Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1901-01-17

NNlltN hNhl inc lHHIHlhihlt HllNA wv.
vide for the establishment Of an aNi.
cultural college for agriculture and nat
ur1l sciences connected herewith The
legislature Of 1856 provided for this In
stItution. a farm Of &c acres was pur-
chased near Lansing and buildings
erected and on May 49, 1857. the college
was formally opened. This was the
first agricultural college started with
state support and under state control
II Us the only one so started that mas
continued until the present time.
Interest In agricultural and technical
education continued 20 grow and
strong impetus 20 the founding of
special colleges for students In agri-
culture was given by the first Morrill,
act passed by Congress In 1852. The
Hatch act passed In 1851 which pro-
Nded Tor experiment stations In con-
uootiOn with the various colleges ana
gave $4,000 yearly for the support of
each and the second Morrill, act OF 1890
which gave $4,000 per year, the same
90 be increased 81 600 per year tlll II
reached S2j 900, for the further sup
port OF these agricultural colleges
placed them on a strong and progress
size basis.
These early colleges had a new field
before them. IL was virgin soil They
were not alone schools, but had 10 delve
for the facts to be- taught and then ar
range and classify the information II
Is not 10 be wondered al that some be-
came discouraged and bent their enor-
giles solely along the popular and rapid
ly developing lines OF natural science
and the higher mechanics; forgetting
Tor a time the application NJ these 90
Of ma fNfflfaf Rial
classes. But earnest men had been at
work Those who had looked into and
studied by the help Of the meager
equipment Of the past. the agricultural
problems, recognized the great pOssi-
hllities % follow from agricultural edu-
cation and have endoavOred 20 perfect
O. system that would command the con-
fdpnce and support OF all agricultural
classes
The course I'm agriculture at the
Michigan Agricultural college forty
years ago.
First Year-Geometry, meteorology,
history. tHgonometry and surveying
elementary chemistry English lltera-
ture and bookkeeping
Second Near-physics. vegetable
physiology and horticulture rhetoric
civil engineering, botany, horticulture
AM minerology inductive logic.
Third Iear-DraWlng and rural en-
cheering, geology mental philosophy
astronomy biology, moral philosophy
Fourth Year-Analytical, animal
physiology, political economy, agricul-
tural chemistry, entomology veterinary
medicine, economy Of domestic animals
technology household and rural econ
omy
af,7.r,, og,,,so Do, .,-,.i,,tt,r. 90 tho
Ohio State University.
First Year-Chemistry physiological
and economic botany and vegetable
pathology zoology and entomology
rhetoric, mechanical drawing carpen-
try
Second Year--Breeds, breeding and
feeding OF live stock agricuitu al chem
.stry Oab). horticulture. anatomy and
physiology, entomology, forging.
Third Near--SOils crops and farm
equipment geology veterinary science
anatomy general and special pathology.
meteorology drawing, French or Ger
man.
Fourth Ycar-Animal mechanism.
dairy hushandry. rural economies. po-
litical history and economies, elective.
ten hours per week.
An examination Of the agricultural
courses as given IN Michigan Agrcul-
tural College forty years ago and as
given today IA the Ohio state Uniyer-
sity ~ Ohio VIII show that marvellous
advancement has been made. These
courses form quite a contrast yet still
more remarkable g. the improvement In
the equipment provided for lmpartlng
this instruction and In the manner OF
presenting the various subjects, The
l,.tfr.. 4 md
the desire 10 more fully meet the special
needs Of the farmer. The courses OF
study have been systematizod and a
long step taken towards putting the
agricultural work on a pedag0gIc basis.
II is being recognized That agricul-
ture ls not science but art-science ap.
Piled The basis u the agricultural
work rs BOO the Natural Sciences. The
work ~ the agricultural colleges Is to
connect in the mind NJ the student, the
sciences which give the reasons Tor
things, with the practice Of the farmer
thus broadening h's conception N both
and improving both the man and the
farmer
But the work OF the agricultural col
lege officers has not teen confined TO the
improvement Of their college courses,
II il has been. the outcome would prob.
ably not have been as satisfactory as A
49, They have taken an active part In
the popular education Of the farmer and
have often been leaders ln This work.
The Farmers institute the home read
ing course In agriculture nature study
In the public schools and university eX-
tension have had their strongest advo-
Gates and most frequent contributors
from the agricultural colleges ~ Amer
lea. particularly so 600 the initial work
IN these lines The high school course
In agriculture and the short and special
agricultural courses have also been en-
deayOrs 10 give a systematic. even II
brief. course in agriculture that would
be within the reach Of nearly every
farmer within the last half century
there has also come into being the az
riculUral press which has been largely
used by the agricultural colleges and
have IN turn been rendered much more
valuable because OF the work N the coll
legee and experiment stations. Those
papers have been a potent factor In STIR
ring up interest in agricultural eiuca-
ton among the farmers.
The work ~ the agricultural colleges
rs 90 gather together AN the facts In re-
lau0n 90 farm work and lie that pr1c.
tlce has demonstrated Co Doe safe and
that science has proven Oh ba true. 10
classify and digest the facts and 10 APP
ulv them 20 the work ON the farm,
Woven with those studies must Poe such
others as will develop the powers NJ the
man. make him a broad intelligent
citizen IN his manly equipment not one
whit behind the man Of any other call.
ug,
The passing Of time has shown that
the farmer is not opposed 90 education,
nor even 10 agricultural education. Ex-
perlence has shown that The failures OF
the past have been as much in the col.
leges as in the farmers only recently
have the colleges begun 20 recognize
that their equipment both no teaching
f,ras arT t1horatfry facilities was ALE