FRED J. SIEVERS 



1880 Scientist — Philosopher — Friend 1952 



A native of North Milwaukee, Wisconsiii, Fred J. Sievers was 

 graduated from the University of Wisconsin in 1910 arid 

 received the degree of Master of Science twelve years later. 

 A former instructor of soils at his alma mater from 1909 

 to 1912, professor of agronomy and later superintendent of 

 the Milwaukee County School of Agricultural and Domestic 

 Economy until 1917, and professor of soils at the State 

 College of Washington uyitil 1928, he left the West to become 

 director of the Massachusetts Experiment Station, a position 

 he held until his retirement in 1950. 



FRED SIEVERS played a significant role in the development of 

 agricultural teaching and research and spent most of his professional 

 life carrying on research of his own or directing research of others. A 

 brilliant investigator, he has been characterized as "having one of 

 the best research minds in the country." Sievers was one of the first 

 to recognize the importance of applying basic scientific principles 

 in the solution of practical problems in agriculture. It was through 

 his findings that soil nitrogen and soil organic matter were recognized 

 as being intimately related — a fundamental truth now accepted in 

 all practical eflforts to maintain the organic matter of our soils. 



Director Sievers was also credited with producing convincing 

 evidence that soil nitrogen and not moisture was the immediate 

 limiting factor in crop production in the great wheat-producing 

 areas — a belief now universally adopted. 



Never too busy to give constructive aid and advice to anyone 

 who sought his help, the stimulation and encouragement that Sievers 

 has given to others through his writing, talks, critical comments, and 

 personal conversations stand out above his own contributions. As 

 director of the Station and the Graduate School, he found many 

 opportunities to break with tradition, and this he was especially 

 eager and ready to do when, in his judgment, tradition came in 

 conflict with progress. It was his firm belief that education stopped 

 when complacency or smugness appeared; that a teacher is rec- 

 ognized and interesting not for what he knows, but rather for what 

 he thinks; and that a sense of humor is the best evidence that the 

 teacher or investigator possesses the imagination necessary for efTective 

 service. 



Those of us who were fortunate enough to come in contact with 

 this philosopher-scientist were indeed privileged. 



