Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1905-12-30

the ordinance were much the same al
the old colleges OF the time. and were
confined mostly to the classics, lltera-
ture and philosophy. But the factors
which combined In securing the pas
sage OF the Morrill, act of 1867 were also
potent throughout the country In modi-
flying public opinion on questions OF
educational policy, relating not only 10
the work Of the proposed institutions OIL
higher learning. but also to the direc-
lions In which the existing institutions
should be developed. The people Of Wis.
consin, for example, In 1885, demanded
that In the university OF that state "a
more distinct bias should be given to
Its Instructions In the direction OF
the several arts and avocations as they
existed among men," With the devei-
opment Of the state universities, there-
fore, there has been q general broad
ening of their sphere, and gradual IN
PRODUCTION of professional and techni-
cal courses, until at present these in
stitutions may be said practically 10
cover the entire field OF higher educa.
ton, the scope and character OF the
work offered being limited only by the
extent Of their income.
The function and scope OF the land
grant colleges are clearly defined in
"the leading object" OF these instltu-
tions shall be. without excluding other
scientific and classical studies, and In
Guiding military tactics, to teach such
branches of learning as are related 10
agriculture and the mechanic arts
In order to promote the liberal
and practical education ot the in
dustriol classes in the several
pursuits and professions in life" The
supplementary act of Congress or lsso
further emphasizes the character OF the
work that shall be provided for in THESE
institutions wherein II speclIies that
the money appropriated snail ne APP
piled only to instruction IN agriculture
the mechanic arts, the English IAN
gunge, and the various branches OF
mathematical, physical, natural, and
economic science, with special reference
to their applications In the Industries OF
life"
THE LEADING OBJECT
II will be observed that particular
stress is placed upon the leading OBJ
ject"--to apply scieree in the INDUS
tries of life" TO promote the education
liberal and practical" primarily OF
the Industrial classes not only In the
several pursuits" but in the pro
fessions in life There is special
emphasis upon agriculture and the
mechanic arts" and also upon the
branches Of learning related thereto.
"Without excluding other scientifc ana
classical studies" As Interpreted by
the department OF the interior, and
agreed generally by educational au-
thorities, the mechanic arts OF the
congressional acts are not confined 10
mere manual training In the handl-
crafts, but comprehend the most ex-
tended course In engineerlng-ciVii,
mechanical. electrical, irrigation, etc.
1t IL evident, therefore, that the work
of the land-grant colleges should cover
broad field, including not only the
technical courses required IN the devel-
opmeHt OF the varied industries and
resources Of the country. with thorough
training in all of the fundamental cog
nate sciences, but also the general
training in language literature. his
tory, and civics. which constitutes an
essential part OF a liberal education.
While the distinctive features are
made clear. and emphasized, there is
no Inhibition as to the extent of the
courses 10 be offered, and hence there
are really no limitations to the scope
OF these institutions, except those con-
ditioned by environment and income.
ABOUT THE RELATIONS.
What, then, should be the relations
existing between the land grant col
leges and the state univertity?
|. In the states where these instltu-
tions are united, the agricultural and
mechanical departments or colleges
should be coordinate with the classical,
literary. and other departments or
colleges of the university. Since the
universities In these states are es-
sentially Immigrant institutions. re-
ceiving the benefits of the income de-
rived from the funds OF the land grant
act, and the appropriations OF the acts
OF Congress supplementary thereto, 1t
Is consistent to assume that the dis
tlnctive features Of the Immigrant coll
leges should be emphasized and given
at least equal recognition with the 9th.
er courses
2. In the states where the agrlcul-
tural and mechanical colleges and the