Purdue University - Debris Yearbook (West Lafayette, IN)

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tinent. Pure science, ako, was inadequate. The application of scientific principles to industrial operations was indispensable. With this end in view scientific schools were founded, and scientific and technical departments were established in institu- tions already existing. Yet the educational facilities were inadequate. The great industrial enterprises were making de- mands for technically trained men whom the schools and colleges could not supply. There was also a demand for scientific training in agricidture. Farming had been carried on by extensive methods since colonial days, and the need of more intensive ciiltivation became evident as the density of population increased. Various plans were suggested to meet these definite de- mands and Congress was finally induced to move in the matter. A bill for the endowment of collies for instruction in agri- culture and the mechanical arts was introduced in 1858 by Hon. Justin S. Morrill, of Vermont. The bill was passed by a narrow majority, but was vetoed by President Buchanan. Four years later the measure, with some modifications, was again presented. It was passed, approved by President Lincoln, and became a law on July 2, 1862. All of the so-called Land-Grant Colleges, of which Purdue is one, were organized imder the provisions of this Act. It granted to each State, wishing to avail itself of the privileges, thirty thousand acres of land for each Senator and Kepresentative to which that State was entitled according to the apportionment following the census of 1860, for the purpose of endowing at least one college where the leading object shaU 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 mechanical arts. . The results of this Act have been far- reaching. It is the most important educational enactment in the history of the United States, with the possible exception of the Ordinance of 1787. Thirty-three new institutions have been founded under its provisions, and at least fifteen others have received more or less assistance from it. If space permitted, statistics might be presented showing the importance of these Land-Grant Colleges in our educational system. The amount of capital represented and the number of students in attendance constitute very impressive totals. Purdue University, owing to wise and conservative management, has always kept well within the letter and the spirit of the statute. She assumed the very definite work set forth in the Act of Congress, and has been one of the most conspicuously successful of the Land-Grant Colleges. The trials and tribulations of the early days of Purdue form an interesting and instructive chapter in her history. For a considerable time she was not a very promising infant. Those with Spartan instinct-s would probably have allowed her to perish, but, fortunately for the cause of applied science, there were those who saw something of her future possibilities. Care- ful nurturing and wise management caused her to wax and gi ' ow strong and ultimately to fulfill the fondest expectations of her most sanguine friends.

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Purdue University. HE modem University is, for the most part, derived from the monastic school of the Middle Ages. As a result of this descent the early universities gave the himianities a very prominent place in their curricula and did not offer extensive courses in scientific branches. The realms of philosophy -were explored with great zest, and the classic shades afforded infinite delight ; but almost no attention was given either to theo- retical or applied science. There was not much demand for instruction in these lines. Superstition and science have always been antagonistic. The church dominated educational thought and the present indus- trial age, in which applied science is indispensable, had not begun. The logic of Aristotle held sway, and men thought it a greater advantage to revel in metaphysical speculations than to turn their attention to those matters wh ich were considered to be of the earth, earthy. This intellectual bondage was terminated by the Renaissance, and education was placed on a more logical basis. It was stiU, however, rather disciplinary than practical. Culture, pure and simple, was the main object of university training, with no thought of any specific practical application. The feeling soon arose that that kind of education did not meet the demands of the times, and this feeling became more pronounced at the beginning of the present industrial era. The Industrial Revolution in England took place in the latter part of the eighteenth century and in the early part of the nineteenth. During this period the manufacturing processes of the country were literally revolutionized by the epoch- making inventions of Hargreaves, Arkwright, Crompton, Cartwright, James Watt and others. These men produced the most notable series of inventions in the history of English industry. As a result of these inventions English manufacturing was given a remarkable impetus. The Industrial Revolution was not long in spreading to America. It dates in this country from about 1830. In the short space of a single decade wonderful advances were made. English inventions were imported ; the railway was introduced; steamboats were navigating the ocean, rivers, and lakes with success; the screw-propeller was made practicable ; anthracite coal was successfully used in the production of steam and in the manufacture of iron ; and the steam-hammer, the McCormick reaper, and numerous other labor-saving contrivances were invented during this fruitful dec- ade. Yet the progress of this period represents only the humble beginnings of the present industrial age, which is without parallel in the history of the world. Obviously, then, under these conditions there was necessity for something aside from Latin, Greek and Philosophy. These branches were invaluable in the learned professions, but coidd never accomplish the industrial conquest of the American con-

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Purdue is now the largest purely technical school in the West. She was a pioneer in the field of industrial education, and now has an established reputation. The days of her probation are over. She is no longer in the experimental stage. She has still, however, the most important of problems to confront. Her existence does not, perhaps, depend upon the accurate solution of these problems, but their determination will make or mar her future. The problems are no longer critical, but they ai ' e vastly larger than they once were. There was never a time in the history of Purdue when wise guidance was more essential. Other institutions have realized the fact that there is a distinct and pronounced demand for men skilled in applied science. The result is that the great State Universities of the West have established scientific departments, many of which are now important factors in technical education. The competition of the future is destined to be more keen than that of the past. There can, however, be no question as to the future of Purdue so long as she continues to expand along traditional lines. She must, however, do more and better work in the future than she lias done in the past. A healthy institution is dynamic rather tlian static. While Purdue has always enjoyed a large measure of public confidence, there was probably never a time when a more kindly feeling toward her existed in the minds of those interested in technical education. The members of the State Legislature and others in high office, have recently given evidence of their appreciation of her work. The citizens of Indiana and those in other States conversant with her achievements continue to express their confidence in the institution in no uncertain way. There is a very good reason for this. The work of Purdue has been a great stimulus to scientific agriculture ; it has had an important part in developing the efficiency of railroad systems ; it has promoted the study of theoretical and applied electricity ; it has made possible the use of better engineering structures ; it has emphasized the applications of chemical, biological, and sani- tary laws ; it has also provided a training in general studios along literary, linguistic, artistic, and political lines. While the University continues to be aggressive along the lines of her traditional development, there can be no question as to her future. As long as she continues to serve an important and rapidly growing constituency, all good things will be added unto her.