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9780804749145: Fred Terman at Stanford: Building a Discipline, a University, and Silicon Valley

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"Stewart Gillmor has chronicled a grand saga, illuminating how Fred Terman-pragmatic engineer, inspiring teacher, visionary academic administrator-catalyzed the extraordinary rise of Stanford to the top rank of universities and its symbiotic creation of far-reaching economic and social capital. This fine book, comprehensive and acutely insightful, documents the transforming power of intellectual readership." -Dudley Herschbach, Harvard University, Nobel Prize for Chemistry 1986

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C. Stewart Gillmor is Professor of History and Science at Wesleyan University.

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Fred Terman was an outstanding American engineer, teacher, entrepreneur, and manager. Terman was also deeply devoted to his students, to engineering, and to Stanford University. This biography focuses on the weave of personality and place across time—it examines Terman as a Stanford faculty child growing up at an ambitious little regional university; as a young electrical engineering professor in the heady 1920s and the doldrums of the Depression; as an engineering manager and educator in the midst of large-scale wartime research projects and the postwar rise of Big Science and Big Engineering; as a university administrator on the razor’s edge of great expectations and fragile budgets; and, finally, as a senior statesman of engineering education. The first doctoral student of Vannevar Bush at M.I.T., Terman was himself a prodigious teacher and adviser to many, including William Hewlett and David Packard. Terman was widely hailed as the magnet that drew talent together into what became known as Silicon Valley.
Throughout his life, Fred Terman was constant in his belief that quality could be quantified, and he was adamant that a university’s success must, in the end, be measured by the success of its students. Fred Terman’s formula for success, both in life and for his university, was fairly simple: hard work and persistence, systematic dedication to clearly articulated goals, accountability, and not settling for mediocre work in yourself or in others.

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Fred Terman was an outstanding American engineer, teacher, entrepreneur, and manager. Terman was also deeply devoted to his students, to engineering, and to Stanford University. This biography focuses on the weave of personality and place across time it examines Terman as a Stanford faculty child growing up at an ambitious little regional university; as a young electrical engineering professor in the heady 1920s and the doldrums of the Depression; as an engineering manager and educator in the midst of large-scale wartime research projects and the postwar rise of Big Science and Big Engineering; as a university administrator on the razor s edge of great expectations and fragile budgets; and, finally, as a senior statesman of engineering education. The first doctoral student of Vannevar Bush at M.I.T., Terman was himself a prodigious teacher and adviser to many, including William Hewlett and David Packard. Terman was widely hailed as the magnet that drew talent together into what became known as Silicon Valley.
Throughout his life, Fred Terman was constant in his belief that quality could be quantified, and he was adamant that a university s success must, in the end, be measured by the success of its students. Fred Terman s formula for success, both in life and for his university, was fairly simple: hard work and persistence, systematic dedication to clearly articulated goals, accountability, and not settling for mediocre work in yourself or in others.

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Fred Terman at Stanford

Building a Discipline, a University, and Silicon ValleyBy C. STEWART GILLMOR

Stanford University Press

Copyright © 2004 Board of Trustees of the Leland Stanford Junior University
All right reserved.

ISBN: 978-0-8047-4914-5

Contents

Foreword, Richard Atkinson............................................................................viiPreface...............................................................................................xiIntroduction: Building a Discipline, a University, and Silicon Valley.................................11. California Boy, 1900-1924..........................................................................112. The Stanford Professor, 1925-1937..................................................................703. Building Radio and Electronics, 1937-1941..........................................................1314. The Radio War, 1941-1946...........................................................................1865. Jump-starting Engineering at Stanford, 1942-1949...................................................2536. From Building a Discipline to Building a University, 1949-1959.....................................3007. Raising Steeples at Stanford, 1958-1965............................................................3488. "If I Had My Life to Live Over Again, I Would Play the Same Record," 1965-1982.....................436Epilogue: Building, Momentum, Waves, and Networks.....................................................498APPENDICESA. Fred Terman's Salary, 1925-1965....................................................................507B. U.S. Patents of Fred Terman, 1930-1947.............................................................508C. Amateur ("Ham") Radio Operators at the Radio Research Laboratory...................................510D. Stanford in the Rankings...........................................................................513Notes.................................................................................................519Bibliography..........................................................................................595

Chapter One

California Boy

1900-1924

Fred Terman was born in Indiana in the first year of the twentieth century, but until he was ten, his childhood associations were more with family than with place. The Terman family would move many times, around Indiana, to Massachusetts, and on to California, as Fred's father's academic career rose in higher education and the emergent field of psychology. By 1910, however, the Termans had taken root, settling down on the Stanford University campus. Lewis Terman's experience as an increasingly influential campus figure, as well as his academic interest in the quantification of human intelligence and potential, would strongly influence his son's perspective of the academic world.

Young Terman was gifted at his studies, both at Palo Alto High School and as a Stanford undergraduate during the turbulent years surrounding World War I. Fred completed a difficult and unusually broad undergraduate curriculum in engineering and chemistry, and he filled his summers with study or related technical work. Ambitious and driven as he was as a student, however, he also participated in sports and other activities, and he long treasured friendships and associations that he made at this time.

Fred's graduate work in electrical engineering at Stanford was a means rather than an end, for he would not go straight into industry like most of his classmates but was determined to follow his father into academia. His engineering mentor, Harris J. Ryan, like his father, encouraged Fred to study for his doctoral degree at MIT, the premier technical institution in the country. The influence of three MIT men-Arthur Kennelly, Norbert Wiener, and especially Vannevar Bush (who would play a key role in wartime and postwar scientific research)-would be long lasting.

Returning home to California in 1924, Fred was stricken with a bout of tuberculosis, a Terman family shadow. The months spent recuperating, however, would allow him to think about his future and where he could best make his mark. Balancing offers from both Stanford and MIT, he chose to return to his alma mater. He also chose to return to his first technical love, the rapidly growing field of radio and electronics.

Out of Indiana

Frederick Emmons Terman was born in Indiana in 1900, the first child and only son of Indiana-born schoolteachers. Both sides of Fred Terman's family fell squarely into the pioneering milieu of early nineteenth-century America-a distinctly protestant mix of Scots, northern Irish, Welsh, "Pennsylvania Dutch" (German), and French Huguenots, who, along with rural English families, had immigrated to the middle and southern colonies in the eighteenth century. Working the land, Terman's ancestors had farmed, married, and moved ever further west, into Kentucky, Ohio, and on to Indiana.

Fred's father, Lewis Terman, would have a particularly strong influence on his only son, not simply as a father but as an intellectual immersed in the study and encouragement of gifted children, and as a career academic. Young Fred Terman's own memories of Indiana would be few, but those of life as a faculty child were enduring. Before he was four, Fred was off on a family adventure, following his father's academic career briefly to Massachusetts, then on to California. By the time he was six, he was in the midst of Southern California's land boom; at ten, he was a part of Stanford University's campus community. Aside from several sojourns to Massachusetts, Stanford would be his home for the remainder of Fred's life.

Fred's father, Lewis Terman, had made a concerted effort to move beyond the confining influences of rural Midwestern life. Lewis was, in fact, somewhat astonished that what he saw as his own unremarkable, almost bleakly ordinary ancestry could produce a child like himself, that is, a bookish and unathletic boy, who craved intellectual companionship rather than the robust life of a farm child. Yet Lewis Terman's own family clearly represented many of the values he would impress on his son: an ambitious, industrious, and solidly prosperous family, they had been willing to confront the challenges of new territory and new lives. While promoting self-sufficiency among their children, they also respected intellectual curiosity and allowed Lewis, the eleventh of fourteen children, to find his own sense of accomplishment.

Lewis Madison Terman had been born on January 15, 1877, the first son to survive in twelve years, into the large family of James William Terman, a prosperous farmer, and Martha Parthenia Cutsinger, the well-educated daughter of an equally comfortable farming family. The Terman's farm, near Franklin, in Johnson County, Indiana, was located about seventeen miles southeast of Indianapolis. James Terman was an avid reader. His library of some two hundred books, including an Encyclopedia Britannica, was comparatively large for such a farming community, and he subscribed to numerous newspapers and periodicals.

A lively, affectionate, and industrious family, the Terman's older children played an important role in minding the younger ones. Lewis was especially attached to his eldest brother John, fourteen years his senior. John shared with Lewis his love of reading, his interest in music, and his ambition to move away from farming to teach.

Post-Civil War America placed a new emphasis on self-improvement, but most Americans still associated success with character-a matter of industry, skill, and determination-rather than the product of academic attainment. For a family like the Termans, there had been little need to pursue more than an eighth-grade education, acquired over winters in a one-room schoolhouse. Lewis and his siblings, however, came of age as American higher education was expanding to meet the occupational needs of its pragmatic middling classes and emerging professions.

Lewis was especially good at his studies and loved schoolwork, completing the eighth grade by the time he was twelve. Nonetheless, young Lewis was sensitive about always being the youngest, the smallest, the least robust of his schoolmates; the world of scholarship provided him a path to success. At fifteen, he followed his brother John into teaching, matriculating at John's alma mater, Central Normal College, in Danville, Indiana, a few miles west of Indianapolis. He later considered his years at Danville to be among the happiest of his life. Alternating his studies with stints at teaching, he earned two degrees (including a bachelor's degree in pedagogy) from the college by 1898. Along the way he also took charge of his first schoolroom at age seventeen, and eventually returned to Johnson County as teacher and principal of the high school.

While at Danville, eighteen-year-old Lewis met Anna Belle Minton, who was teaching school nearby. Born in Pulaski County, Indiana, on December 6, 1876, Anna was the daughter of Reuben B. Minton, farmer, merchant, and banker of Star City, and his wife, Sarah Jane Murray. Like the Termans, the self-made Minton traced his ancestry to Virginia by way of Kentucky. Lewis and Anna were married three years later, on September 18, 1899.

The newlyweds settled into a farmhouse near the small village of English, Indiana, just north of the Indiana-Kentucky border and about forty miles west of Louisville, near his work at the high school. Less than a year later, on June 7, 1900, their first child, Frederick Emmons Arthur, was born. Fred's names were taken from those of three of Lewis's college friends: Frederick N. Duncan, who would later become a college professor of biology; Purley C. Emmons, who became a high school principal; and Arthur M. Banta, later a distinguished geneticist. Fred Terman used all three prenames on official forms until he dropped "Arthur" in high school, but throughout his life he preferred to be called simply "Fred."

Shortly after his son's birth, Lewis recovered from a brief but severe attack of tuberculosis. Tuberculosis had long plagued the Terman family-most of James Terman's nine siblings had died of "consumption" before the age of fifty, and Lewis's oldest sister died of the disease when he was three. Young Lewis may have been infected at that time. At the very least, he assumed, he had inherited a particular susceptibility to the disease, a condition apparently passed on to his own son, Fred. TB remained a serious health concern for Lewis throughout his adulthood. In 1900, his doctor told him to quit work and move to a more temperate climate, but he refused, worried about supporting his new family. Instead, he began a self-regimen that he would successfully employ later in life, combining bed rest, open-air walks, wide-open windows, and separate quarters to protect his wife and children.

At Danville, Lewis had learned that teaching was a means, not simply an end. His teachers at Danville recognized his ambition and encouraged him to move on to Indiana University, close by and not too expensive, to work toward a university degree in educational psychology. Lewis allotted himself two years at Indiana University. The Termans moved to Bloomington in 1901, backed by family loans and a modest income earned by Anna, who took in student boarders. He was granted two years' university credit for his work at Central Normal College, and on schedule he graduated with both a bachelor's and a master's degree in 1903.

Although Lewis later viewed his master's thesis as unscientific, it foreshadowed his lifelong interest in distinguishing characteristics of gifted children. Using some of the ideas and techniques of the French psychologist Alfred Binet (who had developed a test to identify "slow children"), Lewis determined to measure leadership among children, defined as the tendency of an individual to rise to a position of influence within a group. He designed a test to measure a child's quickness in speaking up before others.

Lewis Terman's university studies only whetted his academic appetite, however, and kindled his desire to become a college professor of psychology. He had read widely in philosophy, education, and psychology. Intellectually inspired and back in good health, Terman was again encouraged by professors to continue for a doctorate. He had two children now-daughter Helen Claire was born in Bloomington in 1903-an empty purse and growing school debts, but he turned down a faculty position at Central Normal School when he received a fellowship to Clark University. With yet further loans from his family, Terman moved his family to Worcester, Massachusetts.

Founded in 1889, Clark University was small, and after Johns Hopkins, the second American campus devoted solely to graduate study. At the time Lewis attended (1903-5), it offered coursework only in biology, chemistry, mathematics, physics, and psychology. Clark's founding president was the noted psychologist G. Stanley Hall, a dominant figure in the child-study movement of the 1890s whose work had greatly influenced Lewis and his professors at Indiana. In the growing debate over the influence of environment versus the influence of heredity in the formation of a child's character, Hall came down squarely in favor of heredity. Yet he also believed that gifted children should be given special treatment and their capacities fostered-opinions that paralleled Terman's.

Hall, however, distrusted both mental testing and giftedness as fields of study, and felt quantitative methods were misleading. Terman, in turn, became disillusioned by Hall as a scientist, but he found him an inspiring teacher. Hall's depth of reading, his intensity, and his Monday-night seminars given at his home were models for Terman's own university teaching.

When Terman became interested in the processes involved in intelligence (the capacity to learn), he turned from Hall to Clark's model of a methodical empiricist, Edmund C. Sanford. Terman's dissertation, completed in 1905 under Sanford, compared two groups of boys-one group chosen as "bright," the other as "dull"-in their performance on a number of tests. He worked for five months with a group of students with similar backgrounds and opportunities who had been selected by Worcester school principals and teachers as representing the extreme 2 percent at each hypothetical end. His statistical evaluation of data from a battery of eight tests was crude, but suggested a methodology worth continued study and reinforced Terman's belief that innate capacity to learn was more important than training.

Terman's experience at Clark shaped his career as an educator and psychologist as well as some of his firmest friendships. Three of Terman's closest friends-Edwin G. Boring, Arnold Gesell, and Robert M. Yerkes-were products of Clark University and Hall's teaching. Their scholarly interests-the psychology of genius, the measurement of intelligence and of differences among individuals, and the implications of school hygiene-echoed each other's and those of Hall.

From East Coast to Far West

While at Clark, Lewis Terman's tuberculosis had flared up again. Finishing his doctorate, he decided to seek a position in a more congenial climate. He turned down university positions in Florida and Texas, and he chose a post as high school principal in San Bernardino, California. In 1905, the Termans moved west to a semiarid desert land that during Southern California's land boom of the 1880s had been turned into hundreds of square miles of orange groves.

Fred Terman's first view of California came as the train carrying his family sped across the Mojave Desert. "As our train coasted down the Cajon Pass," his father later wrote, "and the San Bernardino Valley opened up before us almost encircled by mountains of 4,000 to 11,000 feet, the Valley seemed to be truly the paradise that the chamber of commerce literature had depicted it." Although he told none of his new colleagues of his anxiety about his health, Lewis listened eagerly to their pride in their restorative climate. The townspeople, he remembered, were "as friendly and kind as the climate itself."

Within weeks of taking up his new position, Lewis had a more serious outbreak of hemorrhaging. Keeping his illness to himself, he went on daily walks and slept in a room with the windows open and was back at work in less than two weeks. That summer, Fred and his family spent several months camping high in the San Bernardino mountains, where he shared with his father a love of the outdoors while learning from Lewis's determination and self-sufficiency in dealing with his bouts of tuberculosis.

Although the year had gone well-Lewis found his work interesting, his colleagues competent and cooperative, and his neighbors friendly-he moved ahead on an opportunity at college-level teaching when he was offered the position of professor of child study and pedagogy at the Los Angeles State Normal School, located downtown. In the fall of 1906, the Termans moved to Hollywood, a pretty, upscale suburb of about four thousand to the northeast of Los Angeles. Before leaving on yet another summer in the mountains, the Termans bought an acre north of Glendale in the San Fernando Valley at the foot of the Verdugo Mountains along Valley View Road.

Fred Terman had fond memories of the house in Glendale, where the family lived for the next three years. Despite the distance, the commute to Los Angeles was easy on the new "Red Line," the interurban trolley system that linked hundreds of small towns throughout five Southern California counties. Fred's father could leave at 8:30 AM, and be home in time to work in the garden before dinner. In 1908, the four Termans posed for a family photograph, proudly working in their vegetable garden.

When Lewis Terman's friend and colleague Arnold Gesell, arrived in January 1908 to take a new position in psychology at the Normal School, Gesell and his brother Robert built a bungalow in an orange grove across the road from the Termans. The brothers appointed Fred "chief-assistant builder," claiming later to have seen early signs of his engineering talent.

Like his father, Fred was allowed to develop his own interests without parental pressure and enjoyed introspective play and wandering the outdoors on his own. Lewis believed his own children-or at least his son-should develop talents at their own pace. Fred was taught reading and arithmetic at home by his mother and was not placed into school until he was nine, when he entered third grade in Glendale. Although a year behind when he began, like his father he enjoyed school and soon caught up. He would graduate at twelve years old from the eighth grade.

Fred's stay at the Glendale school, however, was short-lived. Lewis's health and confidence were now fully restored, and he was restless for a more stimulating intellectual environment. In 1910, he was offered a position in the Department of Education at Stanford University. John Howard Bergstrom, Terman's former professor at Indiana, had moved to Stanford in 1909 to fill a newly created position in educational psychology but had died shortly after. Terman was highly recommended as a replacement. While speaking in Los Angeles at a teachers' institute, Professor Elwood P. Cubberley, head of Stanford's Education Department, was introduced to Terman, and the two got along famously. Terman accepted the position, even though Stanford's salary offer was below his Normal School salary. "I found myself," Lewis later wrote with joyous hindsight, "a member of the faculty of Stanford University, the university that I would have chosen before any other in the world."

(Continues...)


Excerpted from Fred Terman at Stanfordby C. STEWART GILLMOR Copyright © 2004 by Board of Trustees of the Leland Stanford Junior University. Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Buch. Zustand: Neu. Neuware - Fred Terman was an outstanding American engineer, teacher, entrepreneur, and manager. Terman was also deeply devoted to his students, to engineering, and to Stanford University. This biography focuses on the weave of personality and place across time-it examines Terman as a Stanford faculty child growing up at an ambitious little regional university; as a young electrical engineering professor in the heady 1920s and the doldrums of the Depression; as an engineering manager and educator in the midst of large-scale wartime research projects and the postwar rise of Big Science and Big Engineering; as a university administrator on the razor's edge of great expectations and fragile budgets; and, finally, as a senior statesman of engineering education. The first doctoral student of Vannevar Bush at M.I.T., Terman was himself a prodigious teacher and adviser to many, including William Hewlett and David Packard. Terman was widely hailed as the magnet that drew talent together into what became known as Silicon Valley.Throughout his life, Fred Terman was constant in his belief that quality could be quantified, and he was adamant that a university's success must, in the end, be measured by the success of its students. Fred Terman's formula for success, both in life and for his university, was fairly simple: hard work and persistence, systematic dedication to clearly articulated goals, accountability, and not settling for mediocre work in yourself or in others. Artikel-Nr. 9780804749145

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