each course, has never been put into effect. Several of the students were not candidates for the graduate certificate, but as they were profiting by the instruction they were allowed to continue the work. The men took deep interest in the instruction, particularly in the laboratory exercises, and did the work well, as is attested by their records. The second-year course was severe, particularly for the last eighteen weeks, when attendance was required four evenings each week, and considerable outside preparation was necessary. The students kept their enthusiasm, however, and showed an untiring effort to take all that was offered. It is gratifying that nearly all expressed a desire to extend their training. Applications from eight were accepted for admittance the next year to the second-year course which they did not originally take.

Opening of the School

23

T h e attendance was as follows: Mechanical

A t beginning of school year A t end of first term At end of school year Candidates for certificate . Recipients of certificates ..

Electrical

24 23 20 17 14

Total

27 25 21 17 14

5i 48

41 34 28

Graduation exercises were held in Huntington Hall on Wednesday evening, M a y 31, 1905.

T h e y con-

sisted of short addresses and the awarding of the graduate certificates.

T h e opening address was b y the

Director of the School, Professor Charles F . Park the second b y Dr. Henry S. Pritchett, President of the Massachusetts Institute of Technology, and the third b y Frederick P . Fish, President of the American Telephone and Telegraph Company. T h e closing address and presentation of certificates were by the Trustee of the Lowell Institute, Dr. A . Lawrence Lowell. 1 Graduate certificates were given to twenty-eight men —• fourteen in the mechanical and fourteen in the electrical division. O f the six unsuccessful candidates, two qualified in September and were classified with the 1905 graduates. T h e average age of the graduates at the time of graduation was 29.3 years. T h e oldest man was fortysix and the youngest nineteen years of age.

Three

were over forty, and only two under twenty-one. 1 For program, see Appendix, p. 143. For list of speakers at other graduation exercises, see Appendix, p. 154.

The Lowell Institute School

24

OCCUPATIONS

OF

GRADUATES1

Draftsmen Machinists Clerks Instrument makers Assistant chief engineer of power station Assistant civil engineer Electrician Electrical testing Foreman of erecting shop Laboratory assistant Locomotive fireman Manager of manufacturing company . . , Meter installer Steam engineer and electrician Total

12 2 2 2

28

During their second year in the school, several of the students received promotions in their regular occupations. One of these said in a letter, " I owe the advancement in great measure to the instruction gained through the Lowell School for Industrial Foremen." Not a few of the men were already filling positions of considerable responsibility. 1 A list of the graduates' names, ages, and occupations will be found in the Appendix, pp. 125-126.

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