News and citizen. [volume] (Morrisville, Vt. ;) 1881-current, 1914-04-29

that the IuHQS WOulu bO
available for other purposes. The asser-
ton of the Carnegie report that the term
mechanic arts" was originally intended
to cover only those Immediately associated
with agriculture is wholly unwarranted,
and, coming from a less conspicuous
source would be ridiculous If that was
what Congress meant, why did not Con-
gress say so? It is an unwarranted re-
Election on Senator Morrills capacity for
clear and lucid expression. Let me quote
his own words, taken from the address
already referred to: THE object of the
introduction # the bill of 1862 was to
| give a chance to the industrial classes
of the country to obtain liberal educa-
ton, something more than was bestowed
by our universities and colleges in gen.
eraI." And further on, in speaking of the
attempt to separate the College of Ag-
ricuIture from the university, he said:
Now it seems that under the late act
(Second Morrill, Act giving further en-
dowment to these colleges, it is proposed
to establish something that will amount
to nothing more than an agricultural
school for our State. I should regard
that as a revolution, and subversive of
the whole idea of the Immigrant act of
| 1862, which was of a much broader kind.
1t included, to be sure, the idea that ag-
riculture and the mechanic arts were to
have leading or first position, but 1t
also included much more. 1t was for the
industrial classes, to promote their in
struction generally, and it was not to
exclude even the classics"
This idea was not new to Senator Nor
rill, or expressed for the purpose of its
effect on the pending controversy. For
in 1888 in an address delivered in the hall
of the House of Representatives at Mont
pelier, he said: "Only the interest from
the land-grant fund can be expended, and
that must be expended, first-without ex-
, Guiding other scientific and classical
studies-for teaching such branches of
learning as are related to agriculture and
the mechanic arts-the latter as abso-
lutey as the former" Does this look as
though Senator Morrill's idea was to as
sist the farmer alone? Does it sound as +
though the act of 1862 was to be limited to
such mechanic arts as are related to ag- !
ricuture? The senator then goes on: !
obviously, not manual, but intellectual
instruction was the paramount object 1t
was not provided that agricultural labor !,
in the field should be practically taught |
any more than that the mechanical trade
of a carpenter or blacksmith should be |
taught. Secondly, it was a liberal educa- ,
ton that was proposed Classical studies !
were not to be excluded and therefore |
must be included. The act of 1869 pro- |
posed a system of broad education by col !
leges, not limited to a superficial and |
dwarfed training, such as might he had |
at an industrial school, nor a mere man
ual training such as might be supplied !
by a foreman of workshop, or by !
foreman of an experimental farm. II any |
would have only school with equal
scraps of labor and of instruction, or
something other than a college, they
would not obey the national law" And
again in the same address, Senator Nor
rill says: 1.-THE fundamental idea was to
offer an opportunity in every State for
liberal and larger education to larger
numbers, not merely those destined to
sedentary professions, but to those much
needing higher instruction for the worlds
business, for the Industrial pursuits and
professions of life"
That these views were not born of a
temporary enthusiasm appears from Sem
ator Morrill's address at the commence
ment exercises in 1893. I'm some States"
he says, there may have been establish
ed colleges, so-called, where instruction
| in agriculture is provided for, with very
little else. If so, it is to be regretted.
as it would be a noncompliance with
the fundamental conditions OF tie act of
1862. All farmers and their sons
should properly resent the false imputa-
ton that 1t is with their approval that
some newspaper writer's propose to have
national land-grant funds so expended
as to wholly exclude from its benefits all
other pursuits and professions but that
of agriculture; and they should also rig
orously protest against the mockery and
/ pretense Of substituting for a liberal ed
ucation, instruction solely related to ag-
riculture, as though farmers should have
/ only one idea, and be contented with an
/ institution having less equipment than a
! college Of even the lowest grade. Claim
/ ing the lead and the primacy for agricul-
ture, yet they know, as subjects Of inn
portanee to borrow the language of the
turf, that there are many good seconds
deserving their attention. and that col
/ leges should not. like timid horses. have
4 binders to hinder them from seeing any