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Show I The Agricultural College. H The arguments respcting the extent and value H of such a"h education aa is given in the average B agricultural college, that have been heard, on the H streets and elsewhere since the movement was H launched to make the Branch Normal school in this H city an auxiliary of che agricultural college, are so H widely different thftt we deem the following ex- H tract from the pen of President John A. Widtsce H of the agricultlural college to be deserving cf the H attention of every citizen of this section of the H state. H President Widstoe says: H "The educational policy of the Utah v H -' Agricultural College conforms to the wi.ll H f" of the people as expressed in various laws H by the State and the Federl Governments. H Into these laws may be read the accept- H anco of three great principles of modern H educational philosophy. First, that edu- H cation shall be brought within the rerch H of tne masses of the people; second, that H ' education shall aim to prepare men and H - ' women for the real work of the world of H -1 any or all kinds; and, third, that the H applications of modern science have made H ' the common pursuits desirable from, an H intellectual and financial point of view. H "Among the enduring expressions of H r.i' public belief in the principles of equal H "-'" educational opportunities for all are the H free public schools, free text-bcoks, free H public high schools, and free public col- H ' leges and universities. The establish- H ment of the principle of universal ecusa-H ecusa-H , ' -. tion is still in progress, and upon it will be f$ based many coming reforms. In harmony mv- -- wj .jjjg .prinfiipio the Agricultural Cj - H lege has placed emphasis not only upon H strict college work, but upon practical H short courses in the various departments H and upon extension work throughout the ;' State. H "The second principle demands that H education must be practical, that is. cap- H able of being used profitably in the daily H affairs of the community. Consequently, H all necessary human pursuits arc the H legitimate concerns of education. The H farmer and the physician; the housewife H and the lawyer; the artisan and the H minister, must find, equal opportunities in H the public institutions of learning, for B preparation for their respective life pur- m suits. Moreover, since the farmer and the 1 - physician are both necessary in the 1 , world's work, and since there are more. M than ten farmers for every physician, M than ten times more emphasis more H should be placed in the scheme of m education on farming than on medicine. 1 In obedience to this principle the courses H ' of instruction in the College have been ex- H tended to conform with the industrial 1 needs of the State, and the subject as in- 1 eluded in them have been so arranged as 1 . to give the students greater power over M existing conditions. H "The third principle implies that in H the light of modern knowledge discipline H of the mind may be gained by study in H any of the developed departments of M knowledge. Agriculture, domestic sci- H ence, commerce and engineering, studied H scicnlifically, are equal in educational H 'value to any of the so-called learned pro- H fessions. The various branches of Hj mechanic arts are likewise being devel- H oped u: der the influence of modern know- H 'edge, are rapidly becoming as desirable H as any other profession. A main purpose H of institutions like the Agricultural Col- H lege, is -to throw the light of intelligence H into the pursuits of the majority of man- H kind, and thus to make, as far as possi- H ble, all necessary pursuits equally valua- M ble. A phase of this principle leaches H tl;at hand Jqbor should be coupled with , head labor for the trulv happy life. This H requires a natural co-ordination of .mind nnnv aaaW AaaaB- and body in life's jlriuits. In obedience (Jtothis doctrine th!ollege has attempted ' to turn as many as wsible of its students ' ' into activities notAcludecl in the older . "learned" profesMn8, by showing the rcul possibilities oAappinoss in the professions pro-fessions that the jiwority of men must follow. I "Upon this interpretation of the governing gov-erning laws the Agricultural College of Utah rests its policy! It hopes to be the school of the pcoploJbecnUsc it meets the educational needscj the f majority. It frankly admits that-1: plans 'to train farm-" farm-" crs, housewives, busiiess men, and mechanics, me-chanics, but it hopes to train them so that they may feel daily ;he keen joy which accompanies any pu: suit that has been dignified by intellige t mastery. It hopes to malce of its college graduates the peers of training. It mey is to develop itself to the special needs ox Utah; to discover her natural resource!, and to train men to develop successfully these resources." |