Publicaiion.N and Public Rekuions 



TAMES S. A Y A R S 



M 



' AN^" of ^bc BDcm irbose naumes ■wrtirc 

 nrrittai laiige im tibe eairbr ainmffl11:> of 

 cbe Illirwo'Cv Natnuural Hnstoiy SMrrer ksd 

 &€m educatnl in the dbssicaJ ttradittMrn. 

 \I«ost of filer plnrsicmKx educaitorSv and 

 odteis wlmee fomnal scfiiooling; included 

 coU^c had andarpMiie tlic discipline of 

 Latin and Gieefe; strudies. 



JoBiattlian Baldwin XuLjner^ elected first 

 president of die I]Iin(w> Natmal Histrorv 

 SodetT in 1S5S ((Bafeman 185S&:25S), 

 was a gjadnate of Yale College and for 

 nian]r Tears Professor of Belles Lettres. 

 Latin, and Gree&: at Illinois Colle^. 

 JacfesonriHff (Carriel 1911 :1Z 46). 



Cinarles E. Horer, first secreirary of she 

 SodetT ((Batnnan 1S58*:25S) and first 

 head of the Dlimm State Xormal Uni- 

 Tei^tT. was a graduate of Dartmouth 

 CoO^ ( Mardball 1956:28). Jo^nph Ad- 

 dssQflE SewslL earhr curator, had studied 

 at both Yale and Harrard and Tras a 

 graduate of Harrard ]IIedical College 

 ^:Mar5han 1956 :JS). 



Benjamnn Dann WaEsiiy first State 

 Entoonologbt^ ttss a graduate of Trini^ 

 College of Camferid^ XJnirersittT in Ens- 

 lansd (Wei5s 1936:21^). Wffliam Le 

 Baron, second State Lntnmolog^t, Tras, 

 li&£ Sewall^ a graduate of Harvard Med- 

 ical College (Coding 18815:122). 



Alfihough Stc|rfien Alfred Forties, 

 fourth State Entoflnolog^st^ first and onlir 

 Director of the State LaSioratorT of Nat- 

 ural Hstorr, and first Chief of the Kat- 

 ural Hisannr Surver, had comparatiTelT 

 little formal education) as a Toudi, he had 

 subjected himself to the discipline of lan- 

 gua^ stndr. At home he had studied 

 French and Sponi^ and in CcHsfederate 

 pmsons during the Civil War he had 

 spent sflose of hx> '"abundant leisure"' in 

 studyiog Gre^ frooB bools' he managed 

 t© bmy at ]^Ioibilc (Howard 1932:6). 



The earlr leaders in Illinob science, 

 moet of them clas&DOSts before ther were 

 scientisits, had dereloped respect for the 

 nBcanmg and sound of words, and had ac- 

 quired a skill in word usage diat carried 

 into their scientific wmtnngs. 



Xrained in the classics though most of 

 these leaders were, many were neverthe- 

 lesv aware that classical education had 

 limitations. Th(n~ saw that in Illinois, in 

 the middle of the nineteenth century, edu- 

 cation must be brou^t out of ivied halL- 

 to the furrow and the wt>rk bench. 



In the Illinois College classroom Tur- 

 ner was a teacher of Latin and Gre^. 

 Out of the dassroom, he was a leader in 

 the movement for industrial education, 

 the educatiiHi of the farmer and the me- 

 cJianic. 



Turner asked CCarricl 1911:76) : 



But nAere are tke uraiveinshies, the appara- 

 tiosv Ae professocs. and tlie Iheratare spe- 



oficallir adapted to annr (me of die indostiial 

 classes? ... socieinr has become, hH^ siiioe, 

 iM-ise enoo^^ to knolic that its temciers need tti 

 be edmcated; bait it has not vet become 'wise 

 esBOogh to know that its ^xmrkers need ednca- 

 tBOSB jnst as much. 



Socrates, Cindinnatus, Washington, 

 Franklm, and other worthies. Turner ar- 

 gued, derired their education "from their 

 ctmrsection with the practkal pursuits of 



life" CCarrid 1911:117): 



What we want ftam siAools is to teadii mem 

 ... to derive dieir mental and moral strengtfe 

 from their own pursoits, whatever tdicv are. 

 and to g:ather frooi other sonrces as much more 



as Aej find time to achieve. W^e wi^ to teaidii 

 them to read boiAs, onlj that thev may isie 

 better read and imderstand the great voEumae 

 of natnire ever open before "l**'*" 



Can, then, no schools and no fiteratare. 

 smited iBo the pecmfiar wants of the indnsttial 

 dlasse^ be created hf the application of saence 

 to idieir porsmts? 



Waldli (18686:9) emphasized that his 

 annual report as Acting State Entomolo- 

 gist was ""intended chieflv for dbe use of 



comuBCMii folks. 



Writing as Editor of the only volume 

 of Tramsactmms published by the Natural 



History Sodety itself, C. D. Wflber 

 (1861^:3-4) epitmnized the educational 

 movensent of the time, a movement that 

 naight be termed a revolt of the cla^cists 

 against the clas^cal traditicm: 



It has been Ae aim t>& the Editor, to presemi': 

 €MiJhr siach articles and papers as are immedi- 

 ztelr nsefal and interesting to the citizens and 



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