Johann Sebastian Bach: Brandenburg Concerto No. 3 in G Major

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Johann Sebastian Bach: Brandenburg Concerto No. 3 in G Major

September 1, 2025
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The Business of Standards Never Stops

September 1, 2025
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Standards for a Kitchen Symphony | November/December 2024

ASTM International (formerly known as the American Society for Testing and Materials) is a globally recognized organization that develops and publishes technical standards for a wide range of products, systems, and services. These standards are used by manufacturers, regulatory bodies, and other stakeholders to ensure that products and services are safe, reliable, and of high quality.

In the field of measurement science, ASTM plays an important role in developing standards and guidelines for measurement techniques and practices. These standards cover a wide range of topics related to measurement science, including the calibration of instruments, the characterization of measurement systems, and the validation of measurement results. They are used by researchers, engineers, and other professionals in academia, industry, and government to ensure that measurements are accurate, precise, and reliable.

ANSI Public Review

 

ASTM standards for measurement science are developed through a process that involves input from experts in the field, including researchers, industry professionals, and regulatory bodies. These standards are updated regularly to reflect advances in measurement science and technology, as well as changes in industry and regulatory requirements.  This is a far better way to discover and promulgate leading practice.  In fact, there are regulations intended to restrain the outsized influence of vertical incumbents in legislative precincts where market-making happens.

Federal Participation in Consensus Standards

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Push-Cart Cold Brew

September 1, 2025
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Standards IndianaIndiana University Total Net Position: $5.223B

The Science of Food Standards

Memorial Church Sunday Service

September 1, 2025
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Hillsdale College | The Theological–Political Problem and the American Founding | Glenn Ellmers

From George Washington to the Hebrew Congregation in Newport, Rhode Island, 18 August 1790

In Federalist No. 2, John Jay [1764 Graduate of King’s College; now Columbia University] argues that a strong union under the Constitution will promote peace and prosperity, which are conducive to the spread of religion and morality:

“Providence has been pleased to give this one connected country to one united people—a people descended from the same ancestors, speaking the same language, professing the same religion, attached to the same principles of government, very similar in their manners and customs… These considerations, and many others that might be mentioned, prove, and experience confirms it, that artificial distinctions and separations of [America’s] land are essentially unnatural; and that they may be eradicated and extirpated by the united and advisable efforts of individuals and communities…”

The Federalist Papers discuss themes of morality, social order, and the importance of a cohesive society, they do not explicitly emphasize the importance of Christian faith to the American constitutional republic.  The authors generally focused on principles of governance, political theory, and the structure of the proposed Constitution.

Other Campus Worship Livestreams


Harvard’s Memorial Chapel, also known as Memorial Church, was designed by the architectural firm Coolidge, Shepley, Bulfinch, and Abbott. The church was dedicated on Armistice Day, November 11, 1932, as a memorial to Harvard alumni who died in World War I.


Sunday Service Announcements and Music Notes

Standards Massachusetts

Readings / The Education of Henry Adams

Readings / The Administrative State


John Harvard, the namesake of Harvard University, was a 17th-century English minister lived on campus from 1607 – 1638 and conformed to Puritan ideal of  dedicating Sundays to worship, prayer, and rest.

Readings / The Education of Henry Adams

September 1, 2025
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Financial Report 2024 | Financial Administration | Ritu Kalra CFO

America’s Harvard Problem

The Education of Henry Adams

“…For generation after generation, Adamses and Brookses and Boylstons and Gorhams had gone to Harvard College, and although none of them, as far as known, had ever done any good there, or thought himself the better for it, custom, social ties, convenience, and above all economy kept each generation in the track. Any other education would have required a serious effort, but no one took Harvard College seriously. All went there because their friends went there and the College was their ideal of social self-respect.

Harvard College, as far as it educated at all, was a mild and liberal school which sent young men into the world with all they needed to make respectable citizens and something of what they wanted to make useful ones. Leaders of men it never tried to make. Its ideals were altogether different. The Unitarian clergy had given to the College a character of moderation, balance, judgment, restraint, what the French called mesure: excellent traits which the College attained with singular success so that its graduates could commonly be recognized by the stamp, but such a type of character rarely lent itself to autobiography. Four years of Harvard College, if successful, resulted in an autobiographical blank, a mind on which only a watermark had been stamped.

The stamp, as such things went, was a good one. The chief wonder of education is that it does not ruin everybody concerned in it, teachers and taught. Sometimes in afterlife, Adams debated whether in fact it had not ruined him and most of his companions, but disappointment apart, Harvard College was probably less hurtful than any other university then in existence. It taught little, and that little ill, but it left the mind open, free from bias, ignorant of facts, but docile. The graduate had few strong prejudices. He knew little but his mind remained supple, ready to receive knowledge.

The class of 1858, to which Henry Adams belonged, was a typical collection of young New Englanders, quietly penetrating and aggressively commonplace; free from meannesses, jealousies, intrigues, enthusiasms, and passions; not exceptionally quick; not consciously skeptical; singularly indifferent to display, artifice, florid expression, but not hostile to it when it amused them; distrustful of themselves, but little disposed to trust anyone else; with not much humor of their own, but full of readiness to enjoy the humor of others; negative to a degree that in the long run became positive and triumphant. Not harsh in manners or judgment, rather liberal and open-minded, they were still as a body the most formidable critics one would care to meet in a long life exposed to criticism. They never flattered, seldom praised; free from vanity, they were not intolerant of it; but they were objectiveness itself; their attitude was a law of nature; their judgment beyond appeal, not an act either of intellect or emotion or of will but a sort of gravitation.

This was Harvard College incarnate, but even for Harvard College, the class of 1858 was somewhat extreme. Of unity this band of nearly one hundred young men had no keen sense, but they had equally little energy of repulsion. They were pleasant to live with, and above the average of students—German, French, English, or whatnot—but chiefly because each individual appeared satisfied to stand alone. It seemed a sign of force; yet to stand alone is quite natural when one has no passions, still easier when one has no pains.

If the student got little from his mates, he got little more from his masters. The four years passed at college were, for his purposes, wasted. Harvard College was a good school, but at bottom what the boy disliked most was any school at all. He did not want to be one in a hundred—1 percent of an education. He regarded himself as the only person for whom his education had value, and he wanted the whole of it. He got barely half of an average. Long afterward, when the devious path of life led him back to teach in his turn what no student naturally cared or needed to know, he diverted some dreary hours of faculty meetings by looking up his record in the class lists and found himself graded precisely in the middle. In the one branch he most needed—mathematics—barring the few first scholars, failure was so nearly universal that no attempt at grading could have had value, and whether he stood fortieth or ninetieth must have been an accident or the personal favor of the professor. Here his education failed lamentably. At best he could never have been a mathematician, at worst he would never have cared to be one; but he needed to read mathematics, like any other universal language, and he never reached the alphabet.

Beyond two or three Greek plays, the student got nothing from the ancient languages. Beyond some incoherent theories of free trade and protection, he got little from political economy. He could not afterward remember to have heard the name of Karl Marx mentioned, or the title of Capital. He was equally ignorant of Auguste Comte. These were the two writers of his time who most influenced its thought. The bit of practical teaching he afterward reviewed with most curiosity was the course in chemistry, which taught him a number of theories that befogged his mind for a lifetime. The only teaching that appealed to his imagination was a course of lectures by Louis Agassiz on the glacial period and palaeontology, which had more influence on his curiosity than the rest of the college instruction altogether. The entire work of the four years could have been easily put into the work of any four months in afterlife.

Harvard College was a negative force, and negative forces have value. Slowly it weakened the violent political bias of childhood, not by putting interests in its place, but by mental habits which had no bias at all. It would also have weakened the literary bias if Adams had been capable of finding other amusement, but the climate kept him steady to desultory and useless reading, till he had run through libraries of volumes which he forgot even to their title pages. Rather by instinct than by guidance, he turned to writing, and his professors or tutors occasionally gave his English composition a hesitating approval; but in that branch, as in all the rest, even when he made a long struggle for recognition, he never convinced his teachers that his abilities, at their best, warranted placing him on the rank list, among the first third of his class. Instructors generally reach a fairly accurate gauge of their scholars’ powers. Henry Adams himself held the opinion that his instructors were very nearly right, and when he became a professor in his turn and made mortifying mistakes in ranking his scholars, he still obstinately insisted that on the whole, he was not far wrong. Student or professor, he accepted the negative standard because it was the standard of the school…”

Selected Reviews

Claremont Review of Books

The Millions

Kenyon Review

Amazon

 

Readings / Frederick Law Olmsted

September 1, 2025
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“Architect’s Dream” 1840 Thomas Cole

National Park Service: College and School Campuses

The large number of entries in the category of school campuses, which encompasses locations in many places in the United States and Canada, testifies to the importance of educational clients to the success of the Olmsted firm. It also reflects the ever-increasing importance that education came to occupy in American life after the Civil War. Frederick Law Olmsted was of a generation of social thinkers who gave credence to the notion that the physical environment of learning- buildings and grounds- played a significant role in the success of education. Olmsted had planned campuses for the new universities, notably Cornell University and Stanford University; his successors carried on and expanded this sphere of landscape architecture. The names of many well-known colleges and universities, such as Wellesley College, Johns Hopkins University and Princeton University, highlight the list of commissions from institutions of higher education. Together with many private and public universities, the Master List includes public elementary schools and secondary schools, religious and private schools, private preparatory schools, normal schools, liberal arts colleges, women’s colleges, and agricultural colleges. The bulk of the projects in this category date from the first three decades of the twentieth century, the time during which John Charles Olmsted and Frederick Law Olmsted Jr. guided the firm.

As is the case in other thematic project categories, many of the school campus projects have a job number but this Master List shows no associated plans. This does not necessarily mean the firm did not take on design work for these clients. For example, Gallaudet College (the present Gallaudet University) in Washington, D.C., was an important Olmsted project. Researchers are also advised to consult the thematic category of Ground of Residential Institutions, which includes some educational clients.

Text taken from The Master List, written by Francis R. Kowsky


More

Frederick Law Olmsted: The Passion of a Public Artist

University Planning and Architecture: The search for perfection

Beyond Central Park: Three Idyllic Landscapes by Frederick Law Olmsted

 

Flagpoles

September 1, 2025
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The National Association of Architectural Metal Manufacturers (NAAMM) provides consensus products for specifications, procedures, and terminology for metal bar grating, expanded metal, hollow metal doors and frames, metal flagpoles, metal stairs and railings, and metal lathing and furring.   As an ANSI accredited standards developer it provides public commenting opportunities on its consensus products; linked below:

NAAMM Standards Home Page

We encourage our colleagues to communicate directly with the standards staff at NAAAM: Vernon (Wes) Lewis, 123 College Place #1101, Norfolk, VA 23510, (757) 489-0787, wlewis7@cox.net.  At the moment we find no public commenting opportunities but on selected holidays we revisit its flagpole standard.  Keep in mind that this document has a scope that is limited to the product and its appropriate application and maintenance only:

NAAMM Flagpole Specification

The University of Michigan Central Campus flagpole was re-located from the 1893 Chicago Columbian Exposition


LEARN MORE:

The Atlantic: More Than You Ever Wanted to Know About Flag Pole Design

Flags

Fashion Technology

August 30, 2025
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Art presents a different way of looking at things than science; 

one which preserves the mystery of things without undoing the mystery.

Sir Roger Scruton






Garment Industry Standards

Gallery: School Uniforms

Textiles

Art, Design & Fashion Studios

Colloquy (August)

August 29, 2025
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Open agenda; Not Too Organized. Whatever anyone wants to talk about.  We do this once every month.  Yesterday’s “Student Accommodation” syllabus slid out of view for part of the day so it is reposted today.  Use the login credentials at the upper right of our home page.

Normal Academic Year Hours at our State Street Office: 8:30 AM – 4:00 PM

Join us for lunch 11:45 AM – 1:15 PM every Third Wednesday of the month

University of Michigan Golf Course Dining Facility

 



Retrodiction

Education & Healthcare Facility Electrotechnology Committee

 

 

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