University of Idaho - Gem of the Mountains Yearbook (Moscow, ID)

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conclusion and received degrees. The majority of these graduates have the following o ccupational distribution: ALUMNI OCCUPATIONAL SURVEY Classes 1896 to 1914, inclusive, according to Alumni Directory, June, 1915, ROE UTES Cy ee eee PaaS a rR a era 124 (25%) 2. Engineering (Mining Electrical, Civil Mechanical wll0 (22%) S$) ROMO, MAKING: s5c3 soc ckesce cae easstian sae tease oteaee ee 72 (14%) BY, WUE cao ee ee . 3 ) 7%) 5. Business (Merchant banking, real estate, railroad clerical) ( 6%) 6. Government Service (Federal, State) ... ( 6%) Y RMR 8 Vhs: een ee ORO ER et es ale eee RUE: ES caste ( 3%) 8 Church (Clergymen, Y. M. C. A., Missionary) .. al ( 2%) Qo Pinyetessant, cs secs a 8 ( 1%) 10. Dead o.... as Te CEINICIII WIT acencacnssennesnaccectin fet te ees ae cee nN Bd 35 ( 7%) 496 In addition to the instructional work which has been given on the campus, real investigation has been carried on in many departments. ‘This expression of university life did not develop in any considerable degree prior to 1912. Some of the more notable evidences of this work are as follows: (a) A history text of international importance, on the “Renaissance and Reformation ;” texts in German and other subjects; (b) Comprehensive investigations in recovering oils and other valu- able extracts from wooded plants; (c) Valuable investigation in cellular biology; (d) Fundamental studies of Idaho soils, cereals, vegetables, fruits, plant and animal production, dairying, mining, and other engineering and industrial questions. : Still another expression of university service is found in the modern and vigorous activity known as the University Extension, ‘This has been concerned particularly with the great industry of agriculture. More than half of the state’s population has been effectively reached during the last biennium thru this recent and active University organization. ‘The adoption of projects for cooperation with the Agricultural Department of the federal government, the development of the Boys’ and Girls’ Clubs, the inaugura- tion of the county agents, field specialists and home economics work are suggestions of this latest service of the University. Obviously it is impossible to measure the University’s performance during it twenty-five years of existence by a mere enumeration of persons who have been enrolled on the campus; likewise the enumeration of people reached by Extension workers does not furnish an accurate measure of the life and work of the institution. The correct measures are found in the richness of the University curricula, in uniformly high scholarship, in the character of students, in the continued success of the graduates, and in numerous vital relations which the University has developed in the edu- cational, social and civic life of the state and nation. By the unit measurement of courses, the University of Idaho now sili ee ee le a A Rs os ae Bs 2 dyad ad iain ad ealimiioati ciao aie ant i i a Or ai li ee a oe I ee a ce te ite Se Se Em Sn ih a NI OD SE RE SEI SU | LY + a + + + + + + + de | + De | + of be!) foe p+ ++ + Se ++ -+ ++ + 7 + + Pit +9 +4 +i? +i + oo b aih. Bits, “is Bie I AR GE ae oe oe oe oe ee ee ee + ee rie Se Ee re Fifteen

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bd + + a i a a the United States Commissioner of Education has arrived at a lower esti- mate which is published in his Statistics of State Universities and State Colleges, Bulletin 1916, No. 6: 1915 Assets Per Student YY IMI a caceeon pecs cere eeenns $ 799,000 $3,995 Colorado .... . as 3,076,000 2.366 ety si) 2 eer 9 AR an 10,779,000 1,684 IEONTATE: cose cecsciancoecasseeassec Scere 1,230,600 1,231 Washington .... = 4,123,000 1,051 TMOHO cx Greeicccicacsnncs nv 775,000 890 ON 0 = nie 2,478,000 854 RT te oes casctis sasesSee enee 1,615,000 808 It will appear from the foregoing tabulations that the state has pro- vided for the general physical plant, the general maintenance and up-keep of the institution; and that the federal government has contributed the major funds for her instruction, research and extension. The object set forth in the University charter and on the marble tablet in its Administration Building are so important and commanding that one is led to inquire: “Why has Idaho not given more liberally in order that these objects might be realized in a larger degree and at an earlier time?” There are numerous reasons. Idaho has been passing thru its pioneer stage. It was and is still seriously sectionalized. Appropriations for education have been made in response to requests of local communities. These and various other reasons are responsible for the inadequate support given to the educational institutions which were designed to render state- wide service. Manifestly, the citizens of the state intended to eliminate these serious difficulties when they placed all of their educational institutions under a single Board of Education. The centralized plan is wise. It should diminish sectional and institutional jealousies. It should provide a unit organization thru which real educational contributions to the industrial, educational and civic welfare of the entire state may be made. ‘The materialization of these potentialities depends upon the personnel of the Board and freedom from unnecessary interference. In event there is failure to appoint intelligent, patriotic and honorable members to the Board, or in case the Board of Education is subjected to unwise and tyrannical control of a superior board, —the State Board of Examiners, there will be serious diminution in the efficiency of the educational institutions, and all state and federal education in Idaho will be gravely menaced. . Any failure to protect and advance the welfare of the state educational institutions will be found intimately associated with one or with both of these causes. From very simple and primitive beginnings, the University has grown into an institution that has gained some recognition within and without the state. An examination of the catalog lists indicates that 2360 students have enrolled for guidance in University academic courses of study. This list does not include several hundred preparatory and special students who have taken work in music and in certain vocational subjects. Out of the total number of matriculants, 623 have pursued their courses of study to a final Pe aS oy ee ee ee ee ee oe le eo ee ot ae. te ce als pix ail oli 45 ds 41 ne e-em ATT nl i pe ee a ei cla ain ain ei i oil ellie ie il Ollie ie we le te il V3 Dh a a a Fourteen + tb + e044 ’ 4 + ++ + 9 + + + +) } } +} +--+ Pere Ce Oe a. he TTA SR RE ee EE Se i liar Per ey See a eer eo tee 4

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Sixteen presents work in 39 different departments, furnishing 539 different courses for which 1707 semester credits are given. ‘This does not include short course work, The regular schedule for a college student is equivalent to 32 semester credits per year. On this basis, it would require more than 53 years of continuous work to complete the courses offered to the young men and women who come up from the high schools to the State Uni- versity of Idaho. These units of courses and semester credits are indefinite and unsatis- factory measures when taken alone. However, if we associate with them the fact that provision is now made for the great vocational and professional activities included within the new School of Education and the new School of Commerce and Business Administration, then the figures become more satisfying and illuminating. This year there have been developed and organized the two Schools of Education and Business Administration. The University of Idaho has recognized that the two spheres of vocational activity which receive the largest number of graduates are teaching and business. Because this is true, the University now increases her previously arranged professional and vocational training which was offered in the College of Engineering, Agriculture, Law, and the foundational College of Letters and Science. It is expected that vocational guidance now offered will enable the students who attend the University to find in the modern, up-to-date cur- ricula more satisfying and more remunerative returns for their university work than have been uniformly experienced by graduates during former years. When one remembers that the graduates of the University of Idaho have made enviable records for themselves in almost every instance, it becomes clear that we hope for very much when we say that our added Schools of Education and Business Administration in conjunction with vocational guidance may assist students of the University of Idaho to more satisfying returns than that experienced by those who have finished their training and claim the University of Idaho as their Alma Mater. Twenty-five years is not a long period of time in the history of an educational institution. This is particularly true in the case of a state university which has been subjected to the multitudinous variations during the pioneer days of a wonderfully diversified state. Nevertheless sufficient time has been given to educational experimentation in Idaho to prove what is good and what is evil. That which has been shown to be good is very clearly represented in the University organization and in the services and activities previously specified. That which has been shown to be evil may be recognized more clearly if we examine the opinions which older states entertain with reference to the University of Idaho. These opinions are clearly stated by two distinguished men in education and science. They are representatives of two of the largest state universities in America. Each was speaking for a separate honorary society,—one that promotes high scholarship, and the other, advanced research. “These answers were made to the University of Idaho when she asked for admission to these two national organizations. EE oD SA Shae Med Sa RESP SP Ws SU £ si as Mo $a Oe OE Xe A ORD A i Wah A a dA purcrursrargrur iris =yaparery ary by A Bg NA ch Pe 8M ah Dana (AD Sh DLE ah Mf Sh HO a a a pe ee ee fel u om ie a ats 1S AG Cope GS I A “et de te