123 



the respective functions of these institutions should be clearly defined in such 

 way as to avoid, as far as ])ractical)le. the dui)lication of expensive coiwses. and 

 to pivvi'iit t'itiicr iiistitiitinii from encroacliin>; unnecessarily upon the dis- 

 tinctive tii'ld of tlie (itluT. 



(a) In the land-firant collefres special enii)hasis should Ite placed upon the ap- 

 lilications of science. Scientific investifiations should l)e eiicouraf^ed. hut with 

 the view of their practical value rather than for the purpose merely of extend- 

 ing the borders of knowledfie. These colleices are i)rimarily schools of tech- 

 n<)lo;;y, in which airriculture. the mechanic arts, domestic economy, and oonj- 

 iiierce ma.v he ref,'arded as distinctive features, the extent to which each insti- 

 tution should develop courses alon^' these diffei'ent lines varying with the con- 

 ditions ill llie severaV States. 



(1)) The State universities in such States should ^'ive prominence to the work 

 in litei'aturt'. classLcs. philosophy, and such professions as l;iw and medicine. 

 It should lie recoj,'nized that one of the chief functions of the university is to 

 encourajre literary and scientifi<- invest ij^ations. to discover truth for its own 

 sake, to increase knowledge independent of the question of its possible ai)pli- 

 cations. 



(c) The logical division of work between these institutions would lie to have 

 all of the technical courses in the coUcije and the literary, classical, and ])ro- 

 fessioiial work in the university. lint tliis plan v.ould not be feasil>le in all of 

 the States. Local environment and policies previously estal)lished nuist largely 

 govern in the tinal adjustment of this ([uestion. For instance, in some of the 

 States certain engineering coiu'ses might be given more advantageously in the 

 university ; but in any case, in the States under discussion, the same exiiensive 

 technical courses should not be given in both tlie college and the innversity. 



(d) Whatever division may be made of the engineering courses, the work of 

 the college should be that which relates most dinu-tly to the development of the 

 resources and industries of each State, such, for example, as the iri'igation enter- 

 jirises so inipm-tant in the recl.-imation of the arid imd semiarid regions, or cer- 

 tain manufacturing interests in other sections of tlie country. 



{'.'>) In the older and more pojailous States, such as .Michigan, Iowa, Indiana, 

 and possil)ly Kansas, the work of the State university and the college of agri- 

 culture and mechanic arts might consistently cover a broader tield, each insti- 

 tution offering certain courses given by the other, i»articularly in engineering. 

 But even here a wide variation in the methods of development and in the extent 

 and directions of application will no doubt be found in the same cour.ses offered 

 by these different institutions. 



(4) In any event, however, whatever the final division of work between these 

 two institiitions. and to whatever extent certain courses might l)e paralleled, 

 even in the wealthiest States, each institution should still occu])y a distinctive 

 field, to the extent at least (1) that the State university should not offer 

 courses along any of the different lines of agriculture; and (2) that the agri- 

 cultural and mechanical college should leave the field in the liberal arts and in 

 the professions of law and medicine exclusively to the university. 



(5) In the foregoing discussion the word "courses" is used to cover the re- 

 quirements for a degree. However desirable, and to whatever extent it may be 

 I)racticable, to avoid a duplication of courses in the land-grant colleges and the 

 State universities, it is impossil)le that a large part of the general work of these 

 institutions should not lie the same. As alread.v indicated, and as clearly 

 shown in the previous papers read at this c(mvention. the distinctive courses 

 of the land-grant colleges rest fundamentally upon thorough and extended 

 training in the mathematical, physical, and natural sciences. These sciences 

 must also be taught in the State universities. Moreover, both institutions 

 should afford the general training in language, literature, history, civics, etc., 

 reijuired in a liberal education. The modern demands in education forbid that 

 an.v State institution of higher learning should be confined to a narrowly pre- 

 scribed course of instruction. Along with the distinctive work in any of the 

 technical courses the demand for a liberal training is imperative and can not be 

 ignored. In the language of Doctor Jordan, '" education in literature, phihjso- 

 phy, and the sciences is now more than a luxury, more than the possession of 

 the recluse, more than the necessary equipment of the old-time professions; it 

 has become essential to modern industrial life and a potent factor in industrial 

 progi-ess." 



(G) After all. the question which is being agitated in different States regard- 

 ing the I'elations which should exist lietween the land-grant colleges and the 

 State universities is largely a (luestiou of income, and can not be settled merely 



