Rochester Institute of Technology - Techmila / Ramikin Yearbook (Rochester, NY)

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one can exist by himself as he could not have before. If the gaps between people have expanded, if the distinctions between groups has widened into “them” and “us” and “all the rest,” then the counter-movement is stronger than it was before. As the distance between people grew, the attempt to get together grew in response. Sometimes cooly, sometimes un- consciously, and sometimes in desperation they try to reach one another. Something tells them that this is the time to try to achieve some kind of student feeling of unity before it is too late and the Institute degenerates into the scattered lonely crowds that characterize most large colleges and universities. Their effort seemed aided by the gradual entrance into the Institute of a new kind of student. Many observers began to note that newly-entering freshmen classes seemed to be differ- ent from the classes that preceded. Generally, the younger classes appeared to have a slightly diminished interest in the purely sockets-and-grommets curriculum the Institute offered. Many were dissatisfied with the inability of science and busi- ness to solve any of the basic problems of the nation, and they showed greater interest in the humanities courses offered as sidelines to their majors. This spirit seemed to infiltrate the Institute during the year, slowly killing the self-degrading view students held of them- selves as unconcerned and apathy-ridden individuals bent on making their education pay for itself as soon as possible, like some Detroit product, bcFore it became obsolete. Students be- gan to critically examine their education from more than its possible employment benefits, and started demanding courses more relevant to the present and future needs. When it was apparent that the Institute could not. or would not, be able to meet the need in time, programs such as Earth Day and the Alternative University were formulated and presented pri- marily through student effort. Something was happening here, something that had not hap- pened before in the history or the Institute. Change was accel- erating. The forces seeking to divide and to unite the campus became more powerful. As the school year concluded, the question of which of those forces would ultimately prevail was unclear, but the very question itself looked like the most important factor the Institute would have to confront in the years to come. 9

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 And when the noon time comes. may we look back on a work well done. Article by Dean Dexter On Sunday, September 28, 1969, Or, and Mrs, Mark Ellingson were tendered a farewell reception in the College Union cafe- teria. Nearly 2000 students and friends showed up to bid the retiring president and his wife good by as 40 years of Institute service came to a close. In a brief ceremony during the reception, F. Ritter Shum- way, vice-chairman of the Institute Board of Trustees, an- nounced that a one million dollar scholarship and endowment fund had been pledged in honor of Mark and Marsha Elling- son, of which $ 118,000 had already been collected. In making the presentation, Shumway added that in the 33 years Dr. Ellingson had been president of the Institute, the enrollment in the day school had increased by more than 700% and during this period assets had increased by 4,950% and endowments by 1,500%, After the applause, standing ovations, tears, and remem- bering, Mark Ellingson, tired and ready for rest, rose to thank the people he had led for so many years. “’I can think of no other life that could have been so satis- fying as my association with this Institute.” Then it was over, the end. Just like that. The old man, the patriarch with the silver hair and the easy smile was gone. And where the old had been, long and steadfast, a new era suddenly, but quietly, had just begun. !i