Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1870-02-08
The State Agricultural College.
UNIVERSITY OF VERMONT !
and State Agri'l College.

say the least, very defective. 1t seems
proper in the circumstances that, by your
permission, l should say few words to
your readers in respect to the history and
present condition of our enterprise.
Let me say at the outset that we do not
shun criticism. We welcome suggestions
from any source; we welcome all honest,
intelligent criticism. In all our Reports
to the General Assembly we have invoked
inspection. We never forget that we are
using funds committed to us for specific
purposes If we do not use them wisely
and in good faith, we deserve censure.-
But we believe that we have been doing
the best work possible with the means at
our command.
Permit me now to dwell briefly on the
history of our undertaking. 1t must be
fresh in the recollection of your readers
that when Congress made the appropria-
ton Of College laws, to this State, vigor
Gus effort was made by leading citizens to
an independent Agricultural
School. As the proceeds of the laws would
not support it, an attempt was made to
procure endowments for it. Towns were
invited to bid first. think that no offer
so large as ten thousand dollars was made
by any town, or indeed by any county
Every intelligent man knew that unless at
least ten times that sum could be obtained,
it was idle to think of starting the Institu-
ton. Neither the Legislature nor the farm
ers showed a disposition to furnish the
money required to set the school on its
feet. They had the opportunity. They
chose to let it pass. An inspection of some
figures, which l shall give below, will show
that in this respect they acted prudently.
The Legislature then passed an Act unit
ing the University of Vermont and the
Vermont Agricultural College and the
other Colleges in the State if they should
choose to join, into one body corporate
This University alone of the old Colleges
saw fit to enter into the proposed arrange
ment. The charter was modified so as to
give the Legislature the choice of one-half
of the Trustees. The fund was accepted
subject to the conditions imposed in the
grant. The buildings, library, cabinets,
Professors, all the resources of the Institu-
ton thus became at once available for the
Agricultural College. Without this help
it is not easy to see how the school for farm
ers could have been organized at all.
In August 1866, the Trustees proceeded
10 lay out the plan of work in the new De-
partment Remember, that by the terms
Of the grant they were forbidden to use a
penny of the congressional appropriation
for the purchase, erection, preservation OIL
| repair of any building They first asked
what they are required by law to do AND
| beg to direct the special attention of YOU
readers to the requirements of the Act O
Congress, since they are broader than i;
supposed by many. The Act defines the
leading object to be, without excluding
other scientific and classical studies, anC
including military tactics, to teach sucl
branches Of learning as are related to sg
riculture and the mechanic arts, in sucl
manner as the Legislatures of the State
respectively prescribe, in order to promote
the liberal and practical education of the
industrial classes in the several pursuis
and professions of life"
Not simply agriculture but the mechan.
ic arts as we'll, were to receive attention
the latter as truly as the former. We are
bound to make the Institution Mechan
les College no less than a Farmers Col
lege. We must not even exclude classica
studies, if they are desired. What, then
he asked, should be attempted? The felC
was really unlimited. There is hardly an,
branch of learning, which is not related
to agriculture and the mechanic arts. p
Should we try to teach the manuel and me
chanical details of the farm and workshop
Or should we attempt instruction only il
the sciences and their applications to thes
, kinds of work? The wisest instructor, tn
men engaged in organizing similar institu
tons in other States differ widely in thei
views, and all admitted that the school
must for sometime be considered in an ex
:, perimental stage in this kind of labor.
:. do not remember that any one of the di:
tinguished teachers or farmers, with whoI
we conversed or corresponded, seemed s
: confident that they knew exactly wins
= ought to be done as the Secretary of th
Orleans County Society now does.
Two things it was very plain that W
y could not do, even if we wished, viz :
erect workshop for mechanics, and carr
on efficiently an experimental farm. I'll
: Trustees were aware, too, that some of Il
J most accomplished instructors in agricu
h tural science, who had been connected vii
e experimental farms, believed that such
1t farm could be of little or no service to tt
L students in a college. 1t must, they ale
v ed, in order to accomplish anything,
10 managed at large expense and farmers a
ut apt to infer that the study of style
to farming, which does not pay its way, is
is no value to them. At any rate twas Gle
to to the Trustees that the College was n
S then able to pay teachers, provide ind
IN pensible scientific apparatus, and purcha
of a farm at such price as must be paid
w one in the vicinity of the College.
y The Trustees resolved to do the b.
at thing possible with their means, to ests
Il fish thorough courses in the various phi.
Up ical sciences and to teach them with spt
or ial reference to their applications to ag
AT culture and the mechanic arts. Accol
ry ingly Laboratory was fitted up, in viii
zee the analysis of soils, minerals, manur
90 waters, etc, in fact all the branches of
mt alytical and Agricultural Chemistry, a
ID the assaying of ores are taught, and P
m fessors were also procured to teach Geog
~ ply, Zoology, Botany, Meteorology, 5
IN veying, Mechanical, Mining and Civil
cheering These, with the exception
pa Engineering, are the sciences, which
pecially yield valuable results to the fal
err, and we invite thorough examinat
of of the manner in which they are taus
ito We are teaching the science of agricult
has in the most comprehensive sense.
ion teach the structure, habits, and need
d is the plant. We teach the processes of al
ess. ysis, by which the student learns whet
too this or that soil can furnish the proper
ink triment to this or that plant, and by WI
also he knows what manure to appl
meet the deficiency. We teach the ST
live ture and habits of animals, and the &C
tibility of various kinds of food to tn
Wa toach the science nf tha weath Of