Georgia Institute of Technology - Blueprint Yearbook (Atlanta, GA)

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REFLECTIONS ON A GECFKGIA TECH EDUCATIGN By ROY BARNES '50 Reflecting on Georgia Tech in the 'I9 years since I graduated, I have been more impressed each year by the qual- ity of the students and their deep-seated need and yearning to be inspired. They want to be helped by their educational experience to find meaningful and en- riched lives, lives with higher purposes than solely to make a living. But, because of the trade school characteristics of the Tech curriculum, great voids of educational desert con- front the students. You find it virtually impossible to fill these voids on your own because of lack of time, direction, and inspiration. You are required to spend far too many hours on problem solving, and as a result have too little time to contemplate such persistent philosophical questions as Who am I?, Where am I going?, and Why? You have little time even to read a poem and reflect on its meaning and its truths and ideas. You have little time to search for and discover a per- sonal set of values that contemplate in- tegrity, self-respect, dignity, love, peace and freedom of thought and action. You have little time to search for a satis- fying way to fit into an obscure, and perhaps threatening, American future. A Tech education is one long obsta- cle course of more and more technical courses, required and elective, in the student's school of specialization. Di- rectors of some schools, it seems, have carried the requirement of taking all electives within the school of speciali- zation to incestuous excess. In order to survive, a Tech student must have men- tal and physical stamina and discipline which are useful in making a living af- ter graduation. However, the same could be achieved by adopting the core curriculum plan for all schools with fewer hours required in technical sub- jects of specialization. Then more time could be spent seeking understanding. As Bertrand Russell put it, I have wished to understand the hearts of men. I have wished to know why the stars shine, and I have tried to appre- hend the Pythagorean power by which number holds sway above the flux. Like Russell, the students at Tech don't want to settle for a self-limiting acquaintance with mere factual knowl- edge. They want to transcend their technical education. Russell once said that he felt an unbearable pity for the suffering of mankind. So too, do many of the Tech students. Because of it, they want to relate their experiences more meaningfully to society's problems and opportunities. It seems to me that too much time

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