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PRINTED AT THE OFFICE OF THE

NATIONALIST:

1874.

Table of Contents on Pages 123, 124.

Since the names of the Board of Regents were printed, Joun H. Fouxs,
of Wellington, Sumner County, has been appointed to succeed Cuas. E.
BATES, whose term had expired, and N. A. ADAms has been elected Sec-
retary, vice Wm. Burgoyne, resigned.

Errata :—To Faculty, add name of W. C. Stewart, Superintendent
Telegraph Department.

HAND-BOOK

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‘ BOARD OF REGENTS.

Se ce ULAR SONG era hoa h sept cep eret senate otnale Topeka, Shawnee Co.
ISU ee ASIA IVES. see riders dacs ats alan. notes hints Manhattan, Riley Co.
eS CMG ARS feiss ois doesn sew ass nencdppecmes a: Burlingame, Osage Co.
Ba aSUIN GS EHUIRIY fac ota td ten aise ok oko acess Sect cee Burlington, Coffey Co.
OSTA OO PIT N aes cemcvecmctne tose eyes ee Perryville, Jefferson Co.
OU D0 6) Dl DST Ld Bw Wd OTs Reger gaeeiee eee See Marysville, Marshall Co.
RAS A INP BRO Net act ul pectin scahespan se dobeee se Os Manhattan, Riley Co.
WM BURGOYNE, Seeretory:..0 2... nccan tesco Manhattan, Riley Co.
| Frogs Ed 2a ON Bt On 2 Dil Die yatta Manhattan, Riley Co.
BE. GALE, Loan Oommissioner.............c.00be0 0 Manhattan, Riley Co.
Pest ee OD. anu AG ets.. cv cete cence cb nes es Manhattan, Riley Co.

Bee ee US GN,

J. A. ANDERSON, President and Prof. Political Economy.
J. H. LEE, Prof. English and History.

M. L. WARD, Prof. Mathematics.

J.S. WHITMAN, Prof. Botany Entomology and Geology.
WM. Kk. KEDZIE, Prof. Chemistry and Physics.

EK. M. SHELTON, Prof. Practical Agriculture and Supt. of the Farm.
Kk. GALE, Prof. Horticulture and Supt. of the Nursery.

J. E. PLATT, Prof. Elementary English and Mathematics.
i RS. H. V. WERDEN, Teacher of Instrumental Music.
A. TODD, Supt. Mechanical Department.

MRS8. H. C. CHESELDINE, Supt. Sewing Department.
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AGRICULTURAL COLLEGE,

Be Ne ela es Sale Oi alg ie

Radical changes have been made in the Kansas Strate AGRICUL-
TURAL COLLEGE since the publication of the last catalogue. As a
State Institution-it is morally bound to place before the people, as well
as in the hands of the Legislature, full information respecting the
nature, and, so far as developed, the results of these changes. The
close of the collegiate year affords the first fitting opportunity for so
doing, Accordingly, the design of the following pages is to set forth
the more important facts in regard to the existing management,
objects, and methods of the College, together with statements of the
work actually performed in its several departments during the past
year; thus presenting a view of the Institution as a whole, as well as
of the facilities which it offers to those who desire a liberal amd_ prac-
tical education.

This pamphlet is a hand-book of the College, rather than a mere
catalogue; and is intended to answer the many different enquiries,
respecting wholly dissimilar matters, which are constantly received.
It is not expected that all the subjects treated will be of equal
interest, or, for that matter, of any interest to the same person.
Hence each is presented somewhat fully, and the table of contents will
enable the reader to turn at once to the subject concerning which he

desires information.

4 KANSAS STATE

MANAGEMENT.

In accordance with an act of the Legislature reconstructing the
Boards of the several State Institutions, approved March 6, 1873,
Governor Thomas A. Osborn appointed the following gentlemen as
Regents of the Kansas State Agricultural College, who entered office
April 1, 1873.

Name. Post Office Address. Term Expires.
JAMES WIROGHIRGE Gs /cenie se cecye svn s Burlington, Osage Co...... ... April 1, 1876
CHARLES REYNOLDS........-... Fort Riley, Davis Co.......... April 1, 1876
IN; SAG) SANTIANES 20 os Scpaystein, e!otegnslore Manhattan, Riley Co.......... April 1, 1875
eS Gn EUUDSOMN fac. protec ste.c cto aieterere Wyandotte, Wyandotte Co..... April 1, 1875
JOSIAH (COPLEY)... <4 siseasion- isle Perryville, Jefferson Co........ April 1, 1874
INes GRIBEING 2 /cf2) 16) sys) so eistegietaenieioe Holton, Jackson Co ........... April 1, 1874

During the summer of 1873, the Board filled the vacancies created
by the resignation of the Rev. Joseph Denison, D. D., as President,
and of the Hon. Isaac T. Goodnow, as Land Commissioner, by the
election of John A. Anderson and L. R. Elliott. It also established
three additional Professorships, namely: Botany and Entomology,
Prof. J. S. Whitman: Chemistry and Physics, Prof. Wm. K. Kedzie ;
Mathematics, Prof. M. L. Ward.

Early in 1874, Regents Green and Reynolds, on account of the
pressure of private duties, reluctantly tendered their resignations; and
the Governor appointed in their places Charles E. Bates, Marysville,
Marshall Co., and B. L. Kingsbury, Burlington, Coffey Co.

Prof. EK. M. Shelton accepted the chair of Practical Agriculture,
April 1, 1874—Prof. E, Gale having temporarily discharged the duties
thereof subsequent to February 7th, 1874, at which date it became
vacant.

Policy of the Regents.

In its first Annual Report the Board issued the following explicit
statement of the principles which would control its action in the man-
agement of the Institution :

In the outset we endeavored to obtain a clear idea of the object sought to
be accomplished by the creation and maintenance of Agricultural Colleges.

AGRICULTURAL COLLEGE. 5

The fundamental law governing these institutions is an act of Congress en-
titled “An act donating lands to the several States and Territories which may
provide colleges for the benefit of agriculture and the mechanic arts,” approved
July 2, 1862. The fourth section requires that the interest of all moneys
derived from the sale of the lands donated “ shall be inviolably appropriated by
each State which may take and claim the benefit of this act, to the endowment,
support, and maintenance of at least one college, where the leading object shall
be, without excluding other scientific and classical studies, and including mili-
tary tactics, to teach such branches of learning as are related to agriculture and
the mechanic arts,in such manner as the Legislatures of the States may
respectively prescribe, in order to promote the liberal and practical education of
the industrial classes, in the several pursuits and professions in life.”

By transposing the clauses, and omitting those which prescribe the mean
by which the object is to be gained, rather than the object itself, the section
may be fairly stated, thus: ‘In order to promote the liberal and practical
education of the industrial classes in the several pursuits and professions in
life, each State” accepting this grant “shall maintain a college where the
leading object shall be to teach such branches of learning as are related to
agriculture and the mechanic arts.”

Without detailing the steps by which we have reached our conclusions,
suffice it to say that we are unanimously agreed upon the following points:

I. We understand the ‘industrial classes” to embrace all those whose
vocations or pursuits ordinarily require a greater exercise of manual or mechan-
ical than of purely mental labor. It is impossible to draw a sharply defined
line between the industrial and professional classes, for every occupation
demands both mental and manual effort. Butin the absence of any authoritative
definition, either by courts or lexicographers, and for the purpose of marking
the general boundaries which, in our opinion, should divide agricultural from
other colleges, we accept the recognized distinction between the mechanic or
industrial arts and the liberal arts, as given by Webster: the industrial arts are
those in which the hands and body are more concerned than the mind; the lib-
eral arts are those in which the mind or imagination is chiefly concerned.

II. While not necessarily ignoring other and minor objects, the leading
and controlling object of these institutions should be “to teach such branches
of learning as are related to agriculture and the mechanic arts.” Prominence
should be given to these branches in the degree that they are actually used by
the farmer or mechanic.

III. As against the opinion that the aim of these colleges should be to
make thoroughly educated men, we aflfirm that their greater aim should be to
make men thoroughly educated farmers, and for three reasons:

1. A student may receive the highest scholastic education afforded by uni-
versities. and yet know nothing of practical farming.

2. Although we hold that the mental faculties are as well disciplined by the
mastery of those sciences which relate most directly to agriculture as by the
study of any other branches of learning, and therefore that mental development
can be as truly gained in agricultural as in other colleges, yet we aftirm that

6 KANSAS STATE

their greatest aim should be to teach the farmer how best to apply the truths of
science in the management of his farm, and how most to profit thereby.

3. The primary aim of literary colleges is, and for centuries has been, to
discipline the mind, other purposes being secondary. The doors of these noble
institutions are alike open to the children of the industrial and the professional
classes. It is neither necessary, economical nor wise for the State to maintain
an agricultural college which shall seek to do precisely the same work for the
same purpose. Congress evidently had quite a different purpose in view
when, as in the title of the organic act, it designated these colleges as for the
benefit of “ Agriculture and the Mechanic Arts,” instead of “ for the benefit of
the children of farmers and mechanics.”

IV. Asa larger number of the citizens of Kansas are engaged in farming
than in any other industrial pursuit, we are agreed that in this institution
greater attention should be paid to the sciences which most concern agriculture
than to those which relate to the mechanic arts. Nevertheless, since most of
these branches of learning are equally useful to the mechanic; since some skill
in the use of the mechanic’s tools is advantageous to ‘the farmer; and more
especially since the Congressional grant was made “ to promote the liberal and
practical education of the industrial classes,” upon conditions which cannot be
repealed by State sentiment or enactment; we feel bound, in so far as we shall
have the ability, both as the lawful trustees of that grant, and because of the
peculiar necessities of a young and growing State, to place fairly within reach
of the youths of Kansas, such knowledge and skill as will best and soonest
enable them to earn an honorable livelihood by the practice of some one of the
industrial pursuits, common in the State.

In accordance with these views, the Board has made every effort and fully
purposes to use every proper means for executing the policy first officially an-
nounced September 3d, 1873, and hereby reaffirmed :

“For the purpose of defining the policy of the Board of Regents of the

Kansas State Agricultural College, and as a guide to the Faculty in preparing a
new curriculum—

“ Resolved, That the object of this institution is to impart a liberal and prac-
tical education to those who desire to qualify themselves for the actual practice
of agriculture, the mechanic trades or industrial arts.

“ Prominence shall be given to agriculture and these arts in the proportion
that they are severally followed in the State of Kansas.

“Prominence shall] be given to the several branches of learning which
relate to agriculture and the mechanic arts, according to the directness and value
of their relation.”

A statement of the reasons why the Regents hold this policy was
made in President Anderson’s first report to the Board, as follows :

The act of Congress endowing agricultural colleges, prescribes that their
leadivg object shall be “to teach such branches of learning as are related to
agriculture and the mechanic arts, in order to promote the liberal and practical

education of the industrial classes in the several pursuits and professions in
i age
life.

AGRICULTURAL COLLEGE. 7

I. Wwart 1s A LIBERAL EDUCATION AS PRESCRIBED BY THIS ACT?

Words, like trees, are the product of various elements, and often of many
centuries. iberal is a casein point. The Roman slave was subjected to a bonds
age compared with which the worst form of American slavery might be deemed
liberty. A man who was “no slave” was called ‘‘liber.” In those days more
than in these, manual labor was the chief service of the slave. Hence the con-
dition of the “liber” was, in a general sense, a condition of freedom from man-
ual labor. During succeeding centuries, but still under tyrannies, the French
liberal and the English liberal retained the leading signification of general free-
dom from that physical toil which is the warp and woof of a slave’s daily life.
Early English authors designate by it ‘that which befits a ‘ gentle’-man ”’ as dis-
tinguished from a manual laborer, and that it yet expresses the original mean-
ing is evident from its present use as applied to the arts. Webster draws the
line between the liberal and the mechanic or industrial arts in these words: ‘‘ The
liberal arts are such as depend more on the exertion of the mind than on the
labor of the hands; and regard amusement, curiosity or intellectual improve -
ment rather than the necessity of subsistence, or manual skill.” A glance at
history will show how pertinently this word described education. The Refor-.
mation exerted a resistless influenuce upon the scope and direction of education.
The new order of things forced the clergy, who had previously constituted “ the
learned ” class, to the acquirement of greater information, especially concerning
the ancient languages and beliefs. The growth of constitutional governments
necessitated the careful education of men skilled in the principles and prece-
dents of law. Increased knowledge compelled a corresponding education of
physicians, of scientists, and, as indispensable to all, of competent teachers
These vocations compose what are yet commonly known as “ the professions.’
It certainly is emphatically true of each of them, that the labor required in their
practice is mental. As compared with the farmer, the preacher, lawyer or doc-
tor is relatively exempt from physical toil. Hence an education designed for
these professions would naturally be called “liberal ;” and until quite recently,
no other pursuits have been deemed worthy of the educator’s notice.

It is in this light, glinted to us by the billows of many centuries, that we
are to read Webster’s definition of liberal, ¢. ¢., “ Befitting a freeman or gentle-
man, as liberal arts or studies; liberal education, that is, such as is extended
beyond the practical necessities of life.”

The debates of Congress upon this bill, everywhere show that both its
friends and enemies used the phrase “liberal education” in the proper and
accepted seuse.

A single extract from the speech of Senator Harlan, of Iowa, in reply to
Senator Mason, of Virginia, will suffice:

“There may be those who are not disposed to give the means for the devel-
opment of the minds of the masses, those whose interest it is that the laboring
men of the country should be ignorant, should be uneducated and dependent ;
that their sweat and toil may be used to advance the interests, and promote the
happiness of those more highly educated and refined; it may be that it isa
blessing to Virginia that she is now more largely represented by adult white

8 KANSAS STATE

people who are unable to read and write, in proportion to her population, than
any other State in the Union. It isa blessing, however, the people of my State
do not covet. They prefer that the mind of the laborer be developed; that the
intellect of the man who labors and sweats for his own bread should be more
highly endowed, in order that that class of people may become their own rep-
resentatives, even in the legislative halls of the nation.” [Feb. 1, 1859.]

There can be no doubt that by the use of the word “liberal” Congress
marked out the broadest pathway to mental power and culture. Whatever
long experience had proven to be valuable in the education of the professional
classes, Congress designed that agricultural colleges should use in the education
of the industrial classes. It was eminently fitting that the widest scope of
study, the best appliances, and the most competent teaching enjoyed by the
sons of the English aristocracy, should be freely provided for the American
farmer and mechanic. For if any liber, or “no slave,” is entitled toa lider-al
education, it is the son of American /iber-ty.

He possesses a liberal education who has learned that which is known or be-
lieved of the more prominent subjects of knowledge. Literary is that which
pertains to learning; hence I have designated the departments of this college
through which it seeks to give a liberal education, ‘‘ Literary Departments.”
They have for their broad foundation the purpose which Congress expressed
by the word liberal ; their scope is equally wide; their aim, as far-reaching ; their
rule, thoroughness; and their only limitations such as are imposed by the youth
and poverty of the College, or by the student’s lack of ambition, time or money.
I have dwelt at such length upon this point in order that the line which divides
these from the industrial departments may be more sharply drawn, and in
order. by contrast, to throw into bolder relief the further idea which Congress
expressed, by using the word practical—‘‘ liberal and practical education.”

Il. WHAT Is A PRACTICAL EDUCATION AS PRESCRIBED BY THE ACT?

Practical means “pertaining to practice;” practice signifies “‘actual doing,
or the thing done; that is, the regularly doing, or the thing regularly done.”
The Greek verb prasso, meant “to do, to work; to follow a business, trade.”
The adjective praktikos, ‘fit or disposed for doing or performing; fit fer busi-
ness, business-like ;” hence our word practical, that which belongs to the actual
doing. It matters little in this connection what particular shade of its meaning
is taken. We may say with Webster, that a practical education is one “ capa-
ble of being turned to use or account; useful in distinction trom deal or theoret-
ical,” and since the sciences as taught in a liberal education are but collections
of ideas or theories, a practical education must be quite distinct therefrom; or
we may say that such an education, like practical skill, is one “derived from
actual doing.” All of this simply amounts to saying that a practical education,
as prescribed by the act, is one that “fits a person for actually doing business,”
be the kind of business what it may.

We have already noted the influence of the Reformation upon education.
A glance at the causes which impelled Congress to require for the industrial
elasses a practical as well as a liberal education, will show yet more clearly what
it meant thereby. These causes are to be found in the magnificent progress of

AGRICULTURAL COLLEGE. 9)

American invention. They spring from the same sources that have filled the
patent office with models, and the world with machinery. And if any ele-
ments may rightfully mold and energize the processes of education, certainly
may those which, since the days of Franklin and Fulton, have placed Ameri-
cans in the foremost ranks of the world’s appliers of science. The nation of
plows and reapers; of cotton gins, spindles and sewing machines; of railroads,
clippérs and Atlantic cables; a nation which has reached out its countless roots
broadly and deeply into the exhaustless soil of liberty, and whose forces, there-
fore, are as active and eternal as the will of the God who created them; the
nation of a free Bible, free schools, free press, and a free ballot-box; such a
nation, both as a measure of justice and necessity, would be apt to demand, and
very apt to enforce the demand, that the processes of education should be as
precisely and as fully suited to the special wants of the thronging industrial
classes as is the education of the English university suited to the special
wants of the English professional and aristocratic classes.

And the fact shat such an education must of necessity require manual labor
so far from deterring, would rather stimulate Congress in making, and the peo-
ple in enforcing, this new demand. When the line is drawn between those
persons whose chief work is mental and those whose chief work is physical or
with machinery, who so nearly constitute “the people” of America as do the
industrial classes? From the very extent of our territory and the exhaustless-
ness of its seen and unseen resources, these classes, for all time to come, must,
as compared with all others, be the nation. In what quarter of the globe does the
plowshare annually turn over so vast a breadth of virgin soil,and press onward
even more rapidly than the sword to conquer the wilderness? What land is so
netted and meshed with iron highways that groan under the weight of whirl-
ing products? What air is so filled with the hum and clang of mechanism?
American products and fabrics, the results of manual labor, are carried in
American vessels, the creation of manual labor, to the ports of Europe, Asia
and Africa. And it is very easy to see what Congress meant by the demand
for an education capable of actual use in daily business, and, therefore, one got-
ten by actual practice; and just as easy to sce why it made such demand.

It is a significant fact, and worthy of mention in this connection, that the
only opposition to the act came from those who looked upon workingmen as
“ mud-sills” and “greasy mechanics.” In the year 1859, under the leadership
of Mr. Morrell, a Representative from the State of Vermont, this bill passed
both houses, to be vetoed by American slavery, with the pen of James Buchan-
an. In the year 1863, under the leadership of Mr. Morrell, then a Senator
from the State of Vermont, it again passed both houses, to be signed by Amer-
ican liberty, with the pen that wrote the Proclamation of Emancipation and
the death warrant of American slavery.

III. IN WHAT RESPECTS SHOULD A PRACTICAL EDUCATION DIFFER FROM A
LIBERAL EDUCATION?

It is well to revert again to the influences which have brought what is com
monly regarded as the standard education into its present shape. All of the
best American colleges provide about the same course of study. Where did

2

10 KANSAS STATE

they get it? Originally from England, with some modifications of details. Bat
where did the English institutions obtain it? Nowhere. It grew. Two
necessities governed its growth: 1st, The need for certain kinds of knowledge
which men wished to use; and 2d, The need for training those faculties by
which that knowledge was applied. It is evident that the classics first obtained
their place in the curriculum simply because those languages contained infor-
mation that was useful to clergymen, histories and precedents indispenshble to
lawyers, and theories deemed valuable to ,physicians. The notion that the
classics afford better mental discipline than do other studies, was an after-
thought, not an original purpose. Mathematics was introduced mainly for the
benefit of the astronomer, and not of the merchant; any crumbs picked up by
the latter were dropped by accident. Physiological studies were gradually pro-
vided for the embryonic physician, and political economy for the heir to a seat
in the House of Lords. In later days, the natural and physical sciences have
been included, but chiefly for the benefit of scientists. We can thus see not
only why the standard curriculum fhas its present proportions, but also that it
is admirably adapted to impart just the knowledge that will be most useful to
professional men in after-life.

And now, what faculties or organs does it aim to train—the meatal, or the
physical? Those of the mind. Why? Is it because mental discipline is more
valuable than physical training? [sit not because the theologian or lawyer
who seeks to apply the truths of reason, only use3 his mental powers in making
the application? In such work it is wholly immaterial whether his feet be
trained, or for that matter whether he have feet. His mind acts independently
of his physical orgaus, save as it depends upon the body. [If in later days
Shakspeare had lost the use of every organ except the tongue, he could never-
theless have given to the world those masterpieces which will endure long after
cathedrals kavecrumbled. The mind is the only power which can grasp truths,
handle inferences, construct arguments, or shape policies, even though these
guide nations to the grandest victories. The blind Milton erected a palace that
will challenge the admiration of centuries; but it was built of ideas, not granite ;
framed and bolted with thought; glorified by resplendent genius. From the
nature of the case, a professional education does not require any discipline of
the physical orgaus; and the fact that when a particular skill is needed in a
profession, as that of the hand by the surgeon, this drill is given, only strength-
ens the general proposition that the standard education of to-day, is chiefly de-
signed for the benefit of the professional classes. But when we seek to apply
the truths of science to matter, physical as well as mental ability becomes essen-
tial. Just as the finger carnot touch thought, so thought cannot touch stone.
The will of the mind cau only be carried into effect by the body. And for the
very reason that the professional classes required mental discipline, the indus-
trial classes require manual training as well; for these are the men whose work
is with soils and wood; rocks, ores and metals; winds, waves, steam and light-
ning; and that work can only be done by the use of the physical organs.

This distinction ought never to be forgotten. The use which is to be made
of any science should determine the form and extent of its presentation to the

AGRICULTURAL COLLEGE. 11

student, the faculties or organs to be trained, and the relative strength or dex
terity required. If that use is professional, adapt the studies thereto, and train
only the mind; but if it is industrial, reapportion the studies, and train the
physical organs by which they are industnally applied The degree of this dis-
cipline or drill must be equal to the mental or manual skill, or both, required
by the vocation. What assiduous study by the student is in school, equally
assiduous labor is in the field or shop; for skill is the result of much ‘“ actual
doing.” Only at the handles of the moving plow can the boy become a plow-
man. The student of carpentry may have mentally learned tie scientific truth
that a straight line is the shortest distance from one point to another; but when
he tries to rip a straight line through a board he discovers that his eye and
hand must learn the same truth, that it is far more difficult to educate the body
than the mind, and that practice alone makes perfect.

IV. DeEsiGN oF CONGRESS.

When, therefore, Congress ordained a liberal and practical education for
the industrial classes, it logically and inevitably required both the teaching of
learning and the teaching of the trades.

For then, as now, scores ef venerable and vigorous colleges afforded a lib-
eral education. They not only taught all the branches of learning which relate
to agriculture and the mechanic arts, but, because of their strength, taught
them better than could be done by younger institutions. Nevertheless, that
education was virtually adapted to the wauts of the professional classes.

After showing its appreciation of these institutions by liberally endowing
new ones of the same kind, Congress yet more liberally endowed colleges for
the education of the industrial classes, and called for an accurate revaluation of
the several branches of learning by the origiual standard of their exact useful-
ness. It demanded their reapportionment, their presentation from a new stand-
point, their application in new directions and along the shortest lines, and the
provision of wholly new appliances. It demanded for these institutions all the
knowledge, instruction and apparatus which then existed, or would exist, in the
best literary colleges, so far as useful to the industrialist; and then, in addition
and beyond all this, it demanded farms, nurseries and herds, kitchens, sewing-
room and dairies, work-shops, printing and telegraph offices, photographic,
pharmaceutical and assayer’s laboratories—in short, every appliance employed
in industrial work. And from the very nature of the case it required that these
appliances should be for the personal aud continued use of the student, and not
merely as means of illustration in the hands of the teacher; because only by
such use can the student acquire a “fitness for doing actual business.”

As already stated, the function of the Literary Departments is “to teach
such branches of learning as are related to agriculture and the mechanic arts.”

The function of the Industrial Departments is to render the student skillful in
the several operations by which the farmer and mechanic can apply that learn-
ing with the least labor and greatest profit.

Neither of these generai departments must overshadow the other; neither
must interfere with the other. Their respective foundations are equally broad
and their mission equally noble. They must walk hand in hand at any and
ae sacrifice, and must harmoniously work to a single end—the benefit of the
student.

#2 KANSAS STATE

Course of Study.

It is frequently urged that the majority of the graduates of agricul-
tural colleges become professional men. The charge is correct, so far
as this Institution is concerned, and, for two or three years, it will
likely be correct. Either these colleges must turn out real farmers,
mechanies, or those who follow other industrial pursuits, or else be
logically adjudged to have failed in the execution of the purpose for
which they were endowed. There can be no radical change in results
except there first be radical changes in the producing causes. Let us
seek for these causes through the results.

What governs the newly fledged graduate in his choice of a voca-
tion, when forced thereto by the necessity for earning a livelihood?

If another man has a capital of $10,000, upon the income of which
he must live, he invests it in that business which, promises to pay best.
Usually, the only capital of the graduate is the knowledge which he
has gained in college, and the use he can make of it: in other words,
his “education.” If he can make more out of this capital as a teacher
than as a farmer he will bea teacher. But if he knows more about
farming than about dead languages, and has greater skill in handling
stock than in handling the technicalities of science, self-interest will
make him a farmer. He will invest his capital where it pays best.
Now, the course cf study which he has followed in college must inevit~
ably determine the kind of capital he has acquired, just as the direc-
tion of the tongue determines the direction of a moving wagon. Hence,
in deciding upon the best course of study for an Industrial Institution,
two questions arise :

1. Is that knowledge which experience has shown to be of most
value to the future lawyer, doctor or preacher, equally valuable to the
farmer, mechanic or business man ?

2. In educating men for the farm are we to teach the same sciences,
in the same proportions, and with the same applications, as when edu-
cating men for the professions ?

The routine work of the farmer is as different from that of the min-
ister as is the work ofthe merchant from that of the sailor. The knowl-
edge which is of most use to the one is not equally, if at all, useful to
the other. Hence, it certainly is clear that the course of study fol-
lowed by the future farmer should differ from that taken by the future
preacher, just in the degree and to the extent that the uses which each
will make of knowledge are different. Farmers need an education as

AGRICULTURAL COLLEGE. 18

broad, thorough and practical as that of lawyers, but they do not need
the same education, any more than the astronomer and surgeon need
the same education.

What knowledge will be most serviceable to the future agriculturist?
He cannot, in a life time, much less in the few years spent at col-
lege, acquire all knowledge, or learn a tithe of all that is interesting,
curious, or even distantly related to agriculture. He is limited by
want of time, and often by lack of money, so that he must select from
among the things known those which will give him the best success as
a farmer.

He needs a practical knowledge of his own language, that he may
fully understand the ideas of others, and sufficient skill in the use of
that language to express his own ideas clearly and vigorously ; but
does he need the same familiarity with Latin, Greek and Hebrewzthat
is essential to the best success of a professor of philology in a Euro-
pean university? or does he need the same skill in rounding sen-
tences and seiecting rhymes that is prized by the poet? He needs
a knowledge of mathematics as used in business life, and such skill
as will enable him readily and accurately to make all the computa-
tions and keep all the accounts incident to his occupation; but are
conic sections and the calculus as serviceable to him as to the astrono-
mer ?

Up to a certain point, English and Mathematics, if practically
taught, are of great value to every man, no matter what his vocation ;
but, neither is in itself an end. Each is only an instrument to be
used in gaining an end; and the first object of the student should be
the acquisition of a ready skill in the use of the instrument. If, after
so doing, he is able to study the curiosities of literature, as an expert,
so much the better; but ability to write legibly, to spell correctly, to
speak grammatically, and to use the word which exactly expresses his
meaning, is of far greater moment. And it is a fact that oftentimes
practical English and practical mathematics are sacrificed in the effort
to rush the student through the “higher,” and,so far as he is con-
cerned, the “ faney”’ branches of each.

The principle of selection thus indicated is applicable to a score of
other sciences ; all of which are interesting to the scholar of elegant
leisure: each of which is of great value to one specialist, but of no
value whatever to another specialist, and many of which are practi-
cally valueless to the farmer.

14 KANSAS STATE

But now there are some kinds of knowledge which are of especial
service to him, and which are not equally so to the physician, jurist,
or mechanic. His daily work is with plants; and plants are but so
many curiously wrought machines. These have different parts, which
perform different services, and which depend upon dissimilar condi-
tions. For exactly the reason that a practical knowledge of anatomy

is useful to the surgeon, is a practical acquaintance with botany useful
to the farmer.

But plant machinery does not impel itself; it is driven by forces
chained in the earth and air, as the engine is driven by steam. He
needs to know both the mechanical and chemical action upon plant
growth of light, heat, water and soils; and how to increase or decrease
this action, as his interests may require. Hence, a practical know]l-
edge of physics and chemistry is valuable to him.

Plants are subject to the depredations of insects and birds. These,
in turn, are devoured by others. He should know and cherish his
zoological friends, and use their instincts in the destruction of his foes.
Two reasons make a knowledge of the habits and value of domestic
animals indispensable. First, because they furnish his motive power
for the plow; and second, because many of his crops can be profita-
bly sold only after their conversion into flesh and milk.

The knowledge of these, as of other sciences, should be imparted
and acquired with reference to the use which he is to make of it, viz:
as enabling him to correctly answer the question that is always upper-
most in the true farmer’s mind—*“ Will a given thing pay?” Real
farmers do not plow from dawn to dark, swelter in the harvest field,
or shiver in the corral, just for the fun of the thing. They farm for
profit. They do not toil in order that the sweat may trickle to the
earth, but in order that they and theirs may eat the bread which can
only be earned by the hard labor which brings sweat. Neither work-
ing nor sweating is the chief end of farming: profit is. And if the
farmer can gain the end by substituting machinery for his own mus-
eles, he will. Nor isa knowledge of the sciences which relate to agri-
culture the chief end of farming: it, like work and wagons, is only a
necessary means to be used in gaining the real end. As in the case of
English and mathematics, so botany, physics, chemistry and zoology
may be taught in either of two ways :—First, as pure sciences; second,
as practically useful to the farmer. In the former case, the student
will become a scientist; in the latter, a capable farmer. And often

AGRICULTURAL COLLEGE. Lo

there is as much difference between the two men as there is between a
law library and a successful lawyer. Hence, even those sciences which
relate most directly to agriculture must be re-arranged and presented
to the student with controlling reference to the use he will make of
them. So widely different is this use from that which the “ man of sci-
ence” makes that, unless they be so taught, nine graduates will
become professors of a given science where one becomes an actual
farmer. It is not improbable that the real experience of those col-
leges in which these are taught as pure sciences, and to which there is
merely an agricultural attachment, will corroborate this statement.
And, it may be incidentally remarked that, were there no other
objection to the mooted proposition of increasing the endowment of
the University of Kansas, by removing this College to Lawrence, the
above would be insuperable. Desirable as it undoubtedly is that the
State Institution which is expressly designed to educate lawyers, doc-
tors, preachers and professors should be liberally supported, yet,
because of the difference between the uses which the industrial and
professional classes make of knowledge; and, therefore, because of the
difference which there ought to be in teaching the same science to the
one or the other, the mooted consolidation would inevitably be death
to the practical education of farmers. Whether the professional classes
of Kansas should be educated by the absorption of an endowment
expressly made by Congrsss for the education of the industrial classes
of Kansas, is a question in the decision of which the voters of Kansas
would be very apt to take part, either directly, or, if accomplished,
in affecting the political welfare of the accomplishers.

This re-arrangement and special presentation of a science does not
necessitate either narrowness or superficialness, because knowledge
must be acquired before it can be applied; because it is more readily
acquired when presented as a system, or science, than as hotch potch ;
and because he who intends to make a specific use of knowledge, for
profit, will study better than he who only aims to pass the examination
for a diploma. A competent machinist must thoroughly understand
the principles of mathematics and be able to apply them in his busi-
ness. Is he less a mathematician than the college graduate who also
understands the principles, but who, very often, can make no practical
use of them; and who, though able to calculate an eclipse, with
greater or less accuracy, cannot tell the capacity of a cistern or corn
erib, or be safely trusted to measure wood? It is very well to talk

16 KANSAS STATE

flippantly about the “bread and butter sciences,” but, as between
these and the cake and candy sciences, men who work for a living
prefer the former as a regular diet, if they cannot have both. It is
better for an Agricultural -college, at least, after furnishing its students
of agriculture with plates and knives, in the shape of English and
mathematics, to first give them a full course of roast beef and vegeta-
bles, in the shape of economic botany, chemistry, practical agriculture,
etc., and afterwards, a dessert of dead languages and fossils, than to
invert the order; because, if the student has not time to take the
whole meal—and the majority of students have not—the main course

will be of more value to him than the dessert. If he can, let him take
both.

But when all the sciences useful to the farmer have been taught as
indicated, and with the best results,the student has still an essential
part of his education to gain, namely, such skill—both mental and
manual—in applying knowledge to farm work as will ensure him the
largest income with the least outlay of money, labor and time.

Notwithstanding a common opinion to the contrary, there is evi-
dently a necessity for professional teachers of Practical Agriculture
and Practical Horticulture. If agriculture be regarded as the aggre-
gate of several recognized sciences, and, therefore, as itself a science,
it deserves the seme carefulness in teaching accorded to the sciences of
which it is composed. Or, if regarded as only an art, so completely
does it depend upon these sciences, so complicated are its applications
of their interwoven truths, and so important are the consequences of a
skillful or bungling exercise of the art, that no pure science presents a
stronger claim for capable masters and thorough drill.

The teacher of an established science necessarily views it from the
standpoint of investigation or inductive discovery, and so presents its
facts and theories, directing them to the wants of the farmer as best
he may. The teacher of Practical Agriculture must view the same
science from the wholly different standpoint of ‘“ Will it pay the
farmer?” The conclusions reached by the two men will sometimes
clash, for trial frequently shows that a proven fact of one science is so
modified by an equally proven fact of another science as to be rela-
tively valueless in combination. This experience is not confined to
agriculture The keenest experts of the Patent Office, after close study
of a working model, and upon seemingly the best scientific grounds,
frequently decide the proposed application of a given principle to be

AGRICULTURAL COLLEGE. 17

correct and valuable; whereas, the construction of the machine shows
that it either wont work at all, or wont work profitably. And if such
be the fact in the science of mechanics, the principles of which are
mathematically demonstrable and easily traced in a combinativn, how
much more is it apt to be the fact when we attempt to deal with the
subtle forces of light, heat and moisture, hidden in mysterious combi-
nations and producing fantastic results? No science used by man
more imperatively demands the constant test of actual experience.
The iron used by the blacksmith in every state is practically the same,
but the soil which the farmer in Kansas works is not practically the
same as that of Ohio or Maine, and sometimes the same farm has as
many different soils as acres. The flame and tools of the smith are
the same everywhere, but how great are the diversities of the warmth
and rains which build plants and furnish fruits !

It is frequently asserted that a boy will become more skillful in the
practice of agriculture if kept at work on the home farm, under his
father’s guidance, provided the latter be a farmer, than if placed un-
der the instruction of a professor of practical agriculture ; hence, that
there is no necessity for professional teaching.

Evidently, this depends upon several things. If the father has a
better knowledge of the scientific principles actually used in agricul-
ture; if he can apply these principles more successfully; if he has
better apparatus for illustrating both the principles and their applica-
tions, in the shape of a greater variety of soils, of the best implements,
cultures, crops, cattle and fruits; if he is a better teacher; and if he
will fully devote himself and his farm to the task of teaching the boy
what to do and what not to do as a practical farmer, and of drilling
him in the best ways of doing a desirable thing and of preventing an
undesirable thing—certainly such a farmer should keep his boy at»
home, unless the latter is deficient in that branch of education given
by the literary departments of the college. But is this fortunate com-
bination of essential advantages often found? On the one hand,
many capable farmers are not able to buy the necessary apparatus.
On the other, many rich farmers have not the requisite scientific
knowledge. And he who possesses both the means and the knowl-
edge, however willing to teach his own son, is usually not so willing
to follow the business of teaching other men’s sons, simply because
farming pays better than teaching. These advantages should be pro-
vided by Agricultura] Colleges, and should be used in giving the best

3

{8 KANSAS STATE

instruction and drill in the practice of agriculture. Whether they
really are so provided and used is another question, but evidently they
can be. )

The above assertion would not be so frequently made by experi-
enced farmers without some reason. In many instances, their observa-
tion of men who claimed to farm ‘“ scientifically,” has justified one,
and often both, of two conclusions: either, that the given claimants
made false pretensions, or, that “scientific farming” mixed a little
sense with a deal of humbug. Furthermore, there is a natural ten-
dency to overestimate the actual power of science, and to believe it
possessed of a greater practical value than it really has. And there
is no doubt that in many colleges too much attention has been given
to overestimated branches, and too little, or none at all, to drill in the
practice of agriculture; as an inevitable result their graduates have
not succeeded in farming as well as neighbors who never attended
college.

The only remedy is to give thorough instruction in practical agricul-
ture, that is, agriculture “fit for doing business.” Evidently, culti-
vated fields are the true text books for this instruction ; the best expe-
rience of successful farmers is its proper lesson; and their balance
sheets its final authority in deciding doubtful points. Ordinarily,
practical agriculture comes to the sciences as a questioner, asking for
the explanation of a fact, rather than as an apprentice seeking rules
by which to work. And, while giving an attentive ear to the state-
ments of science, its true function is to test these statements by the
sole standard of real profit; to reject those which, though scientifically
valuable, are found valueless in practice; and courageously to adopt,
exemplify and proclaim methods which eusure the greatest profit, even —
though these be inexplicable or ridiculous to' pure science. As the
pefidulum of a clock at one instant checks and at the next helps the
action of the weight, so should it now check, then help, but always
regulate the utterance of science to the student of agriculture.

As in other arts, it is much easier to memorize the principles of
agriculture than to become skillful in their application.

Educators are apt to forget that the bulk of the farmer’s work
requires manual or mechanical force. He deals chiefly with matter.
Probably more pounds of dead weight are annually lifted’on a given
farm than in any shop employing the same capital. In plowing one
hundred acres six inches deep, 80,600 cubie yards of earth must be

AGRICULTURAL COLLEGE. 18. -

moved; then follows the work of harrowing, rolling, stirring, harvest-
_ ing, housing, cleaning and marketing. If, on the first of January,
each farmer were shown a mound to be leveled, equal in weight, bulk
and solidity to that of the material which he must handle during the
year, and which could be remoyed only by a force equal to that which
he must use, many would despair of accomplishing the task at all, or
at least of making a profit; and all would realize the imperative
necessity for employing the best and cheapest power, for using the best
tools, and for exercising the greatest skill in their use. The amount
of work to be done would show why, in turning the soil, a spade is
cheaper than a stick, though it costs more; why a plow is cheaper
than a spade, and the strength of a horse than that of a man. It
would equally show that dexterity in the use of tools is a deal
cheaper than awkwarduess, though its first cost be greater. No one
doubts that the mechanic needs skill, or that his education should
include the practice in the use of tools by which alone skill can be
acquired. Why, then, exclude from the education of a farmer a
corresponding practice since, year by year, he has a greater weight to
lift, and tasks to perform equal in variety and exactness?

This practice, too, is clearly to be regulated by the standard of
profit. If a boy can already plow well, why keep him at it when his
time can be better expended otherwise? If he cannot, why not make
him as skillful in plowing as in naming the capes of Greenland? It
will not pay him to acquire the skill of the cabinet maker because
such skill is not needed in building fences, but it will pay him royally
to acquire the ability to make a gate, put in a spoke, point a plow, set
a horse shoe, paint a wagon, mend a strap, set up a reaper, replace a
box, build a wall, cut a stone post, and lay a drain. The ery of “mak-
ing him Jack-of-all-trades and master of none” may be quite startling
to those who don’t think. When applied to a carpenter or printer it
may be pertinent; but, because farm work daily calls for the perform-
ance of the simpler operations of some one of these trades, “Jack
skill” makes just the difference between a handy and a helpiess
farmer, the difference between success and failure. Hundreds of farm-
ers will testify to their loss of precious hours because of an inability
to make repairs which any boy can be taught to make.

The acquisition of this skill requires physical labor, just as the
acquisition of a science requires mental labor. Hence, physical labor
should be “compulsory,” in the same sense, and for the same purpose,

20 KANSAS STATE

that mental labor is compulsory; but in no other sense, and for no
other purpose. There is no greater “dignity” in labor than in rest,
but there is a noble dignity in that kind of manhood which faithfully
discharges every duty of life, whether it involves labor or rest.
Washington displayed as much heroic generalship in his wise retreats
as in his furious attacks; but neither retreating nor advancing is val-
uable save as a necessary means of winning the final victory. No
man labors for the mere purpose of laboring, but only because a
desired end cannot be gained in an easier way; nor does any animal.
And it is difficult to see why a boy should be made to do that which
no other creature does, and which he will never do when a man. So
long as a student feels that he is gaining either knowledge or skill
that will be valuable to him as a farmer, he will work in the field, in
the nursery, with the cattle, or in the shops as cheerfully as he plays,
and more cheerfully than many study ; but beyond that point,or for
any other purpose, “compulsory labor” is no more beneficial to him
than it would be to his father. So far as “exercise” is concerned, the
natural tendency of healthy youth toward fun and frolic may be
safely trusted a few more centuries.

The practice required in any branch of practical agriculture should
be determined by the actual wants of the farm and the aptness of the
student. Little things should not be overlooked, nor greater ones be
unduly magnified; the object being to produce a graduate able to suc-
ceed as an intelligent and skillful farmer. The majority of Kansas
farmers raise grain as a market crop, and vegetables, fruit and butter
chiefly for their own tables. Practical agriculture should cover the
sune ground, and proportion its instruction and practice accordingly.
Frequently, however, some other product becomes the leading market
article, and demands a different distribution. To the stock raiser,
skill in manipulating the conditions upon which animal life depends
is more valuable than skill] in raising cereals. The dairyman, nurse-
ryinan, market gardener and florist have different problems, and each
must make a wholly different arrangement of its elements. Now
these specialists should have a general knowledge of, and competency
for, ail branches of farming ; because the profits of each branch may
at times be increased by a greater or less following of all, and because
permanent changes in the general market necessitate corresponding
changes in general farming. Nevertheless, when «a student bas de-
cided to become a specialist, he should, aft® acquiring general skill,

AGRICULTURAL COLLEGE. 21

have an opportunity for extended practice in the chosen branch,
whether in the handling of cattle, in the dairy, the nursery or the
greenhouse. Provision is made therefor.

The same principle—that of determining the education by the real
demands of the proposed vocation—should decide the proportions of
the whole course, literary as well as industrial; and the student
should at once take the course leading to his vocation.

There is no greater difference between the skill valuable to a law-
yer and that which is profitable to a sailor, than there is between the
skill needed by a farmer and that needed by a machinist, or that
of a druggist and that of a printer. The same knowledge has a
different value to each. Putting off the choice of an occupation until
aiter the student leaves college as a graduate, instead of making it
when he enters college, or as soon thereafter as possible, is a grand
mistake. Studies are taken and years spent without a’ definite aim ;
much is acquired only to be forgotten in after life, simply because not
demanded by the occupation of after life; and much is omitted that
would have been of great value. Few fathers would send a son to
New York to spend $10,000 without first deciding upon what to pur-
chase. But many fathers send their sons to college to get an “educa-
tion,’ without further thought. Education for what? What does
the boy want to buy ?—ability asea lawyer or as a farmer, as a preach-
er or aga mechanic? The sooner the objective point is decided the
more profitable will be the expenditure of time, brain and muscle...

One thing is certain: that the majority of men who, after ten years
of semi-starvation in a “learned profession,” find themselves and their
little ones facing the prospect of whole starvation, could better increase
their income by farming, had they the requisite skill, than in any
other way. There are men in every community who remain in a pro-
fession, not because they are fitted for it, or because they like it, but
only because they can do nothing else. This condition of things is a
necessary result of the convergence of our whole educational machin-
ery, from the common school to the University, upon the professions.
They must be overcrowded. And it is equally certain that until a
boy has chosen his occupation, it is better for him to take the farmers’
course in a good agricultural college than to take the aimless course
of a literary institution, and find himself, on graduation day, “ with
the best education his country affords, and unable to make a liv-
ing!” In proof of this statement, take, as an illustration, the case of

22 KANSAS STATE

a boy who is able to earn, including boarding, thirty dollars a month
asa farm laborer. His wages are equal to the interest, on $3,600, at
the rate of ten per cent. In other words, what he knows and can
do is worth as much to him as $3,600 would be if he did nothing.
He spends four years at a literary college. How much has he
increased his capital? Very few of its graduates can go on the
market and at once command situations at more than thirty dollars
per mouth. Usually, two or three years must then be spent in pro-
fessional schools, and one, two or five years more in waiting for a prac-
tice that will pay one hundred dollars a month. Or, if the graduate
enters commercial life, from one to three years are spent in learning
the business. Suppose, instead, that he spends the four years in an
industrial college. At graduation, he can command, in the market,
sixty dollars per month as the foreman of a grain or cattle farm, or
on his own homestead. Mechanics, printers, druggists and operators
can do the same. The student has doubled his capital, or has made
$3,600, when before he had made nothing that was in shape to use.
And, with the same frugality, industry and shrewdness which the pro-
fessional graduate must exercise, he will, at any subsequent period,
earn more with the same labor. In other words, his industrial educa-
tion is worth more, costs less and is more available. It is well for
men to look the educational question squarely in the face, and to substi- |
tute common sense for traditional and groundless sentimentality.

_ In regard to the question whether a farmer should be as generally
educated as the professional man, evidently that is a matter which
each student must decide for himself, and which an agricultural col-
lege must furnish according to the decision. If, after first learning
those things which will be of most value in the transaction of his bus-
ness, he has the time and means to take an extended course in classics,
history, mental, moral and other scierces, it can be given. The only
point made is, that the interests of students who are limited in means
and time shall not be tramped out by a blind obedience to a senseless
eustom.

The farmer needs a thorough and direct education as much as does
the physician.

Both deal with the subtlest of forees—life! The one seeks to con-
trol the conditions on which human life depends; the other, those on
which animal and vegetable life depend. The one grapples with the
diseases of an impaired body, and his battle is usually short and deci-

AGRICULTURAL COLLEGE. yA)

sive. The other struggles to win from earth and air that food with-
out which all bodies must perish. His battle is longer, less exciting,
but none the less decisive; for continued defeat brings poverty, and
grinding poverty brings exposure, exhaustion and diseases that laugh
at medical skill. There is no apparent reason why a direct education,
as valuable to the farmer as is the best medical training valuable to
the physician, cannot be provided ; and it is believed that the princi-
ples above set ferth must alone and absolutely determine the studies
and assign their proportions. For, if an industrial college provides
the same road to knowledge found in literary colleges, its graduates
must inevitably walk to the same point reached by their graduates,
other things being equal; and. having gained the same knowledge
and skill, or capital, and this capital commanding a greater profit in
the practice of, say, law than in farming, the chances are that its
graduates, actuated by a proper self-interest, will become lawyers, and
will not become farmers, because the skill demanded by the two voca-
tions differs as wholly as ability to write a poem differs from ability
to construct a locomotive. The average curriculum of literary col-
leges is the result of careful thought, corrected by the experience of
centuries ; and it justly claims the confidence awarded to a route over
which, for generations, men have passed to the highest eminences of
law, theology, medicine and science. But for this very reason it is
neither the direct. nor the best road tg success in the field, the shop, or
at the counter.

After so full a presentation of the principles which should determine
a course of study for the education of farmers, it is not necessary to
discuss with equal detail a course for mechanics. The points to settle
are: What ability does the given trade require? How niuch of this
ability is mental, and how much manual? What sciences furnish the
requisite knowledge, and what drill the needed manual skill ?

It is not essential that the carpenter should know how plants grow
or how $40,000 cows are bred, because his business is as different from
farming as is farming from preaching. But it is essential that he
should know the fitness of the different kinds of wood for different
purposes, and the principles of framing, ornamentation and stair build-
ing. He requires dexterity in the use of the rule, saw and plane, and
not of the plow.

24 KANSAS STATE

Each trade requires a special ability, and, therefore, a special
knowledge as well as specific manual drill. So great is, the diversity
in these respects that, at first glance, there seems to be no leading sci-
ence which is useful to all, in the sense that botany and chemistry are
useful to the farmer. Notwithstanding this diversity, it will be found
that practical mathematics, either as it treats of numbers or of lines,
has a greater or less cash value for each of the trades. Take the case
of two carpenters of equal skill in the use of tools and equal credit,
about to bid for the erection of a costly building, the one a poor arith-
metician, the other a practical mathematician. The latter understands
exactly what the detail drawings indicate and what the specifications
require ; his estimates for material and labor are more exact, for his
greater knowledge solves many questions that remain doubtful to the
former ; hence be allows less margin for work that is new to both, bids
lower, employs his competitor at journeyman’s wages, performs less
physical labor and receives a far greater profit. With increased cap-
ital and experience he is more apt to become a builder and to earn a
builder’s per centage than the former. His extra knowledge has a
sash value equal to the difference between the incomes of the two men.
With less hard labor, the stone cutter earns more than does the stone
mason ; the machinist more than the blacksmith ; the job piinter more
than the compositor; the milliner more than the seamstress ; and so
on all the way through. The worth of mathematics to the builder,
machinist, and engineer is apparent, but it may be asked: How many
dollars will a knowledge of algebra add to the wages of a sign painter,
or a knowledge of geometry to the pay of a clerk? Evidently, none,
except in the way of general mental discipline, which we are not now
considering, and which may be equally given by studies that have a
specific worth. There are two great branches of mathematics; the
one uses numbers or symbols for computation, the other uses lines for
representation. As educational agents the former will most develope
the reasoning powers, and the latter the perceptive faculties. Asa
tool, science chiefly handles mathematics in the solution of abstract
problems ; whereas, business handles it for profit. And just as the
use which the sculptor makes of mathematics differs from that which
the astronomer makes, so ought their antecedent study of lines or of
symbols to differ. The several arts and trades use either or both
branches as their interests dictate. The tinner makes more applica-
tions of geometry in a week than a book-keeper' does in a life time

AGRICULTURAL COLLEGE. D5

and vice versa. Yet the assertion may be risked that, in the routine
work of the great majority of trades, the skill in representation which
is acquired by a mastery of industrial drawing is worth more than the
skill in computation acquired by the study of the higher mathematics,
arithmetical skill being assumed in both cases. The number of tools
used by workmen in determining lines, compared with those used in
computing, tells the whole story; for while the stump of a bad pencil
suffices for the latter, there are for the former the straight-edge, chalk
line, rule, square, level, plumb, gauge, dividers, tape and chain. Where
a mechanic spends five minutes in making figures, he spends fifty in lay-
ing off lines. So that, if we regard practical mathematics as a useful
tool, skill in representation has a greater cash value to him than skill
in algebraic computation; and, therefore, in his education greater
prominence should be given to the mastery of lines than to that of
symbols. The same conclusion will be reached if we regard the rela-
tive effect of the two branches as educational agents. In the routine
work of the trades, a far greater use is made of the perceptive facul-
ties than of the reasoning powers, as may be seen in the value of expe-
rience to the mechanic. This value consists in the fact that his future
work will, in the main, be but a repetition of that heretofore performed.
Haying once learned the best way of doing a thing, his daily task
calls for the repeated application of that method rather than for the
reasoning out of new methods. As a rule, literary colleges have paid
no attention to the art of using lines, as distinguished from a scientific
study of the capabilities of lines; hence, mathematics has been
chiefly employed for the education of the reasoning and not of the
observing faculties. Less provision has been made for the training
of the eye than of any other organ; although, in the great industrial
world, it, as the chief organ of perception, is used even more con-
stantly than the hand; in fact, is the pilot of the boat who rings
orders to the latter as engineer. A trained eye is as valuable to the
artizan as is quickness in calculation to the merchant, or quickness in
the detection of a fallacy to a lawyer. Hence, proficiency in the
principles and practice of drawing, as used by the artizan, is time
saved and money earned. And even in those vocations where no direct
use is made of drawing, such as that of the job printer and milliner,
the greater purity of taste and correctness of eye which are insepa-
rable from such proficiency, will command a cash price in every mar-
ket greater than the cost of acquisition. A workman in any trade

4

96 KANSAS STATE

who possesses a cultivated taste will rise more rapidly, and command
higher wages, than one not so trained; because real beauty, whether
of a coffee pot or a cathedral, consists more in grace of outline than
in ornamentation, costs less than ugliness, and sells better. Two nota-
ble instances of the cash value of industrial taste are furnished by the
experience of English and American manufacturers. Twenty-five
years ago, England found that her wares, equal in every other respect
to those of France and Germany, were being driven from European
markets by the greater beauty of the latter. In other words, the
seemingly trifling item of hereditary ugliness was so seriously affect-
ing her great manufacturing and mercantile interests as to demand
action. After due examination, the government made provision for
the compulsory teaching and study of industrial drawing in all its
schools; and the factories were speedily supplied with artizans who
competed successfully with those of Europe. Five years ago New
England manufacturers found themselves in the same position, because
of the deficient taste of workmen; and Massachusetts applied to the
English government for the most competent of its teachers, to serve
as state director of industrial drawing in her common schools. The
result was the importation of Prof. Walter Smith, whose rare abil-
ity, sturdy courage and square shouldered contempt for water colored
humbug and wax work bosh have placed the future workmen of many
states under lasting obligation to Bostonian sagacity.

It is claimed that the study of mathematics, as commonly taught
in literary colleges, has peculiar virtue in disciplining the mind ; and,
therefore, that a departure from the beaten path will be disadvanta-
geous to the student. As the same position is held in regard to the
classics, both may be considered at once.

The usage is to teach pure as distinguished from practical mathe-
matics. So far as this usage has a purpose, and is not a mere obedi-
ence of established custom, its chief design must be to train the mind;
because, as a rule, no application to business employments is made of
algebra, geometry, trigonometry, conic sections or calculus, with the
single exception of surveying. What use is made of the knowledge
thus acquired? A rare enthusiast becomes an astromomer; a select
few become professors, to lead other students over the same path, or
authors who add an eleventh way to the ten ways already known of
solving a problem that is not industrially used twice in a century ;
while the rest either forget the higher mathematics, or enter techno-

AGRICULTURAL COLLEGE. 27

logical schools, or return to the study of arithmetic, not as taught in
colleges, but as used in the shop, office or bank. Unless the labor of
these years has paid in greater mental vigor and precision, it has not
particularly paid at all, so far as the vast majority of graduates are
concerned. And when one of these engages in business he is apt to
discover that fellow clerks who spent in the counting room the months
which he spent at college, work more accurately and deftly, and con-
tinue to command larger salaries. Be the worth of this mental
training what it may, two things are noticeable: first, that the graduate
must still serve an apprenticeship in acquiring skill in the use of prac-
tical mathematics; and, second, that business life is itself an intellec-
tual gymnasium which developes mental strength, quickness and pre-
cision quite as much as does the usual college course. The most suc-
cessful business men of America are not college graduates. The great
mass of those who to-day guide the manufacturing, railway, commer-
cial and political interests of the nation never studied the classics or
higher mathematics. One of two inferences is fair: either that the
ablest boys were not sent to college, or that the drill of business life dis-
ciplines the mind as well, for all practical purposes, as that of a col-
lege. Many persons speak of education as if they meant graduation,
and as if only those were educated who have graduated from some
college. When the Creator ordained “In the sweat of thy face shalt
thou eat bread,’’ He endowed and equipped a world’s university, in
which, through divine processes and impelled by resistless forces, pu-
pils obtain a very practical training that somehow enables them to
bear away from collegians the greater number of the esteemed prizes
of life. Whether this training be an “education” or not, it serves
the same purpose in all the vocations except the professions, and in
them to a greater extent than many suppose.

We are not denying the proposition that a study of speculative
mathematics and of the classics disciplines the mind. It undoubtedly
does: but so does everything else that equally causes the pupil to use
his mind. Neither a problem nor a Latin sentence, in itself, increases
the ability to think: it is the thinking which one does in solving the
problem or unearthing the meaning that, by the universal law of prac-
tice, makes the mind stronger. And we submit that the mastery of
practical mathematics as really necessitates sturdy thinking as does
the ordinary study of pure mathematics; that the knowledge gained
is worth more to a greater number of persons; that, since mental dis-

28 KANSAS STATE

cipline is given by all actual studying, the pupil who lacks money or
time cannot afford to take any study simply for its disciplinary virtue;
and, that what an industrial education may be supposed to lose by its
substitution of practical for pure mathematics, and of the English
language for fancy and impure classics, is more than made up by its
employment of other disciplinary agents. Professional educators are
in danger of overlooking the amount of mental discipline necessarily
involved in acquiring many of the arts and trades. Whena boy is able
to read Czsar he has done a given amount of thinking and gained cor-
responding mental power. A boy who, beginning with the telegraphic
alphabet, becomes able to receive by sound and reduce to writing
an average of twenty-five words a minute, has done as much hard
thinking as the former; his attention, memory and power to think
exactly and rapidly have been more severely exercised, and his per
centage of gain cannot be less. In his subsequent growth from a
“plug” to a first class operator, the amount of mental discipline will
be fully equal to that given by the study of Latin in the transition
from a freshman to a senior. Such an operator can readily command
$1,500 a year. Or, take the case of the printer. Does his hand fly
to just the right box of the one hundred and fifty-two, at the rate of
seventy-five letters a minute, without any antecedent discipline of the
mind? Is correctness in capitalizing, spelling, punctuating, dividing
and justifying obtained without hard and constant thinking? Is
there less mental discipline in a mastery of the art of job printing
than in the study of Latin prosody? It is safe to say that in a
match between all the graduates of American colleges, on the one
side, and all the printers of America on the other, each man to fur-
nish copy for one column of matter, the mistakes of the former would
far outnumber those of the latter. And if the study of English and
cognate languages disciplines the minds of the former, must not the
drill of a printing office discipline the minds of the latter? Can any
booby shoe a horse, or build a carriage, watch, house, arch, bridge,
engine, or compound a prescription? It is probable that when expe-
rience shall have determined the best combination of literary and indus-
trial appliances, a greater mental ability, 2s well as more useful knowl-
edge, will be the result. So far as muscular strength is concerned, it is
immaterial whether a Yale boy trains at the oar or a Kansas boy trains
at the anvil, provided the same power be acquired; though the latter
can earn a living and the former cannot. And so in regard to mental

AGRICULTURAL COLLEGE. 29

discipline ; the real quesjion is, How much mental power can the grad-
uate exert? and not, How long was he in training, or under what sys-
tem?—though the graduate may find that ability to do things which
people want done pays better than ability to do that which nobody
needs performed.

Industrial institutions cannot afford to follow in the beaten path
of mathematics. They must have text books written to meet the
necessities of industrial life and designed to make the student skillful
in the use of mathematics as a tool. Until such works are prepared,
the handbooks of the several trades are safer guides to the teacher than
those written for the purpose of re-establishing each step by which
principles have been reached, and of illustrating minute details by
problems that are as useless as Chinese puzzles, and far less amusing.
Every problem suggested by the requirements of industrial life has been
solved and formulated ; and the simple question is whether the student
is to be empowered to make an intelligent use of the labors of the
best mathematicians of centuries, or whether he is to be so educated
that he could replace the formule needed in business in case all math-
ematicians and books should be suddenly annihilated. The cost of
preparing industrial students to meet such a danger is far greater than
the danger itself. Of course, the opposite extreme of simply qualify-
ing the pupil to translate a trade formula is equally to be avoided.
Were nothing more than this necessary, his education would be fin-
ished when he had procured a hand book. He should as thoroughly
understand the mathematical principles applied in his business as a
stock raiser should understand the laws of breeding ; but it is no more
essential that the former should master principles only used and
applied by the astronomer than that the latter should understand the
anatomy of the mastodon.

In most of the arts and trades, a knowledge of some branch of
physics or chemistry ranks next in usefulness to that of practical
English and practical mathematics, and should be taught accordingly.

Familiarity with the laws of light and skill in the manipulation of
shades and colors have special worth to the painter, frescoer, engraver
and photographer. The mason, builder and machinist should under-

30 KANSAS STATE

stand heat, as it acts upon air in the draft of flues and ventilation of
houses, or in the shrinking and warping of wood; or as it acts upon
water, upheaving foundations, disintegrating rock, or furnishing the
great motor steam. Water itself, either as a driving power or as a
solving and cleansing agent, has an interest to the artizan equal to
the use which he makes of it. Electricity has its special value to the
operator, metallurgy to the worker in metals, economic geology and
botany to the engineer. As numberless as the vats, laboratories and
furnaces of the industrial world are the combinations of physics and
chemistry ; and the subject need not be further developed. It is evi-
dent that the same course of instruction cannot be equally valuable
to all the arts and trades, or go far until the several lines must diverge
from the trunk. The path for Engineers will extend beyond that for
cabinet makers, and the one for druggists will nate a different direc-
tion from that for printers.

It is not necessary to consider what is conveniently but vaguely
known as a “business” education. The kind of knowledge and skill
required will be determined by the demands of the specific business.
Nor is it necessary to show that the measure of general knowledge
which any of these courses may legitimately embrace depends wholly
upon the circumstances of the student. We have been discussing a
direct education for those who are forced to obtain, in the briefest
time, the ability to earn a livelihood by some industrial vocation.
Their subsequent investigations may include all the fields of knowl-
edge and occupy a life time. If it be objected that this direct edu-
cation is narrower than the professional one, and, therefore, will fur-
nish narrower men, we reply: that the study of the works of God,
through the sciences, must broaden the mind more than a study of the
writings of men, through the dead languages; that the great mass of
workmen are practically excluded from literary colleges to such an
extent that the destruction of these colleges would make no material
difference in the individual intelligence of industrialists; that this
direct education will qualify a man for his vocation, and make him
as broad as the requirements thereof; that the vocation of the builder
or merchant is as liberalizing as that of the physician; that an edu-
cation which enables a man to earn a living is better than one which
does not; and that the establishment and prosperity of scientific
departments in such conservative institutions as Yale, Harvard and

AGRICULTURAL COLLEGE. ol

Princeton, show that the best educators are adopting the principle of
a direct in preference to that of a roundabout education.

By an act of the Legislature this Institution has always been open
for the education of females.

The world is so full of genuine women, guided by the noblest prin-
ciples, and evincing an almost desperate eagerness to earn an honor-
able living for themselves, parents or little ones, that the necessity for
an education different in this respect from that usually given to girls
must be apparent to all. If viewed from the standpoint of actual
instead of ideal life, the course of study followed in the average
female seminary will logically appear as a standing wonder. It has
been so long in use that the principle upon which it was built, and the
end it was designed to attain, may fairly be inferred from the results
actually produced. Apart from an effort to discipline the mind, which
can be as well done by the acquisition of useful as of useless knowl-
edge, its chief purpose seems to be that of furnishing intelligent play-
things for men possessing exhaustless wealth. Judged by its fruits, it
evidently assumes that a woman’s work mainly consists in discussing
literature, smattering French, executing operettas and attempting to
copy paintings without a knowledge of drawing. It assumes that the
girl will not marry: or, if she does, that the strain of maternity will
not test her constitution; that her children will never be sick; that
her family will be oblivious to bad bread, worse coffee, and household
confusion ; that a flowerless garden will fill her husband with bliss,
and a buttonless shirt with ecstacy ; and, above all, that she will never,
through any adversities, or under any conceivable circumstances, be
required to perform any possible kind of work! The world for which
it prepares her is Dreamland, where the poetic Charles Augustus
awaits her arrival that they may sail in a fairy ship over a placid
ocean to his castle in Spain, and spend a perpetual youth in delicious
wooing while the ceaseless moonlight sifts through overhanging leaves
and exotic flowers perfume the air. Charles Augustus is a fraud !
His true name is John Smith. He lives in Kansas and earns every

vee KANSAS STATE

cent by hard labor. He tears his clothes, snores, and eats unlimited
quantities of pork and cabbage, which Mrs. John Smith may have to
cook, and, at the same time, preserve order among an assorted lot of
little Smiths, energetic with mischief and having capacious lungs and
elastic stomachs. It is not strange that the seminaries provide the
usual course of study, for, like other merchants, they only supply the
article demanded by the market. But it is strange that a mother
who was herself so educated, and who, as a wife and housekeeper, has
keenly felt her own ignorance of subjects that should have been taught,
and her want of skill that might have been acquired, can be content
to give her daughter the same unreal preparation for that which she
knows to be very real life. And it is exceedingly strange that fathers,
long familiar with the distress suddenly wrought by financial changes,
should religiously exclude from the daughter’s education all knowledge
of business, and every possibility of earning a woman’s living except
by the wash tub, needle or piano.

It is impossible to determine just what work a given woman will
likely be required to do, and, therefore, impossible to decide just what
knowledge and skill the girl should most seek. Ordinarily, she will
marry: yet so various are the duties imposed by matrimony that this
fact does not settle the question. Some wives are lifted by the hus-
band’s wealth above all household care, except that of general super-
intendence. Otters, nobly impelled by love, are from the outset effi-
cient co-laborers in acquiring the common property, his occupation
deciding the kind of work performed by her, whether in the kitchen,
dairy, office or store. Still others, whose husbands become helpless
through sickness, dissipation or chronic worthlessness, are gradually
forced to support the family by their own labor. While every person
is acquainted with one whose girlhood was spent in luxury, whose
education was exquisitely “‘ finished,” whose married life was free
from all business knowledge or perplexity, suddenly hurled by the
husband’s death, with a bankrupt estate and a group of nestling chil-
dren, to battle against the trained cunning and steeled avarice of soul-
less men for the mere crumb that prevents actual starvation. With-
out raising’ the vexed question of woman’s rights—whether the family
is her proper sphere, or whether it be as broad as her success in pro-
fessional and political life can make it—she undoubtedly has a right
to be educated as a woman. She is not a man any more than a law-
yer is a physician, and is as fairly entitled to special instruction as are

AGRICULTURAL COLLEGE. 33

they. The girl has a right to an education as precisely adapted to a
woman’s work as is the boy’s preparatory to man’s work.

She has a right to study her own organism and functions, to under-
stand the conditions of health, and to be forewarned against the inex-
orable penalties of ignorance, folly or over-taxation. She has aright to
instruction respecting the proper care of the sick, for a mother’s watch-
fulness and a wife’s tenderness, when intelligently directed, are more
potent than drugs in the struggle with death. Not that she is to receive
the physician’s education, for we are not speaking of the physician’s
work; but a woman’s education for that divine work which woman has
always performed in every race, and will perform so long as there are
moaning children to soothe and fevered brows to cool. She has a
right to instruction and practice in the art of cutting and making her
own clothing tastefully; in the art of cookery; in that of setting a
table, brightening a room, beautifying a garden; in short, to all the
knowledge which related sciences can contribute to her intelligence,
deftness and efficiency in that greatest and purest of womanly arts, the
art of making home brighter to the little ones than streets, more
attractive to its adults than saloons—a quiet nook whence the pilgrim
of three score and ten boards the ship that sails out into eternity’s
ocean. These are things which men cannot perform. Since the world
began, and because of the division of labor ordained before it began,
they have distinctively belonged to woman as woman. Her patent to
them is freshly written, generation by generation, in the full prompt-
ings of her own nature. Her commission to do them issues from a
higher authority than that of fashion, ambitious fancy, or the ignor-

ance induced by a traditional education which has created a greater

distaste for home duties than any other one element.

It is difficult to indicate precisely and fully the various kinds of

work which naturally fall in this group; difficult to mark the boun-
daries which should separate it from those groups which are generally
recognized as a woman’s rightful work; and equally difficult to find for
it a distinctive name. This difficulty may either arise from the fact
that the proposed classification is false, or from the fact that the in-
tended distinction has not been practically made, and the appropriate
name not really needed. If the whole subject be stripped of the precon-
ceptions which usage has wrapped about it, and if, at the same time,
the warp and woof of the average woman’s daily life be fairly exam-
ined, any one can see that there issuch a group. For the want of a bet-

5

\

34 KANSAS STATE

ter name, it may be termed the organic or primitive group of woman’s
work: and may be defined as embracing the numberless and varied
operations that can be better performed by woman than by man
because of her distinctive physical structure, or because of the modi-
fications effected by that physical structure in the action of her mental
and moral powers, as contrasted with the action of man’s powers.
Her superior skill in some of these operations is owing to the greater
delicacy of her touch, as compared with that of man; in others, it is
due to the nicer adjustment of keener intuitions and perceptions ;
while in others it is the inherent force of a deeper, finer and warmer
affectional nature, which, like the ocean’s tides, sweeps almost without
effort or consciousness on her part. In this group are to be placed all
tasks, demanded by the interests of a broad humanity, for the doing
of which woman, just because of her very womanhood, has a greater
natural aptness than man; and, in addition to the things which she
can now do as well as he, those which, if equally trained, she could
do with less effort, and, therefore, cheaper and better than man. The
powers and capabilities found in this cluster will extend into other
groups, to be presently mentioned, since a woman’s work is as indivis-
ible as her life. Thus, her physical dexterity may be used in the
practice of a trade for the earning of a livelihood; or her mental
ability be exereised as a brilliant conversationalist or a successful
authoress. But these are things which the average man can do as
easily and well as the average woman. Therefore, we draw the boun-
dary between the organic and al! other groups of a woman’s prob-
able work through the points where that natural aptness, which is
rooted in and grows perennially out of the distinctive structure and
strength of womanhood, ceases to be greater than the natural aptness
of man.

Such a classification may conflict with prevailing views, and
meet the consequent opposition. Nevertheless, the principle upon
which it is made seems to be natural, logical and correct, since it is a
recognized truth of political economy as old and vigorous as the plans
of God and men, as will be seen if presented in this form: Here isa
certain amount of world work to be done: here are laborers with dif-
ferent powers: which of them can perform certain parts of this
work with the least waste of strength and time? It may also
be found that the logical application of this classification will ulti-
mately award to women some vocations, both literary and industrial,

AGRICULTURAL COLLEGE. 35

which are commonly pursued by men; and objection be made to
it accordingly. Women receive lower wages than men, not because
‘they do less or poorer work, but because the vocations now open to
them are densely crowded by those who must labor at any price or
starve. And he is very much of a brute who would rather see pure
women driven by impending starvation into the ranks of cancerous
prostitution than to see this pressure relieved by the opening of new
avenues to their virtuous self-support, even though such a measure
should offend his personal prejudice or subject him to personal compe-
tition in business. But, aside from this consideration, the world has a
moneyed interest in the matter. Perfumers imitate the fragrance of
the flowers, and musicians the notes of the birds; still, as a question
of cost and success, the violet and canary, because of their distinctive
structure, work easier and better than their copyists, giving to the
world greater pleasure at cheaper rates. And, while the perfumes of
the druggist are, perhaps, better than none, the world cannot afford to
abolish God’s originals for the profit of the imitators. No mure can
it afford to ignore the womanly power of woman. Not until druggists
will, with their essential oils, perfume the air of a county as gener-
ously and cheaply as the fruit trees in blossom-week freight the air
of a state, can the world afford to pass by the superior ability of
woman to do many needed things, just as birds sing and flowers distill
fragrance. So that on the ground of personal interest, humanity can-
not afford, either through thoughtlessness or because of the traditions
of an abnormal education, to withhold from the girl a special training
for that organic work which belongs to all women, be they married or
single, intelligent or illiterate, queens of fortune or queens of industry.

Whether such an education can be provided is a question which
fairly admits wide difference of opinion. While the operations
classed in this group, as distinguished from others, necessitate the use
of both mind and body, they require a greater exercise of physical
skill than of mental ability: and the education must proportion its
manual drill and mental instruction accordingly. So that the question
reduces itself to this: Can the truths of science which bear upon wo-
man’s organic work be arranged and taught to the girl with direct
reference to the use which the woman makes of them, and can the
practice by which skill is acquired be given?

So far as the simpler operations are concerned, all will concede that
such an education is practicable. There is no greater difficulty in

36 KANSAS STATE

shaping knowledge for the benefit of the housekeeper than for that of
the farmer or surgeon. In fact, some of the more essential sciences
and arts are so shaped and taught in this Institution quite as success-
fully as for any other purpose, such as physiology and hygiene ; sew-
ing and dress-making ; book-keeping and business law ; physics and
chemistry, as applied to household economy ; and botany, as used in
vegetable, flower and landscape gardening. At the earliest practica-
ble date, instruction and drill will be given in cookery, housewifery,
butter and cheese making, poultry and bee keeping. Most of these
will be taught, not simply as means of earning a livelihood by the
woman, but as matters which deserve to be a part of every girl’s edu-
cation quite as much as do algebra, Latin or music. To this extent
the question is evidently only one of determination, money and time.

But the definition made of woman’s organic work embraces other
and rarer operations than those just indicated ; so that the corres-
ponding education must ultimately include other instruction and prac-
tice. Nor can any one precisely determine all the vocations for which
woman has a greater natural aptness than man, or now designate all
the pursuits which she would successfully follow were she properly
prepared, and unforbidden by the voice of society. These points can
only be settled by actual trial under circumstances different from
those now existing. So that if the subject be viewed from this stand
point, and if the question be whether an education corresponding to
the whole of a woman’s organic work, as defined, can now be given to
the outer line of its possible extent, all will concede that it cannot.
Not only are competent teachers wanting and text books lacking, but
some of the paths logically indicated are yet to besurveyed and made
passable. This task belongs to future educators, impelled by the de-
mands of their day But, while shrinking from none of the legiti-
mate consequences of the position taken, it is certainly unwise in us
to turn a deaf ear to the voice of common sense, and to the demands of
the present, because of a confessed inability to trace all the wants and
aupply every possible demand of the future. It may yet be many
years before even the best ends to be attained by a woman’s education
shall have been finally determined, or the best methods of securing
these ends perfectly adjusted. Still, nothing can be lost, and much
may be gained, both in the present and for the future, by seeking to
clearly define the line of a woman’s nature; by endeavoring to de-
velop her powers and capabilities along that line, so far as now feas-

AGRICULTURAL COLLEGE. 37

ible; and by shaping the knowledge taught and the practice given
with controlling reference to their actual use in the probable work of
woman.

The expediency of so doing is not affected by the limits which are
variously assigned to woman’s sphere. For, upon the supposition that
the professions as legitimately belong to woman as to man, it certain-
ly is true that the lawyeress is a woman before she becomes a lawyer ;
that she never ceases to be a woman; and that, though her profess-
ional success be unequaled, she wins it all by the exercise of a wo-
man’s physical and mental power. Nor can she ever, by any deter-
mination or any training, change either her nature or the laws under
which it acts. Hence, let the direction and extent of her professional
education be what they may, the necessity for her education as a wo-
man will still remain, and, so far from being ignored, should be laid
as the foundation of the whole superstructure.

On the other hand, maay persons hold that woman’s spheré does
not include the professions: and the fact is, that only the smallest
number of American women enter them. What is the sense, then,
in giving the girl and the boy the same education? If preaching the
gospel or practicing law is the natural work of woman, then certainly
the girl should be taught exactly the same things and be drilled in
exactly the same way as are boys who prepare for these professions ;
but if not, it is hard to see either the necessity or fitness of putting
her over precisely the same course. At any rate, those who advocate
this proceeding should be the last to complain because a young wo-
man, finding that she can best use her acquired knowledge in the
practice of a profession, acts just as does the young man, and invests
her capital where he invests his. She has exactly the kind and
amount of money possessed by him; and if the practice of law is a
wise investment for him it must be equally so for her. Why give your
daughter the training of a professional actress if you intend to object
to her appearing on the stage? When forced to earn . support, where
else can she profitably use her powers except in the glare of the foot
lights? If Mrs. Grundy is shocked by hearing a stentorian sneeze
from her super-refined daughter, let that estimable matron stop put-
ting snuff in the delicate nostrils of the lovely being. There is
something ludicrous as well as illogical in rushing a girl through the
mathematics only useful to the astronomer; the Greek only valuable
to the preacher; and the fancy things which are not especially valu-

38 KANSAS STATE

able to anybody, before making her skillful in doing the things which
ninety-nine of every hundred women are called upon to do day by
day, and which the remaining one may have to do at any hour,
Should the girl never use this latter knowledge, she would be no
worse off than the great mass of those who graduate from female
colleges, for they rarely use what they have been taught. But, on
the other hand, if, instead of the elegant and fascinating Charles
Augustus, who, growing weary of waiting had long since married
Hortense, she should marry the energetic Thomas Brown, jr., it might
easily happen that such knowledge would be very useful in the man-
agement of both Tom and his finely improved farm. .

The second natural group of a woman’s work is that arising from
the probability that she will marry. This probability does not depend
upon the dictates of fashion, or upon any degrees of wealth or intelli-
gence. It is rooted in her very nature, and springs as spontaneously
from her womanhood as does grace from the nature of God. Those
who remain unmarried are the exceptions ; and, perhaps, the peculiar-
ities which are regarded as inseparable from spinsterhood are not to
be ascribed to the state of non-marriage but to something peculiar in
the nature of the spinster, of which non-marriage is itself the result.
And an education that seeks to follow womanly nature, and to prepare
the student for the realities of womanly life, must certaimly be govy-
erned by a probability so great that it becomes a certainty in the vast
majority of cases. In the first group were classed those operations
which require a greater exercise of physical than of mental power.
In this one may be placed those which require greater mental or moral
than physical ability. The distinction between the two is illustrated
by the difference between the work of the printer and that of the
editor. Hach employs both the body and mind, but while the printer
chiefly uses his fingers the editor chiefly uses his intellect. It is evi-
dent that instruction in those sciences which mainly relate to the phys-
ical work of woman, together with the manual drill, falls naturally in
the first group; and that, if the education has been fully given and
taken, the girl will be prepared for such duties of matrimony as
require physical rather than mental ability. So that this group, by
distinction, must chiefiy concern itself with the instruction designed
to prepare woman for exercising that mental, moral and affectional
power demanded by the work of the wife and mother.

For the purposes of analysis, it is well enough to resolve woman

AGRICULTURAL COLLEGE. 39

into the component elements of body, mind and soul, and to consider
her education with reference to the functions of each; yet we must be
careful to put the elements together again in the shape of a living
being, and to regard her education as a unit. Such divisions are the-
oretical, not actual. A woman without a body is dead, and no man
marries a corpse. A woman without a mind is an idiot, and sucha
wife, no matter how brilliant her beauty, cannot retain a husband’s
love. A woman lacking moral nature is a fiend, and not until physi-
eal pain becomes as agreeable as pleasure will men knowingly marry
fiends. The vitality of true marriage is love, and the vitality of love
depends partly on the physical, partly on the mental and partly on the
moral nature of men and women. Hence the natural action of each
and all the elements is essential, and if either fails to do its proper
work disappointment will strangle contentment. Love cannot con-
tinue where confidence is lacking; nor confidence where respect is
wanting; nor respect where there is an absence either of truth or of
a reasonable performance of any natural duty. As no sensible woman
could really love a brainless Dundreary, so no sensible man can love
a wife whose mind is as flabby and forceless as a jelly-fish. Without
seeking to determine the relative importance of woman’s physical and
mental power, and while insisting that both are absolutely essential, it
is clear that a large part of wifely work requires for its performance
the best action of her mind and soul, and, therefore, that they should
be developed and trained to the fullest practicable extent, and in the
best way.

How shall this be done? What are the best lines to follow, and
what the best means to use? Is the course pursued in the education
of professional men therefore the best for the education of women;
and are the agencies employed for disciplining the minds of the
,one therefore the best for the other? Evidently, this depends upon
whether woman’s mind is the same in substance and degree as that
of man; and, if so, upon whether it acts under the same laws, and
produces similar results in the same way.

A moment’s thought will show how greatly the average mental
work performed by woman differs from that of man, not in quantity
or quality, but in nature. Imagine woman reduced to a physical toy,
or to a mere operator of machines, would humanity lose anything of
intellectual value? Perhaps not a great deal from the departments of
medical, legal and theological research; nor from those of philosophy

40 KANSAS STATE

and statesmanship. Likely, as many volumes haviug enough vitality
to live a century would be added to these sections of the world’s li-
brary as now. Perhaps, also, mechanical invention would progress as
rapidly, the great streets of the world’s commerce be as thronged, and
the smoke trails of ships and trains be as numerous. Something
would be missed from the studios of art, those laboratories of imagina-
tion, feeling and taste; and much would be missed from the purest,
most heartful and ennobling literature of the age. But how about ~
those mental laboratories, vastly more numerous than the combined
factories, stores and offices of men, dotted and clustered through the
land as the stars in the sky, and as ceaseless in their work as these in
their shining: how about the Aomes of the lawyer and scientist, of the
manufacturer and merchant, of the banker and farmer: gyould these be
the same? Would men have the same inspiration in their daily toil?
Would the philosopher be as real a philosopher without the smile of
his wife ; or would the defender of right and assailant of wrong be as
brave and enduring were it not for the little eyes that sparkle around
the evening table? Would there be as much truth, integrity, virtue,
courage, patience, nobility, as much of God in the world? And yet
these things are worth something to humanity; as much, perhaps, as
are logical tomes, scientific icicles, or deeds, stocks and coin. These
things are woven by the mind and soul of woman, as are philosophies
by men. It is true that there never has been, and likely never will
be, a female Bacon, Newton or Napoleon: but it is equally true that
there never has been, and will never be, a male Florence Nightingale,
Martha Washington or Cornelia. Because, forsooth, we cannot meas-
ure truth with a yard stick, let us not deny that truth exists; and
because we cannot measure woman’s mental work by the same gauge
that we apply to Bacon let us not deny either its existence or value.
The very fact that we cannot, shows how greatly the intellectual pro-
duct of woman differs from that of man, To deny that the woman is
as much a mental worker as man, is to deny the long, plethoric years
-of wifely tenderness and of motherly watchfulness, counsel and prayer,
without which the world would become a lair of wild beasts. It is
not so much her physical work which most endears and makes hal-
lowed the memory of mother: that serves only as a goblet into which
the mental, moral and affectional forces of her whole life distilled a
spirit nearest like that of deity ; and we instinctively lift it to our lips
in moments of worship, when wealth, fame and ambition seem as pro-

AGRICULTURAL COLLEGE. 4]

fanities. The greater our distance from childhood the more clearly
do we see how different in its nature is the mental work of the mother
from that of the father. And the more thoroughly we analyze the
intellectual labor performed by woman in all her relations, the moe
apparent will be its difference from that of man. Men may fancy
that they do a given thing as a woman would, but any bevy of girls
could easily demonstrate and enjoy the absurdity of the fancy.

Now, suppose the Creator to have acted only as wisely as do human
inventors, it is probable that he as expressly designed her mental
organism for the performance of her distinctive mental work, as is her
physical organism exactly adapted to her physical work. And if
her mental work differs in nature from that of man, it may be antece-
dently probable that her mind differs in nature from his, just in the
degree that the work of each requires, for its best performance, either
different faculties or different strength of the same faculties. From
this stand point, the question whether her mind is equal to his bears a
wonderful likeness to the question whether a lark is equal to a trout.
Both were made by the same hand, out of the same chemical substan-
ces, though in different proportions; yet, as a swimmer the lark is a
failure, and as a flyer the trout isa fraud. Each has its own work,
and each its own instincts, adapted precisely thereto. And while we
can more easily see the difference between swimming and flying than
between the action of woman’s mind and man’s, yet it may really be
no greater. We are not asserting that the substance, so to speak, or
nature of her mind is different from his, or that in quality or quan-
tity it is either superior or inferior. No one knows, or can certainly
know, whether either of these suppositions be true or false. Nor are
we claiming that woman’s faculties have a different proportion from
those of man; though some facts may seem to confirm the antecedent
probability.

But, if none of these propositions be correct, then, in order to
account for the difference between the mental work performed by wo-
man and by man, we submit that the action of her mind is so modi-
fied by her physical structure that, either it does a less amount of work,
and, therefore, has not the same power, or else it works in a way of its
own. All admit that the action of man’s mind is affected by the con-
dition of the body: a fever, for example, wholly deranges mental
action. It makes no difference whether the fever be the effect of inter-
nal causes, as malaria, or external causes, as torture; nor whether the

6

\

42 KANSAS STATE

causes be themselves the results of physical organization, or otherwise.
In either case, the disturbance of the mental system will correspond
to that of the physical system, and the quality and amount of mental
work will be in proportion to the degree and extent of the disturbance.
During the greater part of woman’s life there are physical causes
which inevitably must and actually do affect the brain, and, therefore,
mental action. And the fact that these forces are organic and periodic,
so far from showing that they produce no effect, only shows more
clearly that they must inevitably exert a sure and proportionate effect,
which cannot but appear in the action of her mind. If it be claimed
that, as these causes are natural, corresponding compensation has been
made in the structure of her mind, then, this is to say that her mind
is organically different from man’s, because physical condition always
affects mental action; and, if her mental constitution is different, her
mental education should be proportionately different. But, on the
other hand, if it be claimed that her mind is constituted as his, then it
must act in a way of its own, that is, under different laws; and, there-
fore, her education should be proportionately varied. The presence
and activity of disturbing forces in woman, that do not exist in man,
cannot be denied; nor can their necessary effects be denied. Hence, so
far as educational lines and agencies are «concerned, it is wholly im-
material which of these alternatives be taken.

In the light of physiological facts, it would be most surprising,
indeed, if the action of woman’s mind were the same as that of man’s,
supposing its nature to be the same. She has periods of mental rest,
inexorably enforced by a weakened brain; while he has none. She
probably has intervening periods of clearer, freer, higher action than
he; for every wave-hollow has its crest, each sleep its waking: because,
what is termed the “intuitiveness” of woman, as compared with the
slower “reasoning” of man, can only be accounted for upon this sup-
position, or upon that of a different and more perfect mental organism.
An accurate comparison of the mental work performed during a year
by one thousand women, with that accomplished by one thousand men,
would probably show that the type-woman thinks as much, as skill-
fully and as effectively as does the type-man. If both were placed at
the same task, it would likely appear, also, that each would use differ-
ent methods, though the result might be the same; and that her pro-
cesses would reveal a keener perception of the exact facts in the case,
a readier acceptance of truth, a firmer trust in the active power of

AGRICULTURAL COLLEGE. 43

truth, a more fertile imagination, and a finer tact; in short, mental
action infused and impelled by more of that which is greater and
stronger than mere reason—soul! At least, these qualities seem to
be indicated by the general workmanship of woman. And, if the
average woman equally acccomplishes her purposes by taking fewer
logical steps than does man, it may, after all, be just as well; certainly
for her. Though near-sighted persons find glasses of great value, it
does not follow that all eyes need them, nor disprove that some would
be injured by them. So with respect to certain educational agencies ;
while valuable in the training of men, they may be both useless and
hurtful in that of women. But, let the comparison show what it
might, it is undeniable that the action of woman’s mind is character-
ized by periodicity and intensity ; whereas that of man is marked by
continuity, evenness, and, perhaps, by greater breadth. Details and
results seem natural to the one; classification and causes to the other.
A woman intuitively sees every visible fabric, shade and ornament
worn by each profusely dressed lady met in a crowded street, and will
need many minutes to describe the perceptions of a single glance; her
mind acting as the camera, which at the same instant images each tree,
twig, and grass blade of a whole landscape. It is doubtful whether
any training would give men the same degree of power, or enable
them to exert it with as little effort. On the other hand, it is doubt-
ful whether she as often asks, or cares to know, why things are so; or
as naturally seeks for the principles about which to group facts. In
her mind perception and feeling seem naturally dominant; and in
his, reasoning. If it be claimed that all this is the result of a differ-
ent education, we ask for the proof of the assertion. The mental
action of the uneducated classes shows the same characteristics. And
if it be said, that this is itself an indirect result of the influence ex-
erted by the educated classes, then, the skill and taste of the squaw
woven into the buffalo robe, as compared with that of the warrior, or
the mental adaptedness of the female slave to house work and of the
male to field work, equally show that these differences spring from
something back of education. And it is clearly immaterial whether
they arise from a distinct mental structure, from the action of the
same structure modified by physical causes, or from education. The
fact that there is a practical difference of some sort seems undeniable,
be the cause one thing or a dozen.

The educational system is based upon the idea that the mind, like

44 KANSAS STATE ~

the body, grows upon what it eats, and is strengthened, by exercise;
and, that some kinds of knowledge are more nutritive to one faculty
than to another, or give better gymnastic drill. Thus, the imagina-
tion is enriched by familiarity with the best poets; the perceptive
power is strengthened by the mastery of those sciences requiring the
closest observation, and the reasoning power by the labor of welding
link after link in a mathematical or logical demonstration. Suppos-
ing the idea correct, should the same mental diet and exercise be giv-
en to the girl that are prescribed for the boy? What is to be aimed
at in her education? Is her mind to be made as much like his as
possible, that she may perform his work; or, are her faculties to be
developed along their own natural line, that she may perform a wo-
man’s mental work in the best way? In other words, do we want to
develop manliness or womanliness in woman? If the former, then
her educational regimen should be the same as’ the boy's; if the lat-
ter, it should be determined by its supposed effect upon the faculties
sought to be strengthened: in each case, due respect being paid to the
periodicity of her mental action.

Apart from bodily structure, is it advisable to have mentally-male
women any more than mentally-female men? Does either man or
woman desire to marry a mental, any more than a physical, counter-
part? Would there be as much pleasant variety in the home, were it
an exact intellectual repetition of the street, and were the same facts
viewed from the same stand point, and argued, in the same way, to the
same conclusions? If so, men would only associate with men; and
home would become merely a continuation of the day’s business. The
truth is, that man craves something intellectually different from the
foil and thrust of daily life, as does the woman something different
from her routine; and this craving of nature protests alike against
intellectually masculine women and feminine men. Or, would poster-
ity be the gainer by the traasmission of identical mental qualities? If
so, family intermarriages would not be physiologically prohibited by
the death penalty of insanity and idiocy. Individuality is the law of
nature, everywhere stamped on matter and mind. Without it, varie-
ty is impossible; and nature abhors monotony. Identicalness only
characterizes the articles turned out by machines which man builds;
never those from machines which God builds. The mechanicalness of
the attempt to make the mental woman an exact copy of the mental
man clearly indicates that man, not God, originated it. It is the twin

AGRICULTURAL COLLEGE. 45

brother of the mechanical garden; in which, nice little beds, straight-
sided and right-angled, we separated by lean little walks cut off, in
lengths to suit, from the post holes of space; and where wayward
plants are perpetually clipped into primness, and the surrounding
trees are eternally abused for not growing in line: all of which, every
one can see, is a vast improvement on the valleys, hills and plains of
4 continent, with its winding streams, wild flowers, forests, and snow-
veiled peaks! However desirable that nature should be conformed
to such a standard, it would cost a deal less to conform the standard
to nature; and, possibly, the world might be just as beautiful. Per-
haps, in the matter of female education, as in that of gravitation, it
may be as well for us to follow the laws of nature: certainly the tum-
bles will be fewer, the pain less, and, likely, the progress greater.

The system of female education prevailing in the United States has
made a fair trial of the effort to develop the girl into a mental man.
In common and graded schools, in academies, seminaries and female
colleges, the same course of study has been adopted that is provided
for the education of boys. And those institutions which most plume
themselves upon their excellence, triumphantly cite the fact that their
curriculum is that of Harvard, Yale or Princeton. What are the
results? Take their graduate who has studied as diligently, learned
as rapidly, and assimilated as thoroughly as has the male graduate,
and who has as fairly won an equal diploma, and there are many
such ; what use does she make of the knowledge gained and the
strength acquired? At the end of ten years is she found in the same
professionas he? At the end of twenty years has she attained the
same position? At the end of thirty years has she proven herself a
successful competitor in doing the same work as he? Or if, impelled
by a woman’s promptings, she has performed woman’s work, has she,
on that line, attained the same relative eminence? Is her husband as
much happier than other husbands as her education was “ better ”
than that of other wives? Are her children healthier than other
children? Are her dishes more toothsome, her rooms more attractive,
and, which is a fairer as well as more important test, is her home
warmer and brighter with the glow of wifely love, of motherly ten-
derness, of all that constitutes the radiance of womanliness? If so,
where are the proofs ; just such proofs as can be culled from any Uni-
versity catalogue of alumni? If this education is really worth any-
thing, it will produce effects in proportion to its worth. If it is as

46 KANSAS STATE

valuable to the woman as to the man, it will produce-similar effects.
And if it have only a tenth of the value which its advocates claim,
certainly they should be able to cite the facts, specific and visible
facts, not general twaddle. On the other hand, is any of the connubial
discontent, more prevalent in these than other days, fairly chargeable
to this system? Is any of the incompetency of body, incongruity of
temper, or disregard of what was formerly considered the sacredness
of the marriage vow, so frequently plead in our divorce courts, fairly
attributable to it as an ultimate cause? How many of the germs of
that decay which is visibly egting out the heart of domesticity were
planted by it? Usually, the daughters of the wealthier classes have
received this education in its purest form; and, usually, they have
married those of equal affluence. Will the attending physicians tes-
tify that their wifely work is proportionately better done, and that a
greater degree of motherly and womanly perfection is the rule of their
homes? Would that the veil could be lifted long enough for us to
determine the effects of this education, by a comparison of the lives
of its pupils with those not its pupils; that we might really know
how much, or how little, we are indebted to it for the physical weak-
ness,* domestic incapacity, anguish, disease and death of wives ; for
the disappointment, sorrow, dissipation, adultery and maladies of hus-
bands; for the enfeebled constitutions, stunted minds, frozen affections,
mangled and distorted souls of children, which, fresh from the arms of
the All Father, bright in promise and glorious in possibilities, have
been murdered by the slow torture of womanly incompetence or
neglect. Most admirable ladies and excellent brethren, let us gently
press the spotless cambric to our lips, and turn from thoughts so
unpleasant, and on no account let us enquire of physicians for the
facts !

We by no means assert that all conjugal imperfection is due to this
cause, and by no means believe that all girls so educated make worse
wives and mothers than others. Thousands of happy homes, not only
in great cities, but in villages and on homesteads, prove the contrary.

* See “Sex in Education,” by Edward H. Clarke, M. D., Boston: Jas. R.
Osgood & Co., publishers. We take the liberty of suggesting that the able
author of this timely essay, to which we gladly acknowledge our indebtedness,
discuss, from a medical standpoint, the question: Should the knowledge taught
the girl, as well as the times of studying and modes of recitation, be molded
by the peculiarities of her mental action? and, if so, how?—J. A. A.

AGRICULTURAL COLLEGE, 47

But we do believe that the power of womanhood was stronger in such
girls than that of the education, and that they became what they now
are, not because of the manliness of their training, but in spite of
it. In proof, is the very fact that they are in homes, and not in pul-
pits or courts; because their education directly fitted them for profes-
sional life, and unfitted them for womanly life in the degree that the
one differs from the other; so that their performance of womanly and
not of professional work shows the force of their education to have
been less than that of nature. And the fact that they have made true
wives and noble mothers is to be credited to their inherent womanli-
ness, and not to the education, unless it can be shown that without
the latter they would have failed in these respects; for any prepara-
tion it gave them for marital duty was, in a great measure, indirect
and accidental: and it is to be charged, on the other side, with the
knowledge it should have taught directly, but did not, and which they
were forced to pick up afterwards.

If there be any one thing for which humanity should be especially
thankful it is the wonderful vitality and reproductive energy of na-
ture; and, if there be any one monitor which parents and teachers
should more heed than another, it is what they term the “stupidity” of
the pupil. Viewed from an educational stand point, stupidity has
been, and will be, the preserver of the human intellect! It acts as do
the bumpers of mental cars, which keep them from splintering dem-
olition; or, as the elasticity of fluids, which prevents the granite
cliffs of the understanding from being ground into ooze by the lashing
waves of owlism. Stupidity may be adduced as an evidence of fore-
knowledge and compensating mercy, equally with the wing of the bird
or the fin of the fish. It is to the mind what instinct is to the horse,
which, though he be lead to water, delivers him from the sagacious
and philanthropic destructiveness of the superior being man.

For generations the young have been placed in educational hot-beds,
where regardless of individuality and requirement, all germs have been
treated alike, and all seedlings sought to be forced by the same pro-
cesses to the same size. No one questions the value of hot-beds, or the
necessity for gardeners; but, are all hotbeds properly managed, or
have either all gardeners or teachers attained perfection? When the
florist finds that a desirable plant is not thriving, he tries to discover
and meet the wants of its nature. Relying upon the skill of its crea-
tor, he regards its “ stupidity ” as indicating an error in his own work.

48 KANSAS STATE

So, also, does the true teacher; and there are many such, justly mer-
iting and receiving praise from which we would be the last to detract.
But how much can the best teacher really effect under the require-
ments of the prevailing system of female education? It provides a
standard bedstead, properly iron; and, heedless of the proportions
of mental organism, pulls out, ligatures, or cuts off the several mem-
bers, in an earnest endeavor to send forth the graduates as nearly
uniform in length, breadth and thickness as untrollable circumstances
permit. The fact that one student has a strong taste for plants, or
animals, or chemistry, and a feeble power for abstruse computation, 1s
deemed the best evidence that nothing short of a perfect mastery of all
terrestrial and celestial mathematics can remedy the defect in his na-
ture; and he is treated accordingly, to the necessary neglect of the
dominant faculty of his organism. Another is found to have a vigor-
ous imagination, or love for argumentation, fine art, or mechanism:
are these developed as nature developes the physical organs? By no
means; for order is the primal law of this educational hospital. -It
classifies these patients upon the basis of the amount of medicine they
have already taken, as directed in the regular course. To all of the
same class it gives the same diet and exercise, and does its very utmost
to perform the same operations upon all. So perfect are its methods
that the attending physicians can tell to a dot just what they will pre-
scribe in any day of any month. Besides, for years and years, the
greatest ingenuity has been exercised in devising exquisite instruments
of torture, in the shape of text books, which are warranted to pinch
a nerve a little harder, or stretch a leg an inch further than any pre-
viously used. For example, take the grammars which treat of the
philosophy of language as a science, instead of the art of using lan-
guage. The fact that each rule and exception in them can be perfectly
recited by those who blunder hourly in their use of words, or for the
want of words, clearly shows that they do not necessarily, or, perhaps,
usually, give skill in the use of words as too's. Either botany, physics,
or chemistry, if naturally taught, can be more readily mastered by the
young student; and it is a debatable question whether Blackstone is
more difficult to understand. At any rate, the assertion may safely
be risked that there is not a Justice on any Supreme Bench in the
United States who could to-day, and without special preparation, pass
a creditable examination in the latest technicalities of grammar; and
yet, are not these gentlemen adepts in the art,of conveying exact ideas

AGRICULTURAL COLLEGE. 49

by the employment of precise words? Were the United States Sen-
ate to apply to the Kansas State Board of Education for commissions
as common school teachers, it is possible that not a single senator
would receive a first grade certificate, and that many would receive
none at all; yet do not these gentlemen know something about
real life, its necessities, and the knowledge it most demands? We
admit the difference between the work of the teacher and that of the
judge, and heartily desire that instructors shall be thoroughly quali-
fied for their work. The only point we urge is, that the knowledge
of language which the judge uses is vastly different from the knowl-
edge of language which the grammars set forth, and that of the
two, the former is the most practical, and therefore the most
preferable. It would not be so objectionable if the art were taught
first, and the philosophy of the science, as explanatory of the art,
were taught afterwards, when the mind of the pupil is more ma-
tured; but, judging by results, the majority of American students
rarely attain skill in the art, either during college life or at the aver-
age common school. The system imperatively requires the attending
physician to use daily just such instruments as grammar, which com-
bine a greater variety and power of torture than adults realize; and
it is not surprising if the patients suffer accordingly. Now, what
force less than that of the vitality of nature itself could preserve the
human intellect under such treatment ?

The system is certainly bad enough for the boy even, with a mind
stronger than a quartz mill, and « steadily sustaining body; but how
much worse for the girl, with a mental organism more delicately con-
structed than any chronometer, and dependent upon a body that period-
ically varies in vital force? Differences of both mind and body, that
are as marked as those between the birch tree and the rose, are wholly
ignored. The same nutriment, discipline and stimulus are administered
to all alike. Yet the average girl is a more conscientious student
than the average boy. She is more sensitive to praise and blame; and
is more ambitious, especially, when daily competing, on his own line,
with one supposed to be her intellectual superior. By this system, her
stronger perceptive power, so far from being trained as the florist
would treat a lily, is “ corrected” by pure mathematics and argumen-
tation. Her faith-power, which accepts truth as the lung accepts air,
is trained, not with the design of enabling her to discriminate between
fact and falsity, but chiefly for the purpose of showing her wiy received

7

50 KANSAS STATE

facts are facts! And the dominant power of her nature, that which
most distinguishes her mind from man’s, and which most constitutes
her strength, beauty and glory—the power of loving truth just for its
own sake; of freshly robing it in shining vestments of innocency; of
crowning it with sparkling gems of purity; of breathing into it the
very soul of glowing sympathy with the wearied and fainting ones in
daily life—resting, vivifying, cheering them anew; this grand power,
wrought of God, best translating God to men, and gentlest yet strong-
est in its wooing, is fed upon a diet of antique dates “ Ac Dit
and “ B. C.;” is exercised by fossilitic strolls with the vivacious
icthyosaurus; and sanctified by pensive meditations upon the untimely
death of the noble megatherium, cut off, in the flower of youth, but a
few billions of years since! Is it not surprising that so much of femi-
nineness, and so little of masculinity, exist in these graduates? And
can we do less than halt, in genuine admiration, before the grand repro-
ductive energy of woman’s mental nature, which, after years of suth
treatment, so easily regains its own line, and so quickly and perfectly
forgets inutilities most laboriously acquired? Happy were they who
were clad in the water-proof of “ dullness,’ and right cosy were they
who nestled in the warm furs of ‘“‘stupidity!” It is nature, and not
the bungling, yet well meant, attempt of tactless men to educate girls
into manliness, which we should gratefully thank for what remains of
the womanliness of woman, and to which we must trust for its future
growth and luxuriance.

Our answer has thus been given to the question, whether the course
devised for the education of man for professional work, is best for the
education of woman for woman’s work as a wife and mother. We
claim that this work is essentially different from man’s; that it
requires different knowledge and skill; that her mental organism is
different from his, either radically, or in the mode of its action, or
both; that it should be differently fed, nourished and exercised; that
the practice of curbing faculties naturally dominant, by seeking to force
others relatively dormant, is against the practice of nature in physi-
cal growth, and only submitted to by plants and pupils powerless to
help themselves, and that its effects are sloughed off as speedily as
possible when the treatment ceases; that the faculties should be devel-
oped in the proportion of their dominance, and as inseparable mem-
bers of a completed organism, since, if one of the members suffer the
whole organism suffers with it; that the controlling object should be

AGRICULTURAL COLLEGE. 51

to develop the best power and skill of womanliness along the line of
womanly nature, and that this line is the shortest as well as the
easiest ; that knowledge should be presented in the forms most grate-
ful to the taste, and not pill-powdered’with dust, or gritty with pound-
ed-glass abstractions, or nauseous with cloying uselessness; that skill
in a given art is more essential than a philosophic comprehension of
its science; that no system of female education, guided by ordinary
common sense, and really aiming to prepare the girl for woman’s
daily work, can be less illogical than the one now generally followed;
that no mistakes made in any reasonable effort to determine the
line of woman’s nature, and to adapt educatiunal methods and agen-
cies thereto, can, by any possibility, be more wasteful of the pupil’s
energies, or more hurtful to her nature, than are those crystalized in,
and daily perpetrated by, the prevailing system; that those educators
and physicians who have paid the closest attention to its tendency and
effects, are best satisfied of its unfitness for the coming generation; that
it is continued in use, not because of its merits, but because the mar-
ket, by the voice of usage and fashion, demands it; that it is a sham,
a farce, and a fraud; that when the American press and the American
public, guided by their own experience, and by the testimony of the
best family physicians, who, because of a broader field of observation,
are more competent witnesses than the professional educator, fully
realize the nature, vrganic tendencies, and actual results of the prevail-
ing system, it will be starved out of the market; that the defensive
ery of the conductors of female colleges “ Where is a better one?”
will be properly answered by the response of parents, “It is your bus-
iness, for which you are liberally paid, to find a better one!” and,
finally, that a fair application of the above principles will furnish a
better one.

The final group of a woman’s work is that presented by the possi-
bility or probability that she may be forced, by circumstances heed-
less of sex or position, to follow some industrial vocation as a paid
laborer.

To furnish an education that will prepare the girl for such labor
is clearly the main purpose and chief function of this Institution, so

52 KANSAS STATE

far as females are concerned. It was endowed by Congress “ to pro-
mote the liberal and practical education of the industrial classes in
the several pursuits and professions in life;” and the whole Act, as
well as the debates, shows that not “the learned,” but “the indus-
trial” professions were intended, and that the design was not to edu-
eate the industrial classes into general knowledge, but into such knowl-
edge as is most valuable to them in the practice of their industrial
callings.

When the Legislature, in view of the fact that both females and
males engage in the industries of the state, decreed that the benefits
of the endowment should be offered to both sexes alike, it merely
declared that the design of Congress in creating the Institution should
be executed for both. Because, the relation which the legislature
holds to the grant is simply that of a trustee, who, voluntarily accept-
ing the trust, becomes legally bound to employ it for the purposes,
and under the conditions, specified by Congress as the grantor. It
has, therefore, no legal power, either by its own act, or that of any
agent which it may appoint, to make such a use of the fund arising
from the endowment as will either defeat, pervert, or fail to accom-
plish the expressed will of the grantor. The furnishing of what is
usually termed “a literary’’ or “highly finished” education, designed
to prepare “the accomplished woman” for her life of elegant leisure,
would evidently be such a perversion, just to the extent that her life
differs from that of the woman who works as an industrialist. How-
ever desirable it may be that Hortense should have a training espaci-
ally qualifying her to amuse Charles Augustus with comedy, song,
and the poetry of intellectual motion, Congress did not create Agricul-
tural Colleges for that purpose. It had previously eadowed the many
State Universities for her particular benefit; which provide a course
generous in Latin, Greek and polite literature, liberal in the purest
of pure sciences, and garnished with the rarest blossoms of the hot-
house arts. In granting a new and wholly different endowment, “ in
order” to make the industrial workers “fit for doing industrial busi-
ness,” it by no manner of means. intended to duplicate the Universi-
ties. For, had such been the intention, the word “ professional ”
would have been substituted for “ industrial,’ and Congress, itself,
would have “ consolidated” this endowment with that of the Univer-
sities. ‘The fact is, it had turned from Hortense, already so generously
provided for, and was making a grant for the especial benefit of Mary,

AGRICULTURAL COLLEGE. 53

Martha, Susan and Jane; and it enjoined the trustees to aim directly,
fully and fairly, and to endeavor wisely, honestly and vigorously, to
put these girls in actual possession of such knowledge and skill as
would best enable them to earn the most money, in the easiest way, by
intelligent labor

We ‘admire Hortense; and, from a distance, most respectfully
contemplate Charles Augustus. It is delightful, on commence-
ment days, to mingle with the numerous and influential friends of
their respective fathers, and listen to orations, great in power and
glory, which describe the educational dainties feasted upon by the
young couple, praise their remarkable appetites therefor, and predict
the future greatness they must inevitably attain because daily ‘fed on
Cresar’s meat.’ Hortense is so charming and happy, C. Augustus so
strong and self-restrained, the influential friends so beaming, and the
fathers so radiant, that all of us concur in the absolute necessity of
instantly providing yet more generously for their education. And, as
we roll away in easy carriages, the air seems more balmy with perfect
content, the moonbeams brighter with promise, and the mellow earth
more luxuriant in hope than ever before. But there are other
scenes in cities. Why do Marys, with calloused fingers, pale faces,
and wearied frames hurry past us from the workshop to the attic ?
Why do we hear of widows toiling from dawn to midnight, and from
the day of their widowhood till death cuts the thread of toil, and the
grave folds away the garments of labor? Why are there any orphans,
forced by the gnawings of hunger to meekly endure the scorn of com-
panions, the buffetings of adults and the avarice of Shylocks—little
ones whom even God seems to have forgotten; whose pinched souls
grow faint in the struggle for just enough bread to keep the cords of
life from snapping? Why do crops fail, why do employers discharge
workmen, and why does the resulting poverty so fetter the hands of
industrious fathers that, though from the very core of great hearts
intensely loving their daughters and sons, they are powerless to give
them a professional education ?

Nevertheless, neither the good God nor the American nation has
really forgotten those classes which work with their hands; and, while
endowing the Universities to educate Hortense, with others, the Amer-
ican Congress doubled the endowment for the industrial education of
Mary, Martha and Jane. The two educations are, and must be, as
different as is the labor of cooking a dinner different from the pleasure

54 KANSAS STATE

of eating it, or as is the toil of the seamstress in making a shirt differ-
ent from the comfort of him who wears it. From‘ this standpoint,
the attempt upon the part of Agricultural Colleges to educate Mary
as the Universities educate Hortense is a perversion of the design of
the grantor, which neither legislatures nor their agents have the legal
or moral power to permit. And, in those states where the two insti-
tutions are separated, as much as all may desire to add the ripest
of literary strawberries, the richest of intellectual cream, and the
sweetest sugar of all the graces, to the educational repast spread for
the fortunate Hortense, from our standpoint, the proposition to pay for
these by taking the endowment of Agricultural Colleges, though grate-
ful to tax paying pockets, looks so remarkably like square, strong-
handed robbery, that the working classes, the friends of Mary and
Tom, might not be able to see that it is not; might not perceive the dis-
tinction metaphysically apparent to the acute minds of the influential
friends of Hortense and C. A.; might regard such a proposition as a
political “ gobble,” and be disposed to furnish election tables with the
gobblers roasted to a turn. There may be exactly such a danger, as is
shown by the mutterings of the industrial journals all over the land;
and, somehow, it does look as if the proposition were not exactly
manly, honorable or just; and as if its execution would defeat the
design of the grantor, who, in giving the money, certainly had a right
to designate the object of its expenditure.

In determining the studies taught, the mode of teaching, and the
facilities afforded by the female department of an Agricultural Col-
lege, the controlling purpose must be that of making the girl an intel-
ligent and competent industrialist. Any other attempt, or any uprea-
sonable failure to accomplish this purpose, is a virtual breach of trust,
quite as marked and great as would be that of sinking the education
of farmers under the fathomless waves of a university course, directly
designed for the training of lawyers, or preachers. And if it be
objected that such a view limits these institntions to the single func-
tion of teaching the girl a trade only, we reply: that the female indus-
trialist, being a woman both before and during her industrial work,
has an inalienable right to a woman’s education, as contemplated by
the first group; that being, to say the least, as much a woman as the
one who lives on the labor of others, she has as great a right to an
education directly adapted to the performance of industrial work as
has the latter to one which is not; that, since all‘ such work requires

AGRICULTURAL COLLEGE. 55

the use of both mind and body, her education must include both men-
tal and physical training; that, in view of her womanhood, it must
regard the strong probability of her marriage, and, therefore, of her
need for such mental training as will best prepare her for tte mental
work of the wife and mother, who, just because she is also an indus-
trialist, not only requires the mental culture of wives who are not, but,
in addition, all the knowledge that is really useful in ensuring the
greatest profit to her labor; that her education is to be “Jiberal” as
well as “practical,” and that the degree of liberalness allowable in
her mental training, is just as great as that allowable in the training
of any other woman.

The question now arises: What industries may properly be fol-
lowed by women, and be fairly included in the list of those taught the
girl? The answer will be governed by two considerations ; first, the
adaptedness of woman, as compared with man, to the labor required ;.
and, second, the price paid for the given labor.

We assume that the characteristics of woman are two-fold, mental
and physical, as heretofore indicated ; and that, in the performance of
industrial labor, the action of the body and that of the mind not only
modify each other, but do so in varying degrees in different kinds of
work. Admitting that a woman’s touch is not mere delicate than
is man’s, yet, if her perceptive faculty be stronger she must be better
adapted to those operations in which the hand acts under the constant
guidance of the eye. Drawing is a case in point, where, though her
touch were finer, still, his is fine enough for all practical purposes.
But, since the perfection of a picture lies in its accurate imitation of
the original, if her observation of details be more exact, her work will
be the better of the two; and her greater adaptedness thereto will
depend upon her mental and not her physical characteristics. On the
other hand, suppose her mental fitness for the work of the carpenter
to be equal to man’s, and that her bodily strength can be so increased
by training as to enable her to work at the bench, still, it is clear that
he, because of his greater natural strength, can exert the requisite
force with less effort, and, therefore, work longer and cheaper than
she. But it is also clear that his advantage, in this respect, would
decrease exactly in the degree that the work required less force. In
the handling of weighty timbers or the use of heavy tools, he would
be superior ; but in carving and wood engraving, she would be his
physical equal, having strength sufficient for the use of the light

56 KANSAS STATE

instruments employed ; and, at this point, her assumed ‘‘intuitiveness”
would give her the advantage, supposing her nerves to be as steady as
his. So that, in determining the relative fitness of women and men
for industrial labor, we must consider their relative power, both of
body and mind, the relative inter-modifications of these, and the
requirements of the proposed task.

For the present, let us put aside every other consideration; and,
that we may the more easily do so, Jet us suppose that some one has just
taken a contract for doing all the industrial work of the United States;
that he is to employ a fresh nation of operatives who, being unskilled,
are to receive instruction and training at his expense; and that his
profit, as well as theirs, depends upon their natural adaptedness to the
different kinds of labor—upon what principle would he determine the
assignment of tasks among them? Noting the physical structure of
each, he might first determine the labor for which woman was not so
well suited as man, such as clearing forests, building houses, plowing,
and all other operations requiring great and continued physical force.
Next, those for which she was strong enough, such as writing, type
setting, and those occupations which impose no greater strain than her
system could healthily sustain. Finally, the things for which she was
better adapted than he, such as making gossamer iaces, or handling
delicate glass goods, decidedly predisposed to shatter if a man so much
as looks toward them. Very many of the leading vocations would
thus be distributed, because of the physical characteristics of the two
sexes, and because either sex possessed sufficient mental qualifications
{or their performance. He would then determine their mental differ-
ences; chiefly for the purpose of sorting out the numberless kinds of
work contained in the middle group, which either sex might do with
the same expenditure of physical force. For, not only does this class
embrace those operations most difficult to assign to either man or wo-
man exclusively, but those, also, which might be ailoted to either or
both as other considerations should indicate. Thus, if there were
more labor to be performed, for which woman was the better suited,
{han there were women to do it, these marginal industries might be
upportioned to man; and, on the other hand, were there more female
workers than work for females, these could be given to woman, and
man put upon tasks which he alone could do economically. If the
contractor were convinced that man “took to reasoning’? more natu-
rally than woman, and, therefore, could be educated at less cost to de

AGRICULTURAL COLLEGE. 57

better reasoning than she; and, on the other hand, that the same was
true of her perceptive power; would he not try to classify these mar-

ginal operations with reference to their demand for the exercise of
greater logical, or greater perceptive, strength? Simple counting is
rather an act of perceiving than of reasoning; but accounting is dis-
tinctively a logical process, certain conclusions being deduced from
given premises. Form, color and weight are matters of observation ;
though their arrangement may be a matter of computation. Changes
may be wrought in the size, form, color or position of objects, either
by hand, machinery, or chemical agents. And the making of these
changes may chiefly depend upon perception, or chiefly upon calcula-
tion. While it would be difficult to enumerate all the kinds of labor
which would fall on one side or the other of this line, yet, those
which would do neither are, perhaps, fewer than might be expected.
All simple numbering would, upon the assumed hypothesis, belong to
woman. So would all “following of copy,” of any sort whatever, and
by the use of any instrument whatsoever, whether point, pencil, pen,
brush, graver or the sculptor’s trowel. The whole work of the cler-
ical copyist, whether in posting entries, recording deeds, or extending
short-hand notes would be hers; while the striking of a banker’s trial
balance would be more easily done by him. She ought to set type
quicker than he from reprint; and not so rapidly from bad manuscript,
where the compositor must carefully reason out from hieroglyphic hash
the probable form of a living word. Upon the same principle, she
would likely make a better free-hand drawing of any object fully pre-
sented to the eye; while he should excel in preparing working plans
or perspectives by geometrical computation. So, too, in all invention
which depends upon perception and effect, rather than upon causation
and adaptation. The construction of a bridge, or the alignment of a
roadbed, is simply a mathematical problem, as is the designing of ma-
chinery to accomplish a given purpose. But fitting a dress or shaping
a mantle is more a matter of imitation than computation; trimming a
bonnet is a question of form and colors, that is, effect ; so is upholster-
ing and decorating. No man can arrange the furniture of a room as
tastefully as a woman of equal education ; or give the final pull, push
or puff to another woman’s dress; while, in the matter of back hair
and frizzing, the vacuous incapacity of man amounts to sheer sublim-
ity! In reading character and exercising ready tact, the woman should
excel; and, in a retail store, be a better clerk for the proprietor, and

8

58 KANSAS STATE

worse one for the buyer, than a man. In a wholesale store, where the
point is, not the admiration of goods by the customer, but, whether he
can buy cheaper elsewhere, a man should excel, on the above hypoth-
esis. And so on, through all that class of operations requiring greater
mental than physical skill; where they depend upon the taking of log-
ical steps he should be the cheaper and more enduring workman; and
she, where they depend upon perception and effect. We are not assert-
ing that a woman does not reason, any more than that a man does not
observe: perception involves reasoning; and reasoning, perception:
but, are only trying to show that the several marginal industries can
be classified with reference to their demand for a greater reasoning or
a greater logical strength; and claim, that if our contractor were cor-
rect in his supposed belief, he would make money by assigning them
to the male or the female worker upon the principle illustrated; that
it would cost him less to educate his nation of inexperienced laborers,
and them less in being educated; that both he as employer, and they
as employes, would suffer fewer drawbacks in the shape of weariness,
sickness and death, and make a greater profit, than upon any other
division which now suggests itself. His belief might be erroneous ;
and, unquestionably, contradictory instances would arise, but only as
exceptions that prove the rule, supposing the principle true. Never-
theless, viewing women as a mass and men as a whole, he certainly
would not be so very far out of the way. At any rate, in seeking to
determine what really are the natural powers, tastes and aptitudes of
the sexes, and in apportioning to them that labor which most corres-
ponds to their characteristics, as the air-waves to the ear correspond,
he would act quite as wisely as does Mrs. Grundy. For he would be
attempting just what the artist attempts—to imitate nature; and the
greater his success therein, the greater would be their health, happi-
ress and wealth, and, therefore, the greater his gain. He would act
upon a principle, one not of his own devising, but of God’s creation ;
and in the art of political economy, as in the art of health, the best
results can only be obtained when each part, no matter how small,
concealed or unnoted, is performing its function easily and naturally.

He would now consider another element in the problem, namely,
that the majority of his female operatives would marry; and,
as a consequence, that their attention to industrial labor would be
more or less diverted by household demands. Hence, he would gain
by assigning to them those vocations which least interfere with the dis-

AGRICULTURAL COLLEGE. 59

charge of wifely duties. Those tasks which can be done at home
would evidently be preferable; such as labor in the dairy and poultry
yard, sewing, millinery and tailoring, copying, drawing, scroll and
lathe work, carving, engraving, and decorative painting. Next in
choice, would be those which, though usually performed in offices, are
not limited by fixed hours; for example, type setting, recording lega]
documents and posting books. Finally, those which occupy the
working day; as clerking, bookkeeping, telegraphing, upholstering,
binding, and the numberless factory occupations. Men can endure
continuous standing and walking better than women, while the latter
suffer less from sedentary confinement than the former; and this fact,
alone, might determine the distribution of some tasks.

Thus far, we have looked at the question with reference to the con-
tractor’s advantage; and have seen that, while the apportioning of
work to the laborers upon the basis of their adaptedness, would be to
his interest, it would also be to the laborer’s advantage. But, as his
profit would be greatly increased by low wages, and theirs be as much
augmented by high wages, let us now view the question from their
standpoint.

As arule, labor in the form of manufactured articles commands a
better price than in the form of personal service. When buying but-
ter, the merchant does not pretend to offer less because a woman, and
not a man, made it; though, in employing a clerk, he pays less salary
to the woman than to the man. And it is notorious that school trustees,
even when fully satisfied that a given female teacher will do as much
work as a given man, and do it as skillfully, faithfully and efficiently,
have no hesitation whatever in placing her salary anywhere from
twenty to sixty per cent. lower than his. Whereupon, we all incline
to take the part of the defenceless girl against the grizzly old bears.
But, is it the bear’s fault that female teachers can be obtained at less
rates than males? And if, instead of buying the services of teachers,
the bears were buying lumber for a school house, would they, as hon-
est expenders of the public money, have a right to pay one hundred dol-
lars per thousand to one dealer, when they could obtain as good an arti-
cle from another at eighty dollars, or sixty dollars per thousand? Let
us be just to the shaggy-monsters. There is evidently a wrong some-
where, and one that should be righted; but doing another wrong will
not increase the general stock of righteousness. And, besides, the
superintendents of telegraph, railroad and manufacturing companies

60 KANSAS STATE

do exactly the same thing, for precisely the same reason; and we
cannot reach them through the ballot box, as we can the trus-
tees. The job may be greater than our ability. This wrong exists
in the fact that, as a result of our educational system and of public
sentiment, there are fewer things which women can “ respectably ” do
than men. Hence, they press into just such vocations as that of the
teacher, and, by competition with each other, lower the price of such
labor. Were the carpenter’s wages cut down, by an oversupply of
craftsmen, to three dollars a week, he could earn more as a farm hand
or a breaker of stone; and would act accordingly, as would others, so
relieving the pressure. But the avenues of paying labor for woman
are very much fewer than for man. A steady throng empties into
them from the homes, schools and colleges; year by year, they grow
more crowded and dense ; and the pressure, little by little, but always
increasing, forces the weaker ones out into the side streets of toil, off
into the alleys, down into the cellars, up into the attics of labor ; and
then, though they poise on the outer edge of temperance, honesty and
chastity, to tremble in sheer horror at the yawning abyss; though they
cry in agony to a God who seems not to hear, and to men who more
than seem not to care; inch by inch, yet always onward, they are
resistlessly impelled and finally toppled into hospitals, jails and broth-
els. Most unquestionably is there a terrible, red hot wrong, some-
where, somehow, sind all the time! Yet, there is no use in fighting
against the unchangeable laws of nature; and no possible way of escap-
ing their penalties, save by obeying the law; in this case, the law of
supply and demand of labor. The fact that an article commands a
better price than does personal service, is just as true of those vocations
requiring manual skill. The printer produces a column of matter
ready for the press. It is wholly immaterial to the employer whether
a woman or a man set the type ;* and he pays therefor upon the basis
of the market price, not that of sex. Telegraph companies, on the

*In this connection may be mentioned a statement, made to the writer by
the intelligent foreman in the composing rooms of the University Press, Cam
bridge, Mass., that the work of the female compositors was fully equal to that
of the men, and their presence in the office decidedly promotive of neatness and
decorum. The mere fact of their employment, in such numbers, by such an
establishment, which is not anywhere excelled in its typographical standard
or workmanship, is & nut very good naturedly presented for cracking to an i-
woman typos of the masculine persuasion. We give it up.—J. A. A.

AGRICULTURAL COLLEGE. 61

other hand, take sex as their basis; and properly, too, since women will
work for less than men.

Another fact for the girl’s consideration, in shaping her education,
is that the greater the taste and skill needed for the production
of an article, the less will be the competition between workmen,
and, therefore, the higher will be the price paid for labor; and, too,
the stronger will be the market demand for the article, if it is one
generally used. There are thousands of women, barely making a liv-
ing by the most assiduous use of the needle, who, had they been prop-
erly taught, could earn twice as much in other ways. The time spent
at our common schools in the study of grammar as a philosophy, geog-
raphy as a mnemonic art, and a lot of sciences with no art about them,
would more than suffice, while useful literary knowledge was also ac-
quired, for thorough instruction in practical drawing, and for a paying
drill in the use of the scroll saw, turning lathe, carver’s and graver’s
tools. The first two can be driven with less effort than many sewing
machines, which they much resemble; and the latter will be used with
greater interest than the needle. It is as easy to place an idea on a
block of wood, as upon a sheet of drawing paper; and not much more
difficult to turn a vase, or engrave a leaf, than it is to represent them
with the pencil. The product is worth far more in the market. As
an illustration, take the manufacture of toys; for which there will be
a demand as long as children have parents. In the saving of freight,
alone, there is profit enough to make many a girl joyous, who now
droops as an underpaid country school teacher. There is always a
market for the articles prized by the housekeeper, both useful and
ornamental; and the greater their beauty, the greater the demand for
and profit on the labor. If our information be correct, nine out of
every ten illustrations appearing in Harper’s Bazar, and many of those
in the Weekly, and Magazine, are drawn and engraved by women; and
any woman who will furnish publishers such blocks as those of Nast,
can command Nast’s annual $25,000. What possible right men
have to monopolize the photographic business, is, from our stand-
point, a dark and bloody mystery! Posturing, grouping, shading, tim-
ing, and chemical manipulations, are matters of perception, from first to
last; which a woman ought to learn sooner, and do better, than a man,
other things being equal. So, too, short-hand reporting. Quickness
of ear and of pen, both exercises of perception, are its requisites. And
as long as girls can be trained to read opera music, and strike chords

62 KANSAS STATE

upon the piano, at the rate of five hundred harmonious notes per
minute, we shall vigorously believe in their ability to stenograph two
hundred words a minute, with less practice and equal ease.

Mention might be made of many other modes of earning a liveli-
hood, quite as “respectable” as that of the governess, more healthful
and agreeable, and far more profitable ; and, also, of many other facts
which girls should regard in the selection of an industry. But enough
has been said to indicate the leading principles which, in our judg-
ment, should underlie, and absolutely govern, the industrial education
of women. We have purposely passed over many pursuits which are
now commonly followed by females, because they are implied by the
views presented, and because the positions advanced could be more
exactly marked by. illustrations taken from those industries which
either man or woman can do.

If these principles be correct, it is evident that there will be far less
clash between a “‘woman’s” education, as contemplated by the first
and second main groups, and a woman’s “industrial” education, than
might be supposed; and, certainly, far less than between her education
under the prevailing system and that needed by the industrialist. In
fact, there is just as much clash, and not a whit more, than there is
between the growth of a rose bush producing April leaves, and its
June growth of flowers. The one is a necessary preparation for the
other, and the other an inevitable consequence of the one. They are
but different effects of the same power, acting under the same law;
and the best culture of the young bush will give the greatest profusion
of those shapely embodiments of tinted glory which the world calls
roses. It will be seen, too, that such an education has less in it that
will be afterwards forgotten, and, therefore, that there never was any
particular sense in getting; because, knowledge that is frequently
used is always fresh in memory. Also, that such an education is a
better agency in “mental discipline ;” because, if nature be followed,
the elements which constitute womanliness will be developed in their
native proportions, and along their own distinctive lines; resulting in
more perfect specimens of the genus woman, We submit, for the most
earnest consideration of educators and parents, the question: Did the
Creator, in making the being called woman, do the best thing? If he
did, is it not better for us to follow his lines? If he did not, does the
experience of the past, in a fair effort to make her a mental man,
encourage the hope that we can materially improve upon either his

AGRICULTURAL COLLEGE. 63

ideal or his workmanship? If it be the mission of colleges to do what
the Almighty should have done but failed to do, we respectfully desire
to quit. And, however much these, or any other criticisms of the pre-
vailing system of female education, may be subjected to the charge of
audacity, is not that system itself, with equal fairness, chargeable as a
most audacious and arrogant criticism of the Creator? What practical
household art does it teach? What womanly preparation does
it give for the performance of the noblest function within the
power of God to bestow upon humanity, that of seemingly creat-
ing life itself, and reproducing the generations? What practical
drill in profitable work does it require? From first to last, its whole
form and moving is against the idea that physical labor can be honor-
able in woman; or, that the necessity for marketable skill can ever
crush down upon Hortense, with a force greater than that of the
hydraulic press, compelling her to earn her bread, or—die! Perhaps,
the God who built the family for his school room; who assigned the
daily duties of the family as his lessons; who appointed the world’s
demand for industrial work as his vigilant teachers; and the wages it
pays as his rewards ; knew as much about the best methods of educa-
tion as do any of us! And, perhaps, the mental drill of industrial work-
shops is, after all, quite as beneficial, wise and effective, as the man-
made article put up and retailed in text books! And, whether it be
or not, which is the more important, that the woman should be “ cul-
tured” into mental masculinity and physical incompetence, or, into
womanly power, intelligence and ability? It is not a question whether
women should marry the sturdy and resistless fact of work; she
is already married thereto: the question is, whether it is better to
make her bonds soft with love for labor, or attempt to obtain a divorce
by that court which, years and years ago, made the decree, “ In the
sweat of thy face shalt thou eat bread.” As a wife, many a woman
would be happier in the use of industrial art, as a means of amusing
her little ones and brightening her home; as a widow, she would most
gratefully thank the giver of all mercies for her ability to keep or
win a home. So that, whatever view be taken of such an education, it
certainly cannot be worse, and it may be better, than the prevailing
system.

Sooner or later, these principles, if true, will be adopted; and, when
false, the truth will be found and substituted. It may be many long
years before, as a people, we shall really substitute Mary for Hortense,

64 KANSAS STATE

as the object of our educational system ; and more years, of struggle,
experiment and achievement, before the appliances for training the for-
mer will equal those now provided for the latter. But is is only a
matter of time, because a matter of right. One effort after another
may fail, and one set of men after another fall; but the Marys will
remain. And there is too much cheery sympathy with the brave toil-
ers for self-support—there is altogther too much of that spirit which
grew into the world at the carpenter’s bench of Palestine, making the
impotent to walk and the lame to leap—ever to allow the continued
perversion of the congressional endowment from its true design, or
ever to resi content with anything less than the full accomplishment
of a purpose so humane and godlike.

.

Such are the general principles by which the existing managers of
this Institution will be fairly and squarely governed in their effort to
provide a liberal and practical education for the industrial classes of
Kansas. These principles have been so fully stated in order that all.
might see whether true premises have been taken and just conclu-
sions drawn. No concealment has been attempted, no issue evad-
ed, no point dodged. We clearly see the line we are following,
and believe that it leads directly to a generous mountain loom-
ing up in grand proportions and sharp relief against the sky of
the future—one which, when finally reached and fully developed,
will prove an exhaustless mine of paying knowledge to future farmers,
paying skill to future mechanics, self-support and God-birthed liberty
to many a brave woman, who, else, must toil as thousands have toiled,
and suffer as thousands have suffered all along the dreary past. We
are yet a great ways off; with trails to find, roads to build, streams to
bridge, long miles to march. It would be much pleasanter to take the
eastward train of professional education, and, with genial companions,
be smoothly rolled to the New York of professional life. But, being
expressly ordered westward to the Rocky range of industrial skill,
whither no such train runs, it is evident that a trip to professional
New York would only take us that much farther from our journey’s

AGRICULTURAL COLLEGE. 65

end. It would, also, be easier, without examining the orders further
than to know that we were to travel, and without especially thinking
or caring where a train went, so that it was train, to fall in with the
largest crowd, sit where it sat, and ride snoozingly onwards, convinced
that we were right because the crowd was right, and growing charac-
teristically indignant, between naps, at hints to the contrary !

At the close of the first year, we feel that in determining the point
of destination much has been done; more, in really starting towards
it; and still more in the progress made. Things which, at the outset,
were denounced as chimerical, for example, the feaching of the trades,
are now accomplished facts; and others, which were declared impos-
sible, or, even worse, “unprofessional,” have been sufficiently devel-
oped to establish both their possibility and cash value to the industrial
student. Each of the new appliances has worked more successfully
than was anticipated; and each position taken has been fully veri-
fied by resulting advantages. Many matters that, in the beginning,
we all regarded as problematical and experimental are now solid
blocks of our faith. The journey is very far from being ended; but,
conscious of having done all that it was in our power to do, and more
than satisfied with results, we are content with the past and buoyant
for the future.

The difference between our line and that of other Agricultural Col-
leges seems to be this: They take as an objective point the graduation
of agricultural experts, who shall act as missionaries to working farm-
ers. We take as an objective point the graduation of a capable farmer,
able to make his living by farming. Their theory is that of the Nor-
mal School, trainjng teachers who shall instruct scholars; our theory is
that of training the scholar. Along the mechanical branch, they seek
to graduate master builders or superintendents of machine shops; we
seek to graduate intelligent and skillful carpenters, masons or black-
smiths. They strike directly for those industries considered the high-
est, and believe that in reaching them they include all below; we
strike for the industries most commonly followed in this state, and by
successfully mastering them expect to climb up to the very rarest.
Their mode may be best for them, and we are not in the least criticis-
ing it; ours seems best for us. Kansas is neither New York, Massa-
chusetts nor Ohio; and we shall not endeavor to reproduce their Agri-
cultural Colleges. With us, where five agricultural scientists can
make a living as such, five thousand capable farmers can far more

9

66 KANSAS STATE

than make a living; and where five architects or master mechanics
can obtain employment, five times as many mechanics can command
wages. We aim to provide a Kansas State Agricultural College, for
the practical education of those who desire to follow industrial voca-
tions.

In so doing, nothing of educational experience that is useful will
be rejected because it is old; nor anything retained simply because it
is practiced by literary colleges in educating for the professions. That
which upon fair trial best serves our purpose will be employed; and
that which does not will be discarded, though it were baldheaded with
antiquity. Nothing will be attempted rashly; nothing clung to be-
cause once introduced; and nothing refused trial that promises effec-
tive aid in reaching and working the mine. And these statements
apply not merely to the course of study, but to all methods and regu-
lations. The management of such an endowment, for the accomplish-
ment of such a purpose, is so weighty a responsibility that, neither
because of public favor nor public criticism, can we afford to deviate
from those measures which, in our judgment, will soonest and best exe-
cute the purpose of the grantor. So long as we act at all, we shall
act as executors of the will; and, being justly held responsible for our
deeds as such, we propose to do our own thinking and our own decid-
ing. Whether the will be the best that could have been made, is
none of our business;. we are simply executors—though we believe
that it is. Whether the youth of Kansas want an industrial educa-
tion, is equally not our business; we are bound to furnish it to
those applying, but not to make any one, apply—just as a post master
is bound to keep stamps for sale, but not to make people buy stamps.
As the government pays its post masters, so the congressional endow-
ment pays the salaries of those whom we employ; and the instruction
given by them is furnished to all absolutely without charge or céntin-
gent.

We have thus stated our understanding of the object and provisions
of the national will; the principles by which we shall be guided in
executing it; and the reasons for the adoption of these principles. If
the people, through their servants and our superiors, the law-making
and law-enforcing officers of Kansas, desire that the national will shall
be so executed, we ask their support, and material aid in the form of
buildings and appliances, which, in accepting the grant, they con-
tracted to furnish. If they do not so desire, but wish the enterprise

AGRICULTURAL COLLEGE. 67

conducted upon other and antagonistic principles, our resignations are
most heartily at their service—that those who have better ways may
be able to try them, on their own responsibility ; we will not take the
risk. Whatever else may yet need to be tried, there is no use in repeat-
ing the experiment of flying a literary kite with an agricultural tail,
so often made in various quarters. It is a pleasant regential and pro-
fessorial amusement, and quite attractive to an immediate locality: but
there is not a cent of money in it for the industrial student, whose es-
tate pays for the kite. The fact that, out of some six hundred students
attending Cornell University last year, only two were studying agricul-
ture ; and that, of all those at Harvard, but two were in its Agricul-
tural school, is enough for us What the brain, pluck, experience
and unlimited cash of New York Cornell and Bostonian Harvard
have not effected, we, at least, shall not attempt in Kansas. The best
appliances that money can buy are there, and at a dozen other insti-
tutions, but the results are the same. And there is no particular
sense in butting at a stone wall—as a regular business.

Some day and somewhere, there will be an Agricultural College
looking so much like the grounds and buildings of a prosperous farmer
who did his own repairing and manufacturing, that we of the present,
happening by, would mistake it for a little hamlet of thriving artizans
built in the heart of rich and well tilled fields. Nothing in its appear-
ance would suggest our notion of the typical college. Its barns, sheds,
yards and arrangement would embody the idea of the greatest utility
at the least cost. Its implements, stock and fields would show them
to be used for real profit. Its orchards and gardens would not only
reveal the success of the owner, but, also, his full determination to
enjoy the fruit with the labor. We would be quite certain that it was
only such a farm—the best specimen of the highest type—were it not
for the presence of cheap, stone buildings, one or two stories, scattered
among the trees; all of them more resembling mechanic’s shops than
anything else; some, exactly; others, not exactly; and yet no two
alike. One would be used for teaching practical agriculture, but
would ,as little prompt our idea of a recitation room, as the whole
cluster would that of an imposing college edifice. While there

68 KANSAS STATE

would be seats for hearers and a place for a speaker, yet the latter
would most suggest a circus ring for the exhibition of short-horns,
when short-horns were discussed; of horses, pigs or sheep; of surgical
operations; of plows, harrows or reapers. The walls would be lined
with photographs of famous herds, working models of farm machinery,
the grain and stalk of cereals Part of its surrounding ground would
be belted with every variety of growing grasses; and another would
be for the draft-test of implements, or the trials of student skill.
In fact, it would so look, and so be, like an actual workshop of real
farming as not, even in the remotest way, to squint toward the article
generally y’clept “scientific agriculture.” The interior of another
shop, a few rods distant, and equally inexpensive, with its grafting
tables, potting benches, packing room, working greenhouse, and,
outside, hot-beds and thrifty nursery grounds, would look so much
like “ gardening for profit”? as to throw us completely off the trail of
botany as a pure science. Another, would be a force shop, where
light, heat, water, sound and electricity were made to reveal] their laws,
habits and effects, and to do their industrial work. The constant use
of its appliances by busy students, in sacriligious defiance of the rule,
“dont touch the apparatus!” italicised with professorial emphasis,
would instantly satisfy us that there was nothing “ collegiate” there, and
that it was only a workshop where pupils had to become skillful work-
men! There would be a mathematical shop, so much like a counting
and drawing room, that, when it lead into an inventor’s and pattern
maker’s room, no one could be surprised at its winding up in a ma-
chine shop. There would be an English shop, remarkably like a print-
ing office; and the “ Printer’s Hand Book” of that day might strike
us as an admirable drill in the art of using the English language, as
well as in that of sticking type—almost as good asa grammar! There
would be a woman’s workshop, where the pale Hortense, at heart a
good deal more sensible, earnest and womanly than society supposes,
would strive for the bloom and ‘faculty’ of Mary. The blessed Mrs.
Grundy would be dead! And there would be mason’s, carpenter’s and
smith’s shops. Not a shop of them all would cost $5,000; and some,
not the half of it; because they would be shops, warm, light, cheerful,
but workshops-—not requiring costly foundations and tall, heavy walls,
not finished as are parlors, nor wasting space in broad corridors. And
they would not have been foreordained by men of a previous gen-
eration, who, to save the lives of the best of them, could not possibly

AGRICULTURAL COLLEGE. 65

have foretold just what buildings such a college would need. As, in
the process of its growth, a want had been felt, its shop was supplied ;
and each generation had footed its own bills. No! it would not look
like our great colleges; but very remarkably like a nest of real edu-
cational workshops, where flesh and blood students acquired mar-
ketable skill for industrial labor. In it, drill in the art would have
greater prominence than the stringing of facts on the threads of a sys-
tem; and the requirements of the art would serve as a skimmer to
lift the cream of science as needed. Knowledge would be shoved pay-
ing end first, and not, everlastingly, philosophic end first. For the
world would have gotten back to the history of its own experience,
where art was the Columbus discovering science. In it, educational
common sense would have supplanted uncommon educational non-
sense. And leaving it, the newly fledged graduate, as does the newly
fledged “jour.,” would at once earn a living. Such an Agricultural
College would be in keeping with its object, with the requirements and
genius of labor, with itself! And, too, it would be in keeping with a
rich, broad State, carpeted by emerald grasses, belted by golden grain,
clumped with orchards, moving with herds, clustered with villages,
threaded by railways, flecked with countless smoke-offerings from the
altars of industry to the God of labor.
Some day; somewhere; somehow!

Course of Studies.

The following plan of studies presents three main courses of instruc-
tion. Hach has been prepared with sole reference to the requirements
of the given vocation; and upon the principles set forth. If we have
succeeded in following these principles, the course for the farmer
should differ from that for the mechanic or woman, in the degree that
the daily work of the one differs from that of the other; and each
should proportionately differ from the curriculum of a literary col-
lege. In order that the reader may determine these differences, an
exhibit by:lines is appended. As neither of these courses is designed
for the education of lawyers, doctors or preachers, so neither is to
be condemned just because it varies from the beaten path leading to

70 KANSAS STATE

the learned professions. A passenger starting from Leavenworth to
Denver would not feel particularly uneasy when informed that he had
not taken the train to New York; nor would a person bound for Atch-
ison be especially sad because he was not in the car for Fort Scott.
Yet all of these trains leave the same depot; and, for a short distance,
use the same rails. Each of these courses of instruction is to be
viewed as a distinct and separate route, from a common point, to a
region of its own; as neither following nor avoiding other routes,
except for its own interests; and as taking the student directly and
speedily to the designated vocation, or to the station nearest the indus-
trial pursuit he desires.

The order of some of the studies will strike the professional edu-
eator as peculiar. This results from an effort to give the pupil
each year, and year by year, such knowledge and skill as will be
of the greatest market value to him, should he leave college. The
governing principle may be thus illustrated: Suppose that by labor as
a farm hand the student could, in the shape of boarding, clothing and
money, earn $150 a year. Instead of so doing he attends college, and
takes three literary studies; each of these costs him $50, not counting
his industrial. If the ability acquired by him in the mastery of a
given study is worth what it has cost, he has made a fair trade; oth-
erwise, he has lost. Hence, guided by his interests, we have endeay-
ored to estimate the relative value of studies, and to place them in
the order of their market value. Taking the first year of the Farm-
er’s Course, for example, the knowledge of tillage and stock given in
“Practical Agriculture” is worth more to the student than that of
geography ; familiarity with plants more than with history ; and skill
in accounting and book-keeping more than skill in the technology of
grammar asascience. The proof of the statement lies in the fact that
should the student, at the end of that year, offer his services to a far-
mer, he would command good wages for his agricultural ability, and
none whatever for his geographical knowledge. If it be said that the
pupil may want to teach a district school, as a means of paying his way
through college, we reply: First, that this is not a Normal School;
and, second, that if he wants skill outside of his vocation, he can
make better wages as a carpenter or operator than as a district teacher.

The special courses for book-keepers, operators, printers, druggists,
and the several trades, are not tabulated; being included in those pre-
sented, and being shaped to individual cases.

AGRICULTURAL COLLEGE.

71

FIRST YEAR.

ELRST. TERM.

FARMER'S. MECHANIC'S. WOMAN'S.
1. Practical Agriculture. 1. Drawing. 1. Physiology.
2. Botany. 2. Drill in Arithmetic and 2. Drillin English and Pen-
3. Drill in Arithmetic and Book-keeping. manship.

Book-keeping. 3. Drillin Englishand Pen- | 3. Drawing.
4. Industrial. manship. 4. Industrial.

4. Industrial.
SC OUND. DE RM.

FARMER’S. MECHANIC'S. WOMAN’S.
1. Practical Agriculture. 1. Drawing. 1. Drawing.
2. Botany. 2. Arithmetic and Book- 2. Drill in Arithmetic and
8. Drill in Eglish and Pen- keeping. Book-keeping.

manuship. 3. Drillin English and Pen- | 3. U.S. History.
4, Industrial. manship. 4. Industrial.

4, Industrial. ;
La cTer SPUN Se MeN ee.» 1»
BRS ae Ee Vir:

FARMER'S. | MECHANIC’S. | WOMAN'S.
1. Practical Horticulture. 1. Algebra. | 1. Botany.
2. Arithmeticand Book-keep- | 2. Drawing. 2. Arithmetic and Book-

ing. 3. English Structure. keeping.
8. English Structure. 4. Industrial. 3. English Structure.
4, Industrial. 4. Industrial.

Sie © OUND ae RUM.

FARMER'S. MECHANIC’S. WOMAN’S.
1. Practical Horticulture. 1. Geometry and Drawing. 1. Botany.
2. Physics. 2. Physics. 2. Physica.
3. Economic Entomelogy. 3: Economic Botany or Ge- | 3. Economic Entomology
4. Industrial. ology. 4. Industrial.

4. Industrial.

72

KANSAS STATE

ge ER 1D AS Ee

FARMER'S.

1. Comparative Physiology.

. Inorganic Chemistry.
Practical Geometry.
4. Industrial.

Ss

FARMER'S.

1. Practical Agriculture.

2. Organic and Analytical

Chemistry.
3. Algebra.
4. Industrial.

PAR SD 4 Bak M:.

MECHANIC’S.

1. Trigonometry.

2. Inorganic Chemistry.

3. Rhetoric.
4. Industrial.

SECOND TERM.

MECHANIC'S.

1. Mechanics.

Metallurgy.
| 3. Practical Law.
| 4. Industrial.

2. Analytical Chemistry dnd

ae

1.

3.
4

WOMAN'S.

. Farm Economy.

. Practical Geometry.

. Inorganic Chemistry.
. Industrial.

WOMAN'S.

Gardening.
Organic and

Chemistry.
Practical Law or Drawing.
Industrial.

Analytical

BOA IA Faby WU) AMEE.

FARMER'S

1. Agricultural Chemistry.
2. Eeonomie Zoology.

3. Rhetoric.

4. Industrial.

FARMER’S.

. Chemical Physica.
. Mechanics,

. Political Economy.
. Industrial.

-~ ew —

PL Risa ES hi.

MECHANIC'S.

1. Mechanics.

2. Drawing.

3. Political Economy.
4, Industrial.
|

S BiG GUN Dei) Ena Ni.

MECHANIC'S.

1. Engineering.

| 2. Chemical Physics.
| 3. Logic.

| 4. Industrial.

|
|
|

WOMAN'S.

. Household Economy.

2. Household Chemistry and

Special Hygiene.

. Rhetoric.
. Industrial.

WOMAN'S.

. Chemical Physics.
. Logic.

. Drawing.

. Industrial.

AGRICULTURAL COLLEGE. 15

Panag Ta xX HA.R.

FIRST TERM.

FARMER'S. MECHANIC'S. WOMAN'S.
1. Meteorology. Remaining Years to be | 1. Meteorology.
2. Economic Geology. | studies special to designed | 2. Mental Philosophy.
3. Mental Philosophy. | vocation, together with the ; 3. French, German or Eevo-
4. Industrial. | staple studies of the Farm- nomic Geology.
er’s Course. 4. Industrial.

SaECon Dp TERM.

FARMER'S. WOMAN'S.
1. Mineralogy. 1. Mineralogy.
2. Logic. 2. Political Economy.
3. “Practical Law. 3. French or German.
4. Industrial. | 4, Industrial.
———_-—_——_@—-_-—_-—_——

SORE XE Ae Ee

oR Sr Ee.

FARMER'S. WOMAN'S.

|
i. U.S. Constitution. | 1. Physical Geography.
2. Moral Philosophy. ; 2. Moral Philosophy.
3. History. | 3. History.
4. Industrial. | 4. Industrial.
See © OND) ee ReMi
FARMER'S. | WOMAN'S.
1, Modern History and Liter- | 1. Modern History and Liter-
_ ature. ature.
. Butler’s Analogy. | 2. Butler’s Analogy.
3. Industrial. 3. Industrial.

10

74 KANSAS STATE

EXHIBIT BY LINES
OF THE

Number of Terms devoted to the Several Studies in each Course,

One term, having five recitations each week, is taken as the unit of measure. The
figores at the end of the lines designate the number of terms. Thus, the first number, 3,
means that three terms are given to Practical Agriculture; the following 2, that two are
given to Horticulture. The difference between the length of the two lines represents to
the eye the relative attention paid to these branches of Agriculture. Under the head of
“Practice” are grouped the studies which impart skill to the workman in the designated
vocation; under that of ‘‘ Knowledge Used”’ those which furnish knowledge that is
directly used by the workman in his vocation; and under that of ‘* Aids” the studies
which help him either in obtaining or using knowledge.

Farmer’s Course—Six Years.

PRACTICBE.

3

Practical Agriculture s..hccseccue ccs cer

Practical Honiiculturesene.- see ee os <>
12

BRNOWLEDGH USED.
5
Physics and Chemistry................... SS
Geology, Mineralogy and Meteorology.... 3
Practical Mathematics and Pol. ECONOMY gepeeessmeemmememcmereees

Botany and Zoologyty ccs. con cies sieeiaie

AIDS.
English and Historye 5. ise... ene nce 7
Legal, Mentaliand Moral nic cc. see one 6
PWT Ot Wang anaaocanon, Jadooddounesdc bec codud ‘coml

Mechanics’ Course—First Four Years.

PRAOTICE.
HOPS iso iicecicicte eres wicteie Cheese ee exe Tea —j
DOR WITI EY Sl ooh vara heheracoig bite aot oe nee eee eee eel

ENOWLEDGH USED.
Practical Mathematics: -...:....6..<eneoenk eS}
Physics, Chemistry, aC... «100.6: ance 5
AIDS.

Jiny oY FT ties amen RTA 6 Oe RR AD Ease ind Bee ryee ee

Political Economy and Practical Law... . . gumeneees <2

AGRICULTURAL COLLEGE. 75

Woman’s Course—Six Years.

PRACTICE.

3

Pndnscirial Drawing 3.2 oS hesrdecad sae Sen: pe ee sale
Shop and House Practice.................

MUMUGSEIG HCOMOMY), cancel ciesieidcieis ess

12

ENOWLEDGE USED.

Arithmetic and Book-keeping............ ey
Botany and Hntomology.................. - 3
Physics, Chemistry and Hygiene......... 6
Preoueal onplish..... .saesassemiacnes seins «asc 5
AIDS.
Maneuage and History .2e.2< oc. s6. 6 oes cee aie om
Mera Mental, MOral.:-2-.)..d0ees.06 ce aoees ia
PAY BIGAISCICNCE: «x. asec pecssts cnneeleis ses 3
SUMMARY.
PRACTICE.
Farmer’s...... aur,
Mechanic’s.... 12 First four years.

BNOWLEDGEH USED.

Farmer's ......

Woman’s...... 16
AIDS.

Farmer’s CURR SE 14

MGCHaNIC'S: .. a, 7 lirst four years.

Woman’s...... 13

76 KANSAS STATE

DEPARTMENTS OF INSTRUCTION.

Practical Agriculture.

By the term Practical Agriculture is understood that system of farm
management which considers only ways and means, and the most pro-
ductive methods. It does not pretend to give a scientific reason for all
its processes, but is essentially practical, and the answer to all its ques-
tions is given in dollars and cents. Scientific or theoretical agricul-
ture, on the other hand, concerns itself most with causes and effects,
and the theory of farm operations. The answer to all its questions is
not given in pecuniary values, but in formulas expressing relations to
known laws. In short, practical agriculture is agriculture considered
as an art based upon the experience and observation of men.

While it is true that the mass of empirical rules embodied in the
term practical agriculture have had their origin in the wants of farm-
ers, it is equally true that these rules, modified to suit the variations of
soil and climate, are universal in their application. There is a ten-
dency to ignore the fact that there are fixed principles in agricul-
ture, and that these principles are not mere theories or scientific gen-
eralizations, but general truths having a substantial foundation in the
practice of farmers.

The following course has been prepared with reference, first, to the
full presentation of those principles everywhere recognized in the best
practice of farmers; and, second, such modifications of their details as
shall adapt them to the wants of the state of Kansas.

SIMPLE TILLAGE.

Under this head, are discussed the various implements used by the
farmer in the pulverization of the soil, the preparation of the seed
bed, and the extirpation of weeds.

The Plow :—The mechanical principles involved in the construction
of the various kinds of plows; the action of the plow upon the soil

AGRICULTURAL COLLEGE. ae

and subsoil; the different adjustments of the implement required in
different soils and situations; the use of the swivel plow, trench plow
and subsoil plow.

Draught :—Principles of draught; difference in the draft of differ -
ent plows and adjustments, and the use of the dynamometer ; influence
of the different parts of the plow on draught; effect of speed upon
draught.

The implements and operations of harrowing; cultivating; rolling.

Hoed Crops :—The value of hoed crops in a system of husbandry ;
the cultivation of corn and roots.

Farm Drainage :—Soils that need drainage ; influence of draining
in mitigating the effects of drought and floods; tile drains; mole
drains ; open drains; how to lay out a system of drains; house drain-
ing; draining farm cellars ; sewerage.

STOCK BREEDING.

Position of stock raising in a system of husbandry; history and
description of breeds; their economic value and adaptation to special
localities ; principles of breeding ; in-and-in breeding; cross: breeding.

The above course of instruction in practical agriculture and stock
breeding is given in lectures. The lectures on stock breeding are
delivered, in part, in the barn, the animals themselves being used as
illustrations.

In addition, the care of our entire herd is given to the students of
the class in practical agriculture, and they are expected to become
practically familtar with the methods of stock men.

The elementary course, thus briefly shadowed forth, has been shaped
with reference, first, to the wants of the student as an intelligent
worker, and second, to his advancement in the general course.

The advanced course, on the other hand, is arranged for advanced
students, and presupposes a knowledge of the elementary course, and
considerable familiarity with the natural sciences, and especially
mechanics, chemistry and botany.

FARM IMPLEMENTS.

Fourth Year :—Application of mechanical principles in the con-
struction of farm machinery; calculating strength of parts; simplicity
of machinery ; nature of friction; estimation of amount of friction ;
the best way to apply strength; power of horses and of men; con-
struction and use of farm implements

78 KANSAS STATE

PRACTICAL AGRICULTURE.

General view of agriculture, ancient and modern; agricultural
progress of the last century; relative advantages of mixed husbandry
and special farming; the selection and arrangement of the farm,
with reference to the system to be pursued; rotation of crops; general
advantages of a rotation; the best rotation with reference to disposi-
tion of labor, production of manure and extermination of weeds;
pasturage and the production of grain and forage crops; manures ;
how best housed and applied; composting manures; commercial fer-
tilizers; systems of feeding; stall feeding; steaming food; soiling;
experiments in feeding; farm buildings; farm houses; barns; pig
yards ; sheep barns.

Books of Reference :—Morton’s Cyclopedia of Agriculture, Low’s
Practical Agriculture, Stephen’s Book of the Farm, Allen’s New
American Farm Book, French’s Farm Drainage, Waring’s Draining
for Profit, Low’s Domesticated Animals, Randall’s Practical Shep-
herd, Harris on the Pig, Allen’s, Bell’s and Carr’s History of Short-
horns, Mayhew’s Illustrated Horse Management, Allen’s American
Cattle.

MEANS OF ILLUSTRATION.

A farm of two hundred acres, upiand prairie, well provided with
yards, lanes and interior fences, and abundantly equipped with imple-
ments and machinery. Among these are the Marsh harvesters, Buck-
eye mower and reaper, with plows, harrows, drills and cultivators of -
the latest pattern.

A large two story stone barn, 46x96 feet, well provided with stalls
for horses and cattle; a piggery, 14x54 feet, implement shed, 16x40
feet ; together with poultry house, graineries and corn cribs.

Shorthorn, Devon, Jersey and Galloway cattle; Essex, Berkshire,
Lancashire and Poland China swine. The college stock of cattle and
swine, in quality, takes rank with the best in the country.

SS

Practical Horticulture.

The instruction in this department is given wholly by lectures,
accompanied by constant practical drill in all the work of the fruit,

AGRICULTURAL COLLEGE. 79

flower and vegetable garden, nursery, orchard, vineyard and orna-
mental grounds.

The lectures embrace the following and kindred subjects, viz :

The Atmosphere :—Its moisture, temperature and circulation consid-
ered with reference to horticulture.

Horticultural Implements :—Their care and use.

Movable and permanent horticultural structures; cold frames; hot
beds; green houses: embracing not only the modes of constructing
but their after care, or mode of working.

Culture :—Weeds; means of eradicating, etc.

Seeds :—Their vitality ; modes of collecting and preserving.

Propagation :—By seeds; by cuttings; layers; suckers; grafting ;
budding. Care of young plants: As sheltering, thinning, weeding,
watering, manuring, training, pruning, keeping and working.

Improvement of Varieties :—By selection, and by hybridizing.

The Commercial Nursery :—All branches of the work considered
in detail.

Pruning :—In nursery, fruit garden, orchard and forest.

The Orchard :—Selection of site; laying out of orchard; selection
of trees; after culture.

Fruits for Orchard Culture :—Apple—history, varieties, classifica-
tion; pear; quince; cherry; peach; nectarine; apricot; plum ;
almond ; gooseberry; currant; raspberry; blackberry; strawberry ;
barberry ; cranberry; chestnut; filbert; mulberry, and walnut.

Grape :—Varieties and modes of culture.

The Gorden :—Both the vegetable and flower garden; their influ-
ence upon the home: their social and economic relation to the family
considered ; Woman’s work in connection with the garden, in adding
to the attractiveness and comfort of home.

The flower garden as a home institution; its claims; its location
extent and cest; genera] principles to govern in laying out; shrubs
and flowers suited to our climate.

The Commercial Garden.—F loriculture as an occupation.

Forest Culture :—Importance and practicability of forest culture in
Kansas; difficulties in the way, and the direction in which we may

80 KANSAS STATE

secure success; immediate and ultimate returns; shelter belts, and
their influence ; modes of planting and cultivating different varieties.

We have already as ample means of illustration and practical
instruction as the financial condition of the College will permit. We
have about seventy acres of land devoted to this department. The
collection of varieties of fruit is already large. We have large exper-
imental apple, pear and peach orchards, vineyard and nursery, where
all the ordinary business of the commercial nursery is regularly done.
There are ample grounds devoted to artificial forests and lawns. Ar-
rangements are already in progress to have upon the grounds suitable
vegetable and flower gardens the coming season. The work in this
department, as far as practicable, is done by the students.

Books of Reference’ :—-Downing’s Fruits and Fruit Trees; works of
Loudon, Dr. J. A. Warder, J.J. Thomas and Lindley; Fruit Trees, by
M. DuBreuil; Field’s Pear Culture; Clement Hoare and others upon
the grape; Gardening for Profit and Practical Floriculture, by Peter
Henderson ; Book of Flowers, by Joseph Breck ; Book of Roses, by
Parkman’; Forest Trees, by Bryant; Forest Tree Culturist, by Ful-
ler ; Book of Evergreens, by Josiah Hoopes; My Garden, by Alfred
Smee, F. R.S.; Downing’s Landscape Gardening; Kemp on Land-
scape Gardening; Hand-book of Landscape Gardening, by J. Weid-
enman; Man and Nature, by Hon. G. P. Marsh.

Botany.

In the study of Vegetable Physiology, to which the first term is
devoted, the various organs of the plants are traced through their sue-
cessive stages of development, from the root of the germinating em-
bryo to the stem, bud, leaf, flower, fruit and seed. By means of liv-
ing plants, herbariums, charts and microscopes, the student is made
familiar with the functions and name of every organ, and learns how
the plant, by powers of its own, converts earth and air into living
tissue, which, in turn, becomes the food of man and animals.

In the Farmer’s course, the second term is devoted to the cereal
grains, grasses, and other food plants, and the native and foreign weeds
that are troublesome in their cultivation. Special attention is given

AGRICULTURAL COLLEGE. 81

to the forest and fruit trees, and such hedge and textile plants as are
suited to our climate.

' In the Mechanic’s course, the second term is given to the study of
artistical botany, or the history of those plants which are employed or
afford materials in the processes of the arts and manufactures. This
also includes the texture, color, strength, durability, and other import-
ant qualities of wood, and the most important uses to which the differ-
ent species are applied.

In the second term of the Woman’s course, prominence is given to
garden botany, which embraces not only the ordinary vegetables of
the garden but also the herbs, shrubs and trees planted for ornament
in the pleasure grounds, and the plants cultivated in the hot-house,
parlor and conservatory.

Means of Illustration :—To this department belongs a Wardian
case, filled with a choice collection of growing plants; a herbarium,
including nearly all the grasses of Kansas; sections of native and for-
eign wood; and blocks of wood showing cell formation, etc., of our
forest trees. A collection of plants is being made as rapidly as possi-
ble; and classes are drilled in the field at the proper season.

ENTOMOLOGY.

After the knowledge necessary to the proper grouping of the indi-
viduals of this numerous and diversified division of the animal king-
dom is properly mastered, the orders, and those individuals of the
orders, which come into the most direct and serious conflict with the
farmer’s interests, either by depredating upon growing crops or har-
vested grain and fruits, and those that infest domestic animals as well
as their predaceous and parasitic enemies, are taken up in the order
of their importance to the agrieulturist. By the practical instruction
in this department the student learns to recognize insect enemies in all
their stages of development.

In the Woman’s course, special attention is given to the insects that
infest the house and garden, either in the larve or fully developed
state.

The Bee :—The great interest universally manifested in this insect,
since long before the process of making sugar was known to the pres-
ent; the ease with which it is multiplied and improved by intelligent
treatment, and its direct commercial value to man, invest its study
with a special interest. This subject is thoroughly illustrated by colo-

11”

82 KANSAS STATE

nies of living bees and model hives, and is presented to the student
under. the following heads :

The different individuals of which a hive is composed; the different
kinds of bee hives; the laying of the eggs; the development of the
young; the swarms; the collection of honey and wax; the combs;
the honey harvest; the uses of honey and wax.

Means of Illustration :—This department owns a large collectioh of
mounted insects injurious to vegetation ; and those that are either
directly or indirectly beneficial, are represented. Also breeding cases,
in which insects are propagated, and improved vivaria, in which
insects are kept for study by the classes. Class drill in the field.

GEOLOGY.

In accordance with the practical character of this Institution, the
elaborate discussion of theories, the excessive use of technical terms,
and dry accounts of fossils unimportant in the identification of strata,
are avoided as far as possible. The student is made acquainted with the
geography and characteristic plants and animals of each geological
age; and thus traces the progress in the formation of rocks, lands,
mountains, rivers and seas, and the changes in the physical condition
of the earth, as to heat, moisture, etc., and the progress in vegetable
and animal life; and learns the causes that uplifted, folded and frac-
tured the strata, and how the fissures thus produced often become veins
of metalic ores. This knowledge not only teaches the miner the mode
of occurrence of minerals, but often enables him to decide, on a mo-
ment’s inspection, whether a certain mineral may or may not be found
in a given region, and thus save the time and means too frequently
expended in searching for minerals where they cannot occur.

In the relation of geology to the arts, the agriculturist learns the
composition of the soil he cultivates, the origin and distribution of the
natural fertilizers, and how to detect beds of peat, marl, gypsum,
phosphate of lime, ete. The miner not only learns the origin of faults,
dikes, veins, and the mode of occurrence of the valuable minerals, but
also many facts in mining essential to success in his occupation.

As in the selection of sites for large buildings, the choice of stone
for walls, slates for roofs, and clay for brick, a knowledge of geology
is as necessary to the mechanic as it is to the engineer in locating a
canal, constructing a railroad, or building a dam, special attention is
given to the practical lessons of this science.

AGRICULTURAL COLLEGE. 83

Means of Illustration :—The appliances in this department consist
of the largest and best selected cabinet of minerals and fossils in the
West. It contains « full set of the minerals that enter into the com-
position of rocks, and the characteristic fossils of the geological pe-
riods as developed in America. Also geological maps showing the
superposition of the strata, faults, dikes, etc. The students of this
department also have access to the large conchological collections
belonging to the professor of Geology.

Department of Chemistry and Physics.

The Chemical Department, in which is also included that of Phys-
ics, is furnished, considering the crowded condition of the college
building, with comparatively commodious quarters, occupying one-half
of the second floor. When taken in hand by the present professor in
charge, upon September ist, 1873, the whole chemical outfit of the
Institution was contained in a small box about two feet square. There
is now offered for the use of the student in this department a chemical
laboratory complete in all its appointments, and, connected therewith,
a lecture room. It has been pronounced, by many impartial observ-
ers, one of the most complete in the west.

The Means of Illustration of the department are ample for a thor-
ough course of instruction in theoretical and applied chemistry.

The Laboratory is fully equipped with chemicals, chemical and
philosophical cases, closets, large analytical tables, etc. Many of the
rarer chemicals and pieces of apparatus are the only specimens of the
kind in the West. The laboratory now offers accommodations for
about twenty students in analysis. —

The Lecture Room is conveniently connected with the laboratory.
The room affords a seating capacity of about sixty, and is arranged in
the most approved manner. ‘The seats are placed upon a raised
amphitheatre floor, thus enabling pupils from all parts of the room to
witness, without inconvenience, the experiments of the lecturer.’

Apparatus :-—The department is amply supplied with choice appa-
ratus, both chemical and physical—air pumps, electrical apparatus,
Jelate machines, Holtz machines, Ruhmkorft’s coils, Geissler’s tubes,

84 KANSAS STATE

fine balances, Prof. Jolly’s specific gravity balances, Browning’s spec-
troscope, projection lantern, &c., &c. A complete outfit of photo-
graphic apparatus has also been recently purchased. The object of
this addition is two-fold: First, to afford facilities to special. students
desiring instruction in this branch. Second, as a means of illustration
in all lecture experiments—now generally adopted in eastern universi-
ties—by which means a picture of any delicate specimen may, with a
projection lantern, be much magnified upon a screen, and thus be made
visible to a large class.

THE COURSE OF INSTRUCTION

in Chemistry and Physics, as furnished in this Institution is an emi-
nently practical one. Without resting satisfied with imparting a mere
theoretical knowledge of these sciences, a practical application of their
principles is insisted upon at every step. The student must, with his
own hands, and in the laboratory, perform the experiments which
have been presented to him in the lecture room, thus fixing indelibly
in his mind the principles which these experiments serve to illustrate.
Especially useful and important is this course of instruction to the
student who is desirous of fitting himself for the work of a farmer.
By analysis with his own hands he is made practically familiar with
the properties and composition of the soils he is to operate, and the
probable sources of its sterility or fertility. By study and experiment,
he becomes intimately acquainted with the chemical and physical
forces which guide and control his work, and upon which depend, in a
great measure, all plant life and activity.

Elementary Physics—popularly known as natural philosophy. This
course embraces a full consideration of mechanical principles, mechan-
ics of liquids, gasses and vapors; then following with the phenomena
of light, heat, electricity, magnetism, ete.

Inorgante Chemistry embraces a full consideration of chemical
forces, and of the laws governing chemical combinations. Then fol-
lowing with the elements in succession; their history, property, uses ;
and the general application of chemistry to the arts. The instruction
in this course is imparted wholly by lectures, the student being re-
quired, in addition, to devote a certain number of hours each week to
practice in the laboratory.

Organic Chemistry embraces the chemistry of organic compounds,
and is likewise imparted by lectures and accompanied by laboratory

AGRICULTURAL COLLEGE. 85

practice. This six months of preparatory study enables the student
to enter advantageously upon the next step:

Chemical Analysis :—Here the student is provided with stands at
the analytical tables furnished with apparatus and reagents, for which
he is held personally responsible. In the course of his work he per-
forms analyses of mineral waters, salts, alloys, ores, ash of plants, farm
soils. During the past college year, the laboratory has been crowded
to its utmost capacity, more desiring instruction than could be conven-
iently accommodated.

Thus prepared by the general study of the science, the student is
qualified to next take the special departments, which naturally follow.
To the student in the agricultural course,

Agricultural Chemistry, in which is embraced a full discussion of
the application of chemical principles to farm economy ; composition
of ash of plants; the soil, composition and properties; vegetable nutri-
tion; sources of the elements of plant food; green manuring ; com-
mercial manures, rotation of crops, etc.

To the student in the mechanical course,

Metallurgy—in both courses the instruction being imparted almost
wholly by lectures.

Chemical Physics, pursued by students of the fifth year, embraces a
full course in higher physics, including weights and measures, specific
gravity, molecular forces, nature and laws of light, heat, statical and
dynamical electricity, magnetism and spectrum analysis, with practical
work with the spectroscope. The choice apparatus at the disposal of
the department furnishes material for an elaborate course of experi-
ment. ;

Meteorology is imparted by lectures and text book ; includes consti-
tution and properties of the atmosphere; laws of the variation of
atmospheric pressure; temperature and humidity; laws of storms ;
rain; snow; hail; atmospheric electricity. A meteorological record
was inaugurated at this station some fifteen years ago. The observa-
tions are now recorded from a very complete set of instruments, and
are under the general supervision of the chief signal officer of the
United States Army.

Mineralogy embraces a full consideration of the laws of crystallo-

graphy, with the properties, forms and uses of the principal minerals
within the limits of the United States. Much attention is given in

86 KANSAS STATE

this course to Blowpipe practice and analysis, ‘each student being
required to identify, by blowpipe examination, a large representative
series of minerals. A fine mineralogical cabinet furnishes abundant
material for class work.

SPECIAL COURSES.

¢

In addition to the regular course of instruction, as above delineated,
there has been constantly in progress a special course in chemistry for
select and post graduate students, occupying from three to five hours
each day. The department will offer every facility to young men
desiring to make chemical studies a specialty. Many students in
higher analysis and in pharmaceutical chemistry have already availed
themselves of this opportunity. To those completing a thorough
course, a diploma will be given, stating the extent, character and per-
fection of their work.

Household Chemistry :—A special course of lectures is given to the
ladies of the institution, upon chemical topics especially important in
every day life. The course will embrace the chemistry of cooking ;
bread; tea and coffee; butter; cheese; ripening and preparation of
fruits; dyeing and coloring; bleaching; disinfectants; ventilation, ete.

Telegraphy :—A special course of lectures will also be given to the
students in telegraphy ; comprising a consideration of the elementary
principles of electricity ; the Jine; the battery; the signals, ete.; prin-
ciples, of electro-magnetism ; history of the electric telegraph ; mod-
ern improvements in battery, line and signal. The desire is to pro-
duce intelligent operators, thoroughly familiar with every principle of
the telegraph.

Special Work :—The work of the department has been by no means
confined to student instruction in laboratory and lecture room. Its
aid is constantly called into requisition from various quarters, in the
examination of specimens requiring minute analysis ;.mineral waters ;
lead, silver, gold, tin, iron and zinc ores; farm soils, ete. By direc-
tion of the Board of Regents, analytical work for the State in the
development of its resources is performed free of expense.

Books of Reference :—Miller; Muspratt; Watt’s Chemical Diction-
ary; Ure; Wurtz’ Dictionaire de Chimie; Wittstein; F resenius ;
Johnson’s Ag. Chemistry; Liebig’s entire works; Johnson’s “ How
Crops Grow,” and “ How Crops Feed ;” Journal Royal Agricultural
Society of England; Roscoe; Angus Smith; Fox ; Loomis; Otto ;

AGRICULTURAL COLLEGE. | 87

Storer; Plattner; Wagner; Chemical News; American Chemist
Annanles de Chimie et de Physique.

English Language and History.

Words are simply tools used to express ideas; and, since the vast
majority of our communications are made by the employment of spok-
en or written words, skill in using them is as profitable to the indus-
trialist as is dexterity with the needle profitable to the seamstress.
The direct aim of the course is to make the student skillful and intel-
ligent in handling the machinery called language, just as an engineer
handles a locomotive; and no drill will be omitted, or effort spared, to
gain this end. Apart from the course itself, which is far more prac-
tical and complete than that usually found in literary colleges, the
constant attention given this subject by all the departments, and, espe-
cially, the practice required in the the printing and telegraph classes,
affords superior advantages to the student.

DRILL IN ENGLISH.

“As grammar was made after language, so ought it to be taught after lan-
guage.”—HERBERT SPENCER.

Sounds of the language; drill in producing the vocal, subvocal and
aspirate elements with accuracy, distinctness and volume; vowels, con-
sonants. :

Letters :—Form ; power; rules for spelling, drill.

Words :—Signification, properties, modifications, variations, rela-
tion and dependence.

Sentences :—Drill in statement of ideas; description, clearness, terse-
ness, vigor; business letters; discussion ; capitalization; syllabication ;
punctuation; construction and analysis of sentences; elements, uses
and names; criticism of compositions printed as written; proof read-
ing; grammatical construction; superfluous words and clauses; drill
in reading, speaking and penmanship.

Text Books :—Webster’s Academic Dictionary ; Lee and Hadley’s
Advanced Lessons in Language.

Pupils deficient in spelling, ete. should enter the printing class, the
printing office being the workshop of language.

88 KANSAS STATE

STRUCTURE OF ENGLISH .
This includes the following subjects :

A SKETCH OF THE History or Eneuisu. This is preparatory. It
enables the student more fully to comprehend the genious of his mother
tongue: to make acquaintance with “the soul of the language:” to
master more readily and perfectly the principles and reasons under-
lying and explaining its structure. The review embraces a sketch
of the several sources, Saxon, Norman, Latin, ete., whence our lan-
guage has been derived; the circumstances under which they made
their respective contributions, and the historical events which have had
an influence in molding it to its present form and structure.

ENGLISH SOUNDS AND THEIR Sirians. Sounds:—A more extended
investigation of the system of English pronunciation, with the reasons
for it.

Signs :—An examination of the letters of the alphabet, their pow-
ers in English and the influences which determine or modify those
powers. The laws and principles governing their combination into
syllables and words. As far as possible, the reasons underlying the
rules of spelling and pronunciation are given. The subjects of punc-
tuation and the proper use of capital letters are also kept before the
the student, and the rules referred to the history, which explains their
existence.

ELEMENTS OF SENTENCES. The purpose in view in studying this
subject is not to traverse the ground gone over in the study of gram-
mar, but to fix in the mind of the student a clear understanding and
remembrance of the names, the properties and offices of the several
classes of words entering into an English sentence, by showing him
the reasons for these things: to make more simple, as well as interest-
ing and practically useful, a study otherwise “dry and unprofitable,”
in many cases, by explaining the rationale of the verbal forms and
changes, the rules and maxims he is to remember and observe in
his use of language. In the same manner he is conducted through a
study of the mutual relations and dependencies of the several elements
making up a sentence.

ELEMENTS oF Worps. The end aimed at in this study is to learn
everything about words which will aid in the effective use of them.
Among the topics included are :

Roots :—What they are; their origin; their force and value as an

AGRICULTURAL COLLEGE. 89

element of language; the manner of their growth into different parts
of speech.

Stems :—Their derivation; their offices and properties; their rela-
tions to the other parts of words.

Prefixes :—The several sources whence glerived; the relation of
their force or significance to those sources; explanation of the laws
and principles governing their use along with stems.

Suffixes :—The same topics here come up as in the study of prefixes.

Compounds :—Their value; their properties and uses; the laws goy-
erning their formation.

Synonyms :-—Definitions; causes of their abundance in English ;
the principles to be observed in choosing among them, to express a
thought.

Remarks. Criticism :—This constitutes a prominent part of the
exercises of the pupil through his whole course in the study of Eng-
lish. It not only diversifies and enlivens the class room exercises, but
reduces to practice the principles of the structure of the language.
By this means, the student acquires not only a knowledge of English,
but readiness, skill and accuracy, in speaking or writing it. The
exercises in criticism embrace not only examination of selected matter,
but of original composition. Each pupil is required, from time to
time, to submit original articles to the class for criticism. They are
printed on the college press, and a copy given to each member for
study. At the appointed time, every one is called upon to make such
corrections or amendments as he thinks desirable.

Method :—The Structure of English is taught by lectures, a synop-
sis of each lecture being printed on the college press and furnished
the class.

References :—Among the authorities referred to on the subject, are
Trench, Marsh, Earle, Latham, Haldeman and Morris. Dictionaries :
Bosworth, (Anglo-Saxon) Richardson, Wedgewood. In spelling and
pronunciation, Webster is taken as the standard. °

RHETORIC.

This embraces a rhetorical classification of sentences, a study of
the peculiarities of the several kinds, and of their proper combination
in discourse; figures of speech, with the rules to be observed in their
use; style, its varieties, and the requisites to a good style; exer-

12

90 KANSAS STATE

cises in writing and criticism; also, in delivery of selected and orig-
inal orations, and in reading essays.

Text Book :—Hart’s Composition and Rhetoric.
Books of Reference :—Quackenbos, Haven, Coppee, Whately,
Campbell. ® ;
LOGIC.

This embraces a brief course in Deductive, and a fuller course in
Inductive Logic. Among the topics belonging to the former are appre-
hension, judgment, reasoning ; or, the term, the proposition, the syllo-
gism ; fallacies, arrangement, etc. Among the topics belonging to the
latter are the subsidiary processes and the methods of inductive rea-
soning; relation of induction to deduction; fallacies incident to
induction, etc. Along with the study of these topics, exercises are
regularly held in writing; in forensic and extemporaneous discussion,
with criticism of the same by the class. Also criticism of articles
selected from the press.

Text Books :—Fowler’s Deductive and Inductive Logic.
Books of Reference :—Schuyler, Coppee, Boyd, Whately, McCosh.

HISTORY.

This includes outlines both of Ancient and Modern History. Not
only the leading events which lie on the surface of history are reviewed,
but, as far as possible, the influences which in any country have fash-
ioned the character and determined the history of its people are sought
for. The geography, local and physical; the institutions, laws, man-
ners, customs, occupations, arts, literature and religion of the several
nations whose history is studied, are subjects of investigation.

In connection with the history of England and America, the His-
ToRY OF LITERATURE becomes a prominent topic. The end proposed
is to give to the student broad and just views of human life and its
duties ; of the conditions to individual, social and national honor and
prosperity. The volume of history is opened to him that he may
“thence take for himself and his country that which he is to imitate,
as well as learn the base which he is to avoid.”

Text Books :—Wilson’s Outlines of Ancient and Modern History,
and Collier’s History of English Literature.

Books of Reference :—Rollin, Grote, Thirlwall, Niebuhr, Arnold,
Merivale, Gibbon, Hallam, Guizot, Hume, Lingard, Mackintosh, Ma-

AGRICULTURAL COLLEGE. 91

caulay, Froude, Prescott, Motley, Craik, Taine, Shaw, Chambers,
Allison, Felton, Allibone.

i ee

Mathematies.

Figures and lines, like words, are only instruments with which to
convey ideas, or perform operations, that cannot be easily done with-
out them. The arithmetical principles used in business are few and
simple; but accuracy and rapidity in computation are only gained by
practice. College graduates fail to retain clerkships, not because they
do not know why given operations are performed, but because they can
neither add, multiply nor divide with that habitual correctness which
renders their work reliable.

DRILL IN ARITHMETIC.

The chief design of this study is to make the student expert in the
use of numbers, as employed by the industrialist for profit. The
occupation of a successful farmer demands the application of every
principle of practical arithmetic, and is taken as a starting point,
rather than that of an abstract system. Beginning with a simple cash
account, book-keeping is gradually developed to the full extent of its
real utility. The areas of fields, expense of crops, construction of
houses, sales of produce and investment of capital, involve all the fun-
damental operations, and those of profit and loss, commission, taxes,
insurance, exchange and stocks. Following this line, the student, so
far from hammering away at “pure”’ science, draws from the mathe-
matical storehouse what he needs, and sees why he needs it. Accuracy
of calculation and posting, rather than a mere comprehension of the
principles, is aimed at. Beside the recitation room drill in business
forms, practice in the field is also given. Estimating the number of
cords in a pile of wood said to be 100x4x4 feet is one thing; measur-
ing a pile of wood, through which any number of cats may be harm-
lessly thrown, and in which four feet sticks are the exception, is quite
another and more difficult thing.

ARITHMETIC AND BOOK-KEEPING

is a continuation of the above, having the same purpose and adopting
such methods as the necessities of the class indicate. Thorough

92 KANSAS STATE

instruction in the principles and forms of business law is given. It
will be seen that this method of teaching book-keeping, besides ensur-
ing arithmetical practice, developes practical skill in that important
art.

PRACTICAL GEOMETRY. .

Not one farmer in five hundred ever uses the transit in surveying
his land, the testimony of the County Surveyor being decisive in court;
but every farmer makes countless applications of lines and angles in
laying off roads, planning houses, determining levels, etc. The object
of this study is to make the pupil skillful in applying geometrical
principles, by the aid of such simple instruments as are always at his
command—in other words, to give him the same expertness therein
that is profitable to the tinner or carpenter. The study, with suitable
modifications, is also embraced in the Woman’s course, and is valuable
to every girl who cuts a dress or lays out a garden.

HIGHER MATHEMATICS.

“ He who shall prepare a treatise simply and concisely unfolding the doctrines
of Algebra, Geometry and Mechanics, adding examples calculated to strike the
imagination, and showing their connection with other branches of knowledge
and with the arts of common life, may fairly claim a large share in that rich
harvest of discovery and invention which must be reaped by the thousands of
ingenious and active men thus enabled to bend their faculties towards objects
at once useful and sublime.—LorpD BrovuGHAmM.

The text books thus called for by Lord Brougham twenty years
ago are still needed. The nearest approach to them is found in the
hand-books of the carpenter and machinist. The points to be attained
by the student are set forth by the operations stated in these books,
and the principles upon which the operations are based must be culled
and taught from the ordinary authorities. As no man sharpens a
chisel merely that it may be sharp, but that he may use it, so we aim
to teach the mathematics useful to the industrialist, and not as a mere
means of “mental discipline.”

Algebra is studied with reference to its value in the subsequent
course in mathematics. The student is made familiar with algebraic
terms, symbols and formulas, so that he will be able to use intelligently
the hand-books of his future trade or art. He is also taught the
use of the equation in solving problems, and to demonstrate geometri-
cal theorems. As few or none of the industrial pursuits usually fol-

AGRICULTURAL COLLEGE. 93

lowed by women require this knowledge, algebra is omitted from the
Woman’s course. It can be taken by those so disposed.

Geometry :—In geometrical drawing the student becomes familiar
with geometrical forms and their construction. Next follows a rigor-
ous demonstration of the theorems, step by step, which lead to the
principles embodied in the rules and tables of the trade hand-books.
Then follows TR1GONOMETRY, plane and spherical ; surveying, level-
ing and plotting; field practice being given until the student be-
comes expert with the transit, compass and level. MzxcHANICs, or
the application of mathematics to physics; the laws of motion; me-
chanical powers; friction; fluids, ete. Crvi ENGINEERING, build-
ing material, mortars, cements, masonry, arches, bridges, etc.

DRAWING.

Drawing, as used by the industrialist, is taught thoroughly, during
the terms indicated in the several courses; the practical system of
Walter Smith, Art Director of Massachusetts, being followed.

Legal, Mental and Moral Science.

In addition to the study of commercial law, as a part of book-keep-
ing, arrangements are being made for a course of lectures, by an emi-
nent jurist, upon Practica, Law, presenting those principles and
requirements of both National and Kansas statutes which will be of
most value to the farmer, mechanic and business woman.

The ConstituTIoN oF THE Unirep Starss, PouiricaL Economy,
Mentau Purtosopuy, Morat Pariosopuy and Burier’s ANALOGY are
taught as in other colleges, there being nothing in these subjects
requiring special shaping for the industrialist.

Studies Special to Woman.

Besides those already indicated, attention is called to the following :
SPECIAL HYGIENE.

Thorough instruction is now given in physiology, from the text-book

94 KANSAS STATE

of Dr. J. C. Dalton. It is designed, so soon as at competent and judi-
cious woman can be secured as teacher, to give full and careful atten-
tion to the subject of special hygiene.

FARM ECONOMY.

This study considers those operations which usually come under the
supervision of the farmer’s wife or daughter, and which are not includ-
ed in “gardening” and “household economy ;” such as butter and
cheese making, dairy management, care of poultry, curing meats, ete.
A course of lectures will be commenced, by the Professor of Practical
Agriculture, at the opening of the Fall term of 1875; and it is hoped
that facilities for dairy practice will have been provided.

GARDENING.

These lectures are delivered by the Professor of Horticulture, begin-
ning January, 1875, and are designed to prepare the girl for the super-
vision of either the yegetable, flower and ornamental garden, or for
the occupation of a commercial florist. The department possesses am-
ple facilities for illustrating the subject, and “gardens for profit.”
While the pupil will not be expected to perform manual labor that
should be done by men, proper drill will be given.

HOUSEHOLD ECONOMY.

Lectures upon household chemistry, as previously mentioned, will
be delivered by the Professor of Chemistry in the January term, 1875.
Beginning with the fall term of that year, instruction will be given, by
text-books and lectures, in the art of housekeeping; embracing cook-
ery, domestic management, and kindred topics. Many elderly gentle-
men sufficiently know, and more young gentlemen will duly discover,
that systematic knowledge of how cooking ought to be done is lumin-
ously different from the ability to do it.* Instruction without prac-
tice can effect but little. And drill will be given in a kitchen-labora-
tory; the work will chiefly differ from that of a kitchen in the fact
that, after a girl has learned to wash dishes or pare potatoes, she will

* There can hardly be a better illustration of the practical difference between
“science” and “art,” or one which flashes through humanity with greater
vividity! If the happiness of men depended as much upoi the efficiency of agen-
cies for the “‘ mental discipline ” and “ culture” of women as it does upon their
housewifely ability, the owlism would have been punched out of a score of very
respectable studies long ago,—J. A. A.

AGRICULTURAL COLLEGE. 95

not be kept everlastingly at either. It is just as feasible to give prac-
tice in cooking, with pleasure and profit to the pupil, as it is to give
laboratory practice in chemistry; and no more expensive. With or
without facilities, we propose to try it during the next Fall term.

SEWING.

During the past year, instruction has been given in hand and
machine sewing, cutting, fitting and making dresses; which will be
continued, both because of its real value to those receiving it, and
because of the success of what was an experiment, but is now a fixed
fact. [See Industrial Department. ]

Languages.

French: German :—To those desiring it, instruction is given to the
fullest extent, as these languages are frequently of practical value to
the industrialist.

Latin is only taught for the purpose of enabling the pupil to under-
stand more readily the technical terms and names found in the sci-
ences. The study is optional; but in no case will it be carried farther
than the point indicated. The fact is that all the knowledge supposed
to be acquired in this way, can be drawn more directly and easily
from any standard dictionary of the English language. And, so far
as the plea of “ mental discipline” is concerned, any student complet-
ing the course of this Institution will have had a deal more of it than
is given by a mastery of Cicero or Plato.

a

Industrial Departments.

The fourth study in each term is designated as an “Industrial.” By
this is meant that, in addition to the three literary recitations, every
student must practice in some one of the following departments, under
the direction of its superintendent, and at a designated hour. There
is no difference whatever between these and the literary recitations,
the grade of each affecting the pupil’s standing. No student will be
allowed to take less than two literary studies, and then only by special

96 KANSAS STATE

permission of the President; and, while the pupil may, if able, take
more than one industrial, one must be taken. The choice of indus-
trials is left to the pupil or parent; otherwise assignment will be made
by the President.

LABOR. .

Manual labor by the students may be for either of two purposes
First, to acquire skill in a given art; second, to earn money. In the
first case, the labor is educational; in the second, it should be paid for
by the party benefited.

Educational Labor :—Manual labor in the recitations of the indus-
trial departments, like mental labor in those of the literary depart-
ments, is purely educational and will not be remunerated. While the
interest of the student is held paramount in the direction of this labor:
the practice necessary to dexterity will be required. As no charge is
made for material or tools, the College will utilize the work of the
industrial classes when this can be done without impeding their prog-
ress.

Remunerated Labor :—When the Institution needs labor on the
farm or elsewhere, which is not educational, but simply for its own
profit, and which a student is able and willing to perform, it becomes
an employer instead of a teacher, and he an employe instead of a
scholar. It pays for work; he works for pay The relation between
them is commercial. not educational; and both parties must act upon
business principles. Hence, the College will only furnish such employ-
ment as its own interests require, and will pay, according to the value
of the service rendered, at from three to ten cents an hour.

FARM.

)

Paid labor on the farm is limited to the members of the} class in
Practical Agriculture. The evident justice of giving to those who
intend to be farmers, rather than to those who do not, the opportunity
of earning such wages as this department can afford to pay, renders
further explanation of the regulation unnecessary. Members of the
class, so electing, can also employ their industrial hour in farm work ;
and whenever, in the judgment of the Professor of Practical Agricul-
ture, such work is needful for their acquisition of manual skill in farm
operations, it will be given, taking precedence of any other industrial.
When the practice is not required, owing to the dexterity of the pupil

: AGRICULTURAL COLLEGE. 97

or to the season, a recitation will be made in some other industrial. The
facilities provided by, this department enable it to give the best prac-
tice in all branches of farming, and, especially, in stock raising.

HORTICULTURAL GROUNDS.

The same regulation in regard to paid labor applies to work in the
Horticultural Department ; employment is limited to the members of
the class in Practical Horticulture. And equally true is it that the
best of practice can be given in any operation of the commercial nur-
sery, orchard, garden and forestry of Kansas.

CARPENTER SHOP.

Each member of the class is furnished a bench, material for prac-
tice, and a case of the best tools, the key of which he retains. The
Institution bears ordinary wear: extraordinary damage or loss of tools
would be charged to the student—none having yet occurred. The
pupil is taught the uses and names of tools, required to put and keep
them in order, and carried through regular practice in sawing, plan-
ing, tenoning, mitering; house framing, building and finishing. After
acquiring sufficient skiil, he is permitted by the Superintendent to em-
ploy the industrial hour in making articles for his own use, paying for
the material at cost price. Tables, office desks, book racks and ento-
mological cases, are more commonly chosen, thus requiring the careful
workmanship of the cabinet shop. Pupils learn more rapidly when at
work on something they themselves want, and when receiving the profit
on their own labor; and, as our sole purpose is to develop the skill
of the student, every encouragement is given. It is confidently
believed that after a boy has acquired market skill, and after experi-
ence has shown what articles yield the best profit in Kansas, second or
third year students will, in this manner, be able to earn better wages
than as teachers, and at the same time support themselves in college.

Inquiry shows that Manhattan alone imports more than $70,000
worth of wagons and agricultural implements yearly, to say nothing
of other articles ; and, if the boys of Kansas can maintain themselves
by manufacturing such, certainly no sensible person will object there-
to. Outside of recitation hours, the student can work as much as he
pleases.

The only drawback to this department is the contracted size of the
building, which, while large enough for four benches, is more than

13

98 KANSAS STATE

crowded by the eleven now in it. Besides the general set of tools,
there are twenty-six student’s kits. Each kit contains thirty-five
pieces, as follows: Rule; try square; level; scribe awl; compasses ;
marking gauges; chalk line and reel; hatchet; drawing knife; rip,
cross-cut and tenon saws; jack, jointer and smoothing planes ; firmer
chisels ; franiing chisels; screw driver; bitstock and bits; winding
sticks ; bench-hooks.

WAGON SHOP.

Instruction in the Wagon Shop embraces names, uses and care of
tools; sawing and dressing spokes, fellies, axle-trees, tongues, hounds
and boxes; turning hubs; building harrows, wheelbarrows, farm and
spring wagons. The equipment is complete, and the wagon and black-
smith shops are under the same roof.

BLACKSMITH SHOP.

A full equipment of tools has been furnished, and the instruction
and practice include management of bellows, striking with sledge, cut-
ting threads on bolts and nuts, use of hand hammer in drawing down

iron and sharpening plows, fitting and nailing horse shoes, ironing
wagons, setting tires, making tools, ete.

PAINT SHOP.

Preparing work for painting, mixing colors, manner of applying,
making putty, staining, graining and varnishing. A complete stock
of tools and materials.

ses Members of the classes in Practical Agriculture and Horticul-
ture are advised to take some one of the mechanical industrials, in
addition to the farm or nursery, for the purpose of acquiring that kind
of skill in using tools which is daily demanded in the repair or con-
struction work of the agriculturist, and which saves him so much
annoyance and expense. The “handiness” thus gained is apt to be
of more value in after life than dexterity in telegraphing or type set-
ting. Of course a pupil who has chosen a mechanical trade, as that
of the carpenter, should devote his attention to it exclusively. In
time, Harness and Stone-cutter’s shops will be added to the above.

es

AGRICULTURAL COLLEGE. 99

TURNING SHOP.

A splendid foot and power lathe, with complete attachments for
doing all kinds of wood and metal turning, has just been received
from the machine shop of the Worcester Institute, and a class will
begin practice in the January term of 1875. Instruction will embrace
the care and use of tools; wood turning, plain and fancy; brass, ditto;
iron, ditto. The lathe will also be used by the advanced classes in the
wagon and carpenter shops. Reasonable proficiency in drawing is
required as a condition of admission into this industrial.

Much of the additional apparatus needed by the chemical, telegraph
and other departments will be made in this shop, at a saving of fifty
per cent. on market rates. We are now building machines to be used
by girls in scroll sawing, running as easily as the average sewing ma-
chine ; also, light lathes for fancy wood or ivory turning, for cutting
gains in bracket and box work, and for cutting vines, monograms, etc.,
on glass, with the emery wheel.

SCROLL SAWING, CARVING AND ENGRAVING
SHOPS.

When a pupil has acquired the skill and taste inseparable from
expertness in industrial drawing, it is as easy to produce forms in fab-
rics, wood, metal or glass, as it is upon paper, provided dexterity in
the use of the appropriate instruments is also possessed. A girl who
can guide the needle of a sewing machine around sharp curves, can
with little practice use a scroll saw more exactly, because wood is
stiffer than cotton. By multiplying instruments, the education of her
perceptive faculties is increased. The draftsman uses a pencil; the
dress maker the scissors; the turner a lathe; the carver, the engraver,
and the stone cutter use chisels; the painter the brush. But it is evident
that skill and taste in using lines constitute the common stock applied
by all. Hence, as educational agents, and as means of profit or amuse-
ment, the kinds of practice given in this department are more than
“fanciful;” each has a real market value. And it is clear that admis-
sion to these classes must be governed by the pupil’s proficiency in
drawing.

Scroll Sawing :—A suitable machine for healthful use by girls has
just been received, and will be used by the advanced drawing classes.
The experiment whether both girls and boys cannot more than make
good wages will be fairly tested.

100 KANSAS STATE

Carving :—A complete equipment.

Engraving :—Complete equipment for wood work. One young lady
has been taking this industrial with such marked success as to
strengthen the convictions expressed on pages 56-62.

STENOGRAPHY. —

A class will be fully instructed and drilled in SHORT HAND REPORT-
ING during the January term of 1875.

PHOTOGRAPHY.

A class of students sufficiently advanced in the chemical course will
be started in the August term of 1875.

SEWING DEPARTMENT.

Besides the ordinary instruments and patterns, this department is
constantly using the WHEELER & Wiigon, Witcox & Gipps, SEcoR,
and AMERICAN Compound Burton-HoLE machines, each of which
has given perfect satisfaction. The instruction includes all the work
of the dress maker and milliner. Material for ordinary practice is
furnished by the Institution; and the expense has been less than was
anticipated, owing to the fact that the members of the class are usu-
ally engaged on work for themselves. Harper’s, Demorests and
BUTERRICK'S journals are regularly supplied; and the latest styles are
artistically reproduced, yet without extravagance.

It costs no more to make a calico dress neatly and tastefully than
in the gunny sack order of feminine architecture ;* and our experience
thus far shows that a consciousness upon the part of the girl that she
is dressed in the current mode is the surest prevention of extravagance.
While, since the opening of this department, there has been no increase
of the latter, there has been a marked improvement in the appearance
of the young ladies generally, and of the members of this class par-
ticularly.

* Tf the Good Father did not intend our daughters to look well, he made a
sad mistake in endowing them with such a taste for taste; and a sadder one in
giving us so vigorous an appreciation thereof. Neither dowdyism nor prevent-
able ugliness is a virtue; and both are as different from extravagance as is per-
simmon sanctimony from genuine piety. Greater taste makes Mary the supe-
rior of Hortense, at one quarter the outlay.—J. A. A.

AGRICULTURAL COLLEGE. 101

PRINTING DEPARTMENT.

The office contains twenty-six pairs of cases, a corresponding supply
of type, composing sticks, a “ proof” press, and all needed facili-
ties for practice. The student is taught the boxes, indentation, capi-
talization, spacing, punctuation, ete. Several different drills are em-
ployed for the purpose of developing rapidity in composition ; and the
rules of book printing are enforced from the outset. A boy designing
to become a printer will find all appliances needed for acquiring
expertness as a compositor, and, in addition, a course of thorough
instruction in the English language, as used by the proof reader and
editor; in book-keeping, adapted to subscription and job accounts ;
and in drawing, as the best developer of that true and facile taste
which is the back bone of success in job printing. While he is an
apprentice in an office, he cannot attend schoo]; while attending school
he cannot be an apprentice. Here, he can obtain precisely those
advantages of manual and intellectual education which are most
directly valuable to the compositor. As the classes advance, facilities
are added to meet their necessities.

The teaching of type-setting, by itself, might be objectionable to
many printers; but when, in connection therewith, is afforded the op-
portunity of obtaining a practical and full education directly shaped
to meet the literary requirements of printers working for profit, it is
believed that all compositors, mindful of their own experience and of
the costly and toilsome methods by which they acquired literary know]-
edge, will greet this earnest effort to advance the interests of their
eraft with the same frank spirit in which it is made. The printer’s
money is laboriously earned, under the best circumstances; and any
practical attempt to make his labor less, by giving him greater knowl-
edge and skill for the daily task, will, when fully understood, commend
itself.

Mention has heretofore been made of the invaluable aid given by
type-setting in mastering the English language. As an educational
drill in spelling, punctuation, etc., it has thus far proven itself supe-
rior to any other one known to us; and its union with the agencies
employed in the literary class room makes a combination of greater
efficiency than is elsewhere found. The cases are as valuable to the
student of practical English as is the blackboard to the student of
practical mathematics, or the anvil to the blacksmith.

102 KANSAS STATE

TELEGRAPH DEPARTMENT.

The equipment of this department is probably superior to that found
in any telegraphic school in the United States. <A line, of American
compound wire, four miles in length, and having sixteen offices, con-
nects the depot of the Kansas Pacific Railway with the Horticultural
and Farm grounds, the President’s house, College, Telegraph room,
Boarding house and Superintendent’s office. The superiority of such
a line to a wire strung around a room is apparent. In addition, are
“jumpers,” “locals” and a register, which latter is only used for the
purpose of showing defective writing.

Practice is given in the alphabet and “reprint” sending, until the
student can write and receive at the rate of six words per minute,
when a line office is assigned. The rules and regulations of the West-
ern Union Company are strictly enforced in all line practice; and dur-
ing class hours all communications are in message form, and charged
by tariff rates. The blanks, account books and reports are exact
copies of those used by the Western Union; and the business of the
office is conducted and settled precisely as are commercial lines, a week
being counted asa month. The result is that a student completing
the telegraphic course is thoroughly familiar with the whole detail of
reports, errors and accounts. To the advanced classes, the Associated
Press dispatches and market reports, found in the daily papers, are sent
by the Superintendent during two hours every collegiate evening.

The literary course of instruction is directly adapted to the wants
of operators, usually embracing drill in English, drill in arithmetic,
book-keeping, penmanship, and, during the January term, a special
course of lectures by the Professor of Chemistry, comprising a con-
sideration of the elementary principles of electricity ; the line; bat-
tery; signals, ete.; principles of electro-magnetism; history of the
electric telegraph ; modern improvements in battery, line and signals.
The desire is to produce ‘ntelligent operators, thoroughly familiar with
every principle of the telegraph.

A certificate is issued to pupils able, upon examination, to receive
in writing at the rate of twenty-five words per minute, and to keep
office accounts. The Institution does not hold itself responsible for
the ability of persons unable to show such a diploma, but it does pro-
pose to make every word thereof true as respects those properly obtain-
ing one; and thus, in due time, to secure the influence of railroad and

AGRICULTURAL COLLEGE. 103

telegraph superintendents in favor of its graduates. The advertise-
ments of “telegraph colleges” that “ positions are guaranteed” are
deceptive, simply because the proprietors of such establishments
do not own the railroad and commercial lines of the United States.
The superintendents of the latter, who alone appoint to paying offices,
ure very different gentlemen from the former.

Students in this department are furnished its “text books,” in the
shape of blanks, journals and ledgers, at cost price, say two dollars
per term. Of course, no charge is made for instruction or use of
instruments. ,

All messages are sent over the line free, and persons desiring to
communicate with friends at the College are invited to do so.

INSTRUMENTAL MUSIC.
PIANO,

First Year :—First Term: New England Conservatory: Finger
drill, study of letters and signs, time, accent, syncopation and expres-
sion. Blackboard drill: Transposition of scale by sharps and flats,
writing major scales with relative minors. Second Term: New Eng-
land Conservatory: Wrist movement, full and half staccato, rules
for playing slurs, scale drill, portmento touch. Elementary harmony ;
Chromatic scale, scale intervals, triads of the major scale, triads of the
minor scale.

Second Year :—First Term: New England Conservatory : Study
of arpeggios, double thirds, scale exercises, embelishments, free sixth
and octaves with studies by Schubert, Schuman, Auber, and others.
Harmony analysis: First and second inversions of triads and harmo;
nies of the seventh, first and third inversions. Second Term: New
England Conservatory: Chromatic scales, scale drill, tremlo, trill,
turn, studies by Beyer, Heller, Wolf, Lemoine, Burgmuller and Kul-
lak. Practical Harmony:. Dominant seventh and its resolutions,
harmonizing to a given base.

Third Year :—First Term: New England Conservatory: Grand
scale and arpeggios, broken chords, repeating octaves, triplets, with
sonatas and studies by Schmidt, Duvernoy, Bertine, Mendelssohn,
Hayden, Heller and Mozart. Theoretical and Practical Harmony :
Harmonizing to a given base continued, chords of the seventh with

a i .
other tone degrees. Chords of the ninth, eleventh and thirteenth.

104 KANSAS STATE

Second Term: New England Conservatory: Grand arpeggio study,
chromatic scale in major and minor thirds, drill study, arpeggioes of
the chord of the diminished seventh, scales of double thirds and sixth,
passages with alternate hands, instrumentals and studies by Czerny,
Heller, Spindle, Kohler, Loeschorn, and others. Advanced Harmony:
Chromatic altercations of the fundamental harmonies, cadence.

Fourth Year :—First Term: Czerny Op. 299 and Heller Op. 45.
Harmony and composition: Modulations, suspensions, the organ
point. Second Term: Czerny Op. 740 and 337. Composition: Sta-
tionary voice, passing notes and chords, writing four part music.

Fifth Year :—First Term: Moschelles Op. 70. Cramer, first book.
Second Term: Cramer, second book. Chapin Op. 10.

Sixth Year :—First Term: Chapin Op. 25. Moschelles Op. 95.
Second Term; Studies by Thalberg, Liszt and others.

Instrumentals given throughout the whole course. Two lessons per
week.

ORGAN.

First Yeor :—First Term: Elementary Exercises; Musical nota-
tion, finger drill, time, accent. Second Term: Home Recreations,
part first: Elementary scale drill, studies in various keys.

Second Year :—First Term: Home Recreations, part second:
Major and minor scales, octave studies, recreations. Second Term:
Clark’s Method, part first: Double thirds, triplets, grace notes
chord practice, turn. |

Third Year :—Clark’s Method, part second: Grand scale practice,
drill in sixth, close harmony and transcription. Second Term:
Clark’s Method, part third: Sonatas by Beethoven, voluntaries and
playing from the score, selections from the opera.

Fourth Year :—First Term; Selected studies and church music.
Second Term: Sight reading, studies and chorus practice.

Fifth Yeor :—First Term: Mozart Sonatas, part first. Second
Term; Mozart Sonatas, part second.

Sixth Year :—Historical and practical work, with readings.
Harmony course same as Piano. Two lessons per week.
GUITAR.

~ *

; EINE: rn
Though small, it has its place to fill in the musical world. Text

AGRICULTURAL COLLEGE. 105

books: N. P. B. Curtiss, Carcassia and Carulli, with songs and instru-
mentals.

Practice on the Piano or Organ is counted as an industrial in the
Woman’s Course only. Guitar practice is not.

ges> The only charge made by the Institution is in this department,
where a fee of fifty cents per week, payable monthly, in advance, is
required for the maintenance and purchase of instruments.

VOCAL MUSIC.

Vocal Music is taught both as a science and an art. Members of
the elementary class are drilled on the tones of the scale, keeping
accurate time, reading notes upon the staff, the transposition of the
scale, singing easy music at sight, the articulation of words, etc. The
advanced class is drilled in a higher cultivation of the voice, the read-
ing and singing of more difficult music, the minor and chromatic
scales, and a more perfect articulation and modulation of voice to
express the true sentiment of the music. Unusual opportunities are
afforded those who desire to improve themselves in this art, and many
homes may be made happier through its influence.

gas> Vocal Music is not accepted as an industrial required by the
schedule of studies. It is heartily commended to all students, and,
apart from its intrinsic worth, as taught in this Institution it is a val-
uable drill in vocalization; but it is not presented as one of those
industries by which a livelihood is to be earned.

All of the Industrial Departments above mentioned, except those of
the Farm, Nursery and Music, have been opened since September 1878,
or will be opened at the dates heretofore specified. Hence, in no one of
them is there an industrial class more than a year and a half advanced.
The instruction and facilities furnished to each are ahead of the neces-
sities of the pupils, and will always be kept so. Every additional
year will place the student upon a higher industrial plane; and the
departments will be correspondingly developed and equipped. We do
not claim that they are yet perfected; but only that they are fully
equal to the work now required of them, and that they shall in due
time be made perfect.

14

106 KANSAS STATE

Directions to Applicants.

TERMS OF ADMISSION.

Candidates for admission must be fourteen years of age and pass a
satisfactory examination in reading; arithmetic, through decimal frac-
tions; English grammar, to syntax; and in descriptive geography.
Classes are started at the beginning of each term in Drill in Arithme-
tic and Drill in English; and the pupil must have the knowledge
above indicated, else he will be unable to retain position if admitted.

The object of the examination is to determine what classes he can
enter with greatest profit to himself, and whether he is qualified to
receive the information therein given. As the Institution is endowed
for the express benefit of the industrial classes of Kansas, we shall
not defeat its purpose by requiring a kind of knowledge upon the
part of candidates which can only be gotten in the graded schools of
towns or cities; but begin our course at the point to which the aver-
age common school of Kansas carries its pupils. Out of the fifty-
five hundred such schools reported last year, probably less than three
hundred are graded schools; and the advantages of these are not
available to boys and girls residing in the country. Hence, a lit-
erary standard of admission, evidently proper for a University or
Normal School, is as evidently improper in an Agricultural College.
The real test of the efficiency of the work performed by such a college
is not what the pupil knows when he enters, but what he learns while
in it; and by this test we challenge comparison with any institution,
literary or otherwise.

aas> Pupils will be received at any time during the year, if able to
pass an additional examination upon the subjects studied by the classes
which they expect to enter. But they will find it very greatly to their
advantage to be present at the opening of each term, or as soon there-
after as possible.

GRADES.

Recitations are graded daily upon a scale of 100; and an examina-
tion of all classes is made at the close of each month, the grade of
which is reckoned in the monthly average as equal to that of five
recitations. By this method, the real progress of the student is more
fairly measured; since it often happens that the daily standing of a

—

AGRICULTURAL COLLEGE. 107

diffident pupil is raised by the examination grade, and that of a glib
reciter, who learns easily and forgets as easily, is lowered. When pos-
sible, all examinations are made in writing.

A student not attaining an average grade of sixty for two months,
is promptly dropped to a lower class, and, if there be none, is excluded
from the Institution until able to doso. The work of grading is
strict and uniform in all the departments, and this process is rigorously
used for sifting out incompetent or indolent pupils; thus more than
accomplishing all that is designed to be effected by a “high standard
of admission.” Hence, the student’s continuance in the College wholly
depends upon his own action.

The course is based upon the determination to make the labor
required in the preparation of one industrial and of three literary
recitations as much as the average student can healthfully perform,
in ten hours a day. We design to give the pupil the worth of the
time expended at College; and, in order thereto, he must do a full
day’s real work with brain or hand. Only those students who can
maintain a standing of ninety in each study will be allowed to take
more than the prescribed number of recitations; and no one will be
permitted to have less than one industrial and two literary recitations,
as already indicated on pages 95, 96.

RECITATIONS.

Recitations of fifty minutes begin at 8:40 A. M., Saturdays and Sun-
days excepted. The limited number of rooms in the College building
renders it impossible to handle all the classes in the forenoon. Indus-
trial recitations are interspersed with those in the literary departments,
and the majority of students are through by 12 M. or 2 P. M.

RELIGIOUS.

Unless otherwise directed by parents, students are required to attend
chapel at 8:30 A. M., on academic days, and divine service once every
Sabbath, either in the College or elsewhere. Officers of State educa-
tional institutions virtually act as agents for two different parties,
namely, the State and the parent. As agents of the State we are not
empowered to require or enforce attendance upon any form of religious
services, and should be exceedingly chary of exercising such power
even were it possessed. The above regulation is not based upon any
such foundation. It rests solely upon the expectation of the mothers

108 KANSAS STATE

and fathers who commit their children to our care, that, being them-
selves absent, we will do, in their stead and as their agents, what we
suppose they would do if present. There is not much danger of pupils
receiving too much knowledge of God, or exercising too great a love
of God, truth and man. Godliness is vastly different from sectarian
proselytism. The latter we eschew, and will be nobody’s agent there-
in. But it.is our experience that the very great majority of Kansas
parents desire their sons and daughters to attend religious services.
Those who do not, will confer a favor by promptly notifying us there-
of, and their wishes will be fully respected. It is easier for them to
write to us than for us to write to the majority.

EXPENSES.

There are no charges whatever for attendance, either in the shape
of tuition or contingent fees, with the single exception of fifty cents a
week in the department of Instrumental Music. All instruction is
absolutely free, as we have a right to suppose that Congress intended
it to be when giving the endowment.

BOARDING.

Boarding can be had at from three to four dollars per week in
private families. The College owns, but does not conduct, a boarding
hall near by. It is well kept by Capt. A. Todd, who is now furnishing
good boarding at $2.50 per week, and to whom applications therefor
should be addressed. The price in Manhattan and farm houses varies
from three to four dollars. In a club of four students, renting a house,
the average cost to each during the present term, has been $1.11 per
week.

AMOUNT EARNED.

All of the work needed on the farm, in the nursery and shops is
given to students, as indicated on pages 96,97. It is impossible to
say how much any one can earn, since that depends upon what the
student can do and what work there is to be done. Some are making
one half their expenses, some the whole, and exceptional men have
made more than expenses. As a rule, a faithful boy skilled in farm
work can earn half his expenses by entering the Labor class of Prac-
tical Agriculture. During the year he can ordinarily acquire suffi-
cient skill in the wood or iron shops to enable him to make articles

AGRICULTURAL COLLEGE. 109

for sale. The whole question is one for his own consideration and
decision ; and he should not be too sanguine. We can teach all who

come, but it is impossible for us to guarantee anything more.

RULES.

1. Behave as a true man or woman should, at all times and in all
places. ?

2. Attend to your own business promptly, thoroughly and cour-
teously ; and vigorously let alone that of other people.
3. Penalty: ‘“ Leave!”

kes- New students will report to the President, after chapel exer-
cises or at his office.

CALENDAR.

The current Collegiate Year began August 20th, 1874, the first
term closing December 17th, 1874.

kes The second term begins Thursday, jemuary 7th, 1875, and
closes Wednesday, May 26th, 1875.

STUDENTS’ SOCIETIES.

WessrTeErR Socrety :—Organized October 10th, 1868; chartered Jan-
uary, 1871; meets Saturday evening, at half past seven. J. E. Wil-
liamson, President: H.C. Rushmore, Secretary.

AupHa Bera:—Organized October 17th, 1868; chartered Decem-
ber 20th, 1870; meets Friday afternoon, at one o’clock. G. H. Fail-
yer, President: C. A. Streeter, Secretary.

Youne Men’s Curistran Assocration:—Organized February, 1872.
Devotional exercises Sabbath evenings. _L. E. Humphrey, President:
A. A. Stewart, Secretary.

110 KANSAS STATE

Poa Aro ES:

ENDOW MENT.

The Congressional grant to this Institution was ninety thousand
acres; but certain portions of the lands selected falling within railroad
limits, and, being reckoned as two acres for one, only 81,601 acres
have been received. Owing to a subsequent change in the line of the
Kansas Pacific railroad from the Republican valley to that of the
Smoky Hill, it is probable that the Government will restore sections
thereby placed outside of the limit.

At the close of the fiscal year ending November 50th, 1874, 34,425
acres remained unsold, lying in the counties of Clay, Riley, Marshall,
Washington and Dickinson. These are appraised and offered at an
average price of $6.35 per acre, representing a cash capital of
$218,598,75. A larger sum will probably be received from this source,
as the rate of other lands in the state must advance. Sales are made
on seven years time, the notes bearing ten per cent. interest, the land
remaining untaxed until patented. At the date mentioned, the Land
Agent held notes amounting to $86,242.63.

The fund received from sale of land is invested by the Loan Com-
missioner in District School Bonds. The interest upon these notes and
bonds constitutes the revenue derived by the Institution from the

endowment. The principal of the Land account was as follows, No-
vember 30th, 1874:

Value of unsold lands...... SS eo CIR ord icin cee $218,598.75

a Br 0b ep 0S N= SE nr ARR rene Rare cornet a Wey ued Tyee Parity Gian cick oy oe 86,242.63

Securities held bymbregsurernccisc eee cites bieeten nied eee 124,480.40

Balancecunin vested! ati dates.s'.|; cts rcrieroieuie i ete cielencre ace wtaceray enor 3,184.18

il Voir ee ee ene Perr RI MEER ty 4) A A ae ten h er St Goa fe $432,505.96
LIABILITIES.

The only indebtedness is that arising from the maturity of certain

AGRICULTURAL COLLEGE. 111

scrip, or “College Greenbacks,” issued by the Regents of 1870, in
denominations of $100 each, and bearing seven per cent interest. An
account of the transaction can be found in the First Annual Report
of the Board of Commissioners on Public Institutions, 1878. The
total issue was $33,700, of which one-half is yet outstanding, and
‘payable, as follows:

“S05, SRE eo erp $6,175.24
HL RRR GAD. 9 5 eB A Le ere 6,620.56
(17 Y aS ae ae SR ne 4,187.40

Ses nIeMMmR TH rio) bsn."N,, GEER Bh dihes » $16,983.20

As the Institution cannot, even upon their present small scale, carry
on its operations and meet these payments, and as the debt was not
contracted by the present management, it is hoped that future Legis-
latures will follow the example of the last and provide for these war-
rants at maturity.

CURRENT: “YEAR.

The present Regents received from their predecessors an additional
liability to that just mentioned, and, after reducing it as much as pos-
sible, obtained from the Legislature of 1873 an appropriation for can-
celing the balance, and for the necessary equipment of departments.
The funds have been properly expended.

Notwithstanding the universal financial stringency of the past year,
which has affected our income, all expenses have been promptly and
' fully met; and there remained in the hands of the Treasurer, Novem-
ber 30th, 1874, a balance of $601.20. What has been done in a
‘“‘ grasshopper” year can certainly be done in ordinary years.

SELF-SUPPORTING.

These facts show that the Kansas State Agricultural College is not
a “State” institution in the sense that tax payers must either foot its
bills or see the doors closed. | Preceding Boards might easily have
withheld its lands, waiting for an average price of thirty, fifty or one
hundred dollars per acre, and so have secured a royal income; in the
meanwhile asking the pioneer generation of Kansas to defray its cur-
rent expenses. But there is also a question whether pioneer genera-
tions, having everything to do with scant capital, may not, both justly
and generously, permit posterity, inheriting capital and having com-

112 KANSAS STATE

paratively little to do, to foot some of its own educational bills. Should
this or any other institution, ten; twenty or thirty years hence, satis-
factorily demonstrate a real worth, the men of those days can better
afford to swell the endowment than can the property owners of these
days afford to pay each professor and buy every cord of wood, while
the untaxed lands are scattered through the couities as idle capital, .
and as hindrances to settlement. Those charged with the previous
management of this endowment have wisely sold, as opportunity
offered; and the proceeds are safely invested in paying securities. The
income received by the Institution from this source amounts in ordi-
nary years to about $20,000, asum which now meets, and should
always be made to meet, the expenses of instruction. Ultimately,
the revenue will be $40,000 or $50,000 annually. :

The industrial departments, as a whole, should pay their own ex-
. penses, both as a matter of ordinary business, and as educational agen-
cies. Anybody can farm at a loss, and boys do not require instruction
in that kind of farming. They should be taught to farm for profit,
and the “means of illustration” should, by example as well as pre-
cept, show them how to do it. The same is true of all similar depart-
ments. From these sources the Institution derives some revenue.
Even during the past year, the farm has cleared about one thousand
dollars, over all expenses, excluding the legislative appropriations for
permanent improvements. Ordinarily, the Nursery has exceeded this
sum; and the Mechanical department has made a profit, which will
yearly increase. Were the Kansas Staté Agricultural College pos-
sessed of cheap industrial and educational workshops, it would be
amply able to take care of itself, thanks to the generosity of the nation
and state, and to the sagacity of its early financiers.

BUILDINGS.

Congress has prohibited any expenditure of the endowment for
buildings, in the following section of the Organic Act:

No portion of said fund, nor the interest thereon, shall be applied, directly or
indirectly, under any pretense whatever, to the purchase, erection, preservation
or repair of any building or buildings.

If the Legislature will meet the greenbacks and appropriate twenty
five thousand dollars for the immediate erection of five workshops, we
can, at the present low rates of material and labor, provide all the
room needed for the instruction of five hundred students. A building

AGRICULTURAL COLLEGE. 113

costing $150,000 would be as unsuited to our purposes as is a cathe-
dral unsuitable for the purposes of a hotel. This Agricultural Col-
lege is not a University; it does not want a University building ; it
will not voluntarily marry into the possession of one: but it does,
most particularly and persistently, want educational workshops! The
State would save much money and needless bother by erecting them at
once. For when any Mary inherits an annual income of twenty
thousand dollars, there is sure to be some Charles Augustus or other
everlastingly figuring how to get it, and keeping the young woman
in the parlor though her presence is needed in the kitchen or dairy.

EPROPERTY.

Apart from the value of the educational services rendered to the
more than twelve hundred different pupils taught since the opening of
the Institution, the inventories rendered by the several departments,
November 30th, 1874, aggregate as follows: In no case have extrav-
agant prices been given, and the total is certainly under rather than
over the mark.

Market Value of Property as per Reports, November, 30th, 1874.

TOPPED AM GIVE Gee para eens serene city a, cfova\ Sea lacaue’ Suais la (n'cvorw'ei'e ereierg abe setae vole $304,841.88
‘EE DIS abe Adintty AREAS 6b Cle cho CIF ESE ae hee CeCe SE aA ree 128,265.78
Farm Department:
Mand ick ee oO CORO ee ee $14,'700.00
IS; Ties Solotionice Cao co6 26 CHO CDI SESE Ee CSE mREe 11,000.00
Others Biildines yee «sie eee eee se helsieee <0 4,548.00
ihive; stock and Implements)... ccc. cccs access ose 8,255.00
—— 38,503.00
Horticultural Department:
Poearn letra Ces ii Melon erates acta lel vic!s: inlet) actistclelelacei e's cree $6,800.00
SHOES, CLOygoGano sec GOTT SSO OC AE See erie 6,485.00
—— 13,285.00
ements DG PALGMeNt. ceiver cistsis'e on -neib bcle enlechesisiciaie ale aelge a eleveue 3,418.35
Department of Botany, Geology, etc............. we heya emeceia ea wh ts 3,435.25
IDEA V PO GPANUMCIG irc situcreiyeis/ atte a: clel's\ c\a'sicsbin)sisic.sie'm 6 e1el eels wiatars eles 4,947.30
Mae Mat ied We partments «varoiic cele eves caine vicistes sale. > ovelaeiclalects e's 294.17
MMMSIC SO ENATtME Ntsc u)c adie siels Gelcis'viv bie eels a'de PWR atane Meteora eels 1,262.00
RMP UCPALLMIONG. Cte iailadidaiciud Siete «cis cissiaevscecs wlelrwean’s az 304.70
Dee a MANE EMMOMU ss auiatalalshesiiid ps 'tviei tee ele “wtys ttetslond cee ices 698.88
EMPITM UTI CW DD) GINA TI GIVING ax eyey aad Sestiatci orc va)s,.custoraie in varalejafersia ele tiers/aieie'e sieiei «© 447.58
MECe NANI CAE COAL MEMIbe Hiatig ctelrslels\eleicia svasials ait’ clats aterejele's/eisiee.e,s0 e's 2,182.48
Pe mer Udine ANd) MW UTMILMFE.)0 0's oc io noc ce codes ceceesceusces 27,077.55
BMS acid ar ce SG aPie al had Sowa ek viuln Gace acteiaixine's Matta cate $528,913.32

114 KANSAS STATE

.

LIST OF STUDENTS

ENROLLED FROM

September 11, 1873, to December 17, 1874.

NAMES. POST OFFICE. RESIDENCE.
Bapoorlys Ps. W 5 lc -scr actors eeteneeetecne AF EOV ER Seawoaneconite cen Ottawa.
Peariodee Viti. Atiee sco desde pkp sec Meee PALAU cece aetoene os aie Nemaha.
Bates, vennie-- Me posccnscvewecta ea cituler Maryeville....- meaner Marshall.
Beamer: Taian ness}. ch. thaces deskssoes Wetawalka isi.bec ener Jackson.
Bell, Prawmiite® sy.) «3 s.veiere este en ees TOwaliday -:.sdsen soos aan Butler.
WL Wy aos eee ok econ ween sen ncees Manhattan. 2 -c0..seq. ae Riley.
id, sINApHANAGL, Os, oc -odnessris ss cccss IAT CDIBON, .c.cSsa0e 4 cee Atchison.
Bishop; Josie Mee, seencoctcasteuenesreees Kit Carson. se eseee Colorado.
Bowen Pranic ee Leavenworth ...... Leavenworth.
Broughton, George W..........2ceceeses ney. eas Sea eee ee Illinois.
Brous: Alived! Jess. .A yp vounmatanepeaiees Manhattan......... Pottawatomie.
tous, Eharry) “Avice i.es eseene seeia yee oven Manhattan......... Pottawatomie.
Drowning Alice: D4). ohne oe eae Manhattan.1uh! 2h eee Riley.
Brownimp, Wma) icc ccs seapep eee: Manhattan.:.. 2: scare saaes Riley.
Bubsach, George: ML... ccccossgter eee .. Hiawatha, ....+.0.+++200s01» LOWE
earrnibamas. WinrieP oe erend eis ces TOPEKE ..+ sh cnicntetendeent Shawnee.
istiroushs, rank’ Co. cou caurn eects Manhattan... ouput scan Riley
Burrourhs, Julia, Ascon0:1. 9s ines seseons Manhattan yids. 28. sen Riley.
Caldwell, Stephenson A.................- College Springs............. Towa.

* Died, September 19th, 1873.

Ss = |

AGRICULTURAL COLLEGE. 115

NAMES. POST OFFICE. RESIDENCE,
PAiiwell; S6CWArt Sic. i... .sceenseceese College Springs.............. Towa.
olawelly Thomas’ lev. 0.00... .ccescees iaelisie tii ccscaueentiund Allen.
PPeIGI,| AMMIC cues cca once esceesees Miataliatiany 2 i cceseccg. cs ote Riley.
Campbell, Florence “A.................. Minhiattaticsiss2: secs orce ar Riley.
Cannon; Wm. Randall.................. apligte ss. crrcrsr ee Allen.
Berets MVE DICK 52.5.0 50kc se ets ceenenencces Bem iyicceniactor maracas Jefferson.
Wiamoeriams Willis (Pov... 60. Maat IA. oc: canedreewarces Riley.
Dhenaweth, Simeon... / 6.5.0.0 ceeecscsees. West Jefferson............... Ohio.
LTO hs) OU ETS Sea ee ll ea Whanihetitamcs ya. 3500: qee Riley.
re COAT Woes csnatecasercescccos+ss Miaiinettaticcs vane conor scent Riley.
Belere tas MEV O Day cect Acycacs veces does Mae IME es cosas sae stivs Marshall.
Re NVI OD grav ss ns co coe ns cs neds eases Aberdeen. sis. c...: cece Indiana.
PMO PEATUAIG | Dolce caalcccdaasoeescnecces Weatihiabtame.s. feces, eoco.e Riley.
SUE) IRS) i PREY, sen tedesten textes Jefferson.
Wormack, Joseph Mie... se icsscesseese JUNCHION City es .c.csc.cpaces Davis.
MDDS EO NY Cicer eak cas caaesasee, cans te OSWEROC a iticuens sta aee cae Labette.
Wavidson, George Kio... ....c.c eee ortieil scans sees ee Indian Ter.
OST OLY, AL, ec case ga pc css cee RCH MON wcn aa vaciasseee Franklin.
PMI POETS Pease seisatie's gaisiee ce oine vt > dl8 amit. 1.5 ean/des uegiesone Riley.
PAL DONM, (CATME LA... iyacaccusecstecs +52 INTIME LOAN csc cccpec pra Riley.
Pera orn Leia Disc cece: . ences neeee es Manhattan: 50 .vc..oonedn Riley.
Berrie UG ON cece eee cancion see sees ME ai GbAT ae cn. bon easenc Riley.
Mfemisan, George Al......:.-.0resegeceeeeee Manibattait:......,.s000 shots, Riley.
Prentiss, ELenry Bi... i ices..c0se vests. Mamaia. 12 dea as alee Riley.

Beprow, Charles Al... cccccc.-c.nencecoeee ERAT RO PGi ee ce Saks aeeneee Lyon.
BO CATA co. 3.2; deeas eens gadens ot. Manhattan. ..-..0.0-cshaee. Riley.
Patyer, George Ho... co... cscsescaseees COMMAS? foe on sane: Cherokee.
er, MAMAN ss. cesselcepuce secs css+s Colombas: Wesacct.sec.. Cherokee.
ery Gt.) METI 2605. oe eret ev ne net Sore de Columbus .........--.... Cherokee.
loll SU\\ Gch & Aaa a aera en Ee Weamaittatt..cccs.scurseccueatel Riley.
MRR ONIM ss vais ome ciaenahs sarcesiee sass MBSE DUISE cz ose eee co Dickinson.
Premmvere, WI. BS... cecccccnsseesresaees CH GHO PAjes is Gecten entre slaeaay Labette.
See, Filla’ 'M......-...... Agel oh tel aa ete Manhattan. -:4<¢escn. shoe eee Riley.
| SANG GC Mab stam. 2s oa: a3. + vor Riley.
Memmeener EEC Misc 5. cocccacecets.cgscseuens MilforG joo a eadedes sees Riley.
Gillaspie, Martha A... 20.2.2... 1..ceseee St. George......... Pottawatomie.
BEGG MN, Die ieee casos ceeig dec speese Grasshopper Falls....... Jefferson.
rodirey, Albert’ N..............c0cceeeeee 1s Ia 1a) 1 a Greenwood.
Meee PatGa Mooi c. sem eces.scarucuchne Monrovia...........600088 Atchison.

116 KANSAS STATE

NAMES. POST OFFICE: RESIDENCE.
Green: Maty:- Hise: cists suaceancts ener Manhatian:..:.ie..ctecnnbee Riley.
Greveriblonace h'. secnasese ity; desea Manhattan...:../..2..c¢s0tear Riley.
Grevory, Wesley iccsnnec scence -.cesarecea= Tay On..52..2s,ceneeee races Osage.
Grifing, John Gi eiispise.seesiescevese esse Manhattan.......... eee Riley.
Griltith, Beecher Boren, ose. Sssccehe serene Belleville... <2. scteskens Republic.
Grover, MortiamersC. s.r o.c 0s. dense et Americus City........... Nemaha.
Pranceck:*) Olam WAL Gack ser sk aavewsdear ce Garnett... .:<csccaaeee Anderson.
Harper, Josephine. C...........0sc00s.2- Manhattan.:.....2:6a.- 9am Riley.
Harris, *Oharlesite:....c. o:. erciereenanes Oita Was: so acre eee Franklin.
ants Samiord 005.0. os..5-c.9hns oneaeens Grasshopper Falls...... Jefferson.
Hiiddleson Prank W <.0.<c2.0+s05 0: ss0+- Solomon Rapids......... Mitchell.
Pinas Pheebens cc ise. mee eranet Manhattan:.. .3..2.-e-ave-see Riley.
Hopkins, Viola, ...........sceseeeseseeeeenes Milford... 205. Speer eee Davis.
Howard, Jasper Mor. ssseercssseceone te Manhatitimes: 04 ohana Riley.
inward, WialtenG ccc Oe oes ousens Manhattaie: 30s: sees Riley.
Hortier; Wan), Mise. ts dic ccumene'se ts facvor Holton sss. vocsateeeeeeee Jackson.
Houston, Obarles Seine. ssuek. pene esees Maininattan: sate «toe ceae aves Riley.
Houston, Lawrence’ N......2..25.c.....-. Manhattan: .......u..c.eceseee Riley.
Houston, UGranltisics.cctescesteans coun Mankiattian.. 0s .o05.esesseane Riley.
Hiya rears No. rs acecaenien esate Pia wvadbe.. <.cce:- scene Brown
Humphrey, Louis E.....................4 Milford:...2ci52sGe.0. coer Davis.
Elustony Charles. J... cS .rdvehsetees Jumetion Cityies,st..suecee Davis.
Ingraham, Florence M................+. Manhattan... 32°, .:.-aeeeee Riley.
Irwin, Harry -B.2)..)....:0¢ se 2085 seeweenes Leavenworth ...... Leavenworth.
Tshe iommOen a wines 000. sacnverecuseaste nts Vermilion ..s iis. .sscsne Marshall.
Jaquith, Walter M...............ssseseee Milford \ ccs: sep. ccieeeneeneee Davis.
Jarbeaux, Mamma.) in. sce deudewene en Manhattan...-.....:c0.meetee Riley.
dellison® Horace sO. 23.0 os .cerenstees vo Cawker (Citiy.." asgeeser< Mitchell.
gemlcims:: Wins EL. 8e., Meokos -eogaton tes Topeles sahac oo caaeteene Shawnee.
Johneon, James S...15. cr -5seseneenvennns ALOUSTOD<. ~ccaccenern sewn Howard.
Johnson, Newtons s:..:c:.2:cs.tearusemeness Tonetomy cay, eae Howard.
Johnstons Gough iG é ee cemncey aeees IPATSOHS. 33...00 006s eeriae Labette.
Johnston, May .........- aSakmashearen cet Clay Center’... 25.checgene Clay.
Fohrston,. Nellie: 423..sencarte eset Clay: Center, s.s.d5seue.ce ee Clay.
anes; Carrie. Vaio. inssevceeacsmemeeeeee Wabaunsee ........... Wabaunsee.
Kamball, Carrie: N\. ..sce.cee se asyeueeees Manhattan.;.:.. cen. sagen snr Riley.
Kambley Martha: 3. os 2 s0nds) aes eeesees Man hatten.ossmenne. tesco Riley.
Kam ble, Marya aA cao .ttessueaseseyn hateee Manhisittans.:.atois..:cotens Riley.

Kinipe,, Lancy Aaic...03 Saseees sss sana. eee Manhattany.ccessresstc nee Riley.

er... = a

AGRICULTURAL COLLEGE. naling

NAMES. POST OFFICE. RESIDENCE.
Pee VY ls Ain. i. cht asloetesmad cn enscene Manhattan. .3<; oye cuaschop Riley.
Peseta, E Patil Msc ccg sacs cee ceive ds cccs cs Mien aia! Te Pottawatomie.
LaTourrett, James F............0..cc000 BOER OME: 52s coivan net are Colorado.
Mecanure, Marion Fo ....:...0csts..c...0 BaGyetiet..2:.iccese cede. Lynn.
Piehens00d, JON Woes ssi-..ss0..-<r0000 EER WHETEA 05 facade peace Brown.
eres. Ee ate delnay cis 2's e+ +s +=’ White Rock's... .50t202 Republie.
Peteuley Cnarles Cos .2csuiecdis seca. cc eses New Eureka.........:.... Jackson.
imimels mew ben Fie eels. cekec eee Mistavariieniy ica. secs? oe Riley.
“gL Ea allo eer ne Wrihite Rocky: ec aeg Republic.
ee a emmie Fr. lee. cocraesescseles Manhattan..........Pottawatomie.
OLE ARE VCS RASS Se ee ROS LENG! eiuee sta cease Salina.
LA ie eee PT JGHISON fo cnias eect ndel esses Texas,
rE CRCORUEL i... onmcneesntvnineronesse Dotiigotiiass scacccscsedey ones Texas.
Pisa, LONE YO .c.ceerascdeneeso+sn-+<e- OssAWAtOMIC .. 0 -saveves-s Miami
Re ride, WOT ls wcgesscac.teecesssss ses. Holton: 2.2. sescae eee Jackson.
Mcbride, Ralph WS..c:ccc..52-.0+..000. Petty aN eun yan Jefferson
PieCalhum, Daniel Qe wecedicccleccss.css PMCS FARE Rene eee DORR Ae Davis.
BleCormick, Henry H......2.0052::...+.- Bramlette vie iaaseosy.ae'ts Woodson.
McCormick, James G...........0..sceee0 ‘Bramlethe ¢..ey. .2ete. Woodson.
YG DOS ERECT) OTe o RRO ee ie ie ee Grasshopper Falls .....Jefferson.
Mietseqn Thenry Aii.c 3 sedcsesanec..seaeaee WlorenGe ss casa oteive segues Marion.
EOS SS We ee ae Opin Wwa cael an tuaeaeor: Franklin.
Peek MRM CL. 20a iathidssankieaenaelaeed Wiellmoreiies. ce cneveagnaces Nemaha.
Mienmiteld,(Mary Hi. ..c..e.ceressasecdeess Miahaiita. cio cteassents 16 Riley.
“AUG 99 SS a ee ee ea Granting sa. sews enncese Jefferson.
lp rentig, Tote Sl oace asec covena wees Washington......... Washington.
Mingcan, Geergse C., c.ccvecserasn 2 .+0: Manhathan.:. J.) 5902s c.049. Riley.
Ose GEOR EO ccs jcsckavenaneacadessnss Moanithiattanss: 5. 50,,.)neceadeee Riley.
MMlesherpCephas Fei... 5s. 52. cats ee ete prairie Cibyospgan ole Douglas.
ATT EEN Sh 112) 0) ET oe Mattia t tania; tac cankdacalecas Riley.
Prirpiiy, Orrest, Wi .ienccsss.40-0c-s-00~s Mamhattani:iceeicvaaccateeds Riley.
~ESSUMAA IG) D6 8 eee Ne Springside ......... Pottawatomie.
Minehols, hichard Aj..c.cse.sc.eccce dean's New Eureka.............. Jackson.
Renee ICR. Ta arts ieee canis ote > oe een Barret Station........... Marshall.
RONEN ANC gay te eiokn eee cc onmepsaien eae Barret Station........... Marshall.
UNM eas. owe Menatancuesenysecweae Wabaunsee........... Wabaunsee.
IVER AS sie cing lass. guise tenes Wabaunsee........... Wabaunsee.
Be Werit ey Aleia,..4i... i. seveseset oases sede 0s JR HEAT c's thee sea eS: Dickinson
bse OSG. EY 5. ciceacws navies sasiodnns yee ATES Diu We vatiale so Nias Anderson.

118 KANSAS STATE

NAMES, POST OFFICE, RESIDENCE.
Oursier, a phouse ltrs «<5 c-5 se saan Cirtlaville.....n.atatecee Jackson.
Givennestirlize iy were ee net Leavenworth ...... Leavenworth.
ae Aer NW Geetha ante, ys kara Mew atian...2. See pcre vers Riley.
Igo] ota) wide: yp 2 Ug aah aN Wembnttan. -). 540.3. eee Riley.
Parigtts dan Gl ot keo cet oh) ans oon Manhattan. cee Riley.
Lights] vial 0) tye Dat Sane aR Manhatian:..:°1.gee eee Riley.
Parkessoi, tld Hi, 05. ie. cnc-s ca scaeets Manhattan, 5-22.40 c.c ee Riley.
Parsons; Mildreds ic oo. .0-ce 0s, bie Kansas City? 3 a.2.9c8 Missouri.
PE CRMEr VUEZAIG Me acs pg teens Manhattan: ...2.42 ee Riley.
Pienees Wraniller ets.) caseccas eens Moanbiattan 2.72. .escenteeet Riley.
Lolli Shi SL nile) hae ae Uae SEN Mauhattall 525. scceney Riley.
Hound, SayROMvet es See rae eee Manhattan... 7.5.2-13.c05e Riley.
Pounds tsapetiais), 1000 8st Marnhatian. ox..geceen ee Riley.
Pewerlt(Wrao a Se cb SONS. eal Pavillon 2 econ secre Wabaunsee.
Proewor Jone, i\ ccs cetera ees win Springs, 3.2.4.9 es Lynn.
Guinmbys Miran Boe T neces Wiaketield c/a Clay.
Kedenbauigh, Tydia Ac... 3.0.55... .-5 yndont :...5.-.0.. kee aeee Osage.
Heed Adie rey Oo ee ares MaMfOrd ccc den ee ee Davis.
Wieser sacar edt fe Aen oes Barret Station........... Marshall.
Reynolds, W mein 800 ore. ie ORO UOT: Poca pee Howard.
Richmond; Corydon 8.2... .2c:c.2-.. 2. Delant const ce Sedgwick
Richmond \Gustayis A of 20 oo Welangy) incense Sedgewick.
Rirchmiomay (irvine ye ee reuten foe Delamont. osc eas bee Sedgewick.
vosers, alotampy ide seh tee occ Pee Burlingame..c.., «cof scee Osage.
Teoverd illite ere. hack. nate ace tee Barlingamie... o.2eou.caeme Osage.
Fuobers, Mamie isa eat. c. .acstneaseny tees Solomon City........... Dickinson.
Evoetes Dera tO Oo nar. 7 eee nee oe Wyandotte............ Wyandotte.
HOG Ot.t Leliragin MOE Ee ceee ic ae, Do peke eather Shawnee.
dose, Charles Aci oo. ances Wee AG air oh oe eee nee Wabaunsee.
bcsyo)sLeh iad OG Ts 1 aad BGA LAA A sear aU eb oa AGEN EY. sort Sock eae Wabaunsee.
Inushmore; Harry AC nemo cee Grambyille \ ce rcnarer Jefferson.
fussell\Colensan Tht. 2 oct cae ek Wraketield. 4c sant eee Clay.
ussell tie (OM Mad send ocean meee Wakefield... epee Clay.
Rousi Myerett: So Nc cee ee ee Burekay, .. 2.0, 5: sc..12000 AC RSOE
Rust: Wottisa ME 3. ce. es ee ee, roreles, :2),...scct oe aoe Jackson.
ape Elaryey dy iN nt wee om nee Worthington ':-8 see oe Miami.
SAWYER AuGlliOsssscs ics see a eee Oiiaway.. 2. -coseegee ae Franklin.
Schillerstrom, Melchor W............... ‘Lepekay?).c2 ss eee Shawnee.

Schistier elorece Diy c. seen ae Grasshopper Falls...... Jefferson.

AGRICULTURAL COLLEGE. 119

NAMES. * POST OFFICE. RESIDENCE.
Sanna, AIDE Mie soe ceeds sees ce ene Ebtswarthiai s,s 3 Ssethyoas Brown
Bere Masti WEA PCUS Tae Joi. shiv cviwiecses es Robison 4.2594 24a Brown.
oli 2 a Ee AP watt Spriggs: 2) ee se. 2-vens} Lynn.
LESTE en Da ee Cottonwood Falls........... Chase.
Shuemaker, Simon C..................... Wreetitore:..5.. scares Nemaha
SSG Fe Ne a Vienna. 4. nce Pottawatomie.
Sampaitis,, Daniel RY cic .i..< ys. 000 200: mt. Georgey. ...04,: Pottawatomie.
S110 5 no oe ee Netawaka:.detsnuehee. Jackson.
STI S/S) ls ena Oe ayn omnis 5. ah Hoomen eee Osage
SUT OLS CSS ig INGia Walle: 92.5524. cake Jackson.
BHOEHNCES, (WM. Anjo oie ciccsskse ees saes Ft, eEtarker se csk 0 Ellsworth.
SCA Che: eee OB WERO: ton. s4 sha .nte ee ‘Labette.
Brawatt. “Alice Bye... eo jsntcct an. ne Manhattan, ..2.44 i.1oshhiiees Riley.
SHE CT Waa ee Netawalka. =... cctee Jackson.
SP aT ns ee ae TowallGs\.20 cnc .weieee Butler.
UES) Teo lot ss ee Balti. 7 coe tate does tas Riley.
moreeter, Alired ©. .2r..isiesapess....s- Bale io. uated tal aioe Riley.
pureeter, Charles! A h.c soo... ence ees ala 35 cae seee he Riley.
Swearingen, Belle M.................0...0. Marysville: 225.000 22:0. Marshall.
PaO VE ES 85 syne vacawrne diall eqs ay hase Wyandotte ........... Wyandotte.
ermpero, Lowisa, Bi. be. c.)/50-6.5..c)0: Merion. fe. p26.3, 0 Wisconsin.
Thompson, Charles H....... beets Mt sign 220s Se EA re ee Wabaunsee.
Blige pe: lsie Wy... 22. 8. .cs sees heeki Manhattan’: s..)3..cucer< Riley.
metre es Bayi Das ds. sages tele be: Man haitiign:.i)0:. $4:geke Riley.
LDS Gt Da es Popekar? | isthe Shawnee.
159 ODL Te 1 a ee Manhattan. <.,/ 0nd: Li yo Riley.
JUG 6 0 A Wilexamd ria ..22. 4 sient. Virginia.
reretny Mob wani eh 3.2. ieh sens scay eh oe Mamhsiiamt.2. 2. cei s<- oral ean Riley.
IPERS a ee Manhattan.:,--.0sdeccnudoes Riley.
OSV AUTEN ea 2 ER iy ne Manhattan .:045..030- iste Riley.
V8 ORS Ea ene ergs 9 eee Neosho Falls............ Woodson.
“POUT SsiL S200) 9. US Wakefield ),2<.wcssenndegseospe Clay.

Pwaleer Clandims I iicccs os. .sez. secu Winchester ........2..... Jefferson.
MEP OHI Mare sesstess Gi... esulssnss Pleasant Run.....Pottawatomie.
WWanemalker, Celia M. i010 .:....05..2.5.- Barrett Station.........Marshall.
PARRY ELUTE S32. 05. scccdss eave be ees ses Pipes iee thes heen Sereno Cloud.
yeni Hid Witt BF ... .c.0 ds daecie ss sess Manltattan..: ceca psacses Riley.

* Died, June 2d, 1874.

120 KANSAS STATE

NAMES. POST OFFICE. RESIDENCE.
Webb; Manning 8. iii. cne00+..-cnarves Grasshopper Falls .....Jefferson.
Weebsters \Tsuteys:: tio. scueepacncme nee Blue Rapids. : 2.0... 2s Marshall
WY Colca Ato ins Cs Stk ee. eee aie ann SS Seana Marshall.
Wertabers; MaryAe. .3:2-2:.<4--eeee BAMA S22.) desbeeee ee Wabaunsee,
Wheeler: Wharles Gio ..c:. --...00e-neee Mortonyile” 1 aioe... Jefferson.
Winite Al Sudsom Vt e. ....ccssneesan Manhattan. :.2..74c.2.5steeee Riley.
Wes od OB. Se eile oon cores Aglanta.)::.\U. eee Rice.
Whituitan, Minerva Won. .....2. 0s ke Miyndon.. 2.9.0... sc eee Osage.
Whitney, Genevieve... ox. swcee<opeue’s Meanhattan,....05. 2s eee Riley.
Walley, Matra Avie tes Sac eslewseetbenen me Marysville, {oe Marshall.
Wiican “teak Ec. shee ce gence eee Wichita. Soo seceer ee Sedgwick.
Williamson, Joseph E.................... Royal Center..........2-5- Indiana.
Willes, Hdmund J i2:s.5:0.0-. eo. ee PIRIOOY 22) 528. <-s etanes ence Morris.
MValsGrar Wnas Grits; semis Bonsntesek ee age Junction City........-20ee. Davis.
Wynne, eda, Meo st icenesecencenenceenes. Manhattal,.. ccs: s-re-neee Riley.
Winters W allacesi.s -fols-.sceseneasennses Richmond <is0:16.-epecoe Franklin.
WiOG WALGs NGA sc. benetnsuckict ren scccaccane Manhattan: ;::2.....cssse-seee Riley.
Young, Willoughby...........--.-2sss00+ Junction City........-wseee Davis.

Special Students in Chemistry.

Brous, Harry A.—Analytical.
Kekoe, Frank B.—Pharmaceutical.
Kehoe, Peter P.—Pharmaceutical.
Whitehorn, S.—Assaying.
Williston, 8. W.—Analytical.

AGRICULTURAL COLLEGE.

Table showing Classes, average Age and number of regular

Students by Terms.

CLASSES.

FALL TERM: September 11 to December 20, 1873:
LESTE ROP ANADOLY:. chi acydet cack ocge slo rode steaae cae
RECOM Mer LE PALALOUY cers citee acai scion ls does ses
LNG SVEN TE TT hake Se BN rele COR Ce eS
BND REMC EMLODE tales as cuareta cielo fe MMBa al ote/a, 6) =.t)e:sieis,ee'ehs
PULLER PR Re ere etch oly fic raps) aiciey site se ole'e fs a°hicieleye 38 |
SHATOTE -, SL ene ARM alo Bribe poe daar TOC Ee ane re Ee |

ER Osi setae ciel eetaneirs.e yo neste cetera, pop ieisie ie os 4 a
WINTER TERM: January 2 to March 25, 1874:

AUIERTOGaD. |. is... ere,
SELENE! ONDE ER cn rs ae

SPRING TERM: April 2 to June 24, 1874:
TES GER CCAL is tek Aare ievaecceice ce tin niga oO sien ome |

FALL TERM: August 20 to December 17, 1874:
First Year

COLLEGIATE YEAR 18738—1874............ -. 2...
CALENDAR YEAR 1874

| NO. STUDENTS:

AVERAGE AGE
OF STUDENTS.

aE ees
MALE|7°F “
25 63
14 50
‘B) 23
4 14
2 3
al 6
51 159
24 60
15 41
5 19
4 12
2 3
it! 6
51 141
13 38
6 20
3 9
1 ti)
1 pee
5
24 79
15 39
11 39
8 27
2 5
Q 5
1 2
39 117
59 183
69 208

=
Jo}
LE ROT

re
le)
Waa un

Ore co

@o rPwo wor
DD DOeOaeeH aoe

16

122 KANSAS STATE

LIST OF GRADUATES.

13 BU.

NAMES. OCCUPATION, RESIDENCE,
Denison; Henty Tiiincsisenc-.3 Reporter...........-: - Boulder City, Col.
Flainess pelle Micra eo: hts a eee. cclow’S scan ce Topeka, Kans.
bane, Mima i seco sere <c. dee: dl Weil MRM aemsierse ets, Wamego, Kans.
Points), gol teat cee 8s Law Student.......022....2 Omaha, Neb.
WV thasbe, arti earns. eee Saks eee oop ok cee Chicago, Il].

Biome cis ine
Campbell: iumnid yee: 9? pe Sess ga e ee leas 5 Fee Concordia, Kans.
Denison, Milten By. u.steete peer emebiees. baie ccunw ss Baldwin City, Kans.
Elouston: Meme aE ack coun centeneee es. ts cnc lesen Manhattan, Kans.
Whedon, Chas: 10) i027 eee. DGB VER no. ssn ofthe. Soe Lincoln, Neb.
Wihitie *Keaes Mice session eae ee er eeiiyncs. «cook seen Manhattan, Kans.
LS as
Haines, Theophania M............ Wegehen 250.2 de eee Ellis, Kans.
‘odds Atlipertzy te: che Shans hee ee Cadet U.S. M. Acad., West Point, N.Y.
Williston, S. Wendell............ Medical Student...:. Manhattan, Kans.
LSS
Waris Elta sos she is pte er abe eee teats Manhattan, Kans.
Kimble; Samuels ca... 2 ade Law Student......... Manhattan, Kans.
ee sar are
Brous dlanty Act ke eee ee Medical Student..... Manhattan, Kans.
Clarke iidivar (By ecmtt ceo: ieee Law Student......... Manhattan, Kans.
Dawe, to) OMS: can botneoist se etee Student Dentistry..Manhattan, Kans.
Galberts oN). os ee Be eh Law Student, Grasshopper Falls, Kans.
White, ‘A.’ Judson.....4 2002s... Theological Student, Manhattan, Kans.

Whole number of Graduates, 20.

Intended occupation of men: Lawyer, 5; Physician, 2; Dentist, 1;
Minister, 1; Reporter, 1; U.S. Army, 1: total, 11.

It will yet be two or three years before classes can graduate upon
the present course of instruction.

AGRICULTURAL COLLEGE. 123

CONTENTS.

ESCHER TE ASIN ED ROAM UJ MG Wico/alatara. ois o/c cvetvleg ante asst sis) Ge .c ateral ahe,p lalate olelare Sieieyelaretetg viel slavalel re aieakay ergs 2
Saear eNO NU CUI Mind are cela Ren letaratteieye'e c's/a wig + Ses Sates til wal sosttieia a eitiarel she ternai areas eelaba iat cteas aac 3
NUM EM UNUSED NG LM cote nae teetriete) aia ich vic diel nis uments s baie girtar seep atartins ois (sieistele Saale neyereiae lacs street 4
Peer LAO URED EDEL ghoke EN UEGIN LS ates,</5 36, «1s «:si9/o:sesharsaratavars taghacinfore Wie cle srasit cle tra weeclaiieeatenleutee teem 5
PCN OMUD Hee CONGRESSIONAL) AOU. obssik sinc. volucas bina stesecls ssne clea seeen eaee 6

Liberal education, 7. Practical education, 8. Difference between the two, 9. Design
of Congress, 11.
PRINCIPLES BY WHICH THE COURSES OF STUDY iN AN AGRICULTURAL
(COTE TE CCTO STE (OUND) Sl sil thie (ECON OF] SBE DD Bee 0 Be ARcine en eiot un acon annmco cr nnlcc 12

FARMERS’ COURSE.

Influence of Collegiate education upon the choice of a vocation, 12. Influence of course
of study upon such education, 12. Should the education of the Farmer be that of
the Lawyer, 12.

Relative value of different kinds of knowledge to the Farmer, 13. The kinds of knowl
edge most serviceable to the Farmer, 14. Should be taught with reference to profit,
14. Effect of removal to Lawrence, 15. Such teaching not superficial, 15.

Value of skill in applying knowledge to farm work, 16. Necessity for and aim of teach-
ers of Practical Agriculture, 16. Advantage of such instruction to the boy, 17.
Function of Practical Agriculture, 18. Value of manual skill, 18. Practice to be
guided by profit, 19. ‘*Compulsory labor,” 19.

The usefulness of knowledge to the Farmer should determine the proportions of the
whole course, 21. Vocation should be chosen before entering college, 21. Industrial
education worth more than literary, 21. Scope of Farmers’ education, 22. Should be
as thorough and direct as that of professional men, 23.

MECHANICS’ COURSE.

Value of practical mathematics, 24. Relative value of skill in calculation and in rep-
resentation, 24. Cash value of industrial drawing, 26.

Pure mathematics and the classics as means of ‘‘menta) discipline,’ 26. The arts and
trades as means of mental discipline, 28. Need for new text books, 29.

Value of physics and chemistry to the mechanic, 29.

A direct education as liberalizing as an indirect one, 30.

WOMAN’S COURSE.

Absurdity of the usual curriculum,31. Difficulties,32. The girl’s right to be educated
for a woman’s work, 33.

I. Organic group of woman’s work stated, 33; defined, 33. Objections to proposed
classification, 34. Can a direct education be given? 35. Simpler operations, 35;
rarer, 36. Necessity for such an education not dependent upon the limits assigned
to woman’s sphere, 36.

II. Probability of marriage, 38. Distinction between first and second groups, 38. Men-
tal requirements of wifely work, 39.

Is the course followed in the education of men for the professions the best one for the
mental training of woman? 39. The mental labor performed by woman different in
nature from that performed by man, 39. Possibie that her mind may differ in nature,
41. Action of her mind modified by physical structure, 41. Characteristics of wo-
man’s mental action, 42.

Theory of educational system,43. Should manliness or womanliness be developed? 44.
Results of prevailing system of education: negative, 45; positive, 46. Nature
stronger than the system, 47. Blessedness of ‘“‘stupidity’’ as a preserver of woman-
hood against the system, 47. System worse for the girl than the boy, 49. Answer to
the question, 50.

Ill. Work of woman as an industrialist, 50. Agricultural Colleges bound to furnish
an indnstrial education, 51. Relation of the Legislature to the congressional endow-
ment,52. Agricultural Colleges not to be duplicates of the Universities, 53. ‘*Con-
solidation”’ fraud, 53, Such education to be liberal as well as practical, 54.

OCT 15 1900

124. KANSAS STATE

What industries may best be followed by woman, and taught to the girl,55. Relative
fitness of woman and man for Jabor,55. Supposed distributign of the industries upon
this basis, 56. Physical adaptedness, 56. Mental adaptedness, 57. Marriage, 58.
Facts to be regarded in shaping the girl’s industrial education, 58. Manufacturing
Jabor more profitable than personal service, 59. Wages of female teachers, 60. Pay-
ing industries for women, 61.

Advantages of a system of female education conformed to woman’s nature and work
over the prevailing system, 62. ;

THE) GUNN LAREN BY EIS ENS LEEW TION ie cert os oceans cn see neler ct eee 64

Progress during the past year, 65. Wherein this line differs from that of other Agri-
cultural Colleges, 65. Purpose of the Regents, 66. A literary kite with an agricul-
tural tail, 67.

THE BEST BUILDINGS FOR A REAL AGRICULTURAL COLLEGE.................. 67
COUMSHSsOR TINS DRUGIDIOMN wae erieicis:- overara!senneisute ecsielete aes vere ase) o stn eieie nena tere ae ete eee 69
BX AIBITE DD: BY TUDES alicihesn dickens sc 0:a.0 crete stelogss Mtateid oars’ 5 il p Weis taste tagel lanes ateie colette ne 74
DEPARTMENTS OF INSTRUCTION.
PRACTICAL AGRIC UEDTUREH «<<. sre: sien pyolosiare sion celeleks <lo.0\sin sym plelelel Mette erate atetsteteeeatane 76
PRACTICAL. HORTICULT UR B x x.<ciegr<ce Sea sists asictesiass « cialbin @'0/efehs areola er teers heme sie eee 78
1510} We YG ene aeert eae eE EB Ren ACE ASAS Sco AC SOUR EOBABEACESCOnOLaGcoedanaoncihe.. 80
Entomology, 81. Geology, 82.
CHEMISTRY AND (PELYSICS. . 2. ci:<<2sjsieis.cis ste eteeiern! (01) sreve'e,s10,41h aieiers), olepe cere tie shaietetatey ete ata ea 83
HNGUISEE LANGUAGE AINDD: EUUS DORE citer rere <ssletaicci-cain: stale ole talelasajaloleleteiers aise etae else eee 87
MANTA MARIO SiS ness eacenecees cee sje cuba nate tenting Se eats ob ae eine ecuc on: 91
BRGAL, MENTAL AND MORAL SCIBINGH I cascs ss: cceicleicte taleteteysae chen eter seen 93
SHUDIES SPECIAL TO WOMANS .os.c 0 ast clsraregssietiss s-c1ere/aia ors siete] sieornters ialetenereeet tase Gere eee 93
THANGUAGHS occ cc.s ctes.seicteisteieitee «edicts eae seubneeee alelnvs eigke kts og et Oe ee are er 195
INDUSTRIAL DEPARTMENTS.
SOTIN DSR BA yg 0.5 Sass. eidiols S sieve sis malyateseae oe sapere rae Sree eee oP Slate TO oo. NS ete Te ee 95
Educational labor, 95. Paid labor, 95.
VAR isos chaise oj craveichn tewie' exe leo ove/aieia.s <o,a e's ie Meee alate Sas a's, ie ST Sse OEE CE Ee ee 96
LSKON UCONN EN ORGY (ON e4 OPN DSP aparnccdargodne acancauonmones MEPS coda. Onamads s- 97
CARPENDER (SHOP 0s... chi sisi Sg cog cic alsa et etetoins cise Aah tinea ah aie sre CEL ee nee ane 98
WAGON SHOR ceric icn 2 Masie's:e/sieia’s ws'els"ele yt, gevegiaboyplsteleln crore ace elehabatetave e/cletele ta anal tercte atelier ee eae 98
BLACKSMITH SHOP: xo. iid sce ssitsleste see eset Paes ceined ote blecice GAGE Ee OEE Enea 98
IPATINS SHO Bisnis orcleia’sioleicie «/sie viva Wsleie erele-nieiaiere aise mje sieves s/s tolela insieia tore eee SIR oie eee eee 98
SPU RINTNG SHO Pee eiirsorss sie: os ac idee aera make Oise eee eR Oe mee Te OER TCI ee 99
SCROLL SAWING, CARVING AND ENGRAVING SHOPS....... ..................00. 99
STHNOGRAPHY: 9. ccticeprsict neous ates ince woes ree ten Cone DOC e ARE RE eee eee 100
PHOTO GIVAP ING sep otcim oc stu.ch c's yetetala ote aip eve elavelerslese ue eteteis ole eset ere Rete atte 100
SEWING DH PAB DLMMING cits. scmss decietrsetie s chereshelnaaica are tee leks eerie eee eae 100
ERINGING) DE RAR MIRIN DH |, sceiiclatclen cn ee a oles ener Seticle s seistanieeree eae {tee eee 101
THLEGRAPH DEPARTMENT 20.0.0 sy teed wee ode acte le okie oie cee aa eee 102
INS TRUMENDPAT \MUISIGC cou ccssisiarsae ceissielcieicl, aceeleetieeet |b Sercletematcionts cate Sake eee aaa 103
VOCAL MUSIC 2ctiis ays creat are siswiciomiets tinisinio se aiata cies araate ccziovele cys nities IR a noes eee 105

DIRECTIONS TO APPLICANTS.
Terms of admission, 106. Grades, 106. Recitations, 107. Religious services, 107.
Expenses, 108. Boarding, 108. Amount earned, 108. Rules,109. Calendar, 109.
Student’s Societies, 109.

FINANCES.

Endowment, 110. Liabilities, 110. Current Year, 111. Self-supporting, 111. Needed
Buildings, 112. Property, 113.

CATALOGUE.

LIST OP STUDENTS i253 50 ook ca ove 5 gle deve cee screen cre a Pee OR EE eae 114
Statistics, 121. Graduates, 122.

LB Mr '05

The FARM.

The Farm Department will have for sale, during the coming year, some
; very choice specimens of

BLOODED STOCK.

Parties wishing to purchase such stock, or to improve their own herds, are
solicited to address

E. M. SHELTON,

Supt. of the Farm, K. 8. Ag. College, MANHATTAN, KANS.

The NURSERY.

The Nursery connected with the College was established by the Board of:
Regents, March 21,1871. It is proposed to keep in the commercial
department of the Nursery a general assortment of

HARDY NURSERY STOCK,

which is offered for sale at as reasonable rates as a like quality of stock can
be purchased anywhere.

TERMS :—Cash with the order, if from a distance, or on delivery
here. When orders cannot be filled the money will be promptly returned.
All stock guaranteed good. The packing will be carefully done, for which
a slight charge, just sufficient to cover expense, will be made. After pack-
ing and delivery at the depot, express or post office, the forwarders or trans-
porters alone are responsible for loss or neglect. Any mistakes of ours will
be cheerfully and promptly corrected. Orders solicited. Address,

E. CALE,
Sup't Hort. Dept. K. 8. A. College, MANHATTAN, KANS.

,

Kansas State Agricultural College
LANDS. aA

These lands were carefully chosen in 1863, by Commissioners, who
examined the immense body of Kansas land then unclaimed, seleeted the
most desirable tracts, and reported that “ Each quarter section would make
a good farm.” By reason of the improvements near these lands, often on
adjoining tracts, they have been much increased in value, and at the prices
and terms of sale offered, are certainly very desirable. They are located
near to markets, churches, schools and railroads, and are

EFREE FROM TAX,

until patents are due, This is an important item.

Terms of Purchase :—One-eig}\th cash, and balance in seven equal annual
installments, with annual interest at ten per cent., or any greater portion of
the whole amount may be paid in cash at time of purchase. For further
particulars, address mm

L.R. ELLIOTT,
Agt. for sale of Ag. College Lands, MANHATTAN, KANS

SCHOOL DISTRICT BONDS,

The endowment funds of the College, as fast as paid into the treasury,
are re-invested in School District Bonds. For these we offer the highest
market price. School District Boards having Bonds to negotiate are
invited to apply to us for our prices, and all necessary blanks concerning
all matters relating to the sale of Bonds. Address.

EK. GALE,
Loan Commissioner, MANHATTAN, KANS.

we

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