{"1": {"fulltext": "REPORT OF COMMITTEE\\nON\\nCOURSES OF STUDY AND FACULTY\\nFOR THE\\nILLINOIS INDUSTRIAL UNIVERSITY.\\nPUBLISHED BY ORDER OF THE BOARD )F TRUSTEES\\nSPRINGFIELD\\nBAKER, BATLHACHE CO., PRINTERS.\\n1867.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0001.jp2"}, "2": {"fulltext": "", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0002.jp2"}, "3": {"fulltext": "REPORT OF COMMITTEE\\nON\\nCOURSES OF STUDY AID FACULTY\\nFOE THE\\nILLINOIS INDUSTRIAL UNIVERSITY.\\nPUBLISHED BY ORDER OF THE BOARD OF TRUSTEES.\\nSPKINGFIELD\\nBAKER, BAILHACHE CO., PRINTERS.\\n1867.\\nX.Gr.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0003.jp2"}, "4": {"fulltext": "", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0004.jp2"}, "5": {"fulltext": "EEPORT OF COMMITTEE\\nON\\nCOURSES OF STUDY AND FACULTY\\nFOR THE\\nILLINOIS INDUSTRIAL UNIVERSITY.\\nUBLISHED BY ORDER OF THE BOARD OF TRUSTEES.\\nInasmuch as some time mast necessarily elapse before the University\\ncan be properly equipped and prepared for opening, the committee\\npresent now, only the outlines and some of the general features of a\\nplan of organization, hoping to be permitted, by fuller consultation\\nwith each other, and with eminent educators in other States, who are\\nengage; in organizing similar institutions, to ripen their plans more\\nfully i presenting them in detail. In laying the foundations of\\nan institution which is to last through coming ages, and to affect all\\nfuture -rations, we have need to plan wisely. We must nut expose\\nourselves, .v.eedlessly, to the inconveniences of changes, nor to suspi-\\ncions ol caprice.\\nTHE GENERAL AIMS OF THE UNIVERSITY.\\nTil; of any institution necessarily control its organization. It\\nshoul fitted to its uses. The great general aims of the University\\nare d m by the statutes under which it is established. Though not\\nstrict! ined by law to the objects proposed in the congressional\\ngrant e yet bound to meet those objects fully and fairly. Accord-\\ning to mguage of the grant, the leading object shall be, without\\nexchv her scientific and classical studies, and including military\\ntactic ach such branches of learning as are related to agriculture\\nand tj jhanic arts, in order to promote the liberal and practical\\neduca f the industrial classes, in the several pursuits and profes-\\nsions ii", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0005.jp2"}, "6": {"fulltext": "Or, changing the order of statement, the chief aim of the University\\nis, the liberal and practical education of the industrial classes, in the\\nseveral pursuits and professions in life; and in order to this end. the\\nUniversity is to teach such branches of learning as are related to agri-\\nculture and the mechanic arts, without excluding other scientific and\\nclassical studies, and including military tactics. The military tactics\\nare required, and the scientific and classical studies are permitted. Such\\nat least is the common construction of these clauses, though the lan-\\nguage may not unreasonably be understood to imply that the latter\\nstudies shall not be excluded from the course.\\nThe State law evidently aims to carry out the intention of the con-\\ngressional grant, and gives the trustees power to appoint such profes-\\nsors and instructors, and establish and provide for the management of\\nsuch model farms, model art aud other departments, as may be requir-\\ned to teach, in the most thorough manner, such branches of learning as\\nare related to agriculture and the mechanic arts, and military tactics,\\nwithout excluding other scientific and classical studies. This slight\\nchange of the order of the language of the congressional enactment,\\ngives additional emphasis to the opinion that it was intended to pro-\\nhibit the exclusion of other scientific and classical studies. Under any\\nconstruction, the Legislature evidently intended to insist as the law\\nof Congress insists on the industrial and military education, yet ex-\\nplicitly allowing the trustees to enlarge the scope of studies as they\\nmay see fit.\\nA clearer insight into the real intention of the congressional grant\\nmay be gained if we call to mind that the Colleges, existing at the time\\nof the passage of the act making this grant, were adapted only to lit\\nmen for the so-called learned professions, and that the influence of\\nthese colleges tended to withdraw their students from the pursuits of\\nindustry. Congress therefore proposed to create a new class of col-\\nleges, which should train men for industrial pursuits, and help to turn\\nsome portion of the great currents of educated life into the channels of\\nindustry. They aimed to link learning more closely to labor, and to\\nbring the light of science more fully to the aid of the productive arts.\\nAny other interpretation of the design of Congress than this would\\ninvolve an absurdity.\\nThe Industrial College was not an expression of congressional con-\\ndemnation of the ordinary college, or opposition to it. A grant of a\\ntownship of land in each new State had already provided for State\\nUniversities of the common sort. And besides these, rich and power-\\nful seats of learning were every where fitting men for the great public\\nfields of Law, Medicine and Theology. Congress only sought to extend\\nstill wider the benefits of science and liberal culture. They wished to\\nestablish other seats of learning, equally great and equally powerful\\nwhich should send scholars of high scientific attainments and broad\\nand liberal culture, to the farms and workshops of the country.\\nAnd finally, as it was not the object of the Industrial Colleges to\\neducate simply the sons of farmers and mechanics, so it was not their\\ndesign to teach the mere manual arts of agriculture and manufacture.\\nThe college course can not replace the apprenticeship in the shop or on\\nthe farm and if it could, a hundred such universities as this could", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0006.jp2"}, "7": {"fulltext": "not train to their various trades the future farmers and mechanics of\\nthis State. Some practice should, if possible, accompany the scientific\\nstudy of the several arts, but the aim of this practice must be to insure\\nthe thorough comprehension of the principles involved. To teach the\\nmillions their trades, however desirable, is beyond our power. To so\\nteach the few who will come and patiently complete their course, that\\nthey shall be thorough masters of practical science, and able in their\\nturn to teach others, this is the worthy and attainable end of the\\nUniversity.\\nThe committee profoundly appreciate and commend the far-reaching\\nwisdom and beneficence of these aims of the congressional grant, and\\nwould seek to carry them out to the very letter. They have discussed\\nthus fully the intent of the congressional enactment, in order to brush\\naside the false impressions which may have gained currency, and to\\nbring out into clearer relief this grand idea of the Industrial University,\\nas it lies involved in both State and national statutes a true University\\norganized in the interest of the industrial, rather than of the profes-\\nsional pursuits, and differing from other Universities in that its depart-\\nments are technological rather than professional\u00e2\u0080\u0094 schools of Agricul-\\nture and Art, rather than schools of Medicine and Law. Its central\\neducational courses, while equally broad and liberal, are to be selected\\nto fit men for the study and mastery of the great branches of industry,\\nrather than to serve as introductions to the study of law, medicine, or\\ntheology.\\nThis broad idea of the Industrial University proceeds upon the two\\nfundamental assumptions: First, that the agricultural and mechanical\\narts are the peers of any others in their dignity, importance and scien-\\ntific scope and, Second, that the thorough mastery of these arts, and\\nof the sciences applicable to them, requires an education different in\\nkind, but as systematic and complete as that required for the compre-\\nhension of the learned professions. It thus avoids the folly of offering\\nas leaders of progress in the splendid industries of the nineteenth cen-\\ntury, men of meager attainments and stinted culture, and steers clear\\nalso of that other and absurder folly of supposing that mere common\\nschool boys, without any thorough discipline, can successfully master\\nand apply the complicated sciences which enter into and explain the\\nmanifold processes of modern agriculture and mechanic art.\\nNor is it forgotten that man is something more than the artisan, and\\nthat manhood has duties and interests higher and grander than those\\nof the workshop and the farm. Education must fit for society and citi-\\nzenship, as well as for science and industry. The educated agricultu-\\nrist and mechanic will not unfrequently be called to serve in Senate\\nchambers and gubernatorial chairs, and will need an education broader\\nand better than the simple knowledge of his art.\\nThe State has need every where, but especially in the center and at\\nthe head of the great industries on which, as on corner stones, rest\\ndown her material progress and power, of broad-breasted, wise-hearted,\\nclear-thinking men men of rich, deep culture, and sound education.\\nAnd besides all this, it should be reflected that half the public value\\nof a body of educated and scientific agriculturists and mechanicians", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0007.jp2"}, "8": {"fulltext": "6\\nwill be lost, if they lack the literary culture which will enable them to\\ncommunicate, through the press, or by public speech, their knowledge\\nand discoveries; or if they are wanting in that thorough discipline\\nwhich will make them active and competent investigators and in venters,\\nlong after their school days are over.\\nNor would we forget, nor attempt by a one-sided education to\\nrestrain, that free movement and versatility of American life and\\ngenius which leads so many of our more eminent citizens to the suc-\\ncessive mastery of several vocations. Let us educate for life, as well\\nas for art, leaving genius free to follow its natural attractions, and lend-\\ning to talent a culture fitting it for all the emergencies of public or\\nprivate duty. If some of our graduates shall quit, for a time, the\\nharvest field for the forum, or prefer medicine to mechanic art, we shall\\nhope they will demonstrate that, even in professional life, the education\\nwe give is neither inferior nor inadequate. And in riper years they\\nwill return to their first love, and bring their gathered wealth and\\nhonors to lay them in the lap of the agriculture and art we have taught\\nthem. Let the State open wide, then, this Pierian fount of learning.\\nLet her bid freely all her sons to the full and unfailing flow: those\\nwhose thirst or whose needs are little, to what they require; those\\nwhose thirst and whose capacities are large, to drink their fill. Let\\nthe university be made worthy the great state whose name it bears;\\nworthy the grand and splendid industries it seeks to promote; and\\nworthy of the great century in which we live.\\nDEPARTMENTS AND COURSES OF INSTRUCTION.\\nHaving thus defined the general idea and aims of the University,\\nthe Committee suggest the following enumeration of departments,\\nwith the courses of instruction in each\\nI. Tlie Agricultural Department Embracing:\\n1. The course in Agriculture proper.\\n2. The course in Horticulture and Landscape Gardening.\\nII The Polytechnic Department Embracing\\n1. The course in Mechanical Science and Art.\\n2. The course in Civil Engineering.\\n3. The course in Mining and Metallurgy.\\n4. The course in Architecture and Eine Arts.\\nIII. The Military Department Embracing:\\n1. The course in Military Engineering.\\n2. The course in Military Tactics.\\nIV. The Department of Chemistry and Natural Science.\\nV. Tlie Department of Trade and Commerce.\\nVI. The Department of General Science and Literature Embracing:\\n1. The course in Mathematics.\\n2. The course in Natural History, Chemistry, etc.\\n3. The course in English Language and Literature.\\n4. The course in Modern Languages and Literature.\\n5. The course in Ancient Languages aDd Literature.\\n6. The course in History and Social Science.\\n7. The course in Philosophy, Intellectual and Moral.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0008.jp2"}, "9": {"fulltext": "It may not be found feasible to develop all these departments at the\\noutset, but ultimately even others may be added to those here enume-\\nrated.\\nThe following brief exposition of some of the principal courses will\\nexhibit their general scope\\n1. The course in agriculture proper may embrace the study of\\ncommon tillage, arboriculture, fruit growing, cattle and sheep husbandry,\\nveterinarv art, agricultural chemistry, and rural engineering and archi-\\ntecture.\\nIts aim will be to give a practical knowledge of the various kinds of\\nsoils, their composition and improvement, by chemical or by mechani-\\ncal treatment the several classes of crops, with the preparation of\\nthe soil, seeding, cultivation and harvesting of each the rotation\\nof crops, and preparation and use of fertilizers vegetable anatomy\\nand physiology, with the classification, values, and laws of growth\\nand culture of the cereals, grasses, and other useful plants, together\\nwith general botany; fruit-growing and the several modes of propa-\\ngation, and the production of new varieties; arboriculture, with the\\nnature and value of the various species of ornamental, shade and\\nforest trees, the propagation, growth and care of forests, their impor-\\ntance and value in a prairie country, in their effects upon climate, vege-\\ntation and health; animal anatomy and physiology, with a study of\\nthe breeds of domestic animals, and their values for the dairy, for fat-\\ntening, for draught, and for wool or other products, and of the princi-\\nples ot stock-breeding veterinary art, with the laws of feeding, care and\\ntraining of the domestic animals; the apiary and poultry yard agri-\\ncultural chemistry, applied to the analysis of soils, fertilizers and food,\\netc.; entomology, especially including the useful insects, and those\\ninjurious to animal life; meteorology and climatology; rural architec-\\nture and engineering, embracing the planning of farm buildings, and\\nthe laying out, draining and fencing of farms political economy, the\\nlaws of production, consumption and markets real estate jurispru-\\ndence, the laws regulating the tenures and transfers of land, and the\\nlaws relating to rural affairs the history of agriculture, and general\\nviews of the husbandry of foreign countries. To these studies should\\nbe added, either to prepare for the foregoing, or as necessary to com-\\nplete education, courses in mathematics, language and literature, men-\\ntal and moral philosophy, logic, history and science of government.\\nThe instruction should be partly by text-books, and partly by lec-\\ntures, enforced by observation and practice in the laboratory, and the\\nvarious departments of the experimental farm.\\n2. The course of instruction in horticulture may comprehend most\\nof the studies already described under the course in agriculture, omit-\\nting stock-breeding and veterinary art, and adding to the fruit-growing,\\nthe culture of the small fruits and culinary vegetables, and the culture\\nof flowers; the construction and management of the hot- bed, the green-\\nhouse, the grapery, the seed-plot and the nursery landscape garden-\\ning, the laying out and ornamentation of public and private pleasure\\ngrounds, parks, cemeteries, etc. The methods of instruction should be\\nlike those in the department of agriculture.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0009.jp2"}, "10": {"fulltext": "8\\n3. The courses in mechanics, civil engineering and mining belong\\nproperly to the polytechnic school. All the fundamental sciences\\ninvolved in them being taught at the University, these courses may\\nalso be developed there. The committee defer the delineation of a\\ncourse of instruction in this department till the question of the extent\\nof its means of development is settled.\\n4. Military tactics being specifically required by the act of Congress,\\nthe development of this department to such an extent as may be found\\npracticable, should be undertaken at the outset. While the effect of\\nthis department will be to scatter through the state a body of men so\\nfar advanced in military art that, in case of war, they will furnish skill-\\nful officers, ready to drill and lead the volunteer forces of the country,\\nit is the opinion of many experienced educators that the introduction\\nof the military drill and discipline is of positive value for their educa-\\nting influence. They will materially assist in the government of the\\ninstitution, and tend to form those habits of order and punctuality, for\\nthe want of which so many educated men fail of usefulness and success.\\nIt is strongly recommended by eminent military officers, that some\\nsimple and tasteful uniform be prescribed for all the students, as the\\nlaw contemplates and provides that the organization partake some-\\nwhat the military form, and that a daily drill be had in militar}^ tac-\\ntics. The uniform would not be more expensive than ordinary cloth-\\ning, and its use would repress extravagances in dress, and promote a\\nfeeling of democratic equality among the whole body of students. It\\nwill help also to stimulate the virtues of personal neatness and manly\\ncourtesy of demeanor.\\nBy frequent rotations in office, and by making those eligible to office\\nwho merit it by proficiency in drill and by good soldierly conduct, a\\nsufficient stimulus would be gained to insure attention, and both the\\nfaculties of obedience and command would be developed. Students of\\nthe first year might be required to serve in the ranks and as non-com-\\nmissioned officers, the higher officers being selected from the advanced\\nclasses. Some new drill might also be introduced for each advanced\\nclass, and thus the interest be sustained.\\nBesides the field exercises, some elementary text books should be\\nused, and the students be required to read for recitations or for exam-\\ninations on the general principles of military science.\\nIt is hoped by the friends of military education that provision will\\nsoon be made by congress for the detail of competent officers of the\\narmy to act as professors of military science in the colleges introducing\\nit, and that in this way the university may be provided with instructors\\nin this department.\\n5. The course in chemistry and natural science will embrace the\\nstudy of analytical and practical chemistry, the analysis of soils, ores,\\nminerals and organic bodies, and the applications of chemistry in agri-\\nculture and the arts of dyeing and bleaching, and the manufacture of\\nsugar, salt, glass, etc. It will embrace also the more extended and\\npractical study of mineralogy, geology, and natural history in general,\\nw T ith the arts of collecting and preserving specimens, and of arranging\\ncabinets and conducting geological surveys.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0010.jp2"}, "11": {"fulltext": "9\\n6, The instruction in the department of trade and commerce will have\\nfor its aim to give students a knowledge of the principles of business, and\\nof the customs and laws of trade the collection, transportation, ex-\\nchange and distribution of the valuable products of nature and art. Such\\nknowledge will be eminently valuable to the educated farmer, and is\\nof vital necessity to those who are to be employed in the great com-\\nmercial branches of industry. The crowded rooms of the commercial\\nschools, meagre and unscientific as the instruction of these schools\\noften is, prove conclusively the felt need of such a department of in-\\nstruction, and the university would be incomplete in its industrial\\ncourses if it should leave this important form of human industry unpro-\\nvided for.\\nThe studies in this department, in addition to such literary studies\\nas are necessary for the requisite discipline and culture, and such\\nknowledge of natural sciences as may be needful to an understanding\\nof the origin, nature, quality and cost of the commodities, crude and\\nmanufactured, known to commerce, should embrace also political econ-\\nomy, the laws of production, exchange and consumption as they affect\\nmarkets; the theories of banking, insurance, and. foreign and domestic\\nexchange the laws governing importation and exportation, the seve-\\nral classes of imposts, duties, etc and the theories connected therewith\\ncommercial geography, with the staple commodities of the different\\nregions and nations, their commercial condition, usages and markets;\\nbook-keeping in its several forms, and commercial customs, papers and\\ncorrespondence; and finally, commercial law and the history of com-\\nmerce with its growths and variations. Such knowledge, while it\\nwould make intelligent business men, farmers, merchants and manu-\\nfacturers, and managers of the great business enterprises of the nation,\\nwould help to prevent those ruinous speculations and disastrous failures\\nwhich spring as often from a pitiable ignorance of the great fundamen-\\ntal laws of trade, as from a willful violation of them.\\nDEPARTMENT OF GENERAL SCIENCE AND LITERATURE.\\nThe several courses in this department make up the general educa-\\ntional or college course. Their main aim is to furnish such a liberal\\neducation as may best fit students either for the mastery of the special\\ncourses in the arts, or f r the general duties of life. The final compo-\\nsition and adjustment of this central course will demand the most care-\\nful consideration. The conflicting views which prevail as to relative\\nvalues of different branches of learning, and the consequent disposition\\nto scout some as useless, and to magnify others as of overshadowing\\nimportance, make it requisite for us to recur briefly to some fundamen-\\ntal principles which ought to control our selection.\\nThe knowledges considered as instruments of culture or education,\\nmay be broadly grouped into four grand divisions, as follows\\n1. Natural sciences, or sciences of observation and experiment.\\n2. Mathematics, or the science of imagination and calculation.\\n3. Linguistic and philological sciences, or the sciences of formal ex-\\npression.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0011.jp2"}, "12": {"fulltext": "10\\n4. Philosophical and speculative sciences, or the sciences of con-\\nsciousness and reflection.\\nEach form of knowledge affects culture by two separate methods.\\nFirst, by the kind and extent of the exercise its study affords the mind,\\nand secondly, by the exciting and stimulating effect of its proper ideas.\\nSome studies are chiefly valuable for the former, and others for the\\nlatter use.\\nThe natural sciences, or sciences of nature, embracing natural histo-\\nry, chemistry, natural philosophy, geology, physical geography and\\nuranography, especially exercise and cultivate the powers of observa-\\ntion, classification and inductive reasoning.\\nThe mathematical studies, embracing both pure and applied mathe-\\nmatics, exercise and develop the capacity to form and combine abstract\\nconceptions, and cultivate the deductive reason. They also promote\\nhabits of mental concentration and continuity of thought.\\nLinguistic studies educate the discriminative judgment, and develop\\nthe power both of the expression and reception of thought. They train\\nalso the faculty of discursive reasoning, and help to give to the mental\\naction a precision and clearness not otherwise to be gained.\\nThe philosophical and speculative sciences, embracing mental and\\nmoral philosophy, and historical and social science, address themselves\\nto minds already well matured, and powerfully exercise the reflective\\nfaculties. They especially develop the habit of looking for the funda-\\nmental and essential, in facts and things; of investigating the real\\nnature and causes of social and vital phenomena, and of that reasoning\\nfrom the contingent and the probable, which goes among us by the\\nname of common sense.\\nIf we turn now to note the other educational force found in these sev-\\neral classes of knowledge the stimulating power of their proper ideas\\nwe shall find an equal diversity in the kind and degree of their influ-\\nence; the philosophical studies being to the majority of mature mind^,\\nthe most stimulating, and the matematical, the least.\\nNatural science gives us a knowledge of physical facts and pheno-\\nmena, and of the great forces and laws of nature underlying these.\\nThis knowledge has in all ages stimulated themost eager curiosity and\\nawakened the spirit of inquiry into physical causes. It has also excited\\nthe most wild and extravagant speculations.\\nThe mathematics afford us only the knowledge of the abstract relations\\nof quantity and number, and of certain formulas of analysis. It is by\\nits problems that this science excites the mental activities. Its ideas\\nlie mostly inert in the mind, except when wanted as instruments of cal-\\nculation.\\nLanguage, like mathematics, is mainly concerned with relations but\\nit is with the relations of ideas and thoughts in all departments of\\nknowledge. The study of language is the study of the connections, as\\nwell as of the expression, of thought. Grammar, as J. Stuart Mill has\\njustly observed, is incipient logic. But language is the instrument\\nand the store-house, as well as the vehicle of thought. It is full of .his-\\ntory, philosophy, science and poetry. It powerfully stimulates the\\nthinking processes by the facilities it affords for the manufacture as\\nwell as the commerce of thought.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0012.jp2"}, "13": {"fulltext": "11\\nBat no knowledge so profoundly stirs and stimulates the human mind\\nas the great questions with which philosophy and history have to do.\\nThese questions come down to us from those great central heights of\\ntruth, unattainable it may be in their heaven-piercing summits, but\\nstill irresistibly attracting all great thinkers, and calling for the might-\\niest efforts of the human intelligence in the struggle to master their\\nmysterious and still unsolved problems.\\nIt seems too obvious to need further argument that a true educational\\ncourse must include these four classes of studies, and that if we would\\nsend forth a body of thoroughly educated agriculturists, to stand as the\\npeers of the educated men found in other professions, we must give\\nour students the benefits of a course with its full proportionate measure\\nof each of these elements. It is an ancient and universal observa-\\ntion, said that great thinker and teacher, Sir William Hamilton, It\\nis an ancient and universal observation, that different studies cultivate\\nthe mind to a different development and as tlie end of a liberal edu-\\ncation is the general and harmonious evolution of its faculties and capa-\\ncities in their relative subordination, the folly has accordingly been\\nlong and generally denounced which would attempt to accomplish this\\nresult, by the partial application of certain partial studies. Testimony\\ncould be multiplied on this point from the world s greatest thinkers.\\nIt is not necessary that all the branches in each of these great classes\\nof studies be included in the course. Provided that each class is rep-\\nresented, in something like its due proportion, we are at liberty to select\\nof two kindred studies of nearly equal disciplinary power, that one\\nwhich most conduces to the special uses we have in view. In making\\nup a course for the Industrial University, we may wisely and safely\\ndepart from the common college curriculum and, without losing any\\nof its real advantages, may gain much special assistance for our indus-\\ntrial courses.\\nSTUDIES OF THE UNIVERSITY COURSE.\\nIn Physical Sciences, the course should embrace botany, zoology,\\nmineralogy, chemistry, geology and physics, not in the stinted measure\\nand nearly useless manner in which they are usually taught, but with\\nsuch extent and thoroughness as shall give students a practical com-\\nprehension and knowledge of each. The scientific farmer or mechanic\\nshould be a good naturalist.\\nIn Mathematics, besides algebra and geometry, the student of agri-\\nculture needs trigonometry and land surveying while the mechanic and\\ncivil engineer require also analytical geometry, mechanics and the cal-\\nculus. These studies, therefore, should find place in this general course.\\nIn language, the course should embrace a thorough study of our\\nown language, its rhetoric and literature.\\nOf Modern Languages, it should include the French and German,\\ntaught with such thoroughness that the student may read them with\\nease, and converse in them with some facility. The scientific agricul-\\nturist ought to be able to avail himself of the fresh discoveries of the\\nFrench and German men of science. He is shut out from the best\\nscientific thinkers of the age, and from many of the best sources of", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0013.jp2"}, "14": {"fulltext": "12\\nknowledge, if he can not read the languages of France and Germany.\\nAnd the prevalent use of these languages in our own country, among\\nlarge masses of our population, gives to their study an additional\\nvalue.\\nThe Latin language, both because it enters so largely into our own\\nand other modern languages, and because it is to such an extent the\\nlanguage of science, will demand a place in the course. As an instru-\\nment of linguistic culture it greatly surpasses modern languages, and\\nits literature is of perennial value. When well taught, no study more\\nrichly rewards the student. The Greek should be afforded, at least as\\nan optional study, to all who desire to pursue it. It will never lose its\\nvalue in the eyes of the highest grade of scholars.\\nMental and Moral Philosophy, Logic, History, Political Ecomomy,\\nCivil Polity and Constitutional Law, will all properly enter into the\\ncourse as philosophical and speculative studies, and because of their\\nhigh practical values.\\nA course, composed of these studies, reaching through four years\\nwill fully equal in its disciplinary power the ordinary college course,\\nand be of much more value to the student of the industrial arts.\\nIt seems almost idle to say, we admit, many of these studies are not\\nnecessary to the mere practical farmer. Latin will not help a man to\\nhold a plow, nor will mental philosophy teach how to fatten hogs. But\\nwe reiterate, the Industrial University is not needed and was not foun-\\nded for the common education of men, farmers or others. u The liberal\\nand practical education proposed by Congress will require all the\\namplitude of study here described.\\nIt is not insisted that all students shall take this general course,\\nthough it is strongly recommended. Students may take up special\\ncourses without stopping to complete this, just as they may take a medi-\\ncal or law course at any other University, without first graduating from\\nthe college course.\\nThe special courses in Agriculture and the Arts will comprehend\\nmany of the studies belonging to the general course, and they may be\\nso arranged that a diligent student, of good abilities, while pursuing\\nthe regular University course, may also take up and carry forward one\\nof the special technical courses. The studies of the University course\\nbeing the minimum of study required to entitle the student to regular\\nstanding it will be found that many students can perform successfully\\nmore than this minimum.\\nBy further arranging the special courses so as to connect them with\\nthe last three years of the University course, and by bringing them,\\nas far as practicable, into the fall and winter session, we may com-\\nply with the provision of the law, and also allow students of Agri-\\nculture or Horticulture alone, to complete their special studies in a three\\nyears course.\\nOPTIONAL AND SELECT COURSES.\\nThe opinion gathers currency that students of mature age and ex-\\nperience should be permitted to enter our universities and colleges and\\nselect for themselves such studies as they may need, and as they are", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0014.jp2"}, "15": {"fulltext": "13\\nqualified to pursue successfully with the regular classes in those studies.\\nIt may sometimes also occur that persons will desire to enter the uni-\\nversity simply to attend some course of lectures, or to attain an insight\\ninto some agricultural or other industrial process, as the budding,\\ngrafting or pruning of trees, the management of a grapery, etc. Such\\nstudents should be furnished with all the facilities consistent with the\\ngood order of the institution.\\nQUALIFICATIONS FOR ADMISSION.\\nThe question of the qualifications required for admission to the uni-\\nversity is one demanding careful consideration. These requirements\\nshould not be so high as to viitually exclude those who might success-\\nfully pursue the courses of study, nor so low as to admit those who are\\nunprepared to profit by a residence at the institution, and whose time\\nwould be uselessly wasted in the attempt to grasp studies beyond their\\ncomprehension.\\nThe law prescribes that no student shall be admitted to instruc-\\ntion in any of the departments of the University who shall not have\\nattained to the age of fifteen years, and who shall not previously under-\\ngo a satisfactory examination in each of the branches ordinarily taught\\nin the common schools of the State. The committee understand this\\nlanguage, not as fixing definitely the qualifications for admission, but\\nonly as determining their lowest limit. The trustees may require both\\na maturer age and a higher grade of scholarship, whenever in their\\nestimation the interests of the State and of the University require it.\\nIt would certainly be better if students never entered college under\\neighteen years of age but the average age of those applying for ad-\\nmission will doubtless be above this, without any special rule requiring\\nit. Experience shows that students who enter college at a less age\\nthan that here indicated, are often injured by being thrown so early\\ninto the indiscriminate associations and powerful stimulation of college\\nlife. The University is the place for men rather than for mere boys.\\nIt seems requisite that two different sets of qualifications shall be\\nprescribed the one for students who wish to pursue simply the studies\\nof some select or partial course, and the other for candidates for the\\nregular University courses.\\n1. QUALIFICATIONS FOR ADMISSION TO SELECT COURSES.\\nStudents may properly be admitted to take some select course, on\\npassing a thorough examination in the common school branches of\\nreading, writing, arithmetic, geography and grammar, and on evidence\\nof sufficient maturity and intelligence to pursue successfully the studies\\nselected by them.\\n2. ADMISSION TO REGULAR UNIVERSITY COURSES.\\nWhile the committee would wish to open the University as widely\\nas possible to the youth of the State, they can not forget that its real\\nutility will depend on establishing and maintaining a high standard of\\nscholarship. As it can not legally do common school work, so neither", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0015.jp2"}, "16": {"fulltext": "14\\nought it to undertake to do the work already provided for in the public\\nhigh schools. It would prove a most sorry blunder if in our too eao-er\\ndesire to popularize the institution, and under pretence of bringing its\\nadvantages within the easy reach of all, we should create a gigantic\\nand expensive high school, and, having thns consumed our means,\\nshould fail to make any University at all. It is absolutely essential,\\nif the University is to do the higher and scientific work required of it,\\nthat it shall leave the preparatory work mainly, if not entirely, to the\\npublic high schools and academies of the State else it may fritter\\naway its funds and its teaching forces, on the mere elementary work\\nalready sufficiently provided for, and leave undone all the great work\\nwhich we ask at its hands for scientific agriculture and industrial\\narts.\\nThe reasonable construction of the statute is that while the Univer-\\nsity shall not comprehend the ordinary common school studies, it shall\\nso arrange its terms of admission that the public schools may be able\\nto meet them, and that there be left no unbridged chasm between the\\nbody of the State school system and the University at its head.\\nIn the better class of public schools there are now taught, not only\\nGrammar, Geography and Arithmetic, but also Algebra, Geometry,\\nNatural Philosoph} History of the United States, and Human Physi-\\nology, and in very many of them the Latin language. All these may\\nproperly be prescribed therefore as preparatory studies for the Univer-\\nsity. They are ail so elementary in character as to come within\\nthe easy comprehension of students under fifteen years of age they\\nall need to be studied as preparations for mastering the University\\ncourse and they may all be successfully taught in public high schools.\\nIn the Latin the quality of the scholarship attained, rather than the\\nquantity of the reading, may wisely be made the test, and the student\\nshould be admitted who can construe readily any passage in Cicero s\\nSelect Orations, or Yirgil s Georgics and ^Eneid.\\nThe preparatory course above indicated differs from that ordinarily\\nprescribed for admission to colleges, in the omission of the Greek lan-\\nguage, and in the extension of the requirements in mathematics and\\nother studies. It is believed that this variation will not only better\\nadapt the preparation to the peculiar character of the University, but\\nwill adjust the University much more nearly to the ordinary course of\\nstudies now generally taught in our public high schools. These schools\\nuniversally teach Geometry and Algebra; but only in a few cases\\nteach Greek to any great extent. The grade of scholarship required\\nfor admission will thus be made as high as that required at other Uni-\\nversities, though made up of different elements. To make the work of\\nthe Industrial University thorough and complete, demands that the\\npreparation for it shall be also full and sufficient.\\nThe argument for an elevated standard of qualifications for admission\\ngains great force from the fact, that until the student has made as much\\nprogress as this preparatory course requires, he has not usually formed\\nhis purpose and tested his strength and ability to pursue a course of\\nliberal or scientific study. The history of preparatory schools is full of\\nproof that many of those who set out for a college course stop short of\\nthe college doors. Science, like scripture, has its stony ground hear-", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0016.jp2"}, "17": {"fulltext": "15\\ners, who at first receive the word with joy, but who, when the hot sun\\nof hard study is up, wither away. If our doors must be held open to\\nevery half-taught youth who is seized with a sudden ambition to go to\\nthe University, our halls will be flooded annually with fresh hosts of\\nmere tyros, who will stay only long enough to manifest their unfitness\\nfor the place, and then go forth to shame the institution whose students\\nthey will claim to have been thus ruining its reputation, after helping\\nto destroy or impair its usefulness.\\nAmong this host of short-lived students of the Industrial Univer-\\nsity the state will look in vain for that long line of graduates the ripe\\nand scholarly leaders in her agriculture and her great industries which\\nshe has hoped to see proceed annually from the university halls.\\nThe committee are confident that no person who properly considers\\nthe amount of more important work which the university has to accom-\\nplish, will wish to see its forces diverted to the reaching of these ele-\\nmentary branches which the high schools may properly claim as their\\nown ground and certainly no one who desires the success of the uni-\\nversity, as a great scientific and industrial college, will wish to see\\nstudents entering its classes with less preparation than is here pre-\\nscribed.\\nIt needs to be repeated that this does not forbid students of suitable\\nmaturity and experience to come to the university to take a few select\\nstudies, without passing an examination in Latin and the higher mathe-\\nmatics named.\\nHONORARY SCHOLARSHIPS.\\nThe law for the organization of the university provides that each\\ncounty in the state shall be entitled to one honorary scholarship in the\\nuniversity, for the benefit of the descendants of soldiers and seamen\\nwho served in the armies and navies of the United States during the\\nlate rebellion preference being given to the children of such soldiers\\nand seaman as are deceased or disabled and the board of trustees may\\nfrom time to time add to the number of honorary scholarships when, in\\ntheir judgment, such additions will not embarrass the finances of the\\nuniversity; nor need these additions be confined to the descendants of\\nsoldiers or seamen. Such scholarships to be filled by transfer from the\\ncommon schools of said county of such pupils as shall, upon public ex-\\namination, to be conducted as the board of trustees of the university\\nmay determine, be decided to have attained the greatest proficiency in\\nthe branches of learning usually taught in the common schools, and who\\nshall be of good moral character and not less than fifteen years of age.\\nThese scholarships entitle the incumbents to free tuition for three years.\\nThe committee recommend that the Regent, in connection with the\\nSuperintendent of Public Instruction, prepare examination papers, and\\ntransmit the same to the county superintendent of schools in each\\ncounty, who, with other examiners, appointed by the Regent and Super-\\nintendent, will see that the examinations are properly conducted, and\\nwill return the papers, with the written answers of the several candi-\\ndates and with such testimonials as they may present, to the Regent,\\nwho shall determine on the papers and notify the successful candidates\\nof their appointment.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0017.jp2"}, "18": {"fulltext": "16\\nA competitive examination, thus uniform in character and thus fairly\\nconducted, can not but react with a most healthful stimulation upon the\\npublic school interests of the state and this stimulation will be in-\\ncreased by a publication of the names of the schools in which the suc-\\ncessful candidates were prepared, and the teachers by whom they were\\ntaught. In case any counties shall neglect to send students on their\\nscholarships, the Regent may be authorized to award such scholarships,\\nfor the year, to suitable candidates from other counties.\\nCHARGES FOE TUITION, AND OTHER EXPENSES.\\nThe committee would rejoice if the condition of our funds and the\\nprovisions of the law would permit the University to be made free to\\nall citizens of the State, and they cordially recommend that its tuition\\nbe made thus free at the earliest practicable moment and that from the\\noutset the charges be made as light as as consistent with justice to the\\ninstitution itself.\\nThe charges in American Colleges range from a few dollars per\\nannum to several hundreds. In Yale College the annual fees amount\\nto $85. The annual fees at Harvard are $133. At the Michigan Uni-\\nversity each student pays a matriculation fee of $10, and an annual fee\\nof $5. At the Michigan Agricultural College the tuition is free for\\ncitizens of the State. Students from other States pay $20 per annum.\\nAll students pay a matriculation fee of $5. The proposed fees for the\\nCornell University are $20 a year for tuition; matriculation fee $15.\\nThe committee recommend that the academic year be divided into\\ntwo semi-annual sessions, as nearly equal as may be, and that the tui-\\ntion and other fees for each session be fixed at the following rates\\nFor tuition to students from other States, $10 per terra $20 per annum\\nFor incidentals, care and warming of public rooms, etc., $5 per term. ..10\\nFor room rent, $6 per term 12\\nThey recommend, also, that a matriculation fee of $10 be charged to\\neach student on first entering the institution. This fee is never charged\\na second time, but once paid, entitles the student to all the privile-\\nges of membership at any time thereafter.\\nStudents on the honorary scholarships will pay the matriculation\\nfee and charges for room rent and incidentals, but will be charged noth-\\ning for tuition.\\nBOARDING DEPARTMENT.\\nThe building is provided with the necessary rooms for a boarding\\ndepartment. It is believed that in a short time we may wholly dis-\\npense with this department, even if it must be opened at the outset.\\nSuitable boarding houses will doubtless soon spring up in the neighbor-\\nhood, and the rooms in the University building may be appropriated\\nto more public and proper uses.\\nstudents rooms.\\nThere are in the University buildings sixty-six rooms designed for\\nstudents dormitories, each dormitory being calculated to accommodate", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0018.jp2"}, "19": {"fulltext": "n\\ntwo students. These rooms are without furniture. It is customary to\\nleave students to provide their own furniture, as they will ordinarily\\ntake better care of their own property than they will of that belonging\\nto a public institution.\\nMANUAL LABOR SYSTEM.\\nOne of the most important and difficult questions concerning the\\norganization of the University is that of the introduction of the manual\\nlabor system. It is true that the attempt to connect manual labor with\\nschools has in many instances failed but the nature and extent of this\\nfailure have not been generally understood. It has not failed because\\nthe students were unwilling to work, nor because the work was injuri-\\nous either to their health or culture. It has simply failed to pay. The\\nlabor of students was found unprofitable.\\nThe high success and utility of the labor system, as practiced at the\\nMichigan Agricultural College, has, in the minds of your committee,\\nfully demonstrated its feasibility and value and they would heartily\\nrecommend its adoption here, provided similar conditions can be\\nsecured. There, each student is required by law to work three hours\\na day, unless excused on account of sickness. The professors accom-\\npany the students to the garden or field, and participate in and direct\\nthe work, which is made to illustrate the principles taught in the lecture\\nrooms. Wages, according to the value of the work done, not exceeding\\nseven and a-half cents an hour, are allowed the student, and he is thus\\nenabled to pay a considerable part of the expense of his schooling by\\nhis labor. Even there the work has never yet proved remunerative to\\nthe institution, though it annually approaches nearer this result.\\nIt should be added that the manual labor system, as practiced at the\\nabove named institution, has been carefully inspected by gentlemen\\nsent from several of the eastern States, and has been warmly commen-\\nded in their published reports, as eminently satisfactory and successful.\\nThe chief advantages of the labor system are these\\n1. It promotes the physical health and development of the student.\\n2. It cultivates habits of industry, and, keeping the student inured to\\nmuscular effort, renders his return to the farm, or other physical labor,\\nnatural and easy. This is a point of much importance, if we wish\\nsuccessfully to turn the tides of educated life into the industrial\\nemployments.\\n3. When made, as in the agricultural course, to bear upon the\\nstudies pursued, it creates a practical interest in, and comprehension of,\\nthose studies which cannot be obtained by mere abstract study.\\n4. When pursued, as here recommended, in the society of intelli-\\ngent class mates and teachers, and lighted with a knowledge of the\\nreason of every process, it is not only pleasant, but comes to be seen\\nas noble and dignified and thus the sentiment of honor to labor is\\ndeeply implanted in the mind.\\n5. It aids the student to pay his own way, and cultivates in him\\nthe feeling of manly independence.\\nThese considerations are so important that they incline us to recom-\\nmend its introduction, even though it should fail to pay all the expenses\\nattending it. But, if proper care is taken not to establish too high a\\n\u00e2\u0080\u00942", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0019.jp2"}, "20": {"fulltext": "18\\nrate of compensation, the Committee are not without hope that no loss\\nneed result, even if no profit is gained.\\nAPPARATUS OP ILLUSTRATION AND INSTRUCTION.\\nEach department in the University will require, besides the general\\ncabinets or collections, some means of illustration and instruction pecu-\\nliar to itself. For general study of the natural sciences there will be\\nneeded full and well classified collections of specimens in mineralogy\\nand geology, in botany and in the various branches of zoology.\\nThe departments of agriculture and horticulture will require in addi-\\ntion, cabinets of seeds, grasses, grains and fruits models or drawings\\nof farming and garden implements, of farm buildings, and plans of\\nfarms, gardens, celebrated parks, and landscape gardens, etc.; and spe-\\ncimensand drawings of various breeds of domestic animals.\\nThe department of mechanics and civil engineering, will demand a\\ncabinet of models and drawings of machinery, architectural plans,\\nplans of roads, bridges and other structures, and specimens of building\\nmaterials, as the various woods, marbles, granites and more common\\nbuilding stones.\\nThe military department will require its specimens or drawings of\\nthe various kinds of arms and military structures, together with plans\\nof celebrated battle-fields, sieges, encampments, etc.\\nThe department of fine arts will require casts, photographs or en-\\ngravings of the great master-pieces in art, Xhese may be obtained at\\nreasonable rates, and original drawings, paintings and sculptures will,\\nin due time be added. The healthful, refining and stimulating influ-\\nence of such collections on the ininds of the young, must be seen to be\\nproperly appreciated.\\nThe common working apparatus of instruction must embrace a good\\nset of chemical and philosophical apparatus. The prominence due to\\nchemistry in such an institution as this, will demand, at the earliest\\npracticable day, a separate and suitable building for a chemical labora-\\ntory, such as exists at Harvard, Yale and Amherst, and at the Michigan\\nUniversity.\\nThe experimental farms, orchards and gardens, with the several\\nstock barns, yards, pens, etc.; the mechanic shops, tools and machinery;\\nthe military arms and parade grounds the engineer s tools, and the\\nmodel counting house, will furnish the fitting apparatus for teaching in\\nthe several leading departments of special instruction.\\nAs the collection of cabinets is a work of years, it is important that\\nit begin at once, and that applications for duplicate specimens, casts, etc.,\\nbe made as early as practicable, wherever they may be obtained. The\\nfriends of the University in the various sections of the State would\\ndoubtless donate many specimens, if a brief circular, containing a state-\\nment of our wants, and instructions for packing and forwarding, were\\nsent out.\\nFACULTY.\\nThe committee were also instructed to suggest a faculty- 5 for the\\nUniversity. In the entire work of organizing the institution, there is", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0020.jp2"}, "21": {"fulltext": "19\\nHo more difficult or important part than this, On the character and\\nability of its faculty, will the character and success of the University\\ndepend, more than upon all other circumstances taken together.\\nBuildings, cabinets, libraries and rich endowments will be all in vain,\\nif the living agents the professors be not men of ripe attainments,\\nfine culture and eminent teaching powers.\\nNumerous applications have already flowed in upon the committee, but\\nthe time has been quite too brief, since the last meeting of the board,\\nto allow any such careful and extensive inquiries as would justify the\\ncommittee in presenting any names at this time. Self-nominated can-\\ndidates will always be abundant, but the men we want will need to be\\nsought for as with lighted candles. The incumbent of a professor s\\nchair should be no ordinary man. In this, its chief seat of learning, in\\nwhich it proposes to provide for the highest education of its sons, and\\nfrom which, as a great center of science, it seeks to diffuse light to all\\nthe great fields of its industries, the State needs men of the highest type\\nas scholars and as men. The qualifications of every candidate for a\\nprofessorship must be rigidly scrutinized without fear or favor and\\nnone but men of tried and proven ability must be admitted to a place.\\nOlder and ordinary colleges may do with second rate men this Uni-\\nversity can only succeed with the best men.\\nA good college professor should have the three-fold qualification of\\neminent and extensive scholarship, at least in his department\\nthoroughly tested ability to teach and high-toned, gentlemanly char-\\nacter and culture. The first two are indispensable qualifications the\\nthird will never be overlooked by those who have marked how inevi-\\ntably and ineffaceably the teacher impresses his manners and habits\\nupon his pupils. If culture is the better part of education, high-toned\\ncharacter and genuine courtesy of manner and feeling are the better\\npart of culture.\\nThe number of professors must depend upon the extent of the en-\\ndowments and the consequent ability to pay salaries. Until the trus-\\ntees shall determine upon the disposition of the land scrip, and thus\\napproximately determine the prospective extent of its funds, this ques-\\ntion of the numerical force of the faculty must remain unsettled.\\nThe corps of instruction may properly embrace four classes of teach-\\ners 1st. Professors, or principal instructors in each department of\\nstudy. 2d. Assistant Professors \u00e2\u0080\u0094younger, or less accomplished teach-\\ners, employed in sub-departments, or to aid in departments in which the\\nwork cannot be fully done by one man. 3d. Lecturers, or non-resident\\nProfessors men eminent in some specialty of art or science, who may\\nbe employed to visit the University at specified seasons, and give\\ncourses of lectures. 4th. Tutors, or young men, employed temporarily\\nto give instruction in the more elementary studies.\\nThe committee would indicate the following as among the more\\nimportant departments or chairs of instruction\\n1. The Professorship of Practical and Theoretical Agriculture.\\n2. of Horticulture.\\n3. of Analytical and Practical Mechanics.\\n4. of Military Tactics and Engineering.\\n5. of Civil Engineering.\\n6. of Botany and Vegetable Physiology.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0021.jp2"}, "22": {"fulltext": "20\\n7. The Professorship of Zoology and Animal Physiology.\\n8. of Mathematics.\\n9. of Chemistry.\\n10. of Geology, Mineralogy and Physical Geography.\\n11. of English Language and Literature.\\n12. of Modern Languages.\\n13. of Ancient Languages.\\n14. of History and Social Science.\\n15. of Mental and Moral Philosophy.\\nIn addition to these, the committee would suggest the following lee\\n\u00e2\u0080\u00a2r\\ntureships\\n1. The Lectureship of Veterinary Science.\\n2. of Commercial Science.\\n3. of Human Anatomy, Physiology and Hygiene.\\n4. of Constitutional, Commercial and Rural Law.\\nSeveral of these departments may, at the outset, be represented by\\nthe same man. The professor of botany may also be professor of\\nhorticulture and the professor of zoology may fill, likewise, the chair\\nof practical agriculture. Civil and military engineering may be united\\nin one chair and the professor of chemistry may teach also miner-\\nalogy or meteorology.\\nThe professor of Practical Agriculture should be the superintendent\\nof the experimental farm, with such foremen and other laborers under\\nhim as may be necessary to carry out his plans. The farm is his labora-\\ntory and apparatus of instruction, by which he illustrates the scientific\\nprinciples and theories which he teaches, and demonstrates both the\\ntruth and the value of his doctrines. His plans for the treatment of\\neach field and crop, and for the several experiments to be tried, should\\nbe submitted to the Regent and Faculty, and after careful discussion\\nand final adoption by them, or by the Executive committee, should be\\nput on record as the settled plan for that season, to be carried out under\\nthe careful supervision of the superintendent, and its progress and re-\\nsults fully recorded in the farm record.\\nIn like manner, the professor of Horticulture should be superintend-\\nent of the gardens and ornamental grounds, and should, in the same\\nway, present to the Faculty for their discussion and approval, his plans\\nfor the management of such grounds and gardens. He, too, when\\nnecessary, may be aided in his work by a foreman and other laborers.\\nThe students, in their labors in the gardens or on the farm, will be under\\nthe guidance of the professors whose instructions those labors are de-\\nsigned to illustrate and apply and thus the lecture room and the field\\npractice will teach the same truths, and throw upon each other the\\nlight of a mutual illustration.\\nThe professor of Mechanics may have under his care such shops as\\nmay be needed on the grounds for purposes of repairs, or of such new\\nconstructions of any kind as may be easily made. With a small steam\\nor caloric engine as a motor power, there may be run a variety of com-\\nmon machinery, such as the turning lathe, circular saws, mills for grind-\\ning feed, etc., and threshing and other machines, which will enable the\\ninstructor in this department to furnish practical illustration of the\\nprinciples of mechanics. The truth taught to the eye is much more\\neasily understood and remembered than that which is stated in mere", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0022.jp2"}, "23": {"fulltext": "21\\nwords. Every where the practical methods should supplement and\\nimpress the theoretical instruction.\\nAt the Michigan Agricultural College the students repair the farm\\ntools and make many of them. Several important improvements in\\nfanning implements have already originated there, though they have,\\nas yet, no fully provided mechanical department. Students are also\\nemployed in the erection of new buildings as they are needed, and they\\nare said to soon excel common workmen in the excellence of their work.\\nCONCLUSION.\\nIn presenting this preliminary report, the committee purposely hold\\nin reserve several points of much interest and importance, which they\\nhope to be able to present finally in a much more definite and satis-\\nfactory form than can be done with the information now in hand. Ma-\\nturer consideration than the time now allowed them has permitted,\\nmay also lead to some modification of certain of the points here pre-\\nsented.\\nFully comprehending the great magnitude and the immeasurable\\nimportance of the enterprise which they are seeking to shape into life\\nand power, they can only bespeak for it the wise support and the just\\nforbearance of all good and intelligent citizens.\\nAn industrial university such as we are planning is, in a large part,\\nwithout precedent or example. The field of its labors is as yet almost\\nuntracked in its widest stretches. The very classes for whom its bene-\\nfits are designed, are as yet not half persuaded of the importance and\\nreal value of those benefits. The farmers and mechanics, accustomed\\nto regard higher education as needful and desirable only for profession-\\nal men, and almost wholly incredulous as to the utility of science in\\nits applications to their work, will look with slow-coming faith upon a\\nuniversity which proposes to make farming a scientific employment,\\nand to lift mechanics into a learned profession. They have, in many\\ncases, yet to be convinced that a highly cultured mind may be linked\\nto a brawny hand, and that a classical scholar may feel at home in a\\nworkshop aye and find use for all his scholarship and taste in the\\nsuccessful practice of his art.\\nBut the age is propitious. The working masses of mankind are\\nwaking to their needs, and calling for light. The thunder of the- ma-\\nchinery by the side of which they toil, and the magic power of the new\\nprocesses of arts which they daily employ, have roused the long slum-\\nbering power of thought. Brains are coming into use and honor in all\\nthe fields of human labor, and brains will speedily demand light and\\nknowledge. In an age of learning, the farmer and the mechanic will\\nsoon come to covet the rich heritages of science for their sons. Already\\nthe children of the laboring classes are crowding the public high\\nschools. They will not stop there. The University lies the next step\\nbeyond. They will crowd to its doors and soon will begin to issue\\nfrom its halls that long column, with its yearly additions, of graduates\\nwith broad brows, and science-lighted brains, bearing back to the farms\\nand the workshops an intelligent skill and power, to invoke new and\\nunwonted fruitfulness from the soil and from the mechanic s art. If", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0023.jp2"}, "24": {"fulltext": "22\\nt had fifty sous, said a farmer who had reluctantly perm itted h\\neldest boy to take a course at an agricultural college, and now brought\\nhis youngest to the same college, If I had fifty sons they should all\\ngo to this college, for my boy, who graduated here, farms so much better\\nthan I ever did, skillful as I thought myself, that he is getting rich\\nfrom his half of the crops he raises on my land, and I live like a prince\\non the remainder.\\nAnd the light of high and classic learning will be found as beautiful\\nand becoming when it shines in an educated farmer s home, as when it\\ngilds the residence of the graduated lawyer or physician. Rich libra-\\nrii s are already seen in the houses of some of our leading agricultu-\\nrists, and no one has found that they hinder the growth of harvests, or\\nunfit the hand of the reaper. When our Industrial University shall\\nhave come fully into its work, these libraries will be increased in num-\\nber, and there will gather around the firesides in our farm houses, and\\nin the homes of our master mechanics, groups of cultivated and intelli-\\ngent people, the peers in knowledge, refinement and power of the best\\nand bravest in the land.\\nAnd what richer growths shall yet start from these magnificent prairies\\nto repay the farmer s toil, and what more splendid achievements shall\\nyet spring from our myriad-handed mechanic art what more beautiful\\nbloom in our gardens, and more delicious fruits from our orchards\\nwhat more tasteful and convenient homes from our architecture, and\\nwhat grander and more abundant products from our multiplying man-\\nufactories what nobler forms of civilization to grace our free institu-\\ntion, and what better types of manhood to tell of the blessings of lib-\\nerty and learning, when education shall have fully achieved this last\\ntriumph, and carried her victorious banner of light down into the fields\\nwhere the toiling millions of mankind must still, by the stern but bene-\\nficent ordination of Heaven, eat their bread in the sweat of their\\nbrows.\\nJ. M. GREGORY,\\nNEWTON BATEMAN,\\nMASON BRAYMAN, V Committee.\\nS. S. HAYES,\\nWILLARD C. FLAGG, I\\nNote. For circulars, or information concerning the University, ap-\\nply to\\nJ. M. GREGORY,\\nL. OT C Champaign, Champaign county, Illinois.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0024.jp2"}, "25": {"fulltext": "Note.\u00e2\u0080\u0094 TIME OF OPENING.\\nIt was the earnest desire both of the Trustees and of the Regent\\nto open the University for students, as early at least as next September;\\nbut a careful consideration of the character and extent of the prepara-\\ntions necessary to be made, in order to the successful inauguration of\\nan enterprize of such magnitude and importance, convinced the Board\\nof the necessity of some delay. It was accordingly voted that the\\nopening be deferred till the first Monday in March, 1868.\\nIt was found that important alterations were needed to be made in\\nthe University building, requiring several months for their completion\\nthe University grounds, which are a portion of an open and unsettled\\nprairie, were to be graded, and this grading will leave the soil naked,\\nto be turned into an expanse of mud by the autumnal rains fences were\\nto be built, walks laid, sewers constructed, out houses erected, black-\\nboards and other apparatus and furniture to be made or purchased, and\\nthe institution to be equipped for service.\\nFinancial considerations of much importance also forbade haste. The\\nsale of the scrip, which could not be made for several weeks, was\\nuncertain. No interest would accrue on the funds till the first of May,\\n1868, and the expense of the repairs and equipments, together with\\nnearly the entire amount for salaries and current expenses would have\\nto be taken from the principal of the University fund, thus seriously\\ndiminishing the means needed for the permanent support of the insti-\\ntution.\\nBut even if these difficulties could be overcome or safely submitted\\nto, the selection of a faculty could not be wisely made in a time so lim-\\nited. To ripen the working plans, to select and appoint a suitable fac-\\nulty, to allow the professors, when chosen, time to close their present en-\\ngagements, and to remove their families and effects to the seat of the\\nUniversity, to properly advertise the opening, and to diffuse every where\\nthrough the state clear and definite information of the proposed courses\\nof instruction and conditions of admission, to carry out the plan for\\nthe examintion of candidates for the honorary scholarships and to do\\nall this well and thoroughly, required much more time than could be\\ngained in a single summer. In an institution which is to last through\\nages, the delay of six months in the opening is of little consequence if\\nit avails to make that opening successful and auspicious.\\nIt was believed that the opportunity afforded by this delay to the\\nRegent to visit the different counties of the state, and by public ad-\\ndresses and personal interviews, to diffuse information concerning the\\nplans and purposes of the University, would pave the way for a much\\nmore successful inauguration of its career.", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0025.jp2"}, "26": {"fulltext": "NOV 30 1900", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0026.jp2"}, "27": {"fulltext": "", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0027.jp2"}, "28": {"fulltext": "LIBRARY OF\\nCONGRESS\\n028 346 238 9", "height": "4077", "width": "2360", "jp2-path": "reportofcommitte01univ_0028.jp2"}}