9 I J /n 
 
 r 
 
 
 
 
 % 
 
 THE 
 
 m 
 
 
 ^ 
 
 AND 
 
 ITS RELATIONS TO INDUSTRIAL EDUCATION, 
 
 AS SHOWN BY 
 
 Prof. Cam's Reply to the Grangers and Mechanics ; 
 Prof. Swinton's Testimony Before the Legislature; 
 
 The New Education, by "Columella;" 
 
 Memorial to the Legislature by Joint Committee of 
 
 the State Grange and Mechanics' Deliberative 
 
 Assembly, and other Documents. 
 
 • • -»-^»>>- e -'^— 
 
 V 
 
 Bexj. Dore & Co., Steam Book and Job Printers, 
 
 5 1 2 Sacramento Street, San Francisco. s q y 
 
TABLE OF CONTENTS. 
 
 Prof. CARR'S REPLY, 
 
 Prof. SWINTON'S TESTIMONY, 
 
 THE NEW EDUCATION, . 
 
 MEMORIAL, 
 
 3 
 
 55 
 
 77 
 109 
 

 '3? 
 
 Prof. Carr's Reply 
 
 -TO- 
 
 4- *■ 
 
 Utftl 
 
 •OF- 
 
 Califof^nia State Gf^ange, 
 Mechanics' Deliberative Assembly 
 
 AND 
 
 Mechanics' State Council, 
 
 September S, 1874. 
 
 SAN FRANCISCO: 
 
 Benj. Dore & Co., Steam Book and Job Printers, 512 Sacramento St. 
 
 1874. 
 
v ,n 
 
 >' 
 
 
 " I am of the opinion that, under the new reign of labor, as the industry of 
 man reclaims the whole face of the earth, he will become better fitted for the 
 Paradise and blessing of his Father and God above. Let, then, the reign of 
 labor be consummated on earth. Let its temples, its towers, and its bulwarks 
 rise to the skies. 
 
 Let the fruits of its toil hang on every tree, and its golden harvest wave over 
 every field, let its busy enginery clatter along every mountain stream — its steeds 
 of fire and lightning messages course every laud and wave, and when this new 
 reign of works has done its utmost and best, our whole duty to God and to man 
 is done and well done, here on the earth." 
 
 Professor J. B. TURNER. 
 
ERRATA. 
 
 On page 15, near bottom of page, for " salray " read salary. 
 
 On page 23, near centre of page, for " habitate " read habitat. 
 
 On page 27, near top of page, for " college " read colleges, 
 
 On page 84, near top of page, for " wished " read wish. 
 
 On page 44, near centre of page, for " Cornells " read Cornell. 
 
 On page 46, near centre of page, for "past graduate" readp<?«£ graduate. 
 
 On page 50, near bottom of page, for " unestimable" read inestimable. 
 
 On page 51, near top of page, for " unestimable " read inestimable. 
 
 On page 76, at top of page, for " Hon. G-. W. Pinney " read Hon. G. 
 M. Pinney, and at bottom of page, for " G. W. P." read G. M. P. 
 
 On page 79, near top of page, for " legislature " read legislatures. 
 
 On page 80, near centre of page, to " practically illustrated," add the 
 word by. 
 
 On page 93, for " of hostile criticisms " read or. 
 
 On page 94, near bottom of page, for " instructions " read institutions. 
 On pagt- ^ j)« below centre of page, for "iM practical" read all practical. 
 On page 96, for " distinction caste " read distinction of caste. 
 On page 98, for " Raw plows " read 2scRoikt_ 
 On page 98, for " expedience " read expediency*. "~~~-~— ______^ 
 
 On page 98, for " orchard specimen " read orchard o/specime^Tfra^^rcSill^ 
 On page 102, for " It is magic " read It's magic. 
 On page 1U6, for " Morill 'Lread Morrill. 
 
 t 
 
/ 
 
PROF. CARR'S REPLY 
 
 TO THB 
 
 RANGERS AND ^VLeCHANICS 
 
 At a meeting of the Mechanics' State Council August 12, 
 1874, the following resolution was passed : 
 
 " Resolved, that Prof. E. S. Carr be and is hereby requested to 
 furnish the Joint Committee of Grangers and Mechanics with 
 such facts concerning the history of the Agricultural College as 
 will enable us to understand all about it, with a view to laying 
 them before the people and the next legislature." 
 
 " In your statement we shall also be pleased to learn what 
 you know in relation to the Mechanical Department of the Uni- 
 versity." 
 
 This being transmitted through the President, Gen. A. M. 
 Winn ,was answered by Prof. Carr in the subjoined communica- 
 tion, bearing date Sept. 5 ; read before the Joint Committee Sept. 
 15th, and published in part in the Sunday Chronicle of Sept, 
 27th, 1874. The entire document is here given. 
 
 To J. G. Gardner, J. D. Blanchar, W. H. Baxter, of State 
 Grange ; E. D. Sawyer, M. J. Donnovan, Charles G. Terrill, 
 of Mechanics, Deliberative Assembly ; A. 31. Winn, G. B. 
 Merriam and J. W. Duncan of Mechanics' State Council 
 Joint Committee — Gentlemen : In reply to the request con- 
 tained in the above communication, I have prepared the follow- 
 ing statement, without access to other documents than the 
 published reports and statements of the Regents and my own 
 private papers, with such information as I have been able to 
 obtain from President Durant and otherS connected with the 
 College of California, and the various published reports of the 
 
 Regents. 
 
4 PROFESSOR CARR S REPLY. 
 
 During my five years service as Professor of Agriculture my 
 knowledge of the purposes of the Board has been mainly deriv- 
 ed, from these sources, the notices of their meetings which have 
 appeared in the newspapers being the first intimation which the 
 Faculty have received regarding matters of gravest importance 
 to them, such as changes in educational policy, appointments 
 and removals. I shall therefore necessarily confine myself to 
 such facts in the history of the Agricultural College as have 
 come under my own observation. 
 
 THE FIRST STEP TOWARD THE ENDOWMENT OF AN AGRICULTURAL 
 
 COLLEGE. 
 
 One of the first, if not the very first definite movement toward 
 the endowment of agricultural colleges, was the presentation of 
 a memorial from the Pacific Coast to the Congress of 1873, by 
 Warren & Son, in the Senate, approved and unanimously referred 
 to the Committee on Education. It ably set forth the agricultu- 
 ral capacity of California, its growing importance as an agricul- 
 tural State, and the unexampled facilities afforded for every de- 
 partment of agricultural education. It attracted respectful 
 attention from eminent friends of agriculture in the Eastern 
 States. Our greatest men had already urged the consecration of 
 our public lands to the education of the people. Europe had 
 moved in the establishment of agricultural and mechanical 
 schools, Congress had given those liberal endowments to " higher 
 seminaries of learning" in the younger States, on which the 
 noble Universities of Michigan, Wisconsin, Iowa and others, are 
 founded. But nothing was done to elevate our industries through 
 education until July, 1862, when Congress, under the sound of 
 hostile cannon, " legislated into being, the great comprehensive 
 system of industrial and scientific education," a system which 
 was to give dignity to labor, and " knit into its very core" practi- 
 cal with theoretical knowledge of all the sciences and arts bearing 
 upon agriculture and mechanic arts. The measure had met with 
 violent opposition from "optimists, pessimists, sham economists, 
 hold-backs and do-nothings." Buchanan had killed it once with 
 a veto, but at last our statesmen carried it through, and Morrill's 
 bill, with Abraham Lincoln's signature, became one of the sig- 
 nificant facts of our national history. 
 
 Colleges crowded forward to avail themselves of the grant. 
 Denominational schools of all stripes and colors insisted upon 
 dividing and sharing in its benefits. Twenty different institutions 
 presented their claims to it in the New York Legislature alone. 
 There was great danger that the benefits of the grant would be 
 lost between the army of speculators in public lands and the 
 
PROFESSOR CARR S REPLY. 
 
 army of obstructionists to the educational ideas it embodied, a 
 danger not yet averted. Reckless waste and gross violation of 
 public trust had in many states attended the administration of 
 the seminary lands. It was feared that this would prove true 
 of the Agricultural College grant also. In every Western State 
 a handful of men stood between these two fires, under every 
 conceivable form of secret opposition and open hostility, to hold 
 this precious legacy inviolate ; and that they have so far suc- 
 ceeded is due to the fact that they appealed directly to the com- 
 mon sense of the people, who do not need the aid of lawyers to 
 interpret its plain provisions. 
 
 The first section of the Act of Congress (approved July 22, 
 1862) " donating public lands to the several States and Terri- 
 tories which may provide colleges for the benefit of agriculture 
 and the mechanic arts," provides that a quantity of land equal 
 to 30,000 acres for each Senator and Representative of the State 
 in Congress be given for the purpose named. Section 2 prescribes 
 how the land shall be apportioned, located and sold. Section 3, 
 that all expenses shall be paid by the States to which the lands 
 belong. Section 4 provides : 
 
 That all moneys derived from the sale of the lands aforesaid by the States to 
 which the lands are apportioned, and from the sales of land scrip hereinbefore 
 provided for, shall be fnvested in stocks of the United States, or of the States, or 
 some other safe stocks, yielding not less than five per centum upon the par value 
 of said stocks ; and that the moneys so invested shall constitute a perpetual 
 fund, the capital of which shall remain forever undiminished (except so far as 
 may be provided in Section 5 of this Act), and the interest of which 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 military tactics, to teach such branches of learning as are 
 related to agriculture and the mechanic arts, in such manner as the Legislatums 
 of the States may respectively prescribe, in order to promote the liberal and prac- 
 tical education of the industrial classes in several pursuits and professions in life. 
 
 SHARE OF CALIFORNIA. 
 
 The share of California in this national gift was 150,000 
 acres of land. On her admission into the Union California re- 
 ceived seventy-two sections of land, which were her portion of 
 the fund for higher seminaries of learning already alluded to, 
 and had appropriated them to the endowment and support of a 
 University. 
 
 By act of the Legislature, March 31, 1866, an Agricultural, 
 Mining and Mechanical Art College, with a Board of Directors, 
 was established. It never went into operation. The Act was 
 repealed by the Act organizing the Universitv, which became a 
 law March 23, 1868. 
 
6 PBOFESSOR CARRES REPLY. 
 
 The question of location was an important one. The Com- 
 mittee to whom this was referred finally decided against Napa, 
 San Jose and other desirable points in favor of Almeda county 
 and the neighborhood of Oakland. The final choice of a site 
 was afterward determined by the action of the College of Cali- 
 fornia. 
 
 The question arose here, as it had elsewhere : " Shall we have 
 an independent Agricultural and Mechanical College, or make 
 such colleges, with that of Mining, parts of a comprehensive 
 plan ?" There appears to have been no one in California at that 
 time to sound a warning note against the dangers of subversion, 
 which had already appeared in older States ; and though there 
 were many enthusiastic friends of " University education " ready 
 to bear a hand in the building of the young University, there 
 were none to emphasize the practical features. 
 
 THE PROVISIONS OF THE ORGANIC ACT. 
 
 The organization of an Agricultural College therefore became 
 incidental to a more comprehensive plan, instead of a leading 
 object, in the very foundation. Still, the organic Act creating 
 the University was sufficiently plain in its provisions, had they 
 been carried out in good faith. 
 
 AGRICULTURAL COLLEGE WITH MANUAL LAROR SYSTEM TO BE 
 
 DEVELOPED. 
 
 It provides [see Section 4,] 'that the College of Agriculture 
 shall be first established ; but in selecting the professors and in- 
 structors for the said College of Agriculture the Regents shall, so 
 far as in their power, select persons possessing such requirements 
 in their several vocations as will enable them to discharge the 
 duties of professors in the several colleges of mechanic arts, of 
 mines and of civil engineering. . As soon as practicable a system 
 of moderate manual labor shall be established in connection with 
 the Agricultural College and upon its agricultural and ornamen- 
 tal grounds, having for its object practical education in agriculture, 
 landscape gardening, the health of the students, and to afford 
 them an opportunity by their earnings of defraying a portion of 
 the expenses of their education. These advantages shall be open, 
 in the first instance, to students in the College of Agriculture 
 who shall be entitled to a prefernece in that behalf." 
 
 COLLEGE OF MECHANIC ARTS. 
 
 Section 5 "provides that the College of Mechanic Arts shall next 
 be established, etc., and that the said Board of Regents shall 
 always bear in mind that the College of Agriculture and the Col- 
 lege of Mechanic Arts are an especial object of their care and 
 
PROFESSOR CARR S REPLY. 7 
 
 superintendence, and that they shall be considered and treated as 
 entitled, primarily, to the use of the funds donated for their 
 establishment and maintenance " by the said Act of Congress. 
 
 COLLEGE OF MINES. 
 
 Section 6 provides that the College of Mines and the College 
 of civil Engineering shall be next established, etc. 
 
 Section 7 " provides that the College of Letters shall be co- 
 existent with the aforesaid College of Arts. But the provisions 
 regarding the order in which the said colleges shall be organized 
 shall not be construed as directing or permitting the organization 
 of any of the specified colleges to be unnecessarily delayed, but 
 only as indicating the order in which the colleges shall be or- 
 ganized, beginning with the College of Agriculture and adding 
 in succession to the body of instructors in that and the other 
 colleges such other instructors as may be necessary to organize 
 the other colleges successively in the order above indicated." 
 
 A FARMER FOR SECRETARY. 
 
 Section 15 " provides that a competent person, who is a practi- 
 cal agriculturits by profession, competent to superintend the work- 
 ing of the agricultural farm, and of sufficient scientific acquire- 
 ments to discharge the duties of Secretary of the Board of 
 Regents as prescribed in this Act, shall be chosen by said Board 
 as their Secrteary. The Board of Regents may also appoint a 
 Treasurer of the University and prescribe the form and surie- 
 ties of his bond as such, which shall be executed, approved by 
 them and filed with the Secretary before any such Treasurer 
 shall go into office. The Secretary and Treasurer shall be sub- 
 ject to summary removal by the Board of Regents." 
 
 Section 16 requires the Secretary to reside at and keep his 
 office at the University, for important reasons thereinafter enum- 
 erated. 
 
 GRAVE DEFECTS. 
 
 I feel justified in saying that the position of the Agricultural 
 College is not due to a defective plan of organization, as far as 
 its educational features are concerned. Its defects lie in the ex- 
 traordinary powers conferred upon the Governor and Board of 
 Regents — powers which, both in the original form and under 
 the skillful later manipulation of the Code Examiner, Regent 
 Dwindle, leaves the property of the University in their hands, 
 to be " managed, invested, reinvested, sold, transferred, and in 
 all respects managed, and the proceeds thereof used, bestowed, 
 invested and reinvested by the said Board of Regents," (see 
 Section 12 of the organic Act), while (see Section 11 do.) " no 
 
8 PROFESSOR CARE'S REPLY. 
 
 member of the Board of regents or of the University (perhaps this 
 refers to the Treasurer) shall be deemed a public officer by vir- 
 tue of such membership, or required to take any oath of office, 
 but his employment as such shall be held and deemed to be ex- 
 clusively a private trust." We have thus far presented the 
 anomaly of an institution created by a public fund, endowed 
 from the public treasury, supported by public taxation, four of 
 whose administrators hold their positions only as State officers, 
 which is to all intents and purposes a private institution, beyond 
 the reach of penalties, of the press, or of public ensure for 
 malfeasancein office. 
 
 The amended Codes provide that " the Regents may invest 
 any of the permanent funds of the University which are now or 
 may hereafter be in their custody in productive unincumbered 
 real estate m this State " (see section 1415 of Poltical Code of 
 California), and that if the terms of any grant, gift, devise or 
 bequest are impracticable in the conditions imposed, such grant, 
 gift, devise or bequest shall not thereby fail, but such conditions 
 may be rejected, and the " intent of the donor carried out as 
 near as may be," etc. These large privileges have been exercis- 
 ed as freely as they were conferred. The grant of Congress to 
 "provide colleges for the benefit of agriculture and mechanic 
 arts," they tell us, was "really granted for the encouragement 
 of all branches of modern scientific instruction, and was so con- 
 strued in the application of it to the University of California." 
 
 ANTICIPATORY LEGISLATION. 
 
 The history of the Credit Mobilier and of every great fraud 
 committed upon the public under the sanction of law shows that 
 the first steps of the fraud have been to obtain the necessary 
 legislation. In all the shifting scenery of the play the conspicu- 
 ous figures remain the same. 
 
 Regents Stebbins, Dwinelle and Haight, of the present advisory 
 Committee, have been from the beginning principally responsible 
 for the legal provisions which enable them to degrade the Facul- 
 ty and manage the institution in the interest of capitalists 
 rather than the people. 
 
 They put their own construction upon the terms and require- 
 ments of the grant in respect to sales and investments, the}' also 
 construed the provisions of the organic Act with regard to a Sec- 
 retary to be impracticable, and for five years no attempt was 
 made to comply with them. 
 
 Seven members constitute a quorum. The Advisory Commit- 
 tee (five) will always be a majority, and the President is now 
 entitled to a vote. It is easy to see, therefore, how a large body 
 
PROFESSOR CARR S REPLY. i) 
 
 of twenty-thvee members may be controlled and managed by 
 skillful combinations. 
 
 COLLEGE OF CALIFORNIA. 
 
 Before and after the formal organization of the University 
 overtures were made to the College of California, already in suc- 
 cessful operation in Oakland, with an able faculty and fully 
 organized classes, to effect its disorganization and the transfer of 
 its classes, buildings, lands, liabilities and assets to the new in- 
 stitution, in which a " College of Letters " might be co-existent 
 though it could not take precedence. Its property was estimated 
 to be worth $80,000. (See Statement of Regents.) 
 
 Its founder, Henry Durant, was the pioneer of the higher edu- 
 cation on this coast ; it is expected that through him the whole 
 history of the relations of the College of California to the Uni- 
 versity will yet be made public. It is sufficient to say in this 
 connection, that when the transfer was legally effected, on the 
 condition of the uninterrupted continuance of its classes, there 
 was no recognition of the eminent services of Mr. Durant to 
 education in the formation of the new Board ; nor was the 
 intent of the donors carried out according to their understanding; 
 of what was practicable or " in good faith " toward themselves 
 or the people of the State. Among these Trustees were some of 
 the best educated men in the community, with a large experience 
 and knowledge of the peculiar industrial conditions of the coast, 
 such as Sherman Day, Henry Durant and others. Into whose 
 hands was the execution of this great, though "private trust,''' 
 committed ? A careful reading of the organic Act will show 
 that nearly all the responsibility was thrown upon the Governor. 
 (See Section 11.) Besides the six ex-officio members, there 
 were eight appointed members "to b? nominated by the Gover- 
 nor by and with the consent of the Senate," and the remaining 
 eight members were to be " chosen from the body of the State," 
 by the official and appointed members, to hold their office for 
 the term of sixteen years, according to classification. All vacan- 
 cies were to be filled by appointments of the Governor. If 1 
 am rightly informed, Governor Haight, did not make any ap- 
 pointments until after the adjournment of the Legislature, thus 
 dispensing with confirmations. He then chose Samuel Merritt, 
 John T. Doyle, Richard P. Hammond, John W. Dwindle, 
 Horatio Stebbins, Lawrence Archer, William Watt and Samuel 
 B. McKee. 
 
 The first meeting was held on the 19th of June, 1868, when 
 these appointed Regents proceeded to elect " from the body of 
 the State " Isaac Friedlander, Edward Tompkins, J. Mora Moss, 
 
10 PROFESSOR CARR'S REPLY. 
 
 S. F. Butterworth, A. J. Moulder, A. J. Bowie, Frederick F. 
 Low and John B. Felton. Not a single representative of the 
 agricultural or mechanical classes appear among these names. 
 
 ORGANIZATION AND GETTING TO BUSINESS. 
 
 The first business which engaged the attention of the now 
 complete Board was the disposition of the lands. This was put 
 into the hands of a Committee, of which Friedlander was Chair- 
 man. Not long afterward Regent Freidlander resigned, and 
 another eminent friend of agriculture from the body of the 
 State, but from the City of San Francisco. — Louis Sachs, was 
 appointed in his place. On the 2d of March, 1869, the Board 
 received a proposition " from a responsible party to purchase 
 the entire grant of 150,000 acres for $3.50 per acre in gold." 
 
 This party was no other than the ex-Regent and Chairman 
 of the Land Committee, Mr. Friedlander. This proposition was 
 declined. An Act had just been passed through Congress con- 
 ferring exceptional privileges upon the State of California in the 
 matter of locating its lands. (See statements of Regents before 
 Joint Committee of the Legislature, pages 26 and 27.) 
 
 The Board had full powers under the Organic Act to " locate 
 and sell such lands for such price and on such terms as they 
 shall prescribe." (See Section 20 of Organic Act). 
 
 These specialties of land location are better known to the 
 Regents and purchasers than to the public or to myself. 
 
 The appointment of Mr. Moulder as Secretary (his place as Re- 
 gent being filled by John S. Hager), was an evasion of the most 
 explicit requirements of the organic Act, defining the qualifica- 
 tions and duties of that office. (So far from saying this with 
 any unkindness to Mr. Moulder, I take pleasure in testifying to 
 the uniform kindness which has marked his relations to the 
 Faculty of the University). The appointment of Mr. Ralston 
 as Treasurer, who became also a Regent on the resignation of 
 Governor Low, and of General George B. McClellan as Presi- 
 dent, belongs to this period of the history of the Agricultural 
 College. 
 
 Four Professors were soon after appointed in accordance with 
 section Three of the Organic Act, viz : Professor John Le Conte 
 of the University of South Carolina, to the chair of Physics 
 and Industrial Mechanics ; Professor Joseph Le Conte of the 
 same, to the chair of Geology, Natural History and Botany ; 
 Professor R. A. Fisher of Grass Valley, to the chair of Chemis- 
 try, Mining and Metallurgy ; Professor Martin Kellogg of the 
 College of California, to the chair of Ancient Languages. Gen- 
 eral McClellan having declined the Presidency, to the regret of 
 
PROFESSOR CARR'S REPLY. 11 
 
 many ardent friends of the University, Professor John Le Conte 
 was called by telegraph to assist in the organization. He arrived 
 in May, and in July following four additional professors and 
 two instructors were elected, among these Ezra S. Carr, as Pro- 
 fessor of Agriculture, Agricultural Chemistry and Horticulture. 
 In my letter to the Board accepting the appointment, 1 defined 
 my position and understanding of its duties, in the following 
 words, " my best efforts will be devoted to develope, and elevate 
 the Agricultural pursuits of the State to the rank of the learned 
 professions, and to make the University the exponent of the 
 industries, learning and intelligence of the age. 
 Believing that the Agricultural are and ever will be the leading 
 interests of the State, I doubt not the Board will afford every 
 reasonable facility in teaching the public not only through the 
 class-room, but through every avenue of approach." 
 
 Nothing could have been more complimentary than the terms 
 in which my appointment was communicated to me. 
 
 The Board publicly stated that they " had been exceedingly 
 fortunate in the selection of these gentlemen, all of them being 
 eminent in their several departments and some of them having 
 achieved a national reputation." Twenty thousand dollars was 
 appropriated for chemical and philosophical appratus which Pro- 
 fessor Fisher was sent to Europe to procure. (See Report of 
 Superintendent of Public Instruction, Regent Fitzgerald, for 
 1868-9, page 27.) Professor John Le Conte became acting Presi- 
 dent and applied himself with zeal to the task of creating an in- 
 stitution looking forward and not backward for its inspiration. 
 No man could have been found so well fitted by his training, his 
 tastes or his character for the just and impartial prosecution of 
 his work. The working plan as exhibited by him in the Pros- 
 pectus and first Register gave entire satisfaction to the Faculty 
 and friends of education. It declared the University to consist 
 of five distinct colleges, four of arts and one of letters, with a 
 full course of study continuing for four years, with appropriate 
 degrees. They were : 1. A State College of Agriculture. 
 2. A State College .of Mechanic Arts. 3. A State Col- 
 lege of Mines. 4. A State College of Engineenig. 5. 
 A State College of Letters. 
 
 OPENING OF THE UNIVERSITY. 
 
 The University was formally opened in Oakland in Septem- 
 ber, 1869, with about forty students, most of whom had pre- 
 viously belonged to the College of California. By reference to 
 the curriculum it will be seen that the special studies of agri- 
 culture and horticulture are confined to the third and fourth 
 
12 PROFESSOR CARR'S REPLY. 
 
 years of the course ; the first two years being initial, it was 
 therefore thought best to employ a part of my time in bringing 
 the University to the notice of the people in the different parts 
 of the State. I had, as a Regent and Professor for eleven years 
 in another State University, become convinced of the necessity 
 of awaking a living interest among the people by making the 
 influence of the higher institutions felt upon the lower schools, 
 which are their natural feeders. I therefore, with the approba- 
 tion of the Board and Faculty, occupied my first year with two 
 lectures a week to the advanced class, with a course of twelve 
 lectures in the normal school, and in lecturing to agriculturists 
 and teachers at their various gatherings. Every moment of 
 leisure which I could spare from these occupations was spent in 
 studying the capacities of the University domain at Berkeley, 
 for such practical work as I knew most of the States were suc- 
 cessfully prosecuting in their agricultural colleges. I found the 
 domain to consist of something over 300 acres, amply sufficient 
 for all necessary experimental and illustrative farming and gar- 
 dening, though hardly commensurate with the agricultural im- 
 portance of our State. Well-sheltered valley land offered fa- 
 cilities for experiments in acclimatization, hillsides of various 
 exposures for orchards and vineyards and forestry. Mr. Lewell- 
 ing and other eminent horticulturists assisted me with their 
 experience. 
 
 THE FIRST PLANTING. 
 
 January 5, 1870, I received a note from Secretary Moulder, 
 informing me that Doctor Merritt had been authorized to expend 
 $1,500 in " ornamenting the grounds " (without any plan having 
 been adopted), and suggesting that I should confer with him re- 
 specting the "introduction of new and valuable plants." I did 
 so, and replied to Mr. Moulder the next day as follows : 
 
 * * " :,s * * " 1 have been very desirous of laying 
 out my work in the Agricultural Department so as to loose no 
 time in demonstrating its utility. My understanding of what 
 the work is to be, aside from teaching, is substantially what you 
 hint at in your letter, and while awaiting an invitation from the 
 Board or some member of it to express my views of the proper 
 disposition of the grounds to be devoted to agricultural and hor- 
 ticultural purposes, I have opened correspondence with various 
 parties at home and abroad with a view to obtaining seeds and 
 plants for naturalization. I have written to Milne-Edwards of 
 the G-arden of Plants Paris, for advice, plans, etc.; to Kew Gar- 
 dens ; to Dr. Mueller of the Botanic Gardens at Melbourne, 
 Australia, and I hope to be able, through Governor Low, to 
 
PROFESSOR CARH'S REPLY. 13 
 
 secure something from China and Japan. " We want on the 
 University grounds an experimental garden, where the value and 
 mode of culture of all important crops can be accurately deter- 
 mined, and new things tried on a small scale, something like 
 what (as the accompanying document will show) is being done in 
 the University of Wisconsin. Besides this, we want proper hor- 
 ticultural gardens where not only the tea plant (Mr. Moulder 
 had specially recommended experiments with the tea plant,) but 
 the mulberry, and every variety of grape, fruit and nut which 
 can be grown Avith or without protection can be studied. The 
 new planting of each year ought hereafter to be of new varie- 
 ties of trees and shrubs ; we ought to show the finest hedges, 
 screens and belts of timber trees ; all that is of economic value 
 in the vegetable world." 
 
 Dr. Merritt complied with Mr. Moulder's request about the tea 
 plants, but my opinion was never asked concerning the other 
 planting. It consisted of a half dozen kinds of the commonest 
 acacias, blue gums and pines distributed in masses all over the 
 grounds, as appears at the present time. 
 
 Early in May I sent the following communication to the 
 Board : 
 
 University of California, May 5, 1870. 
 
 To the Honomble Regents of the University — Gentlemen : In view of the 
 probability that the University will continue to occupy its present quarters in 
 Oakland for a longer time than was at first contemplated, I would respectfully 
 ask you to take such action in behalf of the Agricultural and Horticultural de- 
 partments as will secure their practical efficiency when the removal to Berkeley 
 gives an opportunity for field instruction. Unlike the other Colleges of the 
 University this requires something more than an outlay of money for its equip- 
 ment. The loss of a single season of growth is a serious one, because an exhibition 
 of the methods of scientific culture is needed to demonstrate the value of the 
 training which we propose to give. What Cornell and Amherst, and various 
 other Universities on the same foundation as ours have done at the outset, in 
 laying out experimental farms, planting orchards and botanic gardens, erections 
 of horticultural buildings, etc., it seems to me important to have done here, with 
 the least possible delay. It is one of the most important objects of this Depart- 
 ment to attract students into the business of agriculture, and it will be easy to 
 draw them to Berkeley, not only from California but from the older States, as soon 
 as we can offer the same facilities for study which other institutions afford, nature 
 having given us advantages to be found nowhere else ; and it is important for 
 us to command the hearty interest of farmers and fruit growers in our work, by 
 experiments made on a small but accurate scale, and carefully reported. 
 
 With an outlay not exceeding that already made to the other Colleges the 
 grounds of the University may be made in the next five years a complete exposi- 
 tion of the agricultural and horticultural products of California. With this 
 object in view I beg leave to offer the following suggestions : 
 
 First — That the Board immediately locate such portions of the University 
 domain as are to be devoted to agriculture and horticulture, and cause the same 
 to be accurately surveyed and mapped. In my judgment the minimum appor- 
 tionment for various purposes should be nearly as follows: For farming proper, 
 including ground for students and other experiments, thirty acres ; for an or- 
 chard of specimen fruit and nut trees, planted with a view to study by catalogue. 
 
14 PROFESSOR CARR'S REPLY. 
 
 forming a museum, of pomology, fifteen acres ; for vineyard, mulberry, textile 
 and oil prducing plants, five acres ; for botanic garden proper, i. e. a collection 
 of all useful medicinal, native and foreign plants capable of acclimatization, in- 
 cluding an arboretum, twenty acres ; and for vegetables and small fruits, five acres. 
 Reservations should also be made in a manner to subserve general ornamental 
 effects, of places for belts of timber, wo »dland, etc., to illustrate forestry. Second 
 — That the supervision and direction of this work be assigned to the Professor of 
 Agriculture and Horticulture, who shall keep accounts of expenditures, records 
 of plantations, making an annual exhibit of the same to the Secretary as a part 
 of the Regents' report, and those demonstrating the profits of every crop and of 
 the methods of culture adopted, and that as soon as practicable, by the erection 
 of a farm house or such other residence as the Board may deem proper, the Ag- 
 ricultural Professor move to Berkeley and have these interests in charge. Third 
 — That a fixed annual appropriation be made for the purchase of seeds, nursery 
 stock, and expense in obtaining foreign plants. I would also respectfully sug- 
 gest that the building designated for the College of Agriculture be constructed 
 with reference to the use of an Agricultural College, whatever others it may 
 temporarily serve. The building so called on the present plans is arranged sim- 
 ply for a school of chemistry and metallurgy 
 
 I remain your obedient servant, 
 
 EZRA S. CARR. 
 P. S. — Since writing the foregoing, I see by reference to the organic Act, that 
 the superintendence of the work referred to is made the duty of the Secretary of 
 the Board, but the work itself constitutes the essential feature of an agricultural 
 college, and I therefore submit these considerations to the Board, the immediate 
 outlay being inconsiderable in comparison with the importance of results. 
 
 PROFESSOR CARR'S ROVING COMMISSION. 
 
 To this letter I received no answer, verbal or otherwise, unless 
 the following resolution of the Board passed June 21, 1870, may- 
 be so considered : 
 
 Resolved, that in order to extend the advantages of the Agricultural College of 
 the University to the largest number of citizens possible, and especially to persons 
 practically interested in farming, fruit culture, wine making, wool growing and 
 stock raising, the Professor of Agriculture, Agricultural Chemisty and Horticul- 
 ture shall visit, as far as possible, all the agriculture centers of population in the 
 State, and in evsry convenient neighborhood, where suitable accommodations can 
 be obtained, deliver one or more lectures, illustrated where practicable, upon sub- 
 jects connected with agriculture likely to be of most value and interest to the 
 people of the locality. In these lectures it shall be his care to disseminate such 
 information derived from study, from observation, from correspondence and gener- 
 al experience as will be of practical use to the farmers, fruit growers and stock 
 raisers, having special reference to the imparting of reliable information upon the 
 nature and best mode of culture of such new crops, fruits, trees and vines (and 
 the preparation of their products for market) as may be adapted to the soil and 
 climate of California, and likely to increase the productive resources of the State. 
 His course of lectures shall embrace the branches for which instruction is now 
 provided in the University, viz : Agriculture proper, Agricultural Chemistry, 
 Zoology, Horticulture, Geology, Veterinary Science, Botany, Rural Economy, 
 Meteorology, Diseases of Animals and Plants, Forestry, and all kindred subjects: 
 it being the intention of the Regents by the course here adopted to transfer the 
 Agricultural College of the University from the closet to the field, and make its 
 instruction of practical value to the people of the State. These lectures shall be 
 free, and public notice shall be given of the time and place of their delivery. 
 
 Dur.ng his tour through the State, the Professor of Agriculture shall carefully 
 examine the growing- crops, study their culture, noting particularly any exception- 
 al influences calculated to improve or injure them, and communicate the result 
 of his observations in his lectures. He shall take special pains to collect statis- 
 
PROFESSOR CARR'S REPLY. 15 
 
 tics of the crops, flocks and herds of the State and shall report them from time 
 to time for publication. He shall open communication with all local Agricultu- 
 ral Societies, and so far as possible, place his services at their disposal and deliver 
 his instructions under their auspices. 
 
 Resolved, That the Board of Regents will themselves procure, from all quarters, 
 at home and abroad, rare and valuable seeds and will distribute the same, through 
 their Secretary and Professor of Agriculture, throughout the State, to such 
 persons as desire to test their growth. 
 
 These resolutions are published entire in the statements of 
 the Regents already referred to (page 69) as an evidence of their 
 good will to the Agricultural College. 
 
 Though this resolution was absurd in its nature and became 
 a jest among the teachers of the State, I endeavored to carry 
 out its spirit, as far as my entire time, including vacations, and 
 the constant and gratuitous aid of my family, permitted. The 
 correspondence elicited by this resolution, which was published 
 in nearly every newspaper in the State, became no small part of 
 each day's duties. This resolution has never been revoked, al- 
 tei'ed or amended. The only change in the programme thus laid 
 down, of which I have ever been informed, was in a resolution 
 adopted by the Regents at a meeting held November 22, 1871, 
 when the Secretary was ordered to notify me " to incur no ad- 
 ditional expense for traveling while delivering lectures, until 
 further notice." During the previous year the Board had paid 
 my traveling expenses. "You will observe," the Secretary 
 stated, in his official communication, " that the order does not 
 necessarily involve the discontinuance of your valuable lectures, 
 but only the cessation of further cost to the University. The 
 various bodies and associations for whose benefit these lectures 
 are delivered should pay all necessary expenses," etc. From 
 that day to this the Board have never incurred a cent of ex- 
 penditure for any such purpose. 
 
 PROFESSOR OARR GETS TWO APPOINTMENTS IN ONE DAY. 
 
 At a meeting of the Board, October 4, 1870, Mr. Butterworth 
 introduced the following resolution, which was adopted : 
 
 Resolved, That the Professorship of Chemistry, Mining and Metallurgy be 
 abolished, and that the duties of the Chair be devolved on the Professor of Agri- 
 culture and Agricultural Chemistry. 
 
 This abolished Professor Fisher, who was allowed his salray 
 to the end of the current month. It is proper to state that 
 neither Professor Fisher nor myself, President Durant or any 
 member of the Faculty had the slightest intimation of thif ac- 
 tion until after it was accomplished. At the same meeting 
 (October 4th.) the Secretary was instructed to cast the ballot of 
 the Board for the following gentlemen "to fill the various Chairs 
 in the Medical Department of the University." 1 was elected 
 
16 PROFESSOE CARR's REPLY. 
 
 Professor of Chemistry. Having just completed a course of 
 fifty-six lectures on that subject, the duties of our respective 
 chairs having occupied Dr. Le Conte and myself during the pre- 
 vious vacation in the University proper, these simultaneous 
 appointments demonstrate the sentiments of the Board as to my 
 " unfitness " and " incompetency." 
 
 THE AGRICULTURAL COLLEGE FARM SOLD. 
 
 A very significant fact, taken in connection with the new 
 duties of the Agricultural Professor, and which has very im- 
 portant bearings upon later measures, was the proposition of 
 the Executive Committee, through Mr. Butterworth, to dispose 
 of "certain lands outside of the University site, which could 
 with propriety be disposed of, as they are not needed for the use 
 of the University." The appraised value when the land was 
 purchased was $18,000 for building lots, $14,000 for one hun- 
 dred and twelve acres of so-called "mountain land," and $2,800 
 for another parcel — in all, $35,000, estimated value. (See re- 
 port in Alta California of meeting of Board, November 10 or 
 11, 1870.) This included "all the College Water Company's 
 rights." (See " Statements " of Regents to Joint Legislative 
 Committee, March 3, 1873, page 40.) It included the best land 
 for agricultural and horticultural purposes in the possession of 
 the University. This transaction, so fatal to the prospects of 
 the Agricultural College, was actually con sum mated November 
 11, 1870, my first and only knowledge of it being obtained through 
 the newspapers. I was told, and believe, that President Durant 
 strongly disapproved of the action when it came to his knowl- 
 edge, and a former Trustee of the College of California took the 
 ground that it was illegal. The object attained was the purchase 
 of the Brayton property, effected by the Begent who was acting 
 as the agent of the estate. 
 
 This transaction is claimed by the Regents to have added 
 materially to the property of the University and " profitable to 
 the State." The property parted with, obtained by donation of 
 the College of California, consisted of nearly if not quite 200 
 acres of land, immediately adjoining the present domain and site 
 of the University, which the Regents say on page 46 of their 
 statements is " worth at low valuation, $1,000 an acre." Esti- 
 mating the value of the water rights, disposed of in this sale, 
 and which to the Agriculture College are inestimable — and 
 without considering the importance to the University of holding 
 theose contiguous " parcels ; " had they not been required for Ag- 
 ricultural experiments, or the illegality of employing any part 
 of the land fund in the purchase of property for which the Uni- 
 
PROFESSOR CARR'S REPLY. 17 
 
 versity had no use, (the last block purchased,) the loss to the 
 University in money value alone may be stated at from $175- 
 200,000 dollars. The College Block recently sold for $54,000, 
 was already owned by the University when the Brayton pur- 
 chase was made. 
 
 Allow me to state in this connection that Msssrs. Marshal P. 
 Wilder, Elwanger and Barry of Eochester, and Downing of 
 New burg, had visited the University grounds, and gave me the 
 benefit of their experience in regard to their uses. Twenty emi- 
 nent agriculturists and editors from the Eastern States were taken 
 to them that summer, and finally General Horace Capron, from 
 the Agricultural Bureau at Washington, fresh from a visit to 
 each of the Eastern Agricultural Colleges, made valuable sug- 
 gestions respcting our practical work, which suggestions were 
 duly communicated to the Board of Regents. The manner in 
 which I attempted to carry out the wishes of the Regents will 
 appear in the reports of my work, made to them from time to 
 time. That they warmly commended it will be seen in their 
 official report to the Governor (see page 12 of Regents report for 
 1872), where they say : " Professor Carr has been diligently en- 
 gaged in lecturing in different parts of the State. He has had 
 large and attentive audiences, and it is not too much to say that 
 through him thousands have received the benefit of the instruc- 
 tion of the Agricultural College of theUniversity." 
 
 The subjoined are true copies of my 
 
 REPORTS OF PROGRESS AND SUGGESTIONS TO THE REGENTS. 
 
 Oakland, November 10, 1870. 
 lo Hie President and Board of Regents: Since the date of my last communi- 
 cation, and during the summer vacation, I have given a course of fifty-six 
 lectures in the Medical Department of the Uinversity (late Toland Medical Col- 
 lege). I have also given nine addresses before the State and two County Teachers' 
 Institutes, and four addresses on different public occasions. To accomplish this 
 I have traveled about two thousand miles; have spoken in San Francisco, Oak- 
 land, Pacheco, Marysville, Vallejo, San Jose. Sacramento, Stockton, Jackson and 
 Chico, to not lesa than thirty thousand people, endeavoring to interest them in a 
 rational development of our industrial interests, and to show the relations of these 
 to education, and especially to make the objects and scope of the University and 
 its practical value to the State more thoroughly understood. The policy of the 
 Board in popularizing the University, by bringing its instructions into direct 
 contact with the people, in the admission of young ladies, in the development of 
 the Military Department, meets universal approval. In many places the people 
 have pledged themselves enthusiastically to its support. In all cases I have 
 declined proffered compensation for service or expense, explaining that I was doing 
 the work assigned me by you. The people have replied that they will work for the 
 University through their representatives. At present, in addition to outside 
 work, I am delivering in the University three experimental lectures a week on 
 chemistry and its applications, to a class of twenty young men and about the 
 same number of young women, which numbers are daily increasing. It was a 
 part of my plan to have made a report before the close of the present year to the 
 Board of Regents on the industrial and agricultural interests of California, con- 
 
18 PROFESSOR CARR'S REPLY. 
 
 taining a catalogue of products, especially of wines, grapes, wine growers, etc., 
 for use at home and abroad, " an industrial year book," for 1870. Such an 
 exhibit of the capacities and cultures of California, published by authority of the 
 Board of Regents, would not only command more of public respect and attention 
 than the same information derived from other sources, but would immediately 
 demonstrate the activity and usefulness of the University. Since writing the 
 foregoing, November 10th, I have given a course of three lectures at Watsonville, 
 three at Santa Cruz and two at Sacramento. 
 
 University of California, 
 Oakland, July 18, 1871. 
 Gentlemen of the Board of Regents : In accordance with your instructions I 
 have since the commencement of the present year, in addition to my regular 
 University instruction, given a course of twelve experimental lectures in Brayton 
 Hall to the Preparatory Department, a course of eleven lectures to the pupils of 
 the Deaf and Dumb and Blind Asylum (some of these will enter the University) 
 six to the students of the Mechanic Arts College in San Francisco, three addition- 
 al lectures in the city, seven in the different towns of Alameda county, eight in 
 Stanislaus, four in Contra Costa, five in Sacramento, five in Solano and one in 
 Napa county — sixty-one in all. These lectures, with few exceptions, have been 
 experimental ones, as fully illustrated as those given in the University, and all 
 related to agricultural and educational matters. To accomplish this I have trav- 
 eled over three thousand miles. As I could not be absent more than two days at 
 a time, exclusive of Sunday, I have been unable to visit the more remote parts of 
 the State, and shall occupy a part of the vacation in this work. The lectures 
 have invariably been well attended, and I find no lack of appreciation or inter- 
 est in the work the University proposes to do for the people of the State, where- 
 ever it is understood. I have also made several excursions (at my own expense) 
 into different parts of the State for the purpose of obtaining and giving infor- 
 mation with regard to important industrial operations. During the collegate 
 year I have given three experimental lectures per week, occupying four hours 
 time (each lecture requiring some three hours of laboratory work in its prepara- 
 tion) to the third class ; in addition, during the past term, one lecture a week on 
 health and bygiene to the fourth class. During the past few weeks I have un- 
 packed the apparatus belonging to my department, and arranged it as far as 
 practicable in the laborator yand new lecture-room. I have also added to the tech- 
 nical cabinet several valuable sets of specimens illustrating important arts. In 
 addition to the work of the past year, the curriculum of the College of Agricul- 
 ture and Mines will call for instruction the coming year in agricultural and an- 
 alytical chemistry, assaying and mining, agriculture and horticulture. Of ne- 
 cessity this requires more instructional force, in reference to which permit me to 
 make one or two suggestions ; First — That the Board allow me to employ a com- 
 petent and acceptable assistant for such analytical work and assaying as may be 
 required, and to work with the students in the laboratory. Second — That dur- 
 ing the last term of the coming year, or a portion of the same, a competent per- 
 son be employed to give a course of lectures on mining. The appointment of a 
 full Professor of Mining, without an assistant as above indicated, would give no 
 aid to the Chair of Chemistry and Department of Agriculture, while the above 
 plan would not meet the immediate demands of both. With respect to the ag- 
 ricultural grounds, I beg leave to refer the Board to my communication of May 
 5, 1870. I cannot express too strongly my conviction that their improvement 
 for the specific purposes of agricultural and horticultural instruction and the 
 organization of a labor corps of students to do the necessary work, on the plan 
 adopted at Cornell, by the Universities of Iowa, Illinois and Wisconsin, and lately 
 the new " Bussey School of Agriculture and Horticulture " of Harvard College, 
 is of the greatest importance. I know of at least fifty students who woiild have 
 been with us next year under such an arrangement ; just such students as Presi- 
 dent White reports "among the best" in Cornell University. An Agricultural 
 College without farm and gardens, sufficient for experimental purposes, at least, 
 
PROFESSOR CARR'S REPLY. 19 
 
 would be like a chemical school without a laboratory. My own experience and 
 that of Professors in every one of those thriving institutions founded on the 
 Congressional grant is, that whenever the appointments of the Agricultural De- 
 partments or Colleges are made as complete as those of Letters, the most gratify- 
 ing results have been realized. In conclusion, I would say that a strong desire 
 is manifested on the part of the agricultural classes to see this department in 
 effective working order, and among them are found some of the most devoted 
 and zealous friends of the University. Respectfully submitted. 
 
 EZRA B. CARR, Professor. 
 
 University, Sept. 3, 1872. 
 To the chairman of the Committee on Buildings and Grounds — Dear Sir : 
 Unless some preparation is made very soon for begining the agricultural work at 
 Berkeley, with the coming season it must all go over until a year from this Fall, 
 and the delay will be a serious check upon the practical operations for the follow- 
 ing year. The Agricultural Professor ought to be on the ground by Christmas, 
 at the latest. "Will not the Board authorize the construction of houses and out- 
 buildings for the use of that Department, and that the necessary surveys of the 
 ground be carried forward early in the coming term. I am driven to urge the 
 Board to this because I know that the sentiment in favor of developing the agri- 
 cultural department in proportion to the others is strong in the community, and 
 because we are so far behind every other institution of the same age on a similar 
 foundation. Very respectfully yours, EZRA S. CARR. 
 
 WANTED A DEFINITE PLAN. 
 
 University of California, Sept. 10, 1872. 
 To the Honorable Board of Regents : I have considered it my duty as Agri- 
 cultural Professor to prepare for the work for my Department by informing myself 
 accurately and in detail with regard to the scope, cost and results of similar work 
 done in other colleges, and to compare this carefully with the experience of the 
 best farmers, fruit growers and stock raisers of the State. The late E. D. Le- 
 welling and other competent persons have examined every acre of the University 
 domain, with regard to its capacity for special cultures. The plans herewith 
 submitted are the result of careful studies and statements of practical men. If 
 we are able to offer faciltities for the practical study of horticulture and ag- 
 riculture during the next five years and adequately recognize the greatest 
 industrial interests of Calfornia in our University, we ought to begin our 
 preparations at once and be ready for the rainy season. The ornamental 
 planting done three years ago shows how far our nurseries, orchards and arbore- 
 tums might have been advanced had the Board authorized me to carry out plans 
 submitted at that time.. I beg leave to represent to the Board the immediate and 
 imperative wants of the department, with some suggestions as to the way of 
 meeting them. First — We want a definite plan to work up to, year after year. 
 We have not an acre too much if it is all utilized. I think all the ground not 
 required for general purposes walks and drives, should be included in this plan. 
 Not less than fifty acres, in my opinion, should be used for orchards and for hor- 
 ticulture. Second — Suitable buildings, of which the residence of the Horti- 
 cultural Professor should be one. If the Board would appropriate the amount 
 intended for a single residence, allowing it to be used in erecting a dwelling 
 adapted to agricultural and horticultural work, built as cheaply as is consistent 
 with convenience and durability, and put up a plant house or houses in connec- 
 tion with it, I think the present needs in that direction would be provided for. 
 The situation of these is a matter of great importance. Third — We need a small 
 beginnnig in the way of teams, implements and stock. We ought to furnish milk 
 and vegetables for the University, and should be able in three or four years to 
 show as mnch specimen stock of the best breeds as the farm will support. In 
 order to have live fences growing, in order to fasten to the University the interest 
 and good will of a large class of our citizens, and to attract students by a labor 
 system which will from the start employ and encourage them, I ask the Board 
 
20 PROFESSOR CARR's REPLY. 
 
 to authorize me to make the necessary beginnings, making such appropriations as 
 they deem prudent and just. I could wish that every item of this expenditure 
 should commend itself to the judgment and good sense of farmers and practical 
 men, and that Berkeley farm-house and its appurtenances might be a model of 
 cheapness, good taste and utility. 
 
 I respectfully ask that I be allowed an opportunity to present to the appropri- 
 ate Committees the plans in detail, and to compare them with those adopted and 
 approved in other institutions. 
 
 Respectfully submitted, E. S. CARE.. 
 
 PROFESSOR BOLANDER TRIES TO GET THE BOARD TO DO SOMETHING. 
 
 No such opportunity to appear before the Board was ever afford - 
 de me. I sent to each of them copies of an address upon the 
 claims and condition of industrial education, which embodied 
 the most important facts in the history of Agricultural Colleges 
 elsewhere. As stated before, the special studies in agriculture, 
 and agricultural chemistry commenced with the beginning of 
 the University year, 1871-2, under the administration of Pres- 
 ident Durant, whose interest in the Agricultural College was 
 ever my best encouragement. His report to the Department of 
 Agriculture for 1871 gave a respectable showing of our educa- 
 tional work. During this year I gave a course of two lectures 
 a week to the agricultural class upon the Chemistry and Phys- 
 ics of Agriculture, three a week to the third University class on 
 Chemistry, as the previous year ( see Com. of July, 1871 ), one 
 lecture a week to the fourth class ( as per curriculum ) on 
 Physiology and Hygiene during the first term. This gave me 
 for the first term of the year six lectures a week, and for the 
 remaining two terms five, nearly all of which were experimental 
 requiring from two to four hours in their preparation. My rov- 
 ing commission occupied Saturdays and every day of the short . 
 vacations. I was discharging, as best I could, the duties of two 
 chairs without assistance, and without a cent of extra appropri- 
 ation for expenses or salary. Through the collegiate year 1871-2, 
 the Regents say (in their report) that they maintained the "Col- 
 lege of Agriculture " with no " diminution of its curriculum, 
 and with increased advantages." I felt and still maintain that 
 my instruction was the only distinction between the College of 
 Agriculture and that of Letters, and that its advantages were 
 not increased by adding to my other duties those of another 
 Professorship. At my urgent personal solicitation, Mr. Bolander, 
 an ex-officio Regent, again called the attention of the Board to 
 the importance of commencing experimental and practical work 
 upon the grounds. I furnished him a copy of my commnnication 
 of May, 1870, which he modified as follows, and presented at a 
 meeting of the Board in July, 1872. (See California Teacher, 
 August 1872, p. 66) : 
 
PROFESSOR CARR'S REPLY. 21 
 
 Mr. Bolander recommended that the Board of Regents locate immediately such 
 portions of the University domain as are to he devoted to agriculture and horti- 
 oulture, and cause the same to he accurately surveyed and mapped. 
 
 1. For an orchard of specimen fruits of all kinds likely to be successfully and 
 profitably raised in some portion of this State, at least five acres. 
 
 2. For vineyard, mulberry, textile and oil-producing plants, four acres, 
 
 3. For culinary vegetables and small fruits, two acres. 
 
 4. For the cultivation of all kinds of useful fruit and shade trees, ten acres. 
 
 5. For the cultivation of indigenous and foreign and mediciual plants, one 
 acre. 
 
 6. For the culivation of all our native arborescent plants, to serve as a practical 
 introduction to the study of botany for the students, three acres. 
 
 1. That an annual appropriation of .$ 500 be made for the purchase ot all kinds of 
 seeds of our indigenous vegetation. These seeds shall he used for exchanges with 
 foreign institutions of a similar nature. 
 
 2. That an annual appropriation of $500 be made for the purchase and intro- 
 duction of fruit trees not existing in this State. 
 
 3. That an industrial museum be established, with a Phytochemical laboratory, 
 to test the usefulness of plants. 
 
 4. That a greenhouse and a small propagating house be erected. 
 
 5. That a competent and scientific gardner be employed to lay out the grounds 
 and take charge of the entire work. 
 
 6. That the perservation, drying and packing of all kinds of fruit be made 
 a special subject of investigation. 
 
 7. That vinegar and wine making, silk culture, distillation of volatile oils, 
 and paper making be taught in connection with agriculture and horticulture. 
 
 8. That it shall be the duty of the Professor of Agriculture to supreintend 
 all operations connected with the experimental gardens, to open correspondence 
 with acclimatization societies and institutions of like purpose in foreign countries, 
 and to report anmially to the Board of Regents on the progress and conditions of 
 the gardens. These reports shall be published at once and distributed at large. 
 
 9. That the students be allowed to work a certain length of time during the 
 day, and be compensated therefor, 
 
 10. That the surplus of plants raised be distributed throughout the State, to 
 such farmers and persons who are willing to plant the same, and to report 
 annually on their condition. 
 
 11. That regular daily observations be made on climatic changes. 
 
 These resolutions were temporarily laid on the table. On the 
 3d of September I again ventured to urge the prosecution of this 
 work upon the Chairman of the Committee on Buildings and 
 Grounds (Dr. Merritt), and again upon the Board, September 
 10th. At a meeting of the Board, September 18, 1872, Mr. 
 Bolander's resolutions were ordered placed on file, and, on motion 
 of Kegent Bolander, " the Building Committee were authorized to 
 have a greenhouse constructed at an expense not to exceed $ 500," 
 and it was also resolved that the Professor of Agriculture " be 
 authorized to employ a gardener at a compensation not to exceed 
 $100 per month." (See California Teacher, October, 1872, p. 
 133.) 
 
 THE CIRCUMLOCUTION OFFICE. 
 
 I lost no time in asking to have the locations assigned for these 
 purposes. But the Fall term of 1872 had given us a new Presi- 
 dent, D. C. Gilman, whose active duties were to commence with 
 
22 PROFESSOR CARR'S REPLY. 
 
 the following Winter term. I ordered the mill work and sash for 
 the greenhouse, selected a gardener, and waited for permission to 
 "move on." Was advised to wait for President Gilman's direc- 
 tions. During his hurried visit to us before his inauguration I 
 had laid before him the whole position of the Agricultural Col- 
 lege, the promises I had been making the people concerning it, 
 etc. I gave him the plans of the grounds, which embodied three 
 years careful study of their soils, exposures and the cultures 
 practicable for this locality. I also gave him the plans for the 
 equipment of the rooms assigned to the Agricultural Department, 
 on the main floor of the nearly completed Agricultural College 
 building. At the laying of the corner stone of that building, 
 the orator of the day, Bev. Mr. Stebbins, had spoken of every- 
 thing which the University was to do except to make educated 
 farmers and mechanics. The new President, in his inaugural 
 speech, given November 7, 1872, on the " building of the Uni- 
 versity," found a place to compliment the geological survey, the 
 Overland Magazine, even, but none for a word of encourage- 
 ment to the young lady students who sat before him — none for 
 the long delayed Colleges of Agriculture and the Mechanic Arts. 
 I found it extremely difficult to get a hearing from the President 
 on any subject connected with the practical development of the 
 grounds. He constantly referred me to the Committee. If I 
 went to the Committee on Grounds, or its Chairman, I was re- 
 ferred to President Gilman. Prof. Grey of Harvard, who was 
 then planning and perfecting the Cambridge arboretum, was on 
 this Coast at the time of Gilman's appointment, and had urged 
 me, as everyone interested in these subjects had been doing for 
 three years, to exhibit the great advantages possessed here for 
 arboriculture. Thinking his opinion would have more weight 
 than my own importunities, I asked him to write President Gil- 
 man as urgently as he could in this behalf. He replied to me 
 from the Smithsonian Institution, April 14, 1873, saying that he 
 would use "all the knowledge and influence he possessed to avert 
 the danger of allowing our great opportunities at a critical per- 
 iod to pass unimproved." (See Grey's letter, quoted in "Begent's 
 Biennial Keport, '"72-3," page 44.) 
 
 Meanwhile, during the early part of the planting season, gar- 
 dener and greenhouse waited upon his decisions. Nothing what- 
 ever was done, until the acceptance by the Board of Mr. Nolan's 
 donation, through me, of duplicates of every tree and shrub 
 grown in his large nursery, and the appropriation of $400 to 
 enable me to remove and set them out, compelled action. 
 
PROFESSOR CARR'S REPLY. 23 
 
 STARTING AN ARBORETUM. 
 
 Before the 1st of April I had plowed and subsoiled the part 
 of the grounds upon which permission had been given me to 
 plant the Nolan collection, had planted eighty species of conif- 
 erous trees, thirty of eucalyptus, twenty-seven of acacia, and a 
 very large collection of deciduous trees and shrubs, the additional 
 gifts of Messrs Hoag and Williamson of Sacramento, Sanderson 
 of San Jose, Mr. Kelsey of Oakland and others, in all three hundred 
 species and seven hundred specimens. As far as soil and exposure 
 would admit they were planted in accordance with their natural 
 orders, the pines, firs, cypresses, etc., forming distinct sections. 
 Spaces were left for foreign allies. Each plant was labeled with 
 the scientific and common name, habitate and a number corres- 
 ponding to that on a catalogue, in order that the rate of growth, 
 size and other important facts could afterward be determined. 
 The publication of Dr. Bolanders recommendations, with similar 
 items, called out equally generous offers from other prominent 
 horticulturalists. Mr. Lewelling of San Lorenzo offering us du- 
 plicates of the varieties in his extensive orchards ; Mr. Nicholson 
 and other vineyardists of their vines. Consulting the President, 
 I was advised " to decline these gifts for the present year at 
 least, there being absolutely no money at command for these 
 purposes." Observe here, that I had been authorized to employ 
 a gardener at #100. a month, which I had not done, simply 
 because I was not authorized to provide him with tools, manures, 
 etc., or to locate the ground for his operations, and had not used 
 a cent of that appropriation. During my entire incumbency the 
 sum of four hundred dollars has been expended under my direc- 
 tion. The sum of $20,964, was expended during this term by 
 the Committee on Buildings and grounds, under the direction of 
 their Chairman, Dr. Merritt, for ornamental improvements 
 having no reference to agriculture or horticulture. 
 
 The University site was laid out for the College of California 
 by Fred Law Olms tead of the New York Central Park. The 
 present roads, etc., were made on that plan. At the time of my 
 appointment Mr. Lowe of San Jose was laying out the grounds as 
 a landscape garden, without any reference to the requirements 
 of an Agricultural College. William Hammond Hall, landscape 
 engineer of San Francisco, is understood to be now employed in 
 developing those grounds as an educational park. His plans 
 will require an expendature of $40,000. for the next two years, 
 while competant experts estimate the cost when finished to be 
 not less than $80,000. The plan speaks for itself ; it is worthy 
 of praise for its aesthetic or ornamental uses, and for these alone. 
 
24 PROFESSOR CARR'S REPLY. 
 
 That the Regents have not seriously contemplated the utilization 
 of any considerable part of those grounds is evident from the 
 sale of an important portion (112 acres), from their official an- 
 nouncements, from the unnecessary delay and virtual indorse- 
 ment of the most costly and purely ornamental plan which has 
 been submitted. 
 
 THE GTLMAN UNIVERSITY. 
 
 Soon after the inauguration of President Gilman it became 
 evident that he had not only no sympathy with the Agricultural 
 College, but that he would use all his influence to divert its means 
 into other channels. He pronounced the organization so care- 
 fully studied by acting President Le Conte as " extremely faulty 
 and defective," and in the Register, soon after published wiped 
 out the College of Agriculture, as such, making an agricultural 
 " course of study " one of several not essential to any degree con- 
 ferred by the University. So marked was this change that when 
 the head of the Agricultural Department at Washington wrote to 
 me for the statement of the condition and progress of our Agricul- 
 ltura College, to include in his report to Congress for 1872, and I 
 replied by sending the register (not feeling authorized to speak 
 for the President or Regents), he immediately replied : " What I 
 want is a register or catalogue or other document concerning 
 your Agricultural College. Please fill the enclosed blanks, an- 
 swers to specific questions which will give the desired informa- 
 tion/' I gave the letter and blanks to President Gilman, with a 
 copy of the previous report made under President Durant. 
 
 When the Agricultural report was distributed the informa- 
 tion concerning our Industrial College of Agriculture and the 
 Mechanic Arts was confined to two brief paragraphs, as follows: 
 " The most important change made in this College during the 
 present year is the election of Daniel C. Gilman, President of the 
 Univesity." " President Gilman is a graduate of Yale College, 
 and was for several years Professor in the scientific school of that 
 college. He has spent some time in Germany in the study of 
 science in Berlin. His inaugural address was delivered at Oak- 
 land, November 7, 1872, and is replete with practical observations 
 on the principal and character or the education which our re- 
 public demands." " The farm has not been improved," etc. 
 " Students are not instructed in agriculture outside of the school- 
 room." (See Agricultural Report for 1872.) 
 
 THE NEW MORRILL BILL. 
 
 About this time the proposition to give large additional giants 
 of land to further endow such Colleges as had complied with the 
 
PROFESSOR CARR'S REPLY. 25 
 
 terms of the former grant was brought before Congress. The 
 passage of the new Morrill bill would give us an additional in- 
 come of over $30,000 per annum : but its conditions were 
 exceedingly stringent, and under it many of the abuses which 
 had prevailed in the execution of the former bill would be rem- 
 edied. The sale of lands and care of accruing funds was to be 
 left in the hands of the National Government. 
 
 With the first publication of Morrill's new bill on this coast 
 an article appeared to show that the object of the former bill 
 was not to promote industrial but general scientific and literary 
 training. I replied controverting the position, and set myself 
 more earnestly than ever to meet the requirements of the new 
 grant by proving our good intentions by some good works. The 
 time was drawing near for the removal of the University to its 
 permanent home at Berkeley. The Professors appointed before 
 1872 had each been promised residences free of rent, and this 
 promise being renewed I asked for the erection of a plain farm 
 house, with suitable outbuildings, for my own accupation, that 
 1 might economize time by giving my personal supervision to 
 the work of my department. I was informed that houses would 
 be built simultaneously with the College of Letters. Packages 
 of choice plants^ seeds, etc., were frequently arriving, for which 
 I could get no care or protection. In the summer of '73 beds of 
 ramie, jute, etc., a very choice lot of vines, and the most com- 
 plete collection of flowering bulbs which has ever been made on 
 this coast were destroyed by pigs. No part of the grounds were 
 excluded from public intrusion, and no part was set aside except 
 for picnic purposes. It should be remembered that all this time 
 a larger sum of money than I had asked for was employed for 
 the care of the grounds under Dr. Merritt's directions. 
 
 THE HAYSEED DIPLOMAS. 
 
 At the "Commencement" of 1873 the students of what under 
 the administration of President LeConte and Durant had been a 
 College of Agriculture completed their prescribed four years 
 course and presented themselves for graduation. Fair parch- 
 ments of handsome size, engraved and decorated, bearing the 
 signatures of all the Faculty j awaited the students of the Col- 
 lege of Letters. Small sheets of paper parchment, more like 
 school certificates than college diplomas, signed by President 
 Gilman and three members of the Faculty, were presented to the 
 graduates in Agriculture. The students were justly indignant, 
 but were somewhat mollified by finding that this had been done 
 without the knowledge or consent of their late teachers. This 
 agricultural experiment was not repeated, the Diplomas having 
 
26 PROFESSOR CARR's REPLY. 
 
 told their own story before the Legislative Committee in connec- 
 tion with other evidence taken. 
 
 AGRICULTURAL COLLEGE RUN INTO THE GROUND. 
 
 The University year of 1873-4 was to open at Berkeley. The 
 distribution of rooms for the use of the various professors who 
 were to occupy the College of Agriculture had long before been 
 made, by common consent of the Faculty and Building commit- 
 tee, and appropriate fiittings and furnishings were either complet- 
 ed or in progress, when the President informed me that the rooms 
 designed for the agricultural department would be required for 
 other purposes. All my plans for exhibiting rare and valuable 
 plants and conducting experiments to which light and heat were 
 essential where thus summarily overthrown by relegating the 
 accomodations into the north end of the basement. I remon- 
 strated strongly ; said " I should be ashamed to take the farmers 
 of the state through the buildings and exhibit such accommoda- 
 tions for the Agricultural College." The paragraph on page 69 
 of the Regents' statement to the Joint Committee of the Legis- 
 lature is untrue. 
 
 My remonstrances were made to the President, as my communi- 
 cations usually were after his appointment. If the Board never 
 received "any expression of my wishes," it was not my fault. 
 The Regents say (also on page 68 of their statement) that "on 
 the removal to Berkeley the sum of $500 was placed at my dis- 
 posal to secure the aid of competent lecturers during the year 
 in matters of practical agriculture." This is not true. I never 
 heard of this except in the pages referred to, and never knowingly 
 had a cent at my disposal for these purposes. (See following letter 
 to Regents April 6, 1874.) I did what I could to make the base- 
 ment rooms assigned to my use presentable before the visit of 
 the Legislative Committees, occupying the holidays in furnish- 
 ing them with my own library and collections. The lecture- 
 room, without fire, was exceedingly cold and damp during the 
 rainy season. 
 
 THE GRANGES AND MECHANICS TAKE UP THE MATTER. 
 
 In the Winter of 1873-4 a Committee of the State Grange 
 and Mechanics' Deliberative Assembly respectfully memorialized 
 the Legislature on the subject of the Agricultural and Mechanic 
 Arts Colleges. The Committee spoke approvingly of what had 
 been done in other directions, and asked, in addition to the ap- 
 propriation for current expenses, that the sum of $135,000 
 should be specifically appropriated to the practical work of the 
 Agricultural and Mechanical Colleges. The President and mem- 
 bers of the Board visited Sacramento, and by addresses, personal 
 
PROFESSOR CARR'S REPLY. 27 
 
 efforts and newspaper articles and pamphlets endeavored to show 
 that the memorialists were in error and that Agricultural and 
 Mechanical Colleges were failures. Several Committees from 
 the Legislature visited Berkeley to examine into the administra- 
 tion and workings of the institution, and with singular unanimi- 
 ty, reported in favor of the memorialists. The Education Com- 
 mittee, in their report took issue with the President on his 
 presentation of the Industrial College. Learning that I was 
 accused of having furnished these Committees with informa- 
 tion, and as the matter of University reform was getting mixed 
 up with the Merritt investigation, I made an explanation to the 
 Advisory Committee of the Regents, no testimony from me 
 having been called for by any Committee of the Legislature up 
 to that time. 
 
 I showed them that I had no connection whatever with the 
 Legislative proceedings in the matter, except such as have neces- 
 sarily resulted from the kind of service in which I have been em- 
 ployed ; that while I had endeavored to carry out the intentions 
 of the Board, as first explained to me by Regents Tompkins and 
 Fitzgerald, and afterward by formal resolutions and instructions, 
 I had as faithfully represented the sentiments of the people to 
 them, and had repeatedly placed before them in writing the 
 measures which had been urged upon me as important to secure 
 a cordial feeling toward the University and its work ; that I had 
 had every reason to believe that the manner in which I had 
 represented the aims and objects of the University were approv- 
 ed by the Regents and by the public ; that I had been placed 
 without intention on the part of the Regents in the difficult 
 position of reconciling the various published announcements of 
 the Regents with the dormant condition of the Agricultural 
 College, and that I had been placed before the public in the po- 
 sition of apparent responsibility without the power to meet it. 
 Of this, the resolution authorizing me to emplo} r a gardner, 
 without providing materials for the prosecution of his work, or 
 locating grounds for his operations, was an illustration. In con- 
 clusion I said : " In the peculiar relation which the transference 
 of the Agricultural College ' from the closet to the field ' has 
 placed me toward the people of this State, I have neither been 
 disloyal to their interests nor to yours, but have always acted on 
 the belief that these were identical. If loyalty to the interests 
 of industrial education, to which I have given the best years of 
 my life, and mean to give what remains of it, is treason to the 
 University, or if it is so construed by your honorable body, I 
 must plead guilty to the charge." 
 
28 PROFESSOR CARR's REPLY. - 
 
 Meanwhile the Regents (February 17, 1874,) memorialized the 
 Legislature for another Committee — a joint Committee — with 
 power to send for persons and papers, etc., to inquire into the 
 defects of their stewardship and the proper remedy. The Com- 
 mittee arrived on the 22d, sent for the Professor of Agriculture, 
 who was brought before them and sworn, but before any testi- 
 mony was taken, an adjournment was made to Sacramento, at 
 the request of the Begents, the Committee deciding, first — to 
 receive the statement of the Board Committee, Eegents and 
 President, winding up this stage of the investigation (?) with a 
 banquet at Regent Ralston's. 
 
 At this juncture, the Professor of Agriculture was informed 
 that the Regents contemplated his summary removal on the 
 ground of disloyalty to his employers. The charge of incom- 
 petency was not made. The Secretary addressed to me a letter 
 of inquiry as to what, in my opinion, " was feasible for the im- 
 provement for instruction in agriculture and horticulture," as if 
 no suggestions on that subject had ever been presented to them. 
 I replied by referring them to former communications, with some 
 new suggestions ; all of which was embodied in their " state- 
 ments " dated March 3, 1874, and published in pamphlet form. 
 (See pages 14, 15 and 16.) The House Committee on Education 
 had reported favorably to a change in the Management of the 
 University, on the ground that the various callings, interests and 
 sections of the State were not represented in the Board, eigh- 
 teen of its twenty-two members being lawyers and business men 
 having their offices in San Francisco. The Committee said, 
 " All admit that the Professor of Agriculture is not only a 
 scientist, but a thoroughly practical instructor. He should live 
 on the ground, and students should be allowed to labor, thereby 
 applying science under the direction of their instructor." 
 
 THE SUBJECT OF MANUAL LABOR. 
 
 Had been repeatedly brought before the Board, both before and 
 after our removal to Berkeley, by the application of students 
 for work, the favorable testimony of other institutions, notably 
 Maine, Massachusetts, Michigan and Illinois, and in various 
 other ways. President Gilman invariably discouraged it in all 
 my intercourse with him, and the little work which students 
 have been permitted to do has had no connection with agricul- 
 tural instruction. I shall show in another place that I spared no 
 pains to call attention to the requirements of the law in this 
 respect. The Legislative Committee were strongly in favor of 
 its immediate adoption. 
 
PROFESSOR CARR'S REPLY. 29 
 
 ARE THE REGENTS HONORABLE MEN ? 
 
 Near the close of the legislative session the House Committee on 
 Education reported a bill embodying their views of the changes 
 to be desired, etc. The disposition of the bill will be seen from 
 the following communication from its chairman, A. Higbie, to 
 W. H. Baxter, one of the Grange memorialists, after the Re- 
 gents had asked for my resignation. Under date of July 30, 
 1874, he says : " When the bill, proposing a radical charge in 
 the Board of Regents was introduced and referred to the Com- 
 mittee on Education, Regent Dwinelle and others were very 
 active for its defeat." 
 
 " I had a lengthy conversation with Dwinelle, in which he ad- 
 mitted that he and other Regents had been opposed to Professor 
 Carr ; but since the investigation of the University matters 
 before the Committee at Sacramento, he and other Regents were 
 fully satisfied with him, believing that the cause of the difficulty 
 and disaffection was found in Professor Swinton. While he ad- 
 mitted the justice of the bill, he thought that enough had beeu 
 said and done for one session. I replied that too much had al- 
 ready been said and done, and that he was one of the active 
 parties : that he had threatened to a member of the Committee 
 on Education that Carr had to go out — meaning, as understood, 
 that the Chair of Agriculture would be vacated. I further stat- 
 ed, that the people, the Committee of Investigation from both 
 Houses, as well as the Committee on Education were not satisfied 
 with the management of the University, and especially with the 
 Agricultural Department ; therefore the proposed plan to select 
 Regents representing the various callings and interests of the 
 State. He replied, " We now understand things better than we 
 did, and I pledge you my word on my own behalf and on the 
 behalf of the Board of Regents, that no attempt shall be made 
 to remove the Professor of Agriculture only for such causes as 
 would remove a Professor from any Chair." My reply was, 
 "Judge, if you feel free to say that this pledge shall be faithfully 
 kept, the friends of the bill will not urge it ; if not, the bill will 
 pass in less than one hour." Said the Judge, " I feel free to say 
 that this pledge shall be kept." I replied, " I hope it will, not 
 only for the benefit of the Agricultural Department of the Uni- 
 versity, but for the credit of the Regents." 
 
 " In a few moments after this conversation with Regent Dwinelle, 
 Alfred A. Cohen of Alameda sent for me, wishing an interview 
 with me on the same subject, viz : Professor Carr and the Chair 
 of Agriculture. Our conversation was very much like that be- 
 
30 PROFESSOR CARR'S REPLY. 
 
 tween myself and Kegent Dwinelle. He said he was prepared 
 to say to me that the pledge made by Dwinelle should be faith- 
 fully kept, in case the friends of the new bill would not urge 
 it. My reply was, "Omnia justicia." So the friends of the bill, 
 thinking that the results contemplated therein, viz : justice to 
 Professor Carr, and a more careful consideration of the College 
 of Agriculture, would be secured by the action of the Kegents 
 under these pledges, concluded not to urge it, predicating their 
 action on the pledges made by the gentlemen just named." 
 
 QUESTIONS SENT BY CONGRESS. 
 
 While these questions were pending I received, between the 
 months of December and April, several urgent requests from 
 Commissioner Watts, of the Agricultural Department, at 
 Washington for the necessary information to fill the report from 
 our State for the general account of the Industrial Colleges in 
 his forthcoming volume. The two first I gave or sent to the 
 President and so stated to the Commissioner. The third said : 
 " I have written to President Grillman and received no reply." 
 Still more important were the questions sent by Congress through 
 the Chairman of the Committee on Education and Labor, James 
 Morrow. 
 
 State what is the total value of the property of your institution. 
 State the cost of each building and the uses to which it is put. 
 State from what fund, national or other, each building has been paid for. 
 State what amount has been expended from the years 1862-1874, inclusive, 
 for — 
 
 An an experimental farm — class "A." 
 
 A machine shop — class " B." 
 State what, under class "A," has been the total expenditure for actual instruc" 
 tion in — 
 
 Branches relating to agriculture. 
 
 Theory and Practice of Agriculture, 
 
 Chemistry applied to Agriculture. 
 
 Botany, Horticulture and Forestry. 
 
 Animal Physiology, Zoology and Breeding of Animals. 
 
 Veterinary practice. 
 
 Economic Entomology and insects injurious to vegetation 
 
 Field surveying, leveling, and mathematics pertaining thereto. 
 
 Irrigation. 
 
 Geology, general and agriculture. 
 
 English language. 
 
 Physics and Natural Philosophy. 
 
 Moral Philosophy. 
 
 American and Modern History. 
 
 Social and Sanitary Science. 
 State under class "B," what is the total expenditure for actual instruction in 
 branches relating to the mechanic^ arts, as follows : 
 
 Dynamical engineering. 
 
 Mechanical engineering. 
 
 Theory and practice of machine construction. 
 
PROFESSOR CARR'S REPLY. 31 
 
 Mathematics applied to machine construction. 
 Mechanical draughting, 
 ^ree hand industrial drawing. 
 
 chemistry applied to manufacturing, mining and metallurgy. 
 tLysics and natural philosphy. 
 Building and architecture. 
 Mining processes and methods. 
 State what you have for necessary equipment in branches relating to agricul- 
 ture, viz : 
 
 ' Fine stock, implements and machinery, models, veterinary, surveying and 
 ; leveling instruments, etc., etc. 
 
 Stat* the annual and total investments on account of your experimental farm 
 and machine shops. 
 
 The Professors have also been called upon to state what 
 amount of instruction and expenditure is bestowed upon branches 
 other than those of Agriculture and Mechanic Arts in the sever- 
 al institutions ; the names, titles, duties and salaries of President 
 and each Professor; what is the amount of income derived from 
 donations and legacies ; the total income, number of students, 
 and number in each course ; subsequent occupation of students 
 as far as known ; and, finally, " Has your institution in good 
 faith performed all the conditions and requirements of the statute 
 of July, 1862, and the Acts supplementary thereto ? If not, 
 state for what cause," etc. As I could not state "for what 
 cause " — having no knowledge of the real state of the finances, 
 and the Regents having given want of means as the only reason 
 for delay, 1 referred the Congressional questions to them. I 
 have since been informed that no satisfactory replies were made. 
 The questions indicate what the National Government expected 
 the Agricultural and Mechanical Colleges to do and teach. 
 
 During this time, my old colleagues in the efforts to secure the 
 original grant were writing from Missouri, Wisconsin and Illinois, 
 urging me to help in procuring the proposed new benefaction. 
 Though I felt that we were not meeting reasonable expectations. 
 I was unable to prove it, the Regents contradictory and 
 self-condemning statements not having then appeared. Hence, I 
 left it with the Regents to clear or convict themselves before the 
 Legislatures of the State and Nation, hoping by this course 
 not to jeopardize the appropriations from either source, or to 
 fail in giving the Regents the benefit of every doubt. 
 
 LEGISLATIVE APPROPRIATION. 
 
 The Legislature appropriated $50,000 for the current expen- 
 ses of the two following years, and $30,000 for the practical 
 development of the Agricultural and Mechanical Departments. 
 After the adjournment, Mr. Moulder resigned the office of Sec- 
 retary and became Land Agent. The law requires that " a 
 
32 PROFESSOR CARR'S REPLY. 
 
 practical agriculturist must be chosen by the Board." R. E. C. 
 Stearns, an estimable gentleman and scientist of San Francisco, 
 late Clerk of the Harbor Commission, was chosen at Mr. Fried- 
 landers urgent request. A vacancy occurring in the Board, D. 0. 
 Mills, late President of the Bank of California, was appointed by 
 Governor Booth, though Mr. Ralston, President of the Bank and 
 Treasurer of the University, was already a member. The other 
 vacancies occurring during the year were filled by Governor Booth 
 in the appointments of J. Mora Moss, whose term of service will 
 be twenty-two years ; J. W. Winans and J. M. Hamilton. Upon 
 the adjournment of the Legislature, Mr. Higbei, late Chairman 
 of the Educational Committee, called upon and informed me 
 that my way had been made straight by the action of the Com- 
 mittee, and that no further obstructions would be made to the 
 progress of the Agricultural Department. I therefore sent 
 another communication to the Board, with respect to gardener, 
 etc., as follows : 
 
 University of California, April 6tb, 1874. 
 
 Gentlemen of the Board of Regents, I see from the "Statement of the Board 
 of Regents (page 68) that on the removal to Berkeley, the sum of $600 was placed 
 at the disposal of the Professor of Agriculture to secure the aid of competent 
 experts as occasional lecturers during the year, as this is the only intimation I 
 have ever received of this action, I would respectfully ask for further information, 
 and especially whether it is desired to have such lectures given during the present 
 collegiate year." 
 
 Allow me to state that the services of a competent gardener, and of a very well 
 trained assistant for general work in gardening are at command whenever the 
 Board are ready to authorize the prosecution of the work discontinued last year: 
 If the grounds for practical operations, propagating house, etc., have been loca- 
 ted, I have not been informed of it. Valuable seeds have been sent from European 
 Agricultural Stations, which will be worthless unless ussd the present season. It 
 is very desirable to obtain for experiment a few of the more valuable timber 
 trees of the east, and this is the proper time for sending them. I should be grati- 
 fied to have the ground immediately contiguous to the agricultural or south 
 college building prepared for ornamental planting, (that being the only point 
 where waler can now be commanded) in such manner as will not obstruct the view 
 or require after modification. Nothing will grow in the drift material with 
 which the original surface has been covered to the depth of several feet, except 
 the coarsest weed.8. 
 
 "I have received from the Chairman of the Committee on Education and 
 Labor," in the House of Representatives a request for a statement of our condi- 
 tion and progress in practical operations, and from other sources we are informed 
 that a Congressional Committee will probably visit all the institutions which have 
 received the benefit of the grant of the National Government sometime during the 
 summer. Wishing to make as good a showing as possible, and realizing that 
 the working season is nearly over for this year, I will make no apology for asking 
 early attention to these subjects on the part of the Board." 
 
 Respectfully yours, E. S. CARR. 
 
PKOFESSOR CARR's REPLY. 33 
 
 SECRETARY STEARNS' REPLY. 
 
 OFFICE OF THE BOARD OF REGENTS. 
 
 ( University of California, 
 I San Francisco, April 17th, 1874. 
 Ezra S. Can', Dear Sir . — The Committee to whom was referred your recent 
 communication to the Board of Regents, would like to have you give them in 
 writing some additional data, in order that they may be able in the most complete 
 and satisfactory way to bring the subject of Agricultural Education before the 
 Board. First. — Will you give them your plan for out-door work — stating it in 
 as much detail as possible so the Board may understand just what you would like 
 to see done when the outlays you ask for are authorized. Second. — Will you 
 state what improvements if any you would like to see made in the indoor instruc- 
 tions pertaining to Agriculture. Third. — Will you suggest the names of persona 
 whom you would like to have secured as lecturers in the special cultures to which 
 you have referred. In your reply you need not feel restricted in space — but 
 rather at liberty to open the whole subject as freely as possible. The communi- 
 cation of any printed documents on the subject of Agricultural Education else- 
 where will be acceptable to the Committee, and especially some facts respecting 
 Agricultural Experimental stations in Europe. The Committee will meet again 
 on Tuesday morning when it is important to receive your reply. The Board 
 has received the communication which you refer to from Washington, and pro- 
 pose to make an answer to it. Respectfully yours, 
 
 ROBERT E. C. STEARNS, Secretary. 
 
 This application for information, and printed documents on 
 the subject of Agricultural Education to an incompetent party, 
 by those who know so well what Agricultural Education is at 
 home and abroad, and who as stated, by Governors Booth and 
 Haight on the 11th inst., had decided "long ago " to remove said 
 party, was promptly answered. 
 
 Oakland, September 19th, 1874. 
 R. E. C. STEARNS, Secretary of Board of Regents. 
 Yours of the 17th inst. is received. In reply I would say that very careful 
 detailed studies were made of the entire University domain with reference to its 
 capacity for Agricultural and Horticultural purposes, in the year 1870 and 1S71, 
 in which I was assisted by Elisha Lewelling, Mr. Hart Hyatt, and other special 
 culturists whose long experience on this coast and great success entitle them to be 
 considered authorities on these subjects. The lands then owned by the Uni- 
 versity and afterwards sold to Mrs. Brayton were regarded as well adapted to the 
 purposes of an experimental station or farm on account of the sheltered position, 
 water supply, etc. Mr. Lewelling was then a member of the Legislature, and 
 believed it practicable through public and private donations to bring the Univer- 
 sity domain up to six hundred acres, "little enough " as he expressed it, " for a 
 great State like California." He and many others with whom I conversed about 
 the Agricultural College looked to the enlargement of the domain as necessary." 
 "The plans and studies referred to, including the kind of soil, exposure, drain- 
 age, etc., of this and contiguous parcels of land were necessary preliminaries to 
 intelligent work, if we should carry out the principles which have generally 
 been adopted elsewhere. I did not consider that we had land enough to carry 
 on stock raising to any great extent, but was satisfied that with that exception, 
 we could do all that is essential to a thorough Agricultural education on the 
 property then owned by the University. After the sale of the portion lying up 
 and along Strawberry Creek, and the death of Mr. Lewelling, my efforts were 
 chiefly directed to carrying forward the Horticultural and experimental work ; 
 on a smaller scale and mainly to the following points. [See Appendix, a.] 
 
34 PROFESSOR CARR'S REPLY. 
 
 First. — A specimen orchard, (see my communications to the Board of Regents 
 1870 and 1871,) and also the enclosed statement of School of Horticulture of 
 Illinois Industrial University. 
 
 I "wished this orchard to display all the various methods of training trees, as 
 standards, or on espaliers and supports, and to have it contain one or more speci- 
 mens of every kind of fruit or nut which can be grown in our climate without 
 artificial heat. Second. — A Garden of Economic Botany, in which a few 
 specimens of all useful plants shomld be arranged as in one section of the Garden 
 of Plants at Paris, i. e., according to their uses as dyes, textiles, medicines, etc., 
 (an excellent description of this is given in Robinson "s Parks and Gardens of 
 Paris.) I have received lists of these plants from Professor Milne-Edwards, the 
 director in chief. Third. — An Arboretum,, and Botanic Garden which while for- 
 ming a part of the ornamental planting, would also form a grand collection of trees 
 and shrubs, like that to which Dr. Grey of Harvard College is now giving his exclu- 
 sive care, and to which one hundred acres of the most valuable property is devoted. 
 I would have the aboretum so arranged and catalogued that the visitor or student 
 could go through it as through a piciure gallery, determing the rate of growth, 
 uses and other important facts concerning each species. Fourth. — To make a be- 
 ginning in Forestry, by rehabilitating the hill land, as soon as a water supply is 
 provided. By putting in Redwood and Fir trees near the reservoir and distribu- 
 ting points, and enlarging from these centers year by year we should be able to 
 re-clothe the hills without continued irrigation. The grounds allotted to these 
 purposes should not be obstruded upon more ornamental portions, but they should 
 be convenient of access both to students and visitors. I shall greatly regret, if 
 the requirements of an "Educational Park" prevent the adoption of plans 
 which I have previously submitted, not because they are mine "but because they 
 embody the views of the highest authorities in practical and aesthetic horticul- 
 ture, which I have been at great pains to obtain. Messrs. Wilder, Downing, Ell- 
 wanger and Barry of Rochester, Mr. Robinson of the "Garden" and many 
 other experts, Patrick Quinn, the most successful small fruit cnlturist in the 
 country, have each given to me on the spot, the benefit of their judgement and 
 experience. With entire unanimity ', the grounds on both sides of both ravines, 
 including from two to three acres above their confluence, (leaving a chance for 
 the future excavation of a small lake or pond at thai 'point) down to the west line 
 of the domain, has been considered as the best adapted to Agricultural and Hor- 
 ticultural work. Nearly all the parties referred to have suggested the desirable- 
 ness of enlarging our borders in a westerly direction. If roads of importance 
 must traverse this part of the domain, I would conceal by plantations the ruder 
 and more experimental plots, orchards and gardens would need no other conceal- 
 ments than enclosing hedges, which I would have exhibit all our best hedge 
 plants, native and foreign. One of the most beautiful objects in California is the 
 wild Cherry hedge of Mr. Wheeler of San Mateo, now fifteen feet high . Such 
 hedges, following by curved lines the natural divisions uf the surface could not 
 mar the general effect. So of avt-nues of walnut, olive or fig trees. The exact 
 permanent location of grounds for these purposes, as well as those more strictly 
 Agrcultural, having been determined by the Board, the work I would recom- 
 mend for the next two years would be as follows : 
 
 First. — The immediate organizntion of a students labor corps into two divisi- 
 ons. First. — The Educational division, where the labor is applied directly in 
 connection with Agricultural and Horticultural instruction. And Second. — 
 The Remunerative division, employed in grading and such work as has hitherto 
 been employed at a cost of from lour to six thousand dollars per annum. Both 
 these divisions should be enrolled for regular work, not to be remitted without 
 excuse, either for two hours a day, or four hours on alternate days, (see docu- 
 ment of other colleges) and to be performed under the Superintendence of the 
 Agricultural Professor and Gardener in the one case, of the Secretary or other 
 responsible officers in the other. For each dsy's work the student should receive 
 a check to be paid on presentation to the Secretary at the end of the month or 
 term. 
 
PROFESSOR CARR'S REPLY. 35 
 
 Second. — I wonld have all the land assigned for Agricultural and Horticultural 
 purposes ploughed deeply and well, this spring, for eradication of weeds, and of 
 gophers and squirrels who destroyed last year more than it would cost to exter- 
 minate them. I would have this ploughing repeated in the fall, using such 
 fertilizers ns may be advisable, preliminary to the permanent orchard work. 
 
 Third. — T would have the propagating house already provided for, put up in 
 connection with the farm-house, in case the latter is occupied by the Professor of 
 Agriculture, for the sake of economy and protection. I would have both these 
 erected as soon as practicable. The plan of farm-house submitted last year to 
 Messrs. Tower and Ough, they estimated to cost $4,000. House, small barn and 
 fence for barn yard to cost $4,500. 
 
 Fourth. — The Educational labor corps I would first employ in finishing and 
 planting the border around the Agricultural College, that it may be completed 
 before Comencement. Then, in laying out beds, walks, etc., in Economic gar- 
 den and in work on orchard ground. I would have a hundred thousand seed- 
 lings and cuttings prepared for use another year. The other labor corps I would 
 employ in grubbing out poison oak, in grading, clearing out grounds along the 
 banks, care of present plantations, road work etc., in the mechanical work 
 of making gates, rustic bridges, fences, etc., thus making these two departments 
 complement each other. 
 
 Fifth. — I would put a narrow coping of brick or artificial stone (a good specimen 
 of which may be seen at Mr. Spaulding's place, in Oakland,) laid around the 
 Agricultural College, within which I would have a variety of choice bedding 
 plants. As soon as the grading is finished, I would have the ornamental plant- 
 ing around both edifices pushed with vigor, water being accessible at these 
 points. I would" have preparation made for sowing a lawn of moderate extent, 
 at the proper season. 
 
 Sixth. — I would employ Robert Turnbull as gardtner as soon as his services can 
 be obtiined, and Wm. Brennan as laborer, forthwith. I would employ no other 
 work of outsiders, except for teaming and ploughing as a temporary expedient. 
 
 In respect to indoor instruction, I would like to have Dr. Wm. Gibbons, of 
 Alameda, give from four to six lectures on insects injurious to vegetation, this 
 term; also to secure (later,) two lectures from Mr. Livingston Stoue, on Fish 
 Culture in California, and two from Dr. John Strentzel, of Martinez, on the 
 culture of the Orange and the Fig. One or more from Prof. Bolander, on Indi- 
 genous Grasses would be very acceptable. This would do for the present year. 
 
 Next year, in addition to the foregoing, we ought to have six lectures on 
 Vineyard culture and wine making, and a short c turse on Veterinary Science. 
 I am not prepared to suggest names, but will do so, hereafter, if desired. 
 
 We ought also to have instruction in Descriptive Botany, from some one 
 familiar with the Flora of this coast, and I feel assured, that with this and the 
 special lectures provided for, and the holding of a Farmers' Institute, we shall 
 create a warm interest in the Agricultural community and increase the number 
 of students. 
 
 I enclose the last pamphlet from Illinois Industrial University, the Massa- 
 chusetts Agricultural College, plans of grounds and a copy of the last Depart- 
 ment report. Also, a request now made for the fourth time from said Depart- 
 ment. 
 
 It is certain that Agricultural Stations do not obviate the neceasity of Agricul- 
 tural Colleges, on the broad bases of that at Hohenheim, Wurtemberg, (see p. 
 144 of Dr. Hoyi's enclosed report,) or of Illinois and Massachusetts Agricultural 
 Colleges in our own country, but meet load demands for both experiments and 
 instruction. They are becoming more and more specially related to local indus- 
 tries, such as the beet sugar, for instance. (There are forty stations in Germany 
 for beet sugar alone,) I hope we may see three or four such stations on this 
 coast, connected with wine, silk, and sugar manufactories, and I hope to demon- 
 strate their utility in our University work. 
 
 Regretting that time does not permit me to gather more information for your 
 immediate use, I remain Very cordially yours, EZRA S. CARR. 
 
36 PROFESSOR CARR'S REPLY. 
 
 This communication was accompained by a carefully prepared 
 agricultural and horticultural map of the grounds, with estimates 
 of the cost of farm building, out-houses, implements, team, 
 materials, labor, etc., limited by the legislative appropriation for 
 these purposes as follows : 
 
 Building and outhouses, exclusive of prorogating house $5,500 to $6,500 
 
 Team and implements 1,500 to 2,000 
 
 Stock for garden and grounds 1,000 to 2,000 
 
 Labor of all kinds for Agricultural, Horticultnral and Botanical 
 purposes, including gardeners', students' and other labor, 
 
 exclusive of grading roads 6,000 to 8.000 
 
 Incidentals '. 1,000 to 1.500 
 
 $15,000 $20,000 
 It will be remembered that the Legislative appropriation for 
 practical purposes was $30,000. Had the mechanical labor of 
 students been employed on buildings and propagating houses, as 
 recommended, the above estimates would have been sufficient, 
 in case either the larger or smaller total expenditure was reached. 
 A few days later Mr. Ellis of Sacramento, was appointed gar- 
 dener, with a salary of $125 and a promise of increase, a matter 
 about which I had not been consulted, and the Secretary after- 
 wards informed me that he was expected to take charge of the 
 agricultural and horticultural work ubon the grounds, thus 
 relegating my work to the class room and the duties of my rov- 
 ing commission. 
 
 PROFESSOR OILMAN'S SECRET EFFORTS. 
 
 From that time until commencement I heard nothing further 
 from the Regents. There has never been the slightest discension 
 among the Professors. Between some of them and President 
 Gilman a coolness existed, natural for men to feel who were 
 aware of his secret efforts to remove them, but he has ever been 
 considerered more an officer of the Eegents than of the Faculty. 
 At his invitation I breakfasted with him on the morning of Com- 
 mencement day, without an intimation of any contemplated 
 changes in the Agricultural Department. The next afternoon, 
 July 23d, he took part in a meeting of the Regents, secret of 
 course, at which it was resolved to establish eight agricultural 
 lectureships, to be filled by four experts within the State and 
 four from the East. The sum of $5,000 was appropriated to 
 defray the expenses. A Student's Loan Fund was also establish- 
 ed. Mr. Stebbins then proposed to vacate or abolish the Chair of 
 Agriculture, which, being strongly objected to by the new Re- 
 gent, J. M. Hamilton, Master of the State Grange, was dropped 
 for the time and another resolution substituted requesting me to 
 resign. The following morning President Gilman left for the 
 
PROFESSOR CARR'S REPLY. 37 
 
 East. Eight days after, the Secretary informed me of this action 
 in the following communication : 
 
 Prof. E. S. Carr: — At an informal meeting of the following members of the 
 Board of Regents, July 23, your resignation was requested by the Regents, 
 whose names are given below : 
 
 Booth, Hallidie, Mills, Winans, 
 
 Dwinelle, Stebbins, Martin, Swipt, 
 
 Moss, Haight, Gilman. 
 
 Nay, Hamilton. 
 And I was requested to communicate the same to you. 
 
 ROBT. E. C. STEARNS, Secretary. 
 Oakland, July 31, 1874. 
 
 The Seretary also verbally informed me that if this request was 
 complied with, my salary would be paid for the next three 
 months. 
 
 Where the line of formality ceases in a meeting in whicn so 
 much important business is transacted, it is as difficult to under- 
 stand as it is the "well meant courtesy" of attempting summarily 
 to vacate a chair, and failing in that, to force a resignation. I 
 requested an investigation, the preferment of charges, etc., 
 through Regent Felton, and placed my reply in his hands, as 
 follows : 
 
 To the Honorable Regents of the University of California — Gentlemen : I 
 have received, through your Secretary, the copy of a vote taken at an informal 
 meeting of Regents Booth, Stebbins, Hallidie, Haight, Swift, Winans, Mills, 
 Moss, Martin, Dwinelle and President Gilman, requesting my resignation and 
 the negative vote of Regent Hamilton. 
 
 So great have been the embarrassments of my position under the inability or 
 disinclination of the Board to develope the Agricultural College according to 
 public announcements and the official programme under which I accepted the 
 appointment, that 1 should have resigned long ago, painful as it would have been 
 to sever my unexceptionably pleasant relations witn the able and harmonious 
 Faculty and students of the University, had I not felt a natural ambition to 
 leave behind me some organized work as the results of my efforts here. 
 
 I especially wished to resign during the last session of the Legislature, but the 
 repeated assurances of the President to myself, and the pledges of the representa- 
 tive members of the Board that these embarrassments should be removed, together 
 with the consequent appropriations for the Agricultural Department induced me 
 to forego my personal wish. 
 
 Having consented to remain only upon such assurances and pledges, I cannot 
 now become a party to an action, which, without explanation, would necessarily 
 reflect upon either my professional or personal character. An unquestioned repu- 
 tation is the only heritage I can hope to leave my children at the close of a life 
 devoted to instruction. 
 
 And, aside from all personal considerations, I cannot now comply with the re- 
 quest of the Regents named without an apparent abandonment of the cause of 
 industrial education. I therefore respectfully, but positively decline to offer my 
 resignation. Very respectfully yours, 
 
 EZRA S. CARR. 
 
 Oakland, August 6, 1874. 
 
38 PROFESSOR CARR'S REPLY. 
 
 THE NEXT MEETING. 
 
 A semi-officical notice of the next meeting appeared in the 
 daily papers of August 12th. 
 
 The Board of Kegents held a special meeting on the 11th 
 instant, to settle the question of the Professorship of Agricul- 
 ture. There were present : Governor Booth, Rev. Horatio Steb- 
 bins, William C. Ralston, H. H. Haight, J. Mora Moss, J. W. 
 Dwindle, J. West Martin, Sam Bell McKee, Louis Sachs, John 
 B. Felton, D. 0. Mills, M. M. Estee, John S. Hager, A. S. Halli- 
 die, Lawrence Archer, Judge Hamilton and John F. Swift. 
 
 The Secretary notified Professor Carr of the views entertained 
 by the Regents as expressed at an informal meeting held July 
 23d, but had not received any reply. 
 
 THE DEPOSING RESOLUTION. 
 
 Mr. Stebbins then, in behalf of the Advisory Committee, con- 
 sisting of Messrs. Haight, Stebbins, Moss, Martin and Dwindle, 
 offered the following resolutions : 
 
 First. — For the purpose of giving greater efficiency to the Faculty of Instruc- 
 truction in the University in general and to the Agricultural Department in 
 particular, which is impracticable without a change in the Professorship of Agri- 
 culture; and in view of the incompetency and unfitness of the present incum- 
 bent for the duties of that chair, the Secretary is hereby directed to notify Pro- 
 fessor Ezra S. Carr that his services in the University will be dispensed with 
 from this date, but that he will be allowed his salary for the present month. 
 
 Second. — That a Special Committee of three be appointed by the Chair, to 
 •onsider and recommend to this Board the name of a suitable person to fill the 
 chair of Professor of Agriculture. 
 
 After it had been decided to act upon the resolutions separ- 
 ately, Mr. Haight moved the adoption of the first and a discus- 
 sion followed, participated in by Messrs. Dwindle, Felton, Estee, 
 Hamilton and others. 
 
 Mr. Hamilton declared that no specific charges had been made 
 against Professor Carr ; that there was only a general statement 
 that he was incompetent, and that his removal would be looked 
 upon by the farmers and mechanics of the State as a blow 
 aimed at the mechanical and agricultural interests. 
 
 Mr. Felton j oined Mr. Hamilton in opposing the resolution for 
 the same reason, and insisted that if there were charges against 
 him, they should be investigated. 
 
 Mr. Dwindle said that he would not vote for the removal of 
 Mr. Carr, because during the last session of the Legislature he 
 had promised members that that gentleman should not be re- 
 moved*. Mr. Estee said his action might seem inconsistent, but 
 he believed it inadvisable to remove the Professor in the present 
 state of public sentiment upon the subject. 
 
 Governor Haight, Governor Booth, and other Regents, de- 
 
PROFESSOB CARR's REPLY. 39 
 
 clared that Professor Carr's incompetency was well known to all 
 the Regents, and was too notorious to need any investigation ; 
 that his removal had been determined on long ago, and that it 
 would be best for him and for the University that there should 
 be no useless discussion or publicity. 
 
 A FUTILE ATTEMPT TO PROCRASTINATE. 
 
 The following substitute for the first resolution was offered by 
 Mr. Hallidie : 
 
 Resolved, That the Advisory Committee is hereby requested to examine into 
 and report to this Board any irregularities, insufficiencies or incompetencies that 
 may exist, or may have existed, in the administration of any department of in- 
 struction in the University, and if in its opinion any changes should be made. 
 The Committee is empowered to add to itself any additional members of the 
 Board, to hold its sessions with open doors or otherwise, and to adopt such meas- 
 ures to further the public interest as their judgment may dictate or suggest, and 
 to report the facts to the Board. 
 
 The substitute was defeated by a tie vote and the original 
 resolution was then adopted by the following vote : Ayes — 
 Regents Booth, Mills, Winans, Stebbins, Archer, Martin, McKee, 
 Swift, Moss, Ralston and Haight. Noes — Regents Estee, Halli- 
 die, Dwindle, Sachs, Felton and Hamilton. Excused — Regent 
 Hagar. Absent — Regents Pacheco, Bolander, Carey, Bowie 
 and Grilman. 
 
 Regent Hamilton then offered a protest against the removal of 
 Professor Oarr, embodying the objection he had urged in his 
 speech, and requested that the same be placed on record. It 
 was as follows : 
 
 I protest against the summary removal of Prof. Carr at this time. 
 
 First. — Because such removal will be in direct violation of pledges made by 
 friends of the University to the House Committee on Education of the last Leg- 
 islature. 
 
 Second. — I believe such an act is in opposition to the wishes of a large class of 
 the friends of the University, viz., the agriculturists and mechanics of Califor- 
 nia, and will go far to confirm the belief that the vacating of the Chair of Pro- 
 fessor of Agriculture at this time is more to gratify personal feeling than to sub- 
 serve the public interest. 
 
 Third. — Because such removal will have the effect of strengthening opposition 
 to the present management and give color to the charge now so openly preferred. 
 That the President and Regents are striving to build up a purely literary institu- 
 tion at Berkley a.t the expense of the agricultural and mechanical interests, and 
 are thus diverting the University from the original purpose for which it was 
 formed, by either ignoring entirely or making those objects secondary which the 
 organic act declared should be primary ones. 
 
 Fourth. — Because the summary dismissal of any Professor of the University 
 for alleged incompetency, without first granting the accused the privilege of a 
 hearing, and an opportunity to defend himself from the charges made against 
 him, is demoralizing in its tendency, and is not in accordance with the principles 
 of right and equity which should ever prevail in the management of the institu- 
 tion. J. M. HAMILTON 
 
 The Regents refused to receive it. A respectful, yet firm and 
 pointed protest was also presented from a Joint Committee of 
 
40 PROFESSOR CARR'S REPLY. 
 
 nine, representing the State Grange, the Mechanics' State Coun- 
 cil and Mechanics' Deliberative Assembly. In the interval be- 
 tween the two meetings many respectable organizations had 
 passed condemnatory resolutions, and the newspapers, religious 
 and secular, had with almost entire unanimity voiced the popu- 
 lar sentiment with regard to the proposed action. 
 
 REGENT STEBBINS. 
 
 The falsehood contained in the resolution offered by Rev. 
 Eegent Stebbins is only equaled by its malignity. That the 
 Board should retreat behind the insinuation that it were " best 
 for me that there should be no useless publicity," though I had 
 asked for an investigation, was no surprise, for it was the line 
 adopted in Professor Fisher's case. It is the common policy of 
 cowardice to stab in the dark. Timely warning had been been 
 sent me from the East by parties to whom they had applied for 
 information, which they hoped might help to justify their action 
 with the public. They had even requested such information to 
 be telegraphed, so great was their need. 
 
 GOVERNOR BOOTH. 
 
 That Governor Booth should turn his back upon the men who 
 elected him, and tho principles he had professed to favor, was 
 consistent with his past history. 
 
 During the canvas for Governor he spoke warmly for the Un- 
 versity to the citizens of Oakland. That object attained, he 
 opposed the necessary appropriations for buildings, but the 
 measure was carried in spite of the " crack of the executive 
 whip," as Senator Tompkins expressed it. (See Senate Proceed- 
 ings in Sacramento Union, April 1st, 1872.) 
 
 He was severe in his criticisms on the administration and ex- 
 travagance of the Regents. He defeated the election of Regent 
 Tompkins to the Presidency and secured that of his obsequious 
 follower, Gilman, who he will doubtless drop as readily when- 
 ever his interest requires it. When Governor Booth was 
 inaugurated, Governor Haight urgently requested the attendance 
 of the University cadets to give eclat to the occasion, and help 
 to secure those very appropriations, but no hint was given as to 
 the way in which the expenses of the trip were to be met. The 
 Faculty voted the students leave of absence on condition that 
 $500 could be raised to defray the expenses of the battalion. No 
 money being obtained, at the last moment I gave President Du- 
 rant my check for that amount. A few weeks later, on the visit 
 of the Legislative Committee, they and the Regents were sumpt- 
 uously entertained at Blaise's and Tubbs' Hotel, at the expense 
 
PROFESSOR CARR'S REPLY. 41 
 
 of the University. (See Mr. Moulder's testimony before the In- 
 vestigating Committee, 1873-4.) That 
 
 GOVERNOR HAIGHT. 
 
 Was forced to resort to the desperate threat made to Regent 
 Swift, that unless he (Swift) would vote against me, he (Haight) 
 would resign, did not susprise me, for Governor Haight, through 
 his appointments, is responsble for the present condition of 
 things. The powers of the Regents have been more and more 
 centralized from the beginning, every vacancy, with a single ex- 
 ception, being filled with the personal friends or business 
 associates of the Regents. Those cunning provisions of the 
 Organic Act, which enabled him to dispense with confirmations, 
 and by which " no member of the Board of Regents of the 
 University shall be deemed a public officer by virtue of such 
 membership, or required to take any oath of office ; but his em- 
 ployment as such shall be held and deemed exclusively a private 
 trust," (See Organic Act, Section 11,) could hardly have escaped 
 his observation. 
 
 The recent presentation by Governor Haight of " Our Uni- 
 versity " at the Yale College Commencement shows plainly 
 enough that the aim of the Regents has not been to execute the 
 noble purposes of Congress and the State, but still further to 
 enlarge and concentrate their own powers. The skillful manipu- 
 lation of and changes in the Organic Act and laws relating to 
 the University, such as making the President a voting member 
 of the Board, conferring upon it the power of removing Profess- 
 ors at pleasure, which changes were effected by Governor Booth's 
 Code examiner, Regent Dwindle, are sufficient illustrations. 
 
 The managing Regents, known as the Advisory Committee, 
 are not for the first time on the defensive. They were deeply 
 and equally implicated, and President Gilman with them, in 
 whatever " informalities " or irregularities attended the construc- 
 tion of the College of Letters. They are equally responsible 
 for the sale of the agricultural farm and other landed property 
 at Berkeley, and for the use of the funds in speculative enter- 
 prises. 
 
 REGENTS ON THE DEFENSIVE. 
 
 That Mr. Dwindle felt himself committed to an offensive 
 neutrality did not surprise me, nor will it the Legislative Com- 
 mittees, who were acquainted with the damaging reasons which 
 made such pledges necessary in his case. 
 
 That honorable men in the Board, personally unacquainted 
 with me, should lend themselves to an act of almost unparallel- 
 ed injustice in the history of public institutions, is to be accounted 
 
42 PKOFESSOR CARE'S REPLY. 
 
 for only on the theory that they are ignorant of the facts and 
 acting upon false information. Of those members who urged an 
 investigation into the true reasons for this action, and whose re- 
 jected resolution furnishes sufficient evidence of their uprightness, 
 it can only be said that they did what they could. The only 
 member of that Board who ever held a College office, and whose 
 honored name is known through the world of letters, has most 
 earnestly resisted these arbitrary measures. They had, unfor- 
 tunately, placed too much power in the hands of the President, 
 a person without experience in Government, without knowledge, 
 interest or sympathy in industrial education, and who had ob- 
 tained a recognized position among the obstructionists. They 
 would be the first to see the absurdity of asking a Board of Far- 
 mers and Mechanics to control the affairs of a law school. Yet 
 they have opposed the admission into their body of any repre- 
 sentatives from the classes the foundation was primarily intended 
 to benefit. There are plenty of men in those classes who are 
 the peers of the Regents in intellectual ability. The Board of 
 Regents, as at present constituted, is an anomaly in the history 
 of democratic institutions. It is virtually a self- perpetuating 
 close corporation, managing a property already worth more than 
 a million dollars, commanding an important and constantly in- 
 creasing political influence. Already the skillful dispensing of- 
 patronage has made itself felt at Berkeley. What it may be- 
 come in the future requires no illustration. 
 
 THE FACULTY IN THE DARK. 
 
 In no institution with which I have been connected or have 
 any knowledge, is the position of the Faculty so depreciated, 
 ignoble and insecure. No talents, however eminent, no zeal or 
 ability however tried, can count as an element of success where 
 there is a secret policy to be maintained which the teacher is ig- 
 norant of. Every Professor wishes to keep his department 
 abreast of the time, and should feel at liberty in the employ- 
 ment of means and methods of which he is the best judge. The 
 Faculty of our University have been working in the dark, es- 
 pecially those engaged in scientific instruction. When Professor 
 Rising was appointed to the Professorship of Mining and Metal- 
 lurgy it was reasonable to suppose it meant instruction in those 
 branches — the possible practical opening of the College of Mines. 
 But when he arrived, Regent Stebbins had written to him that he 
 was not expected to give instruction in mining or metallurgy, 
 and, as my appointment as Professor of Chemistry had never 
 been revoked, we were in doubt what position it was expected he 
 would fill. We could only understand this : That there was 
 
PROFESSOR CARR'S REPLY. 43 
 
 one policy presented to the public and another quite different 
 policy, never plainly expressed, which was directing the educa- 
 tional features of the institution. 
 
 The former President had no seat in the Board, and no re- 
 sponsibility in determining its action. 
 
 It is no singular that the Regents should wish to exchange 
 my services for those of a stranger to the events herein narrated. 
 I came to California to study its industries with a view to em- 
 ploying the information thus gained in another field. 
 
 My letters of introduction presented to Governor Haight, Mr. 
 Stebbins and other prominent citizens secured every needed 
 facility, and were from sources which warranted their confidence 
 and justified my election to the Professorship from which they 
 have removed me. My record up to that time was wbII known 
 to them. 1 had been constantly employed in prominent institu- 
 tions for nearly thirty years. A Professorship was open to my 
 acceptance in an Eastern College when I was appointed here. 
 
 POSITION DEFINED. 
 
 In the University of California I have had the misfortune to 
 be the only representative of the agricultural interests, though 
 not their only friend. I saw the land sold which was so necessa- 
 ry to our practical education ; then announcements so changed 
 that the Agricultural College, as such, no longer existed. Then 
 the accommodations designed for its use were taken for other 
 purposes. Then a Loan Fund substituted for the self-respect- 
 ing manual labor system required by law, and, finally, an 
 attempt to vacate the Chair of Agriculture. I was powerless to 
 prevent these evils. That I loyally and honorably desired it, 
 and presented my views first of all to the Regents, is proven in 
 the foregoing pages. The necessity for a " change in the Pro- 
 fessorship," so strongly put by Regent Stebbins in his studiedly- 
 insulting resolution, was not so much to give " greater efficiency 
 to the department " as to secure its permanent inefficiency and 
 the private ends of President Gilman and the Advisory Com- 
 mittee. It is not unlikely, under the tremendous pressure of 
 public opinion, that a spasmodic attempt will now be made to 
 show zeal and efficiency in promoting the practical features so 
 presistently neglected,. Those who were present on Commence- 
 ment day will remember that when the President and Regent 
 Stebbins announced the programme for the coming year, there 
 was nothing promised in these directions. 
 
 COLLEGE OF MECHANIC ARTS. 
 
 You have asked for information, also, concerning the College 
 
44 PROFESSOR CARR'S REPLY. 
 
 of Mechanic Arts. As, to the inquiries of Congress concerning 
 the agricultural department, the answer must be made, that six 
 years after our organization we had neither experimental farm, 
 or stock or team, or farming machinery or implements ; that we 
 had not planted a fruit tree, so of the department of mechanic 
 arts it must be said, we have no shops, no practical instruction 
 or special teacher. Much valuable theoretical instruction is 
 given by Prof. Le Conte to the students of all the so-called Col- 
 leges, in common. The logic which has been employed by 
 Gilman and the Regents would make not only every high school 
 and academy in the State an agricultural and mechanical college, 
 but those of law, medicine and divinity, for they all "touch upon" 
 subjects related to these pursuits. But no amount of logic will 
 convince -the farmers and mechanics of the State that a horse 
 chestnut and a chestnut horse are of the same practical value, or 
 that the Colleges of Agriculture and Mechanic Arts, without 
 farm or shops to-day, were the " first equipped with the necesa- 
 ry apparatus/' 
 
 CORNELL UNIVERSITY. 
 
 A good deal of the work upon the Cornell University buildings 
 was done by the mechanical students. President White says 
 of this department in Cornell's University : " Professorships of 
 Industrial Mechanics and Practical Mechanics were early estab- 
 lished and filled. Valuable models were imported ; a large 
 amount of machinery was acquired. Hon. Hiram Sibley erected 
 a building expressly for this purpose, gave $10,000 to furnish it, 
 and afterwards a donation of $30,000 for its equipment. There 
 are now closely connected with the lecture room, in which the 
 theoretical side of mechanic arts is presented, other rooms for 
 the designing and modeling of machinery, and work-shops fitted 
 with power and machinery for working in wood and metals, in 
 which the practical side will be conducted. The machine shop 
 is to be conducted wholly as a means of instruction, and each 
 student will be required to devote at least two hours of the day 
 to work in the shop, so that he will not only get theory and prac- 
 tice combined, but he will also have opportunies to construct and 
 use tools of the greatest precision. Each candidate for the de- 
 gree of Bachelor of Mechanical Engineering will be given an 
 opportunity to design and construct some machine or piece of 
 apparatus, or conduct a series of experiments, approved by the 
 departmen t, such as promise to be of public utility. A special 
 course will be arranged with such young men as have a fair 
 knowledge of the machinist's or pattern-maker's trade, who de- 
 sire to fit themselves for foremen or leading positions in their 
 
PROFESSOR CARR's REPLY. 45 
 
 business. Practice will be given in work of the highest class, 
 with thorough instructions in draughting and mathematics. 
 From such students, forty-five hours per week, aside from reci- 
 tations, will be required, either in the machine shop or draught- 
 ing room," etc. (See Cornell University register, pp. 73-74.) 
 
 The history of our Mechanic Arts College is confined to the 
 courses of general lectures in San Francisco, given each Winter 
 by the Professors of the University, as a part of their intruc- 
 tion. These certainly have had no special relation to the me- 
 chanic arts. Usefnl as they have been in information imparted 
 and by inspiring a kindly feeling towards the University, they in 
 no respect lessen the necessity of carrying out in good faith the 
 provisions of the law. The scientific lectures given in Boston 
 year after year by no means supplied the want of a Technological 
 School, which divided these with the Massachuesetts Agricultural 
 College, the proceeds of the Congressional grant. When the 
 President of that school, Mr. Kunkle, came to this coast, three 
 years ago, and purchased a five stamp-mill from H. J. Booth & 
 Co., of San Francisco, and shipped Colorado ores by the ton for 
 his Boston students to experiment with, the firm generously pre- 
 sented a similar mill, through me, to the University of California. 
 It has never been set up, nor do I know what has bacome of it. 
 
 WHAT HAS BECOME OF THE $30,000 ? 
 
 At the opening of the Mechanics' Institute lectures in San 
 Francisco last year, President Gilman announced that the sum 
 of fifteen thousand dollars a year for two years had been guar- 
 anteed by some of the wealthy gentlemen of San Francisco to 
 carry on certain branches of technological instruction. 
 Just what relation this had to the University I do not 
 know ; there has been no public announcement that such in- 
 struction is yet furnished, or that it is to be furnished the 
 coming Winter. I believed at the time it was an adroit move 
 to checkmate the establishment of a Mechanic Arts College at 
 Berkeley. 
 
 THE OBJECT OF AGRICULTURAL COLLEGES. 
 
 The fact should never be lost sight of that the object of Agri- 
 cultural Colleges is to fit men for the business of agriculture, to 
 train men in the rural and domestic sciences, arts and economies 
 — in other words, to put brains into these pursuits, and elevate 
 them to the dignity of other callings. We have had as many 
 translations of the words of the Congressional Act "in order to 
 promote the liberal and practical education of the industrial 
 classes in the pursuits of agricultural and the mechanic arts," 
 as if they were written in the arrow-headed characters of ancient 
 
46 PROFESSOR CARR'S REPLY. 
 
 Ninevah. Congress meant to endow schools that would bear 
 the same relation to those pursuits that Schools of Law and 
 Medicine do to those professions. As far as this is done the re- 
 sults are all that could reasonably be expected. Where they are 
 managed in the interests of other pursuits, as in our own case, 
 they are not eminent successes. The question as to who is to 
 blame can easily be settled by enquiring who has the responsi- 
 bility ; for in a matter like this, ignorance is not a valid plea. 
 Farmers and mechanics must take the management of institu- 
 tions designed for their benefit, into their own hands if they 
 would have them succeed. No other classes are or can be so deep- 
 ly interested in their success. 
 
 The average time since the opening of the thirty-nine Agri- 
 cultural Colleges, enjoying the national benefaction, is less than 
 five years. Twenty-four of them had, a year ago, an attendance 
 of 2,604 students, with 321 instructors — an average of 109 and 
 12.3, respectively ; while the 217 old institutions (from 30 to 
 100 years old) which reported their collegiate and past graduate 
 students, in 1872 had 20,866 and 3,018 instructors — an average 
 of 95 and 13.8, respectively. They have called out State and 
 individual donations to a very large amount. Thirteen of them 
 have thus received $2,923,550. Eighteen, not including the 
 richest, Cornell, possess property and funds to the amount of 
 $8,272,382. Neither is it true that nineteen- twentieths of their 
 graduates never take to agriculture for a living. 
 
 Massachusetts is not an agricultural State, but she says of the 
 fifty-seven graduates of her Agricultural College, "A large por- 
 tion of them have engaged in agricultural and horticultural pur- 
 suits." Michigan says of her sixty-seven graduates, "A large 
 portion of them have devoted themselves to agricultural pur- 
 suits." If Cornell University has but four Agricultural stu- 
 dents, we are sorry for the State of New York, which ought to 
 have 4,000. Maine, Massachusetts, Michigan, Iowa, are making 
 educated farmers by the hundred in Agricultural Colleges, sepa- 
 rated from the overpowering influence of literary and purely 
 scientific education. The difference is in the omission of the 
 practical, for the quality and quantity of theoretical instruction 
 is nearly the same in both cases. And more than all, the differ- 
 ence is in the spirit of the administrative or directing power of 
 the Institutions. 
 
 CONCLUSION. 
 
 The President of the Board of Kegents, Gov. Booth, has 
 said, "In the broad daylight of free inquiry and full infor- 
 mation, the people are responsible for every public abuse.'" If 
 
PROFESSOR CARR'S REPLY. 47 
 
 my removal has stimulated enquiry, and furnished needed infor- 
 mation, if what 1 have said will lead the people to guard with 
 more zealous care the precious inheritance intrusted to them, a 
 great benefit will have been secured at a trifling cost. 
 
 The opportunities the Regents claim to have had to judge 
 of my fitness and competency have never been improved, for not 
 one who voted for my removal is an agriculturist, and not one, 
 including Regent Gilman, was ever present at one of my lectures 
 to the agricultural class. The same lectures, general and speci- 
 al, before farmers' clubs and associations have been cordially 
 approved, and their publication requested. My life-long interest 
 and association with the working men of the country has given 
 me a vital interest in all their organizations. In this lies the 
 secret of my offence to the Univerisity and its present rulers. 
 
 That our colleges have fostered a spirit of caste which has 
 made them uncomfortable, to say the least, for students of in- 
 dustry, will not be denied by those who witnessed the early efforts 
 to graft the new education upon the old. 
 
 They have been aristocratic rather than democratic in their 
 tendencies. We have no other aristocracy than that of wealth, 
 and within a few years we have seen how dangerous and how 
 corrupting the power of concentrated wealth may become. The 
 people must erect their own safeguards. Let our public institu- 
 tions remain and become more and more popular in the highest 
 sense if the word — exponents of the traditions, spirit and deter- 
 mination of the people of California, rather than a handful of 
 politicians and capitalists. Instead of separating our Agricul- 
 tural and Mechanical schools from those of Letters and the 
 Professions, let us have the latter developed around, not above, 
 the Industrial in the order of their necessity to the public wel- 
 fare. Let their interests be confided to representative, unselfish 
 men, who have faith in the intrinsic dignity of all labor and in 
 the elevation of the people. Respectfully submitted, 
 
 EZRA S. OARR. 
 
 Oakland, September 5, 1874. 
 
^PPEISTDIX. 
 
 I have frequently alluded in the foregoing pages to the "State- 
 ment " of the Eegents to a Joint Committee of the Legislature 
 of 1873-74, appointed at their request, which they say was 
 "Carefully considered by them, unanimously adopted and certi- 
 fied to as correct in all its particulars." This document is dated 
 March 4, 1874. It not only contradicts itself in important par- 
 ticulars, but is at variance with other well attested facts, docu- 
 ments and records. 
 
 The Eegents tell us (page 37 of Statement) that they have 
 either sold or contracted to sell the entire grant of 150,000 
 acres at $5.00 per acre, in gold coin, net, 20 per cent, being paid 
 down, the remaining 80 per cent, bearing interest at 10 per 
 cent, per annum. This should give us a productive fund of $750,- 
 000, or an income of $75,000 per annum. The law of Con- 
 gress requires this to be invested in United States Stocks or 
 other safe stocks. It is not so invested. 
 
 The ifetal amount of principal, cash, received at date of State- 
 ments, was $114,025.47, of this amount, $79,709.96 was in the 
 hands of Regent Ralston, bearing interest at the rate of six per 
 cent, per annum. $34,315.51 was expended for the purchase of 
 the Brayton Estate, for which Regent Tompkins was agent; (see 
 pages 33 and 34.) Applications on file and certificates of de- 
 posit to the amount of $94,573, " bearing interest at 10 per 
 cent." are in the hands of the Land Agent, the money in the 
 Bank of California, but no account of interest allowed by said 
 Bank appears in the exhibit of the Regents, (see page 35.) 
 Four dollars credit per acre on 94,573 acres amounts to $378,- 
 292 and should have been drawing interest, otherwise the income 
 from the land fund is diminished at the rate of $37,829 per 
 annum. 
 
 A still more serious evil appears in the fact that the Regents 
 have so framed their regulations, that the purchaser is not 
 obliged to pay interest on the credit portion of his purchase 
 money until his title is obtained. The time intervening be- 
 tween the application and rendering of patent may be extended 
 for years, while the land is occupied and cleared of timber. No 
 bonds had been given guarding against such a contingency up to 
 the 1st of July last ; while on page 36 of the Statements we 
 
PROFESSOR CARR'S REPLY. 49 
 
 find that 8,840 acres have been forfeited by applicants and re- 
 turned to the Land Agent. We have seen from the Statements 
 that $79,709.96 of the Agricultural Land Fund was drawing 
 interest at six per cent, per annum ; $34,315.51, temporarly in- 
 vested in property, subject to a mortgage of $50,000, bearing 
 originally ten and later nine per cent, per annum interest, and 
 $94,583 drawing no interest at all up to the 1st of July last, as 
 appears from the books. " I submit this as conclusive evidence 
 of the care, the ability, and the fidelity " with which the Re- 
 gents say, " they have administered the responsible and onerous 
 trust confided to them." 
 
 Again, with reference to the Brayton property, or rather 
 " four full blocks in the heart of the growing city of Oakland," 
 we are told, " it has cost to date, including $11,386.25, paid as 
 interest on the mortgage, the sum of $112,476.25 ; " (page 34 
 of Statements.) On page 44 of the Financial Exhibit, the 
 property is stated to have cost $113,592.45, (Brayton Estate,) 
 and the "College of California property including the block and 
 buildings thereon " $49,030.04, or $162,000 for the four full 
 blocks. 
 
 Blocks No. 2 and 3, purchased of the Brayton Estate, cost 
 $94,315.51, according to the Statements on page 40, in this man- 
 ner : They assumed a 50,000 mortgage for Mrs. Brayton, " and 
 transferred to the vendors the outside property, valued at about 
 $30,000, adjoining the University site at Berkeley, which had 
 been obtained without any additional cash expenditure." But, 
 on the $50,000 mortgage $11,386,25 interest was paid, also $2,- 
 929.51 for some unexplained purpose, as will be seen by referring 
 to page 34, where we find that $34,315.51 of the principal of the 
 land fund was " temporarily invested " in this purchase, $20,- 
 000 of this specific sum having been paid subsequently for an- 
 other block of Brayton property " to complete the quadrangle." 
 We find that the addition of $11,386.25 to that sum leaves $2,- 
 929.51 unaccounted for, making the entire cost of the two blocks 
 upon which the mortgage rested, as above stated. 
 
 If the block and buildings formerly belonging to the College 
 of California, are considered as a part of the " purchase " which 
 has proved valuable to the State, " being worth many thousand 
 dollars more than it has cost," the total cost of the four full 
 blocks may be summed up as follows, according to the Regents' 
 own showing: 
 
50 PROFESSOR CARR'"s REPLY. 
 
 The College Block, or No. 1, cost $49,030.04 
 
 Blocks 2 and 3, (Br ay ton property,) cost, by mortgage assumed ( $50,000.00 
 
 Interest on the same •? 11,386.25 
 
 Item unaccounted for ( 2,929.26 
 
 $94,315.52 
 
 Vacant Block, No. 4, cost $20,000.00 
 
 Total cost of four full blocks $163,345.55 
 
 Yet on page 34 of the Statements, the Kegents say : " Should 
 it be deemed best to dispose of this property it will realize 
 1150,000 at least, sufficient to pay off the mortgage of $50,000, 
 to repay the Land Fund the $34,315.51 borrowed, and leave a 
 surplus of $65,684.48, yielding in the shape of profit a far 
 larger interest upon the amount of the land fund invested than 
 could possibly have been derived from any ordinary safe invest- 
 ment." From their own showing these four blocks cost $163,- 
 345.55, and they will " realize," (page 34 of Statements,) $150,- 
 000, making a net loss of $13,345.55. 
 
 It were well for the Agricultural interests of the University 
 if this were all the Eegents have attempted to conceal in count- 
 ing the cost of that dear purchase. On page 46 of the State- 
 ments, they count among the possessions of the University, the 
 present domain, " 200 acres of land, worth, at a low valuation, 
 $1,000 per acre." Directly Adjoniing, and situated on both sides 
 of Strawberry Creek, the beautiful wooded stream which mean- 
 ders through the University grounds, is the property exchanged 
 with the Brayton Estate, " valued at about $30,000," described 
 in the deeds as follows: "Lots 1 to 11 inclusive, in Block B; 
 lot 49 in Block F, and lots 20, 21, 23, 24, 26, 27, 28, 29, 31, 32 
 in Block D ; 81, 70-100 acres of land in Nos. 80 and 82, Kel- 
 lenb^rger's map, (situated between the Deaf and Dumb Asylum 
 and University,) 112 acres of undivided or mountain land," cov- 
 ering unestimable water rights and resources. Two hundred 
 thousand dollars is as low a valuation for this land as for that 
 remaining in possession of the University. 
 
 The Brayton property, therefore cost the University $170,- 
 000 more than is shown in the Statements, it robbed the experi- 
 mental farm of ground most essential to its uses, well sheltered 
 and valuable for horticultural purposes, with water rights which 
 no money can ever replace. 
 
 The account then, stands as follows : 
 
 Brayton property, (3 blocks) cost in Berkeley lands $200,000.00 
 
 Mortgage on two blocks 50,000.00 
 
 Cash paid from Land Fund 34,315.51 
 
 Cash paid on College Block 49,345.55 
 
 Total cost $333,345T55 
 
 Value as estimated by Regents $150,000.00 
 
 Loss to the Uniyersity $183,345.55 
 
PROFESSOR CARR'S REPLY. 51 
 
 These lands were donated and in some of them the terms of 
 the deeds are explicit, "for an Agricultural College." The lia- 
 bilities of the College of California, paid by the Regents, did 
 not equal the amount realized on the College Block at the recent 
 sale. The Berkeley lands also were advancing in value, and 
 since the removal of the University, are practically unestimable, 
 even considered with reference to future speculative uses. 
 
 If this is ths best showing the Regents can make of the man- 
 agement of property lying directly under their eyes, what, in all 
 probability, would be the exhibit of losses in the management 
 of 150,000 acres of valuable timber and other lands of which 
 the pu blic knows little or nothing ? The history of the sales of 
 school and University Lands has been one of shameless fraud and 
 peculation committed, not upon one, but many generations. 
 
 Misstatements and misrepresentations abound in these and 
 more recent Statements of the Regents upon other points. They 
 authorized me to employ a gardener Sept. 18, 1872, yet, in re- 
 ply to the inquiries made by the Grangers and Mechanics Aug. 
 8, 1874, they state that " within the past year the Berkeley 
 property has been surveyed and mapped, and the right places 
 marked out for Agriculture, Horticulture, Botanic, Garden and 
 Forestry." In their printed statements, dated March 3d, they 
 say that " $500 was placed at my disposal to secure the aid of 
 competent lecturers on special subjects," but on April 17th, the 
 Secretary writes, asking me to name these lecturers and submit 
 plans, "that the Board may understand just what you would 
 like to see done when the outlays asked for are authorized ! " I 
 might multiply these instances, demonstrating the financial 
 " unfitness " of the managing Regents, to administer a trust of 
 $750,000 from the Nation, and a still larger sum from the State ; 
 and their moral " incompetency " to tell the truth, in the excep- 
 tional position of witnesses not under oath. 
 
 But I think enough has been said to guard the true friends of 
 the University against the sophisms of educational charlatans 
 and political demagogues, and from future betrayals by the land 
 speculators and moneyed corporations who have hitherto man- 
 aged it in their own rather than the interests of the people. 
 
THE 
 
 University and its Managers 
 
 BEFOKE THE PEOPLE AND THE, LAW. 
 
 BY PROF. WM. SWINTON. 
 
PROP. SWIUTOFS TESTIMONY 
 
 Before the Legislature of California, 
 
 —GIVEN TO THE— 
 
 oinf jVgfelafiw flommitt^ on ||muft[sttg W®** 
 
 MARCH 11th. 1874. 
 
 WM. SWINTON, Sworn. 
 
 The Chairman. — Prof. Swinton, we propose to examine you first under the 
 first resolution : (reads,) "What instruction has been given in Agriculture 
 and the Mechanic Arts in the University, whether it has been defective or not ; 
 and if defective, what is the cause, remedy, etc?" In what particulars do you 
 disagree with the " Statements" embodied in this report? (Regents' of March 
 3, 1874.) 
 
 A. — I object to the use of the term "College of Agriculture," as it does not 
 conform to our last official statement of the organization of the University. 
 We have no such thing. 
 
 Mr. Tinnin. — What did I understand was your objection to the report — your 
 objection to calling it an Agricultural College ? 
 
 A. — It does not conform to the official statement ; I do not think a special 
 course in the College of Science is an Agricultural College. 
 
 Mr. Friedenrich. — In what way does it lack or fall short? 
 
 A. — A number of subjects stated in our catalogue are not taught. 
 
 Q. — Can you suggest any remedy ? A.ny improvement? 
 
 A. — As a measure of economy, I should say that the abolition of the office of 
 President would be a desirable measure. I should be happy to respond in writ- 
 ing, more fully. 
 
 Q. — Can you name any College that does not have a President' ? 
 
 A. — Yes sir. The University of Virginia. 
 
 Q. — What were your relations with the President ? 
 
 A. — They have always been those of civility. I think he is not as good a 
 President as the University of California deserves. 
 
 Q. — Can you give us any reasons for that ? 
 
 A. — I will. I think he has put the Board of Regents in a sort of tacit attitude 
 of antagonism to the wishes of the people of the State in regard to certain phased 
 of practical education, 
 
 Q. — In what way ? 
 
56 pkofessok swinton's testimony. 
 
 A. — Rather by inference and implication than by direct statement, viz . giv- 
 ing the impression that the people who are struggling passionately, though some- 
 what crudely, after a great educational idea are mistaken in their wishes, that 
 their idea has been tested elsewhere and failed ; query, has it failed? That is 
 one point. Another point is, that I do not think there is that feeling of con- 
 fidence, on the part of the students towards him, that is necessary to the success- 
 ful working of the University for any considerable length of time. 
 
 Q. — How long have you entertained these feelings ? 
 
 A. — It is difficult to state the genesis of feeling. I never had a very high re- 
 gard for his fitness for the position, founded on what I heard in the East. I did 
 not entertain a very high regard for his abilities before he came here. My ob- 
 servation did not increase my regard for his fitness. That feeling has been grow- 
 ing ever since. 
 
 Q. — In what way do you believe that the Board of Regents, either acting under 
 the influence of President Gilman or not, failed to carry out the wishes of the 
 people in the management or establishment of the Agricultural Department of the 
 University. 
 
 Mr. Friedenrich. — I would suggest, Mr. Chairman, that the witness present his 
 statement written out. 
 
 To the Chairman of the Joint Committee on the University : 
 
 Sir : When, on the eleventh instant, I had the honor of ap- 
 pearing before your honorable committee, in obedience to a sub- 
 poena, a member (Mr. Amerman) made the following statement : 
 
 " I suppose, so far as the committee is concerned, that they want to obtain any 
 information that it is possible to obtain in relation to the condition and manage- 
 ment of the University, and with which the Faculty are conversant. Without 
 putting any specific questions, I suppose it would be perfectly in order for you to 
 state anything that would throw light npon this subject." 
 
 In accordance with this courteous invitation, I beg leave to 
 present the subjoined considerations. At the outset, however, 
 it is proper for me to promise, that it is not my design to enter 
 into the large and complicated question of university organiza- 
 tion (for the framework of that is already provided for in the 
 Organic Act,) but merely, to offer certain general views regarding 
 the University's "condition and management." 
 
 And first, as to the present state of the University with rela- 
 tion both to the purpose contemplated by the national land 
 grant, which constitutes its main permanent endowment, and to 
 the expressed desire of the people, whose benefactions, through 
 legislative action, have been and still are necessary to the exis- 
 tence of the institution. 
 
 THE NATIONAL BENEFACTION. 
 
 The purpose contemplated by the national land grant is ex- 
 plicitly set forth in the language of the law of Congress, which 
 declares that " the fund shall be applied to the endowment sup- 
 port and maintenance of at least one college, where the leading 
 object shall be, without excluding other scientific and classical 
 studies, and including military tactics, to teach such branches of 
 learning as are related to agriculture and the mechanic arts." 
 
PROFESSOR SWINTON'S TESTIMONY. 57 
 
 True, the law, by not excluding " other scientific and literary 
 studies," presents an opportunity for the introduction of a gen- 
 eral scientific course, but it at the same time concentrates the 
 main force of its purpose on the industrial arts as the " leading 
 object " of the National Colleges. 
 
 This law dates back to 1862 ; and considering the period at 
 which it was framed, it is a notable instance of advanced educa- 
 tional views — for the noble and democratic theory of the people's 
 university, which shall aim at the " betterment of man's estate," 
 is a modern thought, originating not in the cloister but in the 
 popular heart, and even yet unappreciated by the scholastic 
 class, who, by the very fact of their position, are expounders of 
 the old rather than creators of the new. 
 
 Unmistakable, however, as is the scope of the law, it, unfor- 
 tunately, by the generality of its terms, leaves an opening, small 
 indeed, yet sufficiently wide to have prompted in several instances 
 the attempt to pervert the essential aim of the Act by convert- 
 ing the National Colleges into literary and " pure science " 
 schools — that is to say : the non-exclusion of the general culture 
 studies as a secondary object has, by the obstructive ingenuity 
 of pedantry, been made the excuse for the exclusion of that 
 which, with noticeable emphasis, is declared to be the primary 
 object, to wit : the practical application of science to the wants 
 of man. I say that this looseness in the law has, in several in- 
 stances, been made the occasion for the kind of perversion 
 spoken of (I waive, for the moment, the query whether such 
 perversion has been attempted in the case of the University of 
 California ;) and this abuse of a grand intent has alarmed the 
 friends of popular practical education. Thus the able and ex- 
 haustive Report on University Education, published by Congress 
 in 1870, speaks of the " danger to the interests of agriculture 
 and the mechanic arts, when confided to men unacquainted with 
 and wholly unappreciative of them." " The friends of agricul- 
 ture," it continues, " should make sure in effecting a consolida- 
 tion with an institution of different character and aims (I waive, 
 for the moment, the query whether the late College of Califor- 
 nia is a case in point,) that the administration of the dual insti- 
 tution be confided to men of large, comprehensive and impartial 
 views." (Report on Education, by Dr. I. W. Hoyt, U. S. Com- 
 missioner, p. 152.) 
 
 But there is a yet more decisive and authoritive expression of 
 opinion respecting the vital object of the national grant for in- 
 dustrial schools, in Morrill's new Agricultural Bill, now pending 
 before Congress. For it is declared that this has been 
 
58 PROFESSOR SWINTON'S TESTIMONY. 
 
 rendered necessary in order to correct just the kind of abuse here 
 spoken of, and to insure good faith. " If," says the Act, " it 
 shall at any time be made to appear to the Secretary of the In- 
 terior, by unequivocal evidence, that any State or Territory has 
 not in good faith substantially complied with the provisions of 
 the Act named in the first section of this Act, as to the use, ob- 
 ject and purpose therein contemplated, he shall at once duly no- 
 tify the Treasurer of the United States, who shall thereafter 
 withhold the payment of any interest which may have accrued, 
 or accrue, to any colleges in such State or Territory, until such 
 time as the Secretary of the Interior shall be satisfied as to the 
 compliance with the provisions of said Act, and shall so notify 
 the Treasurer aforesaid." The University of California is deep- 
 ly interested in the success of this bill, for it would, in case it 
 could be shown that the institution has faithfully complied with 
 the provisions of this Act, in making agriculture and the me- 
 chanic arts the leading object, add over $30,000 per annum to 
 its permanent endowment. (But I waive, for the moment, the 
 query whether such compliance could be shown by the Board of 
 Regents of the University of California.) 
 
 In regard to the new bill, and the attitude which the scientific 
 doctrinaries hold thereto, the eleventh annual report of the 
 Massachusetts Agricultural College (1874) says : " Many of the 
 leading educators [i. e., individuals in leading educational posi- 
 tions,] who seem to have hitherto regarded these new institutions 
 with silent contempt, have become alarmed at their rising impor- 
 tance ; and Presidents of Universities, both old and new, ap- 
 peared at the Capitol in person, or by letter, to remonstrate 
 against the proposed action of Congress." (Here, too, I waive, 
 for the moment, the consideration whether the President of the 
 University of California was one of these " remonstrants.") 
 
 THE PEOPLE'S WISH. 
 
 With this much of consideration of the purpose contemplated 
 by the national land grant for Agricultural and Mechanic Arts 
 Colleges, I have now to make up the correlative question : what 
 is the wish of the people of California touching the University, 
 which they are taxing themselves to sustain ? 
 
 On this head there is happily no room for doubt. The mem- 
 orial now before this Legislature — a memorial behind which 
 stands the imposing and voluminous figure of the two great 
 producing classes, to wit : the agriculturists and artisans of this 
 State — voices with no ambiguous utterance, the passionate and 
 irrepressible desire for a University of the people, by the people, 
 for the people. Says the memorial : 
 
PROFESSOR SWINTON'S TESTIMONY. 59 
 
 " Believing that the first and highest employment of men is to feed, shelter 
 and clothe the world, we ask that the graduates of our industrial colleges may 
 be peers of scholars in mental culture, and peers of laborers in manual skill and 
 physical development. Agriculture, in its various departments, should be so 
 taught and practiced in our University as to send forth scientific farmers, whose 
 labor and skill can utilize the soil and develope its greatest resources, while the 
 mechanical department should graduate learned and skilled mechanics ; and it 
 is the earnest desire of the agriculturists and meclianics of this State to make these 
 great departments of industry the leading feature of our State University." 
 (Memorial of California State Grange and Mechanics' Deliberative Assembly on 
 the State University, p. 8.) 
 
 These ringing declarations, which, to my mind, add a new- 
 dignity to the industrial vocation, methinks they are the voice, 
 as of many waters, of the People who come up to to the Capitol to 
 demand that their great intent be not obstructed, but carried out 
 — and I most respectfully leave with your committee to determine 
 whether this majestical array is to be waived away by the 
 shrunken figure of a college President disceursing scholastic 
 platitudes about the supposititious "failure " of the people's 
 glorious aspiration ! 
 
 APOLOGETIC. 
 
 If, in this presentation of the claims which the National G-ov - 
 ernment, as well as the people of California, have on the Uni- 
 versity, I have, as is probable, obtruded on your committee facts 
 and views already familiar to you, it is because it has seemed to 
 me that they are sometimes left out of sight, and because they 
 are the necessary preliminary to the statement of the actual 
 condition of the University in relation to its fundamental aim 
 and purpose. This is the cardinal point in your inquiry, and I 
 now proceed to answer it, premising, however, that matters as 
 well of theory as of fact, will have to be taken into account. 
 
 As regards the past, I have stated in my testimony that pro- 
 bably the Board of Regents of the University has, in the mat- 
 ter of industrial education, acted as well as could be expected of 
 a body constituted as it is. According to their " lights " the 
 members have doubtless aimed at the best interests of the Uni- 
 versity. There have been, again, many obstacles to the carrying 
 out of the original intent of the University, such as the recent- 
 ness of its organization, its late change of location, etc. These 
 should have a due weight ; and yet, I venture to declare, not an 
 undue weight, for many of the State institutions, the recipients 
 of the National Grant for Agricultural and Industrial Colleges, 
 that are no older than the University of California, have already 
 planted things like to last, in the establishment of practical 
 schools, which, by their signal success, have demonstrated that 
 the national grant was founded in the largest wisdom. 
 
 This question, however, of what the Regents have done or 
 
60 PROFESSOR SWINTON's TESTIMONY. 
 
 have left undone is a question apart, the answer to which may 
 be left to their own consciences. Meanwhile, the main, vital, 
 overshadowing question is, what is now the 
 
 THEORY OF THE MANAGERS OF THE UNIVERSITY 
 
 Regarding practical education, so far as that theory, design, pur- 
 pose and intent, may be gathered from the published utterances 
 thereanent ? 
 
 On this subject the most salient and memorable exposition 
 was made by President Gil man in his address before the Legis- 
 lature. He said, after stating the scope of the University, that, 
 " if inquiry should show that the friends of agricultural educa- 
 tion, under the most favorable circumstances, were disappointed, 
 or that their hopes had been abandoned, California should avail 
 herself of this experience, and before incurring radical change 
 or expense, ascertain the lessons of experience elsewhere." 
 
 It will be noticed here that the failure of industrial institu- 
 tions is made, not declaratively, but by hypothesis. Yet, that 
 President Gilman wished to leave the impression that Agricul- 
 tural and Mechanic Arts Colleges are failures, is sufficiently evi- 
 denced by the fact that he proceeds to array all the supposed 
 " disappointments " and " abandonments of hope " by " the 
 friends (?) of agricultural education," citing the Agricultural 
 Colleges of Massachusetts, New York, Iowa, etc., as instances. 
 And, to reinforce this impression, a compilation of all the dis- 
 mal jeremiades over the supposed "failure " of these schools has 
 recently been made by the same hand, printed and laid on the 
 members' desks. (Facts in relation to Agricultural Colleges.) 
 I cannot refrain from saying that it is difficult to conceive any 
 adequate motive for this wholesale perversion of the truth. The 
 progress, success, and benefits of the Industrial Universities and 
 Colleges founded by Congress to promote agriculture and the 
 mechanic arts, considering the means employed, the recentness 
 of their establishment, and the obstructions put in their way by 
 the caste prejudice of the classicists and scientific schoolmen, 
 have been far beyond that of any other higher institutions of 
 learning in the country, and form, indeed the most inspiring edu- 
 cational fact of the nineteenth century. I need only refer you 
 to the last Report of the National Department of Agriculture 
 for information touching the progress of the colleges enjoying 
 the Congressional grant have. This document presents a most 
 gratifying exhibit of the thirty-two State Agricultural and In- 
 dustrial Colleges, which are attended by more than three thous- 
 and students, a large portion of whom are pursuing agricultural 
 and mechanical studies, and are under the care and instruction 
 
PROFESSOR SWINTON's TESTIMONY. 61 
 
 of more than three hundred and fifty Professors. On this head 
 I respectfully refer to an admirable resume of the success of 
 these institutions, contained in the recently published report of 
 the Committee on Education in the California Legislature. 
 (See pp. 4 and 5.) 
 
 WHY SHOULD PRACTICAL EDUCATION BE A FAILURE ? 
 
 But, aside from the demonstrated fact of the success of these 
 establishments, I cannot refrain from asking that a priori rea- 
 son exists for supposing that they should be a failure, if under 
 the conduct of men hospitable to the great cause ? In various 
 departments of human activity it is recognized that pure science 
 must be brought down into contact with pi ofessional pursuits, 
 and it is conceded that only special schools can perform this 
 work. That there is a point of contact between pure mathe- 
 matics and the art of navigation, is made manifest by the fact 
 that the Federal Government sustains a Naval Academy for the 
 training of skilled officers in a special branch of the public ser- 
 vice, and a Military Academy to fit men for another service, to 
 wit, the profession of arms. Medicine, I believe, is not taught 
 in the abstract, but in theaters of anatomy and in the clinics of 
 the hospital ; and law schools seem to be successful just in pro- 
 portion as they bring the exposition of pure principles in rela- 
 tion with the methods of actual procedure. 
 
 Now is it to be supposed that in the exploitation of the pro- 
 ductive forces of nature there is no room for the practical appli- 
 cations of science, taught in schools in which theory is brought 
 in contact with practice and experiment ? Is the boasted Ba- 
 conian method, which makes "fruits " (that is, practical results,) 
 the test of sound philosophy, a mere delusion ? It is a fact 
 which legislators would do well to take into account, that as in 
 the case of about one half the whole number of the globe's in- 
 habitants the chief occupation is the tilling of the soil, and fur- 
 ther, that as in all civilized countries another large part of the 
 population is, in the diversified forms of mechanical industry, 
 engaged in the fabrication of articles useful to man, agriculture 
 and the mechanic arts necessarily form the real basis of a na- 
 tion's wealth, prosperity and happiness. If, between science and 
 these divine creative functions of humanity there is no connect- 
 ing link, and lawyers, doctors and priests alone are privileged to 
 draw from the upper reservoirs, then, indeed, may thoughtful 
 men well begin to inquire if science is not out of joint. 
 
 WHAT IS THE FACT ? 
 
 But on this score speculation is superseded by fact. The Na- 
 
62 PROFESSOR SWINTON's TESTIMONY. 
 
 tional Government, acting on the faith of a great and beneficent 
 idea, sought in the Agricultural College bill to elevate the in- 
 dustrial pursuits to the rank and dignity of the so-called learned 
 professions. The conviction had long prevailed that our higher 
 institutions of learning did not confer upon these pursuits equal 
 advantages with the old " professions," and the idea of training 
 young men in the direction of these pursuits, of putting brains 
 into these industries, gained ground and was embodied in the 
 Act of 1862. And every body, but President Gilman, believes 
 that the experiment, wherever fairly and honestly tried, has been 
 a most gratifying success. 
 
 MISPLACED IRONY. 
 
 In this view, I cannot but think it lamentable that cultured 
 gentlemen of the Board of Regents should have come before 
 your honorable committee (as the testimony shows they have 
 done) to cast ridicule on the popular desire that the applications 
 of science to the great practical interests of life shall receive in 
 the University that consideration which the law demands. The 
 reasonable wish of the people, that some definite efforts shall be 
 made in the direction of agriculture and the mechanic arts is 
 met by the flippant query : " Do you wish us to teach your sons 
 to plow and harrow, to peg shoes, or set up steam engines ? " 
 Surely, in view of the weigty interest at stake, there was never 
 made a more melancholy use of the redutio ad absurdum. 
 And it is the more melancholy, from ths fact that the trium- 
 phant iteration of this argument shows, that in place of being a 
 mere piece of bandinage, it is a significant revelation of the ac- 
 tual attitude of these gentlemen towards the weighty modern 
 problem of the renovation of education into conformity with 
 the broad facts of American politics and sociology. What a 
 proof of the survival of that scholastic feudalism which regarded 
 the learned professions as something in which inhere dignities 
 and proscriptive rights, that the tiller of the soil and the " base 
 mechanical " should be frowned on for claiming ! 
 
 REVELATIONS. 
 
 These revelations of the attitude of President Gilman towards 
 the claims of industrial education, cast a vivid retrospective 
 light on a series of changes which, soon after this accession, 
 were made in the organization of the University — changes made, 
 too, without the advice or consent of the Faculty, and which, I 
 feel free to say, a majority of the members regard as most im- 
 politic, if not illegal. The nature of these changes I now pro- 
 ceed to indicate. 
 
PROFESSOR SWINTON'S TESTIMONY. 63 
 
 It is well known that the Organic Act provided, in the organ- 
 ization of the University, for the establishment of certain col- 
 leges, to wit : a State College of Agriculture, a State College of 
 Mechanic Arts, a State College of Mines, a State College of 
 Civil Engineering, a State College of Letters, etc. The same 
 Act required that the College of Agriculture should be first es- 
 tablished, the College of Letters being already in existence, as 
 an heirloom of the old College of California. 
 
 Upon this basis the University was organized, and went into 
 operation September, 1869. The first Register (1870) explicitly 
 enumerates these Colleges as the constituent members of the 
 University, and states that " each College confers a proper de- 
 gree at the end of the course." It is true that this organiza- 
 tion was in part an ideal one, seeing that de facto neither the 
 College of Mechanic Arts, nor that of Mines, nor that of Civil 
 Engineering, was in existence ; but the plan was at least in ac- 
 cordance with law — a curriculum was drawn out for each Col- 
 lege, and only the filling of certain chairs was requisite in order 
 that they might pass from the realm of the ideal into that of 
 the real. 
 
 The Register of 1872-3 — the first after the accession of Presi- 
 dent Gilman — was to the Faculty the first revelation of a com- 
 plete transformation in the organization of the University. 
 While the College of Letters remained, the four other Colleges 
 had, to all appearance, become disincorporate, one common cur- 
 riculum of science being substituted therefor, and only certain 
 special " scientific studies " remaining as ghostly reminences of 
 the College of Agriculture, College of Mechanic Arts, College, 
 of Mining, etc. The last official exhibit of the organ- 
 ization of the University in the proof-sheets of the forthcoming 
 Register for 1874, shows the University to consist of (1) a 
 "Faculty of Science," (2) a "Faculty of Letters" — Agricul- 
 ture, the Mechanics Arts, Mining, etc., still flitting vaguely as 
 " special courses " in the " Department of Science." 
 
 It is true that the change thus affected is one rather of nom- 
 clature than of fact, and it would be of uo special import were 
 there collateral assurance that the intent of the managers of the 
 University looked to a faithful carrying out of the law ; but, 
 taken in connection with the recent persistent championing of 
 the theory that the University should be a literary and " pure 
 science " school of the Connecticut type, and with the statements 
 that the experiment of practical education is a dismal failure, 
 the change of name gathers a most pregnant significance. 
 
 One of the most unfortunate results entailed by this merging 
 
64 PROFESSOR SWINTON'S TESTIMONY. 
 
 of the individuality of the " Colleges " composing the Univer- 
 sity, is that it takes away the reasonable ground of demand for 
 professors and lecturers to carry on the full carricula of said 
 colleges. So long as the cadre, or framework of these several 
 Colleges remained, the Kegents could point to vacant chairs, and 
 with justice ask the people for means to fill these chairs ; but as 
 it now is, one professor would seem to be fully adequate to the 
 instructional demands of any mere " special course " in the De- 
 partment of Science. 
 
 It may now be in place to state briefly 
 
 WHAT IS ACTUALLY DOING IN AGRICULTURE 
 
 In the University. And on this head, it is proper to mention 
 that the latest Kegister is scarcely a trustworthy guide, for the 
 imposing display therein made is rather an ideal to be worked 
 up to, than an accomplished or even a possible fact. The work 
 actually done in the " specialty " of agriculture consists exclus- 
 ively of didactic exposition in the class-room, to wit : five lec- 
 tures per week on the subjects of agricultural chemistry, agri- 
 cultural botany, etc.; and as these subjects are in the hands of 
 an able and experienced professor, the instruction cannot be 
 other than valuable ; but as an " Agricultural College," this 
 can hardly be deemed a shining success. 
 
 In contrast with this meager performance, and as an exem- 
 plar of what should be done in California, the mode in which 
 other institutions, founded on the national grant for the estab- 
 lishment of agricultural and industrial colleges, have carried 
 out the "leading object" of the Act, is most instructive. In 
 the recent official printed " Statements " of the Kegents to your 
 committee, they say that they " beg those who are interested in 
 the problem (of agricultural and industrial education) to exam- 
 ine the catalogues, registers and reports of other State Colleges, 
 and not rest their opinions upon vague end inaccurate rumors, 
 or hostile criticisms." This suggestion is most appropriate ; for 
 such examination, while bringing some mortification by the con- 
 trast of the little we have done with the marvelous practical 
 success of these institutions, will afford both a spur to our efforts 
 and a standard for our aims. 
 
 ELSEWHERE. 
 
 For this purpose an examination of the registers of the Ag- 
 ricultural College of Massachusetts (at Amherst,) and of New 
 York (Cornell,) will suffice. 
 
 In the Massachusetts Agricultural College the following 
 Faculty appears in the specialties of agriculture : 
 
PROFESSOR SWINTON'S TESTIMONY. 65 
 
 Professor Clark, Professor of Agricultural Botany and Hor- 
 ticulture. 
 
 Professor Stockbridge, Professor of Agriculture. 
 
 Professor Goessmann, Professor of Agricultural Chemistry. 
 
 Professor Cressy, Professor of Veterinary Science. 
 
 Professor Packard, Lecturer on Useful and Injurious Insects. 
 
 Professor Dickenson, Lecturer on Rural Law. 
 
 S. T. Maynard, Gardener and Assistant Professor of Horticul- 
 ture. 
 
 J. C. Dillon, Farm Superintendent. 
 
 Says the last register of this institution : " Every science is 
 taught with reference to its application to agriculture and the 
 wants of the farmer. The instruction in agriculture and horti- 
 culture includes every branch of forming and gardening which 
 is practiced in Massachusetts, and is both theoretical and prac- 
 tical. Each topic is discussed thoroughly in the lecture room, 
 and again in the plant house or field, where every student is 
 obliged to labor six hours per week." The number of students 
 last year was one hundred and thirty-nine. In regard to the 
 success of the institution the report continues : " The institu- 
 tion has been blessed with its usual prosperity, and has accom- 
 plished much good. The farm and stock have steadily improved, 
 and some agricultural experiments have been carried on with in- 
 teresting and important results. There are hundreds of influen- 
 tial men who, like the lamented Agassiz, were for years after its 
 incorporation entirely skeptical in regard to the possible utility 
 of such an institution, but who are now ready to unite in his 
 magnanimous confession, that he had been mistaken and was 
 glad to be convinced of the fact, and that the college was a com- 
 plete success, and worthy a place among the scientific institutions 
 of the world." 
 
 Cornell University, which was established with the same gen- 
 eral aims as the University of California, affords a still more 
 interesting instance of the position which agriculture holds in 
 one institution which shared the national land grant for agricul- 
 tural colleges. Cornell University consists of a congeries of 
 colleges, just as did our own University until the recent remod- 
 eling. One of these colleges is a College of Agriculture. It 
 has a Faculty consisting of eight professors and ten lecturers, 
 and these professors and lecturers are engaged purely in special 
 instruction in agriculture. The President of Cornell might 
 have put down the thirty or forty other professors who are en- 
 gaged in the various dapartments of university work, as swelling 
 this list ; but to him evidently had not occurred that ingenious 
 
66 PROFESSOR SWINTON's TESTIMONY. 
 
 theory, the invention of the President of the California Univer- 
 sity, which makes the teachers of all branches of learning 
 Professors of Agriculture — a theory, by virtue of which the 
 Eegents, in their recent " Statements," are able to claim that 
 seventeen out of eighteen professors and instructors "now teach- 
 ing at the University/' are teachers of agriculture ! 
 
 As your committee have asked for special information on this 
 subject, 1 beg leave to state, that the lectures and exercises in 
 the agricultural college of Cornell University, comprise the fol- 
 lowing subjects ; 
 
 1. The Chemistry of Agriculture, including the constituents and analytical 
 composition of soils and of cultivated plants, the constituents and chemical 
 agencies of the atmosphere and of water, and the composition of manures. 
 
 2. The Geology of Agriculture, including the formation or soils, their chem- 
 ical, physical, and economic character, their suitability for different kinds of 
 crops, and the principal geological features of various portions of the United 
 States as affecting the soil and productions. 
 
 3. The Physics of Agriculture, including meteorology, or the laws of climate, 
 and light and heat as influencing plant life. 
 
 4. The Mechanics of Agriculture, and their application to the various descrip- 
 tions of implements and labor required on the farm. 
 
 5. The Botany of Agriculture, including structural botany, vegetable physi- 
 ology, vegetable pathology, and a knowledge of crops cultivated for food and for 
 technical purposes. 
 
 6. The Zoology of Agriculture, including the habits, diseases, and treatment 
 of live stock, the anatomy of the horse, the cow, the sheep, and other farm ani- 
 mals, and all branches of veterinary surgery and medicine, as well as a special 
 consideration of insects injurious to vegetation. 
 
 7. The Economics of Agriculture, including the sequence of agricultural 
 operations, the economical divisions of labor, the rotation of crops, the imrpove- 
 ment of the soil by manuring, draining, and liming, farm engineering and con- 
 struction, general agricultural policy, and the management of landed property. 
 
 A CONTRAST. 
 
 I venture to believe that your committee is now in position 
 to realize not only how far the University of California is be- 
 hind the other " National Colleges " in respect of this great 
 phase of practical education, but also to how considerable a de- 
 gree the institution has, during the incumbency of President 
 Gilman, lapsed from the promise of two years ago. 
 
 Two years ago the University had an Agricultural College, 
 so named and announced in the official programmes of the in- 
 stitutions ; now there is no Agricultural College, not even the 
 theory of one : but in its room "a special course/' not essential 
 to any degree conferred by the University. 
 
 Then the agricultural graduate received for his four years 
 study a diploma, equivalent in value to that of the College of 
 Letters, and bearing the signatures of all the Professors, whose 
 instruction he had enjoyed; wow the agricultural graduate re- 
 ceives an inferior style of diploma, signed by to or three Pro- 
 
PROFESSOR SWINTON'S TESTIMONY. 67 
 
 fessors while, with puzzling inconsistency, it is claimed that 
 nineteeu twentieths of the University instruction is enjoyed by 
 the students of agriculture ! 
 
 Then students were directed towards the Agricultural College 
 as intended to give special training in agriculture, as the law 
 provides ; now the whole scheme of industrial education, as fos- 
 tered by the National Government in past and prospective action, 
 and as understood and successfully carried out in the several 
 States almost without exception, is held up to the people of 
 California, and to the youth who should be directed and encour- 
 aged into industrial callings, as an ignominious failure or a 
 Utopian dream. 
 
 Then one of the buildings was designed, named ,and dedicated 
 the Agricultural College ; now the same building is in the Uni- 
 versity register designated the " South College," or the lt College 
 of Science." 
 
 Then a noble suite of rooms on the main floor of the Agri- 
 cultural College building was, by mutual agreement among the 
 members of the Faculty, and without objection from the Re- 
 gents, assigned to the Professor of Agriculture for the special 
 uses of his department ; noiv, by an act of the President, or the 
 Advisory Committee, or both, this deparment is grounded in the 
 north end of the basement of said building, where want of sun- 
 shine prevents the exhibition of important operations, and 
 where collections are exposed to mold and dampness. (President 
 G-ilman has stated that this was done by action of the Faculty. 
 I have never seen a single member of that body who ever heard 
 of the proposition.) 
 
 Then the University was in a position to avail itself of the 
 further endowment of Congress, as provided in Morrill's supple- 
 mentary bill, which would add at least thirty thousand dollars 
 per annum to its income ; now it is not legitimately within the pro- 
 visions of the new endowment (since the institution has no longer 
 an Agricultural College, but only a " special course ") ; and if 
 the present head of the University should bear to the Secretary 
 of the Interior his ample accumulation of the " failures " of the 
 National Schools, and also his metamorphosis of the State Ag- 
 ricultural College into a " special course " in a " subdivision " of 
 the " Department of Science," as evidence of honest compliance 
 with the law of 1862, it might be a matter of pleasant specula- 
 tion whether the Secretary of the Interior would be able to say, 
 " Well done, good and faithful servant." 
 
 Then the number of agricultural students was increasing ; 
 now it is diminishing. And, indeed, this is to be expected, for 
 
68 PROFESSOR SWINTON's TESTIMONY. 
 
 why should students seek instruction where there is neither land 
 in cultivation, nor stock, nor any other material for illustrating 
 practical agriculture : where they graduate from a " course " 
 instead of a college, and receive a diploma which excites their 
 anger and contempt, and which lacks the signatures of revered 
 and beloved teachers, while the prestige of honors and dignities 
 is reserved for the aspirants for " intellectual " callings. 
 
 The length into which I have been necessarily drawn by the 
 exposition of the shortcomings in the Agricultural College, pre- 
 cludes any cosiderable discussion as to the College of Mines, the 
 College of Mechanic Arts, etc. And, indeed, I am saved the 
 need of any discussion of the subject by the fact that these col- 
 leges do not even exist. 
 
 THE REGENTS. 
 
 I shall now (at your invitation), present a few considerations 
 regarding the Board of Regent, and its relations to the r people 
 and the Faculty. These relations, in my view, are neither 
 sound nor healthful. A Board of Eegents of twenty-two mem- 
 bers, which is in a large degree self-perpetuating, and which is 
 required to render an account of its stewardship but once in two 
 years, local in its character, interests, and associations, and made 
 up almost exclusively of lawyers and other professional men, is, 
 almost of necessity, disqualified from an unprejudiced handling 
 of the question of popular education in its broadest aspects. 
 Such a guild becomes, in spite of itself, a solidarity of resist- 
 ance to the popular demand, which, however crude, always tends 
 towards reason and justice. I believe this Board has done as 
 well as would any other Board so chosen and constituted. Many 
 of its members I personally respect and honor, while I honestly 
 differ from the educational views to which, as a body, they are 
 no doubt honestly committed. And, indeed, does not the history 
 of nearly every college in the country show that these govern- 
 ing Boards, growing more and more arbitrary and conservative, 
 have to be swept away, and replaced by others more in harmony 
 with modern progress ? 
 
 What is the remedy ? One remedy that is proposed is the 
 reorganization of the Board of Regents, so as, while leaving the 
 present six ex officio members, to substitute for the other sixteen 
 Regents, eight members, two from each Congressional District, 
 the term of office being four years. This plan, which would 
 secure representation for the different sections and interests of 
 the State, finds favor with the Legislative Committee on Edu- 
 cation, who, in their recent able report, thus express themselves : 
 
PROFESSOR SWINTON'S TESTIMONY. 69 
 
 " We are of the decided opinion that no State educational institution, such as 
 the Univetsity of Califoi-nia is designed to be, can be as prosperous and useful 
 under the control of local men and interests, as when under the combined con- 
 trol of men representing the varied callings, interests and sections of the entire 
 State. The proposition, it seems to us, answers itself, and does not admit of 
 discussion. We believe that such a change would greatly advance the best 
 interests of the University." 
 
 Whether the eight members should be elected by the people 
 or hold under executive appointment, is a matter of detail ; in 
 which ever way created, such a Board could not but be in sym- 
 pathetic relations with the people of the State. I add, that 
 this method prevails in many of the Western States. 
 
 THEIR RELATIONS WITH THE FACULTY. 
 
 As regards the relations between the Regents and the Faculty, 
 I am aware that I am treading on delicate ground ; but I have 
 seen faithful and honorable men, and that within a few days, 
 placed in a position far more delicate, where a full and free ut- 
 terance of their own convictions was morally impossible, without 
 personal risks that men with families dependent upon them do 
 not care to run, and where the general interests of the institu- 
 tion which they have learned to love with an almost parental 
 sentiment, seemed to require their silence. Nevertheless, I think 
 that truth and honor demand an outspoken expression of opinion 
 on my part, for I am not prepared to except that new definition 
 of treason which makes it consist in doubting for a moment the 
 infallibility of the Board of Regents as to the whole theory and 
 practice of University education. 
 
 I feel bold to say that the University of California cannot 
 rest on a sound foundation until there is a rational readjustment 
 of power between the Regents and the Faculty. The relations 
 of the Faculty to the Regents have become more and more that 
 of " employes " to an employer, while the relations of the Re- 
 gents to the people seem to be less and less those of employed 
 and employer. And between Faculty and Board there is noth- 
 ing like correlation of rights. The greatest discovery of modern 
 political science is the introduction of checks and balances, as 
 guards against the absolutism of power lodged in the hands of 
 any single body. But, with no power in the hands of the Fac - 
 ulty, and all power in the hands of the Regents, there has en- 
 sued the necessary consequence — timidity on the one hand, and 
 despotism on the other. In this state of affairs, a President, 
 however willing to voice the Faculty, would, from the very con- 
 stiution of human nature, be sure in the long run to go where 
 power lay. I believe President Gilman has been acute enough 
 to see this, and to act accordingly. Now, if in this state of 
 affairs we suppose a President to have some special educational 
 
70 
 
 PROFESSOR SWINTON S TESTIMONY. 
 
 "crank," bias, or prejudice (say opposition to industrial educa- 
 tion), lie might, being wholly independent of the Faculty, by 
 assiduous court paid to the Regents, succeed in bringing them 
 over to his " policy," and thus in placing the University in an 
 utterly false position. 
 
 LOGIC RUN MAD. 
 
 It is, in my opinion, precisely through this train of circum- 
 stances that the Hoard of Regents have, by President Oilman, 
 been placed in the present lamentable position of antagonisn to 
 the popular educational demands. It is only unfortunate that 
 honorable and high-minded men should consider it a matter of 
 pride to maintain this attitude, and, at the slightest suggestion 
 of criticism, form a circumvallation of defence around the privi- 
 leges of their guild ; for the odd contradictions of fact and logic 
 into which they have thus been precipitated, are hardly less 
 amusing than pitiable. 
 
 The whole energies of the Board and the President are direct- 
 ed to prove : 
 
 That Agricultural Col- 
 leges ARE FAILURES. 
 
 That there is no demand 
 for agricultural education 
 — i. e. that the university 
 has no agricultural students 
 
 That the only reason why 
 agriculture is not taught 
 practically is want of means. 
 
 That the Agricultural 
 Professor is inefficient. 
 
 That the management of 
 the University demands elev- 
 en eminent lawyers to secure 
 its success. 
 
 That the University has 
 an Agricultural College 
 now, and that the regents 
 are devoting nineteen twen- 
 TIETHS of the University in- 
 come to its developement. 
 
 That of the eighteen pro- 
 fessors AND INSTRUCTORS, ALL 
 
 but one are engaged in teach- 
 ing agriculture. 
 
 That the legislation ask- 
 ed FOR BY THE MEMORIALISTS, 
 
 to secure such means, ought 
 not to be granted. 
 
 That his urgency in behalf 
 of agricultural education is 
 disloyalty to his employers, 
 and requires that he be made 
 an example of to evil doers. 
 
 That these lawyers are 
 unacquainted with the stat- 
 utes respecting the univer- 
 SITY. 
 
PROFESSOR SWINTON's TESTIMONY. 71 
 
 DESIRABLE POINTS. 
 
 I have said that the remedy for the kind of evils here spoken 
 of is to be found in the rational readjustment of power between 
 the Regents and the Faculty. In any such plan, there are two 
 desiderata that should certainly be secured : 
 
 1. Legislative action that shall make the summary removl of 
 a Professor impossible, by providing that such removal shall be 
 only for cause, and after fair trial. The j ustice of this measure 
 is obvious, for what man of superior talent will dedicate his life 
 to University instruction without other guarantee than the 
 pleasure of the Board of Regents ? It is not an agreeable thing 
 for a quiet scholar to lie down to rest a University Professor 
 and to find in the morning that his chair has been vacated with- 
 out notice or reason alleged. Nor is this an imaginary case : 
 it happened three years ago in the instance of a Professor in 
 the University of California, and sent a thrill of horror and 
 shame throughout the world of letters. That such an outrage 
 was possible in a civilized country, in the nineteenth century, is 
 reason enough for demanding that law shall regulate where 
 honor is silent. 
 
 2. Legislative action that shall place in the hands of the 
 Faculty the power of annually choosing from their own number 
 one who, in addition to his professional duties, shall act as 
 executive officer or President of the University. This is the 
 plan devised by the wisdom of Jefferson of the University of 
 Virginia (in which institution it has been in successful operation 
 for over three quarters of a century), and which has been adopted 
 by various modern Universities such as that of Melbourne. (For 
 over a year after the organization of the University, one of the 
 hardest worked professors, John Le Conte, was "acting president ;" 
 and this was precisely the period of the greatest harmony and 
 success of the institution.) The advantage of this method, on 
 the score of economy, is obvious ; but, to my mind, it has another 
 advantage still more important. As I said in my testimony 
 before you, " Such an officer, being annually elected by the Fac- 
 ulty, and responsible to that body, is in a position analogous to 
 an English Prime Minister, since he may be passed on with 
 regard to confidence or want of confidence." It is, in effect, a 
 self adjusting arrangement, whereby, in the event of a President' 
 ceasing to represent the best interests of the University, he would 
 be removable before his influence could seriously damage the 
 institution. It had been happy indeed, for the Universily of 
 California, had there been such a safeguard against the mischief 
 of an executive officer, who, while a person of respectable at- 
 
72 PROFESSOR SWINTON's TESTIMONY. 
 
 tainments is, both by training and temperament, simply incapa- 
 ble of grasping either the grandest phase of modern education 
 or the practical wants of the people of California. 
 
 PERSONAL. 
 
 It has given me pleasure to appear before your commit- 
 tee, and I have, at considerable personal sacrifice, deferred my 
 journey to New York, for the purpose of doing so, because I am 
 deeply interested in the welfare of the noble institution with 
 which it was my happiness to be connected from the time of its 
 inception until the 3d instant. During five years I devoted 
 myself to its service with passionate ardor, and now that my re- 
 lations to it are finally severed, my constant prayer is and ever 
 shall be, " Glod bless the University of California." 
 
 These declarations which, if unjustified by the occasian, might 
 savor of self sufficiency, I make now with honest boldness, for 
 the reason that attempts have been made to obscure, if not to 
 obstruct investigation, by raising false issues aud side issues, in 
 substituting questions of mere personality for the momentous 
 concernments of the University. I think it my right and duty 
 to make reference to two or three illustrations of this, in con- 
 nection with my own testimony. 
 
 Thus it has been sought to make it appear : 
 
 1. That my views on certain matters, were influenced by as- 
 pirations for the presidency of the University. This impression 
 was conveyed rather by implication than by direct statement, 
 and is scai-cely worthy of serious denial here, for it is notorious 
 that I have ever proclaimed myself not only unambitious of the 
 position, but wholly unfitted for it,. both by taste and tempera- 
 ment. 
 
 2. That my views should lose their force from my not being a 
 so-called "University-bred" man. If "University breeding" 
 afforded a reasonable guaranty for infallibility of judgment, the 
 objection would be weighty, indeed ; though if it does afford 
 such guaranty, I have certainly been unfortunate in many of 
 the products of this miraculous breeding that I have had the honor 
 to encounter. Such mental discipline as may be derived from 
 four or five years attendance on college courses, in several insti- 
 tutions, it was my happiness to gain, by my own effort, amid 
 the bitter experiences of that " chill penury " which, contrary 
 to the poet's phrase, has not always been able to " repress the 
 noble rage." When, a very few years after the period at which 
 the need of bread-winning compelled me to quit my college 
 without a parchment voucher, that same honored institution 
 sent me a master's degree, it was with the statement that it was 
 
PROFESSOR SWINTON'S TESTIMONY. 73 
 
 merited by literary performances which " University breeding " 
 does not always secure. And, as regards the whole matter of 
 the absurdly ex post facto question of my intellectual fitness 
 for a Professor, 1 shall simply say that the biographic details of 
 my education, such as it was, and of my literary contributions, 
 such as they are, are of record in all the cyclopcedias and histo- 
 ries of American literature, published both at home and abroad 
 — a fact which it has not been my good fortune to discover in 
 the case either of my interlocutor, or of the gentlemen who, I 
 believe, suggested the characteristic question (President Oil- 
 man). 
 
 3. That I have been, while in the University, a maker of 
 text books. What relevancy this can possibly bear to the ques- 
 tion of my capacity as a witness on the condition and manage- 
 ment of the University, it is not easy to discover. That I ever 
 neglected the duties of my chair to occupy myself with literary 
 labors, I think will hardly be charged by any one cognizant of 
 the facts of the case. And if, in connection with my University 
 work, I have contributed somewhat to educational literature — a 
 fact which, on the occasion of my examination before you, a 
 Regent sought by inference to put in the category of a " high 
 crime and misdemeanor " — I can but say that I have never be- 
 fore heard this considered as other than matter of reasonable 
 pride. I had imagned that it was by just such services that the 
 chairs in Universities are rendered of good repute in the land. 
 And, indeed, I shall have to confess that not only have I, myself, 
 written, but that I have aided and abetted other of my colleagues 
 in writing and publishing works that have found national and in- 
 ternational approval ; but it may be fairly supposed they will 
 now take warning by the censure that has been passed on me, 
 and not make any more books. The temptation to indulge in 
 irony on this subject, while great, must, however, be put aside 
 by me, and I shall content myself with the honest avowal that 
 it was bound up with my deepest convictions of duty as a Pro- 
 fessor to do my part tor school literature. I judged that as the 
 incumbent of a chair in a University avowedly the head of the 
 public educational system of the State, a praiseworthy piece of 
 work would be to prepare in my own department a series of 
 books which might facilitate the passage from the school to the 
 University, and thus bridge over a gulf which I have always 
 regarded as unhappily too wide. 
 
 But enough of tliese poor matters of personality, which would 
 never have been referred to by me had they not been provoked. 
 My career in the University has ended. The severance of my 
 
74 PROFESSOR SWINTON's TESTIMONY. 
 
 connection with the institution was made voluntarily (although 
 not without deep regret on my part), being necessitated by busi- 
 ness considerations, the detailed statement of which would not 
 be pertinent to this investigation. What my relations were, 
 both with the Faculty and student, at the time of my resigna- 
 tion, is sufficiently evidenced by the underwritten resolutions 
 adopted by these bodies, respectively : 
 
 i 
 
 At a meeting of the Faculty of the University of California, held on Friday, 
 March sixth, eighteen hundred and seventy-four, the following resolution was 
 offered by President Welcker, which was unanimously adopted : 
 
 Resolved, That it is with deep regret that we learn that our colleague, Pro- 
 fessor William Swinton, has, by his resignation of the chair, which he has hitherto 
 filled with such distinguished ability and success in this institution, severed his 
 connection with us ; and further, we heartily tender to Professor Swinton our 
 cordial wishes for his prosperity and happiness in the time to come. 
 Attest : MARTIN KELLOGG, Dean. 
 
 n. 
 
 Whereas, Necessities have required Professor William Swinton to resign the 
 Chair of English Literature and History in the University of California ; there- 
 fore, 
 
 Resolved, That we, students of this University, hereby express our sense of 
 a great loss and our utmost regret in losing him, at once the profound scholar 
 and the genial friend. 
 
 Resolved, That, in him, we recognize the wise counselor and abiding friend ; 
 that to his learning we bow in respect, for his friendship we give him ours, and 
 that in the future we wish him all happiness. Our friendship and best regard 
 will make their journey with him across the continent and take up their home 
 in his. 
 
 W. R. DAVIS, 
 
 L. S. BURCHARD, 
 
 J. E. BUDD, 
 
 Committee. 
 
 With this statement of facts and opinions, I have the honor to 
 remain, Your obedient servant. 
 
 WILLIAM SWINTON. 
 Sacramento, March 20th, 1874. 
 
THE 
 
 NEW EDUCATION. 
 
 OBJECTIONS TO THE SYSTEM AS TAUGHT 
 
 IN THE 
 
 UNIVERSITY OF CALIFORNIA. 
 
 " The modern world is full of artillery : and we torn out onr children to do battle in it 
 •quipped with the shield and sword of an ancient gladiator. Posterity will cry Bhame on us 
 if we do not remedy this deplorable state of things. Nay, if we live twenty years longer. 
 v«r own oonsciencies will <vry shame on us. Modern civilization rest* upon physical 
 science." — Huxly. 
 
San Francisco, October 2, 1874. 
 HON. Gk W. PINNEY, Oakland, 
 
 Dear Sir : — Learning that you are the author of a pamphlet entitled the 
 "New Education " published over the signature " Columella,"' I request your 
 consent to its publication in connection with Professor Carr's communication to 
 the Joint Committee of Grangers and Mechanics, Professor Swinton's Testi- 
 mony before the Legislature, and other documents relative to the Universty. 
 
 Respectfully yours, 
 
 W. H. BAXTER. 
 
 Chairman Committee. 
 
 San Francisco, October 7, 1874. 
 W. H. BAXTER Esq., Chairman, etc. 
 
 Dear Sir : — I have the honor to acknowledge the receipt of your favor of the 
 2d inst. attributing to rne, the authorship of the " New Education," and re- 
 questing my consent to its publication with other documents relating to the same 
 subject. 
 
 My pamphlet is protected by no copyright. I wrote and published it, with 
 the hope that it might direct the attention of our agriculturists and mechanics 
 to the subjects of which it treats, and to the manner in which those subjects were 
 treated by the California University. These classes, which perform so important 
 an office in all the industrial enterprises of our State and country, cannot dis- 
 charge a higher or holier duty for humanity in this age, than to see that the 
 object of Congress in the " New Education " is accomplished. They alone, can 
 do it. The reform is in their hands. If it fails to realize all that is promised for 
 it — all the most sanguine expectations of its founders, the blame will be theirs. 
 It is emphatically a trust confided to their intelligence and energy. 
 
 Make any use of the pamphlet that will aid the cause of the " New Educa- 
 iton." My only care concerning it is, that it does not more fully and clearly 
 express the lively interest, which as a citizen I feel in that most important of 
 all subjects. Wishing you and the associations you represent great success, 
 I have the honor to be your obedient servant, 
 
 G. W. P. 
 
THE NEW EDUCATION. 
 
 " To-day," says Hoyt in his review of the Schools of Agri- 
 culture, " no educational question occupies more of the attention 
 of the educators and statesmen of civilized nations, than how to 
 organize and operate institutions and other agencies for the de- 
 velopment of agricultural science, and the diffusion of its light 
 among the groping millions who cultivate the soil." In the 
 entire history of educational enterprise, no other subject possess- 
 es equal practical interest. Agriculture, the first of human 
 pursuits, is the last to receive the aid of science. This is the 
 single unexplored field, which is yet to witness the most impor- 
 tant achievements of civilization. And how much there is of it 
 to explore ! From the remotest antiquity, down through all the 
 nations, agriculture has been the elementary pursuit, and yet, as 
 compared with other occupations, how little of improvement has 
 it known. Wherever and whenever experiments have been tried, 
 results have been wonderful, but the earth has been too generous 
 a mother to encourage experiment. Agriculture has crept stead- 
 ily through the ages, enriching nations and subduing nature, 
 encouraging commerce and the arts, and at all times, either of 
 prosperity or adversity, proving itself the surest, safest, most 
 reliable friend of the human family. 
 
 The various processes by which agriculture has grown into an 
 educational question, have been of slow accumulation, and owe 
 their origin to such necessities as from time to time have ap- 
 peared and been supplied in all parts of the civilized world 
 The experiments of half a century in soils, in crops, in farming 
 implements, in horticulture and in stock raising, have demon- 
 strated the value of science in its application to every branch of 
 agriculture. Papers and periodicals have been established to 
 publish these discoveries. Societies have been organized to en- 
 large the field of investigation. Geological surveys have been 
 made at vast expense to reveal the riches of the soil. Agricul- 
 tural reports have been published and circulated, together with 
 seeds and plants, in great variety throughout the country. A de- 
 partment of agriculture has been organized by the government 
 in aid of the pursuit. County and State Fairs have been in- 
 troduced to encourage farmers. Great, various and multipli- 
 
78 THE NEW EDUCATION. 
 
 ed have been the means employed to develope and dignify the 
 pursuit of agriculture, and to give to it a prominence and rank 
 among other pursuits, to which its importance and respectability 
 entitle it. The results have everywhere been attended with 
 success — and not only has agriculture, but all other occupations 
 been improved and enlarged by the enterprise. But every ad- 
 vance made has only demonstrated more clearly, that any efforts 
 less than those which contemplate a thorough fundamental 
 course of instruction, that shall train and educate the agricultu- 
 rist in various branches of his occupation, must fail to attain the 
 high standard, which as the leading pursuit in America, agricul- 
 ture should maintain. Our country with its immense agricultu- 
 ral domain, fresh from the hands of the creator, has never fully 
 realized the importance of agricultural education. The soil has 
 always supplied our home wants, and steadily increased our 
 commerece with other nations — and until our population, like 
 that of Europe, becomes so great that every acre is needed to 
 afford t$e means of subsistence, it will continue to do so. We 
 might go on prosperously for a century or more, without any 
 failure of ugricultural increase or wealth, and make no greater 
 efforts than we have made to improve and elevate that pursuit, 
 but with what result ? At the close of the period, we would 
 have an ignorant, stationary population of farmers — a half cul- 
 tivated, worn out soil, and all efforts at improvoments would then 
 prove hopeless. 
 
 The political considerations which dictate a course of thor- 
 ough education for our agriculturists, are quite as important as 
 any which are connected with the subject as a pursuit. Our 
 farmers should understand our government as well as our soil. 
 They should be as capable of comprehending human as natural 
 laws, and should know how the evils of state are to be remedied, 
 as well as the evils of their crops. It is this sort of an educa- 
 tion that our government is seeking to introduce through the 
 various colleges which have been established by its munficence. 
 
 The question of establishing State Colleges of Agriculture 
 was first agitated in America, by prominent agriculturists, in 
 1837. To Michigan belongs the honor of establishing the first 
 agricultural college, as long ago as 1855. Never since have the 
 objects of such an institution been more fully comprehended. 
 " They are, " the Act says — " firstly, to impart a knowledge of 
 science and its applications to the arts of life — secondly to af- 
 ford to its students the privilege of daily manual labor, that 
 neither health nor inclination to labor may be lost, and that the 
 principles taught in the schools may be more firmly fixed in the 
 
THE NEW EDUCATION. 79 
 
 mind — thirdly, to porsecute experiments for the promotion of 
 agriculture — fourthly, to offer the means of a general education 
 to the farming classes." 
 
 Similar institutions were soon chartered by the legislature of 
 New York, Maryland and Pennsylvania. Then came the na- 
 tional endowment of 1862, announcing that its object, "with- 
 out excluding other scientific and classical studies, and includ- 
 ing military tactics, was to teach such branches of learning a8 
 are related to agricultre and the mechanic arts, in order to pro- 
 mote the liberal and practical education of the industrial class- 
 es in the several pusuits and professions of life." 
 
 The donation was made for the industrial classes — mechanics, 
 farmers, laborers. It made instruction in their pursuits a speci- 
 alty, without excluding other scientific and classical studies. 
 The chief purpose of the grant was to introduce a thorough 
 course of instruction in all the States, in all branches relating to 
 agriculture and mechanics. Its object was to educate that class 
 of our citizens who were engaged or about to engage in these 
 pursuits for a livelihood, whether as teachers or operatives — not 
 those who made choice of the professions. Other institutions 
 for instruction in the " higher education," as it is called, were 
 numerous and well endowed. These were neglected branches 
 and could not be introduced without this aid. As a consequence, 
 a very large portion of our population, embracing that class en- 
 gaged in the most productive pursuits of the nation, were 
 deprived of the means of education in those branches pertaining 
 to their occupation. 
 
 Any other interpretation than this of the object of Congress, is 
 a perversion of its meaning and intention. Any appropriation 
 of the revenues derivable from the endowment, not made spe- 
 cifically for the promotion of the liberal and practical education 
 of the industiral classes, is a violation of good faith by the 
 States which accepted it. 
 
 Congress judged, that if properly conducted, this "new edu- 
 cation " would work a long desired revolution in the leading 
 pursuits of the nation, and establish their claims to a just and 
 equal rank with the learned profession. Many of the best and 
 strongest minds in the nation would be devoted to agriculture 
 and mechanics. The results would be seen in a steady improve- 
 ment of the mehanical and inventive genius of the people, and 
 a triumph over nature in the reclamation of worn out soils in 
 the culture of unproductive lands and in the thorough develope- 
 ment of our agricultural resources. 
 
 The gift was strictly guarded. The States were to pay all ex- 
 
80 THE NEW EDUCATION. 
 
 penses. No part of the fund, either directly or indiredtly should 
 be used to purchase, erect, repair or preserve any building. The 
 acceptance of the land was a guarantee by the State that the capi- 
 tal should be kept intact. If it became diminished or lost, the 
 State should replace it. 
 
 The effect of the endowment was inspirational. Most of the 
 States responded immediately to the grand design. Less than 
 twelve years have elapsed since the law was passed. At that 
 time there were three agricultural colleges in the Union. Now 
 there are thirty-eight. 
 
 How did they understand the object of Congress ? We learn 
 from their action. Of thirty-eight colleges that have been Or- 
 ganized, thirty-two besides providing all means for scientific 
 instruction, are furnished with experimental farms, and twenty- 
 one make satisfactory reports of progress, in raising crops, rota- 
 tion, fertilizing, selection of different varieties of stock cattle, 
 horses, sheep, culture of fruit, and instruction in veterinary 
 science, horticulture, &c. Appended to the report of the Presi- 
 dent of Pennsylvania College for the year 1873, are tables show- 
 ing what experiments have been made in rotation of crops, and 
 in the use and variety of fertilizers for a period of five years - , 
 commencing with 1869. Similar tables accompany the Virgin- 
 ia report. Many of the reports of other States contain impor- 
 tant hints on a great number of subjects connected with the 
 practical cultivation, the qualities of different breeds of domestic 
 animals, and comparative utility of various farming implements. 
 The course of instruction, the mode in which chemical and 
 other scientific experiments are practically illustrated in-door 
 and out-door exercises, are set forth in many of the reports with 
 distinctiveness and precsion. They express a determination to 
 supply their institutions with all needful facilities for carrying 
 out the purposes of the grant; and the fullest confidence in 
 their power to accomplish the most sanguine hopes of their 
 friends. A feeling of regret is expressed by some, that the 
 grant is not large enough to justify many important expendi- 
 tures. Those States that have been delayed in their organiza- 
 tions, avow a determination to make up for loss of time by giving 
 the subject immediate attention. 
 
 The aggregate number of students in attendance upon these 
 institutions, and the Universities with which many of them are 
 connected, for the collegiate year of 1872, as we learn from the 
 report of the department of agriculture, was 5373. Of this 
 number, 2604 were in the Agricultural and Mechanical Coll- 
 eges. A gratifying feature in these reports, is that they generally 
 
THE NEW EDUCATION. 81 
 
 show an increased list of students year after year. The Presi- 
 dent of the Pennsylvania College, says : — farming is not an ad 
 captandum branch in the catalogue, but a regular and produc- 
 tive pursuit. Chemistry is practical analysis in laboratory, the 
 text book being only a basis ; botany is work in the fields, and 
 not a study of pictures only ; mathematics is carried also into 
 the fields, and practical surveyors and engineers are made." 
 
 We learn from the general outline of the character of these 
 institutions, that the people understand the great design of this 
 new system of education, to be an enlargement upon all former 
 systems, by the introduction of practical branches, which shall 
 so unite the theories of learning and science with technical ex- 
 emplifications, that they can be utilized in all the great pursuits 
 of life. Opposed at first by a few of our leading educators, the 
 system has already proved the fallacy of their strongest objec- 
 tions. And such men as the lamented Agassiz, who for years 
 after its introduction, was skeptical in regard to its possible 
 utility, now unite with him, in the confession, that it has proven 
 a complete success and is entitled to rank with other scientific 
 institutions. 
 
 Other educators have spoken of the system in terms of the 
 highest commendation. President White of the Cornell Uni- 
 versity, says : 
 
 "It is to proyide fully for an industrial, scientific, and general education 
 suited to our land and time — an education in which scientific and industral 
 studies should knit into its very core, while other studies should also be provid- 
 ed for. And, besides this, as it has been seen that the States in rebellion had 
 gained great advantage from the military education of students, it was declared 
 that intsruction in military tactics shall also be included. ~,.~ 
 
 "This act of 1862 was, then, a noble, comprehensive scheme, looking, as you 
 see, first of all at the industries of tlie nation, but at the same time insisting on 
 provision for the broadest scientific and general culture." 
 
 President Clark of the Massachusetts Agricultural College, 
 says of it : 
 
 " The opportunity for acquiring a valuable education is offered to all Jthe 
 young men of the country, and if the farmers desire to have their sons trained 
 in the best manner to pursue intelligently the profession of their fathers, let 
 them patronize the College. If however there are others who wish to have their 
 sons enjoy the advantages of scientific and literary culture, under circumstances 
 calculated to interest them in practical affairs, and to prepare them for a life of 
 industry and usefulness, they have equal rights with the farmers, and shall have 
 eqally cordial welcome." 
 
 President Read of the University of the State of Missouri, 
 says: 
 
 " This school is to be a school both of science and its applications; its pur- 
 pose to teach knowledge and art — first to know, and then to do, and to do it in 
 the best manner. The popular objection to our Colleges takes this form, ' too 
 much theory — too little practice. ' As an educator, I have long been convinced 
 that, even as a part of discipline itself, the practical should follow the theoretic, 
 
82 THE NEW EDUCATION. 
 
 as its natural compliment and sequel, and without this, all discipline is defective 
 and insufficient. 
 
 "There has been a great struggle on this question, what shall the education 
 of our higher institutions be? Nor is the question yet settled. There is perhaps 
 no subject upon which it is more difficult to break away from our natural con- 
 servatism — perhaps I had better say our old prejudices — than education. We 
 cling not only to the subjects and methods in which we have been taught, but 
 even tolerate usages connected with our institutions which almost outrage hu- 
 manity. 
 
 * * * * * * * * 
 
 " The prejudices of early education, natural taste, the pursuits of Professorial 
 life, a fondness for classical criticism, caused me to over value what I best un- 
 stood, and upon which I had spent years of study. Thus much I may be per- 
 mitted to say as to myself. I do not now undervalue any part of my education — 
 whether that of science or letters. But this I do say, in the shortness of human 
 life, after proper rudimentary training, we must resort to special courses. This 
 is the tendency of our great Universitie, and with this freedom of courses there 
 is no reason to keep up controversy. Time will solve problems which now dis- 
 turb the minds of men, and doubtless will sweep away many of our most cher- 
 ished opinions. But on the subject of an adapted or special education, there 
 cannot be longer dispute among thinking men." 
 
 Professor Swinton late of the University of California, and 
 whose capabilities as a teacher are well known to all our readers, 
 
 says : 
 
 " The progress, success and benefits of the industrial Universities and Col- 
 leges founded by Congress to promote agriculture and the mechanic arts, con- 
 sidering the means employed, the recentness of their establishment, and the ob- 
 struction put in their way by the caste prejudice of the classicists and scientific 
 schoolmen, have been far beyond that of any other higher institutions of learn- 
 ing in the country, and form indeed the most inspiring educational fact of the 
 nineteenth century." 
 
 Opinions of similar character, uttered by the leading educa- 
 tors of this country and Europe, might be quoted to fill a vol- 
 ume, but let these suffice to correct any impression unfavorable 
 to the system, which may have gained currency through local 
 opposition, or "caste prejudice." It is certain, that to day, the 
 new system of education is rapidly growing in favor with those 
 who, on its first appearance, regraded it with great distrust. 
 
 We have not considered in this opposition of the classicist, 
 the opposition of those who fear the developements of science, 
 and distrust that sort of mental training which looks beyond 
 theory for a confirmation of its assumptions. Their number is 
 diminishing daily, by natural causes ; some still remain to dis- 
 pute even the truths of geology, because they overturn the theo- 
 ry of the six days creation, and destroy their hopes of future 
 salvation. They never will be persuaded that a union of theory 
 with practice, which bases truth upon experiment, can fail to 
 produce a nation of infidels. There is no such God as they 
 have worshiped, and no such Heaven as they hope to attain in 
 such a system. To all such, we have no other reply, than that 
 
THE NEW EDUCATION. 83 
 
 there is no truth in the universe too sacred for investigation. 
 We have a little respect for the opinions of those who fear the 
 eifects a of thorough scientific training, as for those who, after 
 searching nature through all her works, cannot look up through 
 them to " Nature's God." 
 
 We need be at no loss to comprehend the views entertained 
 of the " new education," by its most munificent patrons. Ezra 
 Cornell inspired to the act by the Congressional donation, gave 
 nearly a million dollars to create a University where, in his own 
 sententious language, "any person can find instruction in any 
 study." Agriculture and mechanics illustrated by experiments 
 in the field and in the workshop, and embracing all practical 
 details of the manner in which those pursuits should be con- 
 ducted, are among the most prominent branches taught in that 
 institution. No distinction is recognized between professional 
 and industrial students. No student can pass through his four 
 years course, without receiving as a condition for graduation a 
 course of lectures on general agriculture. 
 
 What but the increasing confidence of educators in the sys- 
 tem, could have induced old Harvard, our model University, to 
 take under its protection the institution established in execu- 
 tion of the trust created by the will of Benjamin Bussy ? This 
 school is intended for the following class of persons : 
 
 "1. Young men who intend to become practical farmers, gardeners, florists, 
 or landscape gardeners. 
 
 2. Young men who will naturally be called upon to manage large estates — 
 such as the sons of large farmers and of city men who own country places. 
 
 3. Young men of character, good judgment and native force, who have 
 neither taste nor aptitude for literary studies, but being fond of country life 
 and observant of natural objects, would make when thoroughly trained, good 
 stewards or overseers of gentlemen's estates. 
 
 4. Teachers, or young men preparing to be teachers, who expect to be called 
 upon to teach some of the subjects taught in this schools. 
 
 5. Persons who wish to familiarize themselves with some special branch of 
 Agriculture, Horticulture or applied Zoology. 
 
 A year's study in the Lawrence Scientific School also con- 
 nected with the University, is required as preparatory to entry 
 into the Bussy institution. In these two institutions, the student 
 has the instruction of thirty-five different teachers on special 
 branches of the science of agriculture. The instruction is il- 
 lustrated by the rich scientific collections of Harvard Universi- 
 ty ; a botanic garden, a large and profitable farm, green houses, 
 propagating houses and field experiments. 
 
 To come nearer home. Among the munificent donations of 
 our fellow citizen ; James Lick, none will benefit a larger or 
 more deserving class, than the $300,000 appropriated to the 
 erection and endowment of a school for the mechanics in San 
 
84 THE NEW EDUCATION. 
 
 Francisco. And yet, without the confidence inspired by the 
 public estimation, in which that branch of instruction is held, 
 the donation wo aid never have been made. 
 
 Such benefactions as these show how strong a hold the new 
 education has taken on the public mind. The object of Peter 
 Cooper in establishing his institute in New York City, was to 
 furnish a kind of practical instruction, which could not be ob- 
 tained in the higher institutions. He could have endowed sev- 
 eral professorships in Yale or Harvard with the same money 
 but as the result of his experiment has proved, he would never 
 have been regarded as a benefactor, by thousands who have 
 been rescued from the hard life by city drudgery, for more 
 profitable and congenial occupation. He might have aided the 
 " higher education," but he would not have aided the education 
 of the poor and lowly. 
 
 The Agricultural and Mechanical Colleges bridge over the 
 gulf in educational facilities, that has hertofore existed between 
 the professional and industrial classes. They break down the 
 royal road to learning, and give dignity to the most useful pur- 
 suits of life, equal to that claimed for the most learned. They 
 educate alike the head and the hand, and train the muscles and 
 sinews to obey the thought. They make the soil and its pro- 
 ducts a study which will contribute more to the greatness and 
 wealth of the nation, more to the happiness and elevation of 
 our race, than any other institution in the world. 
 
 These practical advantages commend themselves to the sym- 
 pathies and support of that great portion of our fellows who are 
 to be benefited by them. The wealthy farmer, mechanic or 
 merchant who fails to appreciate, and hence to admit, the par- 
 ticular utility of a classical education, and closes his purse 
 strings against every appeal to aid it, cannot be blind to the 
 wide spread and practical blessings which must flow from this 
 new system, nor deaf to the claims it has upon his class of so- 
 ciety for assistance in the hour of need. Nothing is more cer- 
 tain in the future, if we may judge from the records of the past, 
 than that the " new education " when generally undersood and 
 appreciated, will never want for means necessary to effect its 
 widest dissemination. 
 
 The " new education " will make mechanical and agricultural 
 pursuits attractive. The country needs farmers and mechanics 
 more than it needs lawyers, physicians and clergymen. The 
 professions are all overcrowded. More than half the number 
 of those engaged in them, eke out an unprofitable, unremuner 
 ative existence ; few in proportion attain to eminence, and many 
 
THE NEW EDUCATION. 85 
 
 depend upon other pursuits for the acquisisition of wealth. One 
 great reason for this is, that neither farming or mechanics of 
 themselves, present to the youthful mind, especially to young 
 men of ambition and enterprise, any of those opportunities for 
 intellectual renown, which are the necessary conditions of suc- 
 cessful professional life. The avenues to cultivated society, to 
 acquaintance with men of eminence, to intimacy in personal 
 relations with men of education, are opened grudgingly to the 
 most successful agriculturists and mechanics ; and to those in 
 humble condition closed altogether. The new system, by making 
 these pursuits intellectual as well as useful, will obtain for them 
 an equal rank with the professions. Let our young men see 
 that equal opportunity is afforded for eminence in the one pur- 
 suit as the other, and the time will soon come when our great 
 men and rulers will as often be found among the industrial as 
 the professional classes. Farmer's sons will then from choice 
 follow the occupation of their sires ; but will be none the less 
 qualified to fill with ability and dignity, the highest positions in 
 public life. 
 
 But these pursuits to be made attractive must have thorough 
 culture. The lessons of the lecture room must be illustrated in 
 the field and the workshop. These are the real laboratories 
 where the student can practice and observe the benefits of ap- 
 plied science — the only means by which he can make an ac- 
 complishment of an otherwise hard and laborious occupation. 
 
 The culture too, without being necessarily ornamental or ele- 
 gant, must be liberal and comprehensive, so as to afford the 
 student an outlook from his pursuit upon the world of science 
 and letters, but this must not be mistaken for the grand object 
 of his life. 
 
 Nothing less than a thorough, radical course of instruction 
 can ever convince the farmers and mechanics of the utility of 
 the new system. They are not as a class scientific men. They 
 must have practical exemplification of the utility of these col- 
 leges before they can give them their confidence. If they can 
 see the experiments in agriculture and horticulture — the select- 
 ed stock, the crops, the fruits, if they can receive the seeds, read 
 the results of the various methods of handling, reclaiming and 
 fertilizing soils, the information thus given them will do more 
 to build up colleges and fill them with students, than all the 
 labor and instruction of the class room. It is but fair to pre- 
 sume that it was because they did not see any of these appli- 
 ances to successful culture in the University of California, 
 that the two great producing classes of the State memoralized 
 
86 THE NEW EDUCATION. 
 
 the Legislature on the subject at its recent session. And what 
 did they say— listen : 
 
 " Believing that the first and higest employment of men is to feed, shelter 
 .and clothe the world, we ask that the graduates of our industrial college may be 
 peers of scholars in mental culture, and peers of laborers in manual skill and 
 physical developement. Agriculture in its various departments should be so 
 taught and practiced in our University as to send forth scientific farmers, whose 
 labor and skill can utilize the soil and delvelope its greatest resources while the 
 mechanical department should graduate learned and skilled mechanics ; and it is 
 the earnest desire of the agriculturists and mechanics of this state to make these 
 great departments of industry the leading feature of our State University." 
 
 Was this appeal unnatural ? The University had been in 
 existence six years. It had received the government endowment 
 and was virtually pledged by its charter to establish among its 
 first departments a College of Agriculture and a College of 
 Mechanics. Thirty-two colleges for instruction in these pur- 
 suits had been established in as many States of the Union, and 
 were in successful operation. The farmers and mechanics learn- 
 ed from the reports they had made to the government, that they 
 were not only provided with all necessary scientific apparatus, 
 but they had farms under cultivation, green houses, arboretums, 
 orchards, that they were raising fine stock in cattle, horses and 
 sheep, making numerous experiments in all the varieties of cul- 
 ture, and the occupations incidental to farm life, and realizing 
 to a very considerable degree all the beneficent purposes of their 
 creation. The same volume which contained these facts, in- 
 formed them, under the authority of the new President of their 
 University, that while they have a farm, " students were not in- 
 structed in agriculture outside of the school room/' They knew 
 from observations that agriculture and mechanics were virtually 
 ignored, and that nothing would be done to assign them a prop- 
 er status in the curriculum of the institution, unless legislation 
 compelled it. These were the reasons which caused this com- 
 plaint by the people. 
 
 The attempt to ridicule this demand of the people in the edi- 
 torial pages of a recent number of the Atlantic Monthly, is not 
 the least objectional feature in an article whose distinguishing 
 qualities are ingenuity of misrepresentation, and utter barren- 
 ness of fact. The very memorial, there so flippantly character- 
 ized, came near destroying the University. Neither the President 
 or the Board of Regents replied to the legislative demand* for 
 information, which followed the memorial with lightness, or in 
 a tone of assumed superiority. It required all their adroitness 
 to gloss over, cover up and conceal the charges arrayed in the 
 bold and manly indictment of the people. And to prove that 
 they did not, as is intimated in the Atlantic article, originate in 
 
THE NEW EDUCATION. 
 
 87 
 
 any capricious desire of " the uninformed, who wanted a good 
 thing,"" or in " popular clamor," but in the most substantial 
 causes for complaint, we have only to refer to a few of the de- 
 velopements they occasioned. 
 
 It is only necessary in this connection to refer to the reply ot 
 the Professor of Agriculture, to inquiries by the Board of Re- 
 gents as to the need and feasibilities of the institution, which is 
 published with the statement of the board made in reply to the 
 qustions of the Legislature. He says : 
 
 "What I regard as feasible, and imperatively necessary, is first the adoption 
 of a plan of operations for the practical development of the department. 
 
 That an annual appropriation of $500 be made for the purchase of seeds, etc. 
 of our indigenous vegetation, for home use, exchanges, etc. ; . 
 
 That an annual appropriation of $500 be made for the purchase and introduc- 
 tion of fruit trees not existing in this State. u 
 
 That a oreen house and a small porpagating house be erected. I hat a compe- 
 tent gardener be appointed. That it shall be the duty of the Professor of Agri- 
 culture to superintend these operations, etc. t ^ 
 
 To this I would add, I consider important not to lose another season ot growth, 
 and that the labor of students be utilized with a view to confer skill in the pur- 
 suits of Agriculture and Horticulture. % . 
 
 2 The employment of experts in special culture, as the vine, silk, nsti, in 
 veterinary science, agricultural entomology, and the mechanics of agriculture, 
 to give from four to fifteen lectures annually on each of the above specialties. 
 
 3. The holding at the University of an annual farmers' institute, tor the dis- 
 cussions and comparisons of views and methods, as has-been done at other agri- 
 cultural colleges, (especially Illinois; see State reports.)" 
 
 Now it is certain, that when this letter was written (Feb. 26, 
 1874,) our University was in need of all the aids to agricultu- 
 ral instruction mentioned in it, and yet these are among the 
 very first auxiliaries to instruction provided by other institu- 
 tions. Indeed the Professor of Agriculture has been soliciting 
 the Board of Regents for them, for the past four years, all ot 
 which period he has been lecturing and striving with such slen- 
 der means as the Board allowed, to give instruction in agncul- 
 
 jiiyp 
 
 The memorial, among much other matter; called forth this 
 letter, which tells its own story of our Agricultural College for 
 the past six years. Was there not cause for " popular clamor ? 
 And does it not prove, that while farmers and mechanics are 
 duly observant of their own rights, they will not be satisfied 
 with anything less than a thorough institution. 
 
 No greater or more important object was contemplated m the 
 establishment of these institutions, than that of educating and 
 qualifying teachers in mechanics and agriculture. A demand 
 for instruction in these pursuits would be a natural outgrowth 
 of the system. As this increased, the College as an advanced 
 educator, would become as indispensable as the normal school 
 
88 THE NEW EDUCATION. 
 
 in the preparation of teachers for our common schools. The 
 instructor in these sciences would rank with other men of learn- 
 ing. The young man who made choice of this occupation would 
 meet with hundreds of subjects in the wide field afforded him 
 for experiment and investigation, full of much needed practical 
 information. The opportunities for authorship upon new appli- 
 cations of science would be illimitable, and each improvement 
 of them would probably prove a benefaction to the world. Brief 
 as has been the existence of these institutions, they have al- 
 ready demonstrated their tendency to an efficiency in this kind 
 of culture. But these labors have been the result of faithful, 
 persistent experiment in the field and in the laboratory. In so 
 vast a field as that of agriculture, where millions are involved 
 in the success or failure of a single product, a single discovery 
 will oftimes prove of more value than the entire endowment of 
 the institution credited with making it. 
 
 President White of Cornell University, speaking of the " fit- 
 ting up an establishment for experiments in the best rotation of 
 crops and in the feeding of cattle," says that the Hon. George 
 G-eddes, whose jugment in such matters is beyond dispute, said 
 in allusion to it : 
 
 " This experiment fairly tried will be worth to the State of New York more 
 than your whole endowment, no matter which way it turns out — no matter 
 whether soiling is found profitable or unprofitable." 
 
 The same compliment has been paid to the Massachusetts 
 Agricultural College by no less an educator than Professor Ag- 
 assiz, who declared that the production of the single paper on 
 the circulation of sap in the sugar maple and other species of 
 trees, " was an ample return for all that had been expended on 
 the College/' 
 
 No State in the union possesses greater or more numerous in- 
 terests than ours, to be benefited by valuable discoveries in va- 
 rious kinds of culture — in farming implements — in agricultural 
 manufactures, and in the selection and improvement of stock. 
 The same may be said of its varied opportunities to profit by 
 improvements in mining and operative mechanics. If our Uni- 
 versity could furnish a teacher a year competent to give techni- 
 cal instruction in these branches, the benefit of the industrial 
 and agricultural classes derivable from his labors would be in- 
 calculable. Keflect for a moment upon the vast yield even now 
 of our fields and mines, and then contemplate if you can, their 
 probable increase within the next quarter of a century. Is it 
 not worth all that we can do, both with the governmental bounty 
 and the products of voluntary munificence to make our Colleges 
 equal to the demand of this immense theatre for a display of 
 
THE NEW EDUCATION. 89 
 
 their capabilities ? Shall they fail for the want of any appilance 
 either of science or illustration in giving value to any experi- 
 ments which may enhance the interests of the State ? 
 
 In enumerating the various objects sought by the new system, 
 that of furnishing our young men whose tastes incline them to 
 adopt agriculture or mechanics as a pursuit, with the means of 
 liberal and special culture is very prominent. How many, fitted 
 by nature to adorn these occupations, nave frittered away their 
 lives in those of less congenial character for want of the proper 
 aids to developement, or because of some supposed inferiority of 
 condition incident to an industrial life. All such, and there are 
 thousands in every commonwealth, can now indulge their predi- 
 lections without sacrificing their ambition. They are the men 
 who make the best farmers and mechanics who fail in profess- 
 ional life, and in the walks prescribed by what is termed par 
 excellence, the "higher education." Unfitted by inclination for 
 classical pursuits, and still ambitious of renown, now that the 
 way is open, they will leave for others better qualified the devi- 
 ous paths of politics, journalism and the learned professions, to 
 climb by a more harmonious route the mount of immortality. 
 And for this great multitude which is to supply the nation with 
 its future artists, mechanics, engineers and farmers, the way 
 should be made as plain and easy as possible. They will need 
 all that applied science can do to fit them for life work. If to 
 make the perfect scholar, the eminent divine, the adroit lawyer, 
 the great statesman, a large foreground of ancient and modern 
 culture is indispensable, so is it equally urgent that to produce 
 men similarly equipped for industrial renown, they should have 
 an education which unites with liberal knowledge the most thor- 
 ough training in their chosen pursuits. The eye, the ear, the 
 hand, the muscle, must each obey the creative dictates of the 
 brain. 
 
 Is it claiming too much for this new system, to say that in its 
 future growth and developement it may afford a more practical 
 solution of the question, what shall we do with our boys? than 
 any plan yet submitted to the public. The best use we can 
 make of a young man is to educate him. As a general rule ed- 
 ucation overcomes depravity. That class of population which 
 we call "our boys," is idle, vicious, and growing up in crime, 
 because it has no reputable means of support. As noble minds, 
 as generuos hearts, as ambitious hopes, as pure and lofty aims, 
 animate these boys as any other class, if they can only be pro- 
 vided with means for their developement. Afford them the op- 
 portunity for culture, and tell them what it will do for them, 
 
90 THE NEW EDUCATION. 
 
 and how many of them will refuse to avail themselves of it? 
 It will require money to accomplish such an object, but to what 
 better use can money be applied ? Is it not better in every 
 point of view to pay for the cultivation of " our boys," than to 
 pay for their prosecution ? Is not such culture as they can ob- 
 tain from the new system of education, to be preferred to for- 
 cing them into service as seamen ? Give to this new education 
 all the scope it require for a ^perfect developement, and educa- 
 tion will become as much an obligation in this government as it 
 is in Prussia. When that day arrives, California will cease to 
 ask : what shall we do with our boys ? The remarkable imita- 
 tive faculty of the Chinese gives them a great advantage over 
 our own laborers in obtaining emplopment. This would not be 
 the case in Prussia or the German States, where the use of tools 
 is taught as part of the ordinary system of instruction. The 
 new education will not be confined to colleges any longer than 
 is necessary to open the eyes of the thinking masses to the im- 
 portance of its introduction in the elementary schools. Dr. 
 Huxley truthfully says : 
 
 " At present, education is almost entirely devoted to the cultivation of the 
 power of expression, and of the sense of literary beauty. The matter of having 
 anything to say beyond a hash of other people's opinions ; or of possessing any 
 criterion of beauty so that we may distinguish between the godlike and the 
 devilish, is left aside as of no moment. I think I do not err in saying that if 
 science were made the foundation of education, instead of being at most stuck on 
 the cornice to the edifice, this state of things could not exist." 
 
 The same writer advocates the instruction of physical science as a leading el- 
 ment of education in " those primary schools, in which the children of the poor 
 are expected to turn to the best account the little time they can devote to the ac- 
 quisition of knowledge." 
 
 " What I mean is," he says, " that no boy or girl should leave school without 
 possessing a grasp of the general character of science, and without having been 
 disciplined more or less in the methods of all sciences ; so that when turned into 
 the world to make their own way. they shall be prepared to face scientific prob- 
 lems, not by knowing at once the conditions of every problem, or by being able 
 at once to solve it ; but by being familiar with the general current of scientific 
 thought, and by being able to apply the methods of science in the proper way 
 when they have acquainted themselves with the special problem." 
 
 Can we not see that this course of instruction when pursued 
 under a compulsory law, must produce a more efficient and self 
 reliant people than any now adopted ? Such a system for all 
 our schools will sooner or later be evolved as a natural and 
 necessary result of the success of our Agricultural and Mechan- 
 ical Colleges. 
 
 Is the scheme adopted and published of our University cal- 
 culated to accomplish any of the objects sought by the new 
 system ? We have before us the register of the University, the 
 statements of the Kegents to the joint committee of the Legis- 
 lature, and the address of President Gilnian before the Legisla- 
 
THE NEW EDUCATION. 91 
 
 ture. These are supposed to contain the views of the officers 
 of the University relating to the agricultural and mechanical 
 college, and the methods of instruction in those particular branch- 
 es. If we are to interpret the register by the statements of the 
 Kegents and the address of the President, we shall learn that 
 there is in fact but one Professor in each of the special branches 
 — and that the other instruction purporting to be given by the 
 special colleges is the same in all, and in no degree differs from 
 the course of instruction of those colleges which have no spe- 
 cial courses. In other words, all that a special student in agri- 
 culture or mechanics learns from other professors, than the two 
 charged with those specialities, he could learn at Yale or Bow- 
 doin, or any other University which has no agricultural or me- 
 chanical department. These two colleges therefore, have one 
 Porfessor each and no more. In all other respects the Univer- 
 sity of California is simply a college of letters. Neither agri- 
 culture or mechanics can be considered the " leading object " of 
 the institution, unless it can be made to appear that all the 
 English branches ordinarily taught in our colleges relate to these 
 pursuits. The register is deceptive, and without explanation, 
 would convey the impression that both the Agricultural and 
 Mechnical Colleges were supplied with a separate faculty, and 
 pursued such courses of instruction as were generally adopted 
 by other scientific institutions. 
 
 Very little has yet been done either in the agricultural or me- 
 chanical department of the University, still, if there were any 
 promise of completness in the future, this might not be the 
 proper time to complain of the past. But if every promise for 
 the future were fulfilled, the institution would be deficient in 
 those ample means and forms of instruction so generally adopt- 
 elsewhere. Both the President and the Board of Regents seem 
 to realize that some sort of apology is necessary to the public 
 as well for past deficiencies, as for the future shape they intend 
 to give to agricultural and mechanical instruction. 
 
 "If," say 8 the President, "careful inquiry should show that under the most 
 favorable circumstances (such as large funds, fine farms, capital teachers, and 
 practical co-operators,) the friends of agricultural education in Germany and in 
 France, in New England and in the Mississippi Valley, were disappointed ; and 
 that men as eager as any of you to promote the progress of agriculture, have 
 abandoned many of 'the hopes they held and the plans they tried here within the 
 last few years, and are now seeking by other methods to reach the same result, 
 would it not be wise for California to avail herself of this experience. ?" 
 
 "Would it not be well before determining to make any radical change in the 
 organization of the University, or' increasing any extraordinary expenses, to 
 ascertain the lessons of experience elsewhere?" 
 
 In the illustration of his meaning, the President cites the in- 
 
92 THE NEW EDUCATION. 
 
 stances of one French and one German Agricultural College, 
 having changed their locations from country to city, in order tf 
 obtain for their students the benefit of the libraries, museums 
 and courses of instruction of other institutions, and of there 
 having been but seven students in agriculture among four hun- 
 dred and sixty-one in attendance upon the Cornell University, 
 and three in the Bussey Institution the past year. 
 
 It is quite clear that so much of this illustration as relates t# 
 the change of location in the Colleges alluded to, can have no 
 reference to our agricultural and mechanical colleges. They 
 are part of a University. They have or are supposed to have 
 all the benefits of the highest culture. The students can attend 
 all the lectures, have access to the museums and libraries, and 
 other courses of instruction so far as necessary to facilitate their 
 progress in the special branches. 
 
 As to the other point, that so few students attend the Agri- 
 cultural Colleges, it has been fully answered by Dr. White, the 
 President of Cornell University. He says : 
 
 " That the number is at present very small, but I presume that no thougtful 
 man expected that so early a period after the establishment, the number would be 
 very large, nor, indeed do I expect that for some years to come the number will 
 greatly increase. In a new country like ours, those professions which present 
 the most brilliant returns will be sought for first." 
 
 " There are those who are now living amongst us, who will stand among a 
 hundred millions of citizens within the boundaries of this Republic. When that 
 day comes — nay, long before — the present condition of things must change. 
 The present system of routine cultivation, this present system of ' skinning ' 
 lands and then running away to soils more fruitful, for the intention of robbing 
 and running away from them in turn, cannot last. Men must get a subsistence 
 on less and less land ; and they can only get it by bringing to bear upon il better 
 cultivation." 
 
 " But suppose that no young men came forward to take agricultural studides, 
 the new education would still tell powerfully on agriculture. Think you that 
 we can send out year after year, as we did last year, a hundred graduates front 
 all our various departments, whose powers of observation have been trained and 
 whose real knowledge of subjects bearing on agriculture has bean extended by 
 close study in Botany, Animal Physiology, Geology and Chemistry, w ithout ito 
 telling ultimately on the progress of agriculture ?" 
 
 Here is the reply of one President to an objection made by 
 another. We leave to our readers to decide which has the bet- 
 ter of the argument. 
 
 With this reply we might take leave to President G-ilman's 
 objections, but his omission to give credit to the large number 
 
THE NEW EDUCATION. 93 
 
 of these institutions, both in Europe and America, that have 
 been successful, exposes his argument to the charge of insincer- 
 ity. It is in part no objection to the system, nor does it sup- 
 port in the smallest degree the suppositious proposition that the 
 " friends of agricultural education " have anywhere " abandon- 
 ed many of the hopes they have held and the plans tney have 
 tried within the last few years, and are now seeking by other 
 methods to reach the same result." On the contrary it is con- 
 clusive of the fact that they are everywhere engaged in perfect- 
 ing the system with which they have commenced. No system 
 of education ever introduced, encountered fewer difficulties in 
 its methods, and none in so brief a period, where experiments 
 have been honestly made, has been rewarded with more encour- 
 aging results. 
 
 The objection of President Gilman is poorly fortified by the 
 Board of Regents. They mistake the people as much as they 
 mistake their own duties in the following unsatisfactory and ar- 
 rogant announcement . 
 
 " They have been minutely informed of the difficulties encountered elsewhere 
 in the solution of this problem, of the disappointments and changes which have 
 occurred in other well known institutions, and of the local complaints which 
 have been uttered respecting the very Colleges and Universities whose example 
 they are urged to follow." 
 
 Do they tell the people of what these " disappointsments and 
 changes " and " local complaints " consist ? Oh no ! this is what 
 they say : 
 
 " They beg those who are interested in the problem to examine the catalogues, 
 registers, and reports of other State Colleges, and not rest their opinions upon 
 vague and inaccurate rumors of hostile criticisms." 
 
 We will not presume to say what was expected of this re- 
 quest, but we have complied with it to the extent of our power. 
 And we find that in no single instance have these institutions 
 encountered any difficulties, or disappointments, or changes that 
 were impediments to their establishment or progress. All new 
 enterprises require great consideration in the outset. But none 
 of these institutions have failed, though unlike each other in 
 in some important particulars, where a sincere effort has been 
 made to introduce them. 
 
 President White of Cornell University, speaking with refer- 
 ence to this feature, says : 
 
 " It may appear to some that this difference in modes of carrying out the act 
 in the different States was a misfortune. Far from it. I am prepared to main- 
 tain against all comers, that of all the good fortune which has attended the car- 
 rying out of the acts of 1862, this variety of plans and methods in the various 
 States was the best." 
 
 We should be sorry to perceive under these objections of the 
 
94 THE NEW EDUCATION. 
 
 President and Eegents, a covert hostility to any instruction in 
 agriculture and mechanics inseparable from belles lettres learn r 
 ing. But with the reasoning of the President, and the course 
 of agricultural instruction indicated, we hardly know in what 
 other light to consider them. They certainly are favorable to- 
 no course of agricultural instruction now in vogue in Europe or 
 America. In the former country, where they have had an ex- 
 perience of half a century or more and millions have been ex- 
 pended on these branches of education alone, where large and 
 flourishing institutions exist in great numbers, especially in 
 Germany, it is strange that there cannot be found one college 
 after which to mould a suitable institution for California. 
 
 Nor can we see the wisdom in awaiting the results of greater 
 expreience. If the educational system of Hohenheim, the roy- 
 al industrial schools of Saxony, the polytechnic school of Han- 
 over, and the colleges of agriculture and mechanics in nearly 
 every State in the Union furnish no exemplars, the whole sys- 
 tem may be safely pronounced a failure, and the sooner we fall 
 back into the old educational grooves and surrender all ideas of 
 imgrovement the better. 
 
 But is this the case. Mr. J. W. Hoyt, the United States 
 Commissioner to the Great Paris Exposition, who examined into , 
 the cause of education in both Europe and America, speaks 
 most encouragingly of all the Agricultural and Polytechnic 
 Colleges of Europe. One nowhere gleans from any portion of 
 his critical and detailed analysis of them a single idea to justify 
 the implied inadequacy attributed to them by President Gilman. 
 He says however, that : 
 
 " Association between scientific and literary departments, if upon terms of 
 equality and fraternity, is desirable, but not otherwise. The friends of agricu- 
 ture should make sure therefore in effecting consolidation with any institution of 
 different character and aims, first that the articles of association are wisely 
 drawn, and what is no less important, that the administration of the new and 
 dual institution be confided to men of large, comprehensive and impartial views." 
 
 An admonition, which, if it would make our Agricultural and 
 Mechanical College of any efficiency, our people would do well 
 to heed ! 
 
 But even President Gilman and the Board of Eegents are not 
 quite ready to sacrifice the colleges to their own unsupportable 
 predictions of failure. The endowment of '62 will pay for a 
 show of compliance with its requisitions. The prospect of a 
 further increase of their revenues of $30,000 a year, is not a 
 thing to be slighted, and if they do not feel like giving the peo- 
 ple the benefit of thorough instructions like Cornell University, 
 the Bussy Institution or the Massachusetts Agricultural College, 
 
THE NEW EDUCATION. 95 
 
 they can, at least, give them a semblance in those directions. 
 So, after declaring that Agricultural Colleges are not exactly 
 failures, the President tells us what the University should have 
 in order to complete its facilties for agricultural instruction. 
 When summarized, these recommendations consist as follows : 
 
 1. Of a Profossor of Agriculture, who when he is provided with adequate 
 facilitses, is free to make experiments, the benefits of which may teach the whole 
 State, while he gives special instruction to special agriculturists, and general in- 
 struction to other students. 
 
 2. Two Professorships devoted on the one hand to vegetable life, and on the 
 other to animal life. 
 
 3. Instruction in Natural Philosophy, Geology, Natural History, Chemistry, 
 analysis of soils, fertilizers and products, political economy, laws of exchange, 
 value and price, the use of the English language, and as many modern lan- 
 guages as the student pleases, history and the principles of civil rights. 
 
 Nearly all the instructions in the foregoing paragraph is in- 
 separable from every University curriculum in the country. Of 
 itself, it belongs no more to agriculture than to all the other 
 branches of education, and though necessary, by no means sup- 
 plies the places of special instruction. 
 
 4. A Museum of vegetable products. 
 
 5. A Botanical Garden with an arboretum. 
 
 6. As these enterprises mature, practical instruction to be given in the modes 
 of culture, and the right treatment of plants, shrubs and trees. 
 
 7. Experiments all over the State as to the conditions of growth under differ- 
 ent skies and soils, different fertilizers, different culture. 
 
 With such instruction as these facilities may afford, the Cal- 
 ifornia Agricultural College expects to send forth farmers to 
 cultivate our great valleys, teachers to instruct the world, and 
 physical scientists to investigate and make discoveries in all the 
 processes of culture and arts incident to farm life. The " hopes" 
 which President Gilman represents to have been disappointed in 
 the institutions of Europe, New York and New England, are 
 to be fully realized in this course of instruction, and all those 
 "objections and difficulties " which the Board of Regents well 
 knew, but would not divulge, are to be overcome by obtaining 
 for it a continuance of public favor. 
 
 Compare this instruction with that given by the eight profes- 
 sors and ten teachers of Cornell University, who are engaged 
 in the special instruction of agriculture alone. That comprises 
 the following subjects : 
 
 1. The Chemistry of Agriculture, including the constituents and analytical 
 composition of soils and of cultivated plants, the constituents and chemical 
 agencies of the atmosphere and of water, and the composition of manures. 
 
 2. The Geology of Agriculture, including the formation or soils, their chem- 
 ical, physical, and economic character, their suitability for different kinds of 
 crops, and the principal geological features of various "portions of the United 
 States as affecting the soil and productions. 
 
 3. The Physics of Agriculture, including meteorology, or the laws of climate, 
 
96 THE NEW EDUCATION. 
 
 and light and heat as influencing plant life. 
 
 4. The Mechanics of Agriculture, and their application to the various descrip- 
 tions of implements and labor required on the farm. 
 
 5. The Botany of Agriculture, including structural botany, vegetable physi- 
 ology, vegetable pathology, and a knowledge of crops cultivated for food and for 
 technical purposes. 
 
 6. The Zoology of Agriculture, including the habits, diseases, and treatment 
 of live stock, the anatomy of the horse, the cow, the sheep, and other farm ani- 
 mals, and all branches of veterinary surgery and medicine, as well as a special 
 •onsideration of insects injurious to vegetation. 
 
 7. The Economics of Agriculture, including the sequence of agricultural 
 operations, the economical divisions of labor, the rotation of crops, the imrpove- 
 ment of the soil by manuring, draining, and liming, farm engineering and con- 
 struction, general agricultural policy, and the management of landed property. 
 
 The University farm consists of nearly 300 acres. Produce 
 is raised upon it to feed the cattle. The most improved breeds 
 of farm animals are kept. Experiments are made in rotation of 
 crops, summer soiling, winter house feeding 'of cattle — growth 
 of crops suitable for that purpose, comparative merits of raised 
 and flat drill husbandry tested — fall and spring plowing pure — 
 breed and grade cattle, &c. 
 
 In practical agriculture, five hours weekly during the senior 
 year are devoted to technical instruction ; this time being divi- 
 ded between lectures, review, agricultural calculations, farm 
 accounts and outdoor instruction. Students are required to 
 visit the farm daily and take part in the work, when the Pro- 
 lessor in charge deems it necessary for their insruction. 
 
 Evey student is required to spend at least one vacation upon 
 the farm, when, if he chooses to take part in the regular opera- 
 tions, he will be paid according to his ability to work. 
 
 Besides the class room exercises, the student devotes as much 
 time as can profitably be spared for the purpose, to actual prac- 
 tice in the botanical, chemical and veterinary laboratories and 
 in the field. 
 
 In addition to this ill-practical instruction, the student is 
 taught in all the liberal branches of education, admitted to all 
 the lectures of the University, the library, and knows no dis- 
 tinction caste from his fellows who are pursuing the classics. 
 
 Yet this noble institution, if we are to credit President Gil- 
 man, has disappointed the hopes of his founders, because the 
 number of its students is so small. And he offers this as a rea- 
 son why our University should await the result of some more 
 fortunate experiment. In the meantime our agricultural and 
 mechanical students are to be fed upon such shreds and crumbs 
 of knowledge as at the smallest possible expense can supporta 
 claim to the increased but conditional endowment of Congress. 
 For this reason a pretentious register is published, and we are 
 
THE NEW EDUCATION. 97 
 
 told of teachers who have volunteered their services free of ex- 
 pense. For this reason experimental stations in different parts 
 of the State are to be established, in lieu of permanent and in- 
 creasing facilities at the University, and these we are told " will 
 do more to promote the right principles of agriculture, to in- 
 crease the wealth and elevate the work of the agriculturist, 
 than it will accomplish by teaching a thousand boys to plow." 
 These stations are simple agencies of the agricultural schools 
 of Germany, but even in their subordinate capacity, they unite 
 local facilities which President Gilman fails to mention. Hoyt, 
 who visited those connected with the ancient Universities of 
 Halle, Jena and Gottingen, says the experimental station — 
 
 " consists of a few acres of land — twelve to twenty — divided into small plats 
 for purely experimental purposes, in the midst of, or in the immediate connec- 
 tion with which there is a chemical and physical laboratory, and not unfrequent- 
 ly such accommodations for domestic animals, and such general facilities for 
 physiological investigation as are suggested by the problems of breeding, ordi- 
 nary feeding, fattening, &c." 
 
 He says, " they are destined not only to go hand in hand with the agricultu- 
 ral schools, but to be established in many cases independently, and where it is 
 neither practicable or needful to establish a school." 
 
 Even with all these facilities, with laboratories, and domestic 
 animals to make the experiment certain, Hoyt says, " they can- 
 not settle all the questions that must arise, since many of them 
 are limited in scope by circumstauces of locality, and can only 
 be determined on the very spot where they arise." 
 
 But these are not the kind of stations described by President 
 Gilman. Those have no laboratories or domestic animals, and 
 make no provision for the problems of breeding, ordinary feed- 
 ing, fattening, &c. They are simply " experiments as to the 
 conditions of growth under different skies and soils, different 
 fertilizers, different culture." All well enough as far as it goes, 
 but wanting in the thoroughness of scientific instruction, and 
 exactly of a piece with the remainder of the patchwork system 
 recommended by the President. 
 
 Such stations as those of Europe established thoroughout Cal- 
 ifornia, would far exceed in expense the fullest possible equip- 
 ment of the University, and after all was completed, and they 
 were in successful operation, they would only be "agencies in 
 the great work of agricultural education. All the other appli- 
 ances would be just as needful with as without them. 
 
 The merit of President Gilman 's stations would be that they 
 would "require very little land, and very little outlay," and we 
 might add, that in the form which we give them, they would 
 accomplish very little good. In any event, they would certain- 
 ly prove miserable substitutes for that thought practical and 
 
yo THE NEW EDUCATION. 
 
 scientific knowledge which a student would acquire either at 
 Cornell. Bussy or the Massachusetts Agricultural College. 
 They might, as the President remarks, do more for agriculture 
 than the science could derive from "teaching a thousand boys to 
 plow." And yet plowing has been thought enough of at Cor- 
 nell to justify the importation of "Baw plows" for the instruc- 
 tion of the students. The subject can hardly be disposed of by 
 a sneer. 
 
 Our Board of Regents inform us that the College of Agricul- 
 ture, which was the first established among the Colleges of arts, 
 "has been steadily maintained from its commencement with no 
 diminution of its curriculum, but with increased advantages." 
 How have its advantages been increased? At a meeting of the 
 Board of Eegents in July, 1872, Mr. Bolander, the chairman of 
 a special committee to report on the expedience of establishing 
 an experimental garden, put the following questions to the 
 Board : 
 
 "Shall we not test the technological value of our native vegetable products? 
 Have we studied our various kinds of timber as to strength and durability? 
 Have we studied our native vegetations, as to the fibres, resins, gums, dyes, pa- 
 per materials, drugs, oils, etc., it may contain? Do we know as yet any chemi- 
 cal educts of our plants? Do we know the yield in potash by our native grega- 
 rious plants? Have we examined into the yield of the iodine and bromine of our 
 immense masses of sea weeds? Have we made any toxicological researches of 
 plants so injurious to stock ? 
 
 These are questions in Chemistry, a branch which it is claim- 
 ed the institution is prepared, to teach. No excuse can be offer- 
 ed for neglecting it, yet these questions would not have been 
 asked by one of the Regents, if the subjects to which they refer 
 had ever received attention — subjects which would naturally be 
 among the first exercises of a class in chemical agriculture. 
 
 Mr. Bolander then proceeds to recommend that the Board of 
 Regents "locate immediately such portions of the University 
 domain as are to be devoted to Agriculture and Horticulture, 
 and cause the same to be accurately surveyed and mapped. 
 
 1. For an orchard specimen fruits of all kinds likely to be successfully and 
 profitably raised in some portion of this State, at least five acres. 
 
 2. For vineyard, mulberry, textile and oil producing plants, four acres. 
 
 3. For culinary vegetables and small fruits, two acres. 
 
 4. For the cultivation of all kinds of useful fruits and shade trees, ten acres. 
 
 5. For the cultivation of indigenous and foreign and medicinal plants, one 
 acre. 
 
 6. For the cultivation of all our native arborescent plants , to serve as a prac- 
 tical introductin to the study of Botany for the students, three acres." 
 
 He then recommends further: 
 
 1. "That an annual appropriation of $500 be made for the purchase of all kinds 
 of seeds of our indigenous vegetation. These seeds shall be used for exchanges 
 with foreign institutions of a similar nature. 
 
THE NEW EDUCATION. 99 
 
 2. That an annual appropriation of $500 be made for the purchase and intro- 
 duction of fiuit trees not existing in this State. 
 
 3. That an industrial museum be established with a phy to-chemical laborato- 
 ry to test the usefulness of plants. 
 
 4. That a greenhouse and a small propagating house be erected. 
 
 5. That a competent and a scientific gardener be employed to lay out the 
 grounds, and take charge of the entire work. 
 
 6. That the preservation, drying and packing of all kinds of fruit be made a 
 special subject of investigation. 
 
 7. That vinegar and wine making, silk culture distillation of volatile oil, and 
 paper making be taught in connection with agriculture and horticulture. 
 
 8. That it shall be the duty of the Professor of Agriculture to superintend all 
 operations connected with the experimental gardens, to open correspondence with 
 acclimatization societies and institutions of like purpose in foreign countries, and 
 to report annually to the Board of Regents on the progress and conditions of the 
 garden. These reports shall be published at once and distributed at large. 
 
 9. That the students be allowed to work a certain length of time during the 
 day, and be compensated therefor. 
 
 10. That the surplus of plants raised be distributed throughout the State, to 
 such farmers and persons who are willing to plant the same, and to report an- 
 nually on their condition. 
 
 11. That regular daily observations be made on climatic changes." 
 
 These recommendations were made four years after the estab- 
 lishment of the Agricultural College. A glance at the reports 
 made by other agricultural colleges, as published in the report 
 of the department of agriculture, will show that not one of them 
 was unsupplied with many — some with all these aids and forms 
 of instruction before the close of the third year of their exist- 
 ence. What kind of an Agricutural College must that be, 
 which, at the close of four years has made no chemical exami- 
 nation of our timbers and native vegetation — that is unsupplied 
 with seeds — has made no provision for fruit trees — has no green 
 house — no propagating house — no industrial museum — no gar- 
 dens or gardeners, to say nothing of the absence of a farm and 
 stock and all facilties for manual labor and practical illustratra- 
 tion; that in fact has never caused a survey to be made of its 
 agricultural domain? How much of a "diminution of its cur- 
 riculum'" could be made, and have it retain the name of a col- 
 lege of agriculture? How long can its avowed curriculum be 
 pursued without disclosing to the world the hollowness of its 
 pretensions? 
 
 How did the Board dispose of these recommendations of Mr. 
 Bolander ? They laid them temporarily on the table two years 
 ago, and they have never been heard of since ; but within the 
 past three months, since the legislative investigation, and since 
 it became known that government contemplated an examination 
 and a further conditional endowment, they have adopted three 
 or four of the least important of these recommendations, and 
 employed a gardener. But where is the experimental garden — 
 
100 THE NEW EDUCATION. 
 
 where the farm — where the stock — where the great practical lab- 
 oratories which are to illustrate the teachings of the class room ? 
 
 Have all these improvements which it seems at one time were 
 contemplated, been dispensed with on the recommendation of 
 the new President ? Are these among the " difficulties, disap- 
 pointments and changes which have occurred in other well 
 known institutions," of which the Board of Regents has been 
 " minutely informed ?" Is their absence to be supplied by those 
 " other methods to reach the same result," so oracularly alluded 
 to by the President ? Does the present course and scope of in- 
 struction, as published by the President and Regents, embrace 
 those other methods ? 
 
 The Board of Regents have adopted for the development of 
 the grounds of the University, the plan of W. H. Hall, Esq. 
 Mr. Hall's report accompanies the " statements " made by the 
 board to the Legislature. It is simply the plan of a landscape 
 and ornamental gardener. Convenience, utility, use, economy, 
 even the land and soil are subordinated to the single element of 
 landscape effect. Mr. Hall says : 
 
 "Though the principles of landscape composition should govern in a great 
 measure the arrangement of these grounds, the fact that the institution is one of 
 learning should be held in view in the development of every portion of the lands, 
 but the entire conversion of this beautiful site into a school of practical horticul- 
 ture and agriculture would be a needless act of vandalism. I would therefore 
 establish a series of botanical studies, grounds for economic botany, the culture 
 of fruits, berries, and farm produce; a forestry, an arboretum and other instruc- 
 tive features, some of which are indicated, stocked with a variety of trees and 
 shrubs; but I would make their arrangement subservient to principles govern- 
 ing the effect of the whole, and not a mere carrying out of botanical classifica- 
 tion. ' ' 
 
 Governed by these views, Mr. Hall has devised a very beauti- 
 ful plan for the improvement of the University grounds. If 
 the institution were simply a college of letters, nothing would 
 be more suitable, but when we consider that it is impossible to 
 establish an agricultural and mechanical college here, conform- 
 able to the advanced views of leading educators in those sciences, 
 without at least one farm, without vineyards and graperies, and 
 barns, and workshops, and accommodations for stock of different 
 kinds, this elaborate ornamentation strikes us as being entirely 
 out of place. The student's taste for esthetics will be improved 
 at the expense of his taste for the more useful studies. And 
 when the time comes, as it surely must, that some or all of the 
 conveniences we have mentioned are needed, this beautiful park 
 will necessarily be disfigured by structures built more for use 
 than beauty. A plan uniting utility with ornament, in which 
 the former should predominate, would much better compass the 
 
THE NEW EDUCATION. 101 
 
 " leading " interest of the institution. As the President says of 
 the site, it looks directly toward the Bay, to the Golden Grate, 
 and to the Farallone Islands beyond ; one of the most beautiful 
 sites adapted to college instruction." 
 
 This grand view itself can compensate for the absence of 
 many of the lesser landscape beauties with which Mr. Hall pro- 
 poses to adorn the spot. The substantial yoemanry of Califor- 
 nia, who have prehaps greater interests in the success of the 
 institution than any other class, would be better satisfied to see 
 it supplied with means for ample instruction, than mere land- 
 scape ornamentation. 
 
 But this improvement is strikingly in harmony with the sys- 
 tem of agricultural instruction recommended by the President 
 and Board. As that does not contemplate instruction in plow- 
 ing and working upon the farm, so this makes no provisions for 
 one. As that does not include the use of domestic animals and 
 instruction in the selection and raising of stock, so this leaves 
 out of view the construction of proper buildings for their accom- 
 modation. As that proposes to send its mechanical students to 
 San Francisco workshops, and the public works in the bay for 
 practical instruction, so this has reserved no place for workshops. 
 If the methods of instruction now adopted are ultimately to pre- 
 vail, there can be no objection to the plan adopted for the de- 
 velopment of the grounds ; but if these should be changed to 
 meet the views of the people, the forty thousand dollars expen- 
 ded upon the grounds would be literally thrown away. 
 
 In view of the facts we have set forth, what can such an Agri- 
 cultural College as we now have, or as we shall have when all 
 the promises of its President and the Board of Regents are ac- 
 complished, do for California ? It may be assumed that of our 
 population, one-fourth at least will always be engaged in some 
 of the pursuits of agriculture. Our immense domain must all be 
 cultivated or utilized. The whole world is to partake of our 
 products. Our wheat crop which now amounts to 27,000,000 
 bushels annually, will double itself every ten years for the next 
 half century. The same may be said of the grape and fruits 
 generally. Many products now in their incipiency, such as cot- 
 ton, jute, ramie, &c, will swell into prodigious volume as time 
 rolls on, and increase the immensity of our exports. Our State 
 is soon to become famous for theculure and manufacture of silk. 
 The products of our soil will ever be more diversified than those 
 of any other State in the union. The application of science in 
 the irrigation of our valleys, in the reclamation, improvement 
 and cultivation of our waste lands, in the preservation and trans- 
 
102 THE NEW EDUCATION. 
 
 portation of our products, is to be of more consequence than any- 
 other branches of knowledge taught in our University. Our flocks 
 and herds already enormous, will exceed in numbers and diversity 
 those of any other country. Our ultimate greatness lies in 
 our soil. It is magic that will fill our great harbor with the ships 
 of all nations, and our workshops with artisans. Commerce must 
 come to it for aid. Manufactures will always find it their strong- 
 est friend. Even mining with all its promise of untold millions, 
 cannot subsist without it. Wornderful as our growth has been 
 during the past quarter of a century, it forms no criterion by 
 which to judge of its greatness at the close of the next. 
 
 In determining therefore what methods of instruction should 
 be pursued in our Agricultural and Mechanical College, should 
 not ample provision be made for the generations who are to carry- 
 forward the work of developing our noble State ? Shall those 
 strong arms and sinewy frames perform the labor blindly ? 
 Shall tho?e active brains expend their powers in mere theory 
 and experiment ? No. We can better afford to cramp any other 
 branch of learning than that devoted to agriculture. If there is 
 a spot on earth where all the recognized means for its improve- 
 ment should have the amplest scope, that spot is California. If 
 we could remove from its locality in Wurtemburg, the Royal 
 Land and Forest Academy of Hohenheim, with its accom- 
 plished faculty ; its farm of 800 acres ; its forest of 5000 acres ; 
 its school of practical farming ; its experimental stations ; its work- 
 shops, manufactories, audits thorough, practical, scientific curri- 
 culum, it would not exceed the wants of our State. And there 
 is no other State or country where for the benefits it conferred, 
 greater reward would be returned. 
 
 It is a mistake to suppose that the intellectual culture needful 
 to qualify professional men, writers and scholars, necessarily 
 enters into the qualifying studies of the agriculturist. His ed- 
 ucation beyond that of general science and a thorough knowledge 
 in the use of the English language, should be in his pursuit. A 
 thorough training of head and hand in everything relating to the 
 soil. If he can unite experiment with theory — take nothing on 
 trust — know the conditions of success, his education cannot be a 
 failure. This is the aim of the "new education," and unless 
 means are afforded for its attainment equal to the end to be at- 
 tained, it must fail. Our University, without great and radical 
 changes, can never hope to reach it. It must adopt broader views, 
 a larger scope, more comprehensive plans, and a general system 
 that will give encouragement to all the branches it assumes to 
 teach. It must have farms, and barns, and stock, and work shops 
 
THE NEW EDUCATION. 103 
 
 for its students, as well as in door instruction in the sciences. It 
 must have competent teachers, and in its methods of instruction, 
 must be directed by men who are willing to be guided by expe- 
 rience. It must, of itself, be a great teacher in our midst, whose 
 lessons will be respected by the agriculturists of the State, and a 
 censor whose criticism they will always fear. It must command 
 respect as a public benefactor. Its achievements in learning must 
 inspire the people with confidence in its varied capabilites. Its 
 graduates must always be proud to belong to its alumni. 
 
 A few experiments in chemistry — a little ornamental work on 
 the college grounds — a smattering in the treatment of fruit 
 trees — the planting of a few acres here and there in different 
 parts of the State, with all the book culture in the world, never 
 did, never can make a practical agriculturist, or even beget a 
 taste for those nobler and sterner duties upon which the great 
 value and merit of the pursuit depends. 
 
 We feel it our duty to warn the people of California against 
 an objection, which as yet has appeared only in the form of sug- 
 gestion and insinuation, that seeks to transfer the government 
 of the University from the State to other hands. The article 
 in the Atlantic Monthly for July, already alluded to, contains 
 the following paragraphs in allusion to the present form of 
 government : 
 
 " At the very outset, the question whether the State should mantain an agri- 
 cultural school, or a University including an agricultural school, was discussed 
 and determined in favor of the comprehensive plan. The laws of the State are 
 clear upon this point. 
 
 " With all these prospects, there is a serious danger. The chief supporter of the 
 University may become its chief destroyer. The funds having come chiefly from 
 the publics treasury, the legislature of the State has retained a visitorial power, 
 and is disposed to supervise not merely the expenditures of money, but the interi- 
 or organization, discipline and courses of instruction. The University is not 
 governed by a charter, but by sections of the political code. Its Regents are civil 
 executive officers, individually responsible. The legislature while in session is 
 supreme, having in its hands a despotic power such as kings and parliaments have 
 never possessed in the management of Colleges and Universities. It may at will 
 abolish the Board of Regents, and substitute for it a body selected by popular 
 suffrage. 
 
 " This supremacy is nominally the supremacy of the people ; but there is dan- 
 ger that it will be the supremacy of ignorant and prejudiced men, acting in 
 haste, under personal pique, and without full consideration of the consequences 
 involved." 
 
 The article then proceeds to show how this " supremacy of the 
 people" was illustrated in the efforts of the farmers' granges last 
 winter, at the close of which we find the following Jesuitical sen- 
 tence : 
 
 "Many persons wonder why the friends of the University in California, prefer 
 State aid plus State interference, rather than private generosity minus State in- 
 terference." 
 
104 THE NEW EDUCATION. 
 
 This is only a new and more demonstrative form of expressing 
 the same, idea, partially uttered by President Gilman in his ad- 
 dress before the Legislature. He says : 
 
 "My policy would be, if I were permitted, Mr. Speaker and Gentlemen, to 
 make a suggestion, that the State should do that which is essential, that which 
 is fundamental, and then by its stable course of treatment should induce wealthy 
 men to aid in building up the schools and extending knowledge in all the modern 
 sciences." 
 
 Governor Haight, one of the Board of Regents, in addressing 
 the students of his old College recently, expressed a belief that 
 the sole drawback to the University consisted in its dependence 
 upon the Legislature. 
 
 If, taken together, these remarks mean anything, they mean 
 that all power of the State over the "interior organization, dis- 
 cipline and courses of instruction" should be surrendered. That 
 being accomplished, this authority shall be exercised at pleasure 
 either by the faculty, the Board of Regents, or perhaps by the 
 President alone. Any methods of study they may adopt shall not 
 be disturbed by "ignorant and prejudiced men," like the farmers' 
 granges last winter. No memorial to the legislature shall drive 
 them to the necessity of another disgraceful disclosure of facts, 
 like that made by the President and Board of Regents, showing 
 that after an existence of six years, both "the leading features" 
 of the University had done literally nothing to promote instruc- 
 tion in agriculture and mechanics. They will not be compelled 
 on the spur of the moment, to patch up a system to meet the 
 exigency, in order to save the institution. No power will com- 
 pel them to take up and consider recommendations made two years 
 ago, and temporarily laid on the table, for giving efficiency to 
 the agricultural department. They will not be betrayed into 
 the meagre statement of what they have done to show " that the 
 good will of the Board towards the Agricultural College may be 
 illustrated." 
 
 Who, that is familiar with the Legislative investigations of last 
 winter, does not believe that every act, appointment, appropria- 
 tion and improvement made since by the Board of Regents, 
 relating to agricultural and mechanical colleges, grew out of 
 that damaging process ? They would have remained unnoticed 
 until now, but for the "ignorant and prejudiced " farmers, gran- 
 ges, who had the audacity to memorialize the legislature, and 
 make some charges that unfortunately proved true. The writer 
 for the Atlantic, who seems to understand this matter as well as 
 if he had participated in it, says that " the effort was made to 
 turn out the Board of Regents and replace the members by those 
 who are fresher from the people/' 
 
THE NEW EDUCATION. 105 
 
 Was it not time? Had not the board by its neglect forfeited 
 all claim to public confidence ? And when those people, who in 
 their " ignorance and prejudice" supposed that Congress meant by 
 so declaring, that the Agricultural and Mechanical Colleges 
 should be "leading features," found that little more than a col- 
 lege of letters actually existed, was it strange that they should 
 desire a change ? 
 
 This investigation, failure as it was in the object sought, was 
 productive of results which clearly demonstrates the necessity of 
 of keeping the University where it is. We should be sorry that 
 this or any other question affecting it, should require partisan 
 interferences, and we feel quite sure it never will, unless preci- 
 pitatated by those who favor a divorce between the institution 
 and the State. In that event, we shall hope to see the measure 
 put down with an emphasis that will be forever conclusive. 
 
 We may not rightly understand the meaning of the President 
 in the suggestion " that the State should do that which is essen - 
 tial, that which is fundamental, and then by its stable course 
 of treatment should induce wealthy men to aid in the building 
 up of the schools and extending knowledge in all the modern sci- 
 ences." Does it mean that the Agricultural and Mechanical Col- 
 leges shall, after being established by the State, depend for fu- 
 ture aid, upon voluntary donation, or that this source of support 
 shall apply to the college of letters as well ? If the former, it is 
 objectionable. Why should one college be supported by the 
 State and the other by donations ? Is the college of letters more 
 worthy of State favor than the college of arts ? 
 
 If it means that the State shall cease to make any appropria- 
 tions for the University after a certain time, but by its "stable 
 course of treatment" (what does that mean ?) induce wealthy 
 men to make donations, that is objectionable, because it will 
 ultimately remove the institution from the control of tne State. 
 There is no danger even from the President's exhibit of the be- 
 quests and gifts to the University, that the amounts will ever 
 exceed the wants, how much soever the State and government 
 may give in addition. The institution cannot be too largely en- 
 dowed, and the "wealthy men" of California need have no deli- 
 cacy in giving to the full extent of their generosity, through any 
 fear that they will give too much. Neither they, nor the State, 
 nor the government can give to a better cause, unless by improper 
 management, its objects should be defeated. 
 
 Thus far in its career, the University has had all it required. 
 If the State has no reason to be proud of the University, she 
 may certainly feel proud of the noble efforts she has made to es- 
 
106 THE NEW EDUCATION. 
 
 tablish it. There has been no lack of funds — and the beautiful 
 edifices at Berkeley show that there has been no lack of appreci- 
 ation of the design of the institution by the State. Indeed the 
 President says : 
 
 " The funds of the University are soon to be ample; sufficient I belie re, to 
 make it soon unnecessary to ask for further help." 
 
 In Morill's New Agricultural College bill, is the following 
 clause : 
 
 "If it shall at any time be made to appear to the Secretary of the Interior, 
 b3 - unequivocal evidence, that any State or Territory has not in good faith sub- 
 stantially complied, with the provisions of the act named in the first section 
 of this act, as to the use, object and purpose therein contemplated, he shall at 
 once duly notify the Treasurer of the United States, who shall thereafter withold 
 the payment of any interest which may have accrued, or accrue to any Colleges 
 in such State or Territory, iintil such time as the Secretary of tbe Interior shall 
 be satisfied, as to the compliance with the provisions of said act and shall so no- 
 tify the Treasurer aforesaid." 
 
 This law will add over $30,000 annually to the permanent 
 endowment of the University, in case it can be shown that the 
 institution has faithfully complied with the provisions of this 
 act, in making agriculture and the mechanic arts the "leading 
 object." We fear for the effect of the answers which the Board 
 of Regents and President of California University will be com- 
 pelled to make to the searching questions put to them by Con- 
 gress on this subject. It is no enviable task. It is easier to tell 
 what many of these replies ought to be, than what they will be, 
 if we are to judge from the "statements" of the Board, the Uni- 
 versity Register, and the President's address. But Congress asks 
 for detailed information. The questions are not what expendi- 
 tures have been made for the course of general instruction, but 
 for branches relating to agriculture and mechanics. How much 
 for theory and practice — how much for agricultural chemistry 
 — for botany — horticulture, forestry — animal physiology — vet- 
 eriniary practice — economic entomology — irrigation ? How much 
 for the experimental farm — the machine shops — mining processes 
 and methods? What are the subjects of study relating to agri- 
 culture — what in the mechanic arts ? And then those compre- 
 hensive questions at the close : 
 
 "Has your institution in good faith performed all the conditions and require" 
 ments of the statute of July, 1862, and the acts supplementary thereto ? If not, 
 state for what cause and in what particular you have failed? Has the gift of the 
 United States been preserved unimpaired and devoted to the purposes of your in- 
 stitution ? If not, to what extent has it been impaired or diverted, and. under 
 what circumstances?" 
 
 We should be glad to feel that the answers to these questions 
 could be favorable to the future interests of the University. 
 The provisions made for the encouragement of education by the 
 
THE NEW EDUCATION. 107 
 
 government have ever been on the broadest scale. Before the 
 adoption of the Constitution; the Continental Congress deter- 
 mined that in every six miles square, the school system should be 
 established. Six hundred and forty acres of every township was 
 conceded for its support — one thirty-sixth of the entire public 
 domain. Education and the settlement of the country were thus, 
 from the first; contemporaneous interests. 
 
 When the new States began to come into the Union, the con- 
 cession was doubled, so that the cause had twelve hundred 
 and eighty acres in each township. The aggregate of the 
 land thus given to the support of the common schools, amounts 
 to seventy millions, five hundred and fifty-nine thousand, one 
 hundred and twelve acres ; besides one million, two hundred and 
 forty-four acres granted for seminaries of learning. 
 
 Now that the feasibility of a newer, more practical, more ad- 
 vanced system of instruction has been demonstrated, government 
 again advances with its aid, and concedes nine millions, six hun- 
 dred thousand acres, for its encouragement. And when it is fairly 
 under way it comes to its assistance with a permanent annual en- 
 dowment. For all this munificence, it naturally expects a return 
 in the increase of public intelligence, and the improvement of the 
 country. It contemplates great progress in the industrial pur- 
 suits of the nation. It looks to see the farms, the workshops 
 and the various mining and mechauical occupations, brought un- 
 der the control of science, and conducted by an educated people. 
 It anticipates a period when every man in the nation shall by the 
 results of educated labor, be placed above want, and become a 
 contributor to the general welfare. Shall California do her part 
 in this great reformation ? 
 
 COLUMELLA. 
 
MEMORIAL 
 
 OF 
 
 California State Grange, 
 
 AND 
 
 MECHANICS' DELIBERATIVE ASSEMBLY 
 
 ON THE 
 
 STATE UNIVERSITY. 
 
 To the Senate and Assembly of the State of California : 
 
 In accordance with the accompanying resolutions of the State Grange of Cal- 
 ifornia, and the Mechanics' Deliberative Assembly of San Francisco, the follow- 
 ing: petition has been prepared : 
 
 KESOLUTIONS OF STATE GRANGE. 
 
 OFFERED BY W. H. BAXTER. _ 
 
 Resolved, That a coram itee of three be appointed on the subject of agricultural 
 education. Said commitee to inquire particularly into the condition of the Agri- 
 cultural Department of the State University— what improvements, if any, should 
 be made, and what legislation, if any, is required to secure to the farmers of the 
 State the full benefits of the Agricultural College grant. 
 
 Resolved, That the true meaning and intent of the Congressional grant (see Act 
 eighteen hundred and sixty-two), was to establish primarily " Agricultural or 
 M Mechanic Arts" Colleges, and that the funds derived therefrom should be nrst 
 applied to these purposes, and that the State should render such aid as may be 
 necessary. Such colleges should be mainly under the control of men engaged in 
 these pursuits, and should be practical as well as theoretical. 
 
 Adopted. University Commitee : J. W. A. Wright, W. H. Baxter, O. L. 
 
 RESOLUTIONS OF MECHANICS' DELIBERATIVE ASSEMBLY. 
 
 PRESENTED BY JUDGE E. D. SAWYER. 
 
 Whereas, The Congressional Act of eighteen hundred and sixty-two, grant- 
 ing lands to the several States, had for its object the promotion of liberal and 
 practical education of the industrial classes ; and whereas, this State, in accepting 
 the grant and establishing the University of California, made provisions tor a 
 College of Mechanic Arts, and a College of Agriculture, thus guaranteeing to the 
 people of the State practical instruction in these pursuits ; therefore, 
 
 Resolved, That a committee of three be appointed to make snch inquiry as may 
 be proper as to what caD be done, or what legislation is necessary to secure to the 
 industrial classes, through the State University, its educational advantages. 
 
 The resolution was adopted, and E. D. Sawyer, C. C. Terrill, and M. J. Donovan 
 appointed on the commitee. 
 
 Your petioners, in furtherance of the above views, and in behalf of the industrial classes of 
 California, both agriculturists aud mechanics, would respectfully call the attention of your 
 honorable body to the condition and wants of the State University. 
 
 We make this petition with all due deference to the Honorable Board of Regents and 
 Faculty of our University, and with no desire to interfere improperly with any of their rights or 
 duties. But we believe the interests of the people of the State, for whose benefit especially this 
 noble institution was established, require that greater efficiency be given to the agricultural, 
 
110 MEMORIAL. 
 
 mechanical, and other industrial instruction therein, without diminishing the usefulness of those 
 departments already in successful operation. 
 
 Your petitioners find that the State University resulted from an Act of Congress entitled 
 " An Act donating public lands to the several States and Territories which may provide Col- 
 leges/or the benefit of agriculture and the meclianic arts." By this Act one hundred and fifty 
 thousand acres (more or less) were donated to California. 
 
 In accordance with this munificent provision of the United States Government, our Legisla- 
 ture passed an Act establishing a University, and prescribing that its most prominent features 
 should be Colleges of Agriculture and Mechanic Arts. 
 
 By reference to the last report from each of the thirty-eight States that shared in this national 
 endowment, to the Department of Agriculture, at "Washington, we find nearly every one of them 
 carrying out both the letter and the spirit of the Act of Congress ; " that they are attended by 
 over three thousand students, most of whom are practically pursuing agricultural and mechan- 
 ical studies," with well stocked farms, workshops, and all necessary appliances of instruction. 
 
 In the same report, we read that " in California a farm of about two hundred acres has been 
 provided for the Agricultural Department, but it has not been improved, nor are the students 
 instructed in agriculture outside of the school-room. 
 
 The Act of Congress requires that the " leading object" of the Industrial Universities shall be 
 without excluding other scientific and classical studies, and including military 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 their several pursuits. 
 
 The organic Act creating the University requires that the College of Agriculture shall first be 
 developed, " and next, that of the Mechanic Arts." We find that of the monthly appropriation 
 (six thousand dollars) for the regular expenses only one twentieth is now devoted to the Agricul- 
 tural Department, and that one Professor is discharging all the duties of instruction on the 
 subjects related to it. JYo technical instruction in the meclianic arts has thus far been given. 
 
 The instructional force of the University (besides the President) is as follows : 
 
 One Professor of Latin and Greek, and two Assistants. 
 
 One Instructor in Hebrew. 
 
 One Professor of Mathematics, and two Assistants. 
 
 One Professor of Modern Languages, and two Assistants. 
 
 One Professor of Chemistry, and two Assistants (advanced students) . 
 
 One Professor of PhysicB and Mechanics. 
 
 One Professor of Geology and Natural History. 
 
 One Professor of Civil Engineering and Astronomy. 
 
 One Professor of Rhetoric, History, and English Language. 
 
 One Instructor in Drawing. 
 
 One Professor in Agriculture, Agricultural Chemistry, and Horticulture. 
 
 Your petitioners do, therefore, request, that in accordance with plans pursued at Cornell, the 
 Massachusetts and Michigan Agricultural Colleges, the Universities of Missouri, Illinois, and 
 many others (as may be seen from the report already referred to), that whatever State aid is 
 granted for our University; and as rapidly as the income from the land sales is received, it may 
 be "first of all applied to the extending of the Colleges of Agriculture and the Mechanic Arts, 
 and all the departments of instruction which directly bear upon the studies pursued in them." 
 
 With this object in view, we earnestly recommend a sufficient appropriation to carry out the 
 following objects: 
 
 First — The improvement of such portions of the University grounds as may be required to 
 illustrate practically the subjects taught in the Department of Agriculture, and the adaptation 
 of this State to various cultures. The erection of a plain, convenient, and commodious farm 
 house, with suitable outhouses, to be occupied by the Professor of Agriculture, or some practi- 
 cal farmer to act under his direction. To this an orchard, vineyard, vegetable and flower gar- 
 den, and a poultry yard should be attached ; also, a propagating house, and, as soon as practi- 
 cable, a conservatory. The culture of cereals, textiles, and other valuable vegetable produc- 
 tions ; the rearing of stock, bees, and silk worms should be illustrated, on a small scale, epito- 
 mizing the entire range of agricultural industries. 
 
 Second -The appropriation of a sufficient amount to secure the necessary practical instruction 
 in the mechanic arts ; to provide blacksmiths', carpenters', cabinet, and machine shops, and 
 printing press, under the supervision of competent persons. 
 
 We by no means expect to accomplish all this at once, but we ask means to secure to the 
 youth of our State, with proper economy and despatch, the advantages enjoyed by students of 
 the best developed institutions which owe their existence to the same foundation. We desire 
 that the grounds of our University, its museums, parks and gardens, may eventually become 
 as those of the Garden of Plants at Paris ; and that our College of Mechanic Arts may, without 
 needless delay, rival the Technological School in Boston. We ask that in keeping with the 
 educational standards of the age, the principles of object teaching and practical instruction be 
 conducted in connection with the ideal and theoretical, and occupy in the chief school of the 
 State the position which their importance demands. We believe that nowhere will the dignity 
 of labor be bo strongly impressed upon the mind as in those higher institutions of learning, 
 organized for the benefit of the most important class of laborers, where the acquisition of skill 
 goes hand in hand with the acquisition of knowledge. 
 
 We find that the Board of Regents, as at present constituted, does not sufficiently represent 
 the various portions and interests of the State. Though composed of gentlemen of the highest 
 position and worth, they reside, mainly, in San Francisco and Oakland, and although they have 
 been zealous in their efforts to secure the prosperity of the institution, we believe that the best 
 interests of education would be promoted by an amendment of the Act so as to unify the Uni- 
 versity with the other departments ol State education. We therefore respectfully ask such 
 
MEMORIAL. Ill 
 
 f 
 
 amendment of this Act, and of -other Acts, as shall constitute a State Board of Edncation, hav- 
 ing charge of the University, the Normal School, and other public schools, and to consist of 
 fifteen Regents, viz : Seven ex-officio— the Governor , Lieutenant Governor, Speaker of the As- 
 sembly, State Superintendent of Public Instruction, President ol the State Agricultural Society, 
 Master of the State Grange, and President of the Mechanics' Iustitute of San Francisco ; also 
 two Members from each Congressional District, to be appointed from their districts by the 
 Governor, with the consent of the Senate, for their first terms, and afterwards to be elected by 
 the people as vacancies occur. We also reeomend that any nine members shall constitute a 
 quorum, as the Board of Education, or as the Board of Regents for the University or as the 
 Board of Trustees of the State Normal School. We ask that they be so selected as to represent 
 the various industrial interests, occupations, and professions of the citizens of the State. 
 
 The law (Article Four, section fourteen hundred and filty of the new Code), clearly provides 
 that the Secretary of the Board of Regents must be a practical farmer, and must reside and 
 keep his office at the site of the University. These requirements having been hitherto disre- 
 garded, vi e r commfiid that the law be either rigidly enforced or essentialy modified. 
 
 It is generally understood that a portion of the lauds donated by Congress for the purposes 
 of industrial education in California, have been sold at five dollars per acre, one fifth of the 
 amount having been paid down, and it is understood that the fund thus obtained has been used 
 in paying Protessorships and scholarships in our University. But it is the misfortune of the 
 people of California to know very little about these lands and their present condition, while 
 they do know that in other States, in consequence of mismanagement, only a small part of 
 the real value of school and University lands has been realized. In some instances timber 
 lands valued at thirty and fifty dollars per acre have been taken up, the first payments made, 
 the timber removed, and the lands forfeited. It is clearly the right of the people to have cor- 
 rect information on this subject. 
 
 We do therefore petition your honorable body that a University Committee be carefully se- 
 lected from your number whose duty it shall be to examine fully, minutely, and impartially 
 into the location and present condition of all lands donated to California for these purposes ; 
 to ascertain what has accrued from the sales thereof, and how the same has been expended ; 
 and that the necessary power be granted them to send for persons, books and papprs, to admin- 
 ister the necessary oaths, and take the testimony for the thorough investigation of the whole 
 question, and that the results of such investigation be published without unnecessary delay, 
 for the information of the people. 
 
 In view of the important fact that another bill was introduced into Congress, at the late sess- 
 ion (by Mr. Merrill, the author of the original bill ; see Agricultural Report, pp. 34H, 872), which 
 it is expected will be passed during the coming Winter, giving to each of the industrial Uni- 
 versities in operation an additional grant of five hundred thousand acres, we also request that 
 our Legislature memorialize Congress so to amend the law regarding the locations upon ur.- 
 surveyed lands as to protect actual settlers in their improvements up to the time that the lo- 
 cator can make his selection by sections or subdivisions. 
 
 As a means of redress for siezures under the existing law, we als<» recommend that our 
 Legislature forthwith pass an Act, providing that in all cases where contests have arisen, or 
 may hereafter arise, before the Board of Regents of the University upon the University lands, 
 and the contestant shall feel aggrieved at the decision of said Board, he shall have the right 
 of appeal to the District Court by giving the usual notice of said appeal. 
 
 We respectfully recommend that all the University funds be kept in the State Treasury, 
 subject only to order in proper form for University disbursements. 
 
 As we are now informed that the funds hitherto appropriated are exhausted, and that addi- 
 tonal appropriations will be required at the present session to add other and needed improve- 
 ments, in accordance with the original plan, your petitioners would respectfully ask that in 
 addition to the sum required for monthly current expenses, the following be specifically appro- 
 priated : 
 
 For farm, buildings, implements, stock, etc., twenty-five thousand dollars. 
 
 For annual farm and garden expenses, payment of students and other labor, salary of farmer 
 and gardener, expenses of lectures from experts in special cultures, agricultural, entomology, 
 veteriniary science, etc., collection and preparation of specimens for museum of agriculture, 
 and incidental expenses, fifteen thousand dollars. 
 
 For mechanical shops, printing press, steam engine, and their appurtenances, fifty-thousand 
 dollars. 
 
 For annual expenses of mechanical shops, printing press, superintendence, students, and 
 skilled labor, collections of models and raw materials for Museum of Mechanic Arts, lectures 
 on technical subjects connected with mechanical pursuits by skilled persons, and incidental ex- 
 penses, fifteen thousand dollars. 
 
 It is expected that this will furnish the carpenters', cabinet work, and printing for the insti- 
 tution. 
 
 It should be borne in mind that these departments are to be created, and that no part of the 
 twenty thousand dollars already expended for chemical and physical apparatus will supply 
 their technical needs. 
 
 The completion of the central building, according to the original plan, is a prime necessity in 
 accomplishing the gieat purpose of the University: for, in the absence of suitable rooms for 
 the present Museum and Library, it has been considered necessary to occupy for this purpose 
 a part of the College of Agriculture, a building designed to supply the wants of this department, 
 as is indicated by the appropriate and bountilul emblems that adorn its outer walls. In this 
 exigency the entire Agricultural Department is forced into the limited space of the north half 
 of the basement of this splendid structure, thus placing in a subordinate position which it was 
 never intended to occupy, what should be the most prominent department of the State Univer- 
 sity. 
 
 We find that a building containing an Assembly Hall ; Museum, etc., can be erected oj wood 
 
mSSS* 0F CONGRESS 
 
 112 memorial. 029 917 799 3 
 
 at a cost of one hundred and fifty thousand dollars ; of brick, with granite facings, two hun- 
 dred and fifty-six thousand dollars. 
 
 The labor of students can be utilized in the construction of this and other needed 
 edifices and deserving young men can in this way be aided in paying a part at least of the ex- 
 penses of their education. Suitable dwellings should at once be erected for the accommodation 
 of the Professors and club houses for the students, upon the University grounds, tor which a 
 moderate rent might be charged. At present, both Professors and students are compelled to 
 live at Oakland, five milesdistant, or to provide themselves accommodations in the yet sparsely- 
 settled neighborhood of Berkeley, at an expense greater than their means will justify. The en 
 tire energies ol the University body should be concentrated in and around its scholastic home. 
 
 In conclusion, we would repeat that it is not now our object to undervalue what has been 
 so well done in the erection of buildings, of which the State may be justly proud ; in the open- 
 ing of the doors of the University to both sexes ; in making its instruction in all departments 
 free; in organizing the Military Department and Labor Corps; and in securing a Faculty of 
 zealous and able men. But, believing that the first and highest employment of men is to feed, 
 shelter, and clothe, the world, we ask that the graduates of our industrial colleges may be 
 " peers of scholars in mental culture," and peers of laborers in manual skill and physical de- 
 velopment. 
 
 The relations of labor to study are admirably stated in the Report of the Missouri University. 
 
 " The pupil must study till he knows what should be done, why it should be done, and how 
 When this is done, the intellectual division of labor is finished. The pupil must labor till he can 
 do work in the farm and shjp with skill; then the manual division of an industrial education, 
 is finished. In agriculture, he should thus learn whatever is done on the farm, in the garden, 
 orchard, and nursery. If it is asked : " Who shall direct the labors of the pupils i" "We an- 
 swer : " The teacher of the principles put in practice, that useless and impracticable theories . 
 may not be introduced." 
 
 Agriculture is far from being an exact science, and its conditions on this coast are peculiar 
 We ask that our University be- mile useful to the largest number of our citizens, by accurate 
 annual reports of work done, experiments made, and results arrived at. 
 
 Agriculture in its various departments, should be so taught and practiced in our University 
 as to send forth scientific farmers, who3e labor and skill can utilize the soil and develop its 
 greatest resources, while the mechanical department should graduate learned and skilled me- 
 chanics, who shall add dignity and worth to labor ; and it is the earnest desire and purpose of 
 agriculturists and mechanics of this State to make these great departments of industry the 
 leading features of our State University, and for this purpose we expect your cordial co-operation , 
 and such appropriations as are necessary. 
 
 Nor do we think 'that any mechanical schools in San Francisco, valuable as they may become, 
 can supply the place of the College of Mechanic Arts, as provided by the original plan of the 
 State University. 
 
 We also request the present Legislature to order that block letters be prepared and placed 
 upon the east and west faces of the main building of the University , marking it for all time with 
 the words, " Agmcoltural College of the University of California." 
 
 J. W. A. WEIGHT, W. H. BAXTER, O. L. ABBOTT, 
 
 Committee of State Grange . 
 
 E. D. SAWYER, M. J. DONOVAN, Esq, CHAS. C. TERRILL, 
 
 Committee of Deliberative Assembly. 
 
 To the Executive Committee, California State Grange : 
 
 Your committee, appointed in accordance with a resolution adopted by the State Grange at 
 
 its last session, herewith submit this memorial as their report on the measures contained therein. 
 
 J. W. A. WRIGHT, W. H. BAXTER, O. L. ABBOTT. 
 
 Resolved, That the within report be received and adopted. Carried. 
 
 To The Honorable Senate and Assembly of the State of California : 
 
 The Executive Committee of the California State Grange hereby respectfully reccommend 
 that your honorable body take immediate action to carry into effect the measures proposed in 
 this memorial. 
 
 J. M, HAMILTON, J. C. MERRYFIELD, A. B. NALLEY, 
 
 H. B; JOLLY, G. W. COLBY, J. G. GARDNER, 
 
 Executive Committee of California State Grange: