Millikin University - Millidek Yearbook (Decatur, IL)

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NINETEEN TEN MILLIDEK Wtyt ikfjool of engineering ALBERT R. TAYLOR, Ph. D., President JAMES D. ROGERS, Ph. D., Dean of the College HARRY E. SMITH, M. E. Professor of Mechanical Engineering- Cornell University, M. E. 1887; Practical experience with Brown and Sharpe Manufactur- ing Company, Providence, R. I., and Win. Sel- lers Company, Philadelphia, 1887- 1888. In- structor Cornell University Shops, 1888-1889; Instructor Mechanical Engineering, University of Minnesota, 1889- 1892. Assistant Professor of Mechanical Engineering, University of Minne- sota, 1892-1901. Professor of Applied Mechanics and Machine Design, Pratt Institute, Brooklyn, 1901-1905, Mem. A. S. M. E. Mem. S. P. E. E. EUGENE C. WOODRUFF. Ph. D. Professor of Electrical EiiKineerinur University of Michigan, B. S. 1894, M. S. 1896; Ph. D. 1900. Ann Arbor University School of Music, Pipe Organ, 1896. Teacher of Sciences in High Schools, Michi- gan, Chicago. Instructor 1900-1901. Assoc. Mem. A. I. E. E. Assoc. Mem. A. S. I. R. A. PROF. II. K. SMITH GEORGE F. ECKHARD Professor of Civil Engineering Iowa State Teachers ' College, M. Di., 1900; University of Iowa, B. S., 1905; Instructor Mathematics, Rock Rapids, Iowa, High School, 1900-1901 ; Instructor Mathematics, Carroll. Iowa, High School 1901-1902; Instructor Cedar Falls, Iowa, High School, and University of Iowa, 1906-1907; Practical Experience with Win. Schott Contracting Co., Illinois Central R. R., Cuba Eastern R. R. ; W. S. Mineral Surveyor for New Mexico; City Engineer, Socorro, X. Mex., 1907-1909; Professor of Civil Engineer- ing, New Mexico School of Mines, 1907 -1909. LORELL M. COLE Professor of Manual Trainim Colby High School, 1889; Stout Manual Training School for Teachers, full course, 1906; Teacher in Wisconsin Graded and High Schools, 1889-1901 ; Assistant Stout Manual Training School, 1901-1902; Director of Manual Training, Dunn County School of Agriculture, 1902- 1906. Thy span of life was all too short. — Prof. Stevenson. 22

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NINETEEN TEN MILLIDEK Ki)t Retool of (Engineering THE great pyramids of Egypt and the temples on the Nile are evidences that the profession of Engineering existed long before the Christian era. The Greeks and Romans constructed marvelous roads, bridges, aqueducts and various me- chanical structures that are even yet the admiration of the world. The ruins left by the Incas in South America and by the Aztecs in Mexico, are evidences of the work of engineers years before Columbus discovered America. President Hadley of Yale, at the dedication of a new Engineering Building in New York City, said, The men who did more than anything else to make the Nineteenth Century different from the other centuries that went before it were its engineers. Down to the close of the eighteenth century the thinking of the country was dominated by its theologians, its jurists, and its physicians. These were by tradition the learned professions. It was reserved for the nineteenth century to recognize the dominance of abstract thought in a new field — the held of constructive effort — and to revere the trained scientific expert for what he had done in these lines. Enthusiasm and de- votion to his work, and in after years, to his profession, is char- acteristic of the engineering student. Without this devotion no man can rise, but will remain a hewer of wood and a drawer of water. What engineer does not feel the pride in his profession grow as he rushes through the great tunnels under mountain or river ; as he watches the great ocean vessels sweep out to sea ; as he sees the giant steam locomotives or mysterious electric motors hauling long heavily loaded trains with ever increasing speed, or as he observes some intricate machine performing its task with more than human accuracy 1 The world is still full of unsolved problems in the engineer- ing field and the engineers, the men skilled in the application of science, are to solve them. They are the men who are to make the deserts blossom as the rose, develop the great wealth mines and forest, and harness the forces of nature to the chariot of civilization. There is a dignity and intrinsic worth in know- ledge and skill that is directlv useful, and the disciplinary and cultural value of useful applied science should not be under- estimated. To the school of Engineering is assigned the development of its students in the fundamental theory and practice of the Civil, Mechanical, and Electrical branches of engineering. Its courses are planned with the view of affording, not only the basis of a sound engineering education, but also, for the cultiva- tion of the judgment and executive faculties as well. The first two years all the courses are similar and deal with those subjects which are fundamental to all engineering work. The last two vears of each course, while still retaining many studies in common with the others, are largely given to the studies and laboratory investigations that are essential to each special line of work. Let ' s meet and either do or die. — Millidek Board. 21

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NINETEEN TEN MILLIDEK HAROLD ORDWAY RUGG Instructor in Civil Engineering Dartmouth College, B. S., 1908; Thayer School of Civil Engineering, C. E., 1909; Tutor in History, Dartmouth College, 1906-07-08, and Instructor in Graphics, 1908; Practical work as surveyor in New Hampshire; Assistant Engineer, Missouri Pacific Railway, 1909; Member Soc. Pro. Enge, Ed. JAMES B. SHAW, D. Sc. Professor of Mathematics ROBERT J. KELLOGG, Ph. D. Professor of Modern Languages GRACE PATTEN CONANT, A. M. Professor of English Literature and Language BENJAMIN B. JAMES, A. M. Professor of Physics JOHN C. HESSLER, Ph. D. Professor of Chemistry W. W. SMITH, LL. D. Professor of Commerce -nd Finance M. ELIZABETH COLGRJVE, A. B. Associate Professor of Modern Languages RALPH JONES, 1910 Student Assistant in Electrical Engineering Ye are the Salt of the Earth. — Class of 1910. 23