100 Transactions of the 



In organizing the University our Begents have followed the highest 

 standards and Americanized the best models, but to carry on their work 

 and realize their designs they must have the hearty and intelligent coop- 

 eration of the people. 



It is proposed to gather at the University, at convenient seasons, 

 those interested in special cultures for mutual instruction and encourage- 

 ment, a work as indispensable as that accomplished by Teachers' Insti- 

 tutes for the public schools. 



It proposes to furnish the facilities for all needful experiments; to be 

 the ; ' station " where tests can be made of whatever claims attention; to 

 become the exponent and repository of our progressive knowledge. It 

 will possess a complete collection of models in machinery, of seeds and 

 woods, and textile materials. Its gardens and orchards, formed for 

 instruction, will become a museum of pomology and horticulture, so 

 classified and arranged that it may be read by all. In short, it will be 

 the volume wherein the gifts of a beneficent Creator to this land and 

 people have each their appropriate pages, and every letter a type of 

 beauty, having more than a material significance. 



Our climate makes the naturalization of every product useful to man 

 possible, at least for purposes of instruction and experiment, for the his- 

 tory of our fruit culture makes us modest in saying what man may not 

 do under these favoring conditions of climate and soil. Nor can I 

 believe that the farmers of California will permit their homoculture to 

 fall below their horticulture in excellence. 



I have spoken thus freely and plainly of what the University hopes 

 to accomplish, because it belongs to the people. You hold in trust the 

 Nation's gift; you have generously added another which will greatly 

 increase its resources. Our schools are the high water mark of our 

 civilization; this school must necessarily be the high water mark of your 

 appreciation, as a class, of the value of industrial education. 



If the people determine that their children shall be put in full pos- 

 session of all their faculties, because they need the full power of man- 

 hood and womanhood as much in one pursuit as in another, it will be 

 done. If the people see in the public school the only place where the 

 foreign elements which now enter into our political body can be digested 

 and assimilated and Americanized, they will jealously guard and gener- 

 ously supply every department of public education. We have taught 

 Europe to respect popular government, let us accept her teaching in 

 whatever she excels. She has been pouring a flood of emigration upon 

 us and compensating herself with the flower of our youth to whom she 

 could offer superior advantages of education, with our scholars and 

 capitalists to whom she offers the accumulations of centuries of culture, 

 where money has not been the only object of pursuit, and men are con- 

 tent with slower and more moderate fortunes. 



It is not extravagant to place agriculture at the head of industrial 

 callings. It holds that place in the oldest Scriptures, the oldest litera- 

 ture and mythology. "Human history opens neither in forests nor in 

 cities, but in a garden which the Lord God planted." As long as men 

 must live by bread the hills and valleys must wave with the wealth of 

 harvests, and multitudes be busied in the achievements of peaceful labor. 

 How to dignify this labor with knowledge, and enrich it with thought, 

 and beautify it with contentment, is a great problem. As the art of life 

 is learned it will be found that man cannot live by bread alone — beauty 



