6. Review of the Wrought Iron Girder Bridge, over the Schuylkill River, on Girard Ave., Philadelphia, Pa. George S. Griffen, Phoenixville, Pa.

7. Review of the Lake Tunnel of the Cleveland Water Works. Frank L. Ford, East Cleveland, O.

8. Review of a "Standard Passenger Locomotive Engine," Constructed at the Grant Locomotive Works, Paterson, N. J. William H. Powless, Norwood, N. J.

9. Discussion of the Principal Methods of Constructing Foundations in Water. Lyman E. Cooley, Canandaigua, N. Y.

10. Review of a Floating Derrick, Department of Docks, New York City. Alexander P. Gest, Philadelphia, Pa.

A large number of visitors were present at the Reading of the Theses, and among them Chancellor J. V. L. Pruyn, Secretary Woolworth, and Hon. Martin I. Townsend, of the State Board of University Regents.

The drawings made during this past term by members of various classes were on exhibition, and consisted of topographical and bridge drawings, maps of railroad, hydrographical and compass surveys. The collections of plants which the members of the class in botany are required to make, were also exhibited.

RECEPTION.

Hon. and Mrs. J. M. Warren gave a reception to the graduating class, their friends and the alumni, at their residence on Eighth Street, at 1 o'clock, P. M. The attendance was large, but the ample provision generous hospitality had made within doors, together with the beautiful grounds and charming views without, left nothing wanting for the enjoyment of those present.

PROCEEDINGS

OF THE SIXTH ANNUAL MEETING OF THE

ASSOCIATION OF GRADUATES,

And Semi-Centennial Celebration of the Institute.

The meeting was regularly organized in Institute Hall, at 2:30 P. M., on Tuesday, June 16th.

In the absence of President Kneass, Vice-President Boller took the Chair, and after calling the meeting to order, addressed the Association as follows:

Gentlemen of the Alumni Association :

In the absence of the President of our Association, it becomes my duty to call this meeting to order and to wel'come the Alumni of the Rensselaer Polytechnic Institute, to the scenes of earlier days. The pleasure of any meeting of this character, is tinged with a shade of sadness, as the quickened memory spreads out in panoramic view, the events of the years gone by. The pictures are of varying length, according to our years, but they are all blurred more or less with anxiety and care, disappointments and deferred hopes. Neglected opportunities and unfulfilled resolutions flit by in a ghostly procession, and almost seem for a time to chill the sunnier aspects of the picture.

The story of our undergraduate life comes back to us with almost startling vividness. Our classmates, in eager, hopeful and good natured rivalry, we recall with the alphabetical precision of the Catalogue. How ambitious we all were, and how important we felt. Armed with the degree

of Alma Mater, the climax of our Institute life, we felt that we were engineers indeed, with the whole world waiting for our advent. We went forth to conquer, little dreaming that the world judged us by other standards than our own. It no doubt took a longer time with some than with others, to be brought to a realizing sense of the fact that we were barely on the threshold of professional life, when we received the coveted parchment from the hands of the dignified "President of the Board of Trustees." Sooner or later we learned that the only road to success was the old, old one, of commencing life at the beginning, to take the bitter with the sweet, and learn to labor and to wait. So closely linked with our student life, that to speak of one recalls the other, are the Professors, whose dignity it was often our pleasure to ruffle, and whom student fancy christened with names not to be found in the Catalogue. The responsibilty of their office looked differently to us then, and a painstaking discharge of duty on their part was too often regarded as imposing unnecessary restrictions upon us. Such of us who formed intimacies with members of the faculty, had privileges we did not then appreciate, and which now in after years form one of the most delightful pages of our reminis

cences.

According to the circular of invitation, you will notice that this is the Semi-Centennial Anniversary of the Institute's life! A half century of work has been accomplished, and to what good purpose, let the speaking pages of the records bear witness. Limited, comparatively speaking, as has been the number of its graduates, hardly a State in the Union but has felt their influence. Few public works of any magnitude now in progress are without Institute representation, and it has a remarkable share in contributing to the material development of the country. Standing alone for years this pioneer school of science has struggled and lived through discouragements of no ordinary character. It has not only had to educate scientific students, but it has also had to educate the public, so far as it could reach, to the idea that theory and practice were not antagonistic, but supplementary

to each other. The last duty has been far the more difficult. The past decade has witnessed the culmination of a struggle between the scholastic systems two centuries old, and the new demands of modern times. While the enthusiasm of the new education" idea has modified the popular estimation of the value and importance of scientific knowledge, there is more work to be accomplished. It is one thing to recognize this importance of science, be it ever so grudgingly given, but it is quite another to fasten its position in the world of knowledge. What are called the "learned professions," do not embrace that of the scientific man, and whatever distinction of superiority that may have existed in times past, exists no longer, if utilitarian considerations are entitled to any weight. It is true that the heretofore sacred ties of learned professions, like old wine, have had the flavor of age to commend them, and appealing as they do with traditional force to the comprehension of the mass of society, and intimately associated with the whole network of social life, society has acted but a natural part in elevating to a pre-eminence what it best could understand. But the times have changed, and men have learned that there is very little nutriment in the polite mustiness of antiquity, and that it should be administered in the new era of education in homœopathic doses.

The last half century has seen science raised in all its vast ramifications to a distinct profession, and among its devotees may be found as much intellectual wealth, sound learning and untiring industry, as can be found in any other calling. If bettering the material condition of society, if increasing its comforts, if developing its sources and avenues of wealth, if teaching it how to live, is any criterion of learning, then I say that science should have the highest seat in men's estimation. If nobility of work is asked for, for admission to the coveted eminence, then I ask can man be engaged in a more ennobling work than the study and application of the laws and forces of nature; to wring from nature her secrets, and divert them to the benefit and elevation of the human race. Science is more felt than heard; it dwells upon deeds rather