^S37 
 
 Class. 
 
 Book_-„-JC<#'^ ^,- 
 iTTf- 
 
 OFFICIATE DONATION. 
 
HAND-BOOK 
 
 Kansas State Agricultural College, 
 
 MANHATTAN, KANSAS, 
 
 HANGP. y 
 
 MANHATTAN, KANSAS: 
 
 PRINTED AT THE OFFICE OF THE NATIONALIST: 
 
 i§r4. 
 
Table, of CorLterxts oit Fctges 1;S3, 1:^4. 
 
 Since the names of the Board of Regents were printed, John H. Folks, 
 of Wellington, Sumner County, has been appointed to succeed Chas. E. 
 Bates, whose term had expired, and N. A. Adams has been elected Sec- 
 retary, vice Wm. Burgoyne, resigned. 
 
 Errata :— To Faculty, add name cf W. C. Stewart, Superintendent 
 Telegraph Department. 
 
/ 
 
 HAND-BOO^K ^^ 
 
 xoY 
 
 Kansas State Agricultural College, 
 
 MANHATTAN, KANSA.S. 
 
 MANHATTAN, KANSAiS: 
 
 PllIN'TEn AT THE OFFICE OF THE N ATjOVA,I,I^T : 
 
 I8r4. : '"'''" 
 
!y ^ ^ KANSAS STATi; / ^A 
 
 BOARD OF REGENTS. 
 
 J. K. HUDSON Topeka, Shawnee Co. 
 
 X. A. ADAMS Manhattan, Riley Co. 
 
 JAMES ROGERS Burlmgame, Osage Co. 
 
 B. L. KINGSBURY Burlington, Coffey Co. 
 
 JOSIAH COPLEY Perry ville, Jefferson Co. 
 
 CHARLES E. BATES Marysville, Marshall Co. 
 
 J. A. ANDERSON Manhattan, Riley Co. 
 
 WM. BURGOYNE, Secretary Manhattan, Riley Co. 
 
 PI B. PURCELL, Tremurer Manhattan, Riley Co. 
 
 E. GALE, Loan Commimoner ]\[anhattan , Riley Co . 
 
 L. R. ELLIOTT, Land Agent Manhattan, Riley Co. 
 
 FACULTY 
 
 .J. A. ANDERSON, President and Prof. Political Economy. 
 J. H. LEE, Prof English and History. 
 M. L. WARD, Prof Mathematics. 
 
 J. S. WHITMAN, Prof Botany Entomology and Geology. 
 WM. K. KEDZIE, Prof Chemistry and Physics. 
 E. ]\I. SHELTON, Prof Practical Agriculture and Supt. of the Farm. 
 E. GALE, Prof Horticulture and Supt. of the Nursery. 
 J. E. PLATT, Prof Elementary English and Mathematics. 
 MRS. H. V. WERDEN, Teacher of Instrumental ^lusic. 
 A. TODD, Supt. Mechanical Department. 
 MRS. PI. C. (^HESELDINE, Supt. Sewing Department. 
 .V^-.A-.NrTpW^^I^Ti ^"P^- Pi'iiting Department. 
 
AGRICULTURAL COLLEGE. 
 
 
 E X P L A N A T O R Y 
 
 Radical changes have been made iu the Kansas State Agricui-- 
 ruRAL College since the publication of the last catalogue. As a 
 State Institution it is morally bound to place before the people, as well 
 as in the hands of the Legislature, full information respecting the 
 nature, and, so far as developed, the results of these changes. The 
 close of the collegiate year affords the first fitting opportunity for so 
 doing. Accordingly, the design of the following pages is to set forth 
 the more important facts in regard to the existing management, 
 objects, and methods of the College, together with statements of the 
 work actually performed in its several departments during the past 
 year ; thus presenting a view of the Institution as a whole, as well as 
 of the facilities which it ofiers to those who desire a liberal amd prac- 
 tical education. 
 
 This pamphlet is a hand-book of the College, rather than a mere 
 catalogue ; and is intended to answer the many different enquiries, 
 respecting wholly dissimilar matters, which are constantly received. 
 It is not expected that all the subjects treated will be of equal 
 interest, or, for that matter, of any interest to the same person. 
 Hence each is presented somewhat fully, and the table of contents will 
 enable the reader to turn at once to the subject concerning which he 
 desires information. 
 
KANSAS STATE 
 
 MANAGEMENT 
 
 In accordance with au act of the Legishiture recoustructiug tlic 
 Boards of the several State Institutions, approved March 6, 1873, 
 Governor Thomas A. Osborn appointed the following gentlemen as 
 Regents of the Kansas State Agricultural College, who entered office 
 April 1, 1873. 
 
 Name. Post Office Address. Term Expires. 
 
 James Rogers Burlington, Osage Co . . .April 1, 1876 
 
 Charles Reynolds Fort Riley, Davis Co April 1, 1876 
 
 N. A. Adams Manhattan, Riley Co April 1, 1875 
 
 J. K. Hudson Wyandotte, Wyandotte Co April 1, 1875 
 
 JosiAH Copley Perry ville, Jefferson Co April 1, 1874 
 
 N. Green Holton, Jackson Co April 1, 1874 
 
 During the summer of 1873, the Board filled the vacancies created 
 by the resignation of the Rev. Joseph Denison, D. D., as President, 
 and of the Hon. Isaac T. Goodnow, as Land Commissioner, by the 
 election of John A. Anderson and L. R. Elliott. It also established 
 three additional Professorships, namely : Botany and Entomology, 
 Prof. J. S. Whitman : Chemistry and Physics, Prof. Wm. K. Kedzie ; 
 Mathematics, Prof. M. L. Ward . 
 
 Early in 1874, Regents Green and Reynolds, on account of the 
 pressure of private duties, reluctantly tendered their resignations; and 
 the Governor appointed in their places Charles E. Bates, Marysville, 
 Marshall Co., and B. L. Kingsbury, Burlington, Coffey Co. 
 
 Prof. E. M. Shelton accepted the chair of Practical Agriculture, 
 April 1, 1874 — Prof. E. Gale having temporarily discharged the duties 
 thereof subsequent to February 7th, 1874, at which date it became 
 vacant. 
 
 Policy of the Kegents. 
 
 In its first Annual Rci)ort the Board issued the following explicit 
 statement of the princii)le,s which would control its action in the man- 
 agement of the Institution : 
 
 In the outset we endeavored to obtain a clear idea of the object sought to 
 bo accomplished by the creation and maintenance of Agricultural Colleges. 
 
AGRICULTURAL COLLEGE. 5 
 
 The fundamental law governing these institutions is an act of Congress en- 
 titled "Au act donating lauds to the several States and Territories which may 
 provide colleges for the benefit of agriculture and the mechanic arts," approved 
 July 2, 1862. The fourth section requires that the interest of all moneys 
 derived from the sale of the lauds donated " shall be inviolably appropriated by 
 each State which may take and claim the benefit of this act, to the endowment, 
 support, and maintenance of at least one college, where the leading object shall 
 be, without excluding other scientific and classical studies, and including mili- 
 tary tactics, to teach such branches of learning as are related to agriculture and 
 the mechanic arts, in such manner as the Legislatures of the States may 
 respectively prescribe, in order to promote the liberal and practical education of 
 the industrial classes, in the several pursuits and professions in life." 
 
 By transposing the clauses, and omitting those which prescribe the mean 
 by which the object is to be gained, rather than the object itself, the section 
 may be fairly stated, thus: "In order to promote the liberal and practical 
 education of the industrial classes in the several pursuits and professions in 
 life, each State " accepting this grant " shall maintain a college where the 
 leading object shall be to teach such branches of learning as are related to 
 agriculture and the mechanic arts." 
 
 Without detailing the steps by which we have reached our conclusions, 
 suffice it to say that we are unanimously agreed upon the following points : 
 
 I. We understand the "industrial classes" to embrace all those whose 
 vocations or pursuits ordinarily require a greater exercise of manual or mechan- 
 ical than of purely mental labor. It is impossible to draw a sharply defined 
 line between the industrial and professional classes, for every occupation 
 demands both mental and manual effort. But in the absence of any authoritative 
 definition, either by courts or lexicographers, and for the purpose of marking 
 the general boundaries which, in our opinion, should divide agricultural from 
 other colleges, we accept the recognized distinction between the mechanic or 
 industrial arts and the liberal arts, as given by Webster: the industrial arts are 
 those In which the hands and body are more concerned than the mind ; the lib- 
 eral arts are those in which the mind or imagination is chiefly concerned. 
 
 II. While not necessarily ignoring other and minor objects, the leading 
 and controlling object of these institutions should be "to teach such branches 
 of learning as are related to agriculture and the mechanic arts." Prominence 
 should be given to these branches in the degree that they are actually used by 
 the farmer or mechanic. 
 
 III. As against the opinion that the aim of these colleges should be to 
 make thoroughly educated men, we affirm that their greater aim should be to 
 make men thoroughly educated farmers, and for three reasons : 
 
 1. A student may receive the highest scholastic education afforded by uni- 
 versities, and yet know nothing of practical farming. 
 
 3. Although we hold that the mental faculties are as well disciplined by the 
 mastery of those sciences which relate most directly to agriculture as by the 
 study of any other branches of learning, and therefore that mental development 
 can be as truly gained in agricultural as in other colleges, yet we affirm that 
 
b KANSAS STATE 
 
 their greatest aim should be to teach the farmer how best to apply the truths of 
 science in the maaagemeut of his farm, and how most to profit thereby. 
 
 3. The primary aim of literary colleges is, aud for centuries has been, to 
 discipline the mind, other purposes being secondary. The doors of these noble 
 institutions are alike open to the childre:i of the industrial and the professional 
 classes. It is neither necessary, economical nor wise for the Sta'e to maintain 
 an agricultural college which shall seek to do precisely the same work for the 
 same purpose. Congress evidently had quite a different purpose in view 
 when, as in the title of the organic act, it designated these colleges as for the 
 benefit of " Agriculture and the Mechanic Arts," instead of " for the benefit of 
 the children of farmers and mechanics." 
 
 IV. As a larger number of the citizens of Kansas are engaged in farming 
 than in any other industrial pursuit, we are agreed that in this institution 
 greater attention should be paid to the sciences which most concern agriculture 
 than to those which relate to the mechanic arts. Nevertheless, since most of 
 these branches of learning are equally useful to the mechanic; since tsome skill 
 in the use of the mechanic's tools is advantageous to the farmer; and more 
 especially since the Congressional grant was made " to promote the liberal and 
 practical education of the industrial classes,''' upon conditions which cannot be 
 repealed by State sentiment or enactment ; we feel bound, in so far as we shall 
 have the ability, both as the lawful trustees of that grant, and because of the 
 peculiar necessities of a young and growing State, to place fairly within reach 
 of the youths of Kansas, such knowledge and skill as will best and soonest 
 enable them to earn an honorable livelihood by the practice of some one of the 
 industrial pursuits, common in the State. 
 
 In accordance with these views, the Board has made every effort and fully 
 purposes to use every proper means for executing the policy first officially an- 
 nounced September 3d, 1873, and hereby reafiirmed: 
 
 " For the purpose of defining the policy of the Board of Regents of the 
 Kansas State Agricultural College, and as a guide to the Faculty in preparing a 
 new curriculum — 
 
 " Besolved, That the object of this institution is to impart a liberal and prac- 
 tical educitiou to those who desire to qualify themselves for the actual practice 
 of agriculture, the mechanic trades or iudnstriil arts. 
 
 " Prominence shall be s-iven to agriculture and these arts in the proportion 
 that they are severally followed in the State of Kansas. 
 
 " Prominence shall be given to the several branches of learning which 
 relate to agriculture and the mechanic arts, according to the directness aud value 
 of their relation." 
 
 A statement of the reasons why the Regents hold this policy was 
 made in President Anderson's first report to the Board, as follows : 
 
 The act of Congress endowing agcicultnral colleges, prescribes that their 
 leadit-g object shall be "to teach such branches of learning as are related to 
 agriculture aud the mechanic arts, in order to promote the liberal and practical 
 education of the industrial classes in the several pursuits and professions in 
 life." 
 
AGRICULTURAL COLLEGE, < 
 
 1. What is a Liberal Education as prescribed by this Act V 
 
 Words, like trees, are the product of various elements, and often of many 
 centuries. Liberal is a case in point. The Roman slave was subjected to a bond- 
 age compared with which the worst form of American slavery might be deemed 
 liberty. A man who was " no slave" was called "liber." In those days more 
 than in these, manual labor was the chief service of the slave. Hence the con- 
 dition of the "liber" was, in a general sense, a condition of freedom from man- 
 ual labor. During succeeding centuries, but still under tyrannies, the French 
 liberal and the English liberal retained the leading signification of general free- 
 dom from that physical toil which is the warp and woof of a slave's daily life. 
 Early English authors designate by it " that which befits a ' gentle'-mau " as dis- 
 tinguished from a manual laborer, and that it yet expresses the original mean- 
 ing is evident from its present use as applied to the arts. Webster draws the 
 line between the liberal and the mechanic or industrial arts in these words : " The 
 liberal arts are such as depend more on the exertion of the mind than on the 
 labor of the hands; and regard amusement, curiosity or intellectual improve- 
 ment rather than the necessity of subsistence, or manual skill." A glance at 
 history will show how pertinently this word described education. The Refor-, 
 matiou exerted a resistless influence upon the scope and direction of education. 
 The new order of things forced the clergy, who had previously constituted " the 
 learned " class, to the acquirement of greater information, especially concerning 
 the ancient languages and beliefs. The growth of constitutional governments 
 necessitated the careful education of men skilled in the principles and prece- 
 dents of law. Increased knowledge compelled a corresponding education of 
 physicians, of scientists, and, as indispensable to all, of competent teachers 
 These vocations compose what are yet commonly known as " the professions." 
 It certainly is emphatically true of each of them, that the labor required in their 
 practice is mental. As compared with the farmer, the preacher, lawyer or doc- 
 tor is relatively exempt from physical toil. Hence an education designed for 
 these professions would naturally be called "liberal;" and until quite recently, 
 no other pursuits have been deemed worthy of the educator's notice. 
 
 It is in this light, glinted to us by the billows of many centuries, that we 
 are to read Webster's definition of liberal, i. e., " Befitting a freeman or gentle- 
 man, as liberal arts or studies; liberal education, that is, such as is extended 
 beyond the practical necessities of life." 
 
 The debates of Congress upon this bill, everywhere show that both its 
 friends and enemies used the phrase " liberal education " in the proper and 
 accepted sense. 
 
 A single extract from the speech of Senator Harlan, of Iowa, in reply to 
 Senator Mason, of Virginia, will suffice : 
 
 "There may be those who are not disposed to give the means for the devel- 
 opment of the minds of the masses, those whose interest it is that the laboring 
 men of the country should be ignorant, should be uneducated and dependent; 
 that their sweat and toil may be used to advance the interests, and promote the 
 happiness of those more highly educated and refined; it may be that it is a 
 blessing to Virginia that she is now more largely represented by adult white 
 
KANSAS STATE 
 
 people who are unable to read and verite, in proportion to her population, than 
 any other State in the Union. It is a blessing, however, the people of my State 
 do not covet. They prefer that the mind of the laborer be developed ; that the 
 intellect of the man who labors and sweats for his own bread should be more 
 highly endowed, in order that that class of people may become their own rep- 
 resentatives, even in the legislative halls of the nation." [Feb. 1, 1859.] 
 
 There can be no doubt that by the use of the word "liberal" Congress 
 marked out the broadest pathway to mental power and culture. Whatever 
 long experience had proven to be valuable in the education of the professional 
 classes. Congress designed that agricultural colleges should use in the education 
 of the industrial classes. It was eminently fitting that the widest scope of 
 study, the best appliances, and the most competent teaching enjoyed by the 
 sons of the English aristocracy, should be freely provided for the American 
 farmer aud mechanic. For if any liber, or " no slave," is entitled to a Uher-a\ 
 education, it is the son of American liber-ty. 
 
 He possesses a liberal education who has learned that which is known or be- 
 lieved of the more prominent subjects of knowledge. Literary is that which 
 pertains to learning; hence I have designated the departments of this college 
 through which it seeks to give a liberal education, " Literary Departments." 
 They have for their broad foundation the purpose which Congress expressed 
 by the word liberal; their scope is equally wide ; their aim, as far-reaching ; their 
 rule, thoroughness; and their only limitations such as are imposed by the youth 
 and poverty of the College, or by the student's lack of ambition, time or money. 
 
 1 have dwelt at such length upon this point in order that the line which divides 
 these from the industrial departments may be more sharply drawn, and in 
 order, by contrast, to throw into bolder relief the further idea which Congress 
 expressed, by using the word practical — " liberal and practical education." 
 
 II. What is a Practical Education as prescribed by the Act ? 
 
 Practical means "pertaining to practice;" practice signifies "actual doing, 
 or the thing done; that is, the regularly doing, or the thing regularly done." 
 The Greek verb prasso, meant "to do, to work; to follow a business, trade." 
 The adjective praktikos, "fit or disposed for doing or performing; fit for busi- 
 ness, business-like ;" hence our word practical, that which belongs to the actual 
 doing. It matters little in this connection what particular shade of its meaning 
 is taken. We may say with Webster, that a practical education is one " capa- 
 ble ot being turned to use or account ; useful in distinction from ideal or tJieoret- 
 ical" and since the sciences as taught in a liberal education are but collections 
 of ideas or theories, a practical education must be quite distinct therefrom ; or 
 we may say that such an education, like practical skill, is one "derived from 
 actual doing." All of this simply amounts to saying that a practical education, 
 as prescribed by the act, is one that " fits a person for actually doing business," 
 be the kind of business what it may. 
 
 We have already noted the influence of the Reformation upon education. 
 A glance at the causes which impelled Congress to require for the industrial 
 classes a practical as well as a liberal education, will show yet more clearly what 
 it meant thereby. These causes are to be found in the magnificent progress of 
 
AGRICULTUEAL COLLEGE. 9 
 
 American inveution. They spring from the same sources that have filled the 
 patent office with models, and the world with machinery. And if any ele- 
 ments may rightfully mold and energize the processes of education, certainly 
 may those which, since the days of Frauklia aud Pulton, have placed Ameri- 
 cans in the foremost ranks of the world's appliers of science. The nation of 
 plows and reapers; of cotton gins, spindles and sewing machines; of railroads, 
 clippA-s and Atlantic cables; a nation which has reached out its countless roots 
 broadly and deeply into the exhaustless soil of liberty, and whose forces, there- 
 fore, are as active and eternal as the will of the God who created them; the 
 nation of a free Bible, free schools, free press, and a free ballot-box ; such a 
 nation, both as a measure of justice and necessity, would be apt to demand, and 
 very apt to enforce the demand, that the processes of education should be as 
 precisely and as fully suited to the special wants of the thronging industrial 
 classes as is the education of the English university suited to the special 
 wants of the English professional and aristocratic classes. 
 
 And the fact <.hat such an education must of necessity require manual labor 
 so far from deterring, would rather stimulate Congress in making, and the peo- 
 ple in enforcins!, this new demand. When the Hue is drawn between those 
 persons whose chief work is mental and those whose chief work is physical or 
 with machinery, who so nearly constitute " the people " of America as do the 
 industrial classes? From the very extent of our territory and the exhaustless- 
 ness of its seen and unseen resources, the.se classes, for all time to come, must, 
 as compared with all others, be the nation. In what quarter of the globe does the 
 plowshare annually turn over so vast a breadth of virgin soil, and press onward 
 even more rapidly than the sword to conquer the wilderness? What laud is so 
 netted and meshed with iron highways that groan under the weight of whirl- 
 ing products? What air is so filled with the hum and clang of mechanism? 
 American products and fabrics, the results of manual labor, are carried in 
 American vessels, the creation of manual labor, to the ports of Europe, Asia 
 and Africa. And it is very easy to see what Congress meant by the demand 
 for an education capable of actual use in daily business, and, therefore, one got- 
 ten by actual practice; and just as easy to see why it made such demand. 
 
 It is a significant fact, and worthy of mention in this connection, that the 
 only opposition to the act came from those who looked upon workiugmen as 
 " mud-sills" and " greasy mechanics." In the year 1859, under the leadership 
 of Mr. Morrell, a Representative from the State of Vermont, this bill passed 
 both houses, to be vetoed by American slavery, with the pen of James Buchan- 
 an. In the year 1863, under the leadership of Mr. Morrell, then a Senator 
 from the State of Vermont, it again passed both houses, to be signed by Amer- 
 ican liberty, with the pen that wrote the Proclamation of Emancipation and 
 the death warrant of American slavery. 
 
 III. In what respects should a Practical Education differ from a 
 Liberal Education ? 
 
 It is well to revert again to the influences which have brought what is com 
 monly regarded as the standard education into its present shape. All of the 
 best American colleges provide about the same course of study. Where did 
 2 
 
10 KANSAS STATE 
 
 they get it? Originally from England, with some modifications of details. Bat 
 whore did the English institutions obtain it? Nowhere. It grew. Two 
 necessities governed its growth : 1st, The need for certain kinds of kn9wledge 
 which men wished to use; and 3d, The need for training those faculties by 
 which that knowledge was applied. It is evident that the classics first obtained 
 their place in the curriculum simply because those languages contained infor- 
 mation that was useful to clergymen, histories and precedents indispensable to 
 lawyers, and theories deemed valuable to ^physicians. The notion that the 
 classics afford better mental discipline than do other studies, was an after- 
 thought, not an original purpose. Mathematics was introduced mainly for the 
 benefit of the astronomer, and not of the merchant ; any crumbs picked up by 
 the latter were dropped by accident. Physiological studies were gradually pro- 
 vided for the embryonic physician, and political economy for the heir to a seat 
 in the House of Lords. In later days, the natural and physical sciences have 
 been included, but chiefly for the benefit of scientists. We can thus see not 
 only why the standard curriculum [has its present proportions, but also that it 
 is admirably adapted to impart just the knowledge that will be mo-;t useful to 
 professional men in aftrr-life. 
 
 And now, what laculties or organs does it aim to train— the meutal, or the 
 physical? Those of the mind. Why? Is it because mental discipline is more 
 valuable than physical training? Is it u^t because the theolosjiau or lawyer 
 who seeks to apply the truths of reason, only usea his mental powers in making 
 the application ? In such work it is wholly immaterial whether his feet be 
 trained, or for that matter whether he have feet. His mind acts independently 
 of his physical organs, save as it depends upon the bod}'. If in later days 
 Shakspeare had lost the use of every organ except the tongue, he could never- 
 theless have given to the world those masterplkjces which will endure long after 
 cathedrals have crumbled. The mind is the only power which can grasp truths, 
 handle inferences, construct arguments, or shape policies, even though these 
 oiuide nations to the grandest victories. The blind Milton erected a palace tha^ 
 will challenge the admiration of centuries; but it was built of ideas, not granite; 
 framed and bolted with thouiiht; glorified by resplendent genius. From the 
 nature of the case, a professional educatiou does not require any discipline of 
 the physical organs ; and the fact that when a particular skill is needed in a 
 profession, as that of the hand by the surgeon, this drill is given, only strength- 
 ens the general proposition that the standard education of to-day, is chiefly de- 
 signed for the benefit of the professional classes. But when we seek to apply 
 the truths of science to matter, physical as well as mental ability becomes essen- 
 tial. Just as the finger cannot touch thought, so thoue:ht cannot touchstone. 
 The will of the mind can only be carried into effect by the body. And for the 
 very reason that the professional classes required mental discipline, the indus- 
 trial classes require manual training as well; for these are the men whose work 
 is with soils and wood; rocks, ores and metals; winds, waves, steam and light- 
 ning; and that work can only be done by the use of the physical organs. 
 
 This distinc' ion ought never to be forgotten. The use which is to be made 
 of any science should determine the form and extent of its presentation to the 
 
AGRICULTUKAL COLLEGE. 11 
 
 Student, the faculties or organs to be trained, and the relative strength or dex 
 terity required. If that use is professional, adapt the studies thereto, and train 
 only the mind ; but if it is industrial, reapportion the studies, and train the 
 physical organs by which th^y are industrially applied The degree of this dis- 
 cipline or drill must be equal to the mental or manual skill, or both, required 
 by the vocation. What assiduous study by the student is in school, equally 
 assiduous labor is in the field or shop ; for skill is the result of much " actual 
 doing." Only at the handles of the moving plow can the boy become a plow- 
 man. The student of carpentry may have mentally learned t'ue scientific truth 
 that a straight line is the shortest distance from one point to another ; but when 
 he tries to rip a straight line through a board he discovers that his eye and 
 hand must learn the same truth, that it is far more difficult to educate the body 
 than the mind, and that practice alone makes perfect. 
 IV. Design op Congress. 
 
 When, therefore, Congress ordained a liberal and practical education for 
 the industrial classes, it logically and inevitably required both the teaching of 
 learning and the teaching of the trades. 
 
 For then, as now, scores «f venerable and vigorous colleges afforded a lib- 
 eral education. They not only taught all the branches of learning which relate 
 to agriculture and the mechanic arts, but, because of their strength, taught 
 them better than could be done by younger institutions. Nevertheless, that 
 education was virtually adapted to the wants of the professional classes. 
 
 After showing its appreciation of these institutions by liberally endowing 
 new ones of the same kind. Congress yet more liberally endowed colleges for 
 the education of the industrial classes, and called for an accurate revaluation of 
 the several branches of learniag by the original standard of their exact useful- 
 ness. It demanded their reapportionment, their presentation from a new stand- 
 point, their application in new directions and along the shortest lines, and the 
 provision of wholly new appliances. It demanded for these institutions all the 
 knowledge, instruction and apparatus which then existed, or would exist, in the 
 best literary colleges, so far as useful to the industrialist; and then, in addition 
 and beyond all this, it demanded farms, nurseries and herds, kitchens, sewing- 
 room and dairies, workshops, printing and telegraph offices, photographic, 
 pharmaceutical and assayer's laboratories — in short, every appliance employed 
 in industrial work. And from the very nature of the case it required that these 
 appliances should be for the personal and continued use of the student, and not 
 merely as means of illustration in the hands of the teacher; because only by 
 such use can the student acquire a "fitness for doing actual business." 
 
 As already stated, the function of the Literary Departments is "to teach 
 fcuch branches of learning as are related to agriculture and the mechanic arts." 
 The function of the Industrial Departments is to render the student skillful in 
 the several operations by which the farmer and mechanic can apply that learn- 
 ing with the least labor and greatest profit. 
 
 Neither of these general departments must overshadow the other; neither 
 must interfere with the other. Their respective foundations are equally broad 
 and their missioa equallv noble. Thoy must walk hand in hand at any and 
 every sacrifice, and must harmoniously work to a single end — the benefit of the 
 student. 
 
12 KANSAS STATM 
 
 Course of Study* 
 
 It is frequently urged that the majority of the graduates of agricul- 
 tural colleges become professional men. The charge is correct, so far 
 fis this Institution is concerned, and, for two or three years, it will 
 likely be correct. Either these colleges must turn out real farmers, 
 mechanics, or those who follow other industrial pursuits, or else be 
 logically adjudged to have failed in the execution of the purpose for 
 which they were endowed. There can be no radical change in results 
 except there first be radical changes in the producing causes. Let us 
 seek for these causes through the results. 
 
 What governs the newly fledged graduate in his choice of a voca- 
 tion, when forced thereto by the necessity for earning a livelihood? 
 
 If another man has a capital of $10,000, upon the income of which 
 ]\e must live, he invests it in that bu&iness which, promises to pay best. 
 Usually, the only capital of the graduate JiB the knowledge which he 
 has gained in college, and the use he can make of it : in other words, 
 his " education." If he can make more out of this capital as a teacher 
 than as a farmer he will be a teacher. But if he knows more about 
 farming than about dead languages, and has greater skill in handling 
 stock than in handling the technicalities of science, self-interest will 
 make him a farmer. He will invest his capital where it pays best. 
 Now, the course cf study which he has followed in college must inevit- 
 ably determine the kind of cajiital he has acquired, just as the direc- 
 tion of the tongue determines the direction of a moving wagon. Hence, 
 in deciding upon the best course of study for an Industrial Institution, 
 two questions arise : 
 
 1. Is that knowledge which experience has shown to be of most 
 value to the future lawyer, doctor or preacher, equally valuable to the 
 farmer, mechanic or business man ? 
 
 2. In educating men for the farm are we to teach the same sciences, 
 in the same proportions, and with the same applications, as when edu- 
 cating meu for the professions ? 
 
 The routine work of the farmer is as different from that of the min- 
 ister as is the work of the merchant from that of the sailor. The knowl- 
 edge which is of most use to the one is not equally, if at all, useful to 
 the other. Hence, it certainly is clear that the course of study fol- 
 lowed by the future farmer should differ from that taken by the future 
 preacher, just in the degree and to the extent that the uses Avhich each 
 will make of knoAvledge are different. Farmers need an education as 
 
AGRlCtJLTURAL COLLEGE. 13 
 
 broad, thorough and practical as that of lawyers, but they do not need 
 the sama education, any more than the astronomer and surgeon need 
 the same education. 
 
 What knowledge will be most serviceable to the future agriculturist? 
 He cannot, in a life time, much less in the few years spent at col- 
 lege, acquire all knowledge, or learn a tithe of all that is interesting, 
 curious, or even distantly related to agriculture. He is limited by 
 want of time, and often by lack of money, so that he must select from 
 among the things known those which will give him the best success as 
 a farmer. 
 
 He needs a practical knowledge of his own language, that he may 
 fully understand the ideas of others, and sufficient skill in the use of 
 that language to express his own ideas clearly and vigorously ; but 
 does he need the same familiarity with Latin, Greek and Hebrewjjthat 
 is essential to the best success of a professor of philology in a Euro- 
 pean university? or does he need the same skill in rounding sen- 
 tences and selecting rhymes that is prized by the poet ? He needs 
 a knowledge of mathematics as used in business life, and such skill 
 jis will enable him readily and accurately to make all the computa- 
 tions and keep all the accounts incident to his occupation; but are 
 conic sections and the calculus as serviceable to him as to the astrono- 
 mer ? 
 
 Up to a certain point, English and Mathematics, if practically 
 taught, are of great value to every man, no matter what his vocation ; 
 but, neither is in itself an end. Each is only an instrument to be 
 used in gaining an end ; and the first object of the student should be 
 the acquisition of a ready skill in the use of the instrument. If, after 
 so doing, he is able to study the curiosities of literature, as an expert, 
 so much the better ; but ability to write legibly, to spell correctly, to 
 speak grammatically, and to use the word which exactly expresses his 
 meaning, is of far greater moment. And it is a fact that oftentimes 
 pi-actical English and practical mathematics are sacrificed in the efibrt 
 to rush the student through the " higher," and, so far as he is con- 
 cerned, the " fancy " branches of each. 
 
 The principle of selection thus indicated is applicable to a score of 
 other sciences ; all of which are interesting to the scholar of elegant 
 leisure : each of which is of great value to one specialist, but of no 
 value whatever to another specialist, and many of which are practi- 
 cally valueless to the farmer. 
 
14 KANSAS STATE 
 
 But now there are some kinds of knowledge which are of especial 
 service to him, and which are not equally so to the physician, jurist, 
 or mechanic. His daily work is with plants ; and plants are but so 
 many curiously wrought machines. These have different parts, which 
 perform different services, and which depend upon dissimilar condi- 
 tions. For exactly the reason that a practical knowledge of anatomy 
 is useful to the surgeon, is a practical acquaintance with botany useful 
 to the farmer. 
 
 But plant machinery does not impel itself ; it is driven by forces 
 chained in the earth and air, as the engine is driven by steam. He 
 needs to know both the mechanical and chemical action upon plant 
 growth of light, heat, water and soils ; and how to increase or decrease 
 this action, as his interests may require. Hence, a practical knowl- 
 edge of physics and chemistry is valuable to him. 
 
 Plants are subject to the depredations of insects and birds. These, 
 in turn, are devoured by others. He should know and cherish his 
 zoological friends, and use their instincts in the destruction of his foes. 
 Two reasons make a knowledge of the habits and value of domestic 
 animals indispensable. First, because they furnish his motive power 
 for the plow ; and second, because many of his crops can be profita- 
 bly sold only after their conversion into flesh and milk. 
 
 The knowledge of these, as of other sciences, should be imparted 
 and acquired with reference to the use which he is to make of it, viz : 
 as enabling him to correctly answer the question that is always upper- 
 most in the true farmer's mind — " Will a given thing pay ? '" Real 
 farmers do not plow from dawn to dark, swelter in the harvest field, 
 or shiver in the corral, just for the fun of the thing. They farm for 
 profit. They do not toil in order that the sweat may trickle to the 
 earth, but in order that they and theirs may eat the bread which can 
 only be earned l)y the hard labor which brings sweat. Neither work- 
 ing nor sweating is the chief end of farming : profit is. And if the 
 farmer can gain the end by substituting machinery for his own mus- 
 cles, he will. Nor is a knowledge of the sciences which relate to agri- 
 culture the chief end of farming : it, like work and wagons, is only a 
 necessary means to be used in gaining the real end. As in the case of 
 English and mathematics, so botany, physics, chemistry and zoology 
 may be taught in either of two ways : — First, as pure sciences; second, 
 as practically useful to the farmer. In the former ease, the student 
 will become a scientist ; in the latter, a capable farmer. And often 
 
AGRICULTURAL COLLEGE. 15 
 
 there is as much difference between the two men as there is between a 
 law library and a successful lawyer. Hence, even those sciences which 
 relate most directly to agriculture must be re-arranged and presented 
 to the student with controlling reference to the use he will make of 
 them. So widely different is this use from that which the " man of sci- 
 ence" makes that, unless they be so taught, nine graduates will 
 become professors of a given science where one becomes an actual 
 farmer. It is not improbable that the real experience of those col- 
 leges in which these are taught as pure sciences, and to which there is 
 merely an agricultural attachment, will corroborate this statement. 
 And, it may be incidentally remarked that, were there no other 
 objection to the mooted proposition of increasing the endowment of 
 the University of Kansas, by removing this College to Lawrence, the 
 above would be insuperable. Desirable as it undoubtedly is that the 
 State Institution which is expressly designed to educate lawyers, doc- 
 tors, preachers and professors should be liberally supported, yet, 
 because of the difference between the uses which the industrial and 
 professional classes make of knowledge ; and, therefore, because of the 
 •lifference which there ought to be in teaching the same science to the 
 (me or the other, the mooted consolidation would inevitably be death 
 to the practical education of farmers. Whether the professional classes 
 of Kansas should be educated by the absorption of an endowment 
 expressly made by Congrsss for the education of the industrial classes 
 of Kansas, is a question in the decision of which the voters of Kansas 
 would be very apt to take part, either directly, or, if accomplished, 
 in affecting the political welfare of the accomplishers. 
 
 This re-arrangement and special presentation of a science does not 
 necessitate either narrowness or superficialness, because knowledge 
 must be acquired before it can be applied ; because it is more readily 
 acquired when presented as a system, or science, than as hotch potch ; 
 and because he who intends to make a specific use of knowledge, for 
 profit, will study better than he who only aims to pass the examination 
 for a diploma. A competent machinist must thoroughly understand 
 the principles of mathematics and be able to apply them in his busi- 
 ness. Is he less a mathematician than the college graduate who also 
 understands the principles, but who, very often, can make no practical 
 use of them ; and who, though able to calculate an eclipse, with 
 greater or less accuracy, cannot tell the capacity of a cistern or corn 
 crib, or be safely trusted to measure wood ? It is very well to talk 
 
16 KANSAS STATE 
 
 flippantly about the " bread and butter sciences," but, as between 
 these and the cake and candy sciences, men who work for a living 
 prefer the former as a regular diet, if they cannot have both. It is 
 better for an Agricultural college, at least, after furnishing its students 
 of agriculture with plates and knives, in the shape of English and 
 mathematics, to first give them a full course of roast beef and vegeta- 
 bles, in the shape of economic botany, chemistry, practical agriculture, 
 etc., and afterwards, a dessert of dead languages and fossils, than to 
 invert the order ; because, if the student has not time to take the 
 whole meal — and the majority of students have not — the main course 
 will be of more value to him than the dessert. If he can, let him take 
 both. 
 
 But when all the sciences useful to the farmer have been taught as 
 indicated, and with the best results,«the student has still an essential 
 part of his education to gain, namely, such skill — both mental and 
 manual — in applying knowledge to farm work as will ensure him the 
 largest income with the least outlay of money, labor and time. 
 
 Notwithstanding a common opinion to the contrary, there is evi- 
 dently a necessity for professional teachers of Practical Agriculture 
 and Practical Horticulture. If agriculture be regarded as the aggre- 
 gate of several recognized sciences, and, therefore, as itself a science, 
 it deserves the srme carefulness in teaching accorded to the sciences of 
 which it is composed. Or, if regarded as only an art, so completely 
 does it depend upon these sciences, so complicated are its applications 
 of their interwoven truths, and so important are the consequences of a 
 skillful or bungling exercise of the art, that no pure science presents a 
 stronger claim for capable masters and thorough drill. 
 
 The teacher of an established science necessarily views it from the 
 standpoint of investigation or inductive discovery, and so presents its 
 facts and theories, directing them to the wants of the farmer as best 
 he may. The teacher of Practical Agriculture must vicAV the same 
 science from the wholly different standpoint of "Will it pay the 
 farmer?" The conclusions reached by the two men will sometimes 
 clash, for trial frequently shows that a proven fact of one science is so 
 modified by an equally proven fact of another science as to be rela- 
 tively valueless in combination. This experience is not confined to 
 agriculture The keenest experts of the Patent Office, after close study 
 of a working model, and upon seemingly the best scientific grounds, 
 frequently decide the proposed application of a given })rinciple to be 
 
AGRICULTUKAL COLLEGE. 17 
 
 correct aud valuable ; whereas, the construction of the machine .show!« 
 that it either wont work at all, or wont work profitably. And if such 
 be the fact in the .science of mechanics, the priuciplei^ of which are 
 mathematically demonstrable aud easily traced in a comVjinaticn, how 
 much more is it apt to be the fact when we attempt to deal with the 
 .subtle forces of light, heat and moisture, hidden in mysterious combi- 
 nations and producing fantastic results? No science used by man 
 more imperatively demands the constant test of actual experience. 
 The iron used by the blacksmith in every state is practically the same, 
 but the soil which the farmer in Kansas work.s is not practically the 
 ;3ame as that of Ohio or Maine, and sometimes the same farm has as 
 many different soils as acres. The flame and tools of the smith are 
 the same everywhere, but how great are the diversities of the warmth , 
 and rains which build plants and furnish fruits ! 
 
 It is frequently asserted that a boy will become more skillful in the 
 practice of agriculture if kept at work on the hom.e farm, under his 
 father's guidance, provided the latter be a farmer, than if placed un- 
 der the instruction of a professor of practical agriculture ; hence, that 
 there is no necessity for professional teaching. 
 
 Evidently, this depends upon several things. If the father has a 
 better knowledge of the scientific principles actually used in agricul- 
 ture ; if he can apply these principles more successfully ; if he has 
 better apparatus for illustrating both the principles and their applica- 
 tions, in the shape of a greater variety of soils, of the best implements, 
 (cultures, crops, cattle and fruits ; if he is a better teacher ; and if he 
 will fully devote himself and his farm to the task of teaching the boy 
 what to do and what not to do as a practical farmer, and of drilling 
 him in the best ways of doing a desirable thing and of preventing an 
 undesirable thing — certainly such a farmer should keep his boy at* 
 home, unless the latter is deficient in that branch of education given 
 by the literary departments of the college. But is this fortunate com- 
 bination of essential advantages often found? On the one hand, 
 man}' capable farmers are not able to buy the necessary apparatus. 
 On the other, many rich farmers have not the requisite scientific 
 knowledge. And he who possesses both the means and the knowl- 
 edge, however willing to teach his own son, is usually not so willing 
 to follow the business of teaching other men's sons, simply because 
 farming pays better than teaching. These advantages should be pro- 
 vided by Agricultural Colleges, and should be used in giving the best 
 
18 KANSAS STATE 
 
 instruction and drill in the practice of agriculture. Whether they 
 really are so provided and used is another question, but evidently they 
 <«.n be. 
 
 The above assertion would not be so frequently made by experi- 
 enced farmers without some reason. In many instances, their observa- 
 tion of men who claimed to farm " scientifically,'' has justified one, 
 and often both, of two conclusions : either, that the given claimants 
 made false pretensions, or, that " scientific farming " mixed a little 
 sense with a deal of humbug. Furthermore, there is a natural ten- 
 dency to overestimate the actual power of science, and to believe it 
 [)ossessed of a greater practical value than it really has. And there 
 is no doubt that in many colleges too much attention has been given 
 to overestimated branches, and too little, or none at all, to drill in the 
 practice of agriculture ; as an inevitable result their graduates have 
 not succeeded in farming as well as neighbors who never attended 
 college. 
 
 The only remedy is to give thorough instruction m practical agricul- 
 ture, that is, agriculture "fit for doing business." Evidently, culti- 
 vated fields are the true text books for this instruction ; the best expe- 
 rience of successful farmers is its proper lesson ; and their balance 
 sheets its final authority in deciding doubtful points. Ordinarily, 
 {)ractical agriculture comes to the sciences as a questioner, asking for 
 the explanation of a fact, rather than as an apprentice seeking rules 
 by which to work. And, while giving an attentive ear to the state- 
 ments of science, its true function is to test these statements by the 
 sole standard of real profit; to reject those which, though scientifically 
 valuable, are found valueless in practice ; and courageously to adopt, 
 exemplify and proclaim methods which ensure the greatest profit, even 
 , though these be inexplicable or ridiculous to pure science. As the 
 pefidulum of a clock at one instant checks and at the next helps the 
 action of the weight, so should it now check, then help, but always 
 regulate the utterance of science to the student of agriculture. 
 
 As in other arts, it is much easier to memorize the principles oi 
 agriculture than to become skillful in their application. 
 
 Educators are apt to forget that the bulk of the farmer's work 
 requires manual or mechanical force. He deals chiefly with matter. 
 Probably more pounds of dead weight are annually lifted on a given 
 farm than in any shop employing the same capital. In plowing one 
 hundred acres six inches deep, 80,600 cubic vards of earth must be 
 
AftKlCULTURAL COLLP^GE. 19 
 
 moved ; then follow.s the work of harrowing, rolling, stirring, harvest- 
 ing, housing, cleaning and marketing. If, on the first of January, 
 each farmer were shown a mound to be leveled, equal in weight, bulk 
 and solidity to that of the material which he must handle during the 
 year, and which could be removed only by a force equal to that which 
 he must use, many would despair of accomplishing the task at all, or 
 at least of making a profit; and all would realize the imperative 
 necessity for employing the best and cheapest power, for using the best 
 tools, and for exercising the greatest skill in their use. The amount 
 of work to be done would show why, in turning the soil, a spade is 
 cheaper than a stick, though it costs more ; why a plow is cheaper 
 than a spade, and the strength of a horse than that of a man. It 
 would equally show that dexterity in the use of tools is a deal 
 cheaper than awkwardness, though its first cost be greater. No one 
 doubts that the mechanic needs skill, or that his education should 
 include the practice in the use of tools by which alone skill can be 
 acquired. Why,, then, exclude from the education of a farmer a 
 corresponding practice since, year by year, he has a greater weight to 
 lift, and tasks to perform equal in variety and exactness ? 
 
 This practice, too, is clearly to be regulated by the standard of 
 profit. If a boy can already plow well, why keep him at it when his 
 time can be better expended otherwise ? If he cannot, why not make 
 him as skillful in plowing as in naming the capes of Greenland? It 
 will not pay him to acquire the skill of the cabinet maker because 
 such skill is not needed in building fences, but it will pay him royally 
 to acquire the ability to make a gate, put in a spoke, point a plow, set 
 a horse shoe, paint a wagon, mend a strap, set up a reaper, replace a 
 box, build a wall, cut a stone post, and lay a drain. The cry of " mak- 
 ing him Jack-of-all-trades and master of none" may be quite startling 
 to those who don't think. When applied to a carpenter or printer it 
 may be pertinent ; but, because farm work daily calls for the perform- 
 ance of the simpler operations of some one of these trades, "Jack 
 skill" makes just the difference between a handy and a helples? 
 farmer, the difference between success and failure. Hundreds of farm- 
 ers will testify to their loss of precious hours because of an inability 
 to make repairs which any boy can be taught to make. 
 
 The acquisition of this skill requires physical labor, just as the 
 acquisition of a science requires mental labor. Hence, physical labor 
 should be " compulsoi-y," "^n the same sense, and for the same purpose. 
 
20 KANSAS STATK 
 
 that mental labor is compulsory; but in no other sense, and for no 
 other purpose. Thei'e is no greater " dignity " in labor than in rest, 
 but there is a noble dignity in that kind of manhood which faithfully 
 discharges every duty of life, whether it involves labor or rest. 
 Washiugton displayed as much heroic generalship in his wise retreats 
 as in his furious attacks ; but neither retreating nor advancing is val- 
 uable save as a necessary means of winning the final victory. No 
 man labors for the mere purpose of laboring, but only because a 
 desired end cannot be gained in an easier way ; nor does any animal. 
 And it is difficult to see why a boy should be made to do that which 
 no other creature does,- and which he will never do when a man. So 
 long as a student feels that he is gaining either knowledge or skill 
 that will be valuable to him a.s a farmer, he will work in the field, in 
 the nursery, with the cattle, or in the shops as cheerfully as he plays, 
 and more cheerfully than many study ; but beyond that point,or for 
 any other purpose, "compulsory labor" is no more beneficial to him 
 thau it would be to his father. So far as "exercise" is concerned, the 
 natural tendency of healthy youtli toward fun and frolic may be 
 safely trusted a few more centuries. 
 
 The practice required in any branch of practical agriculture should 
 be determined by the actual wants of the farm and the aptness of the 
 student. Little things should not be overlooked, nor greater ones be 
 unduly magnified ; the object being to produce a graduate able to suc- 
 ceed as an intelligent and skillful farmer. The majority of Kansas 
 farmers raise grain as a market crop, and vegetables, fruit and butter 
 chiefiy for their own tables. Practical agriculture should cover the 
 8 ime ground, and proportion its instruction and practice accordingly. 
 Frequently, however, some other product becomes the leading market 
 article, and demands a different distribution. To the stock raiser, 
 .skill iu manipulating the conditions upon which animal life depends 
 is more valuable than skill in raising cereals. The dairyman, nurse- 
 ryman, market gardener and florist have difierent problems, and each 
 must make a wholly different arrangement of its elements. Now 
 these specialists .should have a general knowleilge of, and competc^ncv 
 for, ail branches ol' farming ; because the profits of each branch may 
 at times be increased by a greater or less following of all, and because 
 permanent changes in th(! general market nec;essitate corresponding 
 changes in general fa:-ming. Neverthele.S8, when a student has de- 
 cided to h.-come a specialist, he should, aft*- acquiring general skill. 
 
AGRICULTURAL COLLEGE. 21 
 
 have an opportunity for extended practice in the chosen branch, 
 whether in the handling of cattle, iu the dairy, the nursery or the 
 greenhouse. Provision is made therefor. 
 
 The same principle — that of determining the educatiou by the real 
 demands of the proposed vocation — should decide the proportions of 
 the whole course, literary as well as industrial ; and the student 
 should at once take the course leading to his vocation. 
 
 There is no greater difference between the skill valuable to a law- 
 yer and that which is profitable to a sailor, than there is between the 
 skill needed by a farmer and that needed by a machinist, or that 
 of a druggist and that of a printer. The same knowledge has a 
 difierent value to each. Puttiug off the choice of an occupation until 
 after the student leaves college as a graduate, instead of making it 
 when he enters college, or as soon thereafter as possible, is a grand 
 mistake. Studies are taken and years spent without a' definite aim ; 
 much is acquired only to be forgotten in after life, simj^ly because not 
 demanded by the occupation of after life ; and much is omitted that 
 would have been of great value. Few fathers would send a son to 
 New York to spend $10,000 without first deciding upon what to pur- 
 (ihase. But many fathers send their sons to college to get an "educa- 
 tion," without further thought. Education for what? What does 
 the boy want to buy ? — ability as. a lawyer or as a farmer, as a preach- 
 (^r or as a mechanic ? The sooner the objective point is decided the 
 more profitable will be the expenditure of time, brain and muscle. 
 One thing is certain : that the majority of men who, after ten years 
 of semi-starvation in a " learned profession," find themselves and their 
 little ones facing the prospect of whole starvation, could better increase 
 their income by farming, had they the requisite skill, than in anv 
 other way. There are men iu every community who remain in a pro- 
 fession, not because they are fitted for it, or because they like it, but 
 only because they can do nothing else. This condition of things is a 
 necessary result of the convergence of our whole educational machin- 
 ery, from the t'ommou school to the University, upon the professions. 
 They must be overcrowded. And it is equally certain that until a 
 boy has chosen his occupation, it is better for him to take the farmers' 
 t'ourse in a good agricultural college than to take the aimless course 
 of a literary institution, and find himself, on graduation day, " with 
 the best education his country affords, and unable to make a liv- 
 ing!" In proof of this statement, take, as an illustration, the case of 
 
22 KANSAS STATJE 
 
 a boy who is able to earn, including boarding, thirty dollars a month 
 as a farm laborer. His wages are equal to the interest on $3,600, at 
 the rate of ten per cent. In other words, what he knows and caix 
 do is worth as much to him as $3,600 would be if he did nothing. 
 He spends four years at a literary college. How much has he 
 increased his capital? Very few of its graduates can go on the 
 market and at once command situations at more than thirty dollarfs 
 per month. Usually, two or three years must then be spent in pro- 
 fessional schools, and oae, two or five years more in waiting for a prac- 
 tice that will pay one hundred dollars a mouth. Or, if the graduate 
 enters commercial life, from one to three years are spent in learning 
 the business. Suppose, instead, that he spends the four years in an 
 industrial college. At graduation, he can command, in the market, 
 sixty dollars per month as the foreman of a grain or cattle farm, or 
 on his own homestead. Mechanics, printers, druggists and operators 
 can do the same. The student has doubled his capital, or has made 
 $3,600, when before he had made nothing that was in shape to use, 
 And, with the same frugality, industry and shrewdness which the pro- 
 fes,*ional graduate must exercise, he will, at any subsequent period, 
 earn more with the same labor. In other words, his industrial educa- 
 tion is worth more, costs less and is more available. It is well for 
 men to look the educational question squarely in the face, and to substi- 
 tute common sense for traditional and groundless sentimentality. 
 
 In regard to the question whether a former should be as generally 
 educated as the professional man, evidently that is a matter which 
 each student must decide for himself, and which an agricultural col- 
 lege must furnish according to the decision. If, after first learning 
 those things which will be of most value in the transaction of his bus- 
 ness, he has the time and means to take an extended course in classics, 
 history, mental, moral and other sciei ces, it can be given. The only 
 point made is, that the interests of students who are limited in means 
 and time shall not be tramped out by a blind obedience to a senseless 
 custom. 
 
 The farmer needs a thorough and direct education as much as doe.« 
 the physician. 
 
 Both ileal with the subtlest of forces — life ! The one seeks to con- 
 trol the conditions on which human life depends; the other, those on 
 which animal and vegetalde life depend. The one grapples with the 
 «liseases of an impaired body, and his battle is usuallv short and deci- 
 
AGKIOULTURAL COLLEGE. 
 
 23 
 
 ^sive. Tlie other struggles to wiu from earth aud air that food with- 
 out which all bodies must perish. His battle is longer, less exciting, 
 but none the less decisive ; for continued defeat brings poverty, and 
 grinding poverty brings exposure, exhaustion aud diseases that laugh 
 at medical skill. There is no apparent reason why a direct education. 
 {IS valuable to the farmer as is the best medical training valuable tu 
 the physician, cannot be provided ; and it is believed that the princi- 
 ples above set forth must alone and absolutely determine the studies 
 and assign their propoi'tious. For, if an industrial college provides 
 the same road to knoAvledge found in literary colleges, its graduates 
 must inevitably walk to the same point reached by their graduates, 
 other things being equal ; and. having gained the same knowledge 
 and skill, or capital, and this capital commanding a greater profit in 
 the practice of, say, law than in farming, the chances are that its 
 graduates, actuated by a proper self-interest, will ])ecome lawyers, and 
 will not become farmers, because the skill demanded by the two voca- 
 tions differs as wholly as ability to write a poein differs from ability 
 to con.struct a locomotive. The average curriculum of literary col- 
 leges is the result of careful thought, corrected by the experience ol' 
 centuries ; and it justly claims the confidence awarded to a route over 
 which, for generations, men have passed to the highest eminences of 
 law, theology, medicine and science. But for this very reason it is 
 neither the direct nor the best road t<^ succe.ss in the field, the shop, oi' 
 at the counter. 
 
 After so full a presentation of the principle.* which should determine 
 a course of study for the education of farmers, it is not necessary to 
 discuss with equal detail a course for mechanics. The points to settle 
 are: What ability does the given trade require? How much of this 
 ability is mental, and how much manual ? What sciences furnish the 
 requisite knowledge, and what drill the needed manual skill ? 
 
 It is not essential that the carpenter should know how plants grow 
 or how $40,000 cows are bred, because his business is as different from 
 farming as is farming from preaching. But it is essential that he 
 .should know the fitness of the different kinds of wood for different 
 purposes, and the principles of framing, ornamentation and stair build- 
 ing. He requires dexterity in the use of the rule, saw and plane, and 
 not of the plow. 
 
24 KANSAS STATE 
 
 Each trade requires a special ability, aud, therefore, a special 
 knowledge as well as specific manual drill. So great is, the diversity 
 in these respects that, at first glance, there seems to be no leading sci- 
 ence which is useful to all, in the sense that botany and chemistry are 
 useful to the farmer. Notwithstanding this diversity, it will be found 
 that practical mathematics, either as it treats of numbers or of lines, 
 has a greater or less cash value for each of the trades. Take the case 
 of two carpenters of equal skill in the use of tools and equal credit, 
 about to bid for the erection of a costly building, the one a poor arith- 
 metician, the other a practical mathematician. The latter understands 
 exactly what the detail drawings indicate and what the specifications 
 require ; his estimates for material and labor are more exact, for his 
 greater knowledge solves many questions that remain doubtful to the 
 former ; hence he allows less margin for woi:k that is new to both, bids 
 lower, employs his competitor at journeyman's wages, performs less 
 physical labor and receives a far greater profit. With increased cap- 
 ital aud experience he is more apt to become a builder and to earn a 
 builder's per centage than the former. His extra knowledge has a 
 cash value equal to the difference between the incomes of the two men. 
 With less hard labor, the stone cutter earns more than does the stone 
 mason ; the machinist more than the blacksmith ; the job piinter more 
 than the compositor ; the milliner more than the seamstress ; and so 
 on all the way through. The worth of mathematics to the builder, 
 machinist, aud engineer is apparent, but it may be asked : How many 
 dollars will a knowledge of algebra add to the wages of a sign painter, 
 or a kuowledge of geometry to the pay of a clerk? Evidently, none, 
 except in the way of general mental discipline, which we are not now 
 consiitcring, and whi<!h may be equally given by studies that have a 
 specific worth. There are two great branches of mathematics ; the 
 one uses numbers or symbols for computation, the other uses lines for 
 representation. As educational agents the former will most develope 
 th(^ reasoning powers, and the latter the perceptive faculties. As a 
 tool, science chiefly handles mathematics in the solution of abstract 
 problems ; whereas, business handles it for profit. And just as the 
 use which the sculptor makes of mathematics differs from that whi(;h 
 the astronomer makes, so ought their antecedent study of lines or of 
 symbols to differ. The several arts and trades use either or both 
 bran(!hes as their interests dictate. The tinner makes more applica- 
 tions of geometry in a week tliun a book-keeper does in a life time 
 
AGRICULTURAL COLLEGE. 25 
 
 and vice versa. Yet the assertion may be risked that, in the routine 
 work of the great majority of trades, the skill in representation which 
 is acquired by a masteiy of industrial drawing is worth more than the 
 skill in computation acquired by the study of the higher mathematics, 
 arithmetical skill being assumed in both cases. The number of tools 
 used by workmen in determining lines, compared with those used in 
 computing, tells the whole story ; for while the stump of a bad pencil 
 suffices for the latter, there are for the former the straight-edge, chalk 
 line, rule, square, level, plumb, gauge, dividers, tape and chain. Where 
 a mechanic spends five minutes in making figures, he spends fifty in lay- 
 ing ofi" lines. So that, if we regard practical mathematics as a useful 
 tool, skill in representation has a greater cash value to him than skill 
 in algebraic computation ; and, therefore, in his education greater 
 prominence should be given to the mastery of lines than to that of 
 symbols. The same conclusion will be reached if we regard the rela- 
 tive effect of the two branches as educational agents. In the routine 
 work of the trades, a far greater use is made of the perceptive facul- 
 ties than of the reasoning powers, as may be seen in the value of expe- 
 rience to the mechanic. This value consists in the fact that his future 
 work will, in the main, be but a repetition of that heretofore performed. 
 Having once learned the best way of doing a thing, his daily task 
 calls for the repeated application of that method rather than for the 
 reasoning out of new methods. As a rule, literary colleges have paid 
 no attention to the art of using lines, as distinguished from a scientific 
 study of the capabilities of lines ; hence, mathematics has been 
 chiefly employed for the education of the reasoning and not of the 
 observing faculties. Less provision has been made for the training 
 of the eye than of any other organ ; although, in the great industrial 
 world, it, as the chief organ of perception, is used even more con- 
 stantly than the hand ; in fact, is the pilot of the boat who rings 
 orders to the latter as engineer. A trained eye is as valuable to the 
 artizan as is quickness in calculation to the merchant, or quickness in 
 the detection of a fallacy to a lawyer. Hence, proficiency in the 
 principles and practice of drawing, as used by the artizan, is time 
 saved and money earned. And even in those vocations where no direct 
 use is made of drawing, such as that of the job printer and milliner, 
 the greater purity of taste and correctness of eye which are insepa- 
 rable from such proficiency, will command a cash price in every mar- 
 ket greater than the cost of acquisition. A workman in any trade 
 
26 KANSAS STATE 
 
 who possesses a cultivated taste will rise more rapidly, and commanci 
 higher wages, than one not so trained ; because real beauty, whether 
 of a coffee pot or a cathedral, consists more in grace of outline than 
 in ornamentation, costs less than ugliness, and sells better. Two nota- 
 ble instances of the cash value of industrial taste are furnished by the 
 experience of English and American manufacturers. Twenty-five 
 years ago, England found that her wares, equal in every other respect 
 to those of France and Germany, were being driven from European 
 markets by the greater beauty of the latter. In other words, the 
 seemingly trifling item of hereditary ugliness was so seriously affect- 
 ing her great manufacturing and mercantile interests as to demand 
 action. After due examination, the government made provision for 
 the compulsory teaching and study of industrial drawing in all its 
 schools ; and the factories were speedily supplied with artizans who 
 competed successfully with those of Europe. Five years ago New 
 England manufacturers found themselves in the same position, because 
 of the deficient taste of workmen ; and Massachusetts applied to the 
 English government for the most competent of its teachers, to serve 
 as state director of industrial drawing in her common schools. The 
 result was the importation of Prof. Walter Smith, whose rare abil- 
 ity, sturdy courage and square shouldered contempt for water colored 
 humbug and wax work bosh have placed the future workmen of many 
 states under lasting obligation to Bostonian sagacity. 
 
 It is claimed that the study of mathematics, as commonly taught 
 in literary colleges, has peculiar virtue in disciplining the mind ; and, 
 therefore, that a departure from the beaten path will be disadvanta- 
 geous to the student. As the same position is held in regard to the 
 classics, both may be considered at once. 
 
 The usage is to teach pure as distinguished from practical mathe- 
 matics. So far as this usage has a purpose, and is not a mere obedi- 
 ence of established custom, its chief design must be to train the mind ; 
 because, as a rule, no application to business employments is made of 
 algebra, geometry, trigonometry, conic sections or calculus, with the 
 single exception of surveying. "What use is made of the knowledge 
 thus acquired? A rare enthusiast becomes an astromomer; a select 
 few become pi'ofessors, to lead other students over the same path, or 
 authors who add an eleventh way to the ten ways already known of 
 solving a problem that is not industrially used twice in a century ; 
 while the rest either forget the higher mathematics, or enter techno- 
 
AGRICULTURAL COLLEGE. 27 
 
 logical schools, or return to the study of arithmetic, not as taught in 
 colleges, but as used in the shop, office or bank. Unless the labor of 
 these years has paid in greater mental vigor and precision, it has not 
 particularly paid at all, so far as the vast majority of graduates are 
 concerned. And when one of these engages in business he is apt to 
 discover that fellow clerks who spent in the counting room the months 
 which he spent at college, work more accurately and deftly, and con- 
 tinue to command larger salaries. Be the worth of this mental 
 training what it may, two things are noticeable : first, that the graduate 
 must still serve an apprenticeship in acquiring skill in the use of prac- 
 tical mathematics ; and, second, that business life is itself an intellec- 
 tual gymnasium which developes mental strength, quickness and pre- 
 cision quite as much as does the usual college course. The most suc- 
 cessful business men of America are not college graduates. The great 
 mass of those who to-day guide the manufacturing, railway, commer- 
 cial and political interests of the nation never studied the classics or 
 higher mathematics. One of two inferences is fair : either that the 
 ablest boys were not sent to college, or that the drill of business life dis- 
 ciplines the mind as well, for all practical purposes, as that of a col- 
 lege. Many persons speak of education as if they meant graduation, 
 and as if only those were educated who have graduated from some 
 college. When the Creator ordained " In the sweat of thy face shalt 
 thou eat bread," He endowed and equipped a world's university, in 
 which, through divine processes and impelled by resistless forces, pu- 
 pils obtain a very practical training that somehow enables them to 
 bear away from collegians the greater number of the esteemed prizes 
 of life. Whether this training be an " education " or not, it serves 
 the same purpose in all the vocations except the professions, and in 
 them to a greater extent than many suppose. 
 
 We are not denying the proposition that a study of speculative 
 mathematics and of the classics disciplines the mind. It undoubtedly 
 does : but so does everything else that equally causes the pupil to use 
 his mind. Neither a problem nor a Latin sentence, in itself, increases 
 the ability to think : it is the thinking which one does in solving the 
 problem or unearthing the meaning that, by the universal law of prac- 
 tice, makes the mind stronger. And we submit that the mastery of 
 practical mathematics as really necessitates sturdy thinking as does 
 the ordinary study of pure mathematics ; that the knowledge gained 
 is worth more to a greater number of persons ; that, since mental dis- 
 
28 KANSAS STATE 
 
 oipliue is given by all actual studying, the pupil who lacks money or 
 time cannot afford to take any study simply for its disciplinary virtue ; 
 and, that what an industrial education may be supposed to lose by its 
 substitution of practical for pure mathematics, and of the English 
 language for fancy and impure classics, is more than made up by its 
 employment of other disciplinary agents. Professional educators are 
 in danger of overlooking the amount of mental discipline necessarily 
 involved in acquiring many of the arts and trades. When a boy is able 
 to read Csesar he has done a given amount of thinking and gained cor- 
 responding mental power. A boy who, beginning with the telegraphic 
 alphabet, becomes able to receive by sound and reduce to writing 
 an average of twenty-five words a minute, has done as much hard 
 thinking as the former ; his attention, memory and power to think 
 exactly and rapidly have been more severely exercised, and his per 
 centage of gain cannot be less. In his subsequent growth from a 
 " plug " to a first class operator, the amount of mental discipline will 
 be fully equal to that given by the study of Latin in the transition 
 from a freshman to a senior. Such an operator can readily command 
 SI, 500 a year. Or, take the case of the printer. Does his hand fly 
 to just the right box of the one hundred and fifty-two, at the rate of 
 seventy-five letters a minute, without any antecedent discipline of the 
 mind? Is coriactness in capitalizing, spelling, punctuating, dividing 
 and justifying obtained without hard and constant thinking? Is 
 there less mental discipline in a mastery of the art of job printing 
 than in the study of Latin prosody ? It is safe to say that in a 
 match between all the graduates of American colleges, on the one 
 side, and all the printers of America on the other, each man to fur- 
 nish copy for one column of matter, the mistakes of the former would 
 far outnumber those of the latter. And if the study of English and 
 cognate languages disciplines the minds of the former, must not the 
 drill of a printing office discipline the minds of the latter ? Can any 
 booby shoe a horse, or build a carriage, watch, house, arch, bridge, 
 engine, or compound a prescription ? It is probable that when expe- 
 rience shall have determined the best combination of literary and indus- 
 trial appliances, a greater mental ability, as well as more useful knowl- 
 edge, will be the result. So far as muscular strength is concerned, it is 
 immaterial whether a Yale boy trains at the oar or a Kansas boy trains 
 at the anvil, provided the same power be acquired ; though the latter 
 can earn a living and the former cannot. And so in regard to mental 
 
AGRICULTURAL COLLEGE. 29 
 
 discipline ; the real ques:^ion is, How much mental power can the grad- 
 uate exert ? and not, How long was he in training, or under what sys- 
 tem ? — though the graduate may find that ability to do things wWch 
 people want done pays better than ability to do that which nobody 
 needs performed. 
 
 Industrial institutions cannot afford to follow in the beaten path 
 of mathematics. They must have text books written to meet the 
 necessities of industrial life and designed to make the student skillful 
 in the use of mathematics as a tool. Until such works are prepared, 
 the handbooks of the several trades are safer guides to the teacher than 
 those written for the purpose of re-establishing each step by which 
 principles have been reached, and of illustrating minute details by 
 problems that are as useless as Chinese puzzles, and far less amusing. 
 Every problem suggested by the requirements of industrial life has been 
 solved and formulated ; and the simple question is whether the student 
 is to be empowered to make an intelligent use of the labors of the 
 best mathematicians of centuries, or whether he is to be so educated 
 that he could replace the formulae needed in business in case all math- 
 ematicians and books should be suddenly annihilated. The cost of 
 preparing industrial students to meet such a danger is far greater than 
 the danger itself. Of course, the opposite extreme of simply qualify- 
 ing the pupil to translate a trade formula is equally to be avoided. 
 Were nothing more than this necessary, his education would be fin- 
 ished when he had procured a hand book. He should as thoroughly 
 understand the mathematical principles applied in his business as a 
 stock raiser should understand the laws of breeding ; but it is no more 
 essential that the former should master principles only used and 
 applied by the astronomer than that the latter should understand the 
 anatomy of the mastodon. 
 
 In most of the arts and trades, a knowledge of some branch of 
 physics or chemistry ranks next in usefulness to that of practical 
 English and practical mathematics, and should be taught accordingly. 
 
 Familiarity with the laws of light and skill in the manipulation of 
 shades and colors have special worth to the painter, frescoer, engraver 
 and photographer. The mason, builder and machinist should under- 
 
30 KANSAS STATE 
 
 stand heat, as it acts upon aii' in the draft of flues and ventilation of 
 houses, or in the shrinking and warping of wood ; or as it acts upon 
 water, upheaving foundations, disintegrating rock, or furnishing the 
 great motor steam. Water itself, either as a driving power or as a 
 solving and cleansing agent, has an interest to the artizan equal to 
 the use which he makes of it. Electricity has its special value to the 
 operator, metallurgy to the worker in metals, economic geology and 
 botany to the engineer. As numberless as the vats, laboratories and 
 furnaces of the industrial world are the combinations of physics and 
 chemistry ; and the subject need not be further developed. It is evi- 
 dent that the same course of instruction cannot be equally valuable 
 to all the arts and trades, or go far until the several lines must diverge 
 from the trunk. The path for Engineers will extend beyond that for 
 cabinet makers, and the one for druggists will take a different direc- 
 tion from that for printers. 
 
 It is not necessary to consider what is conveniently but vaguely 
 known as a " business " education. The kind of knowledge and skill 
 required will be determined by the demands of the specific business. 
 Nor is it necessary to show that the measure of general knowledge 
 which any of these courses may legitimately embrace depends wholly 
 upon the circumstances of the student. We have been discussing a 
 direct education for those who are forced to obtain, in the briefest 
 time, the ability to earn a livelihood by some industrial vocation. 
 Their subsequent investigations may include all the fields of knowl- 
 edge and occupy a life time. If it be objected that this direct edu- 
 cation is narrower than the professional one, and, therefore, will fui*- 
 nish narrower men, we reply : that the study of the works of God, 
 through the sciences, must broaden the mind more than a study of the 
 writings of men, through the dead languages ; that the great mass of 
 workmen are practically excluded from literary colleges to such an 
 extent that the destruction of these colleges would make no material 
 difference in the individual intelligence of industrialists ; that this 
 direct education will qualify a man for his vocation, and make him 
 as broad as the requirements thereof; that the vocation of the builder 
 or merchant is as liberalizing as that of the physician ; that an edu- 
 cation which enables a man to earn a living is better than one which 
 does not; and tliat the establishment and prosperity of scientific 
 departments in such conservative institutions as Yale, Harvard and 
 
AGRICULTURAL COLLIJGE. 31 
 
 iPrinceton, sliow that the best educators are adopting the principle of 
 a direct in preference to that of a roundabout education. 
 
 By an act of the Legislature this Institution has always been open 
 for the education of females. 
 
 The world is so full of genuine women, guided by the noblest prin- 
 ciples, and evincing an almost desperate eagerness to earn an honor- 
 able living for themselves, parents or little ones, that the necessity for 
 an education different in this respect from that usually given to girls 
 must be apparent to all. If viewed from the standpoint of actual 
 instead of ideal life, the course of study followed in the average 
 female seminary will logically appear as a standing wonder. It has 
 been so long in use that the principle upon which it was built, and the 
 end it was designed to attain, may fairly be inferred from the results 
 actually produced. Apart from an effort to discipline the mind, which 
 can be as well done by the acquisition of useful as of useless knowl- 
 edge, its chief purpose seems to be that of furnishing intelligent play- 
 titiings for men possessing exhaustless wealth. Judged by its fruits, it 
 evidently assumes that a woman's work mainly consists in discussing 
 literature, smattering French, executing operettas and attempting to 
 copy paintings without a knowledge of drawing. It assumes that the 
 girl will not marry : or, if she does, that the strain of maternity will 
 not test her constitution ; that her children will never be sick ; that 
 her family will be oblivious to bad bread, worse coffee, and household 
 confusion ; that a flowerless garden will fill her husband with bliss, 
 and a buttonless shirt with ecstacy ; and, above all, that she will never, 
 through any adversities, or under any conceivable circumstances, be 
 required to perform any possible kind of work ! The world for which 
 it prepares her is Dreamland, where the poetic Charles Augustus 
 awaits her arrival that they may sail in a fairy ship over a placid 
 ocean to his castle in Spain, and spend a perpetual youth in delicious 
 wooing while the ceaseless moonlight sifts through overhanging leaves 
 and exotic flowers perfume the air. Charles Augustus is a fraud ! 
 His true name is John Smith. He lives in Kansas and earns everv 
 
32 KANSAS STATE 
 
 cent by hard labor. He tears his clothes, snores, and eats unlimited 
 quantities of pork and cabbage, which Mrs. John Smith juay have to 
 cook, and, at the same time, preserve order among an assorted lot of 
 little Smiths, energetic with mischief and having capacious lungs and 
 elastic stomachs. It is not strange that the seminaries provide the 
 usual course of study, for, like other merchants, they only supply the 
 article demanded by the market. But it is strange that a mother 
 who was herself so educated, and who, as a wife and housekeeper, has 
 keenly felt her own ignorance of subjects that should have been taught, 
 and her want of skill that might have been acquired, can be content 
 to give her daughter the same unreal preparation for that which she 
 knows to be very real life. And it is exceedingly strange that fathers, 
 long familiar with the distress suddenly wrought by financial changes, 
 should religiously exclude from the daughter's education all knowledge 
 of business, and every possibility of earning a woman's living except 
 by the wash tub, needle or piano. 
 
 It is impossible to determine just what work a given woman will 
 likely be required to do, and, therefore, impossible to decide just what 
 knowledge and skill the girl should most seek. Ordinarily, she will 
 marry : yet so various are the duties imposed by matrimony that this 
 fact does not settle the question. Some wives are lifted by the hus- 
 band's wealth above all household care, except that of general super- 
 intendence. Others, nobly impelled by love, are from the outset effi- 
 cient co-laborers in acquiring the common property, his occupation 
 deciding the kind of work performed by her, whether in the kitchen, 
 dairy, office or store. Still others, whose husbands become helpless 
 through sickness, dissipation or chronic worthlessuess, are gradually 
 forced to support the family by their own labor. While every person 
 is acquainted with one whose girlhood was spent in luxury, whose 
 education was exquisitely " finished," whose married life was free 
 from all business knowledge or perplexity, suddenly hurled by the 
 husband's death, with a bankrupt estate and a group of nestling chil- 
 dren, to battle against the trained cunning and steeled avarice of soul- 
 less men for the mere crumb that prevents actual starvation. With- 
 out raising the vexed question of woman's rights — Whether the family 
 is her proper sphere, or whether it be as broad as her success in pro- 
 fessional and political life can make it — she undoubtedly has a right 
 to be educated as a woman. She is not a man any more than a law- 
 yer is a physician, and is as fairly entitled to special instruction as are 
 
AGRICULTURAL COLLEGE, 33 
 
 they. The girl has a right to an education as precisely adapted to a 
 woman's work as is the boy's preparatory to man's work. 
 
 She has a right to study her own organism and functions, to under- 
 stand the conditions of health, and to be forewarned against the inex- 
 orable penalties of ignorance, folly or over-taxation. She has a right to 
 instruction respecting the proper care of the sick, for a mother's watch- 
 fulness and a wife's tenderness, when intelligently directed, are more 
 potent than drugs in the struggle with death. Not that she is to receive 
 th.e physician's education, for we are not speaking of the physician's 
 work ; but a woman's education for that divine work which woman ha? 
 always performed in every race, and will perform so long as there are 
 moaning children to soothe and fevered brows to cool. She has a 
 right to instruction and practice in the art of cutting and making her 
 own clothing tastefully ; in the art of cookery ; in that of setting a 
 table, brightening a room, beautifying a garden; in short, to all the 
 knowledge which related sciences can contribute to her intelligence, 
 deftness and efficiency in that greatest and purest of womanly arts, the 
 art of making home brighter to the little ones than streets, more 
 attractive to its adults than saloons — a quiet nook whence the pilgrim 
 of three score and ten boards the ship that sails out into eternity'? 
 ocean. These are things which men cannot perform. Since the worJd 
 began, and because of the division of labor ordained before it began, 
 they have distinctively belonged to woman as woman. Her patent to 
 them is freshly written, generation by generation, in the full prompt- 
 ings of her own nature. Her commission to do them issues from a 
 higher authority than that of fashion, ambitious fancy, or the ignor- 
 ance induced by a traditional education which has created a greater 
 distaste for home duties than any other one element. 
 
 It is difficult to indicate precisely and fully the various kinds of 
 work which naturally fall in this group ; difficult to mark the boun- 
 daries which should separate it from those groups which are generally 
 recognized as a woman's rightful work ; and equally difficult to find for 
 it a distinctive name. This difficulty may either arise from the fact 
 that the proposed classification is false, or from the fact that the in- 
 tended distinction has not been pra(;tically made, and the appropriate 
 name not really needed. If the whole subject be stripped of the precon- 
 ceptions which usage has wrapped about it, and if, at the same time, 
 the warp and woof of the average wonum's daily life be fairly exam- 
 ined, any one can see that there is such a group. For the want of a bet- 
 5 
 
34 KANSAS STATE 
 
 ter name, it may be termed the organic or primitive grou-p of woman's 
 work : and may be defined as embracing the numberless and varied 
 operations that can be better performed by woman than by man 
 because of her distinctive physical structure, or because of the modi- 
 fications eSected by that physical structure in the action of her mental 
 and moral powers, as contrasted with the action of man's powers. 
 Her superior skill in some of these operations is owing to the greater 
 delicacy of her touch, as compared with that of man ; in others, it is 
 due to the nicer adjustment of keener intuitions and perceptions; 
 while in others it is the inherent force of a deeper, finer and warmer 
 afiectional nature, which, like the ocean's tides, sweeps almost without 
 efibrt or consciousness on her j)art. In this group are to be placed all 
 tasks, demanded by the interests of a broad humanity, for the doing 
 of which womar, just because of her very womanhood, has a greater 
 natural aptness than man ; and, in addition to the things which she 
 can now do as well as he, those which, if equally trained, she could 
 do with less effort, and, therefore, cheaper and better than man. The 
 powers and capabilities found in this cluster will extend into other 
 groups, to be presently mentioned, since a woman's work is as indivis- 
 ible as her life. Thus, her jjhysical dexterity may be used in the 
 practice of a trade for the earning of a livelihood ; or her mental 
 ability be exercised as a brilliant conversationalist or a successful 
 authoress. But these are things which the average man can do as 
 easily and well as the average woman. Therefore, we draw the boun- 
 dary between the organic and all other groups of a woman's prob- 
 able work through the points wliere that natural aptness, which is 
 rooted in and grows perennially out of the distinctive structure and 
 strength of womanhood, ceases to be greater than the natural aptness 
 of man. 
 
 Such a classification may conflict with jDrevailing views, and 
 meet the consequent opposition. Nevertheless, the principle upon 
 which it is made seems to be natural, logical and correct, since it is a 
 recognized truth of political economy as old and vigorous as the plans 
 of God and men, as will be seen if presented in this form : Here is a 
 certain amount of world work to be done : here are laborers with dif- 
 ferent powers : which of them can perform certain parts of this 
 work with the least waste of strength and time ? It may also 
 be found that the logical application of this classification will ulti- 
 mately award to women some vocations, both literary and industrial, 
 
AGRICULTURAL COLLEGE. 35 
 
 which are commonly pui'sued by men ; and objection be made to 
 it accordingly. Women receive lower wages than men, not because 
 they do less or poorer work, but because the vocations now open to 
 them are densely crowded by those who must labor at any price or 
 starve. And he is veiy much of a brute who would rather see pure 
 women driven by impending starvation into the ranks of cancerous 
 prostitution than to see this pressure relieved by the ojiening of new 
 avenues to their virtuous self-support, even though such a measure 
 should offend his personal prejudice or subject him to personal compe- 
 tition in business. But, aside from this consideration, the world has a 
 moneyed interest in the matter. Perfumers imitate the fragrance of 
 the flowers, aud musicians the notes of the birds ; still, as a question 
 of cost and success, the violet and canary, because of their distinctive 
 structure, work easier and better than their copyists, giving to the 
 world greater pleasure at cheaper rates. And, while the perfumes of 
 the druggist are, perhaps, better than none, the world cannot afford to 
 abolish God's originals for the profit of the imitators. No mure can 
 it afford to ignore the womanly power of woman. Not until druggists 
 will, with their essential oils, perfume the air of a county as gener- 
 ously and cheaply as the fruit trees in blossom-week freight the air 
 of a state, can the world afford to pass by the superior ability of 
 woman to do many needed things, jvist as birds sing and flowers distill 
 fragrance. So that on the ground of personal interest, humanity can- 
 not afford, either through thoughtlessness or because of the traditions 
 of an abnormal education, to withhold from the girl a special training 
 for that organic work which belongs to all women, be they married or 
 single, intelligent or illiterate, queens of fortune or queens of industry. 
 
 Whether such an education can be provided is a question which 
 fairly admits wide difference of opinion. While the operations 
 classed in this group, as distinguished from others, necessitate the use 
 of both mind and body, they require a greater exercise of physical 
 skill than of mental ability : and the education must proportion it'^ 
 manual drill and mental instruction accordingly. So that the question 
 reduces itself to this: Can the truths of science which bear upon wo- 
 man's organic work be arranged and taught to the gii'l with direct 
 reference to the use which the woman makes of them, and can the 
 practice by which skill is acfpiired be given ? 
 
 So far as the simpler operations are concerned, all will concede that 
 such an edu'-ation is practicable. There is no greater difficulty in 
 
86 KANSAS STATE 
 
 « 
 
 shaping kcowledge for the benefit of the housekeeper than for that of 
 the farmer or surgeon. In fact, some of the more essential sciences 
 and arts are so shaped and taught in this Institution quite as success- 
 fully as for any other purpose, such as physiology and hygiene ; sew- 
 ing and dress-making ; book-keeping and business law ; physics and 
 chemistry, as applied to household economy ; and botany, as used in 
 vegetable, flower and landscape gardening. At the earliest practica- 
 ble date, instruction and drill will be given in cookery, housewifery, 
 butter and cheese making, poultry and bee keeping. Most of these 
 will be taught, not simply as means of earning a livelihood by the 
 woman, but as matters which deserve to be a part of every girl's edu- 
 cation quite as much as do algebra, Latin or music. To this extent 
 the question is evidently only one of determination, money and time. 
 
 But the definition made of woman's organic work embraces other 
 and rarer operations than those just indicated ; so that the corres- 
 ponding education must ultimately include other instruction and prac- 
 tice. Nor can any one precisely determine all the vocations for which 
 woman has a greater natural aptness than man, or now designate all 
 the pursuits which she would successfully follow were she properly 
 prepared, and unforbidden by the voice of society. These points can 
 only be settled by actual trial under circumstances different from 
 those now existing. So that if the subject be viewed from this stand 
 point, and if the question be whether an education corresponding to 
 tlie whole of a woman's organic work, as defined, can now be given to 
 the outer line of its possible extent, all will concede that it cannot. 
 Not only are competent teachers wanting and text books lacking, but 
 gome of the paths logically indicated are yet to be surveyed and made 
 passable. This task belongs to future educators, impelled by the de- 
 mands of their day But, while shrinking from none of the legiti- 
 mate consequences of the position taken, it is certainly unwise in us 
 to turn a deaf ear to the voice of common sense, and to the demands of 
 the present, because of a confessed inability to trace all the wants and 
 aupply every possible demand of the future. It may yet be many 
 years before even the best ends to be attained by a woman's education 
 shall have been finally determined, or the best methods of securing 
 these ends perfectly adjusted. Still, nothing can be lost, and much 
 may be gained, both in the present and for the future, by seeking to 
 clearly define the line of a woman's nature ; by endeavoring to de- 
 velop her powers and capabilities along that line, so far as now feas- 
 
AGRICULTURAL COLLEGE. 37 
 
 Ible ; and by shaping the knowledge taught and the practice given 
 with coutrolliag reference to their actual use in the probable work of 
 woman. 
 
 The expediency of so doing is not affected by the limits which are 
 variously assigned to woman's sphere. For, upon the supposition that 
 the professions as legitimately belong to woman as to man, it certain- 
 ly is true that the lawyeress is a woman before she becomes a lawyer ; 
 that she never ceases to be a woman ; and that, though her profess- 
 ional success be unequaled, she wins it all by the exercise of a wo- 
 man's physical and mental power. Nor can she ever, by any deter- 
 mination or any training, change either her nature or the laws under 
 which it acts. Hence, let the direction and extent of her professional 
 education be what they may, the necessity for her education as a wo- 
 man will still remain, and, so far from being ignored, should be laid 
 as the foundation of the whole superstructure. 
 
 On the other hand, many persons hold that woman's sphere does 
 not include the professions : and the fact is, that only the smallest 
 number of American women enter them. What is the sense, then, 
 in giving the girl and the boy the same education ? If preaching the 
 gospel or practicing law is the natural work of woman, then certainly 
 the girl should be taught exactly the same things and be drilled iu 
 exactly the same way as are boys who prepare for these professions ; 
 but if not, it is hard to see either the necessity or fitness of putting 
 her over precisely the same course. At any rate, those who advocate 
 this proceeding should be the last to complain because a young wo- 
 man, finding that she can best use her acquired knowledge in the 
 practice of a profession, acts just as does the young man, and invests 
 her capital where he invests his. She has exactly the kind and 
 amount of money possessed by him ; and if the practice of law is a 
 wise investment for him it must be equally so for her. Why give your 
 daughter the training of a professional actress if you intend to object 
 to her appearing on the stage ? When forced to earn a support, where 
 else can she profitably use her powers except in the glare of the foot 
 lights? If Mrs. Grundy is shocked by hearing a stentorian sneeze 
 from her super-refined daughter, let that estimable matron stop put- 
 ting snuff' in the delicate nostrils of the lovely being. There is 
 something ludicrous as well as illogical in rushing a girl through the 
 mathematics only useful to the astronomer ; the Greek only valuable 
 to the preacher; and the fancy things which are not especially valu- 
 
38 KANSAS STATE 
 
 able to anybody, before making her skillful in doing the things which 
 •ninety-nine of every hundred women are called upon to do day by 
 day, and which the remaining one may have to do at any hour. 
 Should the girl never use this latter knowledge, she would be no 
 worse off than the great mass of those who graduate from female 
 colleges, for they rarely use what they have been taught. But, on 
 the other hand, if, instead of the elegant and fiascinating Charles 
 Augustus, who, growing weary of waiting had long since married 
 Hortense, she should marry the energetic Thomas Brown, jr., it might 
 easily happen that such knowledge would be very useful in the man- 
 agement of both Tom and bis finely improved farm. , 
 
 The second natural group of a woman's work is that arising from 
 the i^robability that she will marry. This probability does not depend 
 upon the dictates of fashion, or upon any degrees of wealth or intelli- 
 gence. It is rooted in her very nature, and springs as spontaneously 
 from her womanhood as does grace from the nature of God. Those 
 who remain unmarried are the exceptions ; and, perhaps, the peculiar- 
 ities which are regarded as inseparable from spinsterhood are not to 
 be ascribed to the state of non-marriage but to something peculiar in 
 the nature of the spinster, of whiah non-marriage is itself the result. 
 A7id an education that seeks to follow womanly nature, and to prepare 
 the student for the realities of womanly life, mvist certainly be gov- 
 erned by a probability so great that it becomes a certainty in the vast 
 majority of cases, in the first group were classed those operations 
 which require a greater exercise of physical than of mental power. 
 In this one may be placed those which require greater mental or moral 
 than physical ability. The distinction between the two is illustrated 
 by the difference between the work of the printer and that of the 
 editor. Each employs both the body and mind, but while the printer 
 chiefly u.ses his fingers the editor chiefly uses his intellect. It is evi- 
 dent that instruction in those sciences which mainly relate to the phys- 
 ical work of woman, together with the manual drill, falls naturally in 
 the first group ; and that, if the education has been fully given and 
 taken, the girl will be prepared for such duties of matrimony as 
 require physical rather than mental ability. So that this group, by 
 distinction, must chiefly concern itself with the instruction designed 
 to prepare woman for exercising that mental, moral and aflectional 
 power demanded by the work of the wife and mother. 
 
 For the ])ur])(>si's of analysis, it is well enough to resolve woman 
 
AGRICULTURAL COLLEGE. 39 
 
 iuto the component elements of body, mind and soul, and to consider 
 her education with reference to the functions of each ; yet we must be 
 careful to put the elements together again in the shape of a living 
 being, and to regard her education as a unit. Such divisions are the- 
 oretical, not actual. A woman without a body is dead, and no man 
 marries a corpse. A woman without a mind is an idiot, and such a 
 wife, no matter how brilliant her beauty, cannot retain a husband's 
 Jove. A woman lacking moral nature is a fiend, and not until physi- 
 cal pain becomes as agreeable as pleasure will men knowingly marry 
 fiends. The vitality of true marriage is love, and the vitality of love 
 depends partly on the physical, partly on the mental and partly on the 
 moral nature of men and women. Hence the natural action of each 
 and all the elements is essential, and if either fails to do its proper 
 work disappointment will strangle contentment. Love cannot con- 
 tinue where confidence is lacking; nor confidence where respect is 
 wanting ; nor respect where there is an absence either of truth or of 
 a reasonable performance of any natural duty. As no sensible woman 
 could really love a brainless Dundreary, so no sensible man can love 
 a wife whose mind is as flabby and forceless as a jelly-fish. Without 
 seeking to determine the relative importance of woman's physical and 
 mental power, and while insisting that both are absolutely essential, it 
 is clear that a large part of wifely work requires for its performance 
 the best action of her mind and soul, and, therefore, that they should 
 be developed and trained to the fullest practicable extent, and in the 
 best way. 
 
 How shall this be done ? What are the best lines to follow, and 
 what the best means to use? Is the course pursued in the education 
 of professional men therefore the best for the education of women ; 
 and are the agencies employed for disciplining the ininds of the 
 , one therefore the best for the other ? Evidently, this depends upon 
 whether woman's mind is the same in substance and degree as that 
 of man ; and, if so, upon whether it acts under the same laws, and 
 produces similar results in the same way. 
 
 A moment's thought will show how greatly the average mental 
 work performed by woman differs from that of man, not in quantity 
 or quality, but in nature. Imagine woman reduced to a physical toy, 
 or to a mere operator of machines, would humanity lose anything of 
 intellectual value ? Perhaps not a great deal from the departments of 
 medical, legal and theological research ; nor from those of philosophy 
 
40 KANSAS STATE 
 
 and statesmanship. Likely, as many volumes having erjough vitality 
 to live a century would be added to these sections of the world's li- 
 brary as now. Perhaps, also, mechanical invention would progress as 
 rapidly, the great streets of the world's commerce be as thronged, and 
 the smoke trails of ships and trains be as numerous. Something 
 would be missed from the studios of art, those laboratories of imagina- 
 tion, feeling and taste ; and much would be missed from the purest, 
 most heartful and ennobling literature of the age. But how about 
 those mental laboratories, vastly more numerous than the combined 
 factories, stores and offices of men, dotted and clustered through the 
 land as the stars in the sky, and as ceaseless in their work as these in 
 their shining : how about the homes of the lawyer and scientist, of the 
 manufacturer and merchant, of the banker and farmer : ^ould these be 
 the same ? Would men have the same inspiration in their daily toil ? 
 Would the philosopher be as real a philosopher without the smile of 
 his wife ; or would the defender of right and assailant of wrong be as 
 brave and endui'ing were it not for the little eyes that sparkle around 
 the evening table? Would there be as much truth, integrity, virtue, 
 courage, patience, nobility, as much of God in the world? And yet 
 these things are worth something to humanity ; as much, perhaps, as 
 are logical tomes, scientific icicles, or deeds, stocks and coin. These 
 things are woven by the mind and soul of woman, as are philosophies 
 by men. It is true that there never has been, and likely never will 
 be, a female Bacon, Newton or Napoleon: but it is equally true that 
 there never has been, and will never be, a male Florence Nightingale, 
 Martha Washington or Cornelia. Because, forsooth, we cannot meas- 
 ure truth with a yard stick, let us not deny that truth exists ; and 
 because we cannot measure woman's mental work by the same gauge 
 that we apply to Bacon let us not deny either its existence or value. 
 The very fact that we cannot, shows how greatly the intellectual pro- 
 duct of woman differs from that of man. To deny that the woman is 
 as much a mental worker as man, is to deny the long, plethoric years 
 . of wifely tenderness and of motherly watchfulness, counsel and prayer, 
 without which the world would become a lair of wild beasts. It is 
 not so much her physical work which most endears and makes hal- 
 lowed the memory of mother : that serve,^ only as a goblet into which 
 the mental, moral and affectional forces of her whole life distilled a 
 spirit nearest like that of deity ; and we instinctively lift it to our lips 
 in moments of worship, when wealth, fame and ambition seem as pro- 
 
AGRICULTURAL COLLEGE. 4] 
 
 fanities. The greater our distance from childhood the more clearly 
 do we see how different iu its nature is the mental work of the mother 
 from that of the father. And the more thoroughly we analyze the 
 intellectual labor performed by woman in all her relations, the moiC 
 apparent will be its difference from that of man. Men may fancy 
 that they do a given thing as a woman would, but any bevy of girls 
 could easily demonstrate and enjoy the absurdity of the fancy. 
 
 Now, suppose the Creator to have acted only as wisely as do human 
 inventors, it is probable that he as expressly designed her mental 
 organism for the performance of her distinctive mental work, as is her 
 physical organism exactly adapted to her physical work. And if 
 her mental work differs in nature from that of man, it may be antece- 
 dently probable that her mind differs in nature from his, just in the 
 degree that the work of each requires, for its best performance, either 
 different faculties or different strength of the same faculties. From 
 this stand point, the question whether her mind is equal to his bears a 
 wonderful likeness to the question whether a lark is equal to a trout. 
 Both were made by the same hand, out of the same chemical substan- 
 ces, though in different proportions ; yet, as a swimmer the lark is a 
 failure, and as a flyer the trout is a fraud. Each has its own Avork, 
 and each its own instincts, adapted precisely thereto. And while we 
 can more easily see the difference between swimming and flying than 
 between the action of woman's mind and man's, yet it may really be 
 no greater. We are not asserting that the substance, so to speak, or 
 nature of her mind is different from his, or that in quality or quan- 
 tity it is either superior or inferior. No one knows, or can certainly 
 know, whether either of these suppositions be true or false. Nor are 
 we claiming that Avoman's faculties have a different proportion from 
 those of man ; though some facts may seem to confirm the antecedent 
 probability. 
 
 But, if none of these propositions be correct, then, in order to 
 account for the difference between the mental work performed by wo- 
 man and by man, we submit that the action of her mind is so modi- 
 fied by her physical structure that, either it does a less amount of work, 
 and, therefore, has not the same power, or else it works in a way of ita 
 own. All admit that the action of man's mind is affected by the con- 
 dition of the body : a fever, for example, wholly deranges mental 
 action. It makes no difference whether the fever be the effect of inter- 
 nal causes, as liialaria, or external causes, as torture ; nor whether thtt 
 6 
 
42 KANSAS STATE 
 
 causes be themselves the results of physical organization, or otherwise. 
 In either case, the disturbance of the mental system will correspond 
 to that of the physical system, and the quality and amount of mental 
 work will be in proportion to the degree and extent of the disturbance. 
 During the greater part of woman's life there are physical causes 
 which inevitably must and actually do affect the brain, and, therefore, 
 mental action. And the fact that these forces are organic and periodic, 
 so far from showing that they produce no effect, only shows more 
 clearly that they must inevitably exert a sure and proportionate effect, 
 which cannot but appear in the action of her mind. If it be claimed 
 that, as these causes are natural, corresponding compensation has been 
 made in the structure of her mind, then, this is to say that her mind 
 is organically different from man's, because physical condition always 
 affects mental action ; and, if her mental constitution is different, her 
 mental education should be proportionately different. But, on the 
 other hand, if it be claimed that her mind is constituted as his, then it 
 must act in a way of its own, that is, under different laws ; and, there- 
 fore, her education should be proportionately varied. The presence 
 and activity of disturbing forces in woman, that do not exist in man, 
 cannot be denied ; nor can their necessary effects be denied. Hence, so 
 far as educational lines and agencies are •concerned, it is wholly im- 
 material which of these alternatives be taken. 
 
 In the light of physiological facts, it would be most surprising, 
 indeed, if the action of woman's mind were the same as that of man's, 
 supposing its natui'e to be the same. She has periods of mental rest, 
 inexorably enforced by a weakened brain ; while he has none. She 
 probably has intervening periods of clearer, freer, higher action than 
 he; for every wave-hollow has its crest, each sleep its waking: because,^ 
 what is termed the " intuitiveness " of woman, as compared with the 
 slower "reasoning" of man, can only be accounted for upon this sup- 
 position, or upon that of a different and more perfect mental organism. 
 An accurate comparison of the mental work performed during a year 
 by one thousand women, with that accomplished by one thousand men, 
 would probably show that the type- woman thinks as much, as skill- 
 fully and as effectively as does the type-man. If both were placed at 
 the same task, it would likely appear, also, that each would use differ- 
 ent methods, though the result might be the same ; and that her pro- 
 cesses would reveal a keener perception of the exact facts in the case, 
 a readier acceptance of truth, a firmer trust in the active power of 
 
AGRICULTURAL COLLEGE. 
 
 43 
 
 truth, a more fertile imagination, and a finer tact ; in short, mental 
 action infused and impelled by more of that wliich is greater and 
 stronger than mere reason — soul ! At least, these qualities seem to 
 be indicated by the general workmanship of woman. And, if the 
 average woman equally acccomplishes her purposes by taking fewer 
 logical steps than does man, it may, after all, be just as well ; certainly 
 for her. Though near-sighted persons find glasses of great value, it 
 does not follow that all eyes need them, nor disprove that some would 
 be injured by them. So with respect to certain educational agencies ; 
 while valuable in the training of men, they may be both useless and 
 hurtful in that of women. But, let the comparison show what it 
 might, it is undeniable that the action of woman's mind is character- 
 ized by periodicity and intensity ; whereas that of man is marked by 
 continuity, evenness, and, perhaps, by greater breadth. Details and 
 results seem natural to the one ; classification and causes to the other. 
 A woman intuitively sees every visible fabric, shade and ornament 
 worn by each profusely dressed lady met in a crowded street, and will 
 need many minutes to describe the perceptions of a single glance ; her 
 mind acting as the camera, which at the same instant images each tree, 
 twig, and grass blade of a whole landscape. It is doubtful whether 
 any training would give men the same degree of power, or enable 
 them lo exert it with as little effort. On the other hand, it is doubt- 
 ful whether she as often asks, or cares to know, why things are so ; or 
 as naturally seeks for the principles about which to group facts. In 
 her mind perception and feeling seem naturally dominant ; and in 
 his, reasoning. If it be claimed that all this is the result of a differ- 
 ent education, we ask for the proof of the assertion. The mental 
 action of the uneducated classes shows the same characteristics. And 
 if it be said, that this is itself an indirect result of the influence ex- 
 erted by the educated classes, then, the skill and taste of the squaw 
 woven into the buflTalo robe, as compared with that of the warrior, or 
 the mental adaptedness of the female slave to house work and of the 
 male to field work, equally show that these differences spring from 
 something back of education. And it is clearly immaterial whether 
 they arise from a distinct mental structure, from the action of the 
 same structure modified by physical causes, or from education. The 
 fact that there is a practical difference of some sort seems undeniable, 
 be the cause one thing or a dozen. 
 
 The educational system is based upon the idea that the mind, like 
 
44 KANSAS STATE \ 
 
 the body, grows upon what it eats, and is strengthened, by exercise ; 
 and, that some kinds of knowledge are more nutritive to one faculty 
 than to another, or give better gymnastic drill. Thus, the imagina- 
 tion is enriched by familiarity with the best poets ; the perceptive 
 power is strengthened by the mastery of those sciences requiring the 
 closest observation, and the reasoning power by the labor of welding 
 link after link in a mathematical or logical demonstration. Suppos- 
 ing the idea correct, should the same mental diet and exercise be giv- 
 en to the girl that are prescribed for the boy ? What is to be aimed 
 at in her education ? Is her mind to be made as much like his as 
 possible, that she may perform his work ; or, are her faculties to be 
 developed along their own natural line, that she may perform a wo- 
 man's mental work in the best way ? In other words, do we want to 
 develop manliness or womanliness in woman ? If the former, then 
 her educational regimen should be the same as the boy's; if the lat- 
 ter, it should be determined by its supposed effect upon the faculties 
 sought to be strengthened : in each case, due respect being paid to the 
 periodicity of her mental action. 
 
 Apart from bodily structure, is it advisable to have mentally-male 
 women any more than mentally-female men ? Does either man or 
 woman desire to marry a mental, any more than a physical, counter- 
 part? Would there be as much pleasant variety in the home, were it 
 an exact intellectual repetition of the street, and were the same facts 
 viewed from the same stand point, and argued, in the same way, to the 
 same conclusions ? If so, men would only associate with men ; and 
 home would become merely a continuation of the day's business. The 
 truth is, that man craves something intellectually different from the 
 foil and thrust of daily life, as does the woman something different 
 from her routine ; and this craving of nature protests alike against 
 intellectually masculine women and feminine men. Or, would poster- 
 ity be the gainer by the transmission of identical mental qualities ? If 
 so, family intermarriages would not be physiologically prohibited by 
 the death penalty of insanity and idiocy. Individuality is the law of 
 nature, everywhere stamped on matter and mind. Without it, varie- 
 ty is impossible ; and nature abhors monotony. Identicalness only 
 characterizes the articles turned out by machines which man builds ; 
 never those from machines which God builds. The mechanicaluess of 
 the attempt to make the mental woman an exact copy of the mental 
 man clearly indicates that man, not God, originated it. It is the twin 
 
AGRICULTURAL COLLEGE. 45 
 
 brother of the mechanical garden ; in which, nice little beds, straight- 
 elded and right-angled, ire sepai'ated by lean little walks cut off, in 
 lengths to suit, from the post holes of space ; and where wayward 
 plants are perpetually clipped into primness, and the surrounding 
 trees are eternally abused for not growing in line : all of which, every 
 one can see, is a vast improvement on the valleys, hills and plains of 
 ■a, continent, with its winding streams, wild flowers, forests, and snow- 
 veiled peaks ! However desirable that nature should be conformed 
 to such a standard, it would cost a deal less to conform the standard 
 to nature; and, possibly, the world mi^ht be just as beautiful. Per- 
 haps, in the matter of female education, as in that of gravitation, it 
 may be as well for us to follow the laws of nature : certainly the tum- 
 bles will be fewer, the pain less, and, likely, the progress greater. 
 
 The system of female education prevailing in the United States has 
 made a fair trial of the effjrt to develop the girl into a mental man. 
 In common and graded schools, in academies, seminaries and female 
 colleges, the same course of study has been adopted that is provided 
 for the education of boys. And those institutions which most plume 
 themselves upon their excellence, triumphantly cite the fiict that their 
 curriculum is that of Harvard, Yale or Princeton. What are the 
 results ? Take their graduate who has studied as diligently, learned 
 as rapidly, and assimilated as thoroughly as has the male graduate, 
 and who has as fairly won an equal diploma, and there are many 
 such ; what use does she make of the knowledge gained and the 
 strength acquired ? At the end of ten yeai's is she found in the same 
 profession as he ? At the end of twenty years has she attained the 
 game position? At the end of thirty years has she proven herself a 
 successful competitor in doing the same work as he ? Or if, impelled 
 by a woman's promptings, she has performed woman's work, has she, 
 on that line, attained the same relative eminence? Is her husband a,» 
 much happier than other husbands as her education was " better " 
 than that of other wives? Ave her children healthier than other 
 children? Are her dishes more toothsome, her rooms more attractive, 
 and, which is a fairer as well as more important test, is her home 
 warmer and brighter with the glow of wifely love, of motherly ten- 
 derness, of all that constitutes the radiance of womanliness? If so , 
 where are the proofs ; just such proofs as can be culled from any Uni- 
 versity catalogue of alumui ? If this education is really worth any- 
 thing, it will produce effects in proportion to its worth. If it is a.1 
 
46 KANSAS STATE 
 
 valuable to the woman as to the man, it will produce •similar effects. 
 And if it have only a tenth of the value which its advocates claim, 
 certainly they should be able to cite the facts, specific and visible 
 facts, not general twaddle. On the other hand, is any of the connubial 
 discontent, more prevalent in these than other days, fairly chargeable 
 to this system? Is any of the incompetency of body, incongruity of 
 temper, or disregard of what was formerly considered the sacredness 
 of the marriage vow, so frequently plead in our divorce courts, fairly 
 attributable to it as an ultimate cause? How many of the germs of 
 that decay which is visibly eating out the heart of domesticity were 
 planted by it? Usually, the daughters of the wealthier classes have 
 received this education iii its purest form ; and, usually, they have 
 married those of equal affluence. Will the attending physicians tes- 
 tify that their wifely work is proportionately better done, and that a 
 greater degree of motherly and womanly perfection is the rule of their 
 homes ? Would that the veil could be lifted long enough for us to 
 determine the effects of this education, by a comparison of the lives 
 of its pupils with those not its pupils ; that we might really know 
 how much, or how little, we are indebted to it for the physical weak- 
 ness,* domestic incapacity, anguish, disease and death of wives ; for 
 the disappointment, sorrow, dissipation, adultery and maladies of hus- 
 bands ; for the enfeebled constitutions, stunted minds, frozen affections, 
 mangled and distorted souls of children, which, fresh from the arms of 
 the All Father, bright in promise and glorious in possibilities, have 
 been murdered by the slow torture of womanly incompetence or 
 neglect. Most admirable ladies and excellent brethren, let us gently 
 press the spotless cambric to our lips, and turn from thoughts so 
 unpleasant, and on no account let us enquire of physicians for the 
 facts ! 
 
 We by no means assert that all conjugal imperfection is due to this 
 cause, and by no means believe that all girls so educated make worse 
 wives and mothers than others. Thousands of happy homes, not only 
 in great cities, but in villages and on homesteads, prove the contrary. 
 
 * See " Sex in EdncalioD," by Edward H. Clarke, M. D., Boston : Jas. R. 
 Osgood & Co., publishers. We take the liberty of suggesting that the able 
 author of this timdy essay, to which we gladly acknowledge our indebtedness, 
 discuss, from a medical standpoint, the qucttion : Should the knowledge taught 
 the girl, as well as tlie times of studying and modes of recitation, be molded 
 by the peculiarities of her mental action. ? and, if so, how?— J. A. A. 
 
AGRICULTURAL COLLEGE. 
 
 47 
 
 But we do believe that the power of womanhood was stronger in such 
 girls than that of the education, and that they became what they now 
 are, not because of the manliness of their training, but in spite of 
 it. In proof, is the very fact that they are in homes, and not in pul- 
 pits or courts; because their education directly fitted them for profes- 
 sional life, and unfitted them for womanly life in the degree that the 
 one diff'ers from the other ; so that their performance of womanly and 
 not of professional work shows the force of their education to have 
 been less than that of nature. And the fact that they have made true 
 wives and noble mothers is to be credited to their inherent womanli- 
 ness, and not to the education, unless it can be shown that without 
 the latter they would have failed in these respects ; for any prepara- 
 tion it gave them for marital duty was, in a great measure, indirect 
 and accidental : and it is to be charged, on the other side, with the 
 knowledge it should have taught directly, but did not, and which they 
 were forced to pick up afterwards. 
 
 If there be any one thing for which humanity should be especially 
 thankful it is the wonderful vitality and reproductive energy of na- 
 ture ; and, if ther-e be any one monitor which parents and teachers 
 should more heed than another, it is what they term the "stupidity" of 
 the pupil. Viewed from an educational stand point, stupidity has 
 been, and will be, the preserver of the human intellect! It acts as do 
 the bumpers of mental cars, which keep them from splintering dem- 
 olition; or, as the elasticity of fluids, which prevents the granite 
 cliffs of the understanding from being ground into ooze by the lashing 
 waves of owlism. Stupidity may be adduced as an evidence of fore- 
 knowledge and compensating mercy, equally with the wing of the bird 
 or the fin of the fish. It is to the mind what instinct is to the horse, 
 which, though he be lead to water, delivers him from the sagacious 
 and philanthropic destructiveness of the superior being man. 
 
 For generations the young have been placed in educational hot-beds, 
 where regardless of individuality and requirement, all germs have been 
 treated alike, and all seedlings sought to be forced by the same pro- 
 cesses to the same size. No one questions the value of hot-beds, or the 
 necessity for gai^deners ; but, are all hotbeds properly managed, or 
 have either all gardeners or teachers attained perfection ? When the 
 florist finds that a desirable plant is not thriving, he tries to discover 
 and meet the wants of its nature. Relying upon the skill of its crea- 
 tor, he regards its " stupidity " as indicating an error in his own work. 
 
48 KANSAS STATE 
 
 So, also, does the true teacher; aud there are many such, justly mef- 
 itiug aud I'eceiviug praise from which we would be the last to detract. 
 But how much can the best teacher really effect under the require- 
 ments of the prevailing system of female education ? It provides a 
 standard bedstead, properly iron ; aud, heedless of the proportions 
 of mental organism, palls out, ligatures, or cuts off the several mem- 
 bers, in an earnest endeavor to send forth the graduates as nearly 
 uniform in length, breadth aud thickness as untrollable circumstances 
 permit. The fact that one student has a strong taste for plants, or 
 animals, or chemistry, and a feeble power for abstruse computation, is 
 deemed the best evidence that nothing short of a perfect mastery of all 
 terrestrial and celestial mathematics cau remedy the defect in his na- 
 ture ; and he is treated accordingly, to the necessary neglect of the 
 dominant faculty of his organism. Another is found to have a vigor- 
 ous imagination, or love for argumentation, finfe art, or mechanism: 
 are these developed as nature developes the physical organs? By no 
 means; for order is the primal law of this educational hospital. It 
 classifies these patients upon the ba^is of the amount of medicine they 
 have already taken, as directed in the regular course. To all of the 
 same class it gives the same diet aud exercise, aud does its very utmost 
 to perform the same operations upon all. Sa perfect are its methods 
 that the attending physicians can tell to a dot just what they will pre- 
 scrll)e in any day of any month. Besides, for years and years, the 
 greatest ingenuity has been exercised in devising exquisite instruments 
 of torture, in the shape of text books, w^hich are warranted to pinch 
 a nerve a little harder, or stretch a leg au inch further than any pre- 
 viously used. For example, take the grammar's which treat of the 
 philosophy of language as a .science, instead of the art of using lan- 
 guage. The fact that each rule and exception in them can be perfectly 
 recited by those who blunder hourly in their use of words, or for the 
 W'ant of words, clearly shows that they do not necessarily, or, perhaps, 
 usually, give skill in the use of words as too's. Either botany, physics, 
 or chemistry, if naturally taught, can be more readily mastered by the 
 young student ; and it is a debatable question whether Blackstone is 
 more difficult to understand. At any rate, the assertion may safely 
 be risked that there is not a Justice on any Supreme Bench in the 
 United States who could to-day, and without special preparation, pass 
 a creditable examiuation in the latest technicalities of grammar ; aud 
 yet, are not these gentlemen adepts in the art,of conveying exact ideas 
 
AGRICULTURAL COLLEGE. 49 
 
 by the employment of precise words ? Were the United States Sen- 
 ate to apply to the Kansas State Board of Education for commissions 
 as common school teachers^ it is possible that not a single senator 
 would receive a first grade certificate, and that many would receive 
 none at all; yet do not these gentlemen know something about 
 real life, its necessities, and the knowledge it most demands? We 
 admit the difference between the work of the teacher and that of the 
 judge, and heartily desire that instructors shall be thoroughly quali- 
 fied for their work. The only point we urge is, that the knowledge 
 of language which the judge uses is vastly different from the knowl- 
 edge of language which the grammars set forth, and that of the 
 two, the former is the most practical, and therefore the most 
 preferable. It would not be so objectionable if the art were taught 
 first, and the philosophy of the science, as explanatory of the art, 
 were taught afterwards, when the mind of the pupil is more ma- 
 tured ; but, judging by results, the majority of American students 
 rarely attain skill in the art, either during college life or at the aver- 
 age common school. The system imperatively requires the attending 
 physician to use daily just such instruments as grammar, which com- 
 bine a greater variety and power of torture than adults realize ; and 
 it is not surprising if the patients suffer accordingly. Now, what 
 force less than that of the vitality of natux'e itself could preserve the 
 human intellect under such treatment? 
 
 The system is certainly bad enough for the boy even, with a mind 
 stronger than a quartz mill, and ii steadily sustaining body ; but how 
 much worse for the girl, with a mental organism more delicately con- 
 structed than any chronometer, and dependent upon a body that period- 
 ically varies in vital force? Differences of both mind and body, that 
 are as marked as those between the birch tree and the rose, are wholly 
 ignored. The same nutriment, discipline and stimulus are administered 
 to all alike. Yet the average girl is a more conscientious student 
 than the average boy. She is more sensitive to praise and blame; and 
 is more ambitious, especially, when daily competing, on his own line, 
 with one supposed to be her intellectual superior. By this system, her 
 stronger perceptive power, so far from being trained as the florist 
 would treat a lily, is " corrected" by pure mathematics and argumen- 
 tation. Her faith-power, which accepts truth as the lung accepts air, 
 is trained, not with the design of enabling her to discriminate between 
 fact and falsity, but chiefly for the purpose of showing her why received 
 
BO KANSAS STATE 
 
 facts are facts! And the dominant power of her nattire, that which 
 most distinguishes her mind from man's, and which most constitutes 
 her strength, beauty and glory — the power of loving truth just for its 
 own sake ; of freshly robing it in shining vestments of innocency ; of 
 crowning it with sparkling gems of purity ; of breathing into it the 
 very soul of glowing sympathy with the wearied and fainting ones in 
 daily life — resting, vivifying, cheering them anew ; this grand power, 
 wrought of God, best translating God to men, and gentlest yet strong- 
 est in its wooing, is fed upon a diet of antique dates " A. D." 
 
 and " B. C. ;" is exercised by fossilitic strolls with the vivacious 
 
 icthyosaurus ; and sanctified by pensive meditations upon the untimely 
 death of the noble megatherium, cut off, in the flower of youth, but a 
 few billions of years since ! Is it not surprising that so much of femi- 
 nineness, and so little of masculinity, exist in these graduates? And 
 can we do less than halt, in genuine admiration, before the grand repro- 
 ductive energy of woman's mental nature, which, after years of suth 
 treatment, so easily regains its own line, and so quickly and perfectly 
 forgets inutilities most laboriously acquired? Happy were they who 
 were clad in the water-proof of " dullness," and right cosy were they 
 who nestled in the warm furs of ''stupidity!" It is nature, and not 
 the bungling, yet well meant, attempt of tactless men to educate girls 
 into manliness, which we should gratefully thank for what remains of 
 the womanliness of woman, and to which we must trust for its future 
 growth and luxuriance. 
 
 Our answer has thus been given to the question, whether the course 
 devised for the education of man for professional work, is best for the 
 education of woman for woman's work as a wife and mother. We 
 claim that this work is essentially different from man's ; that it 
 requires different knowledge and skill ; that her mental organism is 
 different from his, either radically, or in the mode of its action, or 
 both ; that it should be differently fed, nourished and exercised ; that 
 the practice of curbing faculties naturally dominant, by seeking to force 
 others relatively dormant, is against the practice of nature in physi- 
 cal growth, and only submitted to by plants and pupils powerless to 
 help themselves, and that its effects are sloughed off as speedily as 
 possible when the treatment ceases; that the faculties should be devel- 
 oped in the proportion of their dominance, and as inseparable mem- 
 bers of a completed organism, since, if one of the members suffer the 
 whole organism suffers with it; that the controlling object should be 
 
AGRICULTURAL COLLEGE. 51 
 
 to develop the best power and skill of womanliness along the line of 
 womanly nature, and that this line is the shortest as well as the 
 easiest ; that knowledge should be presented in the forms most grate- 
 ful to the taste, and not pill-powdered with dust, or gritty with pouud- 
 ed-glass abstractions, or nauseous with cloying uselessness ; that skill 
 in a given art is more essential than a philosophic comprehension of 
 its science; that no system of female education, guided by ordinary 
 common sense, and really aiming to prepare the girl for woman's 
 daily work, can be less illogical than the one now generally followed ; 
 that no mistakes made in any reasonable effort to determine the 
 line of woman's nature, and to adapt educational methods and agen- 
 cies thereto, can, by any possibility, be more wasteful of the pupil's 
 energies, or more hurtful to her nature, than are those crystalized in, 
 and daily perpetrated by, the prevailing system ; that those educators 
 and physicians who have paid the closest attention to its tendency and 
 effects, are best satisfied of its unfitness for the coming generation; that 
 it is continued in use, not because of its merits, but because the mar- 
 ket, by the voice of usage and fashion, demands it ; that it is a sham, 
 a farce, and a fraud; that when the American press and the American 
 public, guided by their own experience, and by the testimony of the 
 best family physicians, who, because of a broader field of observation, 
 are more competent witnesses than the professional educator, fully 
 realize the nature, organic tendencies, and actual results of the prevail- 
 ing system, it will be starved out of the market ; that the defensive 
 cry of the conductors of female colleges " Where is a better one?" 
 will be properly answered by the response of parents, " It is your bus- 
 iness, for which you are liberally paid, to find a better one!" and, 
 finally, that a fair application of the above principles will furnish a 
 better one. 
 
 The final group of a woman's work is that presented by the possi- 
 bility or probability that she may be forced, by circumstances heed- 
 less of sex or position, to follow some industrial vocation as a paid 
 laborer. 
 
 To furnish an education that will prepare the girl for such labor 
 is clearly the main purpose and chief function of this Institution, so 
 
B2 KANSAS STATE 
 
 far as females are concerued. It was endowed by Congress "to pro- 
 mote the liberal and practical education of the industrial classes in 
 the several pursuits and professions in life;" and the whole Act, as 
 well as the debates, shows that not "the learned," but " the indus- 
 trial" professions were intended, and that the design was not to edu- 
 cate the industrial classes into general knowledge, but into such knowl- 
 edge as is most valuable to them in the practice of their industrial 
 callings. 
 
 AVhen the Legislature, in view of the fact that both females and 
 males engage in the industries of the state, decreed that the benefits 
 of the endowment should be ofi'ered to both sexes alike, it merely 
 declared that the design of Congress in creating the Institution should 
 be executed for both. Because, the relation which the legislature 
 holds to the grant is simply that of a trustee, who, voluntarily accept- 
 ing the trust, becomes legally bound to employ it for the purposes, 
 and under the conditions, specified by Congress as the grantor. It 
 has, therefore, no legal power, either by its own act, or that of any 
 agent which it may appoint, to make such a use of the fund arising 
 from the endowment as will either defeat, pervert, or fail to accom- 
 plish the expressed will of the grantor. The furnishing of what is 
 usually termed "a literary" or "highly finished'' education, designed 
 to prepare "the accomplished woman" for her life of elegant leisure, 
 would evidently be such a perversion, just to the extent that har life 
 diflfers from that of the woman who works as an industrialist. How- 
 ever desirable it may be that Hortense should have a training especi- 
 ally qualifying her to amuse Charles Augustus with comedy, song, 
 and the poetry of intellectual motion, Congress did not create Agricul- 
 tural Colleges for that purpose. It had previously e.idowed the many 
 State Universities for her j)articular benefit; which provide a course 
 generous in Latin, Greek and polite literature, liberal in the purest 
 of pure sciences, and garnished with the rarest blossoms of the hot- 
 house arts. In granting a new and wholly diflTjrent endowment, " in 
 order" to make the industrial workers "fit for doing industrial busi- 
 ness," it by no manner of means intended to duplicate the Universi- 
 ties. For, had such been the intention, the word " professional " 
 would have been substituted for " industrial," and Congress, itself, 
 would have " consolidated " this endowment with that of the Univer- 
 sities. The fact is, it had turned from Hortense, already so generously 
 provided for, and was making a grant for the especial benefit of Mary, 
 
AGRICULTURAL COLLEGE. 53 
 
 Martha, Susan and Jane; and it enjoined the trustees to aim directly, 
 fully and fairly, and to endeavor wisely, honestly and vigorously, to 
 put these girls in actual possession of such knowledge and skill as 
 would best enable them to earn the most money, in the easiest way, by 
 intelligent labor 
 
 AVe 'admire Hortense ; and, from a distance, most respectfully 
 contemplate Charles Augustus. It is delightful, on commence- 
 ment days, to mingle with the numerous and influential friends of 
 their respective fathers, and listen to orations, great in power and 
 glory, which describe the educational dainties feasted upon by the 
 young couple, praise their remarkable appetites therefor, and predict 
 the future greatness they must inevitably attain because daily ' fed on 
 Cassar's meat.' Hortense is so charming and happy, C. Augustus so 
 stroug and self-restrained, the influential friends so beaming, and the 
 fathers so radiant, that all of us concur in the absolute necessity of 
 instantly providing yet more generously for their education. And, as 
 we roll away in easy carriages, the air seems more balmy with perfe<!t 
 content, the moonbeams brighter with promise, and the mellow earth 
 more luxuriant in hope than ever b^ifore. But there are other 
 scenes in cities. Why do Marys, with calloused fingers, pale fiices, 
 and wearied frames hurry past us from the workshop to the attic ? 
 Why do we hear of widows toiling from dawn to midnight, and from 
 the day of their widowhood till death cuts the thread of toil, and the 
 grave folds away the garments of labor? Why are there any orphans, 
 forced by the gnawings of hunger to meekly endure the scorn of com- 
 panions, the buffetings of adults and the avarice of Shylocks — little 
 ones whom even God seems to have forgotten ; whose pinched souls 
 grow faint iu the struggle for just enough bread to keep the cords of 
 life from snapping? Why do crops fail, why do employers discharge 
 workmen, and why does the resulting poverty so fetter the hands of 
 industrious fathers that, though from the very core of great hearts 
 intensely loving their daughters and sons, they ai'e powerless to give 
 them a professional education ? 
 
 Nevertheless, neither the good God nor the American nation has 
 really forgotten those classes which work with their hands; and, while 
 endowing the Universities to educate Hortense, with others, the Amer- 
 ican Congress doubled the endowment for the industrial education of 
 Mary, Martha and Jane. The two educations are, and must be, as 
 different as is the labor of cooking a dinner different from the pleasure 
 
84 KANSAS STATE 
 
 of eating it, or as is the toil of the seamstress in making a shirt differ- 
 ent from the comfort of him who wears it. From' this standpoint, 
 the attempt ajjon the part of Agricultural Colleges to educate Mary 
 as the Universities educate Hortense is a perversion of the design of 
 the grantor, which neither legislatures nor their agents have the legal 
 or moral power to permit. And, in those states where the two insti- 
 tutions are separated, as much as all may desire to add the ripest 
 of literary strawberries, the richest of intellectual cream, and the 
 sweetest sugar of all the graces, to the educational repast spread for 
 the fortunate Hortense, from our standpoint, the proposition to pay for 
 these by taking the endowment of Agricultural Colleges, though grate- 
 ful to tax paying pockets, looks so remarkably like square, strong- 
 handed robbery, that the working classes, the friends of Mary and 
 Tom, might not be able to see that it is not ; might not perceive the dis- 
 tinction metaphysically apparent to the acute minds of the influential 
 friends of Hortense and C. A. ; might regard such a proposition as a 
 political " gobble," and be disposed to furnish election tables with the 
 gobblers roasted to a turn. There may be exactly such a danger, as is 
 shown by the rautterings of the industrial journals all over the land; 
 and, soiiiehow, it does look as if the proposition were not exactly 
 manly, honorable or just; and as if its execution would defeat the 
 design of the grantor, who, in giving the money, certainly had a right 
 to designate the object of its expenditure. 
 
 In determining the studies taught, the mode of teaching, and the 
 facilities afforded by the female department of an Agricultural Col- 
 lege, the controlling purpose must be that of making the girl an intel- 
 ligent and competent industrialist. Any other attempt, or any unrea- 
 sonable failure to accomplish this purpose, is a virtual breach of trust, 
 quite as marked and great as would be that of sinking the education 
 of farmers under the fathomless waves of a university course, directly 
 designed for the training of lawyers, or preachers. And if it be 
 objected that such a view limits these institutions to the single func- 
 tion of teaching the girl a trade only, we reply : that the female indus- 
 trialist, being a woman both before and during her industrial Avork, 
 has an inalienable right to a woman's education, as contemphited by 
 the first group; that being, to say the least, as much a woman as the 
 one who lives on the labor of others, she has as great a right to an 
 education directly adapted to the performance of industrial work as 
 has the latter to one which is not; (hat, since all' such work requires 
 
AGRICULTURAL COLLEGE. 55 
 
 the use of both mind and body, her education must include both men- 
 tal and physical training ; that, in view of her womanhood, it must 
 regard the strong probability of her marriage, and, therefore, of her 
 need for such mental training as will best prepare her for the mental 
 work of the wife and mother, who, just because she is also an indus- 
 trialist, not only requires the mental culture of wives who are not, but, 
 in addition, all the knowledge that is really useful in ensuring the 
 greatest profit to her labor; that her education is to be "liberal" as 
 well as " practical," and that the degree of liberalness allowable in 
 her mental training, is just as great as that allowable in the training 
 of any other woman. 
 
 The question now arises : What industries may properly be fol- 
 lowed by women, and be fairly included in the list of those taught the 
 girl? The answer will be governed by two considerations; first, the 
 adaptedness of woman, as compared with man, to the labor required ; 
 and, second, the price paid for the given labor. 
 
 We assume that the characteristics of woman are two-fold, mental 
 and physical, as heretofore indicated ; and that, in the performance of 
 industrial labor, the action of tlie body and that of the mind not only 
 modify each other, but do so in varying degrees in different kinds of 
 work. Admitting that a woman's touch is not mere delicate than 
 is man's, yet, if her perceptive fiiculty be stronger she must be better 
 adapted to those operations in which the hand acts under the constant 
 guidance of the eye. Drawing is a case in point, v here, though her 
 touch were finer, still, his is fine enough for all practical purposes. 
 But, since the perfection of a picture lies in its accurate imitation of 
 the original, if her observation of details be more exact, her work will 
 be the better of the two ; and her greater adaptedness thereto will 
 depend upon her mental and not her physical characteristics. On the 
 other hand, suppose her mental fitness for the work of the carpenter 
 to be equal to man's, and that her bodily strength can be so increased 
 by training as to enable her to work at the bench, still, it is clear that 
 he, because of his greater natural strength, can exert the requisite 
 force Avith less effort, and, therefore, work longer and cheaper than 
 she. But it is also clear that his advantage, in Ihis respect, would 
 decrease exactly in the degree that the work required less force. In 
 the handling of weighty timbers or the use of heavy tools, he would 
 be superior ; but in carving and wood engraving, she would be his 
 physical equal, having strength sufficient for the use of the light 
 
56 KANSAS STATE 
 
 iustruments employed ; and, at this point, her assumed "intuitiveness" 
 would give her the advantage, suppo.sing her nerves to be as steady as 
 his. So that, in determining the rehitive fitness of women and men 
 for industrial labor, we must consider their relative power, both of 
 body and mind, the relative inter-modifications of these, and the 
 requirements of the proposed task. 
 
 For the present, let us put aside every other consideration ; and, 
 that we may the more easily do so, let us suppose ihat some one has just 
 taken a contract for doing all the industrial work of the United States; 
 that he is to employ a fresh nation of operatives who, being unskilled, 
 are to receive instruction and training at his expense; and that, his 
 j)rofit, as well as theirs, depends upon their natural adaptedness to the 
 different kinds of labor — upon what principle would he determine the 
 assignment of tasks among them? Noting the physical structure of 
 each, he might first determine the labor for which woman was not so 
 well suited as man, such as clearing forests, building houses, plowing, 
 and all other operations requiring great and continued physical force. 
 Next, those for which she was strong enough, such as writing, type 
 setting, and those occupations which impose no greater strain than her 
 system could healthily sustain. Finally, the things for which she was 
 better adapted than he, such as making gossamer laces, or handling 
 delicate glass goods, decidedly predisposed to shatter if a man so much 
 as looks toward them. Very many of the leading vocations Avould 
 thus be distributed, because of the physical characteristics of the two 
 sexes, and because either sex possessed sufficient mental qualifications 
 for their performance. He would then determine their mental differ- 
 ences; chiefly for the purpose of sorting out the numberless kinds of 
 work contained in the middle group, which either sex might do with 
 the same expenditure of physical force. For, not only does this class 
 embrace those operations most difficult to assign to either man or wo- 
 man exclusively, but those, also, wliich might be ailoted to either or 
 both as other considerations should indicate. Thus, if there were 
 more labor to be performed, for which woman was the better suited, 
 1 luiu there were women to do it, these marginal industries might be 
 iipportioned to man ; and, on the other hand, were there more female 
 workers than work for females, these could be given to woman, and 
 man put upon tasks which he alone could do economically. Jf the 
 contractor were convinced that man "took to reasoning" more natu- 
 rally than woman, and, therefore, could be educated at less cost to do 
 
AGRICULTURAL COLLEGE. 57 
 
 better reasoning than she ; and, on the other hand, that the same was 
 true of her perceptive power; would he not try to classify these mar- 
 ginal operations with reference to their demand for the exercise of 
 greater logical, or greater perceptive, strength ? Simple counting is 
 rather an act of perceiving than of reasoning ; but accounting is dis- 
 tinctively a logical process, certain conclusions being deduced from 
 given premises. Form, color and weight are matters of observation ; 
 though their arrangement may be a matter of computation. Changes 
 may be wrought in the size, form, color or position of objects, either 
 by hand, machinery, or chemical agents. And the making of these 
 changes may chiefly depend upon perception, or chiefly upon calcula- 
 tion. While it would be difficult to enumerate all the kinds of labor 
 which would fall on one side or the other of this line, yet, those 
 which would do neither are, perhaps, fewer than might be expected. 
 All simple numbering would, upon the assumed hypothesis, belong to 
 woman. So would all " following of copy," of any sort whatever, and 
 by the use of any instrument whatsoever, whether point, pencil, pen, 
 brush, graver or the sculptor's trowel. The whole work of the cler- 
 ical copyist, whether in posting entries, recording deeds, or extending 
 short-hand notes would be hers ; while the striking of a banker's trial 
 balance would be more easily done by him. She ought to set type 
 quicker than he from reprint; and not so rapidly from bad manuscript, 
 where the compositor must carefully reason out from hieroglyphic hash 
 the probable form of a living word. Upon the same principle, she 
 would likely make a better free-hand drawing of any object fully pre- 
 sented to the eye ; while he should excel in preparing working plans 
 or perspectives by geometrical computation. So, too, in all invention 
 which depends upon perception and effect, rather than upon causation 
 and adaptation. The consti^uction of a bridge, or the alignment of a 
 roadbed, is simply a mathematical problem, as is the designing of ma- 
 chinery to accomplish a given purpose. But fitting a dress or shaping 
 a mantle is more a matter of imitation than computation ; trimming a 
 bonnet is a question of form and colors, that is, effect ; so is upholster- 
 ing and decorating. No man can arrange the furniture of a room as 
 tastefully as a woman of equal education ; or give the final pull, push 
 or puff" to another woman's dress; while, in the matter of back hair 
 and frizzing, the vacuous incapacity of man amounts to sheer sublim- 
 ity ! In reading character and exercising ready tact, the woman should 
 excel ; and, in a retail store, be a better clerk for the proprietor, and a 
 
 8 
 
58 KANSAS STATE 
 
 worse one for the buyer, than a man. In a wholesale store, where the 
 point is, not the admiration of goods by the customer, but, whether he 
 can buy cheaper elsewhere, a man should excel, on the above hypoth- 
 esis. And so on, through all that class of operations requiring greater 
 mental than physical skill ; where they depend upon the taking of log- 
 ical steps he should be the cheaper and more enduring workman ; and 
 she, where they depend upon perception and effect. We are not assert- 
 ing that a woman does not reason, any more than that a man does not 
 observe : perception involves reasoning ; and reasoning, perception : 
 but, are only trying to show that the several marginal industries can 
 be classified with reference to their demand for a greater reasoning or 
 a greater logical strength ; and claim, that if our contractor were cor- 
 rect in his supposed belief, he would make money by assigning them 
 to the male or the female worker upon the principle illustrated ; that 
 it would cost him less to educate his nation of inexperienced laborers, 
 and them less in being educated ; that both he as employer, and they 
 as employes, would suffer fewer drawbacks in the shape of weariness, 
 sickness and death, and make a greater profit, than upon any other 
 division which now suggests itself His belief might be erroneous ; 
 and, unquestionably, contradictory instances would arise, but only as 
 exceptions that prove the rule, supposing the principle true. Never- 
 theless, viewing women as a mass and men as a whole, he certainly 
 would not be so very far out of the way. At any rate, in seeking to 
 determine what really are the natural powers, tastes and aptitudes of 
 the sexes, and in apportioning to them that labor which most corres- 
 ponds to their characteristics, as the air-waves to the ear correspond, 
 he would act quite as wisely as does Mrs. Grundy. For he would be 
 attempting just what the artist attempts — to imitate nature ; and the 
 greater his success therein, the greater would be their health, happi- 
 ress and wealth, and, therefore, the greater his gain. He would act 
 upon a principle, one not of his own devising, but of God's creation ; 
 and in the art of political economy, as in the art of health, the best 
 results can only be obtained when each part, no matter how small, 
 concealed or unnoted, is performing its function easily and naturally. 
 He would now consider another element in the problem, namely, 
 that the majority of his female operatives would marry ; and, 
 as a consequence, that their attention to industrial labor would be 
 more or less diverted by household demands. Hence, he would gain 
 by assigning to them those vocations which least interfere with the dis- 
 
AGRICULTURAL COLLEGE. 59 
 
 charge of wifely duties. Those tasks which can be done at home 
 would evidently be preferable ; such as labor iu the dairy and poultry 
 yard, sewing, millinery and tailoring, copying, drawing, scroll and 
 lathe work, carving, engraving, and decorative painting. Next in 
 choice, would be those which, though usually performed iu offices, are 
 not limited by fixed hours ; for example, type setting, recording legal 
 documents and posting books. Finally, those which occupy the 
 working day ; as clerking, bookkeeping, telegraphing, upholstering, 
 binding, and the numberless factory occupations. Men can endure 
 continuous standing and walking better than women, while the latter 
 suffer less from sedentary confinement than the former ; and this fact, 
 alone, might determine the distribution of some tasks. 
 
 Thus far, we have looked at the question with reference to the con- 
 tractor's advantage ; and have seen that, while the apportioning of 
 work to the laborers upon the basis of their adaptedness, would be to 
 his interest, it would also be to the laborer's advantage. But, as his 
 profit would be greatly increased by low wages, and theirs be as much 
 augmented by high wages, let us now view the question from their 
 standpoint. 
 
 As a rule, labor in the form of manufactured articles commands a 
 better price than in the form of personal service. When buying but- 
 ter, the merchant does not pretend to offer less because a woman, and 
 not a man, made it ; though, in employing a clerk, he pays less salary 
 to the woman than to the man. And it is notorious that school trustees, 
 even when fully satisfied that a given female teacher will do as much 
 work as a given man, and do it as skillfully, faithfully and efiiciently, 
 have no hesitation whatever in placing her salary anywhere from 
 twenty to sixty per cent, lower than his. Whereupon, we all incline 
 to take the part of the defenceless girl against the grizzly old bears. 
 But, is it the bear's fault that female teachers can be obtained at less 
 rates than males ? And if, instead of buying the services of teachers, 
 the bears were buying lumber for a school house, would they, as hon- 
 est expenders of the public money, have a right to pay one hundred dol- 
 lars per thousand to one dealer, when they could obtain as good an arti- 
 cle from another at eighty dollars, or sixty dollars per thousand? Let 
 us be just to the shaggy.monsters. There is evidently a wrong some- 
 where, and one that should be righted ; but doing another wrong will 
 not increase the general stock of righteousness. And, besides, the 
 superintendents of telegraph, railroad and manufacturing companies 
 
60 KANSAS STATE 
 
 do exactly the same thing, for precisely the same reason ; and we 
 cannot reach them through the ballot box, as we can the trus- 
 tees. The job may be greater than our ability. This wrong exists 
 in the fact that, as a result of our educational system and of public 
 sentiment, there are fewer things which women can " respectably " do 
 than men. Hence, they press into just such vocations as that of the 
 teacher, and, by competition with each other, lower the price of such 
 labor. Were the carpenter's wages cut down, by an oversupply of 
 craftsmen, to three dollars a week, he could earn more as a farm hand 
 or a breaker of stone ; and would act accordingly, as would others, so 
 relieving the pressure. But the avenues of paying labor for woman 
 are very much fewer than for man. A steady throng empties into 
 them from the homes, schools and colleges ; year by year, they grow 
 more crowded and dense ; and the pressure, little by little, but always 
 increasing, forces the weaker ones out into the side streets of toil, off 
 into the alleys, down into the cellars, up into the attics of labor ; and 
 then, though they poise on the outer edge of temperance, honesty and 
 chiistity, to tremble in sheer horror at the yawning abyss ; though they 
 cry in agony to a God who seems not to hear, and to men who more 
 than seem not to care ; inch by inch, yet always onward, they are 
 resistlessly impelled and finally toppled into hospitals, jails and broth- 
 els. Most unquestionably is there a terrible, red hot wrong, some- 
 where, somehow, and all the time ! Yet, there is no use in fighting 
 against the unchangeable laws of nature ; and no possible way of escap- 
 ing their penalties, save by obeying the law ; in this case, the law of 
 •upply and demand of labor. The fact that an article commands a 
 better price than does personal service, is just as true of those vocations 
 requiring manual skill. The printer produces a column of matter 
 ready for the press. It is wholly immaterial to the employer whether 
 a woman or a man set the type ;* and he j^ays therefor upon the basis 
 of the market price, not that of sex. Telegraph companies, on the 
 
 * In this connection may be mentioned a statement, made to the writer by 
 the intelligent foreman in the composing rooms of the University Press, Cam 
 bridge, Mass., that the work of the female compositors was fully equal to that 
 of the men, and their presence in the office decidedly promotive of neatness and 
 decorum. The mere fact of their employment, in such numbers, by such an 
 establishment, which is not anywhere excelled in its typographical standard 
 or workmanship, is a nut very good naturedly presented for cracking to an i- 
 woman typos of the masculine persuasion. We give it up. — J. A. A. 
 
AGRICULTURAL COLLEGE. 61 
 
 other hand, take sex as their basis; and properly, too, since women will 
 work for less than men. 
 
 Another fact for the girl's consideration, in shaping her education, 
 is that the greater the taste and skill needed for the production 
 of an article, the less will be the competition between workmen, 
 and, therefore, the higher will be the price paid for labor ; and, too, 
 the stronger will be the market demand for the article, if it is one 
 generally used. There are thousands of women, barely making a liv- 
 ing by the most assiduous use of the needle, who, had they been prop- 
 erly taught, could earn twice as much in other ways. The time spent 
 at our common schools in the study of grammar as a philosophy, geog- 
 raphy as a mnemonic art, and a lot of sciences with no art about them , 
 would more than suffice, while useful literary knowledge was also ac- 
 quired, for thorough instruction in practical drawing, and for a paying 
 drill in the use of the scroll saw, turning lathe, carver's and graver's 
 tools. The first two can be driven with less effort than many sewing 
 machines, which they much resemble ; and the latter will be used with 
 greater interest than the needle. It is as easy to place an idea on a 
 block of wood, as upon a sheet of drawing paper ; and not much more 
 difficult to turn a vase, or engrave a leaf, than it is to represent them 
 with the pencil. The product is worth far more in the market. As 
 an illustration, take the manufacture of toys ; for which there will be 
 a demand as long as children have parents. In the saving of freight, 
 alone, there is profit enough to make many a girl joyous, who now 
 droops as an underpaid country school teacher. There is always a 
 market for the articles prized by the housekeeper, both useful and 
 ornamental ; and the greater their beauty, the greater the demand for 
 and profit on the labor. If our information be correct, nine out of 
 every ten illustrations appearing in Harper's Bazar, and many of those 
 in the Weekly, and Magazine, are drawn and engraved by women; and 
 any woman who will furnish publishers such blocks as those of Nast, 
 can command Nast's annual $25,000. What possible right men 
 have to monopolize the photographic business, is, from our stand- 
 point, a dark and bloody mystery ! Posturing, grouping, shading, tim- 
 ing, and chemical manipulations, are matters of perception, from first to 
 last ; which a woman ought to learn sooner, and do better, than a man, 
 other things being equal. So, too, short-hand reporting. Quickness 
 of ear and of pen, both exercises of perception, are its requisites. And 
 as long as girls can be trained to read opera music, and strike chords 
 
62 KANSAS STATPJ 
 
 upon the piano, at the rate of five hundred harmonious notes per 
 minute, we shall vigorously believe in their ability to stenograph two 
 hundred words a minute, with less practice and equal ease. 
 
 Mention might be made of many other modes of earning a liveli- 
 hood, quite as " respectable " as that of the governess, more healthful 
 and agreeable, and far more profitable ; and, also, of many other facts 
 which girls should regard in the selection of an industry. But enough 
 has been said to indicate the leading principles which, in our judg- 
 ment, should underlie, and absolutely govern, the industrial education 
 of women. We have purposely passed over many pursuits which are 
 now commonly followed by females, because they are implied by the 
 views presented, and because the positions advanced could be more 
 exactly marked by illustrations taken from those industries which 
 either man or woman can do. 
 
 If these principles be correct, it is evident that there will be far less 
 clash between a "woman's" education, as contemplated by the first 
 and second main groups, and a woman's "industrial" education, than 
 might be supposed; and, certainly, far less than between her education 
 under the prevailing system and that needed by the industrialist. In 
 fact, there is just as much clash, and not a whit more, than there is 
 between the growth of a rose bush producing April leaves, and its 
 June growth of flowers. The one is a necessary preparation for the 
 other, and the other an inevitable consequence of the one. They are 
 but difierent effects of the same power, acting under the same law ; 
 and the best culture of the young bush will give the greatest profusion 
 of those shapely embodiments of tinted glory which the world calls 
 roses. It will be seen, too, that such an education has less in it that 
 will be afterwards forgotten, and, therefore, that there never was any 
 particular sense in getting; because, knowledge that is frequently 
 used is always fresh in memory. Also, that such an education is a 
 better agency in " mental discipline ;" because, if nature be followed, 
 the elements which constitute womanliness will be developed in their 
 native proportions, and along their own distinctive lines ; resulting in 
 more perfect specimens of the genus woman. We submit, for the most 
 earnest consideration of educators and parents, the question : Did the 
 Creator, in making the being called woman, do the best thing ? If he 
 did, is it not better for us to follow his lines ? If he did not, does the 
 experience of the past, in a fair eflfort to make her a mental man, 
 encourage the hope that we can materially improve upon either his 
 
AGRICULTURAL COLLEGE. 63 
 
 ideal or his workmanship ? If it be the mission of colleges to do what 
 the Almighty should have done but failed to do, we respectfully desire 
 to quit. And, however much these, or any other criticisms of the pre- 
 vailing system of female education, may be subjected to the charge of 
 audacity, is not that system itself, with equal fairness, chargeable as a 
 most audacious and arrogant criticism of the Creator? What practical 
 household art does it teach? What womanly preparation does 
 it give for the performance of the noblest function within the 
 power of God to bestow upon humanity, that of seemingly creat- 
 ing life itself, and reproducing the generations? What practical 
 drill in profitable work does it require ? From first to last, its whole 
 form and moving is against the idea that physical labor can be honor- 
 able in woman ; or, that the necessity for marketable skill can ever 
 crush down u}X)n Horteuse, with a force greater than that of the 
 hydraulic press, compelling her to earn her bread, or — die ! Perhaps, 
 the God who built the family for his school room ; who assigned the 
 daily duties of the family as his lessons ; who appointed the Avorld's 
 demand for industrial work as his vigilant teachers ; and the wages it 
 pays as his rewards ; knew as much about the best methods of educa- 
 tion as do any of us ! And, perhaps, the mental drill of industrial work- 
 shops is, after all, quite as beneficial, wise and eflfective, as the man- 
 made article put up and retailed in text books ! And, whether it be 
 or not, which is the more important, that the woman should be " cul- 
 tured " into mental masculinity and physical incompetence, or, into 
 womanly power, intelligence and ability? It is not a question whether 
 women should marry the sturdy and resistless fact of work ; she 
 is already married thereto : the question is, whether it is better to 
 make her bonds soft with love for labor, or attempt to obtain a divorce 
 by that court which, years and years ago, made the decree, " In the 
 sweat of thy face shalt thou eat bread." As a wife, many a woman 
 would be happier in the use of industrial art, as a means of amusing 
 her little ones and brightening her home ; as a widow, she would most 
 gratefully thank the giver of all mercies for her ability to keep or 
 win a home. So that, whatever view be taken of such an education, it 
 certainly cannot be worse, and it may be better, than the prevailing 
 system. 
 
 Sooner or later, these principles, ii true, will be adopted ; and, when 
 false, the truth will be found and substituted. It may be many long 
 years before, as a people, we shall really substitute Mary for Hortense, 
 
64 
 
 KANSAS STATE 
 
 as the object of our educational system ; and more years, of struggle, 
 experiment and achievement, before the appliances for training the for- 
 mer will equal those now provided for the latter. But is is only a 
 matter of time, because a matter of right. One effort after another 
 may fail, and one set of men after another fall ; but the Marys will 
 remain. And there is too much cheery sympathy with the brave toil- 
 ers for self-support — there is altogther too much of that spirit which 
 grew into the world at the carpenter's bench of Palestine, making the 
 impotent to walk and the lame to leap — ever to allow the continued 
 perversion of the congressional endowment from its true design, or 
 ever to rest content with anything less than the full accomplishment 
 of a purpose so humane and godlike. 
 
 Such are the general principles by which the existing managers of 
 this Institution will be fairly and squarely governed in their effort to 
 provide a liberal and practical education for the industrial classes of 
 Kansas. These principles have been so fully stated in order that alL 
 might see whether true premises have been taken and just conclu- 
 sions drawn. No concealment has been attempted, no issue evad- 
 ed, no point dodged. We clearly see the line we are following, 
 and believe that it leads directly to a generous mountain loom- 
 ing up in grand proportions and sharp relief against the sky of 
 the future — one which, when finally reached and fully developed, 
 will prove an exhaustless mine of paying knowledge to future farmers, 
 paying skill to future mechanics, self-support and God-birthed liberty 
 to many a brave wofuan, who, else, must toil as thousands have toiled, 
 and suffer as thousands have suffered all along the dreary past. We 
 are yet a great ways off; with trails to find, roads to build, streams to 
 bridge, long miles to march. It would be much pleasanter to take the 
 eastward train of professional education, and, with genial companions, 
 be smoothly rolled to the New York of professional life. But, being 
 expressly ordered westward to the Rocky range of industrial skill, 
 whither no such train runs, it is evident that a trip to professional 
 New York would only take us that much farther from our journey'i 
 
AGRICULTURAL COLLEGE. 65 
 
 end. It would, also, be easier, without examiuiug the orders further 
 than to know that we were to travel, and without especially thinking 
 or caring where a train went, so that it was train, to fall in with the 
 lai'gest crowd, sit where it sat, and ride snoozingly onwards, convinced 
 that we were right because the crowd was right, and growing charac- 
 teristically indignant, between naps, at hints to the contrary ! 
 
 At the close of the first year, we feel that in determining the point 
 of destination much has been done ; more, in really starting towards 
 it ; and still more in the progress made. Things which, at the outset, 
 were denounced as chimerical, for example, the teaching of the trades, 
 are now accomplished facts ; and others, which were declared impos- 
 sible, or, even worse, " unprofessional," have been sufficiently devel- 
 oped to establish both their possibility and cash value to the industrial 
 student. Each of the new appliances has worked more successfully 
 than was anticipated; and each position taken has been fully veri- 
 fied by resulting advantages. Many matters that, in the beginning, 
 we all regarded as problematical and experimental are now solid 
 blocks of our faith. The journey is very far from being ended ; but, 
 conscious of having done all that it was in our power to do, and more 
 than satisfied with results, w^e are content with the past and buoyant 
 for the future. 
 
 The difference between our line and that of other Agricultural Col- 
 leges seems to be this: They take as an objective point the graduation 
 of agricultural experts, who shall act as missionaries to working farm- 
 ers. We take as an objective point the graduation of a capable farmer, 
 able to make his living by farming. Their theory is that of the Nor- 
 mal School, training teachers who shall instruct scholars ; our theory is 
 that of training the scholar. Along the mechanical branch, they seek 
 to graduate master builders or superintendents of machine shops ; we 
 seek to graduate intelligent and skillful carpenters, masons or black- 
 smiths. They strike directly for those industries considered the high- 
 est, and believe that in reaching them they include all below ; we 
 strike for the industries most commonly followed in this state, and by 
 successfully mastering them expect to climb up to the very rarest. 
 Their mode may be best for them, and we are not in the least criticis- 
 ing it ; ours seems best for us, Kansas is neither New York, Massa- 
 chusetts nor Ohio; and we shall not endeavor to reproduce their Agri- 
 cultural Colleges. With us, where five agricultural scientists can 
 make a living as such, five thousand capable farmers can far more 
 
 9 
 
66 KANSAS STATE 
 
 than make a living ; and where five architects or master mechanics 
 can obtain emjjloyment, five times as many mechanics can command 
 wages. We aim to provide a Kansas State Agricultural College, for 
 the practical education of those who desire to follow industrial voca- 
 tions. 
 
 In so doing, nothing of educational experience that is useful will 
 be rejected because it is old ; nor anything retained simply because it 
 is practiced by literary colleges in educating for the professions. That 
 which upon fair trial best serves our purpose will be employed ; and 
 that which does not will be discarded, though it were baldheaded with 
 antiquity. Nothing will be attempted rashly ; nothing clung to be- 
 cause once introduced ; and nothing refused trial that promises effec- 
 tive aid in reaching and working the mine. And these statements 
 apply not merely to the course of study, but to all methods and regu- 
 lations. The management of such an endowment, for the accomplish- 
 ment of such a purpose, is so weighty a responsibility that, neither 
 because of public favor nor public criticism, can we afford to deviate 
 from those measures which, in our judgment, will soonest and best exe- 
 cute the purpose of the grantor. So long as we act at all, we shall 
 act as executors of the will ; and, being justly held responsible for our 
 deeds as such, we propose to do our own thinking and our own decid- 
 ing. Whether the will be the best that could have been made, is 
 none of our business ; we are simply executors — though we believe 
 that it is. Whether the' youth of Kansas want an industrial educa- 
 tion, is equally not our business ; we are bound to furnish it to 
 those applying, but not to make any one. apply — just as a post master 
 is bound to keep stamps for sale, but not to make people buy stamps. 
 As the government pays its post masters, so the congressional endow- 
 ment pays the salaries of those whom we employ ; and the instruction 
 given by them is furnished to all absolutely without charge or contin- 
 gent. 
 
 We have thus stated our understanding of the object and provisions 
 of the national will ; the principles by which we shall be guided in 
 executing it ; and the reasons for the adoption of these principles. If 
 the people, through their servants and our superiors, the law-making 
 and law-enforcing officers of Kansas, desire that the national will shall 
 be so executed, we ask their support, and material aid in the form of 
 buildings and appliances, which, in accepting the grant, they con- 
 tracted to furnish. If they do not so desire, but wish the enterprise 
 
AGRICULTURAL COLLEGE. 67 
 
 conducted upon other and antagonistic principles, our resignations are 
 most heartily at their service — that those who have better ways may 
 be able to try them, on their own responsibility ; we will not take the 
 risk. Whatever else may yet need to be tried, there is no use in repeat- 
 ing the experiment of flying a literary kite with an agricultural tail, 
 so often made in various quarters. It is a pleasant regential and pro- 
 fessorial amusement, and quite attractive to an immediate locality : but 
 there is not a cent of money in it for the industrial student, whose es- 
 tate pays for the kite. The fact that, out of some six hundred students 
 attending Cornell University last year, only two were studying agricul- 
 ture ; and that, of all those at Harvard, but two were in its Agricul- 
 tural school, is enough for us What the brain, pluck, experience 
 and unlimited cash of New York Cornell and Bostonian Harvard 
 have not effected, we, at least, shall not attempt in Kansas. The best 
 appliances that money can buy are there, and at a dozen other insti- 
 tutions, but the results are the same. And there is no particular 
 sense in butting at a stone wall — as a regular business. 
 
 Some day and somewhere, there will be an Agricultural College 
 looking so much like the grounds and buildings of a prosperous farmer 
 who did his own repairing and manufacturing, that we of the present, 
 happening by, would mistake it for a little. hamlet of thriving artizans 
 built in the heart of rich and well tilled fields. Nothing in its appear- 
 ance would suggest our notion of the typical college. Its barns, sheds, 
 yards and arrangement would embody the idea of the greatest utility 
 at the least cost. Its implements, stock and fields would show them 
 to be used for real profit. Its or(;hards and gardens would not only 
 reveal the success of the owner, but, also, his full determination to 
 enjoy the fruit with the labor. We would be quite certain that it was 
 only such a farm — the best specimen of the highest type — were it not 
 for the presence of cheap, stone buildings, one or two stories, scattered 
 among the trees ; all of them more resembling mechanic's shops than 
 anything else ; some, exactly ; others, not exactly ; and yet no two 
 alike. One would be used for teaching practical agriculture, but 
 would ^as little prompt our idea of a recitation room, as the whole 
 cluster would that of an imposing college edifice. While there 
 
68 KANSAS STATE 
 
 would be seats for hearers and a place for a speakpr, yet the latter 
 would most suggest a circus ring for the exhibition of short-horus, 
 when short-horns were discussed ; of horses, pigs or sheep ; of surgical 
 operations ; of plows, harrows or reapers. The walls would be lined 
 with photographs of famous herds, working models of farm machinery, 
 the grain and stalk of cereals Part of its surrounding ground would 
 be belted with every variety of growing grasses ; and another would 
 be for the draft-test of implements, or the trials of student skill. 
 In fact, it would so look, and so be, like an actual workshop of real 
 farming as not, even in the remotest way, to squint toward the article 
 generally y'clept " scientific agriculture." The interior of another 
 shop, a few rods distant, and equally inexpensive, with its grafting 
 tables, potting benches, packing room, working greenhouse, and, 
 outside, hot-beds and thrifty nursery grounds, would look so much 
 like " gardening for profit " as to throw us completely off the trail of 
 botany as a pure science. Another, would be a force shop, Avhere 
 light, heat, water, sound and electricity were made to reveal their laws, 
 habits and effects, and to do their industrial work. The constant use 
 of its appliances by busy students, in sacriligious defiance of the rule, 
 "don't touch the apparatus!" italicised with professorial emphasis, 
 would instantly satisfy us that there was nothing " collegiate " there, and 
 that it was only a workshop where pupils had to become skillful work- 
 men ! There would be a mathematical shop, so much like a counting 
 and drawing room, that, when it lead into an inventor's and pattern 
 maker's room, no one could be surprised at its winding up in a ma- 
 chine shop. There would be an English shop, remarkal)ly like a print- 
 ing office ; and the " Printer's Hand Book " of that day might strike 
 us as an admirable drill in the art of using the English language, as 
 well as in that of sticking type — almost as good as a grammar ! There 
 would be a woman's workshop, where the pale Hortense, at heart a 
 good deal more sensible, earnest and womanly than society supposes, 
 would strive for the bJoom and 'faculty' of Mary. The blessed Mrs. 
 Grundy would be dead ! And there would be mason's, carpenter's and 
 smith's shops. Not a shop of them all would cost $5,000 ; and some, 
 not the half of it ; because they would be shops, warm, light, cheerful, 
 but ivorkahops — not requiring costly foundations and tall, heavy walls, 
 not finished as are parlors, nor wasting space in broad corridors. And 
 they would not have been foreordained by men of a previous gen- 
 eration, who, to save the lives of the best of them, could not possibly 
 
AGRICULTURAL COLLEGE. 65 
 
 have foretold just what buildings such a college would need. As, in 
 the process of its growth, a want had been felt, its shop was supplied ; 
 and each generation had footed its own bills. No ! it would not look 
 like our great colleges ; but very remarkably like a nest of real edu- 
 cational workshops, where flesh and blood students acquired mar- 
 ketable skill for industrial labor. In it, drill in the art Avould have 
 greater prominence than the stringing of facts on the threads of a sys- 
 tem ; and the requirements of the art would serve as a skimmer to 
 lift the cream of science as needed. Knowledge would be shoved pay- 
 ing end first, and not, everlastingly, philosophic end first. For the 
 world would have gotten back to the history of its own experience, 
 where art was the Columbus discovering science. In it, educational 
 common sense would have supplanted uncommon educational non- 
 sense. And leaving it, the newly fledged graduate, as does the newly 
 fledged "jour.," would at once earn a living. Such an Agricultural 
 College would be in keeping with its object, with the requirements and 
 genius of labor, with itself! And, too, it would be in keeping with a 
 ricli, broad State, carpeted by emerald grasses, belted by golden grain, 
 clumped with orchards, moving with herds, clustered with villages, 
 threaded by railways, flecked with countless smoke-ofierings from the 
 altars of industry to the God of labor. 
 Some day ; somewhere ; somehow ! 
 
 Course of Studies. 
 
 The following plan of studies presents three main courses of instruc- 
 tion. Each has been prepared with sole reference to the requirements 
 of the given vocation ; and upon the principles set forth. If we have 
 succeeded in following these principles, the course for the farmer 
 should differ from that for the mechanic or woman, in the degree that 
 the daily work of the one differs from that of the other ; and each 
 should proportionately diflfer from the curriculum of a literary col- 
 lege. In order that the reader may determine these differences, an 
 exhibit by lines is appended. As neither of these courses is designed 
 for the education of lawyers, doctors or preachers, so neither is to 
 be condemned just because it varies from the beaten path leading to 
 
70 KANSAS STATE 
 
 the learned professions. A passenger starting from Leavenworth to 
 Denver would not feel particularly uneasy when informed that he had 
 not taken the train to New York ; nor would a person bound for Atch- 
 ison be especially sad because he was not in the car for Fort Scott. 
 Yet all of these trains leave the same depot ; and, for a short distance, 
 use the same rails. Each of these courses of instruction is to be 
 viewed as a distinct and separate route, from a common point, to a 
 region of its own ; as neither following nor avoiding other routes, 
 except for its own interests ; and as taking the student directly and 
 speedily to the designated vocation, or to the station nearest the indus- 
 trial pursuit he desires. 
 
 The order of some of the studies will strike the professional edu- 
 cator as peculiar. This results from an effort to give the pupil 
 each year, and year by year, such knowledge and skill as will be 
 of the greatest market value to him, should he leave college. The 
 governing principle may be thus illustrated : Suppose that by labor as 
 a farm hand the student could, in the shape of boarding, clothing and 
 money, earn ^150 a year. Instead of so doing he attends college, and 
 takes three literary studies ; each of these costs him $50, not counting 
 his industrial. If the ability acquired by him in the mastery of a 
 given study is worth what it has cost, he has made a fair trade ; oth- 
 erwise, he has lost. Hence, guided by his interests, we have endeav- 
 ored to estimate the relative value of studies, and to place them in 
 the order of their market value. Taking the first year of the Farm- 
 er's Course, for example, the knowledge of tillage and stock given in 
 " Practical Agriculture " is worth more to the student than that of 
 geography ; familiarity with plants more than with history ; and skill 
 in accounting and book-keeping more than skill in the technology of 
 grammar as a science. The proof of the statement lies in the fact that 
 should the student, at the end of that year, offer his services to a far- 
 mer, he would command good wages for his agricultural ability, and 
 none whatever for his geographical knowledge. If it be said that the 
 pupil may want to teach a district school, as a means of paying his way 
 through college, we reply : First, that this is not a Normal School ; 
 and, second, that if he wants skill outside of his vocation, he can 
 make better wages as a carpenter or operator than as a district teacher. 
 
 The special courses for book-keepers, operators, printers; druggists, 
 and the several trades, are not tabulated ; being included in those pre- 
 sented, and being shaped to individual cases. 
 
AGRICULTURAL COLLEGE. 
 
 71 
 
 FIRST YE-^R 
 
 FIRST TERM 
 
 FABMEB'S. 
 
 1. Practical Agriculture. 
 
 2. Botany. 
 
 3. Drill in Arithmetic and 
 
 Book-keeping. 
 
 4. Industrial. 
 
 mechanic's. 
 
 1. Drawing. 
 
 2. Drill in Arithmetic and 
 
 Book-keeping. 
 
 .3. Drill in Bnglishand Pen- 
 manship. 
 
 4. Industrial. 
 
 woman's. 
 
 1. Physiology. 
 
 2. Drill in English and Pen- 
 
 manship. 
 
 3. Drawing. 
 
 4. Industrial. 
 
 SECOND TERM. 
 
 PABMER'8. 
 
 1. Practical Agriculture. 
 
 2. Botany. 
 
 3. Drill in Eglish and Pen- 
 
 manship. 
 
 4. Industrial. 
 
 mechanic's. 
 
 1. Drawing. 
 
 2. Arithmetic and Book- 
 
 keeping. 
 
 3. Drill in English and Pen- 
 
 manship. 
 4. Industrial. 
 
 woman's. 
 
 1. Drawing. 
 
 2. Drill in Arithmetic and 
 
 Book-keeping. 
 
 3. U. S. History. 
 
 4. Industrial. 
 
 SECOND YEA.R. 
 
 FIRST TERM 
 
 paemer's. 
 
 1. Practical Horticulture. 
 
 2. Arithinetic and Book-keep- 
 
 ing. 
 8. English Structure. 
 4. Industrial. 
 
 mechanic's. 
 
 1. Algebra. 
 
 2. Drawing. 
 
 3. English Structure. 
 
 4. Industrial. 
 
 I woman's. 
 
 1. Botany. 
 
 2. Arithmetic and Book- 
 
 keeping. 
 
 3. English Structure. 
 
 4. Industrial. 
 
 SECOND TERM 
 
 farmer's. 
 
 1. Practical Horticulture. 
 
 2. Physics. 
 
 3. Economic Entomfilogy. 
 
 4. Industrial. 
 
 mechanic's. 
 
 1. Geometry and Drawing. 
 
 2. Physics. 
 
 3- Economic Botany or Ge- 
 ology. 
 4. Industrial. 
 
 woman's. 
 
 1. Botany. 
 
 2. Physics. 
 
 3. Economic Kntomology 
 
 4. Industrial. 
 
72 
 
 KANSAS STATE 
 
 THIRD Y E A: R:. 
 
 FIRST TERM 
 
 FABMEH S. 
 
 1. Comparative Physiology. 
 . Inorganic Chemietry. 
 
 3. Practical Geometry. 
 
 4. Industrial. 
 
 JfECHANIC S. 
 
 1. Trigonometry. 
 
 2. Inorganic Chemistry. 
 
 3. Rhetoric. 
 
 4. Industrial. 
 
 woman'.s. 
 
 1. Farm Economy. 
 
 2. Practical Geometry. 
 
 3. Inorganic Chemistry. 
 
 4. Industrial. 
 
 SECOND TERM 
 
 farmer',?. 
 
 1. Practical Agriculture. 
 
 2. Organic and Analytical 
 
 Chemistry. 
 S. Algebra. 
 4. Industrial. 
 
 mechanic's. 
 
 1. Mechanics. 
 
 2. Analytical Chemistry Std 
 
 Metallurgy. 
 
 3. Practical Law. 
 
 4. Industrial. 
 
 woman's. 
 
 1. Gardening. 
 
 2. Organic and Analytical 
 
 Chemistry. 
 
 3. Practical Law or Drawing. 
 
 4. Industrial. 
 
 FOURTH YEAR 
 
 FIRST TERM 
 
 farmer's 
 
 1. Agricultural Chemistry. 
 
 2. Eeonomic Zoology. 
 8. Rhetoric. 
 
 4. Indastrial. 
 
 MECHANIC s. 
 
 1. Mechanics. 
 
 2. Drawing. 
 
 3. Political Economy. 
 
 4. Industrial. 
 
 woman's. 
 
 1. Household Economy. 
 
 2. Household Chemistry and 
 
 Special Hygiene. 
 
 3. Rhetoric. 
 
 4. Industrial. 
 
 SECOND TERM 
 
 farmer's. 
 
 J. Chemical Physics. 
 2. Mechanics. 
 8. Political Economy. 
 4. Industrial. 
 
 mechanic's. 
 
 1. Engineering. 
 8. Chemic.ll Physics. 
 3. Logic. 
 i 4. Industrial. 
 
 WOMAN S. 
 
 1. Chemical Phy^lM. 
 
 2. Logic. 
 
 3. Drawing. 
 
 4. Industrial. 
 
AGRICULTURAL COLLEGE. 
 
 73 
 
 FIFTH YE^K 
 
 FIRST TERM 
 
 FARJLEB S. 
 
 1. Meteorology. 
 
 2. Economic Geology. 
 •3. Meutal Philosophy. 
 4. Industrial. 
 
 MECHANIC s. 
 
 Remaining Years to be 
 studies special to designed 
 vocation, together with the 
 staple studies of the Farm- 
 er's Course. 
 
 WOMAN s. 
 
 1. Meteorology. 
 
 2. Mental Philosophy. 
 
 3. French, German or Kco 
 
 nomic Geology. 
 4. Industrial. 
 
 SECOND TERM 
 
 faemer's. 
 
 1. Mineralogy. 
 
 2. Logic. 
 
 ''. Practical Law. 
 4. ludustrial. 
 
 WOMAif'S. 
 
 1. Mineralogy. 
 
 2. Political Economy. 
 
 3. French or German. 
 
 4. Industrial. 
 
 SIXTH YEA^E. 
 
 FIRST TERM. 
 
 FARMKB 9. 
 
 1. U. S. Constitution, 
 t. Moral Philosophy. 
 «. History. 
 4. Industrial. 
 
 1. Physical Geography. 
 
 2. Moral Philosophy. 
 
 3. History. 
 
 4. Industrial. 
 
 SECOND TERM 
 
 FAOMKR S. 
 
 1. Modern History and Liter- 
 ature. 
 . Butler's Analogy. 
 *. Industrial. 
 
 WOMAN 8. 
 
 1. Modern History and Liter- 
 
 ature. 
 
 2. Butler's Analogy . 
 
 3. Industrial. 
 
 10 
 
74 KANSAS STATE 
 
 EXHXBIT BY LINES 
 
 OF THE 
 
 Number of Terms devoted to the Several Studies in each Coui-se. 
 
 One term, having five recitations each week, is taken as the unit of measure. The 
 ligares at the end of the lines designate the number of terms. Thus, the first number, 3, 
 means that three terms are given to Practical Agriculture; the following 2, that two are 
 given to Horticulture. The difference between the length of the two lines represents to 
 Che eye the relative attention paid to these branches of Agriculture. Under the head of 
 " Practice " are grouped the studies which impart skill to the workman in the designated 
 vocation; under that of "Knowledge Used" those which furnish knowledge that is 
 directly used by the workman in his vocation; and under that of "Aids" the etudies 
 which help him either in obtaining or using knowledge. 
 
 Farmer's Course — Six Years. 
 
 Practical Agriculture ^a^mm^^s 
 
 Practical Horticulture n^^nns 
 
 Field and Shop Practice — ^—^—i— — ^— ■— i— »ia 
 
 :K;3sroT^ri..Bi30-B xtsbid. 
 
 Botany and Zoology aaiiBBKi^nKaKaHBaS 
 
 Physics aud Chemistry mi, ^ 
 
 Geology, Mineralogy and Meteorology nMa^ua^nS 
 
 Practical Mathematics and Pol. Ecouomy^ai^B^,.mHi^nB5 
 
 .A.II3S- 
 
 English and History '"> 
 
 Legal, Mental and Moral « 
 
 Algebra «_! 
 
 Mechanics' Course — First Four Years. 
 
 Shops Q 
 
 IS:3SrO"^VI..BI3C3-H TJSBID. 
 
 Practical Mathematics mmim^^^mm^^^^^m,^^mmm^m& 
 
 Physics, Chemistry, &C mmm^^^mmma^^^mmx^ 
 
 .A.IX3S. 
 
 English '^ 
 
 Political Economy and Practical Law ^mmi^mS, 
 
AGRICULTURAL COLLEGE. 
 
 75 
 
 AA^oman's Course — Six Years. 
 
 I>R.A.OTIOB. 
 
 Domestic Economy 
 
 Industrial Drawing 
 
 Shop and House Practice. 
 
 .13 
 
 :K;Kro-w"x-Ei3C3-E xjseii^. 
 
 Arithmetic and Book-keeping 
 
 Botany and Entomology 
 
 Physics, Chemistry and Hygiene. 
 Practical English 
 
 Language and History. 
 Legal, Mental, Moral. . . 
 Physical Science 
 
 SUMMARY. 
 
 E'El.A.aTIOB. 
 
 Parmer's . . . 
 Mechanic's. 
 Woman's. . . 
 
 Farmer's . . . 
 Mechanic's. 
 Woman's. . . 
 
 Farmer's , , . 
 Mechanic's. 
 Womaa's . . . 
 
 
 
 
 
 
 
 
 
 
 ii.ii.l *^ 
 
 - Fi 
 
 rst four years. 
 
 
 
 
 
 
 ic isr o -^AT" Ij 3B ra C3- B 
 
 XJSBI3. 
 
 
 
 
 
 
 
 .13 
 
 First four years. 
 
 
 
 
 
 
 .A.II3S. 
 
 
 
 
 14 
 
 
 First four 
 
 years. 
 
 .13 
 
 
 
 
 19 
 
76 KANSAS STATE 
 
 DEPARTMENTS OF INSTRUCTION. 
 
 Practical Agriculture. 
 
 By the term Practical Agriculture is understood that system of farm 
 management which considers only ways and means, and the most pro- 
 ductive methods. It does not pretend to give a scientific reason for all 
 its processes, but is essentially practical, and the answer to all its ques- 
 tions is given in dollars and cents. Scientific or theoretical agricul- 
 ture, on the other hand, concerns itself most with causes and effects, 
 and the theory of farm operations. The answer to all its questions is 
 not given in pecuniary values, but in formulas expressing relations to 
 known laws. In short, practical agriculture is agriculture considei;ed 
 as an art based upon the experience and observation of men. 
 
 While it is true that the mass of empirical rules embodied in the 
 term practical agriculture have had their origin in the wants of farm- 
 ers, it is equally true that these rules, modified to suit the variations of 
 soil and climate, are universal in their application. There is a ten- 
 dency to ignore the fact that there are fixed principles in agricul- 
 ture, and that these principles are not mere theories or scientific gen- 
 eralizations, but general truths having a substantial foundation in the 
 practice of farmers. 
 
 The following course has been prepared with reference, first, to the 
 full presentation of those j^rinciples everywhere recognized in the best 
 practice of farmers ; and, second, such modifications of their details as 
 shall adapt them to the wants of the state of Kansas. 
 
 SIMPLE TILLAGE. 
 
 Under this head, are discussed the various implements used by the 
 farmer in the pulverization of the soil, the preparation of the seed 
 bed, and the extirpation of weeds. 
 
 Tlie Plow: — The mechanical principles involved in the construction 
 of the various kinds of plows ; the action of the plow upon the soil 
 
AGRICULTURAL COLLEGE. 77 
 
 and subsoil ; the different adjustments of the implement required in 
 different soils and situations ; the use of the swivel plow, trench plo w 
 and subsoil jjIow. 
 
 Draught : — Principles of draught ; difference in the draft of differ - 
 ent plows and adjustments, and the use of the dynamometer ; influence 
 of the different parts of the plow on draught ; effect of speed upon 
 draught. 
 
 The implements and operations of harrowing ; cultivating ; rolling. 
 
 Hoed Crops : — The value of hoed crops in a system of husbandry ; 
 the cultivation of corn and roots. 
 
 Farm Drainage : — Soils that need drainage ; influence of draining 
 in mitigating the effects of drought and floods ; tile drains ; mole 
 drains ; open drains ; how to lay out a system of drains ; house drain- 
 ing ; draining farm cellars ; sewerage. 
 
 STOCK BREEDING. 
 
 Position of stock raising in a system of husbandry ; history and 
 description of breeds ; their economic value and adaptation to special 
 localities ; principles of breeding ; in-and-in breeding ; cross breeding. 
 
 The above course of instruction in practical agriculture and stock 
 breeding is given in lectures. The lectures on stock breeding are 
 delivered, in part, in the barn, the animals themselves being used as 
 illustrations. 
 
 In addition, the care of our entire herd is given to the students of 
 the class in practical agriculture, and they are expected to become 
 ■practically familiar with the methods of stock men. 
 
 The elementary c6urse, thus briefly shadowed forth, has been shaped 
 with reference, first, to the wants of the student as an intelligent 
 worker, and second, to his advancement in the general course. 
 
 The advanced course, on the other hand, is arranged for advanced 
 students, and presupposes a knowledge of the elementary course, and 
 considerable familiarity with the natural sciences, and especially 
 mechanics, chemistry and botany. 
 
 FARM IMPLEMENTS. 
 
 Fourth Year : — Applioation of mechanical principles in the con- 
 struction of farm machinery ; calculating strength of parts ; simplicity 
 of machinery ; nature of friction ; estimation of amount of friction ; 
 the best way to apply strength ; power of horses and of men ; con- 
 struction and use of farm implements 
 
78 KANSAS STATE 
 
 PRACTICAL AGRICULTURE. 
 
 General view of agriculture, ancient and modern ; agricultural 
 progress of the last century ; relative a'dvantages of mixed husbandry 
 and special farming ; the selection and arrangement of the farm, 
 with reference to the system to be pursued ; rotation of crops ; general 
 advantages of a rotation ; the best rotation with reference to disposi- 
 tion of labor, production of manure and extermination of weeds ; 
 pasturage and the production of grain and forage crops ; manures ; 
 how best housed and applied ; composting manures ; commercial fer- 
 tilizers ; systems of feeding ; stall feeding ; steaming food ; soiling ; 
 experiments in feeding ; farm buildings ; farm houses ; barns ; pig 
 yards ; sheep barns. 
 
 Books of Meference : — Morton's Cyclopedia of Agriculture, Low's 
 Practical Agriculture, Stephen's Book of the Farm, Allen's New 
 American Farm Book, French's Farm Drainage, Waring's Draining 
 for Profit, Low's Domesticated Animals, Randall's Practical Shep- 
 herd, Harris on the Pig, Allen's, Bell's and Carr's History of Short- 
 horns, Mayhew's Illustrated Horse Management, Allen's American 
 Cattle. 
 
 MEANS OF ILLUSTRATION. 
 
 A farm of two hundred acres, upland prairie, well provided with 
 yards, lanes and interior fences, and abundantly equipped with imple- 
 ments and machinery. Among these ai'e the Marsh harvesters, Buck- 
 eye mower and reaper, with plows, harrows, drills and cultivators of 
 the latest pattern. 
 
 A large two story stone barn, 46x96 feet, well provided with stalls 
 for horses and cattle ; a piggery, 14x54 feet, implement shed, 16x40 
 feet ; together with poultry house, graineries and corn cribs. 
 
 Shorthorn, Devon, Jersey and Galloway cattle ; Essex, Berkshire, 
 Lancashire and Poland China swine. The college stock of cattle and 
 swine, in quality, takes rank with the best in the country. 
 
 Practical Horticulture. 
 
 The instruction in this department is given wholly by lectures, 
 accompanied by constant practical drill in all the work of the fruit. 
 
AGRICULTURAL COLLEGE, 79 
 
 flower and vegetable garden, nursery, orchard, vineyard and orna- 
 mental grounds. 
 The lectures embrace the following and kindred subjects, viz : 
 The Atmosphere : — Its moisture, temperature and circulation consid- 
 ered with reference to horticulture. 
 Horticultural Implements : — Their care and use. 
 
 Movable and permanent horticultural structures ; cold frames ; hot 
 beds ; green houses : embracing not only the modes of constructing 
 but their after care, or mode of working. 
 
 Culture : — Weeds ; means of eradicating, etc. 
 
 Seeds : — Their vitality ; modes of collecting and preserving. 
 
 Propagation : — By seeds ; by cuttings ; layers ; suckers ; grafting ; 
 budding. Care of young plants : As sheltering, thinning, weeding, 
 watering, manuring, training, pruning, keeping and working. 
 
 Improvement of Varieties : — By selection, and by hybridizing. 
 
 The Commercial Nursery : — All branches of the work considered 
 in detail. 
 
 Pruning : — In nursery, fruit garden, orchard and forest. 
 
 The Orchard : — Selection of site ; laying out of orchard ; selection 
 of trees ; after culture. 
 
 Fruits for Orchard Culture : — Apple — history, varieties, classifica- 
 tion ; pear ; quince ; cherry ; peach ; nectarine ; apricot ; plum ; 
 almond ; gooseberry ; currant ; raspberry ; blackberry ; strawberry ; 
 barberry ; cranberry ; chestnut ; filbert ; mulberry, and walnut. 
 
 Grape : — Varieties and modes of culture. 
 
 The Garden .-—Both the vegetable and flower garden ; their influ- 
 ence upon the home : their social and economic relation to the family 
 considered; Woman's work in connection with the garden, in adding 
 to the attractiveness and comfort of home. 
 
 The flower garden as a home institution ; its claims ; its location 
 extent and cost ; general principles to govern in laying out ; shrubs 
 and flowers suited to our climate. 
 
 The Commercial Garden. — Floriculture as an occupation. 
 
 Forest Culture : — Importance and practicability of forest culture in 
 Kansas ; difiiculties in the way, and the direction in which we may 
 
80 KANSAS STATE 
 
 secure success ; immediate and ultimate returns ; shelter belts, and 
 their influence ; modes of planting and cultivating different varieties. 
 
 We have already as ample means of illustration and practical 
 instruction as the financial condition of the College will permit. We 
 have about seventy acres of land devoted to this department. The 
 collection of varieties of fruit is already large. We have large exper- 
 imental apple, pear and peach orchards, vineyard and nursery, where 
 all the ordinary business of the commercial nursery is regularly done. 
 There are ample grounds devoted to artificial forests and lawns. Ar- 
 rangements are already in progress to have upon the grounds suitable 
 vegetable and flower gardens the coming season. The ■vxork in this 
 department, as far as practicable, is done by the students. 
 
 Books of Reference : — Downing's Fruits and Fruit Trees ; works of 
 Loudon, Dr. J. A. Warder, J. J. Thomas and Lindley ; Fruit Trees, by 
 M. DuBreuil ; Field's Pear Culture ; Clement Hoare and others upon 
 the grape ; Gardening for Profit and Practical Floriculture, by Peter 
 Henderson ; Book of Flowers, by Joseph Breck ; Book of Roses, by 
 Parkman'; Forest Trees, by Bryant ; Forest Tree Culturist, by Ful- 
 ler ; Book of Evergreens, by Josiah Hoopes ; My Garden, by Alfred 
 Smee, F. R. S. ; Downing's Landscape Gardening ; Kemp on Land- 
 ;^cape Gardening ; Hand-book of Landscape Gardening, by J. Weid- 
 enman ; Man and Nature, by Hon. G. P. Marsh. 
 
 w Botany. 
 
 In the study of Vegetable Physiology, to which the first term is 
 devoted, the various organs of the plants are traced through their suc- 
 cessive stages of development, from the root of the germinating em- 
 bryo to the stem, bud, leaf, flower, fruit and seed. By means of liv- 
 ing plants, herbariums, charts and microscopes, the student is made 
 familiar with the functions and name of every organ, and learns how 
 the plant, by powers of its own, converts earth and air into living 
 tissue, which, in turn, becomes the food of man and animals. 
 
 lu the Farmer's course, the second term is devoted to the cereal 
 grains, grasses, and other food plants, and the native and foreign weeds 
 that are troublesome in their cultivation. Special attention is given 
 
AGKICULTURAL COLLEGE. 81 
 
 to the forest and fruit trees, and such hedge and textile plants as are 
 suited to our climate. 
 
 In the Mechanic's course, the second term is given to the study of 
 artistical botany, or the history of those plants which are employed or 
 afford materials in the processes of the arts and manufactures. This 
 also includes the texture, color, strength, durability, and other import- 
 ant qualities of wood, and the most important uses to which the differ- 
 ent species are applied. 
 
 In the second term of the Woman's course, prominence is given to 
 garden botany, which embraces not only the ordinary vegetables of 
 the garden but also the herbs, shrubs and trees planted for ornament 
 in the pleasure grounds, and the plants cultivated in the hot-house, 
 parlor and conservatory. 
 
 Means of Illustration : — To this department belongs a Wardian 
 case, filled with a choice collection of growing plants ; a herbarium, 
 including nearly all the grasses of Kansas ; sections of native and for- 
 eign wood ; and blocks of wood showing cell formation, etc., of our 
 forest trees. A collection of plants is being made as rapidly as possi- 
 ble ; and classes are drilled in the field at the proper season. 
 
 ENTOMOLOGY. 
 
 After the knowledge necessary to the proper grouping of the indi- 
 viduals of this numerous and diversified division of the animal king- 
 dom is proj)erly mastered, the orders, and those individuals of the 
 orders, which come into the most direct and serious conflict with the 
 farmer's interests, either by depredating upon growing crops or har- 
 vested grain and fruits, and those that infest domestic animals as well 
 as their predaceous and parasitic enemies, are taken up in the order 
 of their importance to the agriculturist. By the practical instruction 
 in this department the student learns to recognize insect enemies in all 
 their stages of development. 
 
 In the Woman's course, special attention is given to the insects that 
 infest the house and garden, either in the larvae or fully developed 
 state. 
 
 The Bee : — The great interest universally manifested in this insect, 
 since long before the process of making sugar was known to the pres- 
 ent ; the ease with which it is multiplied and improved by intelligent 
 treatment, and its direct commercial value to man, invest its study 
 with a special interest. This subject is thoroughly illustrated by colo- 
 
 ir : 
 
82 KANSAS STATE 
 
 nies of living bees aud model hives, and is presented to the student 
 under, the following heads : 
 
 The different individuals of which a hive is composed ; the different 
 kinds of bee hives ; the laying of the eggs ; the development of the 
 young ; the swarms ; the collection of honey and wax ; the combs ; 
 the honey harvest ; the uses of honey and wax. 
 
 Means of Illustration : — This department owns a large collectioh of 
 mounted insects injurious to vegetation ; and those that are either 
 directly or indirectly beneficial, are represented. Also breeding cases, 
 in which insects are propagated, and improved vivaria, in which 
 insects are kept for study by the classes. Class drill in the field. 
 
 GEOLOGY. 
 
 In accordance with the practical character of this Institution, the 
 elaborate discussion of theories, the excessive use of technical terms, 
 and dry accounts of fossils unimportant in the identification of strata, 
 are avoided as far as possible. The student is made acquainted with the 
 geography and characteristic plants and animals of each geological 
 age ; and thus traces the progress in the formation of rocks, lands, 
 mountains, rivers and seas, and the changes in the physical condition 
 of the earth, as to heat, moisture, etc., and the i^rogress in vegetable 
 and animal life ; and learns the causes that uplifted, folded and frac- 
 tured the strata, and how the fissures thus produced often become veins 
 of metalic ores. This knowledge not only teaches the miner the mode 
 of occurrence of minerals, but often enables him to decide, on a mo- 
 ment's inspection, whether a certain mineral may or may not be found 
 in a given region, and thus save the time and means too frequently 
 expended in searching for minerals where they cannot occur. 
 
 In the relation of geology to the arts, the agriculturist learns the 
 composition of the soil he cultivates, the origin and distribution of the 
 natural fertilizers, and how to detect beds of peat, marl, gypsum, 
 phosphate of lime, etc. The miner not only learns the origin of faults, 
 dikes, veins, and the mode of occurrence of the valuable minerals, but 
 also many facts in mining essential to success in his occupation. 
 
 As in the selection of sites for large buildings, the choice of stone 
 for walls, slates for roofs, and clay for brick, a kno^Yledge of geology 
 is as necessary to the mechanic as it is to the engineer in locating a 
 canal, constructing a railroad, or building a dam, special attention is 
 given to the practical lessons of this science. 
 
AGRICULTURAL COLLEGE. 83 
 
 Means of Illustration : — The appliauces iu this department consist 
 of the largest and best selected cabinet of minerals and fossils in the 
 West. It contains a full set of the minerals that enter into the com- 
 position of rocks, and the characteristic fossils of the geological pe- 
 riods as developed in America. Also geological maps showing the 
 superposition of the strata, faults, dikes, etc. The students of this 
 department also have access to the large conchological collections 
 belonging to the professor of Geology. 
 
 Department of Chemistry and Physics. 
 
 The Chemical Department, in which is also included that of Phys- 
 ics, is furnished, considering the crowded condition of the college 
 building, with comparatively commodious quarters, occupying one-half 
 of the second floor. When taken in hand by the present professor in 
 charge, upon September 1st, 1873, the whole chemical outfit of the 
 Institution was contained in a small box about two feet square. There 
 is now offered for the use of the student iu this department a chemical 
 laboratory complete in all its appointments, and, connected therewith, 
 a lecture room. It has been pronounced, by many impartial observ- 
 ers, one of the most complete iu the west. 
 
 The Means of Illustration of the department are ample for a thor- 
 ough course of instruction in theoretical and applied chemistry. 
 
 The Laboratory is fully equipped with chemicals, chemical and 
 philosophical cases, closets, large analytical tables, etc. Many of the 
 rarer chemicals and pieces of apparatus are the only specimens of the 
 kind iu the West. The laboratory now offers accommodations for 
 about twenty students in analysis. 
 
 The Lecture Room is conveniently connected with the laboratory. 
 The room affords a seating capacity of about sixty, and is arranged in 
 the most approved manner. The seats are placed upon a raised 
 amphitheatre floor, thus enabling pupils from all parts of the room to 
 witness, without inconvenience, the experiments of the lecturer. 
 
 Apparatus : — The department is amply supplied with choice appa- 
 ratus, both chemical and physical — air pumps, electrical apparatus, 
 Jelate machines, Holtz machines, Ruhmkorff's coils, Geissler's tubes, 
 
84 KANSAS STATE 
 
 fine balances, Prof. Jolly's specific gravity balancers, Browning's spec- 
 troscope, projection lantern, &c., &c. A complete outfit of photo- 
 graphic apparatus has also been recently purchased. The object of 
 this addition is two-fold : First, to afford facilities to special students 
 desiring instruction in this branch. Second, as a means of illustration 
 in all lecture experiments — now generally adopted in eastern universi- 
 ties — by which means a picture of any delicate specimen may, with a 
 projection lantern, be much magnified upon a screen, and thus be made 
 visible to a large class. 
 
 THE COURSE OF INSTRUCTION 
 
 in Chemistry and Physics, as furnished in this Institution is an emi- 
 nently practical one. Without resting satisfied with imparting a mere 
 theoretical knowledge of these sciences, a practical application of their 
 principles is insisted upon at every step. The student must, with his 
 own hands, and in the laboratory, perform the experiments which 
 have been presented to him in the lecture room, thus fixing indelibly 
 in his mind the principles which these experiments serve to illustrate. 
 Especially useful and important is this course of instruction to the 
 student who is desirous of fitting himself for the work of a farmer. 
 By analysis with his own hands he is made practically familiar with 
 the properties and composition of the soils he is to operate, and the 
 probable sources of its sterility or fertility. By study and experiment, 
 he becomes intimately acquainted with the chemical and physical 
 forces which guide and control his work, and upon which depend, in a 
 great measure, all plant life and activity. 
 
 Elementary Physics — popularly known as natural philosophy. This 
 course embraces a full consideration of mechanical principles, mechan- 
 ics of liquids, gasses and vapors ; then following with the phenomena 
 of light, heat, electricity, magnetism, etc. 
 
 Inorganic Chemistry embraces a full consideration of chemical 
 forces, and of the laws governing chemical combinations. Then fol- 
 lowing with the elements in succession ; their history, property, uses ; 
 and the general application of chemistry to the arts. The instruction 
 in this course is imparted wholly by lectures, the student being re- 
 quired, in addition, to devote a certain number of hours each week to 
 practice in the laboratory. 
 
 Organic Chemistry embraces the chemistry of organic compounds, 
 and is likewise imparted by lectures and accompanied by laboratory 
 
AGRICULTURAL COLLEGE. 85 
 
 practice. This six months of preparatory study enables the student 
 to enter advantageously upon the next step : 
 
 Chemical Analysis : — Here the student is provided with stands at 
 the analytical tables furnished with apparatus and reagents, for which 
 he is held personally responsible. In the course of his work he per- 
 forms analyses of mineral waters, salts, alloys, ores, ash of plants, farm 
 soils. During the past college year, the laboratory has been crowded 
 to its utmost capacity, more desiring instruction than could be conven- 
 iently accommodated. 
 
 Thus prepared by the general study of the science, the student is 
 qualified to next take the special departments, which naturally follow . 
 To the student in the agricultural course, 
 
 Agricultural Chemistry, in which is embraced a full discussion of 
 the application of chemical principles to farm economy ; composition 
 of ash of plants; the soil, composition and properties; vegetable nutri- 
 tion; sources of the elements of plant food; green manuring; com- 
 mercial manures, rotation of crops, etc. 
 To the student in the mechanical course, 
 
 Metallurgy — in both courses the instruction being imparted almost 
 wholly by lectures. 
 
 Chemical Physics, pursued by students of the fifth year, embraces a 
 full course in higher physics, including, weights and measures, specific 
 gravity, molecular forces, nature and laws of light, heat, statical and 
 dynamical electricity, magnetism and spectrum analysis, with practical 
 work with the spectroscope. The choice apparatus at the disposal of 
 the department fui-nishes material for an elaborate course of experi- 
 ment. 
 
 Meteorology is imparted by lectures and text book ; includes consti- 
 tution and properties of the atmosphere ; laws of the variation of 
 atmospheric pressure ; temperature and humidity ; laws of storms ; 
 rain ; snow ; hail ; atmospheric electricity. A meteorological record 
 was inaugurated at this station some fifteen years ago. The observa- 
 tions are now recorded from a very complete set of instruments, and 
 are under the general supervision of the chief signal oflBcer of the 
 United States Army. 
 
 Mineralogy embraces a full consideration of the laws of crystallo- 
 graphy, with the properties, forms and uses of the principal minerals 
 within the limits of the United States. Much attention is given in 
 
86 KANSAS STATE 
 
 this course to Blowpipe practice and analysis, 'each student being 
 required to identify, by blowpipe examination, a large representative 
 series of minerals. A fine mineralogical cabinet furnishes abundant 
 material for class work. 
 
 SPECIAL COURSES. 
 
 In addition to the regular course of instruction, as above delineated, 
 there has been constantly in progress a special course in chemistry for 
 select and post graduate students, occupying from three to five hours 
 each day. The department will ofier every facility to young men 
 desiring to make chemical studies a specialty. Many students in 
 higher analysis and in pharmaceutical chemistry have already availed 
 themselves of this opportunity. To those completing a thorough 
 course, a diploma will be given, stating the extent, character and per- 
 fection of their work. 
 
 Household Chemistry : — A special course of lectures is given to the 
 ladies of the institution, upon chemical topics especially important in 
 every day life. The course will embrace the chemistry of cooking ; 
 bread ; tea and coffee ; butter ; cheese ; ripening and preparation of 
 fruits; dyeing and coloring ; bleaching; disinfectants; ventilation, etc. 
 Telegraphy : — A special course of lectures will also be given to the 
 students in telegraphy ; comprising a consideration of the elementary 
 principles of electricity ; the^ine; the battery; the signals, etc. ; prin- 
 ciples^ of electro-magnetism ; history of the electric telegraph; mod- 
 ern improvements in battery, line and signal. The desire is to pro- 
 duce intelligent operators, thoroughly familiar with every principle of 
 the telegraph. 
 
 Special Work : — The work of the department has been by no means 
 confined to student instruction in laboratory and lecture room. Its 
 aid is constantly called into requisition from various quarters, in the 
 examination of specimens requiring minute analysis ; mineral waters ; 
 lead, silver, gold, tin, iron and zinc ores ; farm soils, etc. By direc- 
 tion of the Board of Regents, analytical work for the State in the 
 development of its resources is performed free of expense. 
 
 Books of Reference : — Miller ; Muspratt ; Watt's Chemical Diction- 
 ary ; Ure ; AVurtz' Dictionaire de Chimie ; AVittstein ; Fresenius ; 
 Johnson's Ag. Chemistry ; Liebig's entire works ; Johnson's " How 
 Crops Grow," and " How Crops Feed ;" Journal Royal Agricultural 
 Society of England ; Roscoe ; Angus 'Smith ; Fox ; Loomis ; Otto ; 
 
AGRICULTUKAL COLLEGE. 
 
 Storer ; Plattner ; Wagner ; Chemical News ; American Chemist 
 Annanles de Chimie et de Physique. 
 
 English Language and History. 
 
 Words are simply tools used to express ideas ; and, since the vast 
 majority of our communications are made by the employment of spok- 
 en or written words, skill in using them is as profitable to the indus- 
 trialist as is dexterity with the needle profitable to the seamstress. 
 The direct aim of the course is to make the student skillful and intel- 
 ligent in handling the machinery called language, just as an engineer 
 handles a locomotive ; and no drill will be omitted, or efibrt spared, to 
 gain this end. Apart from the course itself, which is far more prac- 
 tical and complete than that usually found in literary colleges, the 
 constant attention given this subject b}^ all the departments, and, espe- 
 cially, the practice required in the the printing and telegraph classes, 
 affords superior advantages to the student. 
 
 DRILL IN ENGLISH. 
 
 " As grammar was made after language, so ought it to be taught aftoi lan- 
 guage." — Herbert Spencer. 
 
 Sou7ids of the language ; drill in producing the vocal, subvocal and 
 aspirate elements with accuracy, distinctness and volume ; vowels, con- 
 sonants. 
 
 Letters : — Form ; power ; rules for spelling, drill. 
 
 Words : — Signification, properties, modifications, variations, rela- 
 tion and dependence. 
 
 Sentences : — Drill in statement of ideas ; description, clearness, terse- 
 ness, vigor ; business letters ; discussion ; capitalization ; syllabication ; 
 punctuation ; construction and analysis of sentences ; elements, uses 
 and names ; criticism of compositions printed as written ; proof read- 
 ing ; grammatical construction ; superfluous words and clauses ; drill 
 in reading, speaking and penmanship. 
 
 Text Books : — Webster's Academic Dictionary ; Lee and Hadley's 
 Advanced Lessons in Language. 
 
 Pupils deficient in spelling, etc. should enter the printing class, the 
 printing oflfice being the workshop of language. 
 
88 KANSAS STATE 
 
 STRUCTURE OF ENGLISH . 
 
 This includes the following subjects : 
 
 A Sketch op the History of English. This is preparatory. It 
 enables the student more fully to comprehend the genious of his mother 
 tongue : to make acquaintance with " the soul of the language :" to 
 master more readily and perfectly the principles and reasons under- 
 lying and explaining its structure. The review embraces a sketch 
 of the several sources, Saxon, Norman, Latin, etc., whence our lan- 
 guage has been derived ; the circumstances under which they made 
 their respective contributions, and the historical events which have had 
 an influence in molding it to its present form and structure. 
 
 English Sounds and their Signs. Sounds : — A more extended 
 investigation of the system of English pronunciation, with the reasons 
 for it. 
 
 Signs : — An examination of the letters of the alphabet, their pow- 
 ers in English and the influences which determine or modify those 
 powers. The laws and principles governing their combination into 
 syllables and words. As far as possible, the reasons underlying the 
 rules of spelling and pronunciation are given. The subjects of punc- 
 tuation and the proper use of capital letters are also kept before the 
 the student, and the rules referred to the history, which explains their 
 existence. 
 
 Elements of Sentences. The purpose in view in studying this 
 subject is not to traverse the ground gone over in the study of gram- 
 mar, but to fix in the mind of the student a clear understanding and 
 remembrance of the names, the properties and oflices of the several 
 classes of words entering into an English sentence, by showing him 
 the reasons for these things : to make more simple, as well as interest- 
 ing and practically useful, a study otherwise " dry and unprofitable," 
 in many cases, by explaining the rationale of the verbal forms and 
 changes, the rules and maxims he is to remember and observe in 
 his use of language. In the same manner he is conducted through a 
 study of the mutual relations and dependencies of the several elements 
 making up a sentence. 
 
 Elements op Words. The end aimed at in this study is to learn 
 everything about words which will aid in the effective use of them. 
 Among the topics included are : 
 
 Roots : — What they are ; their origin ; their force and value as an 
 
AGRICULTURAL COLLEGE. 89 
 
 element of language ; the manner of their growth into different parts 
 of speech. 
 
 Stems : — Their derivation ; their offices and properties ; their rela- 
 tions to the other parts of words. 
 
 Prefixes : — The several sources whence derived ; the relation of 
 their force or significance to those sources ; explanation of the laws 
 and principles governing their use along with stems. 
 
 Suffixes : — The same topics here come up as in the study of prefixes. 
 
 Compounds : — Their value ; their properties and uses ; the laws gov- 
 erning their formation. 
 
 Synonyms : — Definitions ; causes of their abundance in English ; 
 the principles to be observed in choosing among them, to express a 
 thought. 
 
 Remarks. Criticism : — This constitutes a prominent part of the 
 exercises of the pupil through his whole course in the study of Eng- 
 lish. It not only diversifies and enlivens the class room exercises, but 
 reduces to practice the principles of the structure of the language. 
 By this means, the student acquires not only a knowledge of English, 
 but readiness, skill and accuracy, in speaking or writing it. The 
 exercises in criticism embrace not only examination of selected matter, 
 but of original composition. Each pupil is required, from time to 
 time, to submit original articles to the class for criticism. They are 
 printed on the college press, and a copy given to each member for 
 study. At the appointed time, every one is called upon to make such 
 corrections or amendments as he thinks desirable. 
 
 Method : — The Structure of EnglisR is taught by lectures, a synop- 
 sis of each lecture being printed on the college press and furnished 
 the class. 
 
 Meferences : — Among the authorities referred to on the subject, are 
 Trench, Marsh, Earle, Latham, Haldeman and Morris. Dictionaries : 
 Bosworth, (Anglo-Saxon) Richardson, Wedgewood. In spelling and 
 pronunciation, Webster is taken as the standard. 
 
 RHETORIC. 
 
 This embraces a rhetorical classification of sentences, a study of 
 the peculiarities of the several kinds, and of their proper combination 
 in discourse ; figures of speech, with the rules to be observed in their 
 use ; style, its varieties, and the requisites to a good style ; exer- 
 
 12 
 
90 KANSAS STATE 
 
 cises in writing and criticism ; also, in delivery of selected and orig- 
 inal orations, and in reading essays. 
 
 Text Book: — Hart's Composition and Rhetoric. 
 
 Books of Reference : — Quackenbos, Haven, Coppee, Whately, 
 Campbell. « 
 
 LOGIC. 
 
 This embraces a brief course in Deductive, and a fuller course in 
 Inductive Logic. Araong the topics belonging to the former are appre- 
 hension, judgment, reasoning ; or, the term, the proposition, the syllo- 
 gism ; fallacies, arrangement, etc. Among the topics belonging to the 
 latter are the subsidiary processes and the methods of inductive rea- 
 soning ; relation of induction to deduction ; fallacies incident to 
 induction, etc. Along with the study of these topics, exercises are 
 regularly held in writing ; in forensic and extemporaneous discussion, 
 with criticism of the same by the class. Also criticism of articles 
 selected from the press. 
 
 Text Books : — Fowler's Deductive and Inductive Logic. 
 
 Books of Reference: — Schuyler, Coppee, Boyd, Whately, McCosh. 
 
 HISTORY. 
 
 This includes outlines both of Ancient and Modern History. Not 
 only the leading events which lie on the surface of history are reviewed, 
 but, as far as possible, the influences which in any country have fash- 
 ioned the character and determined the history of its people are sought 
 for. The geography, local and physical ; the institutions, laws, man- 
 ners, customs, occupations, arts, literature and religion of the several 
 nations whose history is studied, are subjects of investigation. 
 
 In connection with the history of England and America, the His- 
 tory OP Literature becomes a prominent topic. The end proposed 
 is to give to the student broad and just views of human life and its 
 duties ; of the conditions to individual, social and national honor and 
 prosperity. The volume of history is opened to him that he may 
 " thence take for himself and his country that which he is to imitate, 
 as well as learn the base which he is to avoid." 
 
 Text Books : — Wilson's Outlines of Ancient and Modern History, 
 and Collier's History of English Literature. 
 
 Books of Reference: — Rollin, G-rote, Thirl wall, Niebuhr, Arnold, 
 Merivale, Gibbon, Hallam, Guizot, Hume, Lingard, Mackintosh, Ma- 
 
AGRICULTURAL COLLEGE. 91 
 
 caulay, Froude, Prescott, Motley, Craik, Taine, Shaw, Chambers, 
 Allison, Felton, Allibone. 
 
 Mathematics. 
 
 Figures and lines, like words, are only instruments with which to 
 convey ideas, or perform operations, that cannot be easily done with- 
 out them. The arithmetical principles used in business are few and 
 simple ; but accuracy and rapidity in computation are only gained by 
 practice. College graduates fail to retain clerkships, not because they 
 do not know why given operations are performed, but because they can 
 neither add, multiply nor divide with that habitual correctness which 
 renders their work reliable. 
 
 DRILL IN ARITHMETIC. 
 
 The chief design of this study is to make the student expert in the 
 use of numbers, as employed by the industrialist for profit. The 
 occupation of a successful farmer demands the application of every 
 principle of practical arithmetic, and is taken as a starting point, 
 rather than that of an abstract system. Beginning with a simple cash 
 account, book-keeping is gradually developed to the full extent of its 
 real utility. The areas of fields, expense of crops, construction of 
 houses, sales of produce and investment of capital, involve all the fun- 
 damental operations, and those of profit and loss, commission, taxes, 
 insurance, exchange and stocks. Following this line, the student, so 
 far from hammering away at " pure " science, draws from the mathe- 
 matical storehouse what he needs, and sees why he needs it. Accuracy 
 of calculation and posting, rather than a mere comprehension of the 
 principles, is aimed at. Beside the recitation room drill in business 
 forms, practice in the field is also given. Estimating the number of 
 cords in a pile of wood said to be 100x4x4 feet is one thing ; measur- 
 ing a pile of wood, through which any number of cats may be harm- 
 lessly thrown, and in which four feet sticks are the exception, is quite 
 another and more difficult thing. 
 
 ARITHMETIC AND BOOK-KEEPING 
 
 is a continuation of the above, having the same purpose and adopting 
 such methods as the necessities of the class indicate. Thorough 
 
92 KANSAS STATE 
 
 instruction in the principles and forms of business law is given. It 
 will be seen that this method of teaching book-keeping, besides ensur- 
 ing arithmetical practice, developes practical skill in that important 
 art. 
 
 PRACTICAL GEOMETRY. 
 
 Not one farmer in five hundred ever uses the transit in surveying 
 his land, the testimony of the County Surveyor being decisive in court ; 
 but every farmer makes countless applications of lines and angles in 
 laying ofi roads, planning houses, determining levels, etc. The object 
 of this study is to make the pupil skillful in applying geometrical 
 principles, by the aid of such simple instruments as are always at his 
 command — in other words, to give him the same expertness therein 
 that is profitable to the tinner or carpenter. The study, with suitable 
 modifications, is also embraced in the Woman's course, and is valuable 
 to every girl who cuts a dress or lays out a garden. 
 
 HIGHER MATHEMATICS. 
 
 " He who shall prepare a treatise simply aud concisely unfolding the doctrines 
 of Algebra, Geometry and Mechanics, adding examples calculated to strike the 
 imagination, and showing their connection with other branches of knowledge 
 and with the arts of common life, may fairly claim a large share in that rich 
 harvest of discovery and invention which must be reaped by the thousands of 
 ingenious aud active men thus enabled to bend their faculties towards objects 
 at once useful and sublime. — Lord Brougham. 
 
 The text books thus called for by Lord Brougham twenty years 
 ago are still needed. The nearest approach to them is found in the 
 hand-books of the carpenter and machinist. The points to be attained 
 by the student are set forth by the operations stated in these books, 
 and the principles upon which the operations are based must be culled 
 and taught from the ordinary authorities. As no man sharpens a 
 chisel merely that it may be sharp, but that he may use it, so we aim 
 to teach the mathematics useful to the industrialist, and not as a mere 
 means of "mental discipline." 
 
 Algebra is studied with reference to its value in the subsequent 
 course in mathematics. The student is made familiar with algebraic 
 terms, symbols and formulas, so that he will be able to use intelligently 
 the hand-books of his future trade or art. He is also taught the 
 use of the equation in solving problems, and to demonstrate geometri- 
 cal theorems. As few or none of the industrial pursuits usually fol- 
 
AGRICULTURAL COLLEGE. 93 
 
 lowed by women require this knowledge, algebra is omitted from the 
 Woman's course. It can be taken by those so disposed. 
 
 Geometry: — In geometrical drawing the student becomes familiar 
 with geometrical forms and their construction. Next follows a rigor- 
 ous demonstration of the theorems, step by step, which lead to the 
 principles embodied in the rules and tables of the trade hand-books. 
 Then follows Trigonometry, plane and spherical ; surveying, level- 
 ing and plotting; field practice being given until the student be- 
 comes expert with the transit, compass and level. Mechanics, or 
 the application of mathematics to physics ; the laws of motion ; me- 
 chanical powers ; friction ; fluids, etc. Civil Engineering, build- 
 ing material, mortars, cements, masonry, arches, bridges, etc. 
 
 DRAWING. 
 
 Drawing, as used by the industrialist, is taught thoroughly, during 
 the terms indicated in the several courses ; the practical system of 
 Walter Smith, Art Director of Massachusetts, being followed. 
 
 Legal, Mental and Moral Science. 
 
 In addition to the study of commercial law, as a part of book-keep- 
 ing, arrangements are being made for a course of lectures, by an emi- 
 nent jurist, upon Practical Law, presenting those principles and 
 requirements of both National and Kansas statutes which will be of 
 most value to the farmer, mechanic and business woman. 
 
 The Constitution of the United States, Political Economy. 
 Mental Philosophy, Moral Philosophy and Butler's Analogy are 
 taught as in other colleges, there l)eing nothing in these subjects 
 requiring special shaping for the industrialist. 
 
 Studies Special to Woman. 
 
 Besides those already indicated, attention is called to the following : 
 
 special hygiene. 
 Thorough instruction is now given in physiology, from the text-book 
 
94 KANSAS STATE 
 
 of Dr. J. C. Dal ton. It is designed, so soon as a* competent and judi- 
 cious woman can be secured as teacher, to give full and careful atten- 
 tion to the subject of special hygiene. 
 
 FARM ECONOMY, 
 
 This study considers those operations which usually come under the 
 supervision of the farmer's wife or daughter, and which are not includ- 
 ed in " gardening " and " household economy ;" such as butter and 
 cheese making, dairy management, care of poultry, curing meats, etc. 
 A course of lectures will be commenced, by the Professor of Practical 
 Agriculture, at the opening of the Fall term of 1875 ; and it is hoped 
 that facilities for dairy practice will have been provided. 
 
 GARDENING. 
 
 These lectures are delivered by the Professor of Horticulture, begin- 
 ning January, 1875, and are designed to prepare the girl for the super- 
 vision of either the vegetable, flower and ornamental garden, or for 
 the occupation of a commercial florist. The department possesses am- 
 ple facilities for illustrating the subject, and "gardens for profit," 
 While the pupil will not be expected to perform manual labor that 
 should be done by men, proper drill will be given. 
 
 HOTJSEHOLD ECONOMY. 
 
 Lectures upon household chemistry, as previously mentioned, will 
 be delivered by the Professor of Chemistry in the January term, 1875. 
 Beginning with the fall term of that year, instruction will be given, by 
 text-books and lectures, in the art of housekeeping ; embracing cook- 
 ery, domestic management, and kindred topics. Many elderly gentle- 
 men sufiiciently know, and more young gentlemen will duly discover, 
 that systematic knowledge of how cooking ought to be done is lumin- 
 ously difierent from the ability to do it.* Instruction without prac- 
 tice can effect but little. And drill will be given in a kitchen-labora- 
 tory ; the work will chiefly differ from that of a kitchen in the fact 
 that, after a girl has learned to wash dishes or pare potatoes, she will 
 
 * There cau hardly be a better illustration of the practical difference between 
 " science " and " art," or one which flashes through humanity with greater 
 vividity ! If the happiness of men depended as much upon the efficiency of agen- 
 cies for the " mental discipline " and " culture " of women as it does upon their 
 housewifely ability, the owlism would have been punched out of a score of very 
 respectable studies long ago. — J. A. A. 
 
AGRICULTURAL COLLEGE. 95 
 
 not be kept everlastingly at either. It is just as feasible to give prac- 
 tice in cooking, with pleasure and profit to the pupil, as it is to give 
 laboratory practice in chemistry ; and no more expensive. With or 
 without facilities, we propose to try it during the next Fall term. 
 
 SEWING. 
 
 During the past year, instruction has been given in hand and 
 machine sewing, cutting, fitting and making dresses ; which will be 
 continued, both because of its real value to those receiving it, and 
 because of the success of what was an experiment, but is now a fixed 
 fact. ISee Industrial Department.'] 
 
 Languages. 
 
 French : German : — To those desiring it, instruction is given to the 
 fullest extent, as these languages are frequently of practical value to 
 the industrialist. 
 
 Latin is only taught for the purpose of enabling the pujnl to under- 
 stand more readily the technical terms and names found in the sci- 
 ences. The study is optional ; but in no case will it be carried farther 
 than the point indicated. The fact is that all the knowledge supposed 
 to be acquired in this way, can be drawn more directly and easily 
 from any standard dictionary of the English language. And, so far 
 as the plea of " mental discipline" is concerned, any student complet- 
 ing the course of this Institution will have had a deal more of it than 
 is given by a mastery of Cicero or Plato. 
 
 Industrial Departments. 
 
 The fourth study in each term is designated as an " Industrial." By 
 this is meant that, in addition to the three literary recitations, every 
 student must practice in some one of the following departments, under 
 the direction of its superintendent, and at a designated hour. There 
 is no diiference whatever between these and the literary recitations, 
 the grade of each affecting the pupil's standing. No student will be 
 allowed to take less than two literary studies, and then only by special 
 
96 KANSAS STATE 
 
 permission of the President ; and, while the pupil may, if able, take 
 more than one industrial, one must be taken. The choice of indus- 
 trials is left to the pupil or parent ; otherwise assignment will be made 
 by the President. 
 
 LABOR. 
 
 Manual labor by the students may be for either of two purposes 
 First, to acquire skill in a given art ; second, to earn money. In the 
 first case, the labor is educational ; in the second, it should be paid for 
 by the party benefited. 
 
 Educational Labor : — Manual labor in the recitations of the indus- 
 trial departments, like mental labor in those of the literary depart- 
 ments, is purely educational and will not be remunerated. While the 
 interest of the student is held paramount in the direction of this labor: 
 the practice necessary to dexterity will be required. As no charge is 
 made for material or tools, the College will utilize the work of the 
 industrial classes when this can be done without impeding their prog- 
 ress. 
 
 Remunerated Labor: — When the Institution needs labor on the 
 farm or elsewhere, which is not educational, but simply for its own 
 profit, and which a student is able and willing to perform, it becomes 
 an employer instead of a teacher, and he an employe instead of a 
 scholar. It pays for work ; he works for pay The relation between 
 them is commercial, not educational ; and both parties must act upon 
 business principles. Hence, the College will only furnish such employ- 
 ment as its own interests require, and will pay, according to the value 
 of the service rendered, at from three to ten cents an hour. 
 
 FARM. 
 t 
 
 Paid labor on the farm is limited to the members of the^class in 
 Practical Agriculture. The evident justice of giving to those who 
 intend to be farmers, rather than to those who do not, the opportunity 
 of earning such wages as this department can afford to pay, renders 
 further explanation of the regulation unnecessary. Members of the 
 class, so electing, can also employ their industrial hour in farm work ; 
 and whenever, in the judgment of the Professor of Practical Agricul- 
 ture, such work is needful for their acquisition of manual skill in fai-m 
 operations, it will be given, taking precedence of any other industrial. 
 When the practice is not required, owing to the dexterity of the pupil 
 
AGRICULTURAL COLLEGE. 97 
 
 or to the seasou, a recitation will be made in some other industrial. The 
 facilities provided by, this department enable it to give the best prac- 
 tice in all branches of farming, and, especially, in stock raising. 
 
 HORTICULTURAL GROUNDS. 
 
 The same regulation in regard to paid labor applies to work in the 
 Horticultural Department ; employment is limited to the members of 
 the class in Practical Horticulture. And equally true is it that the 
 best of practice can be given in any operation of the commercial nur- 
 sery, orchard, garden and forestry of Kansas. 
 
 CARPENTER SHOP. 
 
 Each member of the class is furnished a bench, material for prac- 
 tice, and a case of the best tools, the key of which he retains. The 
 Institution bears ordinary wear; extraordinary damage or loss of tools 
 would be charged to the student — none having yet occurred. The 
 pupil is taught the uses and names of tools, required to put and keep 
 them in order, and carried through regular practice in sawing, plan- 
 ing, tenoning, mitering ; house framing, building and finishing. After 
 acquiring sufficient skill, he is permitted by the Superintendent to em- 
 ploy the industrial hour in making articles for his own use, paying for 
 the material at cost price. Tables, office desks, book racks and ento- 
 mological cases, are more commonly chosen, thus requiring the careful 
 workmanship of the cabinet shop. Pupils learn more rapidly when at 
 work on something they themselves want, and when receiving the profit 
 on their own labor ; and, as our sole purpose is to develop the skill 
 of the student, every encouragement is given. It is confidently 
 believed that after a boy has acquired market skill, and after experi- 
 ence has shown what articles yield the best profit in Kansas, second or 
 third year students will, in this manner, be able to earn better wages 
 than as teachers, and at the same time support themselves in college. 
 
 Inquiry shows that Manhattan alone imports more than $70,000 
 worth of wagons and agricultural implements yearly, to say nothing 
 of other articles ; and, if the boys of Kansas can maintain themselves 
 by manufacturing such, certainly no sensible person will object there- 
 to. Outside of recitation hours, the student can work as much as he 
 pleases. 
 
 The only drawback to this department is the contracted size of the 
 building, which, while large enough for four benches, is more than 
 13 
 
98 KANSAS STATE 
 
 crowded by the eleven now in it. Besides the general set of tools, 
 there are twenty-six student's kits. Each kit contains thirty-five 
 pieces, as follows : Rule ; try square ; level ; scribe awl ; compasses ; 
 marking gauges ; chalk line and reel ; hatchet ; drawing knife ; rip, 
 cross-cut and tenon saws ; jack, jointer and smoothing planes ; firmer 
 chisels; fr^ifing chisels; screw driver; bitstock and bits; winding 
 sticks ; bench-hooks. 
 
 WAGON SHOP. 
 
 Instruction in the Wagon Shop embraces names, uses and care of 
 tools ; sawing and dressing spokes, fellies, axle-trees, tongues, hounds 
 and boxes ; turning hubs ; building harrow^s, wheelbarrows, farm and 
 spring wagons. The equipment is complete, and the wagon and black- 
 smith shops are under the same roof. 
 
 BLACKSMITH SHOP. 
 
 A full equipment of tools has been furnished, and the instruction 
 and practice include management of bellows, striking with sledge, cut- 
 ting threads on bolts and nuts, use of hand hammer in drawing down 
 iron and sharpening plows, fitting and nailing horse shoes, ironing 
 wagons, setting tires, making tools, etc. 
 
 PAINT SHOP. 
 
 Preparing work for painting, mixing colors, manner of applying, 
 making putty, staining, graining and varnishing. A complete stock 
 of tools and materials. 
 
 S^^ Members of the classes in Practical Agriculture and Horticul- 
 ture are advised to take- some one of the mechanical industrials, in 
 addition to the farm or nursery, for the purpose of acquiring that kind 
 of skill in using tools which is daily demanded in the repair or con- 
 struction work of the agriculturist, and which saves him so much 
 annoyance and expense. The " haudiness " thus gained is apt to be 
 of more value in after life than dexterity in telegraphing or type set- 
 ting. Of course a pupil who has chosen a mechanical trade, as that 
 of the carpenter, should devote his attention to it exclusively. In 
 time, Harness and Stone-cutter's shops will be added to the above. 
 
AGRICULTURAL COLLEGE, 99 
 
 TURNING SHOP. 
 
 A splendid foot and power lathe, with complete attachments for 
 doing all kinds of wood and metal turning, has just been received 
 from the machine shop of the Worcester Institute, and a class will 
 begin practice in the January term of 1875. Instruction will embrace 
 the care and use of tools ; wood turning, plain and fancy ; brass, ditto ; 
 iron, ditto. The lathe will also be used by the advanced classes in the 
 wagon and carpenter shops. Reasonable proficiency in drawing is 
 required as a condition of admission into this industrial. 
 
 Much of the additional apparatus needed by the chemical, telegraph 
 and other departments will be made in this shop, at a saving of fifty 
 per cent, on market rates. We are now building machines to be used 
 by girls in scroll sawing, running as easily as the average sewing ma- 
 chine ; also, light lathes for fancy wood or ivory turning, for cutting 
 gains in bracket and box work, and for cutting vines, monograms, etc., 
 on glass, with the emery wheel. 
 
 SCROLL SAWING, CARVING AND ENGRAVING 
 
 SHOPS. 
 
 When a pupil has acquired the skill and taste inseparable from 
 expertuess in industrial drawing, it is as easy to produce forms in fab- 
 rics, wood, metal or glass, as it is upon paper, provided dexterity in 
 the use of the appropriate instruments is also possessed. A girl who 
 can guide the needle of a sewing machine around sharp curves, can 
 with little practice use a scroll saw more exactly, because wood is 
 stiflfer than cotton. By multiplying instruments, the education of her 
 percei^tive faculties is increased. The draftsman uses a pencil ; the 
 dress maker the scissors ; the turner a lathe ; the carver, the engraver, 
 and the stone cutter use chisels ; the painter the brush. But it is evident 
 that skill and taste in using lines constitute the common stock applied 
 by all. Hence, as educational agents, and as means of profit or amuse- 
 ment, the kinds of practice given in this de^Dartment are more than 
 " fanciful;" each has a real market value. And it is clear that admis- 
 sion to these classes must be governed by the pupil's proficiency in 
 drawing. 
 
 Scroll Sawing : — A suitable machine for healthful use by girls has 
 just been received, and will be used by the advanced drawing classes. 
 The experiment whether both girls and boys cannot more than make 
 good wages will be fairly tested. 
 
100 KANSAS STATE 
 
 Carving : — A complete equipment. 
 
 Engraving : — Complete equipment for wood work. One young lady 
 has been taking this industrial witli such marked success as to 
 strengthen the convictions exj)ressed on pages 56-62. 
 
 STENOGRAPHY. ' 
 
 A class will be fully instructed and drilled in short hand report- 
 ing during the January term of 1875. 
 
 PHOTOGRAPHY. 
 
 A class of students sufficiently advanced in the chemical course will 
 be started in the August term of 1875. 
 
 SEWING DEPARTMENT. 
 
 Besides the ordinary instruments and patterns, this department is 
 constantly using the Wheeler & VVil^n. Wilcox & Gibes, Secor, 
 and American Compound Button-Hole machines, each of which 
 has given perfect satisfaction. The instruction includes all the work 
 of the dress maker and milliner. Material for ordinary practice is 
 fui-nished by the Institution ; and the expense has been less than was 
 anticipated, owing to the fact that the members of the class are usu- 
 ally engaged on work for themselves. Harpeb's, Demorest s and 
 Buterrick's journals are regularly supplied ; and the latest styles are 
 artistically reproduced, yet without extravagance. 
 
 It costs no more to make a calico dress neatly and tastefully than 
 in the gunny sack order of feminine architecture ;* and our experience 
 thus far shows that a consciousness upon the part of the girl that she 
 is dressed in the current mode is the surest prevention of extravagance. 
 While, since the opening of this department, there has been no increase 
 of the latter, there has been a marked improvement in the appearance 
 of the young ladies generally, and of the members of this class par- 
 ticularly. 
 
 * If tlie Good Father did not intend our daue;liters to look well, he made a 
 t^ad mistake in endowing them with such a taste for taste; and a sadder one in 
 ffiviug us so vigorous an appreciation thereof. Neither dowdyism nor prevent- 
 able ugliness is a virtue ; and both are as different from extravagance as is per- 
 simmon sanctimony from genuine piety. Greater taste makes Mary the supe- 
 rior of Hortcuse, at one quarter the outlay. — J. A. A. 
 
AGRICULTURAL COLLEGE. 101 
 
 PRINTING DEPARTMENT. 
 
 The office contains twenty-six pairs of cases, a corresponding supply 
 of type, composing sticks, a " proof" press, and all needed facili- 
 ties for practice. The student is taught the boxes, indentation, ca])i- 
 talization, spacing, punctuation, etc. Several different drills are em- 
 ployed for the purpose of developing rapidity in composition ; and the 
 rules of book printing are enforced from the outset. A boy designing 
 to become a printer will find all appliances needed for acquiring 
 expertuess as a compositor, and, in addition, a course of thorough 
 instruction in the English language, as used by the proof reader and 
 editor ; in book-keeping, adapted to subscription and job accounts ; 
 and in drawing, as the best developer of that true and facile taste 
 which is the back bone of success in job printing. While he is an 
 apprentice in an office, he cannot attend school; while attending school 
 he cannot be an apprentice. Here, he can obtain precisely those 
 advantages of manual and intellectual education which are most 
 directly valuable to the compositor. As the classes advance, facilities 
 are added to meet their necessities. 
 
 The teaching of type-setting, by itself, might be objectionable to 
 many printers ; but when, in connection therewith, is afforded the op- 
 portunity of obtaining a practical and full education directly shaped 
 to meet the literary requirements of printers working for profit, it is 
 believed that all compositors, mindful of their own experience and of 
 the costly and toilsome methods by which they acquired literary knowl- 
 edge, will greet this earnest effort to advance the interests of their 
 craft with the same frank spirit in which it is made. The printer's 
 money is laboriously earned, under the best circumstances ; and any 
 practical attempt to make his labor less, by giving him greater knowl- 
 edge and skill for the daily task, will, when fully understood, commend 
 itself. 
 
 Mention has heretofore been made of the invaluable aid given by 
 type setting in mastering the English language. As an educational 
 drill in spelling, punctuation, etc., it has thus far proven itself supe- 
 rior to any other one known to us ; and its union with the agencies 
 employed in the literary class room makes a combination of greater 
 efficiency than is elsewhere found. The cases are as valuable to the 
 student of practical English as is the blackboard to the student of 
 practical mathematics, or the anvil to the blacksmith. 
 
102 KANSAS STATE 
 
 TELEGRAPH DEPARTMENT. 
 
 The equipment of this departmeut is probably superior to that found 
 in any telegraphic school in the United States. A line, of American 
 compound wire, four miles in length, and having sixteen offices, con- 
 nects the depot of the Kansas Pacific Railway with the Horticultural 
 and Farm grounds, the President's house. College, Telegraph room, 
 Boarding house and Superintendent's office. The superiority of such 
 a line to a wire strung around a room is apparent. In addition, are 
 "jumpers," "locals" and a register, which latter is only used for the 
 purpose of showing defective writing. 
 
 Practice is given in the alphabet and " reprint " sending, until the 
 student can write and receive at the rate of six words per minute, 
 when a line office is assigned. The rules and regulations of the West- 
 ern Union Company are strictly enforced in all line practice; and dur- 
 ing class hours all communications are in message form, and charged 
 by tariiF rates. The blanks, account books and reports are exact 
 copies of those used by the Western Union ; and the business of the 
 office is conducted and settled precisely as are commercial lines, a week 
 being counted as a month. The result is that a student completing 
 the telegraphic course is thoroughly familiar with the whole detail of 
 reports, errors and accounts. To the advanced classes, the Associated 
 Press dispatches and market reports, found in the daily papers, are sent 
 by the Superintendent during two hours every collegiate evening. 
 
 The literary course of instruction is directly adapted to the wants 
 of operators, usually embracing drill in English, drill in arithmetic, 
 book-keeping, penmanship, and, during the January term, a special 
 course of lectures by the Professor of Chemistry, comprising a con- 
 sideration of the elementary principles of electricity ; the line ; bat- 
 tery ; signals, etc. ; principles of electro-magnetism ; history of the 
 electric telegraph ; modern improvements in battery, line and signals. 
 The desire is to produce intelligent operators, thoroughly familiar with 
 every principle of the telegraph. 
 
 A certificate is issued to pupils able, upon examination, to receive 
 in writing at the rate of twenty-five words per minute, and to keep 
 office accounts. The Institution does not hold itself responsible for 
 the ability of persons unable to show such a diploma, but it does pro- 
 pose to make every word thereof true as respects those properly obtain- 
 ing oue ; and thus, in due time, to secure the influence of railroad and 
 
AGRICULTURAL COLLEGE. 103 
 
 telegraph superintendents in favor of its graduates. The advertise- 
 ments of " telegraph colleges " that " positions are guaranteed " are 
 deceptive, simply because the proprietors of such establishments 
 do not own the railroad and commercial lines of the United States. 
 The superintendents of the latter, who alone appoint to paying offices, 
 are very different gentlemen from the former. 
 
 Students in this department are furnished its " text books," in the 
 shape of blanks, journals and ledgers, at cost price, say two dollars 
 per term. Of course, no charge is made for instruction or use of 
 instruments. 
 
 All messages are sent over the line free, and persons desiring to 
 communicate with friends at the College are invited to do so. 
 
 INSTRUMENTAL MUSIC. 
 
 PIANO. 
 
 First Year : — First Term : New England Conservatory : Finger 
 drill, study of letters and signs, time, accent, syncopation and expres- 
 sion. Blackboard drill : Transposition of scale by sharps and flats, 
 writing major scales with relative minors. Second Term : New Eng- 
 land Conservatory : Wrist movement, full and half staccato, rules 
 for playing slurs, scale drill, portmento touch. Elementary harmony; 
 Chromatic scale, scale intervals, triads of the major scale, triads of the 
 minor scale. 
 
 Second Year : — First Term : New England Conservatory : Study 
 of arpeggios, double thirds, scale exercises, embelishments, free sixth 
 and octaves with studies by Schubert, Schuman, Auber„ and others. 
 Harmony analysis : First and second inversions of triads and harmor 
 nies of the seventh, first and third inversions. Second Term : New 
 England Conservatory : Chromatic scales, scale drill, treralo, trill, 
 turn, studies by Beyer, Heller, Wolf, Lemoine, Burgmuller and Kul- 
 lak. Practical Harmony : Dominant seventh and its resolutions, 
 harmonizing to a given base. 
 
 Third Year : — First Term : New England Conservatory : Grand 
 scale and arpeggios, broken chords, repeating octaves, triplets, with 
 sonatas and studies by Schmidt, Duvernoy, Bertine, Mendelssohn, 
 Hayden, Heller and Mozart. Theoretical and Practical Harmony : 
 Harmonizino; to a o-iven base continued, chords of the seventh with 
 other tone degrees. Chords of the ninth, eleventh and thirteenth.. 
 
104 KANSAS STATE 
 
 Second Term : New England Conservatory : Glrand arpeggio study, 
 chromatic scale in major and minor thirds, drill study, arpeggioes of 
 the chord of the diminished seventh, scales of double thirds and sixth, 
 passages with alternate hands, instrumeutals and studies by Czerny, 
 Heller, Spindle, Kohler, Loeschorn, and (jthers. Ajdvauced Harmony : 
 Chromatic altercations of the fundamental harmonies, cadence. 
 
 Fourth Year .—First Term : Czerny Op. 299 and Heller Op. 45. 
 Harmony and composition: Modulations, suspensions, the organ 
 point. Second Term : Czerny Op. 740 and 337. Composition : Sta- 
 tionary voice, passing notes and chords, writing four part music. 
 
 Fifth Year.— First Term: Moschelles Op. 70. Cramer, first book. 
 Second Term : Cramer, second book. Chapin Op. 10. 
 
 Sixth Year .-—First Term : Chapin Oj). 25. Moschelles Op. 95. 
 Second Term ; Studies by Thalberg, Liszt and others. 
 
 Instrumeutals given throughout the whole course. Two lessons per 
 week. 
 
 ORGAN. 
 
 First Year .— First Term : Elementary Exercises ; Musical nota- 
 tion, finger drill, time, accent. Second Term : Home Recreations, 
 part first : Elementary scale drill, studies in various keys. 
 
 Second Year: — First Term- Home Recreations, part second: 
 Major and minor scales, octave studies, recreations. Second Term : 
 Clark's Method, part first: Double thirds, triplets, grace notes 
 chord practice, turn. 
 
 Third Year : — Clark's Method, part second: Grand scale practice, 
 drill in sixth, close harmony and transcription. Second Term: 
 Clark's Method, part third : Sonatas by Beethoven, voluntaries and 
 playing from the score, selections from the opera. 
 
 Fourth Year: — First Term; Selected studies and church music. 
 Second Term : Sight reading, studies and chorus practice. 
 
 Fifth Yenr : — First Term: Mozart Sonatas, part first. Second 
 Term ; Mozart Sonatas, part second. 
 
 Sixth Year : — Historical and practical work, with readings. 
 
 Harmony course same as Piano. Two lessons per week. 
 
 GUITAR. 
 
 Though small, it has its place to fill in iIr- musical world. Text 
 
AGRICULTURAL COLLEGE. 105 
 
 books : N. P. B. Curtiss, Carcassia and Carulli, with songs and iustru- 
 meutals. 
 
 Practice on the Piano or Organ is counted as an industrial in the 
 Woman's Course only. Guitar practice is not. 
 
 JJ@°" The only charge made by the Institution is in this department, 
 where a fee of fifty cents per week, payable monthly, in advance, is 
 required for the maintenance and purchase of instruments. 
 
 VOCAL MUSIC. 
 
 Vocal Music is taught both as a science and an art. Members of 
 the elementary class are drilled on the tones of the scale, keeping 
 accurate time, reading notes upon the staft', the transposition of the 
 scale, singing easy music at sight, the articulation of words, etc. The 
 advanced class is drilled in a higher cultivation of the voice, the read- 
 ing and singing of more difiicult music, the minor and chromatic 
 scales, and a more perfect articulation and modulation of voice to 
 express the true sentiment of the music. Unusual opportunities are 
 afibrded those who desire to improve themselves in this art, and many 
 homes may be made happier through its influence. 
 
 S^" Vocal Music is not accepted as an industrial required by the 
 schedule of studies. It is heartily commended to all students, and, 
 apart from its intrinsic worth, as taught in this Institution it is a val- 
 uable drill in vocalization ; but it is not presented as one of those 
 industries by which a livelihood is to be earned. 
 
 All of the Industrial Departments above mentioned, except those of 
 the Farm, Nursery and Music, have been opened since September 1873, 
 or will be opened at the dates heretofore specified. Hence, in no one of 
 them is there an industrial class more than a year and a half advanced. 
 The instruction and facilities furnished to each are ahead of the neces- 
 sities of the pupils, and will always be kept so. Every additional 
 year will place the student upon a higher industrial plane ; and the 
 departments will be correspondingly developed and equipped. We do 
 not claim that they are yet perfected ; but only that they are fully 
 equal to the work now required of them, and that they shall in due 
 time be made perfect. 
 14 
 
106 KANSAS STATE 
 
 Directions to Applicfiiits. 
 
 TERMS OF ADMISSION. 
 
 Candidates for admission must be fourteeu years of age and pass a 
 satisfactory examination in reading ; arithmetic, through decimal frac- 
 tions ; English grammar, to syntax; and in descriptive geography. 
 Classes are started at the beginning of each term in Drill in Arithme- 
 tic and Drill in English ; and the pupil must have the knowledge 
 above indicated, else he will be unable to retain position if admitted. 
 
 The object of the examination is to determine what classes he can 
 enter with greatest profit to himself, and whether he is qualified to 
 receive the information therein given. As the Institution is endowed 
 for the express benefit of the industrial classes of Kansas, we shall 
 not defeat its purpose by requiring a kind of knowledge upon the 
 part of candidates which can only be gotten in the graded schools of 
 towns or cities; but begin our course at the point to which the aver- 
 age common school of Kansas carries its pupils. Out of the fifty- 
 five hundred such schools reported last year, probably less than three 
 hundred are graded schools ; and the advantages of these are not 
 available to boys and girls residing in the country. Hence, a lit- 
 erary standard of admission, evidently proper for a University or 
 Normal School, is as evidently improper in an Agricultural College. 
 The real test of the efficiency of the work performed by such a college 
 is not what the pupil knows when he enters, but what he learns while 
 in it ; and by this test we challenge comparison with any institution, 
 literary or otherwise. 
 
 fi@°° Pupils will be received at any time during the year, if able to 
 pass an additional examination upon the subjects studied by the classes 
 which they expect to enter. But they will find it very greatly to their 
 advantage to be present at the opening of each term, or as soon there- 
 after as possible. 
 
 GRADES. 
 
 Recitations are graded daily upon a scale of 100 ; and an examina- 
 tion of all classes is made at the close of each month, the grade of 
 which is reckoned in the monthly average as equal to that of five 
 recitations. By this method, the real progress of the student is more 
 fairly measured ; since it often happens that the daily standing of a 
 
AGRICULTURAL COLLEGE. 107 
 
 diffident pupil is raised by the examination grade, and that of a glib 
 reciter, who learns easily and forgets as easily, is lowered. When pos- 
 sible, all examinations are made in writing. 
 
 A student not attaining an average grade of sixty for two mouths, 
 is promptly dropped to a lower class, and, if there be none, is excluded 
 from the Institution until able to do so. The work of grading is 
 strict and uniform in all the departments, and this process is rigorously 
 used for sifting out incompetent or indolent pupils ; thus more than 
 accomplishing all that is designed to be effected by a " high standard 
 of admission." Hence, the student's continuance in the College wholly 
 depends upon his own action. 
 
 The course is based upon the determination to make the labor 
 required in the preparation of one industrial and of three literary 
 recitations as much as the average student can healthfully perform, 
 in ten hours a day. We design to give the pupil the worth of the 
 time expended at College ; and, in order thereto, he must do a full 
 day's real work with brain or hand. Only those students who can 
 maintain a standing of ninety in each study will be allowed to take 
 more than the prescribed number of recitations ; and no one will be 
 permitted to have less than one indujstrial and two literary recitations, 
 as already indicated on pages 95, 96. 
 
 RECITATIONS. 
 
 Recitations of fifty minutes begin at 8:40 A. M., Saturdays and Sun- 
 days excepted. The limited number of rooms in the College building 
 renders it impossible to handle all the classes in the forenoon. Indus- 
 trial recitations are interspersed with those in the literary departments, 
 and the majority of students are tlirough by 12 M. or 2 P. M. 
 
 RELIGIOUS. 
 
 Unless otherwise directed by parents, students are required to attend 
 chapel at 8:30 A. M., on academic days, and divine service once every 
 Sabbath, either in the College or elsewhere. Officers of State educa- 
 tional institutions virtually act as agents for two different parties, 
 namely, the State and the parent. As agents of the State we are not 
 empowered to require or enforce attendance upon any form of religious 
 services, and should be exceedingly chary of exercising such power 
 even were it possessed. The above regulation is not based upon any 
 such foundation. It rests solely upon the expectation of the mothers 
 
108 KANSAS STATE 
 
 and fathers who commit their children to our care, that, being them- 
 selves absent, we will do, in their stead and as their agents, what we 
 suppose they would do if present. There is not much danger of pupils 
 receiving too much knowledge of God, or exercising too great a love 
 of God, truth and man. Godliness is vastly different from sectarian 
 proselytism. The latter we eschew, and will be nobody's agent there- 
 in. But it is our experience that the very great majority of Kansas 
 parents desire their sons and daughters to attend religious services. 
 Those who do not, will confer a favor by promptly notifying us there- 
 of, and their wishes will be fully respected. It is easier for them to 
 write to us than for us to write to the majority. 
 
 EXPENSES. 
 
 There are no charges whatever for attendauce, either in the shape 
 of tuition or contingent fees, with the single exception of fifty cents a 
 week in the department of Instrumental Music. All instruction is 
 absolutely free, as we have a right to suppose that Congress intended 
 it to be when giving the endowment. 
 
 BOARDING. 
 
 Boarding can be had at from three to four dollars per week in 
 private families. The College owns, but does not conduct, a boarding 
 hall near by. It is well kept by Capt. A. Todd, who is now furnishing 
 good boarding at $2.50 per week, and to whom applications therefor 
 ■should be addressed. The price in Manhattan and farm houses varies 
 from three to four dollars. In a club of four students, renting a house, 
 the average cost to each during the present term, has been $1.11 per 
 week. 
 
 AMOUNT EARNED. 
 
 All of the work needed on the farm, in the nursery and shops is 
 given to students, as indicated on pages 96, 97. It is impossible to 
 say how much any one can earn, since that depends upon what the 
 student can do and what work there is to be done. Some are making 
 one half their expenses, some the whole, and exceptional men have 
 made more than expenses. As a, rule, a faithful boy skilled in farm 
 work can earn half his expenses by entering the Labor class of Prac- 
 tical Agriculture. During the year he can ordinai-ily acquire suffi- 
 cient skill in the wood or iron shops to enable him to make articles 
 
AGRICULTURAL COLLEGE. 109 
 
 for sale. The whole question is one for his own consideration and 
 decision ; and he should not be too sanguine. We can teach all who 
 come, but it is impossible for us to guarantee anything more. 
 
 RULES. 
 
 1. Behave as a true man or woman should, at all times and in all 
 places. 
 
 2. Attend to your own business promptly, thoroughly and cour- 
 teously ; and vigorously let alone that of other people. 
 
 8. Penalty : " Leave ! " 
 
 S®"" New students will report to the President, after chapel exer- 
 cises or at his office. 
 
 CALENDAR. 
 
 The current Collegiate Year began August 20th, 1874, the first 
 term closing December 17th, 1874. 
 
 Jg®"" The second term begins Thursday, January 7th, 1875, and 
 closes Wednesday, May 26th, 1875. 
 
 STUDENTS' SOCIETIES. 
 
 Webster Society : — Organized October 10th, 1868; chartered Jan- 
 uary, 1871 ; meets Saturday evening, at half past seven. J. E. Wil- 
 liamson, President : H. C. Rushmore, Secretary. 
 
 Alpha Beta: — Organized October 17th, 1868 ; chartered Decem- 
 ber 20th, 1870 ; meets Friday afternoon, at one o'clock. G. H. Fail- 
 yer, President : C. A. Streeter, Secretary. 
 
 Young Men's Christian Association: — Organized February, 1872. 
 Devotional exercises Sabbath evenings. L. E. Humphrey, President: 
 A. A. Stewart, Secretary. 
 
110 KANSAS STATE 
 
 FIN^A^INTOES. 
 
 ENDO^VMENT. 
 
 The Congressional grant to this Institution was ninety thousand 
 acres ; but certain portions of the lands selected falling within railroad 
 limits, and, being reckoned as two acres for one, only 81,601 acres 
 have been received. Owing to a subsequent change in the line of the 
 Kansas Pacific railroad from the Republican valley to that of the 
 Smoky Hill, it is probable that the Government will restore sections 
 thereby placed outside of the limit. 
 
 At the close of the fiscal year ending November 30th, 1874, 34,425 
 acres remained unsold, lying in the counties of Clay, Riley, Marshall, 
 Washington and Dickinson. These are appraised and offered at an 
 average price of $6.35 per acre, representing a cash capital of 
 $218,598,75. A larger sum will probably be received from this source, 
 as the rate of other lands in the state must advance. Sales are made 
 on seven years time, the notes bearing ten per cent, interest, the land 
 remaining untaxed until patented. At the date mentioned, the Land 
 Agent held notes amounting to $86,242.63. 
 
 The fund received from sale of land is invested by the Loan Com- 
 missioner in District School Bonds. The interest upon these notes and 
 bonds constitutes the revenue derived by the Institution from the 
 endowment. The principal of the Land account was as follows, No- 
 vember 30th, 1874 : 
 
 Value of unsold lands $318,598.75 
 
 Laud notes 86,24363 
 
 Securities held by Treasurer 134,480.40 
 
 Balance uninvested at date 3,184.18 
 
 Total $433,505.96 
 
 LIABILITIES. 
 The only indebtedness is that arising from the maturity of certain 
 
AGRICULTURAL COLLEGE. Ill 
 
 scrip, or " College Greenbacks," issued by the Regents of 1870, in 
 denominations of $100 each, and bearing seven per cent interest. An 
 account of the transaction can be found in the First Annual Report 
 of the Board of Commissioners on Public Institutions, 1873. The 
 total issue was $33,700, of which one-half is yet outstanding, and 
 payable, as follows : 
 
 1875 16,175.24 
 
 1876 6,620.56 
 
 1877 '. 4.187.40 
 
 Total $16,983.20 
 
 As the Institution cannot, even upon their present small scale, carry 
 on its operations and meet these payments, and as the debt was not 
 contracted by the present management, it is hoped that future Legis- 
 latures will follow the examj^le of the last and provide for these war- 
 rants at maturity. 
 
 CURRENT YEAR. 
 
 The present Regents received from their predecessors an additional 
 liability to that just mentioned, and, after reducing it as much as pos- 
 sible, obtained from the Legislature of 1873 an appropriation for can- 
 celing the balance, and for the necessary equipment of departments. 
 The funds have been proi:)erly expended. 
 
 Notwithstanding the universal financial stringency of the past year, 
 which has affected our income, all expenses have been promptly and 
 fully met ; and there remained in the hands of the Treasurer, Novem- 
 ber 30th, 1874, a balance of $601.20. What has been done in a 
 "grasshopper" year can certainly be done in ordinary years. 
 
 SELF-SUPPORTING. 
 
 These facts .'^how that the Kansas State Agricultural College is not 
 a " State " institution in the sense that tax payers must either foot its 
 bills or see the doors closed. Preceding Boards might easily have 
 withheld its lauds, waiting for an average price of thirty, fifty or one 
 hundred dollars per acre, and so have secured a royal income ; in the 
 meanwhile asking the pioneer generation of Kansas to defray its cur- 
 rent expenses. But there is also a question whether pioneer genera- 
 tions, having everything to do with scant capital, may not, both justly 
 and generously, permit posterity, inheriting capital and having com- 
 
112 KANSAS STATE 
 
 paratively little to do, to foot some of its owu educational bills. Should 
 this or any other institution, ten, twenty or thirty years hence, satis- 
 factorily demonstrate a real worth, the men of those days can better 
 afford to swell the endowment than can the property owners of these 
 days afford to pay each professor and buy every cord of wood, while 
 the untaxed lands are scattered through the counties as idle capital, . 
 and as hindrances to settlement. Those charged with the previous 
 management of this endowment have wisely sold, as opportunity 
 offered; aild the proceeds are safely invested in paying securities. The 
 income received by the Institution from this source amounts in ordi- 
 nary years to about $20,000, a sum which now meets, and should 
 always be made to meet, the expenses of instruction. Ultimately, 
 the revenue will be $40,000 or $50,000 annually. 
 
 The industrial departments, as a whole, should pay their own ex- 
 penses, both as a matter of ordinary business, and as educational agen- 
 cies. Anybody can farm at a loss, and boys do not require instruction 
 in that kind of farming. They should be taught to farm for profit, 
 and the " means of illustration " should, by example as well as pre- 
 cept, show them how to do it. The same is true of all similar depart- 
 merbts. From these sources the Institution derives some revenue. 
 Even during the past year, the farm has cleared about one thousand 
 dollars, over all expenses, excluding the legislative appropriations for 
 permanent improvements. Ordinarily, the Nursery has exceeded this 
 sum ; and the Mechanical department has made a profit, which will 
 yearly increase. Were the Kansas StatS Agricultural College pos- 
 sessed of cheap industrial and educational workshops, it would be 
 amply able to take care of itself, thanks to the generosity of the nation 
 and state, and to the sagacity of its early financiers. 
 
 BUILDINGS. 
 
 Congress has prohibited any expenditure of the endowment for 
 buildings, in the following section of the Organic Act : 
 
 No portioa of said fuad, nor the interest thereon, shall be applied, directly or 
 iadirectly, uoder any preteuse whatever, to the purchase, erection, preservation 
 or repair of any buildlug or buildings. 
 
 If the Legislature will meet the greenbacks and appropriate twenty 
 five thousand dollars for the immediate erection of five workshops, we 
 can, at the present low rates of material and labor, provide all the 
 joom needed for the instruction of five hundred students. A building 
 
AGRICULTURAL COLLEGE. 113 
 
 costing $150,000 would be as unsuited to our purposes as is a cathe- 
 dral unsuitable for tlie purposes of a hotel. This Agricultural Col- 
 lege is not a University ; it does not want a University building ; it 
 will not voluntarily marry into the possession of one : but it does, 
 most particularly and persistently, want educational workshops ! The 
 State would save much money and needless bother by erecting them at 
 once. For when any Mary inherits an annual income of twenty 
 thousand dollars, there is sure to be some Charles Augustus or other 
 everlastingly figuring how to get it, and keeping the young woman 
 in the parlor though her presence is needed in the kitchen or dairy. 
 
 PROPERTY. 
 
 Apart from the value of the educational services rendered to the 
 more than twelve hundred diflferent pupils taught since the opening of 
 the Institution, the inventories rendered by the several departments, 
 November 30th, 1874, aggregate as follows : In no case have extrav- 
 agant prices been given, and the total is certainly under rather than 
 over the mark. 
 
 Market Value of Property as per Reports, November, SOth, 1874. 
 
 Land Department $304,841.38 
 
 Treasurer „ 128,265.78 
 
 Farm Department: 
 
 Land .....' $14,700.00 
 
 Barn 11,000.00 
 
 Other Buildings 4,548,00 
 
 Live Stock and Implements 8,255.00 
 
 38,503.00 
 
 Horticultural Department: 
 
 Land and Buildings $6,800.00 
 
 Stock, etc 6,485.00 
 
 13,285.00 
 
 Chemical Department 3,418. 35 
 
 Department of Botany, Geology, etc 3,435.35 
 
 Library Department 4,947 30 
 
 Mathematical Department 294.17 
 
 Music Department 1,262.00 
 
 Sewing Department 304.70 
 
 Telegraph Department 698.88 
 
 Printing Department 447.53 
 
 Mechanical Department 2,132.43 
 
 College Building and Furniture 27,077.55 
 
 Total $528,913.33 
 
 15 
 
114 KANSAS STATE 
 
 LIST OF STUDENTS 
 
 ENROLLED FEOM 
 
 September 11, 1873, to December 17, 1874. 
 
 NAMES. POST OFFICE. RESIDENCE. 
 
 Baggerly, P. W Grover Ottawa. 
 
 Barnes, Wm. A Albany Nemaha. 
 
 Bates, Jennie M* Marysville Marshall. 
 
 Beamer, David A Netawaka .* Jackson. 
 
 Bell, Franklin P Towanda Butler. 
 
 Bill, Wilbur F Manhattan Riley. 
 
 Bird, Nathaniel S Atchison Atchison. 
 
 Bishop, Josie M Kit Carson Colorado. 
 
 Bowen, Frank E Leavenworth Leavenworth. 
 
 Broughtou, George W Olney Illinois. 
 
 Brous, Alfred H Manhattan Pottawatomie. 
 
 Brous, Harry A Manhattan Pottawatomie. 
 
 Browning, Alice M Manhattan Riley. 
 
 Browning, Emma E Manhattan Riley. 
 
 Bubach, George M Hiawatha .^. Brown. 
 
 Burnham, Wm. P Toi)eka Shawnee, 
 
 Burroughs, Frank C Manhattan Riley 
 
 Burroughs, Julia A Manhattan.. Riley. 
 
 Caldwell, Stephenson A College Springs.. Iowa. 
 
 * Died, September 19th, 1873. 
 
AGRICULTURAL COLLEGE. 115 
 
 KA9IES. POST OFFICE. RESIDENCE. 
 
 Caldwell, Stewart S College Springs Iowa. 
 
 Caldwell, Thomas J Carlisle Allen. 
 
 Campbell, Fannie Manhattan Riley. 
 
 Campbell, Florence A Manhattan Riley. 
 
 Cannon, Wm. Randall Carlisle Allen. 
 
 Carson, Renick Perry Jefferson . 
 
 Chamberlain, Willis P Manhattan... Riley. 
 
 Chenpweth, Simeon West Jefferson Ohio. 
 
 Child, Ella S Manhattan Riley. 
 
 Clark, Edgar F Manhattan Riley. 
 
 Clark, Myron Irving Marshall. 
 
 Clark, Wm. B Aberdeen Indiana. 
 
 Cole, Fannie I Manhattan Riley. 
 
 Copley, John T Perry Jefferson. 
 
 Cormack, Joseph M Junction City Davis. 
 
 Crouse, Clay C Oswego Labette. 
 
 Davidson, George K Fort Sill Indian Ter. 
 
 Davidson, John A Richmond Franklin . 
 
 Davis, John E Manhattan Riley. 
 
 Dearborn, Carrie A Manhattan Riley. 
 
 Dearborn, Leila D Manhattan Riley . 
 
 Dennis, Ella N Manhattan Riley. 
 
 Denison, George A Manhattan Riley. 
 
 Detmers, Henry E Manhattan Riley. 
 
 Dow, Charles A Hartford Lyon. 
 
 Elliott, Clara Manhattan Riley. 
 
 Failyer, George H Columbus Cherokee. 
 
 Failyer, Mariam Columbus Cherokee . 
 
 Failyer, Miriam Columbus Cherokee. 
 
 Fields, Wm. H Manhattan Riley. 
 
 Flack, John B Enterprise Dickinson. 
 
 Fraunberg, Wm. S Chetopa Labette . 
 
 Gale, Ella M Manhattan Riley. 
 
 Gale, George A Manhattan Riley. 
 
 Gifford, Fred. M Milford Riley. 
 
 Gillaspie, Martha A St. George Pottawatomie. 
 
 Gilbert, Wm. D Grasshopper Falls Jefferson. 
 
 Godfrey, Albert N Madison Greenwood. 
 
 Graves, James M Monrovia Atchison. 
 
116 KANSAS STATE 
 
 NAMES. POSTIOFFICE* RESIDENf'E. 
 
 Green, Mary E Manhattan Riley. 
 
 Gregg, Horace P Manhattan Riley. 
 
 Gregory, Wesley Lyndon Osage. 
 
 Griffing, John S Manhattan *. Riley. 
 
 Griffith, Beecher F Belleville Republic. 
 
 Grover, Mortimer C Americus City Nemaha. 
 
 Hancock, John A Gar nett Anderson. 
 
 Harper, Josephine C Manhattan Riley. 
 
 Harris, Charles S Ottawa Franklin. 
 
 Hart, Sanford C Grasshopper Falls Jefferson. 
 
 Hiddleson. Frank W vSolomou Rapids Mitchell. 
 
 Himes, Phoebe Manhattan ! Riley. 
 
 Hopkins, Viola Milford Davis. 
 
 Howard, Jasper M Manhattan Riley. 
 
 Howard, Walter C Manhattan Riley. 
 
 Horner, Wm. M Holtou Jackson. 
 
 Houston, Charles S Manhattan Riley . 
 
 Houston, Lawrence N Manhattan Riley. 
 
 Houston, IT. Grant Manhattan Riley. 
 
 Hoyt, Fred. O Hiawatha Brown. 
 
 Humphrey, Louis E Milford Davis. 
 
 Huston, Charles M Junction City Davis. 
 
 Ingraham, Florence M Manhattan Riley. 
 
 Irwin, Harry B Leavenworth Leavenworth. 
 
 Ish, Monroe S Vermilion Marshall. 
 
 Jaquith, Walter M Milford Davis. 
 
 Jarbeaux, Emma Manhattan Riley. 
 
 Jellison, Horace C Cawker City Mitchell. 
 
 Jenkins, Wm. H Topeka Shawnee. 
 
 Johnson, James S Longton Howard. 
 
 Johnson, Newton Longton Howard. 
 
 Johnston, Gough G Parsons Labette. 
 
 Johnston, May Clay Center Clay. 
 
 Johnston, Nellie Clay Center Clay. 
 
 Jones, Carrie L Wabaunsee Wabaunsee. 
 
 Kimball, Carrie N Manhattan Riley. 
 
 Kimble, Martlia Manhattan Riley. 
 
 Kimble, Mary A Manhattan Riley. 
 
 Knipe, Lucy A Manhattan Riley. 
 
AGRICULTURAL COLLEGE. 117 
 
 NAMES. POST OFFICE. RESinENCE. 
 
 Kiiipe, Wm . A Manhattan Riley. 
 
 Landou, Frank B Vienna Pottawatomie. 
 
 LaTourrett, James F Ft. Lyon Colorado. 
 
 Leasure, Marion F LaCygne Lynn. 
 
 Liebengood, John W Hiawatha Brown. 
 
 Leigh, Jesse D White Rock Republic. 
 
 Little, Charles C New Eureka Jackson. 
 
 Lofiuck, Reuben E Manhattan Riley. 
 
 Lowe, Harry B White Rock Republic. 
 
 Mails, Jennie E Manhattan PottaAvatomie. 
 
 Maltby , Wm Salina Salina. 
 
 Martin, Alice H Denison Texas. 
 
 Martin, George T Denison Texas. 
 
 Maynard, Henry S Ossawatoraie Miami. 
 
 McBride, John H Holton Jackson. 
 
 McBride, Ralph W Perry Jefferson. 
 
 McCallum, Daniel E Alida Davis. 
 
 McCormick, Henry H Bramlette Woodson. 
 
 McCormick, James G Bramlette Woodson. 
 
 McCoy, Jacob H Grasshopper Falls Jefferson. 
 
 McLean, Henry A Florence Marion. 
 
 Meeker, Julian L Ottawa Franklin. 
 
 Meeker, Oliver Wetmore Nemaha. 
 
 Merrifield, Mary E Manhattan Riley. 
 
 Miller, Kilbv D Grautville Jefferson. 
 
 Morgan, Lillie M Washington Washington. 
 
 Morgan , George C Manhattan Riley. 
 
 Moses, George C Manhattan Riley. 
 
 Mosher, Cephas F Prairie City Douglas. 
 
 Mudge, Eusebia B Manhattan Riley. 
 
 Murphy, Forrest W Manhattan Riley. 
 
 Nasou, John E Springside Pottawatomie. 
 
 Nichols, Richard A New Eureka Jackson. 
 
 Noble, Alice E Barret Station Marshall. 
 
 Noble, Ina C Barret Station Marshall. 
 
 Noyes, Ida L Wabaunsee Wabaunsee. 
 
 Noyes, Mary A AVabaunsee Wabaunsee. 
 
 O'Leary, Alena Abilene Dickinson. 
 
 Ouey, Joseph H Garnett Anderson. 
 
118 
 
 KANSAS STATE 
 
 POST OFFICE. 
 
 Oursler, Alphonso R Circleville.'. Jacksoa. 
 
 Owens, Lillie L Leavenwortli Leavenworth. 
 
 Paige, Albert W Manhattan Riley. 
 
 Parish, Ella A Manhattan Riley. 
 
 Parish, Ida H Manhattan...? Riley. 
 
 Parish, Effie D Manhattan Riley. 
 
 Parkerson, Julia E Manhattan Riley. 
 
 Parsons, Mildred Kansas City Missouri. 
 
 Pechner, Lizzie M Manhattan Riley. 
 
 Pierce, Frank H Manhattan Riley. 
 
 Piatt, Hattie M Manhattan Riley. 
 
 Pound, Byron H Manhattan Riley. 
 
 Pound, Isabella B Manhattan Riley. 
 
 Powell, Wm. H Pavilion "Wabaunsee. 
 
 Proctor, John C Twin Springs Lynn. 
 
 Quimby, Frank B Wakefield Clay. 
 
 Redenbaugh, Lydia A Lyndon Osage. 
 
 Reed, Almeda J Milford Davis. 
 
 Reser, Isadora F Barret Station Marshall. 
 
 Reynolds, Wm. R Longton Howard. 
 
 Richmond, Corydon S Delano Sedgwick. 
 
 Richmond, Gustavus A Delano Sedgwick. 
 
 Richmond, Irving Delano Sedgwick. 
 
 Rogers, John H Burlingame Osage. 
 
 Rogers, Julia F Burlingame Osage. 
 
 Rogers, Louis B Solomon City Dickinson. 
 
 Root, Frank O Wyandotte Wyandotte. 
 
 Root, Hiram C Topeka Shawnee. 
 
 Rose, Charles A Alma Wabaunsee. 
 
 Rose, Edgar D Alma Wabaunsee. 
 
 Rushmore, Hai'ry C Grantville Jefferson. 
 
 Russell, Co] eman L A¥akefield Clay. 
 
 Russell, Effie C Wakefield Clay. 
 
 Rust, Bverett R Eureka Jackson. 
 
 Rust, Louisa M Eureka Jackson. 
 
 Sater, Harvey D Worthington Miami. 
 
 Sawyer, Nellie Ottawa Franklin . 
 
 Schillerstrom, Melchor W Topeka Shawnee. 
 
 Schaeffer, Horace B Grasshopper Falls Jefterson. 
 
AGRICULTURAL COLLEGE. 119 
 
 NAMES. POST OFFICE. RESIDENCE. 
 
 Shannon, Albert M Hiawatha Brown. 
 
 Sherman, Marcus Robinson Brown, 
 
 Shinkle, Ezra M Twin Springs Lynn. 
 
 Shofe, Ella Cottonwood Falls Chase. 
 
 Shuemaker, Simon C Wetmore Nemaha. 
 
 Sikes, Melva E Vienna Pottawatomie. 
 
 Simpkins, Daniel R St. George Pottawatomie. 
 
 Smith, Edwin Netawaka Jackson. 
 
 Smith, Henry B Lyndon Osage. 
 
 Smith, James A Netawaka Jackson. 
 
 Sternberg, Wm. A Ft. Harker Ellsworth. 
 
 Stewart, Albert A Oswego Labette. 
 
 Stewart, Alice E Manhattan Riley. 
 
 Stewart, Wm. B Netawaka Jackson. 
 
 Stone, Wm. S Towanda Butler. 
 
 Streeter, Abbie J Bala Riley. 
 
 Streeter, Alfred C Bala Riley. 
 
 Streeter, Charles A Bala Riley. 
 
 Swearingeu, Belle M Marysville Marshall. 
 
 Taylor, Wm. B Wyandotte Wyandotte. 
 
 Tempero, Louisa E Merton Wisconsin. 
 
 Thompson, Charles H Alma Wabaunsee. 
 
 Thorpe, Elsie L Manhattan Riley. 
 
 Thorpe, Ervin L Manhattan Riley. 
 
 Todd, Ida E Topeka Shawnee. 
 
 Todd, Irving Manhattan Riley. 
 
 Troth, James T Alexandria Virginia. 
 
 Ulrich, Edwin H Manhattan Riley. 
 
 Ulrich,Wm Manhattan Riley. 
 
 Vail, Mary A.* Manhattan Riley. 
 
 Wade, Mary Neosho Falls Woodson. 
 
 Wake, George A Wakefield Clay. 
 
 Walker, Claudius D Winchester JefFerson. 
 
 Walker, John C Pleasant Run Pottawatomie. 
 
 Wanemaker, Celia M Barrett Station Marshall. 
 
 Ward, Wilbur S Redstone Cloud. 
 
 Waring, Edwin F Manhattan Riley. 
 
 * Died, June 2d, 1874. 
 
120 KANSAS STATE 
 
 KAME8. POST OFFICE. RESmENCE. 
 
 Webb, Manning S Grasshopper Falls Jefferson. 
 
 Webster, Lucy Blue Rapids Marshall 
 
 Weeks, Abbie C Irving Marshall. 
 
 Wertzberg, Mary A Alma Wabaunsee. 
 
 Wheeler, Charles G Nortonville' Jefferson. 
 
 White, A. Judson Manhattan Riley. 
 
 White, J. DeWitt Atlanta .* Rice. 
 
 Whitman, Minerva E Lyndon Osage. 
 
 Whitney, Genevieve Manhattan Riley. 
 
 Wiley, Lura L Marysville Marshall. 
 
 Wilkin, Frank H Wichita Sedgwick. 
 
 Williamson, Joseph E Royal Center Indiana. 
 
 Willes, Edmund J Skiddy Morris. 
 
 Wilson, Wm. G Junction City Davis. 
 
 Winnie, Ella M Manhattan Riley. 
 
 Winter, Wallace Richmond Franklin. 
 
 Woodward, Ida Manhattan Riley. 
 
 Young, Willoughby Junction City Davis. 
 
 Special Students in Cliemistry. 
 
 Brous, Harry A. — Analytical. 
 Kekoe, Frank B. — Pharmaceutical. 
 Kehoe, Peter P. — Pharmaceutical. 
 
 Whitehorn, S. — Assaying. 
 Williston, S. W. — Analytical. 
 
AGRICUl/fURAL (JOJ.LKGK. 
 
 121 
 
 Table stowing Classes, average Age and number of regular 
 Students by Terms. 
 
 
 NO. STUDENTS. 
 
 AVERAGE AGE 
 OP STUDENTS. 
 
 CLASSES. 
 
 MALE 
 
 FE- 
 MALE 
 
 tot'l 
 
 MALE 
 
 1 
 
 [ 
 
 FALL TERM: September 11 lo December 20, 1873: 
 First Preparatory 
 
 38 
 30 
 18 
 10 
 1 
 5 
 
 108 
 
 3S 
 
 26 
 
 14 
 
 8 
 
 1 
 
 5 
 
 90. 
 
 25 
 14 
 6 
 4 
 1 
 5 
 
 55 
 
 24 
 28 
 lit 
 3 
 3 
 1 
 
 78 
 
 124 
 130 
 
 25 
 14 
 5 
 4 
 2 
 1 
 
 51 
 
 24 
 15 
 5 
 4 
 2 
 1 
 
 51 
 
 13 
 
 3 
 
 1 
 1 
 
 24 
 
 15 
 11 
 
 8 
 2 
 
 2 
 
 1 
 
 39 
 
 59 
 69 
 
 63 
 50 
 23 
 14 
 3 
 6 
 
 159 
 
 60 
 41 
 19 
 12 
 3 
 6 
 
 141 
 
 38 
 
 20 
 
 9 
 
 5 
 
 2 
 
 5 
 
 79 
 
 39 
 
 39 
 
 27 
 
 5 
 
 5 
 
 2 
 
 117 
 
 183 
 208 
 
 ! 
 
 18.8 
 
 19.5 
 
 18.3 
 
 21.2 
 
 21 
 
 21.8 
 
 19.8 
 
 18.6 
 
 19.2 
 
 19.3 
 
 21.1 
 
 22 
 
 21.8 
 
 19.3 
 
 19 
 
 18.6 
 
 19 
 
 20.2 
 
 22 
 
 21.8 
 
 19.4 
 
 18.5 
 
 19 
 
 19.6 
 
 19.6 
 
 21.3 
 
 22 
 
 19.1 
 
 19.5 
 19.2 
 
 16.7 
 17.8 
 19 
 
 8 
 
 Second Preparatory 
 
 19 
 
 18 5 
 
 
 19 C5 
 
 90 7 
 
 
 23 ! 22.3 
 
 
 20 
 
 21.5 
 
 Total 
 
 17.7 
 
 16.7 
 
 18 
 
 18.6 
 
 19.5 
 
 23 
 
 21 
 
 17.8 
 
 16 
 
 16.5 
 
 18.6 
 
 17 
 
 19 
 
 16.6 
 
 16.3 
 
 18.8 
 
 WINTEU TERM: January 2 to March 25, 1874: 
 
 Firat Year. .... 
 
 17.8 
 
 Second Year 
 
 18.8 
 
 Third Year 
 
 19.1 
 
 Fourth Year 
 
 20.6 
 
 Filth Y'ear 
 
 22.6 
 
 Sixth Year 
 
 21.6 
 
 Total 
 
 18.8 
 
 SPRING TERM: April 2 to June 24, 1874: 
 
 First Year 
 
 18 
 
 
 18 
 
 Third Year 
 
 18.8 
 
 Fourth Year 
 
 19.6 
 
 Filth Year.. . . ... 
 
 20.5 
 
 Sixth Year 
 
 21.8 
 
 Total. .. 
 
 18.6 
 
 FALL TERM : Augu st 20 to December 17, 1874: 
 
 First Year 
 
 17.6 
 
 Second Year 
 
 17.1 1 18.4 
 
 Third Year. .. . 
 
 17.5 1 19 
 
 Fourth Year 
 
 17 
 19 
 20 
 
 17.1 
 
 17.3 
 
 17.7 
 
 18.6 
 
 Fifth Year 
 
 20.4 
 
 Sixth Y'ear 
 
 21 
 
 Total 
 
 18.4 
 
 C;OLLEGIATE Y'E AR 1873-1874 
 
 CALENDAR YEAR 1874 
 
 18.7 
 18.7 
 
 16 
 
122 KANSAS STATE 
 
 LIST OF GRADUATES. 
 
 18 6 7. 
 
 NAMES. OCCTPATION. RESIDENCE. 
 
 Denison, Heury L Reporter , Boulder City, Col. 
 
 Haines, Belle M Topeka, Ivans. 
 
 Haines, Emma L Teacher Wamego, Kans. 
 
 Points, John J Law Student Omaha, ISTeb. 
 
 White, Martha A Chicago, 111. 
 
 18 7 1. 
 
 Campbell, Emily M Concordia, Kans. 
 
 Denison, Ellen F , Baldwin City, Kans. 
 
 Houston, Luella M Manhattan, Kans. 
 
 Wheedon, Chas. O Lawyer Lincoln, Neb. 
 
 White, Kate E Manhattan, Kans. 
 
 18 7 2. 
 
 Haines, Theophania M Teacher Ellis, Kans. 
 
 Todd, Albert Cadet U. S. M. Acad.,West Point, N.Y. 
 
 Williston, S. Wendell Medical Student Manhattan, Kans. 
 
 18 7 3. 
 
 Davis, Eliza Z Manhattan, Kans. 
 
 Kimble, Samuel Law Student Manhattan, Kans. 
 
 18 7 4. 
 
 Brous, Harry A Medical Student Manhattan, Kans. 
 
 Clark, Edgar F Law Student Manhattan , Kans. 
 
 Davis, John E Student Dentistry. .Manhattan, Kans. 
 
 Gilbert, Wm. D Law Student, Grasshopper Falls, Kans. 
 
 White, A. Judson Theological Student, Manhattan, Kans. 
 
 Whole number of Graduates, 20. 
 
 Intended occupation of men : Lawyer, 5 ; Physician, 2 ; Dentist, 1 ; 
 Minister, 1 ; Reporter, 1 ; U. S. Army, 1 : total, 11. 
 
 It will yet be two or three years before classes can graduate upon 
 the present course of instruction. 
 
AGRICULTURAL COLLEGE. 123 
 
 C O ]^ T E ]Sf T S . 
 
 REGENTS AND FACULTY 2 
 
 EXPLANATORY 3 
 
 MANAGEMENT 4 
 
 POLICY OF THE REGENTS 5 
 
 INTENT OF THE CONGRESSIONAL ACT 6 
 
 Liberal education, 7. Practical education, 8. DitJerence between tlie two, 9. Des^ign 
 of Congress, 11. 
 PRINCIPLES BY WHICH THE COURSES OP STUDY IN AN AGRICULTURAL 
 COLLEGE SHOULD BE GOVERNED 12 
 
 farmers' course. 
 
 Influence of Collegiate education upon the choice of a vocation, 12. Influence of course 
 of study upon~such education, 12. Sliould the education of the Farmer be that of 
 the Lawyer, 12. 
 
 Relative value of dift'erent kinds of Ijnowledge to the Parmer, 13. The Ivinds of knowl 
 edge UiOSt serviceable to the Farmer, 14." Should be tnught with reference lo profit, 
 14."^ Eftect of reiLOval to Lawrence, 1-5. Such teaching not superficial, 15. 
 
 Value of skill in applying knowledge to farm work, 16. Necessity for and aim of teach- 
 ers of Practical Agriculture, 16. Advantage of such instuiction to the boy, 17. 
 Function of Practical Agriculture. 1^. Value of manual skill, 18. Practice lobe 
 guided by profit, IS). '•Compulsory labor," 19. 
 
 The usefulness of knowledge to the Farmer should determine the proportions of the 
 whole course, 31. Vocation should be chosen before entering college, 21. Industrial 
 education worth more than literary, 21. Scope of Farmers' education, 22. Should be 
 as thorough and direct as that of professional men, 23. 
 
 mechanics' course. 
 
 Value of practical mathematics, 24. Relative value of skill in calculation and in rep- 
 resentation, 24. Cash value of industrial drawing, 26. 
 
 Pure mathematics aud the classics as means of "mental discipline.'" 26. The arts and 
 trades as means of mental discipline, 28. Need for new text books. 29. 
 
 Value of physics aud chemistry to the mechanic, 29. 
 
 A direct education as liberalizing as an indirect one, 30. 
 
 woman's course. 
 
 Absnrdity of the UMial curriculum, 31. Difficulties, 32. The girl's right to be educated 
 for a woman's worK, 33. 
 
 I. Oraranic group of woman's work stated, .33; defined, 33. Objections to proposed 
 
 classification, .34. Can a direct education be given? 35. Simpler operations, 35; 
 rarer, 36. Necessity for such an education not dependent upon the limits assigned 
 to woman's sphere, 36. 
 
 II. Probability of marriage, 38. Distinction between first and second groups, 38. Men- 
 tal requirements of wifely work, 39. 
 
 Is the course followed in the education of men for the professions the best one for the 
 mental training of woman? 39. The mental labor performed by woman ditlereni in 
 nature from that performed by man, .39. Possible that her mind may differ in nature, 
 41. Action of her mind modified by physical structure, 41. Characteristics of wo- 
 man's mental action, 42. 
 
 Thenrv of educational system, 43. Should manliness or womanliness be developed? 44. 
 Results of prevai.ing system of education: negative, 45: positive, 46. Nature 
 stronger than the system, 47. Blessedness of "stupidity" as a preserver of woman- 
 hood against the system, 47. System worse for the girl than the boy, 49. Answer to 
 the question, 50. 
 
 III. Work of woman a^ an industrialist, 50. Agricultural Colleges bound to furnish 
 an industrial education, .51. Relation of the Legislature to the congressional endow- 
 ment. 52. Asricultural Collc^'ps not to be dui)licates of the Universities, 53. "Con- 
 solidation " fraud, 53. Snch'education to be liberal as well as practical, 54. 
 
OCT 15 1900 
 
 124 KANSAS STATE 
 
 What iudiistries may best be followed by woman, and taught to the girl, 55. Relative 
 fitnescof W07nau and man for labor, 55. Supposed distribulivn of the industries upon 
 this basis, 56. Physical adaptedness, 56. Mental adapt edness, 57. Marriage, 58. 
 Facts to be regarded in shaping the girl's industrial education, 58. Manufacturing 
 labor more protitable than personal service, 59. Wages of female teachers, 60. Pay- 
 ing industries for women, 61. 
 Advantages of a system of fmnale educaiiou conformed to woman's nature and work 
 over^he prevailing system, 6:i. 
 
 THE LINE TAKEN BY THIS INSTITUTION 64 
 
 Progress during the past .year, 65. Whijrein tliis line difiers from that of other Agri- 
 cultural Collcgus, 65. Purpose of the Regents, 6U. A literary kite wiili an agricul- 
 tural tail, 67. 
 
 THE BEST BUILDINGS FOR A REAL AGRICULTURAL COLLEGE 67 
 
 OOUSES OF INSTRUCTION 69 
 
 EXHIBITED BY LINES 74 
 
 DEPARTMENTS OF INSTRUCTION. 
 
 PRACTICAL AGRICULTURE 76 
 
 PRACTIC .\L HORTICULTURE 78 
 
 BOTANY 80 
 
 Entomology, 81. Geology, 82. 
 
 CHEMISTRY AND PHYSICS 83 
 
 ENGLISH LANGUAGE AND HISTORY" 87 
 
 MATHEMATICS ♦ 91 
 
 LEGAL, MENTAL AND MORAL SCIENCE 93 
 
 STUDIES SPECIAL TO WOMAN 93 
 
 LANGUAGES :95 
 
 INDUSTRIAL DEPARTMENTS. 
 
 " INDUSTRIAL " 95 
 
 Educational labor, 95. Paid labor, 95. 
 
 FARM 96 
 
 HORTIC ULTUR AL GROUNDS 97 
 
 CARPENTER SHOP 98 
 
 WAGON SHOP .. 98 
 
 BLACKSMITH SHOP 98 
 
 PAINT SHOP 98 
 
 TURNING SHOP 99 
 
 SCROLf. SAWING, CARVING AND ENGRAVING SHOPS 99 
 
 STENOGRAPHY 100 
 
 PHOTOGRAPHY 100 
 
 SEWING DEPARTMENT, 100 
 
 PRINTING DEPARTMENT .' 101 
 
 TELEGRAPH DEPARTMENT 102 
 
 INSTRUMENTAL MUSIC 103 
 
 VOCAL MUSIC 105 
 
 DIRECTIONS TO APPLICANTS. 
 
 Terms of admission, 106. Grades, 106. Recitations, 107. Religious services, 107. 
 Expenses, 108. Boarding, 108. Amount earned, 108. Rules, 109. Calendar, 109. 
 Student's Societies, 109. 
 
 FINANCES. 
 
 Endowment, 111). Liabilities, 110. fJiirreut Y'ear, 111. Self-supp.)rtin3, 111. Needed 
 Buildings, 112. Property, 113. 
 
 CATALOGUE. 
 
 LIST OP STUDENTS 114 
 
 Statistics, 121. Graduates, 122. 
 
 imr'05 
 

 The Farm Department will have for sale, during the coming year, somH 
 very choice specimens of 
 
 BLOODED STOCK. 
 
 Parties wishing to purchase such stock, or to improve their own herds, are 
 solicited to address 
 
 E. M. SHELTON, 
 
 Supt. of the Farm, K. S. Ag. College, MANHATTAN, KAN8. 
 
 Tlie I^XJIISERY. 
 
 The Nursery connected with the College was established by the Board of* 
 
 Regents, March 31, 1871. It is proposed to keep in the commercial 
 
 department of the Nursery a general assortment of 
 
 HARDY NURSERY STOCK, 
 
 which ia offered for sale at as reasonable rates as a like quality of stock can 
 be purchased anywhere 
 
 term;© :— Cash with the order, if from a distance, or on delivery 
 here. When orders cannot be filled the money will be promptly returned. 
 All stock guaranteed good. The packing will be carefully done, for which 
 a slight charge, just sufficient to cover expense, will be made. After pack- 
 ing and delivery at the depot, express or po.st office, the forwarders or trans- 
 porters alone are responsible for loss or neglect. Any mistakes of ours will 
 be cheerfully and promptly corrected. Orders solicited. Address, 
 
 E. GALE, 
 
 Sup't H&rt. Dept. K. 8. A. College, MANHATTAN, KAN8. 
 
Aincultural 
 
 These lands were carefully cboseu in 1863, by Commissiouers, who 
 examined the immense body of Kansas land then unclaimed, selected the 
 most desirable tracts, and reported that " Each quarter section would make 
 a good farm." By reason of the improvements 7iea7' these lands, often on 
 adjoining tracts, they have been much increased in value, and at the prices 
 and terms of sale offered, are certainly very desirable. They are located 
 nnar to markets, churches, schools and railroads, and are 
 
 FR££ FROM TAX, 
 
 until patents are due. This is an important item. 
 
 Terms of Purchase : — One-eiglitb cash, and balance in seven equal annual 
 installments, with annual interest at ten per cent., or any greater portion of 
 the whole amount may be paid in cash at time of purchase. For further 
 particulars, address 
 
 L. R. ELLIOTT, 
 
 Agt.for sale of Ag. College Lands, MANHATTAN, KANS 
 
 SCHOOL DISTRICT BONDS. 
 
 The endowment funds of the College, as fast as paid into the treasury, 
 are re-invested in School District Bonds. For these we offer the highest 
 market price. School District Boards having Bonds to negotiate are 
 invited to apply to us for our prices, and all necessary blanks concerning 
 all matters relating to the sale of Bonds. Address, 
 
 E. OALE, 
 Loan Commissioner, MANHATTAN, KANS.