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

state universities are maintained sep
arately, particularly In the newer states
with comparatively small population
and limited revenues, II is important
that the respective functions OF these
Institutions should be clearly defined in
such way as 10 avoid, us far as prac-
ticable. the duplication of expensive
courses, and TO prevent either institu-
ton from encroaChing unnecessarily
upon the distinctive held OF the other.
(a) In the Immigrant colleges special
emphasis should be placed upon the APP
pications OF science. Scientific inyes-
legations should be encouraged, but
with the view OF their practical value
rather then for the purpose merely OF
extending the borders Of knowledge.
These colleges are primarily schools ~
technology, In which agriculture, the
mechanic arts, domestic economy, AMI
commerce, may be regarded as distnc-
tive features the extent 10 which each
institution should develop courses along
these different lines varying with
the conditions In the several states.
(b) The state universities, In sush
states, should give prominence to the
work In literature. classics, philosophy
and such professions as law and medi-
cine. IL should be recognized that one
Is to encourage literary and scientific
investiga tons, to discover truth for its
own sake to increase knowledge nde-
pendent of the question of its possible
applications.
THE LOGICAL DIVISION.
(c) The logical division of work be-
tween these institutions would be W
III la. IL.
college, ana the literary classical, and
professional work. In the university.
But this plan would not be feasible IN
all of the states. Local environment
and policies previously established must
largely govern In the final adjustment
OF this question. For instance, In some
Of the states certain engineering
courses might be given more advan-
tageously IN the university. But in any
case, in the states under discussion,
the same expensive technical courses
should not be given in both the college
and the university,
(d) Whatever division may be made
OF the engineering courses, the work OF
the college should be that which relates
most directly to the development OF the
resources and industries of each state,
such. for example, as the irrigation en-
terprises 50 impotant In the reclama-
ton of the arid and semi-arid regions.
or certain manufacturing interests in
other sections of the country.
IN THE OLDER STATES.
Sin the older and more populous
states. such as Michigan, Iowa, Indiana
and possibly Kansas, the work OF the
state university ana the college of agri-
culture and mechanic arts might con-
sistently cover u broader field, each in
stitution Offering certain courses given
by the other, particularly in engineer
ing. But even here Il wide variation
in the methods of development and in
the extent and directions OF application
will no doubt be found IN the same
courses offered by these different IN.
stltutions.
Ain any event. however, whatever
the final division of work between these
two Institutions, ana to whatever eX-
tent certain courses might be paralleled.
even in the wealthlest states, each IN
stitution should still occupy a distinc-
tive field, to the extent at least %
that the state university should not
offer courses along any OF the different
lines of agriculture; and CD that the
agricultural and mechanical cc"Sse
should leave the field in tt1 nTeral arts
and In the professions of law ana
medicine exclusively to the university.
REQUIREMENTS FOR a DEGREE.
SIN the foregoing discussion, the
word courses Is used to cover the re-
qurements for a degree. However de-
sirable, and to whatever extent II may
be practicable, TO avoid duplication OF
courses IN the land-grant colleges and
the state unlverslteg Ii Is impossible
that large part OF the general worn
OF these institutions should not be the
same. As already indicated and as
clearly shown in the previous papers
read at this convention, the distlnc-
tive courses of the land-grant
colleges rest fundamentally up
on thorough and extended train
ing in the mathematical, physl-
cal. and natural sciences. These
sciences must also he taught in the
state universities. Moreover, both in
stitutions should afford the general
training In language, literature. his
tory, civlcs, etc, required in a liberal
education. The modern demands in ed
ucation forbid that any state in
sttution of learning should be
confined to narrowly prescribed
course of instruction. Along with the
distinctive work in any of the techni-
cal courses, the demand for liberal
training Is imperative and cannot be
ignored. In the language OF Dr. Jor-
dan, education In literature, phloso-
ply and the sciences Is now more than
a luxury, more than the possession OF