STATE HORTICULTURAL SOCIETY. 171 



ILLINOIS INDUSTRIAL UNIVERSITY. 



Mr. Shepherd offered the following preamble and resolution : 



Whsbbas, The Illinois Industrial University was intended lor the benefit of the indus- 

 / :il asses, having fur the " leading object, to teach those branches of learning relating 



to agriculture and the mechanic arts, not excluding other classical and scientific studies, 

 and Including military tactics, for the purpose of liberally educating the industrial class- 

 es in their several pursuits and professions," — therefore 



Hexolved, That it is the duty of said University to provide for instruction in those 

 branches that form the leading objects of the law, and leaving the classics, excepting in 

 their primary elements, until such times as there may be ample funds for that purpose, 

 and until the others are freely provided for. 



Shepherd — The educational question came up early with us. 

 We got up common schools, and then turned our attention to educa- 

 tion for the industrial classes ; we organized the Buel Institute; we 

 advocated the measure for five years, and finally asked the legislature 

 for its aid. The question then came up, How shall industrial educa- 

 tion he given ? Hence the movement in favor of an Industrial Uni- 

 versity. We warred against no man ; we wished to pull ourselves 

 up, not others down. Some called us hair-brained enthusiasts, but 

 the tide turned, and now we at last have an institution. Its Regent 

 has been here, and talked to us and talked fairly ; but I am not sat- 

 isfied. I am anxious that this institution should be an advantage to 

 us. Eternal vigilance is the price of holding our rights. 



Let us not declare any lack of confidence in the Industrial Uni- 

 versity, but let us insist that our rights shall first be provided for. 

 We have first to create a Science of Agriculture. I have not learned 

 that that primary object has been carried out. 



Turner — I meant to say nothing on this resolution. I am dis- 

 posed, however, now to say something, but it is nothing specially for 

 or against it. Everybody will agree to it — even those who are op- 

 posed to its practical application. We were all for the Constitution, 

 but we couldn't give it administrative power. So to-day as we stand 

 on the threshold of a new education, I feel the same thing is true, 

 though I have kept still hitherto, for fear my motives might be mis- 

 interpreted. 



