Board of Trustees Meeting Minutes – 1896 [Begin page 124] State Board of Agriculture Meeting. Jan. 2 / 1896. The Board met at Governor's rooms in Capitol, Thursday, Jan 2 [Minutes approved] All members present. Minutes of meeting of Nov 11 read and approved. Minutes of last meeting read and approved. A recess was taken to Friday morning at 9 A M., Jan 3 at the College. Met at 9.00 A.M. Friday. [Military] It was resolved that the Secretary be instructed to ask the U.S. War Department to extend the detail of Lieut Lewis to Aug 8 and also to request the detail of Lieut H.H. Bandholtz Co, C. 8th Infantry, to succeed Lieut. Lewis as military instructor. [Horticulture ML Dean asst at 50000] It was resolved that M.L. Dean be appointed Asst. in Exp. Station. Hort. Department, in place of U.P. Hedrick resigned, at a salary of $50000 per year, to begin when he reports for duty. It being understood that the Salary is to be increased at the end of each year $100.00 until it reaches $80000 per year. [End page 124] [Begin page 125] [Committee to make apportionment for next 6 mo] It was resolved that the Finance Committee and Secretary be instructed to make apportionment of funds for use of departments for next six months. [Dr Beal allowed expense] Dr. Beal was allowed expenses attending winter meeting of State Horticultural Society at Adrian, to be paid from institute fund. [Thorn Smith asst in Chem dept @ 30000] Thorn Smith was appointed Assistant in Chemical $30000 Department. Exp. Station, at a salary ^ per annum. [Chas Johnson, asst at Green house] Mr. Chas. Johnson was appointed assistant at Green House at $3000 per month to Mar 1, and $3500 after that date. [Report from Prof. Hort] The following report from the Prof. of Horticulture was received: Pres. C.J. Monroe. Dear Sir: At a meeting of the Board of Agriculture last spring I was requested to present a plan for the ornamentation of the school grounds in Michigan, by the cooperation of the college and the teachers and pupils of the public schools. The success of a similar undertaking by the State Horticultural Society in 1881 would indicate that much good can be done along this line. Not only can we hope to improve the appearance of the grounds which are for the most part notoriously bare and unsightly, but it will aid in the cultivation of a love for the beautiful and will tend to give the children a knowledge of the methods of planting and caring for trees, shrubs, and plants. I would suggest that an endeavor be made to interest the patrons and teachers of the schools in the matter by means of short articles and circulars sent to the newspapers of the state, which they would be urged to present to their readers; these could also be issued as a bulletin, together with suggestions as to the grading making and caring for a lawn, the planting of trees and shrubs, and the making, planting and caring for flower beds. In this could be included an offer to send a collection of flower seeds to any school of which the teacher would [End pge 125] [Begin page 126] agree to plant and care for them and report the results at the end of the season. We might also promise to send shrubs and vines in 1897 to the schools that have by the improvements in the school ground and the care given to the flower shown a satisfactory interest With this step in mind we have saved seeds of such of the common flowers as seemed desirable for this purpose, but many of the kinds that it will be desirable to distribute did not fruit freely. We have also a considerable number of small shrubs that have been given by the students, and have a large number of cuttings made for starting next year. In addition to the seeds we have on hand, it will perhaps be necessary to purchase ^ fifty dollars worth, the amount depending upon the interest that is taken in the matter and whether any limit is placed upon the number of the collections that is sent to any county. The seeds could be sent in bulk in such quantities as the number of applications would warrant, and put up in small packages here at the college. Estimates could be secured from several seed firms upon seed of guaranteed quality and of a vitality equal to a sample to be submitted for test. I have been assured of the cooperation of the Department of Public Instruction, and of the Michigan School Moderator which goes into the hands of one-half of the teachers of the state. Respectfully submitted L.R. Taft. Prof. of Horticulture Prof Taft was authorized to procure seeds and plants for school grounds as per plan presented. and he was authorized to expend not to exceed $5000 for that purpose. [Weather Service] Lieut Schneider of the Michigan Weather Service pre- sented a report of the work for the year 1895, which was accepted. [Weather service estimate for the year 1896] The following estimate of expenditures for the [End page 126] [Begin page 127] year 1896 for the weather service from special appropriation received from the superintendent of weather service was approved and adopted. Telephone $2000, Stenog- rapher $30000 Assistant $12000, Instruments and Repairs $30000 General expenses, travel, $26000 Total $100000 [Report of Special Committee] [Proposition of TT Lyon] Mr. Monroe of the special committee reported prop- osition of Mr. T.T Lyon of South Haven, for rent of ten acres of land owned by him for use of South Haven Sub. Station, as follows: I propose to continue the agreement on the same terms as for the past five years, except as follows. A foreman to be allowed me at an increased price (say $4000 per mo.) as during the past season. I am to be allowed $1500 per annum for the use and wear and tear of tools and implements which I am to supply as needed. The present buildings have been put upon the place entirely at my expense and I have also expended nearly or quite $150000 in tile draining the ten acres belonging to me; in addition to which I have expend- ed $118.50 for a strip of land 26 links wide along the south side of the state five acres, upon which by error in locating the boundry, an entire row of trees together with the boundry wire fence had been planted. Under such misapprehension the building occupied as office and res- idence is found to have been placed about six or seven feet over the north line of the five acres deeded to the State Board of Agriculture. In view of all the cir- cumstances, since the conditions are such that both office, barn and tool-house must be moved, I ask that such arrangement be entered into as shall insure to me and my successors the permanent ownership and occupancy of the building in question. It is understood that I am acting also as special agent of the National Dept. of Agriculture, and that this, if continued, will not be objected to by the State Board of Agriculture. The proposition ws accepted, and Mr. Monroe was authorized as acting president of the college to obtain lease on the terms named. [End page 127] [Begin page 128] [College Paper] It was resolved that a weekly paper be published by the college under direction of the special faculty com- mittee, consisting of Dr. Edwards, Prof Smith, and Prof F.S. Kedzie, the first number to be issued as soon as convenient; the committee also to report plan for per- manent publication to the Board at next meeting. Adjourned to meet at Moreton House, Grand Rapids, Monday evening Feb. 10 at 7.30 P.M. Special Meeting of the State Board of Agriculture Board meeting January 30, 1896. at call of President. Met at College at 7.30 P.M. All members present except the Governor. [Minutes approved] Minutes of last meeting read and approved President Monroe reported regarding certain matters of College business. [Assignment of rooms] Mr. Garfield and Secretary were appointed a special com- mittee to report on the assignment of rooms for employees; the employment of janitors and on a general system regarding the room to be furnished employees. Adjourned to Friday at 8.30 A.M. Board met at 9.30 A.M. Same members present. After informal discussion adjourned to 1 o'clock P.M. Met at 1 o'clock P.M. [Thorn Smith Salary 50000] It was resolved that the salary of Thorn Smith be $50000 per year from January 1 1896. Adjourned. [End page 128] [Begin page 129] Board Meeting Feb 10, 1896 Met at Moreton House, Grand Rapids, Monday evening, Feb. 10, at 8.00 PM. All members present. [Minutes approved] Minutes of last meeting read and approved. [Trees] A communication from the Farm Department relating to planting of trees on west line of farm was referred to committee on Botany and Horticulture. Adjourned to 10 A.M. Tuesday. Tuesday, Board met at 10.00 A.M. Feb 11, 1896. It was resolved that a ballot for President be taken at 1.30 P.M. A recess was taken to 1.30 P.M. [JL Snyder elected President at salary of 3200.00] 1.30 P.M. Board met. An informal ballot was taken for president of college. Result, J.L. Snyder had six votes and F.W. Arbury had one vote. J.L. Snyder of Allegheny, Pa. was declared elected president of the college at $3200.00 per annum and house, salary to begin when he takes charge. [College Lands Relating to the payment on lands] It was resolved: that for all Agricultural College lands hereafter sold at least one-fourth of the purchase money shall be paid at the time of sale, and that all lands which are valuable for their timber the whole amount of purchase money shall be paid before any timber is cut. That lands that are not valuable chiefly for their timber, one-fourth of the purchase money shall be paid at the time of sale, and when the purchaser shall be an actual occupant of the land, the remainder of the purchase money may be paid at the option of the purchaser if the interest is paid annually. That the Commissioner of the State and Land Office be requested to insert this order in each certificate of purchase [Next meeting Feby 20, 1896] It was resolved that the next meeting of the Board [End page 129] [Begin page 130] be held at the College, Thursday, evening Feb. 20th at 7.30 P.M And that the report of the special faculty committee be made a special order for Friday morning at 8.30 o'clock Adjourned. Meeting of State Board of Agriculture Feb 20 / 1896. Board met at the college at 7.30 P.M. Present, Pres. Wells, Messrs. Garfield, Monroe, Snyder, Secretary. [Minutes approved] Minutes of last meeting read and approved. [Relating to discipline] The following resolutions adopted by the faculty were presented to the Board: 1. That the Faculty recommend to the Board the appoint- ment of an executive committee, that with the president, shall be empowered to handle and dispose of all cases of discipline, except that at their discretion, said committee shall have power to refer cases to the adjudication of the whole Faculty [Physical Exercises] 2. That we recommend to the Board that physical exercises for students be continued next term on the same basis as last term. [Military] 3. That the Board of Agriculture be requested to authorize the compilation of the military record of the graduates and old students of. M.A.C. for publication in some future edition of the Alumni catalogue. In regard to the first item, the following resolution was adopted: [Relative to discipline] In the matter of the selection of an executive com- mittee from the Faculty to act with the President in matters of college discipline, the Board of Agriculture takes the position that under the law all matters of discipline primarily is left with the Faculty and they may choose such executive committee without intervention or authorization by this Board. [Physical Exercises] It was resolved that Lieut Lewis is hereby authorized [End page 130] [Begin page 131] to continue during the spring term, in his discretion, a course in physical culture as a feature of the work of his department, provided that no extra expense shall be incurred for instruction. [Compilation of Military Record] It was resolved : , that F.S. Kedzie be requested to make a compilation of the military record of the graduates and old students of. M.A.C for publication in some future edition of the Alumni Catalogue [Closets] The Secretary was authorized to build closets at Wells and Williams Hall in his discretion. [Janitor] Janitor work was placed in the hands of the Secretary to adjust in his discretion. [Trees] The Farm Department was authorized to plant trees on the entire west line of farm, and also on the land east of highway as per plan of Farm and Botanical Departments at an expense for trees of $21000 [Good roads Convention] The Secretary, Prof. Vedder, and Dr. Beal were elected delegates to the Good Roads convention at Lansing, Mar. 3. [Delegate to Watertown Wis] Mr Garfield was elected delegate to the National Organization of Institute Workers at Watertown, Wisconsin, Mar 10. [Recess] A recess was taken to 8.30 Friday. Friday, 8.30 A.M. Same members present. [Relative to College Paper] Special committee in charge of the college paper reported the following plan: Your committee called a meeting of the Faculty to advise regarding a plan for publication of the college paper, at which the following action was taken, and which we recommend as a plan for publication: 1st. That the paper be called the M.A.C. Record. 2nd That the President of the College be ex-officio chairman of the committee on publication of the M.A. C. Record. That a committee of three, chosen from the Faculty and the Experiment Station workers by the Board, with [End page 131] [Begin page 132] the President of the College as chairman ex-officio, constitute the committee of publication. That the students be invited to coooperate in the publication of the Record, according to a plan subsequently to be formulated. That Prof. Frank S. Kedzie, Prof. C.L. Weil, Prof. L.R. Taft, be the committee on the part of the Faculty. The recommendations were approved and the committee as named was made the committee of publication with final authority in control of the paper. [Report of Special committee to investigate the college] The special committee, consisting of Dr H. Edwards, Prof. Clinton D. Smith, and Prof. Frank Kedzie, appointed Sept 10 1895, for the purpose of considering the present condition and future policy of the College, and to make recommen- dations concerning the same, reported as follows: The following recommendations contained in the report were considered. 1. No action taken 2. Relating to changes in the agricultural course; laid over to next meeting. 3. Relating to six special courses; it was resolved that they be established as soon as practicable. 4. Changing vacation from winter to summer was put over to next meeting. 5. Securing more intimate relations with district schools: this recommendation was adopted. 6. Course for ladies: it was resolved that this be established as soon as the finances of the college will allow. 7. Short preparatory course; it was resolved that this be provided for. 8.a. That the matriculation fee be reduced. No action taken. b. That the experiment be tried of organizing a boarding hall under private management at which the price of board shall not be over $200 per week. Adopted, and the details left with the special committee and the Secretary. c. Regarding text boks to be supplied through the college. Adopted and left with the President of the college and a committee of the faculty to be appointed by the [End page 132] [Begin page 133] President with power to act. d. Regarding discouraging expensive entertainments and society expenses. approved. 9. Regarding the abolition of the dormitory system. Approved as the sense of the Board, as an object to be accomplished as soon as practicable. 10. Advertising. It was resolved that the President of the college, the Secretary, and Dr Edwards be a committee to consider the matter of properly advertising the college and report to the Board. Adjourned to meet at call of President and Secretary Report of Committee appointed to Investigate attendance at the Agricultural College. made To the Board of Agriculture of the State of Michigan February 21, 1896 [Full report of Committee] To the Honorable Board of Agriculture Gentleman – Your committee of three members of the faculty of the Michigan Agricultural College, Appointed Sept. 10. 1895. To "inquire into The causes which have contributed to the Seeming lack of popularity of our college with the class of people in whose special interest it was organized by the State ....... and to report its finding to this board together with its recommendation as to any change of policy or method by means of which the College may be enabled to get in closer touch with the farmers of the State and secure the attendance of their sons and daughters at our institution, and consummate the object sought by the State and general government in founding and endowing the institution" beg leave to make the following report: The inquiry has been prosecuted under many difficulties; foremost among which were the lack of leisure on the part of the committee until the close of the term, and thereafter an abnormal condition of public mind, rendering impossible any access to more settled opinions and their bases, notwithstanding, the committee believes that it has in some degree performed its task and has arrived at weighty and important conclusions. The investigation has been conducted along the following lines and the original data are acces- sible to you under the various references in the body of the report: First – Letters to prominent persons. Second – Newspaper articles since the organization of the College. Third Interview with prominent men, Fourth Opinions from recent students. Fifth Reports from various bodies, notably the State Grange and a section of the Alumni. Sixth Opinions of members of the faculty. Seventh Statistics relating to this College. Eighth Facts concerning other similar colleges. Ninth Facts concerning colleges different in scope. Tenth Some study of conditions in other countries. Statistics of attendance at the College show an apparent increase in total attendance since 1887 (See table A.) But an analysis of the figures shows that this increase is due to three causes that prohibit us from reckoning it as coming from the farm or as proceeding from an increased interest in thorough agricultural education. In order to make a comparison that shall be indicative of increase or decrease of interest in agricultural education it is necessary to make the comparison under similar conditions and to exclude increment arising from the introduction of new sources of attraction. Previous to 1886 there were only three classes of students at the college, namely agricultural students, special students, and a few ladies resident at the college. At that time appears the first class of mechanical Students, This class has grown from 36 in 1886 to 127 in 1894 and a slightly smaller number (117) in 1895. The attendance of ladies has materially grown though not steadily. In 1889-90 the summer school idea for teachers of science in the public schools was originated, and this has caused a growth in the special student class (not inclu- ding regular graduate students or students merely irregular in classification) from 28 in 1887 to 55 in 1895. In 1894 the special winter dairy course was organized, and numbered in 1894 – 17 and in 1895 , 30 If we deduct from each year's total atten- dance the dairy students, the laidies, the mechanical students, and the special (teacher) students, we get the agricultural students of each year. The figures show in- crease from '75 to '81; decrease from that time to '85: a large and sudden increase from '85 to '88: then a falling off to '91; and a practically stationary condition from '91 to '95. The highest number of agricultural students was reached in 1888, namely 226. As, however, few specials are given that year, there is probably some mistake in the fig- ures and it is safer to take, as the highest, the figures of the previous year, 221. The lowest subsequent number is in 1894, 161. and June 1891 to 1895 the range of differ- ence is only 15, with a final number of 167. From these data, we gather that, with temporary gain from '79 to '82 and from '86 to '90 the interest in thorough agricul- tural education at the at the college has practically remained stationary since 1876. Table B shows the percentage of students from the farms from 1883 to 1894. This table shows large variations from year to year: but if we average the percentages for periods of three years, we get a falling off from 55.6% In the first period to 39.8% in the third with a stationary percentage for the last six years. This decrease of percentage corresponds very closely with the rise in importance of the mechanical course: and it is to be - [End page 133] [Begin page 134] supposed that this attraction would draw largely from the cities, the decrease in ratio is probably due to increase of attendance from the cities, rather than decrease of attendance from the country. Moreover the actual decline of ratio between rural and urban population from 61% in 1884 to 55% in 1894 would offset any further relative decrease in ratio of attendance. So far then as absolute attendance from farms is an indication of interest in the present work of the college, after a consideration of all data, we may safely assume that it has remained stationary during the last twenty years. So far as this goes we congratulate ourselves: but even with the stationery rural population it would seem that if agricultural education only ten or twelve years old in this state in 1875 – for the war period is practically a blank – is a pressing need in farming, it should, with so large a mass to learn, have multiplied the attendance at the college many times over. In comparison, too, with the average growth of attendance at other colleges, our agricultural course makes a bad showing. Chart C shows by lines the attendance for the same period at the U. of M the Normal, Albion, Olivet, the M.A.C. and the agricultural course of the M.A.C The upward trend of all the lines, except the one last mentioned, brings out very strikingly the phenomenal in- crease in all the schools as contrasted with the stationry attendance on our agricultural course. One other comparatrive table is given to show the range of the facts we are handling. Table D shows the actual attendance on the agricultural courses of a number of the agricultural colleges in other states. They are these from which your could get reliable data. Many of the colleges give a variety of courses more or less general in nature, and summaries of attendance on these courses are the only statistics [accesseable?]. By study of this table and the accompanying correspondence it will be found that in only one college does the attendance of male students on a distinctly agricultural course exceed our own: and in most cases it is much below ours, The importnat conclusion from these facts is that no causes purely local in their range of effect will account for the facts existing elsewhere as well as here, and we may [alo confort?] ourselves somewhat with the other apparent truth that nowhere have the antagonistic forces, whatever they may be, been more successfully met than in our school. To sum up the present condition of interest in agricultural education, we would say: (1) (first) that judging by actual attendance at the college, interest among the farmers seems for the last twenty years to have remained stationary; (second) that this stationary condition of interests exists over a wide area of American territory; (third) that some study of foreign schools indicates that this condition is by no means unknown in Europe, In order to reach the causes of this stationary interest, the history of public opinion on the college has been examined, Newspaper sentiment would indicate in the beginning exaggerated expectations from the college both as to amount of money required and as to practical results. The college was to turn out yearly at least two hundred graduates at an annual cost of not to exceed fifteen thousand dollars. The education was to cost the student but his labor, and the farm produce was to support the boarding department. Besides all this the graduate of the school was to be an ideal farmer or horticulturist from the start; was to accomplish far better practical results than the actual farmer of fifty years standing; was to inaugurate a millinnial era in farming in which independance and a competency were to be the invariable reward of the farmer's work. Those expectations were very soon found to be fallacious. Famers are naturally conservative and cautious and they held off to see how the experiment would turn out. It was found that industrial education is more costly than any other form, the equipment required being much larger and the teaching force more numerous. Moreover the graduates of the college were not Successfull over and beyond the best farming of the day. It was an unfair criterion to apply, but public opinion inexorably applied it. The college men had the theo- retical instruction and something of the practice, but they lacked the judgment trained by long years of success and failure under specific local conditions. Hence when a college man made only a fair success, the public said: " He cannot farm any better than neighbor so and so" (naming a man perhaps of remarkable natural shrewdness and judgment.), " who never saw a college! Hence an agricultural edu- cation is useless." This original disappointment and consequent distrust still survives and is kept alive by the continued disagreement in theory and policy among those who guide the destinies of our agricultural colleges. There are those who contend that the land grants were intended to aid in establishing colleges where a general scientific education under farm auspices, so to speak, might be obtained ; on the other extreme are those who think that the science-training should be of the crudest sort, and the main part of the instruction should be in empirical methods of tillage and manual training in the ordinary farm operations. There is one class of men who would make all the teaching in all agricultural college technical, there is another who, with the smallest possible concession to the name agricultural in the way of technical instruction, would build a literary college on an agricultural foundation. Between these extremes are all grades and shades of opinion; until the name agricultural college has, in the minds of the people, no definite meaning, and agricultural education has been pronoun- ced by many a sham and a fraud. Much of the committee s information concerning public feeling toward the college has been gathered from oral dis- course with men and women during the institutes, and the circular letters sent out have not brought in as many replies as we expected. Moreover, it was found useless to send out letters of inquiry during the vacation. But such as were received were tabulated and constitute exhibit. F. These and the talks with the men above spoken of warrent us in assigning as other causes of the station- ary condition of interest in the college: (1) a distrust of the technical features of the college course. You are not turning out practical farmers; you are not teach- ing farmer's sons how to make a business success of farming' – such is the almost uniform opinion expressed in farmers clubs." (R.C.B.) Farmers feel taht you are soaring above them" (FJR) An indefinate amount of testimony of this kind might be added. (2) An alleged tendency of education at the college to divert young men from the farm. This opinion has been expressed again and again, and has appeared so often in the newspapers that quotations are not needed. The opinion operates injuriously whether the fact exists or not, but we [End page 134] [Begin page 135] have examined into the conditions at the college and find the facts to be as given in tables E. and F. It will be seen that 24% of our living graduates are actually farmers, and 33% are either farmers or teachers of farming. Put this with the fact that only 11% of our students on entering desire to be farmers and we have important data for determining the tendency of education at our college. We conclude therefore that, whatever may be said the influence of the agricultural college is toward the farm, since it more than doubles during the four years the number actually inclined toward agriculture at entrance. (3) The depressed condition of agriculture. [Blunt?] as have been the factors alredy enumerated, it seems to your committee that the cheif influence in restrain- ing the farmers of the state from securing for their children the benefits of our college has been the present depressed condition of agriculture, whenever the question has been put to the farmer, "Why do you not send your son to the college? " no matter what other reason is given, one part of the answer is well nigh universal. "Times are too hard." When, however, it is decided to send a son to college your committee that the choice of the college is influenced by a lack of faith on the part of the farmer in his own business. The very existance of this comparitive poverty among among the farmers after years of hard work perhaps has turned the paternal hopes from the farm to the city. Your committee has everywhere been met with the remark, I do not want my son to live on the farm and work as hard as I have done and for such poor pay. I want him to be a profesional man or merchant and get his money by his wits. "That this idea is widespread is evidenced by the fact that whereas in 1880 the rural population (1.096.533) was almost exactly double the city population, in 1894 the population of the cities is within 80,000 of equaling that of the rural districts. It is in the face of this kind of economic revolution that the agricultural college has attempted to hold its own in the last fourteen years, and the importance of this fact in the history of the state in its relation to the college cannot well be exaggerated. The ideals held up before the country boy in books he reads and the pictures of imagination all point to the city as the forum where he can make for himself a name and the [feild?] where he can reap the richest harvest. He chooses some profession or occupation other than farming. It is not to be wondered at, therefore, that this same desire for an education as a preparation for a professional life creeps into our own – student body, and it is only by enthusiastic persistence in good scientific agricultural work that we may hope to stem the tide. At this point it is well again to recall the fact that while but 11% of the men who come to this college desire or expect to be farmers when they graduate or afterwards, the percentage of those connected immediately with the farm life is three times as great. (5) The College at one side of the educational currents of the state, District school, high school, university, or Normal School; such is the regular succes- sions of events in the average college students life. High schools are manned by University Alumni and they loyally direct to the University, District schools, again, are controlled by Normal graduates and they use their influence for the Normal. Thus the College is left without definite feeders, Moreover as the district schools are at present constituted, there exists a clearly de- fined gap between our freshman class and the graduate of the district sch- ool. The cases are very few where a man has come directly, without con- dition, from the district school to the freshman class of the Agricultural College. In fact of all the men examined at entrances, only 29% enter with- out condition. Men either come here and make up back work, or spend a year or more at the high school of some neighbouring town. Once in the high school they are generally lost to the Agricultural College. There is absolutely nothing in these schools to suggest agriculture, and the influence of the teach- ers is effective for other colleges. (4) Ignorance of the work done at the College, It is a noteworthy fact that in all parts of the State farmers are grossly ignorant of the work done at the College and even of its objects and intents Intelligent famers, not in back districts but in communities near our larger cities, have displayed to members of the committee [densest?] ignorance of any and all matters connected with the Agricultural College Ignorance of the sources of its revenue, [beleif?] that single counties have con- tributed as high as 10,000, 20,000 or even 30,000 dollars a year to support the College are shown in more than one instance; ignorance of the emp- hasis laid on departments of practical work: ignorance of the fact that we are more than a high school in our scientific appliances and scien- tific work – all these examples of ignorance and others as equally sur- prising have been revealed during the institutes this winter, and the most surprising fact of all is the ubiquity of this ignorance. The reason for this ignorance lies in our omission to advertise largely. Our expense acco- unt for 1895 shows an expenditure for advertiseing including the catalogue publication, of $59000 This year the university will expend merely to ad- vertise a six weeks summer school course "not to exceed $50000 These are days when the seller seeks the buyer, and there is no other way way of disposing of even educational goods. (6) Antagonism of press, Another clearly indicated cause for stationary attendance on the agricultural course at the college has been the antagonism of some of the influential papers of the state. Much of this antagonism is due to the previously noted ignorance of what the college is and what it is doing. The cases where an editor has visited the college and become adquainted with the spirit here, and afterwards attacked the institution are rare indeed. in so far as these hostile attacts are expressions of opinions merely, those papers are clearly within their rights; but the college should demand that facts shall be [thruthfully?] presented and that misstatements be corrected. (7) Too much cash required at entrance. The necessary burden of expense should be distirbuted as evenly as possible along during the year. Inevitably, it will heap itself up more or less at the beginning of the course; but every effort should be made to keep the adva- nced payment just as low as possible, and entrance from the financial stand- point, as easy as may be Instead, expenses have accumulated at the beginning of [End page 135] [Begin page 136] the course until including traveling expenses, a man must have a cash capital on starting for the college of from $7500 to $10000. The lowest actual demand at the college itself is $5550 (see page 34 of last catalogue) This effectually excludes a large class of men. In strong contrast with our own policy in this matter stands other colleges in the state. At Albion, for instance, the advanced payment is $1200 - $500 as a matriculation fee and an incidental fee per term of $700 Board is paid from week to week at the rate of from $175 to $250. Furnished room rent, paid weekly, is from 50 to 75 cents per week. at our college room rent is from 25 to 58¼ cents per week, and must be paid for the whole term at once. For board a deposit of $2000 in a lump is required. This may seem a small matter, but it means much to many a man whose revenues, small perhaps in the aggregate, come at short intervals. In this connection too, it may be stated that the college has outgrown the necessity for a $500 matriculation fee or for so serious a tax in the matter of room rent. The large increase in the revenues of the college during the last few years ought to make a more pronounced difference in expenses for the student as contrasted with those of other colleges. While our revenues have been growing, the expense to the student has remained the same. Our boarding arrangements are open to like objection. They fail to give board at as low rate as private enterprises gives in Ann Arbor, Ypsilanti, and Albion. While provisions of all kinds have been steadily falling in price for the last five years, our board rates have remained stationary or have slightly advanced. [It is but fair to note that in this matter the clubs are already reforming themselves. Board in one of the clubs is now rated at $200 per week. April 6, 1896] With all our advantages student life here should be much cheaper than it is. In view of the facts given above your committee makes the following recommendations: I That a clear and authoritative definition of the character of our agricultural and mechanical courses be given, and that a continuous campaign of advertising and education among the people be begun and kept up. We offer the following as such definition: The Michigan Agricultural College is a school for technical and professional training in farming and eng- ineering. Its aim is to develop all its pupils into broad-minded men, good citizens and ideal farmers or mechanical engineers, Its methods are, science app- lied to all duties and labors, united action of brain and hand and eye until skill is attained, development of character through "the blessed companionship of wise thoughts and right feelings" The aim of the college and its courses, as thus defined, is clear cut; and a strenuous effort should be put forth to bring them to the attention of every farmer, and indeed every resident of the state. We take pleasure in recog- nizing the success of the weekly college paper organized at the instance of this committee, and would its continued support as a step in the right direction in in carrying out this campaign. II That the earlier years of the course be made more technical. To make the agricultural course more emphatically agricul- tural, the sciences on which the practical operations of the farm depend should be introduced in the course at the earliest possible moment. With them such phases of actual farm and horticultural work should be taught as do not depend on the knowledge of the sciences. Stock breeding, dairying, grafting, pruning, and many field operations are cited as instances of practical work that need not be deferred to later years in the course of reason of dependence upon scientific knowledge for their clear understanding. It should not be possible for a student to attend a year at the college without acquiring some practical knowledge of direct fi- nancial value to him in application to daily life on the farm. Your committee would also recomend that an effort be made to coordinate and concentrate all the scientific and technical instruction in the study and management year by year of the farm and gardens, with direct reference to the problem of local soil, climates and market, and the capital and equipments of the average farmer. To the student the study and comparison of this farm with the farms on which his work has lain will be of inestimable value. It will be source of training for the judgment such as nothing else will give, and along lines of immediate prac- tical utility. III. That special winter courses be organized. In view of the fin- cial depression, of the further fact that for this reason many farms cannot send their Sons to the college for the full course; in view of the demand for practical instruction, along specific lines, and of the acknowledged fact that under present conditions farmer's sons can best leave the farm in the winter, and indeed, cannot at all be drawn away in the summer, we recommend that the college offer six special winter courses of six weeks each. It should be the aim of each of these courses to train the young men who take it along the one line which is dominant in the course. Provision is thus made for a class of young farmers who perhaps already have a farm and a home, and who desire to perfect thenselves in a special line of farming, for which thenselves and their farms are best adapted. The courses are special extensions of the college work along these definite lines. They are not expected to give the student manual drill, nor to develop his mind further than is the natural result of the amount of study and consecutive thought which he is obliged to give to the studies in his special course. Whenever during the institutes these special courses have been mentioned and discussed they have received hearty approval, "Give us these courses and we will overun you with students." To many the proposal has offered new hope. The college cannot, of course, change economic con- ditions, but it may open to dispondent men new and more promising lines of work; it may give the aid of science to further lesson labor and expense in production. The gate of opportunity through these special courses is wide open; the cry from Macedonia is clear and ringing. The remarkable success of our own dairy school and of the special courses in other colleges warrants us in expecting a very hearty response of the farmers to these special courses when offered. IV That the long vacation occur in the summer. Our investigation lead us to beleive that the same reason which makes it imperative that the special courses should be offered in the winter time applies with equal force to the young man who would take the full college course. We have found several instances where young men would come to the college were the vacation in the summer instead of the winter. The necessities of the work on their own farms compel them to stay at home during the sumer season. [End page 136] [Begin page 137] They cannot then be spared. Again, the, present arrangement of terms compels our students to earn their money by some occupation other than farming. Most of them teach; others serve as clerks in public offices or elsewhere; few of them find oppurtunity to do farm work in the winter. It strikes us that this a strong argument in favor of releasing the boys from their college work during the season of the year when work is both more remunerative. The present arrangement actually force a large share of our students into teaching and results in a large proportion of them remaining after graduation permanently in that profession. It is true that the time for teaching a large part of practical agricul- ture is during the summer season, while the crops on the farm and garden are growing. On the other hand, all matters relating to feeding and care of livestock can be better taught in the winter than the summer. The same thing applies to vegetable forcing and greenhouse work. The benifits to accrue from the observation consecutively made on growing crops during the summer can be secured by requiring each agricultural student to remain at the college during one summer vacation. In the mechanical course we believe it to be true that the students will have less difficulty in securing remunerative work along their special lines during the summer season than during the winter. Once again, the necessity for engaging in work on the farm during the summer would preserve and heighten in a wonderful degree the sympathy for farm life and interest in farm occupations. The summer campaign on the farm would give opportunity for the immidiate application of principles and practices learned during the school year, and would bring the young man back stimulated to renewed industry and bristling with questions to be answered and new problems to be solved. As it is now, his agriculture ambitions hibernate, while he [drones?] over our commir- cial arithmetic or traces the intricacies of vertical strokes and loops. The imperative demand for the special courses spoken of under a previous head cannot be mistaken. These must be necessarily be held during the winter. Their successful management without large additional expense requires their coordination with the work of regular courses. Any other arrangement would demand a double corps of instructors and repitition of much of the work during the same year. We find that a large number of the faculty approves this recomendation. It is true that the change will work a hardship on several of our students who now earn the money to support themselves by teaching, but we firmly beleive that for every such student lost there will be many others coming from the [farmer's?] who could not attend were no change made. One of the reasons heretofore given for holding the college year through the summer has been the necessity of having the boys here that they may be taught farm manip- ulations. On this point we recommend that the effort be made to induce the student to acquire the mechanical skill outside the College. While provision will always be made for training to this essential skill boys who have no opportunity to acquire it elsewhere, inducements should be held out to encourage the acquisitions of these necessary features of an agricultural education away from the college. In view of all these facts we recom- mend that the college vacation be transferred from the winter to the sum- mer. The recommendation has the endorsement of the State Grange and of a meeting of our alumni held during the State Grange meeting. V. That an effort be made to infuse into the country schools ans interest in agricultural pursuits. Owing to causes that need not here be discussed, the kind of education in the schools patronized almost entirely by children from farm homes, has been away from scientific and agricultural studies and toward literary and professional life. Until very recently no attempt has been made to call the attention of the pupil to the most patent features of his environment. His intensity has not been awakened by anything approaching a scientific stu- dy of the botany, geology, or any other feature of his home and farm. We beleive that influences ought to be brought to bear on district schools to incline them to the adoption of nature studies. The farmers boy should early become interested in observing natures methods. This can be done only by interesting the teacher in them. His conversation, his ambitions, his [heroes?], his ideal career in life becomes those of his pupils. If these lie toward a city life, toward the legal or medical profession, toward everything and anything but farm life and pursuits; if he knows more of Latin than of clover, more of Æ [sculapius?] than of [Liebig?], his pupils will inevitably imbibe his ideals, share his prediction and come to look upon the home life and work as flat and commonplace. The college has for some years advertised a summer school for teachers. If the farmers of the state would realize the paramount importance of this early influence , and by requiring agricultural training of the teachers whom they engage, would make it an object for teachers to take a carefully planned summer course at the college, much might be done by such a course to improve the condition of [thinking?] in this direction. With the proper dignity of agriculture early impressed on the mind, with the attention constantly directed to surrounding phenomena of plant growth, of insect life, of soil constituency, agriculture would early take on a new meaning and interest, and the life of the farmer would become the goal of youthful ambition . VI. That a ladies course be organized, your committee recomends that a course in domestic economy be offered for ladies and that provision be made for them at the college. Our experience in the management of students leads us beleive that the presence of ladies on the campus will be extremely helpful in elevating the moral tone of the students and in- creasing their regard for the amenities of polite society. This is the day of coed- -ucation. It is no longer an experiment but a well recognized and thoroughly approved feature of modern education. Wherever tried, with even the most ordinary care and good management, its effects on both sexes have been from every point of view good. But more than this; the success of the farmer depends as much on the interest, the knowledge, and skill of his wife as on his own. [End page 137] [Begin page 138] And this interest, knowledge, and skill depend in turn on training. The business of the agricultural college is to give that training. The dignity and responsibility of the wife's position has never been fully recognized. What the husband provides the wife utilizes. Confort, tidiness, and thrift are her contribution to the happiness of the family; health or disease depend upon her knowledge and skill; the physical, mental and moral equipment of the child-life is her almost exclu- sive gift, and for so important a function, so tremendous a responsibility, she should have every help that science and training can afford. No school in this State offers such training today. It is not only the duty, it is the great privelage of the agricultural college to lead in this matter. It is a magnif- icent opening for further usefulness. The people, too, are uniformly demanding it. Everywhere the proposal has awakened hearty applause. The Grange and our Alumni full endorse it. Nowhere and from no source has a single objection been offered; but more than once has come the statement: "I want my boy and girl to go off to school together. They shall go to the agricultural college if they can go together; otherwise to some place where they will not be separated. Each is a guarantee for the good conduct of the other." For such a course no great expense in the way of additional teaching will now be necessary. VII That a short preparatory course of six months be established. We lose students for want of preperation, as already explained; and we are kept continually wresteling with our entrance requirements. At the opening of the year then is a pressure to let down the bars; by the end of the year we are sorry for it, both for our own sake and for that of the student, that we were not more exacting. The establishment of such a course would be merely to openly confess a condition that actually exists VIII That matriculation fee be reduced to one dollar or entirely abolished. That the experiment be tried of organizing a boarding hall under private management with the single requirement that the board shall not be over two dollars per week, and with board in said hall entirely a matter of choice on the part of students; that a committee of the faculty shall consider and recomend some method of handling books; that an earnest, united, and persistant effort be made to discourage expensive entertainments at the college and to encourage plain, simple, and inexpensive social and individual life. IX. That the dormitory system be abolished, We beleive that the best interests of students from the point of view of morals, of discipline, and of expense, require the gradual abolition of the dormitory system, and would recommend that the college work toward that end by encouraging fuller street-car facilities and private enterprise in the way of board and rooms for students in close proximity to the college. X. That we advertise extensively. Our first recommendation included advertising in a general way. We desire to revert to it specifically, and to urge a broad and liberal policy in this direction, Whither many or few of these recommendations are adopted, let us carry the school to the people, tell them where we are, what our equipment is, and what we can do for the farmer and the mechanic. We desire to acknowledge to you our obligations to all those who have so kindly aided us by fact and suggestions. To members of the faculty, to alumni, to granges and farmer's clubs, as well as to the large number of individual correspondents we owe sincere thanks All of which is hereby respectfully submitted Howard Edwards Clinton D. Smith F.S. Kedzie committee Appendix Table A – Showing total attendance at the MAC and analyzing that attendance so as to show the dairy stu- dents, lady students, mechanical students, special stu- dents, and agricultural students from 1875 to 1895. year total attendance Dairy Class Ladies Mechanics Specials and teachers Agricultural Students 1875 156 0 0 0 16 140 1876 164 0 4 0 13 147 1877 154 0 6 0 11 137 1878 239 0 12 0 22 205 1879 232 0 11 0 38 183 *1881 221 0 7 0 7 207 1882 216 0 7 0 17 192 1883 185 0 5 0 7 173 1884 171 0 5 0 12 154 1885 173 0 8 0 18 147 1886 295 0 11 35 30 219 1887 323 0 17 57 29 220 1888 312 0 19 61 6 226 1889 340 0 18 93 21 208 1890 369 0 28 113 37 191 1891 360 0 35 127 34 164 1892 345 0 28 114 27 176 1893 355 0 25 120 42 168 1894 369 17 23 127 41 161 1895 398 30 29 117 55 167 Totals. 5377 47 298 964 483 3585 * Break of two terms and omissions of numbers for 1880 owing to change of college year Table B – showing number and percentages of students coming to the M.A.C. from farms, from 1883. to 1894. year number Per cent. 1883 59 52.2% 1884 69 60.8% 1885 160 46.8 – 55.6 1886 130 49.2 1887 112 35.6 1888 116 51.7 – 45.5 1889 134 47.0 1890 109 35.7 1891 90 36.6 – 39.8 1892 122 40.1 1893 126 34.1 1894 81 45.7 – 39.9 Table D – Present attendance at other Agr- icultural Colleges. Colorado – 164 in long course; 300 in short course of 4 weeks Indiana – 21 in long course 33 in short course Kansas – 361 in long course, 182 in first year, total 572 Maine – 164 Students in five courses; 10% of graduates are in agriculture or in vocations akin to it. Massachusetts – 157 total attendance Minnesota – 150 in school of agriculture Missouri – 49 in college course, 148 in short course Mississippi – 178 in agricultural and mechanical [End page 138] [Begin page 139] New Hampshire – 64 in four courses Cornell – 22 in agriculture, 289 in mechanic arts Ohio – 30 in agriculture. Vermont – 32 in agriculture. Table E – Showing present occupation of all graduates of the MA.C. from 1861 – to 1894 Occuptation of Graduates Per cent Farmers 24 Occupations connected with farming 10 Teachers 14 Lawyers 10 Housekeepers 4 Engineers, bankers, physicians, dead, etc 38 Table showing percentage of farms and of farmers and men closely connected by occupation with farming among graduates of the M.A.C. in periods of five years from 1861 – to – 1895 years Farmers Farmers and men connected with farming 1861 – 1865 35% 53% 1865 – 1870 44" 54" 1870 – 1875 20 46.8 – 55.6 1875 – 1880 34 47" 1880 – 1885 22 28" 1885 – 1890 17 31" 1890 – 1895 20 30" Table G – Showing the number of graduates by years, the number of graduates now farming, the number of graduates who are teachers connec- ted with agriculture, the per cent of those farming to the total number of graduates, and the percent of farmers and teachers of agriculture to the total number of graduates. Table G year Graduates. Farmers 1895. Per cent farmers Teachers Agriculture Per cent farmers and teachers of Agriculture to total 1861 7 3 43 1 57 1862 5 2 40 2 80 1864 5 1 20 0 20 1866 2 1 50 0 50 1867 5 4 80 0 80 1868 10 3 30 2 50 1869 10 4 40 1 50 1870 12 5 42 1 50 1871 12 2 16 3 42 1872 5 1 20 0 20 1873 15 4 26 1 33 1874 21 5 24 2 33 1875 15 2 13 0 13 1876 17 9 53 1 59 1877 15 5 33 3 53 1878 30 8 27 4 40 1879 19 6 31 3 47 1880 6 2 33 0 33 1881 33 7 21 1 24 1882 28 7 25 1 29 1883 30 4 13 2 20 1884 30 8 27 1 30 1885 30 8 27 4 40 1886 27 7 26 1 30 1887 22 6 27 2 36 1888 32 4 12½ 8 38 1889 43 7 16 7 32½ 1890 43 3 9 4 22 1891 34 5 15 7 35 1892 26 8 31 3 42 1893 44 7 16 4 25 1894 22 5 23 0 23 1895 32 7 22 2 28 Total 676 Av. 28 Av 38   Page 140 and 141 are blank in original document. [Begin page 142] Meeting of the State Board of Agriculture. Held at the College, Tuesday evening, April 14. Present. President Wells. Messrs. Chamberlain, Garfield, Monroe, Moore, Boyden, President Snyder, and Secretary. [Minutes read & approved.] Minutes of last meeting, at which a quorum was not present, were read, and on motion were approved and made a part of the record of the Board. [Request for increase of salary] President Snyder presented communications as follows: A request of Mr. Westcott for increase of salary, which was referred to committee on employees. A request for increase of salary for Dr. Grange; referred to the same committee. [Degree of MS conferred on Mr LC Colburn] Also a communication from the faculty recommending the degree of Master of Science for L.C. Colburn, of the class of '88. The recom- mendation was adopted and the degree was conferred. [Experiment Station relative to tuber- culos cattle] A communication from the experiment Station Council was received endorsing the recommendation of Dr. Grange that the cattle that have been recently subjected to the tuberculin test and found diseased, should be kept for experimental work on the line of investigation concerning tuberculosis, methods of infection, and remedies, and was referred to the Committee on Experiment Station and Farm. [College Land] The Commissioner of the State Land Office was requested to change the terms of sale on the S.W. ¼ of the S.W. ¼ of Section 12. Township 22 north, range 12 West, so that on payment of ¼ down, the purchaser may be allowed to remove down timber without full payment previous to removing the same, on con- dition that as fast as timber is sold the proceeds shall be paid on the purchase price of the land. A recess was taken to 8 o'clock. A.M. Wednesday, 15th. [End page 142] [Begin page 143] Wednesday, April 15, 8 A.M. [Relative to change of Vacation] The report of the special committee appropriated by the Board which was presented at last meeting, was taken from the table. The question of change of long vacation from winter to summer was considered. It was resolved that the change be made, and that the fall term for 1896 begin Monday, September 14. the term to continue fourteen weeks; the winter term to begin Monday, January 4, and continue twelve weeks; the spring term to begin April 5 and continue twelve weeks; commencement to occur on Friday, June 18, 1897, and that thereafter the school year begin on Monday of the third week of September, the length of terms and vacations to be as noted for the year 1896-7. [Study work for Agricultural Course] The President presented a scheme of study and work for the Agricultural course, which had been prepared with the advice of a committee of the faculty, as follows: Agricultural Course. Freshman Year. Fall. Winter. Spring. Algebra. 5 hours. Algebra 5 hours Geometry. 5 hours Grammar. 5 " Physics 5 " Physics 5 " English 2 " Botany of Elem. Chem. 5 " Drawing 2.5 " flowers, fruits. 5 " English 2 " and grains. English 2 " P.M. P.M. P.M. Live Stock Soils 4 weeks. hrs. Soil Physics. hrs. 1st (a) History of breeds, hrs 2.5 Tillage 2.5 per half and their charac- 2.5 Shopwork 3 wks. per Drainage day. term teristics. per day. day. Farm Crops (b) Judging Stock. 2d Laboratory work with hrs. half seeds, seedlings. 2.5 term roots, stems and per day. leaves. Drill 3 hrs per wk. Drill 3 hrs per wk. Drill 3 hrs. per wk. Desire some time each week for gymnastics, especially in inclement weather. [End page 143] [Begin page 144] Sophomore Year. Fall. Winter. Spring. Geometry 5 hrs. Organic Chemistry 5 hrs. Trig. & Surveying 5 hrs. Analytic Chem. 2.5 " Anatomy 2 lectures Physiology 3 lectures. two hours in laboratory four hrs. in laboratory. Entomology 3 lectures per week. four hrs. in labora- tory per week. Veterinary 5 lectures Trees and shrubs 3 hrs. per week. English 2 hrs. Vegetable gardening Plant histology and one half term 5 hrs physiology, 2 lessons. Six hrs. in laboratory Landscape gardening. 5 hrs. per week. English. 1 hr. per wk. English. 2 hrs. P.M. P.M. P.M. Work of previous term Stock Feeding ½ term. Labor in horticulture in agriculture continued; 4 hrs. per week. one-half term, Dairy " " 2.5 hrs. per day 2.5 hrs. daily. 2.5 hrs. per day. Physics lab. ½ term 3 hrs. per wk. Drill. 3 hours. Junior Year. Fall. Winter. Spring. Agl. Chemistry, 5 hrs. Green house, floriculture Agriculture, elect & spraying. elect this Horticulture either. Pomology 5 " or the following. 5 hrs. 5 hrs. per week. Civics 5 hrs. Rhetoric 5 " Stock feeding 5 " Forestry ½ term. 5 hrs. Parasitic fungi, 1 lesson Eng. History 5 " Systematic Botany laboratory 3 hrs. Literature 5 " ½ term, 5 hours. Shakespeare 1 " Shakespeare, 1 hr. per wk. P.M. P.M. P.M. Work in horticulture. Those in hort. per day. Those in hort. per day. Those in agriculture Those in agriculture Live Stock 2.5 hrs. Live Stock 2.5 hrs. Dairy per day. Dairy per day. Sheep Sheep Drill ½ term Drill 3 hrs. per wk. Drill ½ term. 3 hrs. per wk. 3 hrs. per week. [End page 144] [Begin page 145] Senior Year. Fall. Winter. Spring. Agriculture, elective 5 hrs. Agriculture. elec. 5 hrs Agriculture Elec. 5 hrs. elect one Elect one. Elect one Horticulture " 5 " Horticulture " 5 " Horticulture " 5 " Veterinary " 5 " Veterinary " 5 " Veterinary " 5 " Meteorology " 5 " Economic Toöl " 5 " Geology " 5 " Eng. Masterpieces 5 " Polit. Economy 5 " Bacteria " 3 " Psychology 5 " Logic 5 " hour hours in laboratory. Engineering meth. 5 " Domestic Engineer 5 " Constitutional German or French German or French History Elec. 5 hrs. elective as a fourth as in previous term. German or French study by students of elective as a fourth good standing. 5 hrs. study by students of good standing. 5 hrs. P.M. P.M. P.M. For those electing For those electing For those electing agriculture agriculture agriculture, a. Live Stock 2.5 a. Live Stock 2.5 hrs. a. Bacteria in dairy. 2.5 hrs. b. Dairy hrs. b. Bacteria, in dairy per b. Field Work. per c. Field work. per c. Field work. day c. Veterinary day. d. Veterinary day d. Veterinary For those electing For those electing For those electing horticulture. horticulture. horticulture. 2.5 hrs. 2.5 hrs. per day. per day. Which, after consideration, was adopted. The President and faculty are authorized to make such minor changes in the schedule as may be found necessary to properly conduct the required study and work. [Relative to a Ladies course] It was resolved that a committee, to consist of President Snyder, Mr. Monroe, and a special committee appointed by the Board, be requested to consider the question of a ladies' course and arrangements therefor in con- nection with the funds at hand, and report to the Board at the next meeting. [End