In the United States we have been concerned with the conservation of soil and forests and with
the conservation of material by better engineering methods, but very little has been done about human
engineering. All engineering students know that much of the progress made in engineering has come
through the improvement of various materials. The makers of mechanical devices know that success
often depends upon the quality of materials. In the same way progress and success in life depend upon
getting quality in human material.
Before, and even since the war, there has been a keener perception of the importance of
humanizing engineering. If we think that we are approaching the problem forcefully and effectively, we
have only to open our eyes and to view the present state of affairs. The war was an experience,
stimulating a common aim and the spirit of fellowship, but only sufficiently enough to show what
tremendous advances are within our reach.
Our system of government requires good citizenship. Under absolutism, men do not need brains
or character; they fall in line at the command of others.
It is admitted by many engineers and engineering students that the field of engineering is sadly
lacking insofar as humanistic studies are concerned. It is admitted that engineers need a better
knowledge of English, a more sociological perspective, more history, and more economics. It is true that
human psychology and business science are also great humanizing factors in engineering.
If the engineer has not read in the vast fields of philosophy and literature; is not interested in his
own economic system and his own society; or cannot establish a mutual feeling of ease when meeting
with other people; and cannot sustain a normally intelligent conversation with his fellows; then he feels
his inadequacy as an educated citizen. The engineer should want to humanize his engineering skill by
developing at least an appreciation of the "Humanities."
Veterans' Impact
. Clarkson began to feel the pinch of returning servicemen, and opened its
Malone Branch on October 28 for freshmen. Soon its student enrollment consisted of five
veterans to every nonveteran; the average age of veterans was considerably higher than the age
of the typical student five years earlier. Because of this difference in age and experience, the
veteran was more mature in his thinking and more aggressive in his desire to get an education.
A study of the veterans at Clarkson revealed that the average age of the unmarried
Clarkson veteran was 23 years. Of these unmarried veterans, 76% ate at restaurants and
boarding houses at an average cost of $43 per month. They paid an average of $13.50 per
month for room rent. Prior to entering Clarkson under the G.I. Bill of Rights, 59% had no
college training, 25% had one year, and 16% had two or more years. And without the G.I. Bill,
55% could not have attended college.
The average age of the married veteran was 24 years. Of these men, 26% lived in rooms
at an average cost of $17.82 per month, while the other 74% lived in apartments and paid an
average rent of $31.20. The married vet had been married for an average of two years; 52% had
no children, 37% had one child, and 11% had two or more children. Fifty-two percent had no
college training prior to Clarkson; 17% had one year, and 31% had two years or more.
As with most other colleges and universities, Clarkson offered credit toward their
degrees to veterans who had participated in courses through the Armed Forces Institute, the
Army Specialized Training Program (ASTP), the Navy V-12 Program, or other specialized
courses of college grade for military or naval personnel. Similarly, Clarkson established a
Committee on Guidance to advise returning servicemen about the courses that were most
suitable for them to follow, according to their interests, abilities, and backgrounds.
Massena Branch
. In addition to the extended facilities in operation in Malone, Clarkson
extended its offerings to Massena. Prof. Al Lafley of the Department of Business
