5o6 
THE RURAL NEW-YORKER. 
TULY 4 
AN AGRICULTURAL JUBILEE. 
Banquet At Cornell University. 
[BURAL SPECIAL REPORT.] 
On Thursday evening, June 11, there was 
held a unique celebration at Barnes Hall, 
Cornell University. The agricultural stu¬ 
dents sent out the following greeting: 
“ The students of agriculture in Cor¬ 
nell University give this entertainment 
and banquet in honor of the piomoters of 
agricultural education and in testimony of 
their belief that a world of usefulness and 
pleasure awaits the educated farmer. We 
must tell to the world that the higher 
education is necessary to the best agricul¬ 
ture. We must tell our friends of our 
enthusiasm for the generous life of the 
country. We must say that we believe in 
our ability to make good use of every les¬ 
son which the University has given us. 
We must say to every man that our first 
love is steadfast, our hopes are high, and 
our enthusiasm is great. Our hearts are 
so full that we must celebrate 1" 
Decorations and Displays. 
The first part of the evening was devoted 
to a reception in the east rooms of the 
building. Later the company gathered in 
the room in which were the exhibitions of 
the various departments. The Horticul¬ 
tural Department was represented by bear¬ 
ing tomato plants and cucumbers from the 
forcing houses, and in a much more varied 
and substantial way on the banquet table 
later. The Insectary showed breeding cages 
in which are studied the life history of 
various economic insects, and also several 
cases of beautiful and curious beetles and 
moths. The Geological Department had a 
number of phosphatic rocks and various 
specimens of gypsum. A collection of 
grasses and weeds, together with some im¬ 
portant fungi, represented the two divis¬ 
ions of the Department of Botany. The 
Dairy and Agricultural Departments ex¬ 
hibited various implements showing the 
progress of invention in their works. On 
the walls were the flags of America, Great 
Britain, Brazil, Honduras, Turkey and 
Japan in honor of students from those 
countries who have come to partake of the 
instruction of the College of Agriculture. 
A Home Grown Banquet. 
The following “explanation” was print¬ 
ed on each programme: 
“The eatables served at this banquet, 
with the exception of sugar, salt and spices, 
were grown on the University farm and 
gardens, and were prepared for the caterer 
by the students of the College of Agricul¬ 
ture. The front cover of the programme 
is of oak cut on the University farm, and 
the back cover is of hard pine used in the 
construction of various buildings of the 
department. The wool used in tying was 
sheared from a Shropshire in the farm 
flock, and the Raffia is that used in the 
Horticultural Department. In the case of 
some of the articles on the menu students 
assisted in fitting the soil, sowing the seed, 
cultivating and harvesting the crop, feed¬ 
ing the stock and preparing it for con¬ 
sumption. Thus by directing life through 
law they transformed crude soil into plant 
tissue and then again into highly organized 
animal substance, so completing the cycle 
of life.” 
The table was in the form of a horseshoe. 
In the frog was a full sized shock of wheat 
surrounded by foliage plants. The large 
fireplace was filled with ferns, flanked 
on either side by palms and other foliage 
plants contributed by the conservatories. 
The mantel also contained pots of the light 
and delicate ferns. In the center were the 
figures : 91, made of yellow corn. 
The menu ought to be very instructive 
to any dweller in the country, showing 
what can be produced from the farms and 
gardens of our land. An ingenious house¬ 
wife might place before her guests an 
equally extensive dinner, for she has the 
cellar and the store of preserves to more 
than balance the tropical fruits furnished 
by the conservatories for this occasion. 
MENU. 
Sparrow Sou p | Engli sh Nuisance.] 
Fried Fish [Fall Creek ‘Trout.”] 
Water Cress. Radi shes . Sliced Tomatoes. 
Roast Pig, Cmrant Sauce. Roast Lamb, Mint Sauce. 
Asparagus on Toast. Spinach, Rhubarb Sauce. 
Potatoes [tu Absentia.] 
Hulled Corn in Milk. 
Sirloiu of Beef with Mushrooms. 
Frogs’ Legs [f om off the farm,] Domestic Rabbit. 
Stu ed Cucumt.ers. Lettuce. Gooseberry Sauce. 
Chicken Salad. 
Broiled Tongue of Beef, Lamb and Pig. Corned Beef. 
Horse Radish. Carrots. 
Boiled Eggs on Half Snell [nitrogenous and carbon¬ 
aceous fed ] Cottage Cheese. 
Wheat, Rye, Graham, Corn Bread. 
Jersey Butter. Honey. Floating Island. 
Charlotte uusse. Strawberry Ice Cream. 
Lady Fingers. Angel Food. 
Sponge Cake. 
Lemons. Oranges. Bananas. 
Figs. Strawberries. 
Wheat Coffee. Milk, Water. 
Two College Songs. 
Among the songs sung by the students 
were the following: 
ALMA MATER. 
1. Far above Cayuga's waters, 
With their waves of blue, 
Stands our noble Alma Mater, 
Glorious to the view. 
CHORUS. 
Lift the chorus, spread it homeward. 
Loud her praises tell. 
Hail to thee ! oh, Alma Mater, 
Hall, all hall, Cornell. 
2. Far above the busy humming, 
Of the bustling town, 
Reared against the arch of Heaven, 
Looks she proudly down. [C/to.] 
CORNELL. 
1. The soldier loves hisgcn’ral’s fame, 
The willow loves the stream. 
The child will love Its in ther’s name, 
The oreamer loves his dream ; 
The sailor loves his haven’s pier, 
The shadow loves the dell, 
The student holds no name so dear 
As thy good name, Cornell. 
CHORUS. 
We'll honor thee, Cornell, 
We’ll honor thee. Cornell, 
While breezes blow 
Or waters flow. 
We’ll honor thee, CornelL 
2. The soldier with his sword of might. 
In blood may write his fame. 
The prince in marble columns white, 
May deeply grave his name ; 
But graven on each student’s heart, 
There shall unsullied dwell. 
While of this world he is a tart, 
Thy own good name, Cornell. [ Cho .] 
The Policy of Cornell. 
In his address to the students Prof. Rob¬ 
erts said, among other things: 
“On my arrival at Cornell, I found that 
two professors of agriculture had preceded 
me. One had got as far as the city of 
Ithaca, but failed to reach the farm. The 
other was an imported gentleman, who 
stayed with us a part of a year and left, as 
visible mementos of his works, $400 worth 
of imported Irish agricultural implements, 
a large edition of blank books and a plot 
12 x 20 seeded with varieties of foreign 
grasses. I am not certain as to the number 
of students in the course of agriculture, as 
it was very difficult to count them, but my 
impression is that it was either one or two. 
“ If we have occasion to rejoice to-night 
it is largely due, l think, to the fact that a 
steady and wise policy has been pursued 
from the beginning, in spite of clamor and 
misrepresentation from without, and lack 
of funds, faith and students within in the 
earlier days. It was seen at an early date,- 
that what agriculture wanted was not 
more robber-plowmen, soil athletes and 
muscular axemen, but leaders—men who 
were capable of directing nature’s forces 
into their most productive channels. No 
student has been required to perform 
manual labor except it was instructive. 
All paid labor has been reserved for those 
who had to earn a part or all of their col¬ 
lege expenses; and the rules and pay of 
laboring students have been made the same 
as those of the regular farm hands. Every 
effort has been made to encourage young 
men to get that piimary training and 
manual skill so necessary to advanced 
training, at or near home, before entering 
college, or during vacation. Without de¬ 
barring those who could not pass the en¬ 
trance examinations in non-technical stud¬ 
ies, a high standard of scholarship has been 
steadily adhered to. To-night we have met 
to rejoice over the fruits of this policy. The 
Trustees have shown their appreciation of 
the work aud success in the various divis¬ 
ions of the college by the magnificent ap¬ 
propriation of $80,000 for a building which 
shall contain a large and valuable histor¬ 
ical and working museum of agriculture, 
and furnish rooms and appliances for five 
divisions of the college, the other three 
divisions of the college having already been 
provided for in a most liberal manner. 
“ It was and is still believed by many that 
a college of agriculture cannot be success¬ 
fully maintained as a part of a great univer¬ 
sity. The policy of Cornell has been stead¬ 
ily guided by faith that honest work and 
purpose would bring an affirmative answer: 
we rejoice without egotism because our 
faith has been rewarded. We see the fruits 
of this policy which I have so briefly out¬ 
lined, in the large number of students who 
have gone from us and won distinction 
as investigators, teachers, farmers and 
citizens.” 
.Training for Farmers. 
Ex-President Andrew D. White, in relat¬ 
ing the earlier history of the college, said : 
“ The first and underlying question was, 
* Is any training for agriculture save home 
training on the farm possible ? and, if pos¬ 
sible, is it of any use f ’ Skeptics were on 
all sides, even among Cornell’s own board. 
It was declared that learned farmers were 
bad farmers, that book farmers were no¬ 
toriously inefficient, and that scientific 
training for farming led to ruin. Yet we 
who were directly interested here declared 
that even though slovenly farming for a 
long time in this country when the land 
was sparsely settled had been so managed 
as to pay, as the country should become 
more crowded people must gain their sub¬ 
sistence from smaller areas of land better 
cultivated ; that science applied to agricul¬ 
ture meant simply the application of the 
best knowledge extant brought practically 
to bear on farming. A second question was 
the location of a college of agriculture: 
Should it be separate from or together 
with other university departments ? Our 
answer was It would be well to have some 
Institutions where the agricultural college 
was part of a university, where agriculture 
should be recognized as a profession, nay, 
as a learned profession, on a par with any 
other ; where agricultural students should 
be recognized as the peers of any other stu¬ 
dents, hearing lectures in the same build¬ 
ings, sitting on the same benches, graduate 
ing from the same commencement stage, 
not known throughout the stage as ‘ aggies,’ 
but as students and graduates of Cornell 
University. This contention carried the 
day, and the result has been fortunate. Of 
still greater importance is the training of 
the farmer as a member of the community 
in which he lives. Governor Seymour, of 
this State, once said that the best thing 
that could be done for agriculture and the 
State was to make rural life attractive. 
‘ ‘ This a university training in agriculture 
Is eminently fitted to do. If the comiDg 
generation of farmers could only be trained 
In those sciences which can only find their 
satisfaction In the country and get some 
insight into those technical branches which 
shall give better roads, openiDg up the 
country, making life in It at all times of the 
year a pleasure rather than a distress in 
many seasons, a new impulse will be given 
to farming and a new increase given to the 
value of farming property. What is needed 
is that the great body of agriculturists 
shall be trained to think for themselves, 
and unless this body can furnish from its 
own midst men who can take the lead in 
thought upon public questions connected 
with agriculture, it will never take the po¬ 
sition which it ought to hold.” 
What Cornell Attempts to Do I 
Pres. C. K. Adams, in responding to the 
toast, “ The University and The Farmer,” 
compared the siDgle policy of the Cornell 
College of Agriculture with that of the 
large agricultural colleges that try to teach 
everything. 
“ Now, on the other hand, what Is to be 
said of our College of Agriculture ? Why, 
simply, that it is purely a technical school. 
It does not teach the languages; it doe 3 
not teach history ; it does not teach phil 
osophy ; it does not teach even the mathe¬ 
matics. As a college, it teaches solely the 
branches that form of necessity the prin¬ 
ciples of an agricultural education. These, 
it is true, are several in number; but they 
are easily reckoned on the fingers of the 
hands:—botany, natural history,chemistry, 
entomology, veterinary science, animal in¬ 
dustry, dairy husbandry, horticulture and 
agriculture. All else must be learned in 
other parts of the University. These are 
the subjects and the only subjects which, 
in addition to the requisite preliminary 
education, are necessary to the complete 
and comprehensive education in agricul¬ 
ture in its largest and noblest sense. And 
in a college where these subjects alone are 
taught, the number of students will never 
be counted by thousands, nor its graduates 
by hundreds. While in the other kind of 
agricultural colleges a vast majority of 
students go into other vocations than those 
of agriculture, the student who graduates 
here has no thought of connecting himself 
with any other vocation. In thos9 States 
where the agricultural college has an in¬ 
dependent foundation the complaint is 
everywhere and constantly heard that the 
students of those schools are educated 
away from the farm, and that they go into 
other vocations. Here, on the other hand, 
the student is educated specifically for ag¬ 
riculture. He may go back to the farm 
from which he came, or, he may go into 
the editorial sanctum of an agricultural 
journal, or, he may take a position as a 
teacher or experimenter in one of our agri¬ 
cultural colleges or agricultural experi¬ 
ment stations; but wherever he is, he be 
comes the honored and successful repre¬ 
sentative of the great vocation in whose 
interest this college was founded. The 
number of those who graduate in this 
course is indeed, as compared with the 
number in some others, not large; but the 
number from those who have graduated 
who have gone into positions of honor and 
trust is a matter for just satisfaction and 
pride. ************* 
“And now, let me ask what have we 
attempted to do ? What has been the 
ideal held up by the authorities of this 
university as that which should be fol¬ 
lowed in a college of this kind ? Is it 
to teach how to hoe corn ? Is it to 
teach how to hold the plow ? Is it to 
teach how to perform the thousand and one 
duties that can be done by the man at a 
few dollars a month in the field 7 Are 
these the things that the agriculture of the 
United States is at the present time most 
in need of ? The question answers itself. 
Every thinking man knows that what we 
need is a larger and higher knowledge of 
those subtle relations which, after all, con¬ 
stitute the basis, and the only basis of suc¬ 
cess in any complicated vocation. What 
shall be done with a given field ? To what 
industry shall I devote my farm 7 What 
kinds of stock are best adapted to the par¬ 
ticular situation in which I am placed ? 
How shall I avail myself of the peculiari¬ 
ties of the market for the articles which I 
produce ? How shall I manage with the 
least comparative expense to realize the 
largest returns and at the same time to im¬ 
prove constantly tbe productive capacity 
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