When Mit Was Boston Tech

The story of the Massachusetts Institute of Technology from the beginning to 1916.

This book is more than formal history. It is a personal report, an essay in interpretation and remembrance which is important both for what it tells about MIT's first half-century and for what it tells about what Dean Prescott found important and interesting in that half-century.Dean Prescott was associated with the Institute for nearly two thirds of a century. He knew the Institute from the vantage points of student, teacher, department head, dean, alumnus, and parent. He had a formative influence on its policy-making and was an articulate protagonist of the Institute's program and policies. He viewed MIT's formative years not only with an expert's understanding but out of a deep sense of loyalty and devotion. This book is a testament of faith in an institution, an earnest statement of the author's abiding belief in the staff, students, and alumni he has known. Dean Prescott's account begins four years before the first instruction was given on February 20, 1865 at "Boston Tech" in the vicinity of Copley Square, Boston and concludes with the Institute's establishment in Cambridge in 1916.

Winner, 2009 Outstanding Book Award, History of Education SocietyWinner, 2009 Richard Slatten Prize for Excellence in Virginia Biography, Virginia Historical Society Conceptual founder of the Massachusetts Institute of Technology, William Barton Rogers was a highly influential scientific mind and educational reformer of the nineteenth century. A. J. Angulo recounts the largely unknown story of one man's ideas and how they gave way to the creation of one of America’s premier institutions of higher learning. MIT's long tradition of teaching, research, and technological innovation for real-world applications is inexorably linked to Rogers’ educational philosophy. Emphasizing the “useful arts”—a curriculum of specialized scientific study stressing theory and practice, innovation and functionality—Rogers sought to revolutionize standard educational practices of the day. Controversial in an era typified by a generalist approach to teaching the sciences, Rogers’ model is now widely emulated by institutions throughout the world. Exploring the intersection of Rogers' educational philosophy and the rise of technical institutes in America, this biography offers a long-overdue account of the man behind MIT.

The evolution of MIT, as seen in a series of crucial decisions over the years. How did MIT become MIT? The Massachusetts Institute of Technology marks the 150th anniversary of its founding in 2011. Over the years, MIT has lived by its motto, “Mens et Manus” (“Mind and Hand”), dedicating itself to the pursuit of knowledge and its application to real-world problems. MIT has produced leading scholars in fields ranging from aeronautics to economics, invented entire academic disciplines, and transformed ideas into market-ready devices. This book examines a series of turning points, crucial decisions that helped define MIT. Many of these issues have relevance today: the moral implications of defense contracts, the optimal balance between government funding and private investment, and the right combination of basic science, engineering, and humanistic scholarship in the curriculum. Chapters describe the educational vison and fund-raising acumen of founder William Barton Rogers (MIT was among the earliest recipients of land grant funding); MIT's relationship with Harvard—its rival, doppelgänger, and, for a brief moment, degree-conferring partner; the battle between pure science and industrial sponsorship in the early twentieth century; MIT's rapid expansion during World War II because of defense work and military training courses; the conflict between Cold War gadgetry and the humanities; protests over defense contracts at the height of the Vietnam War; the uproar in the local community over the perceived riskiness of recombinant DNA research; and the measures taken to reverse years of institutionalized discrimination against women scientists.

The evolution of MIT, as seen in a series of crucial decisions over the years.

This book completes Professor Shrock's full-scale history of MIT's Geology Department.

The life of trailblazing physicist Mildred Dresselhaus, who expanded our understanding of the physical world. As a girl in New York City in the 1940s, Mildred “Millie” Dresselhaus was taught that there were only three career options open to women: secretary, nurse, or teacher. But sneaking into museums, purchasing three-cent copies of National Geographic, and devouring books on the history of science ignited in Dresselhaus (1930–2017) a passion for inquiry. In Carbon Queen, science writer Maia Weinstock describes how, with curiosity and drive, Dresselhaus defied expectations and forged a career as a pioneering scientist and engineer. Dresselhaus made highly influential discoveries about the properties of carbon and other materials and helped reshape our world in countless ways—from electronics to aviation to medicine to energy. She was also a trailblazer for women in STEM and a beloved educator, mentor, and colleague. Her path wasn’t easy. Dresselhaus’s Bronx childhood was impoverished. Her graduate adviser felt educating women was a waste of time. But Dresselhaus persisted, finding mentors in Nobel Prize–winning physicists Rosalyn Yalow and Enrico Fermi. Eventually, Dresselhaus became one of the first female professors at MIT, where she would spend nearly six decades. Weinstock explores the basics of Dresselhaus’s work in carbon nanoscience accessibly and engagingly, describing how she identified key properties of carbon forms, including graphite, buckyballs, nanotubes, and graphene, leading to applications that range from lighter, stronger aircraft to more energy-efficient and flexible electronics.