Julius A. Stratton

Julius A. Stratton (1902-1994) was an MIT student, a faculty member, provost, chancellor, and Institute president from 1959 to 1966.

  • Mind and Hand

    Mind and Hand

    The Birth of MIT

    Julius A. Stratton and Loretta H. Mannix

    The intellectual heritage of MIT: an account of "the flow of ideas" about science and education that shaped the Institute as it emerged and that inspires it today.

    The motto on the seal of the Massachusetts Institute of Technology, "Mens et Manus"—"mind and hand"—signals the Institute's dedication to what MIT founder William Barton Rogers called "the most earnest cooperation of intelligent culture with industrial pursuits." Mind and Hand traces the ideas about science and education that have shaped MIT and defined its mission—from the new science of the Enlightenment era and the ideals of representative democracy spurred by the Industrial Revolution to new theories on the nature and role of higher education in nineteenth-century America. MIT emerged in mid-century as an experiment in scientific and technical education, with its origins in the tension between these old and new ideas.

    Mind and Hand was undertaken by Julius Stratton after his retirement from the presidency of MIT and continued by Loretta Mannix after his death; Philip N. Alexander, of the MIT Program in Writing and Humanistic Studies, stepped in to complete the project. The combined efforts of these three authors have given us what Julius Stratton envisioned—"a coherent account of the flow of ideas" from which MIT emerged.

    • Hardcover $19.75 £15.99
  • Science and the Educated Man

    Selected Speeches of Julius A. Stratton

    Julius A. Stratton

    Addressed to the whole body of educated men, these speeches and talks from the decade 1956-1965 were originally prepared for delivery before administrators and managers, educators and students, scientists and engineers, and the general public; indeed, their chief concern is with the increasing intersection of the fields of activity of these once divergent groups.

    Julius Stratton, Chairman of the Board of Trustees of the Ford Foundation and former President of the Massachusetts Institute of Technology, is especially well qualified to discuss these matters. Long before the Sputnik-spurred reappraisal of American education, he advocated – and implemented – broadened content and rigorous method in scientific education and a strong coupling between teaching and research as the driving force of scientific advance. And he eloquently affirms here the public responsibility of the university, which must involve itself with the larger society it serves and shapes. Conversely, he feels that the public – through the use of federal funds – is properly involved with the university and that the university is the natural agency for undertaking government-sponsored research. On this basis, he pointedly argues that the public will be best served in the long run if it allows the university to operate with maximum academic freedom and self-direction.

    Likewise, the relation between the scientist and the general public is seen here as a bilateral one. Clearly, the scientist must be more deeply educated in the humanities and social sciences, and his role as a citizen who can make special contributions to public debate and administration must be both more active and more realistically defined. At the same time, the public does not understand the nature of science nearly well enough; the educated man will learn that science itself has intrinsic moral values and embodies modes of thinking that have universal validity. In short, Dr. Stratton would encourage a greater mutual interaction among the disciplines: “The task of articulating or welding together these components of learning into systems of understanding offers the highest intellectual challenge of our time.” He feels that although a détente has been established between the “two cultures,” a free trade of ideas is still a distant hope.

    In regard to engineering education, Dr. Stratton proposes innovations in two directions. On the one hand, he envisions the “scientist-engineer” – an engineer who can work at fully scientific levels of rigor, who can communicate with the scientist as an equal partner, and whose sense of profession is inwardly ingrained as well as outwardly expressed; this, he submits, will attract still better minds into the engineering professions. And on the other hand, he describes the “manager-engineer” as one trained to give direction to advancing technology and to relate it to the real needs of our society.

    The central theme that underlies these various considerations is clearly sounded in the title address: “We must allow no gulf to grow between scientists and the great body of educated people. The education of scientists and engineers is now too serious a matter to remain wholly the concern of the profession itself. The liberal education of all people is a matter of equal moment to us as scientists.”

    • Hardcover $9.95 £7.99
  • Spheroidal Wave Functions

    Spheroidal Wave Functions

    Including Tables of Separation Constants and Coefficients

    Julius A. Stratton, P. M. Morse, Lan Jen Chu, J. D. C. Little, and Fernando J. Corbato

    A set of tables of spheroidal wave functions designed to simplify the computation of acoustic and electromagnetic scattering from spheroids. The tables were computed to five-place accuracy on the Whirlwind digital computer, and automatically tabulated. An introduction discusses the mathematical properties of the functions and describes some of their applications.

    • Hardcover $30.00
    • Paperback $75.00 £62.00