formal inauguration, involving the invitation of members of the
cap-and-gown fraternity. Mortar boards perched on engineers would have
been considered the height of absurdity. So Dr. Fuller's inauguration
was merged with the Commencement exercises in June, at which time he
gave the principal address.
It was a scholarly address, stilted enough for Victorians and long
enough to wear down two modern audiences. His subject was the "Present
Place and Work of Technical Schools." After discussing at length the
growth of similar schools in Europe, much as Dr. Thompson had done, he
showed why such schools were to become of increasing importance in
America. "Intelligence and skill are every year becoming larger
factors in industrial pursuits," he said, "and technical schools are
coming more and more to be relied on to meet the demand for
intelligent and skilled labor and superintendence." He listed some of
the major problems confronting America and pointed the way to their
solution by training young men in applied science. The objectives of
the faculty, as he outlined them, were to develop and mould the
individual student, to teach practical applications as well as theory,
and to do well whatever might be attempted. "The atmosphere of these
rooms should be one, not of content, but of aspiration, and the
impulse to broad and generous thinking, to high attainments in science
and the arts, and above all, to a pure and noble Christian living, be
so strong that it shall abide to the end of the days of every one who
graduates from these walls."
This was Homer Fuller's creed. A devout and earnest clergyman, he
judged men almost wholly on the extent of their "pure and noble
Christian living." Few have questioned his sincerity or his devotion
to the welfare of the Institute. That he was in constant conflict with
the students may be best explained as lack of understanding. He had
dominated boys in the academy as it was traditional that they should
be dominated. The same technique would not work with the
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