Massachusetts Institute of Technology - Technique Yearbook (Cambridge, MA)

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ir... fkw Q In Zin Memoriam SAMUEL WESLEY STRATTON Chairman of the Corporation Died October 18, 1931 CLARENCE LBMUEL ELISHA MOORE Professor of Mathematics Died December 5, 1931 MELVIN JOSEPH JOHNSON Student in Electrical Engineering Died july 15, 1931 ROLAND WILHELM FORTIBR Student in Electrical Engineering . Died July 15, 1931 JOHN EDMUND THOMPSON Student in Chemistry - Died August 3, 1931 A 9 GEORGE EASTMAN Member of the Corporation Died March 14, 1932 WINWARD PRESCOTT Associate Professor of English Died March 2, 1932 GEORGE LYMAN LOVEJOY Student in Engineering Administration Died August 19, 1931 RALPH GORDON GPFERKUCK Student in Architectural Engineering Died August 28, 1931 WILLIAM PENN MONTGOMERY Student in Mining and Metallurgy Died January 5, 1932

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LIFE OF DR. STRATTON INSTITUTE VIEWS ADMINISTRATION . CLASSES . GREATER BOSTON ATHLETICS . INFORMALS . ORGANIZATIONS . PUBLICATIONS . I-IONORARY SOCIETIES DORMITORIES FRATERNITIES SOCIETIES . . STUDENT DIRECTORY CONTENTS

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SAMUEL WESLEY STRATTON 1861 - 1931 OR the fourth time in the seven decades of its history, one of Technology's great leaders has died in the fullness of his power. Presidents Rogers, Walker, and Maclaurin died while in the midst of their great labors for the advancement of this Institute and on October 18, 1931, Doctor Stratton joined that eminent group. Samuel Wesley Stratton, like many other celebrated Americans who have contributed to their country's greatness, was born in hum' ble circumstances. His parents were Codfloving people of the hardy pioneer stock, who were instrumental in developing the settlement of Litchfield, Illinois, where he was born on July 18, 1861. Though mod' est in their circumstances, great was their desire that their son should have the advantage of an education, and by means of many sacrifices this was provided by them. His great interest in machinery, especially that used on the farm, and his natural aptitude for practical applicaf tion of what he learned by his own youthful experiments awakened in him the desire for a technical education. He entered the University of SAMUEL WESLEY STRATFON Illinois, and by engaging in work after school hours was able to pay his way through college. At the age of twentyfthree, the Univerf sity of Illinois conferred upon him the degree of Bachelor of Science in Mechanical Engineering. In recognition of his exceptional ability, the University of Illinois called him in 1885 as an instructor of mathematics and physics, promoted him in 1889 to Assistant Professor of Physics and advanced him in the same year to the chair of physics and electrical engineering, which honored position he held until 1892. The same year he was engaged by the University of Chicago to be assistant professor of physics, was promoted in 1895 to an associate professorship, and in 1898 was made a full professor. Surrounded in early life by those who had participated in the Civil War and accustomed to their accounts of it, Samuel Wesley Stratton was impressed with the fact that all men would be called upon to defend their country in time of need. When he became a student in a state university where military tactics were taught, he registered for these courses and became deeply interested in them, winning the competitive company drill as a cadet captain. A few years later when talking with the president of the University of Illinois, Professor Stratton asked why he had been selected to remain as a member of the instructing staff. The president replied that he had seen that com' petitive company drill in which Cadet Stratton was made a captain and that he seemed to know how to get along with men. He enjoyed the systematic manner of doing things and that experience, especially the discipline, proved to be of great value to him in many of his duties of later years. I A short time after he had arrived at the University of Chicago, a friend of his, knowing of his military instruction at the University of Illinois, requested the assistance of Professor Stratton in the organizaf tion of a naval militia at Chicago. Although skeptical at Hrst of the value of training men inland for the naval service, after a thorough study of the duties of the men constituting the crew of a warship, he conf cluded that men with almost any kind of a technical training would be invaluable in time of need as engineers and officers. Manning an unarmed naval vessel and using the Great Lakes as a training ground, The 'young cada The Student ' 11