University of California Berkeley - Blue and Gold Yearbook (Berkeley, CA)

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! r CCEPTABLE engineering structures must tt have strength and stiffness, be simple, j JX.durable, useful, reliable, economic, and graceful in proportion. Therefore the engineer should train himself broadly to appreciate fully these qualities of design and construction; otherwise he cannot achieve success. Consequently he must master the fundamentals of pure science and become expert in their mani- fold technical applications. He must acquire good taste in his art, a sound and quick sense for costs and values, and an instinct for invention. He must be an alert business man with the vision and courage of a sane promoter; and above all he must understand and direct men. The engineer cannot truly succeed until he is first and last a student of Nature and Mankind. He is only incidentally a practitioner. CHARLES DEKLETH, Jr. Dean of the College of Engineering and Professor of Civil Engineering B. S. College of the City of New York, 1894 C. E. Columbia University, 1896 LL. D. University of California, 19 0 ' HE College of Chemistry combines the functions of a teaching department and a ' great research institution. In the former capacity it trains a considerable body of highly selected men to enter the chemical industries, where they play an important part in the de- velopment and utilization of the resources of the nation. As a research institution it is engaged in a large number of fundamental problems in pure science. These researches are carried on not only by members of research, but by a considerable number of guests from many nations of the world who come to contribute to, and learn from, the investigations of the College of Chemistry. GILBERT X. LEWIS Dean of the College of Chemistry and Professor of Chemistry A. B. Harvard University, 1896 A. M. Harvard University, 1898 Ph. D. Harvard University, 1 899 Sc. D. Liverpool, 192 Sc-D. University of Wisconsin, 1918 Sc. D. University of Chicago, 1919 [21]

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CLAUDE B. HUTCHINSON Dean of the College of Agriculture and Director of the Agricultural Experiment Station and Professor of Agri- culture B. S. University of Missouri, 1908 M. S. Cornell University, 1913 M. S. Harvard University, 1917 vr GRICULTURAL activities, like other human L activities, evolve; and agricultural his- JL Jxtory, like other history, repeats itself. The Greeks had wine in brick cellars, we have sellers of wine bricks; they fallowed land to maintain fertility, we fallow it to maintain prices; they had a surplus of philosophical theories, we have sur- pluses of many things and are unhappy because we have so much. Superstition has been elevated from the plane of belief that gods and goddesses created all agri- cultural problems and controlled the destiny of all things agricultural, to a rather unanimous be- lief that the Federal Government is responsible in toto for all things both good and bad, and of course should do something about them. The Greeks put their problems to the wise men, we leave them to Congress, which in turn builds a Federal Barn Ford and places upon its chassis the burdens of the agricultural universe. FRANK H. PROBERT Dean of the College of Mining B. S. College of the City of New York, 1 894 C. E. Columbia University, 1896 Associate of the Royal School of Mines, London, 1 897 :HE exploitation of minerals has conditioned the progress of changing civilizations and the rise and fall of empires since the begin- ning of human activity in the remote past to the present time. Throughout the kaleidoscopic picture of his- tory we realize the true import of the basic need of natural resources for the maintenance of national strength. Themistocles established the hegemony of Athens by his strategy following the battle of Thermopylae, in forcing the great naval battle of Salamis, which was financed by federal taxes im- posed upon the silver mines of Laurium. Thus was initiated the rise of Hellenic power. In more modern times this little intellectual empire, the University of California, was con- ceived by Thomas H. Green, who in December, 1849, at the first informal session of the State Legislature gave notice of intention to introduce a bill to establish and endow a state university to be known as Collegio de Minera. [20]

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HENRY F. GRADY Dean of the College of Commerce and Professor of International Trade B. A. St. Mary ' s University, Baltimore, 1907 Ph. D. Columbia University, 1927 JHE present depression makes clear, as noth- ing else in recent years, the necessity for education in business. The extent to which business will be successfully conducted with re- sulting prosperity depends upon the competency of our business leaders. Economic ill health is a result of mistakes in policy both in the conducting of private business concerns and in governmental attitude. Mistakes of government may be errors of legislation, or lack of legislation, along the lines dictated by enlightened economic thought. Colleges of commerce have the responsibility of developing in their students an understanding of the function of business, the knowledge of sound business practice, and a proper appreciation of business ethics. In so far as they perform their function in this regard we will have eliminated the causes of business distress with its far-reaching effect on all phases of life. Business is a profession and will be more definitely regarded as such as its leaders live up to the full measure of their great responsibility. WILLIAM W. KEMP Dean of the School of Education and Professor of Education A. B. Stanford University, 1898 Ph. D. Columbia University, 1912 E ARE indebted to the Athenians for counterparts of our modern systems of education. With the mastery of reading, writing, and counting, the boy was introduced to Homer and the long line of Greek poets. Poetry with its heroic tales and characters, its manliness and pathos, its respect for law and order combined with its admiration for personal initiative and worth, furnished glorious subject-matter. The Citharist gave training in music. Much time was also given to physical exercise at the palaestra. At sixteen the youth entered the gymnasium, where he added more vigorous forms of athletics, learning to participate in the singing and dancing of public choruses and in the state and religious processions. He could now mingle in the market- place and the theatre, receiving thus his civic education through contact with public affairs. In his eighteenth year he took the Ephebic oath, and after two years of military training, was honored with full citizenship. [22]