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THE INAUGURATION OF

WILLIAM MARION JARDINE, B. S., LL. D.

AS PRESIDENT OF THE
KANSAS STATE AGRICULTURAL COLLEGE

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WILLIAM MARION JARDINE, B. S. A;, LL. D.

THE INAUGURATION OF
WILLIAM MARION JARDINE, B. S., LL. D.,

AS PRESIDENT OF THE
KANSAS STATE AGRICULTURAL COLLEGE

1919
Department of Industrial Journalism and Printing
Kansas State Agricultural College
Manhattan

THE INAUGURATION OF
PRESIDENT JARDINE

William Marion Jardine, Bachelor of Science in Ag-
riculture, Doctor of Laws, was inaugurated as President
of the Kansas State Agricultural College, at Manhattan,
Kansas, on Tuesday, February 4, 1919, in the presence of
officers of the State, representatives of other educational
institutions, members of the faculty, alumni, students,
and friends.

The ceremonies incident to the inauguration formed
the chief feature of Farm and Home Week, the annual
period in which the Kansas State Agricultural College
is host to Kansas farmers and farm families.

The program of Inauguration Day was opened at
10 o’clock in the morning with exercises in the auditorium,
the Honorable Edward Wallis Hoch, member of the
Board of Administration and former Governor of Kan-
sas, presiding.

The exercises began with Jewell’s “Hail to Old
Glory,” played by the College Orchestra, during which
the speakers and distinguished guests entered the audi-
torium. This was followed by Moszkowski’s “Malagu-
ana,” played likewise by the College Orchestra, led by
Professor Robert Henry Brown, ’98.

Somervell’s “High Over the Breakers” and “Music,
When Soft Voices Die’ were sung by the Music Faculty
Quartet, consisting of Professor Arthur Edgar Westbrook,
Miss Katherine Kimmel, Miss Bess Curry, and Mr. Clif-
ford W. Johnston.

The Divine Blessing was invoked by the Reverend
John Mark McClelland, Doctor of Divinity, Pastor of
the First Methodist Church, Manhattan.

Mr. Hoch then introduced Raymond Allen Pearson,
Bachelor of Science, Master of Science, Doctor of Agri-
culture, Doctor of Laws, President of the Iowa State Col-
lege of Agriculture and Mechanic Arts, who spoke as
follows:

4 THE INAUGURATION OF PRESIDENT JARDINE

ADDRESS BY DOCTOR PEARSON

Mr. Chairman. Members of the Board and of the Faculty,
Students, and all Friends of Education:

We have assembled to inaugurate your President
who recently was elected by the Board of Administra-
tion to preside over the affairs of this college. Such an
occasion marks a new epoch in the life of an institution.
And when an institution is so important as this one has
become, a speaker may well feel honored, as I do, by an
invitation to have a place on the program.

It is my privilege to bring to you the cordial greeting
and good wishes of Iowa State College. And although I
have not received definite instructions from all other edu-
cational institutions, I feel sure I am safe in saying that
they all would rejoice with you in the events of today and
all would join in sincere good wishes for the further ser-
vice and development of your college under the leadership
of President Jardine.

He is fortunate in that he follows a man like Doctor
H. J. Waters, who earned his enviable reputation as an
agricultural leader and as an educator largely through
his service as President of this institution. Doctor Wat-
ers, ably supported by Dean Jardine and other members
of the faculty, and strongly backed by the educational
authorities and citizens of the state, helped to establish
in the minds of people everywhere, facts not only as to
the standards and character of this institution but as to the
greatness of Kansas.

Your new president is fortunate also in the fact that
he is thoroughly familiar with the scope of the institu-
tion and its purposes, its personnel, and its history. Sure-
ly this is an auspicious beginning.

THE SCOPE AND DEVELOPMENT OF LAND GRANT COLLEGES

I want to say something about the service of such a
college as this. Need I remind any one here that this
college and one such institution in every other state are
established and are rendering service in accordance with
the provisions of a national law. The Act of Congress
was passed during the dark days of the Civil War and is
one of the most important pieces of legislation bearing
the approval and signature of President Lincoln. It was
the purpose of Senator Morrill, the author of the bill, and
his colleagues in Congress to provide for the “liberal and
practical education of industrial classes in the several
pursuits and professions of life.’ They felt, and for

R. GLAD:

4

DAG

RAYMOND ALLEN PEARSON, B. S., M. S.,

THE INAUGURATION OF PRESIDENT JARDINE 5)

abundant good reason, that education along lines in which
the masses were interested was being sadly neglected.
The law requires that at such an institution the leading
object shall be to teach subjects relating to agriculture
and the mechanic arts. It is necessary also to include in-
struction in military tactics, and it is permissible to in-
clude other scientific and classical studies.

Before the Federal legislation could become effec-
tive in any state it was necessary that the Legislature of
that state should formally accept the provisions of the
national law. The Legislature of Kansas did this promptly
in 1863. I need not take your time to review the history
of this institution which is full of interest and which
doubtless is known to you much better than to me.

The land grant institutions, one in each state, con-
stitute a group of educational centers having the same
chief purposes. They make the largest group of insti-
tutions of higher learning with common purposes, in all
the world.

Some of the older people, including myself, well re-
member the difficulties encountered in putting agricul-
tural instruction-upon a collegiate basis and in making
such instruction truly worth while, and then again in
securing deserved recognition of this kind of work when
well done. Three obstacles had to be overcome. First,
opposition of many farmers who felt that they were not
and could not be benefited by such institutions. There
are some people inherently opposed to being told anything
by anybody. In that respect I think some farmers are
exactly like some other people who live in towns. Some
of these farmers felt it was an acknowledgement of
ignorance to be seen attending an agricultural institute or
other educational meeting. Today one is more likely to
meet a farmer who feels it is an evidence of ignorance
not to be actively connected with and learning from some
agricultural teaching agency.

But too often, in the early years, farmers holding the
opinion that they could not be taught anything were in
the right—not because they were incapable of learning
more but because they already knew their business better
than some of those who were asked to teach them.

The second obstacle was the difficulty in securing
well trained teachers and investigators. The _ institu-
tions doing the best work in those times were generally
the ones which selected the most intelligent and success-
ful farmers to have important places on their staffs,
whether those farmers were college graduates or not.
And that practice continues to the present day in the very

6 THE INAUGURATION OF PRESIDENT JARDINE

best of our agricultural colleges. But now, thanks to the
developments within the institutions themselves, there
are many men engaged in the work who thoroughly un-
derstand practical farm operations and have the great
benefit of sound training in the fundamental sciences.

And the third difficulty was the opposition of edu-
cators whose training had been along other lines and who
failed utterly to appreciate that there might exist useful
knowledge relating to such things as farming, and which
was teachable in a college. They opposed introducing
agriculture into the college curriculum and they belittled
this work in countless ways. They were usually honest in
their opposition.

It is amusing and sometimes pathetic to read of the
struggles of the old ‘‘standpatters” in our institutions of
learning who could not see educational values in soils or
plants or animals. Occasionally a true prophet would ap-
pear. About eighty years ago President Francis Wayland
of Brown University, a classical institution, succeeded
against much opposition in placing certain scientific stud-
ies in his college curriculum. Buta little later, support
was witheld from this new work, and in 1855 President
Wayland was forced to resign and the old classical work
was re-established. He was a martyr to a true vision. He
had studied the enrollment of New England colleges and
the courses offered and he found small numbers of stud-
ents attracted and he boldly stated that the colleges did
not furnish the education desired by the people. He said,
“We have in this country 120 colleges, 32 theological sem-
inaries, and 47 law schools, and we have not a single in-
stitution designed to furnish the agriculturist, the manu-
facturer, the mechanic, or the merchant with the educa-
tion that will prepare him for the profession to which his
life is to be devoted.”’

One of the early educators who was opposed to agri-
cultural education referred sarcastically to “the butter
makers across the campus” who held their subject on a
par with Greek as a part of the university education.

The educators were in good company. Some mem-
bers of Congress agreed with them. In 1859, a Mr. Davis
argued in Congress that the proposition to do something
along educational lines for the agricultural interests of
the country was delusive and fraudulent and that such in-
terests needed no aid but were able to take care of them-
selves.

Wonderful changes have occurred. Congress has
passed more laws, and the states have supplemented

THE INAUGURATION OF PRESIDENT JARDINE 7

them, whereby the work of these institutions has been
steadily enlarged and strengthened. Agricultural inves-
tigations have been developed on a large scale. They
form the secure foundations on which the educational
structure stands.

The Morrill Act provided in the same terms for both
agriculture and the mechanic arts. In the law these two
lines of work are equal and it is usual to give them equal
opportunity in the land grant institutions. At some of
these institutions, however, including this one, the name
recognizes only one of these great subjects. At first
there was predjuice against engineering education but
that was easily overcome. Sometimes the question has
been raised as to whether Congress intended land grant
institutions to engage in real engineering educational
work in view of the fact that the law uses the term ‘‘me-
chanic arts’ instead of the term ‘“‘engineering.’”’ There
is no doubt as to the intention of the framers of the bill
and of Congress in enacting the law. In those days the
term ‘‘mechanic arts’ included the whole field of engin-
eering in its broadest sense as it is commonly recognized
today under the term “engineering.” In the early days
the term ‘“‘engineer’’ was used in a very restricted sense,
meaning a man who ran an engine, or one who surveyed
a road. Strictly speaking, ‘mechanic arts’? represents
the larger and broader field including not only engineer-
ing as we know that word but also other grades of work
described as trade school work, or by other terms.

It is to be hoped that Congress will soon recognize
the importance of completing the engineering equipment
and rounding out the scope of this work by establishing
Federal engineering experiment stations in the land grant
colleges, as was done years ago in the establishment of
agricultural experiment stations.

A new line which has been developed at land grant
colleges in full harmony with their original purpose and
now directly recognized by Federal legislation is the work
in home economics. Some years ago it was thought that
engineering education had suddenly come into its own,
as was evidenced by the rapid increase in numbers of
students. A little later the same was remarked con-
cerning agricultural education. Now we are witnessing
a similar growth in the field of home economics edu-
cation. It surpasses the other subjects in that it touches
literally every home in the land.

And much could be said about the development of
veterinary education which has been brought to a high

8 THE INAUGURATION OF PRESIDENT JARDINE

level of efficiency in certain colleges, founded on the
Morrill Act.

Land grant colleges today are universally appre-
ciated. What better proof that this institution is appre-
ciated in the state of Kansas than the fact that your en-
rollment for this year includes nearly 2,500 students, a
large increase over any previous year, and the fact that
the tax payers have provided here substantial buildings
for college use? Such buildings, costing a quarter to a
half million dollars are now commonly found in the ser-
vice of these colleges in different states.

And still better is the fact that the tax payers of
Kansas are willing to supplement Federal funds to pay at
least a goodly portion of your professors’ and instructors’
salaries that compare favorably with modest business in-
comes. The time was when a college could not get the
strongest men because business interests would outbid the
college authorities except in occasional cases where a
teacher was so much in love with his work that he was
willing to pay for the privilege of serving in this work.
I said in occasional cases but I meant to say in many
cases. The hardships of the underpaid professor were
appreciated by the seven year old son of one of these pro-
fessors. The little fellow was asked what he intended to
do when he grew up. He replied, “Well, I hope I'll know
enough so I won’t have to be a professor.”’

While there has been improvement throughout the
country in reference to salaries of teachers in all schools
and colleges, there is need of more improvement. A
teacher who has not sufficient income to keep his family
in comfort and accumulate a very little year by year can-
not do his best work. The public which fails to recognize
this fact is the chief sufferer. It is very well to pay a
janitor a good salary but it is a shame to pay a good teach-
er less than a janitor receives.

POINTS OF CONTACT BETWEEN LAND GRANT COLLEGES
AND WAR ACTIVITIES

Let us review briefly some of the great events of the
past two years and note a few points of contact between
them and the land grant institutions, your own in par-
ticular.

Four million American men marched forth in well
disciplined fighting units. More than 80,000 of them
came from Kansas which already was short of men and
short of labor. Have you counted how many of these men
received more or less military training in this college, and
do you know how much this meant to our nation in quick-

THE INAUGURATION OF PRESIDENT JARDINE 9

ly leading to their elevation to commanding positions in
the army and navy? It was at atime when our fate hung
in the balance and capable military men were needed at
once. I have seen your wonderful service flag and its
glistening gold stars. They are proof of the patriotism of
your students and graduates. I hope it will not seem im-
modest for me to tell you that 2,180 stars are on the
service flag of the Iowa State College and forty-eight of
these have turned to gold.

Strong appeals were made for an increase of food
production. Our own consumption and consumption in
the countries of the Allies were increasing by reason of
the war. The Allies were producing less and they were
prevented from getting their usual supplies from distant
ports because the oceans were infested by submarines. It
devolved upon this country and Canada to supply not only
our usual quota but as much more as possible. The Pres-
ident of the United States, the Secretary of Agriculture,
Governors, and army officials, all called for more food.
There was danger of starvation in the countries of our
Allies. It was known they could not fight if they were not
well fed.

The relation of food to war is not sufficiently under-
stood. At one time it was feared the food imports would
be cut off from Great Britian and that this would quickly
put her out of the fighting. In an Italian city flour was not
available just one day and there were riots. I was told
in France that at one critical time a shortage of coal
threatened the transportation of munitions to the front.
Investigation revealed the fact that the output of coal
from the English mines had decreased because the miners
did not get enough food.

A tremendous responsibility fell upon the American
farmers. President Wilson recognized this fact. He
recognized also that the farmers of America are patriotic
people. He said on January 31,1918, ‘‘The toil, the in-
telligence, the energy, the foresight, the self sacrifice, and
devotion of the farmers of America, will, I believe, bring
to a triumphant conclusion this great last war for the
emancipation of men from the control of arbitrary govern-
ment and the selfishness of class legislation and control,
and then, when the end has come, we may look each
other in the face, and be glad that we are Americans and
have had the privilege to play such a part.”

A PROPER RECOGNITION OF THE AMERICAN FARMER

Who did win the war! There is a hint in the Pres-
ident’s words as to who did. But I don’t believe all the

10 THE INAUGURATION OF PRESIDENT JARDINE

credit belongs to any one country, group, or person.
Labor makes its claims. The railroads make theirs, so
do the packers, and now we are told that the automobile
industry claims that they contributed more toward win-
ning the war than any other peace industry of the country
except steel. In our talk about who did it let us not for-
get that France laid down one million lives and Great
Britian nearly one million. Let us not forget the British
fleet nor the British women and their heroic service. But
coming back to our own country I think we can easily
agree that our war efforts may be compared with a three-
legged stool—they would have collapsed if either leg had
failed. One leg was our splendid army and navy. An-
other was our vast industries and transportation. And
the third was our agriculture.

Though the best workers were leaving our farms by
the hundreds of thousands, those who remained behind
exerted themselves to the utmost and produced such a
quantity of food crops as this country had never seen—in
1917, nearly a billion bushels of cereals more than the
five year average before the war started in Europe. And
almost as large a production in 1918. And in each of
these years there were more horses, mules, milch cows
and other cattle, and many more swine than before the
war. There was a slight decrease in numbers of sheep.
The estimated production of beef, pork and mutton in
1918 exceeded the production in 1914 by about four bil-
lion pounds, or about 25 per cent. In 1918, the acreage
of the principal cereals in the United States exceeded the
normal acreage before the war by nearly 40 million acres,
or nearly 20 per cent.

In 1918, we exported enormous quantities of food to
the Allies. Increases over the normal pre-war exports
were for corn (and meal) 101 per cent, wheat (and
flour) 126 per cent, oats 1296 per cent, barley 334 per
cent, rye (and flour) 1929 per cent, rice 623 per cent, beef
and its products 271 per cent, pork and its products 185
per cent, condensed milk 3358 per cent, cheese 1804 per
cent and mules (not for our own army) 1127 per cent. Of
course our surplus had been decreasing in the years be-
fore the war, but these figures speak volumes.

In announcing these stupendous figures, the Secre-
tary of Agriculture gives great credit to the farmers of
the country and especially he mentions the colleges of
agriculture, which, with the Federal Department of Agri-
culture, were leaders in making plans, securing necessary
additional equipment and supplies, in combating pests,
in finding additional labor and in helping to save and to

THE INAUGURATION OF PRESIDENT JARDINE 11

market the crops. I may say some of the most prominent
government officials who were in close touch with all
war efforts of all kinds, frankly have stated that the agri-
cultural institutions were the best organized and respond-
ed the quickest of all agencies in our country when the
war demands were first felt.

The state of Kansas takes a very prominent position
in the list of states in this connection. On the basis of the
wheat crop she stands at the head of the list. Your an-
nual average production during the five year war period
exceeded 100 million bushels. In only one previous year,
when all conditions were especially favorable, did your
state turn out such an enormous crop of wheat. No other
state could make such a showing. It is estimated that you
now have nearly 11 million acres in wheat. The values
of your principal crops during the five year war period
are almost beyond our ability to appreciate. For the
present year, we are told by Secretary Mohler that the
values of farm crops and products, including slaughtered
animals, approximates 600 million dollars. In some parts
of the state the newspapers could render a splendid ser-
vice by giving greater prominence to such facts as these
and less to murders and scandals.

Dean Johnson and his many associates, paid and un-
paid, could write volumes on what Kansas did in the way
of speeding up production. And doubtless Dean Van Zile
and her assistants could write more volumes in describ-
ing what was done especially by the women of Kansas in
saving and substituting in the home, to say nothing of
working at men’s jobs. If they could be secured, the
figures showing what has been saved in Kansas, especial-
ly in the homes, under the leadership of experts in home
economics, would be profoundly interesting.

The story of your service along engineering lines al-
so is highly creditable. I fear we sometimes make the
mistake of thinking that engineering work is not a work of
importance in these agricultural states. Your great flour
mills and packing houses were speeded up. Your mineral
interests were called upon for greater efforts. Your rail-
roads and highways had to be kept in repair. The public
service facilities, including water supply and sewage, all
had to be safeguarded and at places enlarged. I am in-
formed that your Engineering Division assisted municipal-
ities and industrial plants to overcome many problems
which were especially difficult on account of war con-
ditions. In addition to this, special engineering training
was given to many hundreds of young men preparing for

12 THE INAUGURATION OF PRESIDENT JARDINE

service in the army or in the industries that would contri-
bute to our military strength.

The experts of this college were busily engaged in
Kansas but they were called upon also to serve in larger
fields. President Waters became a member of the fair
wheat-price committee. I am satisfied that the price
agreed upon for wheat was more fair than it would have
been if he had not served on that committee. Dean Jar-
dine was called upon to give expert advice concerning seed
wheat and other important questions relating to other
states as well as to Kansas. Later, es your President, he
came to Washington especially to speed up arrangements
for getting temporary help into Kansas to care for the
harvest. He was tremendously in earnest when on this
mission and I doubt not that through his efforts enough
additional wheat was produced in Kansas in 1918 to bring
into your state an enormous sum of money. But to the
nation the most important thing was to get the wheat. I
well remember the special service of Professor Fitz in a
conference of agricultural leaders from twelve states who
met in Kansas City to decide how far the farmers should
be urged to go in producing additional crops. Dean Pot-
ter was called to a service of great importance in con-
nection with the training of mechanics for the army.
Many thousands of men were trained under his direction.
We in Iowa were glad to have him in charge of our dis-
trict.

The more one learns of the service of the land grant
institutions during the war period the more he feels that
it was an inspired thought in connection with national
defense that led to the enactment of the Morrill law dur-
ing the period of the Civil War.

LAND GRANT COLLEGES AND RECONSTRUCTION PROBLEMS

We are now entering upon a period of reconstruc-
tion and the relation of the land grant institution to the
new problems becomes a question of vital importance.
Reconstruction problems effect primarily the great in-
dustries of the country. The farmers, the railroads, the
manufacturers, the laborers, and the home makers are
the groups chiefly concerned in reconstruction problems
as these are being argued in the halls of Congress, in the
editorial columns, and at all places where intelligent men

ACTIVITIES

The farmers’ relation to reconstruction is the most
important of all. It must be remembered that in this coun-
try there are more farmers than any other class. When

THE INAUGURATION OF PRESIDENT JARDINE 13

their business is doing well, business everywhere is good.
Everything possible should be done now to make agricul-
ture attractive to those who are engaged in it and to others
who really ought to return to it. Amang other things, this
means, of course, the maintenance of fair prices for agri-
cultural products. If farmers have reason to think that
they are not treated fairly great numbers of them will
leave the farms and go to towns and cities and profoundly
affect the labor situation by increasing the number of un-
employed. When we remember how universal is farm-
ing and how many are engaged in the business we appre-
ciate what it would mean to this country to have even a
small portion of them decide to change their work from
the country to the town. On the other hand, if farmers
are satisfied, there will be a tendency to draw the better
class of agricultural labor from the town to the country
and thus tremendously relieve a trying situation.

Without doubt the government will maintain the
price of wheat for the 1919 crop in accordance with the
guarantee which was made by the President under
authorization by Congress. Already there have been
some sharp questions asked by editors of metropolitan
papers as to why the wheat price should be maintained
since the armistice has been signed. There are two good
reasons. First, because Uncle Sam promised it would be
maintained and Uncle Sam will keep his word. Second,
because there is not such an enormous quantity of wheat
in the world as to indicate that this essential food will go
begging for a market in the near future. Official figures
recently issued from Washington show that the import
requirements of wheat for all Europe in the year 1919 will
probably amount to 728 million bushels and the quanity
available for export from Canada, Argentina and Aus-
tralia will amount to about 495 million bushels, leaving a
deficit of 233 million bushels of wheat in 1919 without
regard to the crop in the United States. In this country
we will have a surplus from the 1918 harvest of 277 mil-
lion bushels. This is sufficient to make up the world de-
ficit and leave a surplus of only 44 million bushels. Need-
less to say, that is a very small surplus. A short period
of unusual weather may easily result in increasing or de-
creasing the crop in this country by very much more than
44 million bushels, to say nothing of the possible effects of
bad weather on the wheat crops of other countries.

The wheat price problem and every other problem
relating to the cost of food production and market prices
vitally affects the farmers and they look to their agri-
cultural institutions for reliable information. I think some

14 THE INAUGURATION OF PRESIDENT JARDINE

colleges have felt a hesitancy in the past in connection
with the development of their work along the lines of
agricultural economics but now the farmers themselves
are asking for this. Yes, demanding it. A few days
ago one of the strongest agricultural organizations in the
country adopted a resolution formally asking agricultural
colleges to give more attention to subjects relating to cost
of production and marketing.

New problems are presented by schemes for colon-
ization of soldiers and other schemes to furnish ready
made farms. Some of these schemes are based on the
false idea that a farmer can be made in a minute.

The labor question is another great reconstruction
problem. Already we are being warned that there is
more labor in some large industrial centers of this coun-
try than is needed. Here is an appeal to agriculture and
to every other great activity. Unemployment leads to
distress and may lead to violence. Our national govern-
ment has recognized the situation by ordering certain
large items of construction to proceed at once. States
are asked to take similar steps. In my own state a strong
feeling exists that the erection of permanent college
buildings should proceed as soon as possible and that lib-
eral funds for this purpose should be made available im-
mediately so that the money may be used by the responsi-
ble board whenever in their judgment it is opportune and
right to build. Under this necessity the Iowa State Col-
lege may secure a much needed library building and at
least one or two other important structures.

The readjustment of manufacturing whereby peace
products will be turned out in place of war products is
an item of great importance. The usual materials of con-
struction are still high in price. A great service may be
rendered by any institution which can show how substi-
tute materials of construction may be utilized to advan-
tage. For example, in this western country we might
learn to use more of clay products and more of cement
products and depend less on steel and iron. The transfor-
mation is coming. It ought to come more rapidly. There
will be a time when our building products in this section, as
food products, will come from our own territory in very
large if not in full measure.

Fuels are expensive and hard to get at any price.
Some day we shall use the greatest power on earth, the
wind. When we hear it whistling around the corner of
the house we ought to feel that it is laughing at us be-
cause we have not found a way to avail ourselves of its
great strength. One who has studied the subject is re-

THE INAUGURATION OF PRESIDENT JARDINE 15

sponsible for the statement that in the course of a year
sufficient wind power passes through a few square rods
to furnish all the light, heat and power needed on an
average farm, if it could but be wholly controlled. This
is a question for the future. Questions of more immediate
promise relate to methods of making more efficient use
of the fuels we are now consuming.

These are only a few samples of the very many re-
construction problems. Then too, we have many of our
old problems coming back again in new form and more
important than ever,—such as farm tenancy, conserva-
tion of soil fertility, keeping up food production, combat-
ing countless pests and diseases, conservation of natural
resources and the ownership of public utilities. It seems
that almost every one is connected with such a college as
this, and those in charge well may be impressed by the
great responsibility that falls upon them in these new
ways.

There is to be reconstruction also in connection with
the courses of study offered in our colleges. Educators
themselves, as well as others, must reconstruct their work
wherever new conditions demand. You must remain
alert lest you be led astray by false signs and make
changes that should not be made and equally alert lest
you adhere to what is no longer appropriate. For many
years these reconstruction problems will be the most dif-
ficult with which you have to contend. The Board of
Administration, the President, and the Faculty will be
urged to do this and that, and they will be criticized for
not acting more quickly. God grant that they shall have
the wisdom and backbone and strength to do what is
right.

One of these new problems pressing for immediate
solution is the development of military work in the col-
lege under the new conditions and changing regulations.
Of course military work will be continued but it should
be made of higher educational value than in the past, and
more emphasis should be given to the physical training
side of the work. The new army now being planned in
Congress will need very many men well trained along
technical lines and in military tactics.

It would be interesting to discuss more intimately
some of the problems with which faculties are now wrest-
ling, the questions of maintaining educational standards,
receiving the boys back in college at any time they are re-
leased from the army, substituting credits of one kind for
others considered of equal value, readapting courses of

16 THE INAUGURATION OF PRESIDENT JARDINE

study to give better training for the new demands that are
arising, and countless others.

Too often teachers have the fact impressed upon
them that in occasional cases a serious mistake has been
made, and perhaps there has been actual injustice, by pro-
viding education to an individual who was not qualified
physically to make use of what he learned or morally to
make the proper use of his knowledge. It must not be
overlooked that young people developing into manhood
and womanhood need something besides education. They
need good health and they need good character. To what
extent an institution should go in providing these needs
may be an open question. But there is no doubt that a
responsibility in this connection rests upon every college
president and professor. The student who goes forth from
an institution with his health wrecked is relatively a poor
investment for the state. My thought is well expressed
by Bacon, who said many years ago:

“Tf by gaining knowledge we destroy our health,

We labor for a thing that will be useless in our hands;

He that sinks his vessel by over lading it, though it be
With gold, and silver and precious stones, will give its
Owner but an ill account of his voyage.”’

In respect to physical training the colleges are mak-
ing progress but not as much as they should. At some
institutions the faculty, and particularly the physical
training staff, have the good sense and the courage to
prevent the so-called big games from dominating the
whole athletic situation. Athletics for the many, rather
than for the few, should always be the leading aim. In-
stead of one baseball nine there should be twenty or
thirty.

When a state furnishes an education to a young man
or a young woman at considerable cost, it expects that
person to become a better and a more useful citizen by
reason of the education. One’s character is developing
as he receives his education. The great question is
whether the character is improving. Through more
careful training of character in many a case the education
would be doubled in its value to the state. Without doubt
the mistake has been made of investing money in the edu-
cation of a person whose character was so low that the
education was used for destructive rather than con-
structive purposes. We do not put weapons into the
hands of wild men who may turn them against the things
that are good and useful. The world now sees this hap-
pening in Russia. For just as good reason we should not
train the minds of persons who do not know how to use or

THE INAUGURATION OF PRESIDENT JARDINE V7

who will not use the training for the benefit of the state
which gives itto them. It is not always easy to detect such
persons but when they are discovered they should be elim-
inated from an educational institution. Such measures
strictly imposed, together with proper steps to help de-
velop character in right minded young people, are prob-
lems which college faculties have to wrestle with and
are solving with more or less success.

There is then a threefold obligation to be performed
for the student,—to provide educational, physical, and
moral training. It is gratifying to know that the majority
of students, themselves coming from good homes, appre-
ciate the threefold need as well as their instructors ap-
preciate it and are glad to cooperate in making the efforts
along all these lines effective.

SUMMARY

Mr. Chairman, I have not tried to cover the whole
field of higher education. One is tempted at a time like
this at least to refer to the special problems in other in-
stitutions, particularly those which are being handled so
well by your sister institution,—the State University.
These would carry us into the fields of law, medicine,
dentistry, pharmacy, architecture, commerce, and various
branches of the liberal arts. But I have mentioned some
important problems that are common to all colleges and
universities and which may be called citizenship prob-
lems.

May I summarize by saying that this institution, un-
der the requirements of its charter, must give special
attention to agriculture, the industries, and to military
training. The work must be of three kinds,—teaching on
the campus, research, and extension. Because of the
large number of people interested in these lines of effort
your work is bound to proceed on a large scale and, if
well done, it will affect the welfare of every part of the
state, directly or indirectly.

It is a privilege to be a member of the faculty of such
a college in normal times, and, for a man or woman of
ability, integrity and unflinching courage, it is thrice a
privilege now as we enter upon what may prove to be the
most difficult period in our history, because of the great
problems which must be faced and solved.

We shall come through this period as victors, with
the aid of some bulwarks against unreasonableness and
unfairness and unrighteousness, which this nation pos-
sesses. And one of the chief of these is our educational
system.

18 THE INAUGURATION OF PRESIDENT JARDINE

President Jardine, on this day of your inauguration,
I come to congratulate you as the chief executive offi-
cer of this great college. I believe that all people here
and elsewhere who know you and know of your splendid
qualifications, would join me in an expression of confi-
dence in you and in the wish that you will enjoy a long
period of service, and that in this service you will con-
stantly find your chief compensation in the success and
happiness that come to you together with the conscious-
ness that your work is being faithfully done.

At noon a luncheon was served by the Department
of Domestic Science to the speakers and other invited
guests.

The afternoon session was opened at 2 o’clock with
Fillmore’s “His Excellency” and Elgar’s “Pomp and
Circumstance,” played by the College Orchestra.

The Invocation was pronounced by the Reverend
Drury Hill Fisher, Bachelor of Arts, Master of Arts, Doc-
tor of Divinity, Pastor of the First Presbyterian Church,
Manhattan.

The Music Faculty Quartet sang the’ Quartet from
Verdi’s “Rigoletto.”

President Jardine was then formally inaugurated
into office by Mr. Hoch, representing the Board of Ad-
ministration. Mr. Hoch spoke as follows:

ADDRESS BY MR. HOCH

Members of the Faculty and Student Body of the Kansas
State Agricultural College, and Friends:

If one should ask this fine audience, ‘What is the
greatest event recorded in Kansas history?’ there would
doubtless be a great variety of answers. Some, undoubt-
edly, would answer, ‘“‘The Admission of the State into the
Union.”” While that, of course, was an important event
in the history of the state, it was an inevitable event in-
volving only a question of time.

Others, no doubt, would say, “The adoption of the
Prohibitory Amendment to the Constitution is the most
important event recorded in Kansas history,” and its im-
portance, indeed, can scarcely be overestimated, for in

THE INAUGURATION OF PRESIDENT JARDINE 19

the light of recent events, ’’Behold how a little leaven hath
leavened the whole lump!”’

Still others, one may easily believe, would contend
that the enfranchisement of women is a sufficient answer
to the question, and who can overestimate the importance
of this just act of the people of Kansas—the taking into
governmental partnership the other and better half of
our population? Some might even insist that the adop-
tion of the Bone Dry Law measures up to a satisfactory
answer to the question. Numerous other answers could
be and doubtless would be made by partisans of various
different State interests, which have passed into history;
but you will pardon me if I give you an answer quite
different from all of these while acknowledging gladly
the importance of them all.

At a time when the State had only a little more than
100,000 population and most of them exceedingly poor,
as pioneers proverbially are; at a time when the Nation
was involved in the Civil War, and the war clouds hung
thick and black over this new state; when the tramp of
invading armies was heard upon our streets and the
blood of our citizens was being freely shed for the pro-
tection of their homes; when the fate of the Nation and
of the State hung in the balance—in the very midst of
those awful times the voice of the Kansas Legislature
was heard above the din of battle and the cries of distress
proclaiming the establishment of the three great parent
educational institutions now flourishing in the state: The
University at Lawrence, the Agricultural College at Man-
hattan and the Normal School at Emporia. This educa-
tional vision voiced in the statute of ’63, this laying of
the cornerstone of our whole state educational system
under those extraordinary and trying circumstances, is,
in my judgment, the greatest event recorded in Kansas
history.

We have met today formally to induct into office
the seventh president of one of these great institutions
of learning. May I impart to you a secret concerning
his selection for this important position? Our entire
Board went to Washington in January, 1918, to find, if
we might, a successor to Dr. Henry J. Waters, who, for
ten years, had been the distinguished President of this
institution, but had recently resigned. We spent three
days in attendance upon what is said to have been the
greatest gathering of agricultural college presidents and
professors and other college celebrities ever assembled
in the United States. We interviewed numerous distin-
guished educators, including the Secretary of Agricul-

20 THE INAUGURATION OF PRESIDENT JARDINE

ture, himself an old college president; the Commissioner
of Education; and many other prominent people equipped
with knowledge valuable to us. We listened to nearly
all the discussions and studied personalities from every
possible angle and, without reflection upon any of the
eminent gentlemen we thought eligible for the place, we
finally decided that, taking everything into consideration,
it was not at all necessary to go outside the State of
Kansas to find a worthy successor to Doctor Waters; and
in this way, and for these reasons, his mantle has fallen
upon your new President, Dr. William Marion Jardine,
so long and so successfully connected with this institution.
His fame is not confined to Kansas, and, indeed, his
selection was urged upon us by many of the most dis-
tinguished educators we met in Washington.

And now, without unnecessary formality, in behalf
of the Board of Administration and in behalf of the state
we officially represent, I have the honor and pleasure
of introducing to you your new President, Dr. William
Marion Jardine.

Thereupon Doctor Jardine formally accepted the
office of President of the Kansas State Agricultural Col-
lege, and delivered his inaugural address, as follows:

THE INAUGURATION OF PRESIDENT JARDINE 21

ADDRESS BY DOCTOR JARDINE

Mr. Chairman, Guests of the College, Members of the Fac-
ulty, Students, Friends:

With a deep sense of the honor conferred upon me
and the responsibilities involved, I accept from you the
office of President of the Kansas State Agricultural Col-
lege. I pledge myself to maintain that which is best in
the institution’s past and to strive to direct its future along
right paths. To the governing board, the faculty, the
alumni, student body, and friends of the institution, I
must look for that loyal cooperation and assistance which
alone can make my efforts successful.

While this occasion is unique in my own life I feel
that it differs from many similar ceremonies in one par-
ticular, namely, in the fact that I have already been as-
sociated for a number of years with the college of which
I am to become President. These years have afforded
unexcelled opportunities to learn the aims and ideals of
the Kansas State Agricultural College and to discern its
animating spirit and purpose. I am now brought to the
point where the unusual opportunities afforded in prep-
aration for a work unforseen are transformed into im-
mensely increased responsibilities.

It is with the humility of the sincere probationer
at the beginning of his period of trial that Iam here. Only
the years can determine the wisdom of the choice which
the governing body has made. The task I now assume is
to interpret correctly the history of the college, to appre-
hend wherein lies the force it now exerts as an educational
and social power, and in the light of the immense changes
which are taking place in the world about, to perceive
the present and future mission of the institution and to
formulate the lines along which its future progress must
be made.

The Kansas State Agricultural College, it must be
constantly remembered, is not simply an educational in-
stitution instructing a relatively small body of selected
men and women on a campus at Manhattan; it is also a
great and responsible instrumentality for enlarging the
agricultural and industrial life of the state. In the natural
course of development, each of the state institutions of
higher learning has come to fill a particular need. Each
is essential to the upbuilding of the state. Each must be
free to develop in its own clear-cut field and in that field
its stress should be laid. Not a little of the credit for the
present happy relations of the state educational institu-

22 THE INAUGURATION OF PRESIDENT JARDINE

tions is due to the high type of Kansas citizens who have
formed the governing boards. Progressive, broad-minded,
fair, their efforts have resulted in the working out of a
definite plan of action for each institution and in making
the state’s progress and welfare the guiding and inspiring
principle of all. The service which the Kansas State
Agricultural College is rendering in its leadership in pub-
lic movements, in pointing the way to more efficient agri-
cultural production and distribution, in working out more
effective industrial methods, in teaching efficiency in
home administration and encouraging higher standards
of home life, in developing higher ideals of citizenship
and service, was brought to fruition during the adminis-
tration of Doctor Waters, whom it was my pleasure and
good fortune to work with and to serve through so many
years. It must be the continued mission of the institution
to serve in and to enlarge these fields.

In the realm of the college proper, it shall be the aim
of our teaching in the future, as in the past, to give train-
ing of the highest professional type in the fundamental
sciences and liberalizing subjects, as well as thorough
training in the several technical curricula. Emphasis will
be placed also on the practical viewpoint. We want stud-
ents to know the problems that are to be solved and to be
able to meet men and women of the work-a-day world on
a common ground of understanding. In a larger way the
aim of our teaching and training will be to produce not
only the practical agriculturist, engineer and housekeeper,
but also young men and women trained for leadership,
young men and women who have been led, through a
study of the social relations combined with professional
and practical training, to have a larger vision of the duty
of college trained men and women as leaders in com-
munity development.

The institution will also continue to make adequate
provision for those desiring practical training briefer than
that given in the regular curricula. Those whose oppor-
tunities for preparation have been limited will find in the
Kansas State Agricultural College, courses designed to
meet their needs. The short courses now offered to the
busy farm boy, to the girl who can be spared for but a
few months from the home, and to the shop man who
can come only for a few months during the slack time in
his occupation, will be increased and expanded. It will
be many years before the practical working out of the
provisions of the Smith-Hughes Act will eliminate the
need of such training on the part of agricultural and
mechanical colleges. The scarcity of trained workmen

THE INAUGURATION OF PRESIDENT JARDINE 23

which the needs of the war brought so vividly to the minds
of the American public, demands that state institutions
endeavor to prepare that portion of the state’s citizenship
as they never attempted to prepare them before.

The participation of the United States in the Great
War brought to the Kansas State Agricultural College,
as to other educational institutions, new opportunities to
show its adaptability to public needs. While it curtailed
slightly the quantity of teaching and investigation on the
campus, it increased many fold the institution’s service in
the state. The boundaries of the College campus have be-
come, in truth, the boundaries of the state. While in the
future, as in the past, the institution will owe to the state
professional and practical education of the highest quality
for Kansas young people, the steady trend of the insti-
tution’s development during recent years, accelerated by
the events of the past eighteen months, would seem to in-
dicate that in extention teaching lies one of the major
means through which it will be able to inspire an im-
proved and enlightened agricultural and industrial life
within the state. It shall be the policy of the institution
to inspire leadership among the people, to bring forward
the potential leaders of the rural communities.

The work of the agricultural experiment station must
be maintained on the same high plane as in the past. The
results of experiment station research and investigation,
together with assembled facts as worked out by practical
farmers, form the basis and foundation of all college
teaching in agriculture and all agricultural extension
work. Three years ago, the recognition of agriculture as
an organized science was observed in the formation of
Section M of the American Association for the Advance-
ment of Science. This was a significant event in the
history of agricultural colleges and experiment stations.
It forms, however, only the first definite milestone in the
evolution of agricultural science. Only the simpler
problems of agricultural industry have been solved.
Longer periods of preparation and more intensive train-
ing will be required of those who would solve the more
difficult problems remaining.

Agricultural research progresses quietly. Its oper-
ations carry little popular appeal, nor is premature pub-
licity to be desired. Agricultural research and investi-
gation, however, are dependent upon public support. It
is the responsibility of those who are the guardians of
agricultural science and those who have cause to appre-
ciate its fundamental value, to see that the latest comer

24 THE INAUGURATION OF PRESIDENT JARDINE

among the organized sciences is not curtailed or hamper-
ed for lack of funds.

Engineering research is a field of scientific investiga-
tion which is destined to grow and to play a large part in
the improvement of agricultural life. No adequate finan-
cial support, either from state or from federal funds, has
as yet been forthcoming for this work. Valuable work is
being done with the means and the force available and
this will be continued and increased to the greatest extent
possible. Engineering experiment stations should be cre-
ated through proper congressional action, and federal
funds added to state funds for the furtherance of engin-
eering research. With federal recognition and adequate
financial support, engineering investigations will quickly
demonstrate their economic value.

If the Kansas State Agricultural College is to continue
its leadership in vocational education, it is necessary
that the men and women composing its faculty and staff
keep in mind the peculiar purposes underlying its founda-
tion. They must discriminate between the functions of
colleges of liberal arts and the social and industrial prob-
lems, to cope with which, this institution was created. A
common criticism of college faculties is that they are un-
practical, that they do not keep in touch with the work
of the world. An institution such as this should have as a
primary purpose the undertaking of such work as will
keep its faculty in close touch with the practical work of
the world. They should be ready to meet the leaders and
directors of professions and industries alike, on a basis of
equality and efficiency, so that they may have the respect
and confidence not alone of their academic associates,
but of the men who are doing things in the work-a-day
world.

The need for acquiring and maintaining the practical
viewpoint does not lessen the necessity for the mainten-
ance of scholarship in the faculty. Every faculty member
should be an authority in his subject or should be in pro-
cess of becoming such. Advanced study and research
and the policy of granting leaves of absence for this pur-
pose, will be encouraged in the future, as in the past. In
addition to a practical viewpoint and scholarship, loyalty
and faithful, conscientious effort are necessary on the
part of every individual comprising the faculty. The
workers of the Kansas State Agricultural College have
embodied these characteristics to a marked extent, and
therein lies a secret of the growth of the institution. If
each individual continues to do his part, no fears need be
entertained for the future success of the institution.

THE INAUGURATION OF PRESIDENT JARDINE 25

In the matter of the relations of faculty and students
I hope to see great improvements effected. The influence
which the teacher may exert in the life of the student is
not limited to the class room. Where teacher and student
meet as individuals outside the class room, great mutual
benefit may be gained. The student may receive from the
teacher of broad view and generous sympathy the great-
est impulse and inspiration to do and to become; from the
student the teacher may gain a fresh viewpoint and
through him come to know the community whose life the
student reflects. In an institution of large numbers it be-
comes more and more difficult to preserve personal con-
tact between faculty and student body, yet I believe that
this is not impossible; I believe that it has not always been
preserved because insufficient effort has been made to
this end. I believe that the social center is as desirable
and necessary for the best life of the college community
as it is for the rural or the urban community. I hope to
see developed on the campus of Kansas State Agricultural
College such a center, in which students and college
workers may mingle freely. The land grant institution
affords an appropriate field for working out such a pro-
ject.

In the matter of the relation of the institution to the
people of the state, it must meet the responsibility of
leadership which it is expected to assume. It must have
such a vision of the future that it anticipates new prob-
lems and prepares for them. It should not be ultracon-
servative, it should not become static, but should be es-
sentially dynamic and progressive. Rather than hinder
progress, it must point the way to new and greater
achievements. In working out this larger purpose, as
well as in the performance of its time-honored functions,
the Kansas State Agricultural College should find in its
alumni a great source of inspiration, encouragement, and
support. An effort should be made to instill fresh inter-
est in the Alumni Association of the Kansas State Agri-
cultural College and to awaken in all those who go out
from the institution a sense of personal responsibility for
the future of their Alma Mater. Only through a strong
association of loyal, patriotic alumni will a real college
tradition develop and live.

The people of the state have taxed themselves freely
that higher education might be available to the young
people of the commonwealth. Those of its young men
and women who are privileged by circumstance to enjoy
directly the fruits of the state’s beneficence, form, how-
ever, only a small part of the whole of its citizenship.

26 THE INAUGURATION OF PRESIDENT JARDINE

Their responsibilities and the debt they owe to the state
are increased in direct relation of their numbers to the
whole. They should study the state’s needs, endeavor to
anticipate the problems that will confront its people in
the years to come, and strive to discern what present
action is needed to insure their proper solution. Through
constructive criticism and suggestion the alumni have
power to influence and help mold the line of action of
their Alma Mater. Friendly co-operation and the com-
bining of all forces are needed for the advancement of
the state, industrially, economically, and socially.

The present and future mission of the Kansas State
Agricultural College then would seem to be fundamentally
the continuance of its leadership as a land grant insti-
tution in the further development of agricultural science
and the mechanic arts, in the training of young men and
women as leaders, teachers, and technical workers, and
in the dissemination of advanced information throughout
the state in promoting higher standards of agriculture,
industry, and community life.

“No man liveth to himself,’’ however, is as true of
institutions as of men. The period of world readjustment
toward which we looked during the years of war is upon
us. In this readjustment period, education must take a
leading place, and all educational institutions must co-
operate in making the contribution of education one which
will raise the race of men to new standards of efficiency,
justice, and welfare. To this great cause Kansas State
Agricultural College must make its contribution of talent,
thought, and labor. As the enlightened, capable indi-
vidual, having achieved success in his own life, finds his
greatest opportunity for growth in serving society, so will
the Kansas State Agricultural College find, not in self-
seeking and personal aggrandizement, but in a desire to
serve where service is needed and a willingness to join
hands with all other agencies in advancing the common
welfare, its highest opportunity for growth and a true
basis for claim to greatness.

There are many signs of a new virility in education.
In England Parliment has passed an Education Bill which
is a distinct forward step in providing a greater degree of
education for the youth of that country. England, in-
clined in the past to be ultraconservative in her educa-
tional policy and to cling to the formal type of academic
training, has made wonderful strides in educational re-
form since 1914. Many English authorities, however,
are still unawake to the extent of the reforms which are
needed in the English system of education. The British

THE INAUGURATION OF PRESIDENT JARDINE 27

Labor Party approaches more nearly to a proper com-
prehension of the duty of the government in education.
It has inserted in its platform a plank which reads: ‘The
conference holds that the most important of all the meas-
ures of social reconstruction must be a genuine national-
ization of education, which shall get rid of all class dis-
tinctions and privileges, and bring effectively within the
reach, not only of every boy and girl, but also of every
adult citizen, all the training, physical, mental and moral,
literary, technical and artistic, of which he is capable.”’
The Labor Party points out that while appreciating the
advances indicated by the proposals of the present Min-
ister of Education, it cannot be satisfied with a system
which condemns the great bulk of the children to merely
elementary schooling—which, notwithstanding what
is yet done by way of scholarships for exceptional geni-
uses, still reserves the endowed secondary schools and
even more the universities, for the most part, to the sons
and daughters of a small privileged class, while contem-
plating nothing better than eight weeks a year continua-
tion schooling up to the age of eighteen for 90 percent
of the youth of the nation.

In the United States popular education has always
been far more advanced than in England. The founders
of the American colonies were keenly interested in nation-
al education and believed that only a well-informed and
well educated nation could be happy, prosperous, and
free. The fathers of the Republic made ample provision
from the outset for general elementary education and for
education in the professions. No provision was made for
industrial education, however, because at that period in-
dustry was centered largely in the home. That part of
the industrial knowledge and practice which could not be
transmitted personally from parents to children could be
supplemented satisfactorily through the apprenticeship
system in vogue.

The original provisions for general education were
in time supplemented by free public secondary schools
and there was then an open and continuous pathway from
the elementary school to the university. The development
of this comprehensive system of general education in this
country has been of inestimable value in the growth of
our free institutions and the development of a homogen-
eous people. On the other hand, its shortcomings and de-
fects have been many and obvious. If a young man
wished to enter one of the older professions, ample op-
portunities were at hand, but there was no university or
college training to provide leaders for the industrial army.

28 THE INAUGURATION OF PRESIDENT JARDINE

The schools afforded little if any useful, practical
knowledge to those engaged in agriculture, engineering,
and manufacture.

To meet the growing need for practical education
there was enacted the Land Grant Act of 1862 which laid
the foundation of a national program in vocational educa-
tion, an innovation which was considered by many to be
more or less dangerous, but which has demonstrated the
practicability of learning by doing. The more than ten
thousand men and women who constitute the professors,
instructors, extension workers, and experiment station
investigators of the land grant institutions today, and the
more than 130,000 students enrolled therein, testify to
the wisdom of the act and the breadth of vision and pub-
lic spirit of those who made it an actuality. The land
grant institutions have experienced an incredibly rapid
development in number of students, in faculty, in yearly
income and value of demonstration farms, and in the
value of all property. Their growth, while rapid, has,
however, been through the natural means of experimen-
tation and study and the mapping of the course in new
fields has not been without error. The land grant insti-
tutions with their inseparable coadjutors, the experiment
stations, now occupy a position of far-reaching power and
influence in connection with the most vital interests of
the state in which they are located.

The vocational movement in education, moreover,
has exerted a wide influence in all education. There is
everywhere among thinking people an admission that
future progress in education will be in the development of
applied arts and sciences, and that the only truly cultural
education is that which has its roots in the problems of
actual life.

But this is no time for self-complacency on the part
of land grant institutions. Their establishment was a
long step forward in universal, useful education, but it
did not remedy all the defects of the existing educational
system. The free public high schools which came to fill
the gap between the elementary schools and the universi-
ties have in many cases fallen victim to false ideas of
culture and must radically change their curricula if they
are to become servants of modern life. Moreover, they
have been located in towns and cities and made no ade-
quate provision for educating the youth of rural com-
munities. Efforts more or less successful have been made
to bring secondary education to rural young people with-
in the bounds of their own communities by means of the
township and rural high schools, and the consolidated

THE INAUGURATION OF PRESIDENT JARDINE 29

schools. These schools for the most part, however, have
traversed the usual fields of general education.

The multiplicity of inventions and the rapid and enor-
mous increase in the application of science to manufac-
ture removed industries from the home and brought about
the development of the modern industrial system. The
educational system, with the exception of a few sporadic
experiments, continued to release from the school room a
steady stream of immature youth, unprepared for the
conditions of the industrial world which immediately re-
ceives them. Educators either remained blind to this fact,
or, fearing dangerous innovations, remained silent. In-
stitutes of technology were founded with private funds
and industrial organizations formulated courses of train-
ing for their workers within their own walls. These
means gave only a limited relief, however, from a con-
dition which was universal in its existence and therefore
eould be reached adequately only through universal
means.

In answer to the urgent, widespread need, the Smith-
Hughes Act was passed, providing for vocational edu-
cation below college rank and carrying with it immense
possibilities. The conditions of war under which it was
brought to adoption, the widespread and recognized need
which it attempts to fill, its possibilities for good and evil,
are a remarkable reminder of that other epoch-making
act in 1862. It has brought rejoicing to those who see in
it a just and fair provision for fitting the child to adjust
himself successfully to the economic world. Yet that the
Act carries within it an element of danger has been point-
ed out. That danger is that in our zeal to enable a black-
smith to become an efficient blacksmith, and a farmer
a proficient farmer, we may inadvertently sow the seeds
of class distinction. From the beginning of our national
existence our wills have been resolutely set against the
division of society into upper and lower classes. Our edu-
cational system, numerous as have been its defects, has
nevertheless served admirably in bringing about an un-
exampled democratization of society. That several of
the most distinguished executives of the nation have come
from the lowly log cabin has been a matter of great
national pride with us as symbolizing the reality and
truth of our democracy.

The task of applying the provisions of the Smith-
Hughes Act, like that of the great Land Grant Act, will
require foresight and wisdom, careful experimenting and
study. We must not foster the thought that the son of
the blacksmith must inevitably be a blacksmith, nor that

30 THE INAUGURATION OF PRESIDENT JARDINE

the son of a farmer must necessarily stay on the land. As
a matter of fact, the interchange of blood between coun-
try and city has been one of the most wholesome, leaven-
ing influences upon our national life. We must encourage
a continuance of this interchange, rather than discourage
it. We must offer to every child, whether of urban or
rural community, opportunity to enter whatever vocation
or profession he may choose.

What is needed is a balance between vocational or
industrial education on the one hand and liberal educa-
tion on the other, a type of education which shall give a
broad insight into the industrial world of activity and yet
develop the individual’s capacity for esthetic appreciation
to the highest degree of which he is capable. The pur-
pose underlying the training of the child industrially must
not alone be the production of more at less cost. Indus-
trial training in education is not to be allied with exploita-
tion. The chief, animating purpose must be to insure the
welfare of the child by widening his opportunities. It
is only thus that we may safeguard the welfare of so-
ciety.

The new education must embody in it the larger,
broader aim of training for citizenship. In the past we
have believed that training in the principles of citizen-
ship would somehow take care of itself. We have be-
lieved that no group or nationality could withstand the
fusing influence of our great melting pot. How greatly
we have erred in this belief is evidenced most strongly by
the persistence of German ideals among German immi-
grants and their descendants. We have failed to make of
many of these people real Americans. The existence of
conflicting groups in our national life is shown by the
continuous struggle between labor and capital. The di-
vision of a large portion of our population into two great
groups is not without elements of good, within certain
limits. Both labor and capital, have learned the value
and power of united force, of co-operation, in contrast to
individual competition. But the elements of danger to
the Republic in the situation are immense. Should the
schism prove permanent, then we are already divided
into classes. But it must not continue. The first consid-
eration of all American citizens must be, not the interests
of the laboring group, nor the interests of the moneyed
group, but the interests of free America. Through the
schools as the first medium we must teach that Ameri-
can citizenship with its gift of privileges, imposes duties.
We must instill into the minds of growing boys and girls
ideals of citizenship which shall insure justice to all. With

THE INAUGURATION OF PRESIDENT JARDINE ol

justice secured, the forces of labor and capital will be
free to unite to insure a more perfect democracy.

The evolution of the new education in which in-
dustry is to be safely utilized at its full value, and in
which the spirit of American citizenship is to be instilled
into the child, forms one of the great tasks of the read-
justment period and the future. The land grant insti-
tutions of the United States embody the successful work-
ing out of the first attempt of the federal government to
connect the industries with education. Once pioneers in
a new field, braving adversities to be encountered in un-
trodden paths, now accepted as duly accredited members
of the society of higher educational institutions, they must
not forget their obligations to those who would blaze new
trails. They cannot ignore new educational needs.

There are two functions which the Agricultural and
Mechanic Arts colleges may be expected to perform in
helping to initiate universal secondary vocational educa-
tion. The first of these is to make available in adapted
form to secondary schools, for use in their curricula, a
considerable part of the practical subject matter in agri-
culture, home economics, and mechanic arts which has
heretofore been reserved for the college curricula. The
second of these functions is that of providing trained men
and women for the teaching corps of secondary vocational
schools.

The war has demonstrated as never before the value
of education, especially of the kind of education which
prepares men and women for definite tasks. During the
war the government manifested its appreciation of the
technically trained man by using the colleges and uni-
versities in the training of national army men and in the
establishment of the Students’ Army Training Corps.
It indicated its recognition of the need which the educa-
tional institution must fill in the reconstruction period,
by its system of utilizing college equipment and teaching
force in preparing men for military service. It thereby
made it possible for practically all to retain their full in-
structional forces and remain prepared to handle prob-
pes as they might arise during the conflict and there-
after.

In the development of the educational system of this
country, the national government has come to partici-
pate to a large extent in educational affairs. National
establishment and supervision of schools for the Indians,
for the territory of Alaska, and for our island possessions
were necessary. The first direct entrance of the na-
tional government upon educational relations of a prac-

32 THE INAUGURATION OF PRESIDENT JARDINE

tical character and on an extensive scale, was the es-
tablishment of the land grant colleges of agriculture and
mechanic arts. This has been followed recently by pro-
vision for vocational education in the high schools. Our
disabled soldiers and sailors require special training for
rehabilitation and this the government is providing.
These different educational activities of the national gov-
ernment are not administered by a single government
agency. On the contrary, as a natural outgrowth of our
rapid development, national educational supervision is
scattered through eight of the ten departments of the
federal government.

There is now a movement under way in this country
to establish a federal department of education and to
centralize all of the educational activities of the national
government under one head. From the theoretical stand-
point, this would seem logical and in line with efficiency.
The established system, however, possesses advantages
which cannot be overlooked and which would be seriously
jeopardized by a strong centralization of supervision.
When the Land Grant colleges were established, their
national supervision was entrusted for the most part to the
Department of Agriculture. For more than fifty years
these institutions have worked together and out of this
experience has grown a most satisfactory and harmon-
ious relationship. The common interests, aims, and ideals
of the agricultural colleges and the Department of Agri-
culture have made possible more rapid progress than
could otherwise have been achieved. Were a strongly
centralized federal department of education to be estab-
lished, the old, conservative, academic ideals of educa-
tion might easily predominate and retard immeasurably
the evolution of the new education in which industry is to
be properly utilized and the best Americanism developed.

There are undoubtedly improvements needed in our
national education which could be best effected through a
strong national educational center, and the project is one
which merits the best thought of all those interested in
the cause of education. But in working out a plan for
centralization, the advantages of the present system must
be safeguarded if all educational forces are to maintain
a united front.

The program which I have outlined is a program for
education in the United States, a program designed to
promote the best Americanism, the purest ideals of de-
mocracy. But education in this country alone is insuffi-
cient. With modern transportation facilities, with mod-
ern methods of gathering and transmitting news, with

THE INAUGURATION OF PRESIDENT JARDINE 33

modern interests transcending community, state, and na-
tional lines, practically any national problem may at any
moment become an international problem. Education
cannot deal with the United States as it was a century
ago, when our educational system was developing—a
nation isolated, self-supporting, self-sufficient.

Ultimately, the education which is necessary is world
education. Every step possible must be taken to insure
that education be disseminated over the entire world and
that it be democratic education, not education designed
to develop efficiency at the expense of initiative, or ac-
quisitiveness at the expense of justice. Moreover, peo-
ples of varying temperament, ideals, and other racial
characteristics must by education be led to an understand-
ing of each other. Insistence on these two principles in
world education—democracy and mutual understanding
—will do more than any other one thing to make wars
impossible. Any league of nations which is established
may wisely have somewhere in its organization, a com-
mission on education to suggest to the constituent nations
large general plans which would lead toward the ful-
fillment of the ideals which all right-thinking nations
seek. We cannot have a world curriculum, but we can
have world ideals toward which education in all coun-
tries may strive.

Upon us, servants of the new era in world politics
and in world education, has the mantle of the ancient
leaders fallen. They laid the foundation upon which we
must build the super-structure. By the touch of that
mantle in our hands—be they quickened with justice and
zeal—the waters of error, of injustice, of prejudice, will
be swept aside, and education for democracy will cross
over into its own.

34 THE INAUGURATION OF PRESIDENT JARDINE

The Reverend Wilbur Nesbit Mason, Bachelor of
Arts, Master of Arts, Bachelor of Sacred Theology, Doc-
tor of Divinity, Member and Acting Secretary of the
Board of Administration, brought felicitations from that
body, speaking as follows:

ADDRESS BY DOCTOR MASON
Mr. President, Distinguished Visitors, Faculty, and Friends:

It is reason for real regret on your part, at it cer-
tainly is cause of regret to me, that his Excellency, Gov-
ernor Allen, Chairman of the Board of Administration,
finds it impossible to be present to bring the greetings of
the State and of the Board at this time. The Governor
has already sent his regrets; but yesterday asked me to
express his high personal esteem for President Jardine
and his confident anticipation of an administration that
will bring to this College enlarging usefulness in the
service of the State.

The inauguration of a new president is an important
event in the history of any institution. This is especially
true in the history of the Agricultural College. Coming
as you do, President Jardine, as successor to our honored
friend, Dr. Henry J. Waters, and becoming the most
recent addition to the line of honorable men who have
been President of this institution, you are charged with a
large task in carrying forward the work in these stirring
and momentous days. Were you only to maintain the
high standard of service rendered by your predecessors,
you would have a man’s task; but to do what their work
has made possible and what your own high sense of duty
and privilege demands, you must more than maintain
what has already been wrought. The past history of this
institution and the present opportunity challenge you to
render the best service ever performed by any President
of this College. I congratulate you upon the high resolve
that we know has formed within you, and with eager
confidence we pledge to you our support in seeking the
goal that you have set before you.

I congratulate you upon the material with which
you have to work. Some men take the rude stone and
with the touch of genius shape it into the stately building,
eloquent of high thought, soaring into the very presence
of the Divine. Another man may form rough marble
into a statue whose breast seems truly to heave with the
throbbing life of a Venus de Milo. The painter mixes
his colors and with the brush of a master, creates a
Sistine Madonna whose parting lips speak of the Mother-

THE INAUGURATION OF PRESIDENT JARDINE 35

hood of God. But you deal with material far more sacred
and crowded with far greater possibilities. Here are
gathered the raw materials out of which are made, un-
der your guidance, men and women of tomorrow.
Kindled by your enthusiasm, inspired by your ideals, they
are to make the citizenry of a progressive commonwealth;
men who will right wrong, correct abuses and lift the
standards of living until, with the poet, we cry out, ““What
a work of God is a man!”’

I congratulate you upon the motives to which you
are privileged to appeal. In the midst of a world so given
to material things and so absorbed in measuring values
in terms of sense, the College, and especially the President
who directs the policy of the College, have a large and
definite task set before them that they may keep alive
and fan into a glowing flame those passions of youth
that are the finest things of human life. If hate is ever
justified in the heart of men, shall it not be a hatred
of wrong and of falsehood? What love, among all our
human loves, may be compared with the love for truth?
If ever the hand grows weary at its work or the heart
grows faint before its task, the educator must arouse that
courage and devotion which will hold the young steady
in their loyalty to truth. ‘“‘Not what I am, but what I
aspired to be, comforts me.” It is the educator who
opens to the inquiring mind that undiscovered country of
high aspirations and holy enthusiasms. What matter
the odds against a man who has within himself these
wellsprings of eternal life? To tap these springs, Mr.
President, is your great privilege.

I congratulate you because of the mission to which
you are to point the young people who are under your
care. Education may almost be said to be another name
for vision. The “mute inglorious Milton” or a “Cromwell
guiltless of his country’s blood” is such, not merely be-
cause he has had no chance, but because he has not
climbed to the mount of vision whence he may see the
widespread fields of opportunity. It is the business of the
College to guide young people to these peaks of vision, and
you, Mr. President, may truly be called the chief guide of
this group of guides that we call the faculty. Men are
willing, even glad, to do if only they may find the thing
that is worth doing. You are to aid them in making the dis-
covery. You are to tell them that not more acres in their
farms, more grain in their bins, more cattle on our Kansas
plains, are to be the goal of their striving; but a finer
tone in community life, a kindlier spirit and truer, wider
brotherhood—these are the things really worth while.

36 THE INAUGURATION OF PRESIDENT JARDINE

The honored guest representing the United States
Government here today, Commandant at Funston, Gen-
eral Leonard Wood, has more than once given living
proof of the point I make. Years ago, when home from
his great work in cleaning up the Island of Cuba, making
it a fit place in which to live, Harvard University, of
which he was twice an alumnus, conferred upon him
the highest honorary distinction she could give—the
Doctorate of Laws. President Eliot, in granting the
degree, rightly called him,—remembering his remarkable
work in Cuba—‘“‘Redeemer of a Province.’”’ On the same
visit home, as I recall, a great corporation offered him
its presidency with a salary of $30,000 per year. General
Wood, in declining it, said, ‘““Gentlemen, there are some
things money cannot buy.’”’ From his standpoint, far
better was it to stamp out yellow fever in Havana, making
the conditions of human life not only tolerable but joyous.
So are you, Mr. President, to teach our Kansas youth
that fine idealism which will make them redeemers of a
commonwealth; to redeem farm life from its dreary
monotony and its crass materialism, to make the farmer’s
home a place of beauty, to give the village such a quick-
ening that it shall break away from its narrow and killing
provincialism, to make the city wholesome and to make
the slum impossible—this is a work worth while.

In the name of the State and of the Board having
charge of this College, I summon you, Mr. President, to
this far-reaching service.

The Music Faculty Quartet then sang ‘Loch
Lomond,” as arranged by Clough Leighter.

ADDRESS BY GENERAL WOOD

Major General Leonard Wood, United States Army,
Doctor of Medicine, Doctor of Laws, Commanding Offi-
cer, Camp Funston, was then introduced, and expressed
his appreciation of the spirit of cooperation and help-
fulness shown by President Jardine and the Faculty in
establishing educational facilities for the soldiers on the
campus and at Camp Funston. He touched upon the
subject of universal obligation for service to the Nation.
He emphasized the value of prohibition in training the
army, pointing out the fine qualities kept fresh by ab-
stinence from intoxicants. He spoke in praise of the men
in the Thirty-fifth, Eighty-ninth, and Tenth Divisions.

THE INAUGURATION OF PRESIDENT JARDINE 37

Frank Strong, Bachelor of Arts, Master of Arts,
Doctor of Philosophy, Doctor of Laws, Chancellor of the
University of Kansas, brought felicitations from the
other educational institutions established by the State of
Kansas. He said:

ADDRESS BY CHANCELLOR STRONG

Mr. Chairman, Mr. President, and Ladies and Gentlemen:

I wish to express my great pleasure in being allowed
to represent the University of Kansas at the inauguration
of President Jardine. On behalf of the University of
Kansas I congratulate him most sincerely and hope for
him a long and successful administration. I do this both
as the head of a sister institution and a citizen of the
State and as an alumnus of the Kansas State Agricultural
College, for the College did me the honor of granting me
an honorary degree when President Henry J. Waters
was inaugurated.

I feel a sincere interest in the work of the Agricul-
tural College. The day is past when State institutions
look with envy and distrust upon each other. The more
this great College thrives and adds to the wealth and
happiness of the State the better it is for all the rest of
us. So far as the University of Kansas is concerned, the
ria support you get at Manhattan, the better we shall
ike it.

Of course the great field of this College relates to
the greatest of all the industries of this State. Kansas is
in very large measure still an agricultural community.
It is no wonder that it regards with so much concern and
confidence the development of its Agricultural College.
I believe the state is happy also in the fact that the Agri-
cultural College does not confine itself to the immediate
economic advantages of the state, but also trains its young
people for a high and noble position in life and for high
ideals of conduct and citizenship.

A good deal has been said here and elsewhere in
regard to the current from the farm to the town and
city, and the relation of agricultural colleges to it. In
my opinion, this current cannot be stopped. It has been
running for many centuries. There ought to be a com-
pensating current running from town to the country.
This is not likely to happen, however, until conditions of
living in the country, until Church, school and social op-
portunities are on the whole commensurate with those of
the town and city. To accomplish this, roads that are

38 THE INAUGURATION OF PRESIDENT JARDINE

good the year round are necessary, large, well-built, and
well-appointed schools are indispensable, well-supported
churches with competent leadership are also indispensa-
ble, and with these must go some social center at which
the social life of the community may be adequately
cared for.

Dr. Frederick W. Lewis, President of the College
of Emporia, who had expected to present the greetings
of the privately supported institutions of Kansas, was
unable to be present.

Samuel Alexander Lough, Bachelor of Arts, Master
of Arts, Doctor of Philosophy, President of Baker Univer-
sity, was introduced, and spoke as follows:

ADDRESS BY DOCTOR LOUGH

Mr. Chairman, Mr. President, Ladies and Gentlemen:

I sincerely and heartily join this audience in the feel-
ing of regret that President Lewis is not present. Since
he is not here it is with great pleasure that I bring the
congratulations of the private colleges of the State to
President Jardine and the great institution over which he
has been called to preside. The State of Kansas is to be
congratulated upon securing as the President of one of
her greatest educational institutions this man, who has
been so favorably identified with the college and now
comes to his great task with ripe scholarship, extensive
experience, and demonstrated fitness.

We of the private colleges gladly participate with
all the citizens of Kansas in legitimate pride in the history
and development of this College. We rejoice as we think
of the fine way in which our Kansas Agricultural College
has successfully met the challenge of this great agricul-
tural State. This College has had a great past; in its
present activities it is effectively and extensively serving
the interests of the State; it fronts a future of opportunity
and possibility even greater than the achievement of the
past and the service of the present. Two conditions
sound educational effort must meet: It must provide vo-
cational training in harmony with the industrial and
economic conditions; it must equip boys and girls so
trained to give delightful content to the leisure part of
life. The vocational challenge of this state is and will
always be prevailingly agricultural. We now everywhere
recognize that one of the big and perplexing problems

THE INAUGURATION OF PRESIDENT JARDINE 39

of rural life is spiritual and social in nature. Consequent-
ly there exists nowhere a greater educational oppor-
tunity than that which confronts this institution. With
all thoughtful citizens of this Commonwealth we here
express our satisfaction with our Board of Administration
in selecting President Jardine to direct the activities of
this College in this great work.

The private colleges do not covet this magnificent
plant. They do not envy you because of your great op-
portunity. They heartily congratulate you. Speaking
for all, let me assure you that you have and will always
have our hearty sympathy, our sincere good will, and our
loyal support. We sincerely wish for this institution a
more stable and increasingly abundant support. To this
end you may confidently count on us to vote and work.

The Benediction was then pronounced by the Rev-
erend Doctor Fisher.

At 6 o’clock the annual Farm and Home Week din-
ner was served in the barracks by the Department of
Domestic Science. The dinner was this year in special
honor of President and Mrs. Jardine.

President Jardine spoke briefly, introducing Mr.
Francis D. Farrell, Dean of Agriculture, as Toastmaster.
Addresses were made by Professor S. A. Beach, Iowa
State College; Captain D. D. Casement of Manhattan; Mr.
George I. Christie, Assistant United States Secretary of
Agriculture; Doctor D. E. Kurtz, President of McPherson
College; Doctor Wilbur N. Mason and Mr. C. W. Green,
of the Board of Administration; Doctor Julius T. Willard,
Vice-President of the College and Dean of General
Science; Mr. A. A. Potter, Dean of Engineering; and
Mr. Harry Umberger, Acting Dean of College Extension.
Mrs. Jardine responded to a toast offered in her honor.

The ceremonies of Inauguration Day were concluded
with an informal reception in Nichols Gymnasium, com-
plimentary to President and Mrs. Jardine.

40 THE INAUGURATION OF PRESIDENT JARDINE
BIOGRAPHICAL

Doctor William Marion Jardine comes from a family
of farmers. His parents were engaged in farming in
Oneida County, Idaho, in 1879, when he was born.

Brought up on farms and ranches, Doctor Jardine
acquired a practical knowledge of agriculture before at-
tending college. He still owns a farm and directs its
operation.

Doctor Jardine was graduated from the Utah Agri-
cultural College in 1904, and immediately became In-
structor in Agronomy in that institution. In the following
year he became Professor of Agronomy, resigning that
position to take charge of dry land investigations for
the United States Department of Agriculture. In 1910
he came to the Kansas State Agricultural College as Pro-
fessor of Agronomy, and three years later became Dean
of Agriculture and Director of the Agricultural Experi-
ment Station.

In 1912 Doctor Jardine was lecturer in the Graduate
School of Agriculture, which was held that year at the
Michigan Agricultural College. From 1908 to 1915 he
was a director of the Northern Pure Seed Company. He
is a fellow of the American Association for the Advance-
ment of Science. In 1915-1916 he was President of the
International Dry Farming Congress, and in the following
year he was elected President of the American Society of
Agronomy. He was Vice-Chairman of the Kansas Coun-
cil of Defense and Chairman of its Committee on Agri-
cultural Production. In 1916 Campbell College conferred
upon him the degree of Doctor of Laws.

Doctor Jardine was married to Miss Effie Nebeker
in 1905. They have three children.

Doctor Jardine is recognized as one of the world’s
principal authorities on dry farming, and his papers and
bulletins on this subject are read in foreign countries as
well as in the United States.

THE INAUGURATION OF PRESIDENT JARDINE 41

HISTORICAL

The Kansas State Agricultural College was founded
in 18638.

Preceding Doctor Jardine, six Presidents served the
College, as follows:

1863-1873—The Reverend Joseph Denison, A. M.,
D. D.

1873-1878—The Reverend John A. Anderson, A. B.

1878-1897—The Reverend George Thompson Fair-
child, A. M., LL. D.

1897-1899—Thomas Elmer Will, A. M.

1899-1909—Ernest R. Nichols, A. M., Ph. D.

1909-1918—-Henry Jackson Waters, B.S. A., LL. D.

ARRANGEMENTS FOR THE INAUGURATION

Arrangements for the inauguration of Doctor Jar-
dine were in charge of a general committee consisting
of Professor Albert Dickens, ’93; Professor Harry
Llewellyn Kent, ’13; and Doctor Julius Terrass Willard,
33.

Special committees charged with particular duties
were as follows: :

Committee on Ceremonies—Professor J. E. Kam-
meyer, Professor J. V. Cortelyou, and Dean Helen
Bishop Thompson.

Committee on Music—Professor A. E. Westbrook
and Professor R. H. Brown.

Committee on Military Affairs—Captain George
Sturges and Professor R. H. Brown.

Committee on Luncheon—Miss Margaret Haggart,
Professor J. O. Hamilton, Miss Jen L. Cox, and Miss Helen
Green.

Committee on Evening Reception—Dean Mary
Pierce Van Zile, Miss Frances Brown, and Dean Harry
Umberger.

Committee on Decorations—Professor M. F. Ahearn,
Mrs. Bessie Birdsall, and Miss Araminta Holman.

Committee on Engraving and Printing—Professor
Nelson Antrim Crawford.

LIBRARY OF CONGRESS

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