The Logan Republican. [volume] (Logan, Utah) 1902-1924, 1905-06-10

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which we are more or less interested.
] have chosen to spend the few min.
utes allotted to me in discussion OF
the land grant college.
1t has now been forty-thrce years
since President Lincoln approved the
act Of Congress providing for the en-
dowment and support Of college in
each state, wherein, the law says,
"the leading object shall be, without
excluding other scientific and classical
studies and including military tactics,
to teach such branches Of learning as
are related to agricultural and me-
chanic arts, in order to promote the
liberal and practical education of the
industrial classes in several pursuits
and professions Of life"
Since then, every state in the Union
has complied with the requirements
Of the Morrill, act, secured its appor-
tionment Of government land and es-
tablshed an agricultural college. In
few of the states the agricultural
colleges have been organized as de-
partments Of the state universities,
but i'm every instance the system has
proved to be failure. The interests
Of a university faculty are centered in
the fine arts, pure science, philosophy
and the professions, making the tend
encies and spirit of the institution
anti-utiltarian Most of the students
develop, early in their school career,
similar ideals and view with con-
tempt the humble calling of farmer
or mechanic. The few students who
register in these unpopular depart
mentS are made uncomfortable
through the class distinctions that
naturally arise, and they leave the in
dustrial field to enter upon the more
attractive courses in the Liberal Arts
AS result, the distinctive mechnical
features of the land grant college are
gradually eliminated from the conSOl-
idatcd schools
Even where independently and sep.
arately established, the agricultural
college has had to struggle for recogni-
tion. 1t has to overcome the resist.
ance of the people 1t was especially de-
signed to benefit. There are still
farmers who do not feel that their
sons are justified in spending from
four To six years at the agricultural
college if the boys intend to spend
their lives on farm. They are dis
appointed if a young man graduates
from the college and returns to the
farm for his LIES work. 1t is because
they do not appreciate the value of
scientific training in the ordinary
industries. The laws OF nature have
never been revealed to them and they
cannot realize the added power nor
sense the fuller life that comes TO the
individual who, through study and
scientific research, discovers the fun
damental principal of fixed laws of
nature and is able TO make them, to
some extent, Subseryient to his will
1t is gratifying TO note that these old
views are being abandoned and the
rational plan Of educating the youth,
no matter what his vocation in life
may be, is becomming prevalent.
Agricultural colleges are, at the same
time, rising to position OF envied
prominence. They are schools that
are designed to receive students whose
chief interests are in industrial lines,
and to develop them in the technical
work of their chosen field until they
rank among the best in their trades or
professions. The landgrant colleges
were not founded for the exclusive
purpose of teaching agriculture, but
were established to educate all who
are engaged in industra! pursuits, pre-
pairing them TO do intelligent work in
the development OF the country'S re.
sources. Mr.. Morrill, declared that
the act of 1862 did not proceed from
any exclusive idea, but indicated the
leading purpose without excluding
other classical and scientific educa.
uion," He also said that the land
grant college should be an institution
of higher education, including within
the scope of its courses, besides the
technical work in engineering, agri
cultural, commerce, and domestic
science, all the scientific and classical
studies necessary or desirable in we'll
rounded liberal education.
Prior to 1862 there was not a depart
ment of technology in any university
in the country. To train a man for q
useful life was beneath the dignity OF
our educational institutions. TODAY
all the leading universities are offer,
ing industrial courses. The land
grant colleges have performed a
wonderful mission in teaching the
dignity of labor and in popularizing
industrial training and laboring work.
But, in spite Of the fact that the
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