68 STATE BOARD OF AGRICULTURE. 



difficult; however, until the department is equipped with a gymnasium 

 as the armory, which is used in that capacity now, is used by the mili- 

 tary department so large a portion of the available time. 



Respectfully submitted, 



C. L. BREWER, 

 Director of Physical Culture. 

 Agricultural College, June 30, 1906. 



REPORT OF DEPARTMENT OF HISTORY AND ECONOMICS. 



To the President: 



I have the honor to submit the following report concerning the de- 

 partment of History and Economics for the year 1905-6. 



The total number of enrollments in this department during the year 

 was 480, distributed as follows: 



By terms — autumn, 159 ; winter, 119 ; spring, 202. 



By classes — freshmen, 28; sophomores, 148; juniors, 165; seniors, 61; 

 sub-freshmen, 78. 



Bv subject — historv, 230; political science, 143; political economy, 

 107." 



The total number of hours taught was 1,040, divided among the three 

 terms as follows : Autumn, 312 ; winter, 320 ; spring, 408. 



The circumstance of ju'esenting history and political science in a 

 school whose curriculum is so largely given over to laboratory sciences 

 and to many technical subjects, renders the problem of presentation one 

 of constant study and adaptation, so that in no two years are the sub- 

 jects taught quite in the same way. I wish in this report to enlarge 

 upon the exhibition usually given in the college catalogue of the courses 

 in this department, and to describe their present status somewhat fully. 



History may be pursued either as a required, an optional, or an elec- 

 tive studv in some of its divisions bv the students in each of the college 

 departments; and is customarily taken by the agriculturals during 

 three terms, by the mechanicals during two terms, and by the women 

 during four terms. 



Perhaps the thought of John Morley as nearly furnishes an intima- 

 tion of the aim and spirit of historical work at this place as can be 

 given in small compass. "It is the present," he says, "which interests 

 us; it is the present we seek to explain and understand. I do not in 

 the least care to know what happened in the past except as it enables 

 me to see my way more clearly through what is happening today. I 

 want to know what men thought and did in the thirteenth century, not 

 out of any dillctante or idle antiquarian interest, but because the 

 thirteenth centurv is at the root of what men think and do in the nine- 

 teenth." 



The antipathy between our course of study and dilletante or mere 

 antiquarian research purposes is emphasized by our arrangement of 



