USA > Iowa > Story County > Biographical and historical memoirs of Story County, Iowa > Part 33
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Public discussions were held for several evenings in the hall of the House of Represent- atives, in which Gov. Kirkwood appeared as the champion of the diversion, while Senator Gue appeared as the champion of the agricultural college. The scheme was finally defeated, and the entire grant confirmed as a perpetual en- dowment to the Iowa State Agricultural Col- lege.
The problem then arose as to the best man- ner of disposing of the lands so as to secure an immediate income for the support of the college. After much thought on the subject, Gov. Kirkwood and Senators Gue and C. F. Clarkson devised the plan of leasing them in- stead of offering them for sale. This scheme was approved by the Legislature, and passed in- to a law, which authorizes the trustees to lease for a term of ten years any of the endowment lands. This plan was so successful that by 1868 the income of the college from this source was nearly $30,000 per annum.
By the terms of the lease, the lessee pays 8 per cent interest on the appraised value of the land annually in advance, with the privilege of buying the same at the expiration of the lease. In case the lessee fails to pay the interest promptly, his right to hold the land is forfeited with all the improvements thereon. In 1865 the lands were appraised, a land office opened at Fort Dodge, and the Hon. G. W. Bassett appointed agent for the sale and lease of lands.
By 1868 quite a fund of "interest money" had accumulated. The trustees deemed the safest investment to be land, and accordingly, the same year, bought about 15,000 acres located in the northwestern part of the State. These lands, known as the "Sioux City Pur- chase," cost, including location, nearly $16,000. Mr. T. J. Stone, of Sioux City, was appointed agent for the sale and lease of the same, and who, resigning in 1876, the agency was trans- ferred to Mr. Bassett, of Fort Dodge.
When the State accepted the Congressional grant, with all the imposed conditions, and confirmed the grant to the agricultural college, it ceased to be a purely State institution, and became a national institution, the State being trustee in charge. The national endowment act became its fundamental law, its charter, and
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its whole scope and purpose and development must conform thereto.
The following table gives the dates and amounts of the several appropriations made by the General Assembly for the erection of a college building: 1864, to aid in the erection of a college building, $20,000; 1866, for com- pleting the college building, $91,000; 1868, for heating and cooking apparatus, $10,000; for extra work on college building, $3,000; for completing college building, $10,000; 1870, for extending and completing wings of college building. $50,000; 1876, for engine house and air duct, $5,000; for steam heating appa- ratus, $15,000; repairing brick walls, $14,000; for other repairs on main building, $3,400.
Only about $25,000 of the appropriation of 1876 was expended, but on the other hand vari- ons sums from time to time were expended on the building for minor repairs, so that the act- ual cost to the State as the building now stands (July, 1890) amonuts to $221,400.
Let us trace briefly the evolution of this structure. Work was begun on the foundation in the summer of 1864, and what little was done on the stone foundation was found to be defective and had to be done over again, at a cost of $1,000 and half of next summer. The archi- tect, Mr Jolin Browne, was discharged as in- competent, and Mr. C. A. Dunham of Burling - ton, lowa, architect, was employed.
Many changes were made now in the origi- nal design. "Perhaps it was fortunate for the institution that an incompetent architect was at first engaged. The trustees were bound by the terms of the law making the appropriation to procure plans, the total estimated cost of which when the building should be completed would not exceed $50,000. The trustees, guided by the sworn estimates of the architect, which were within the amount named, unconsciously adopted plans which required nearly three times the
amount to carry out. The State was thus saved from being placed in the ridiculous position of being committed to the erection of a building totally inadequate to meet the wants of even to- day, the first formal opening of the college." [Extract from address of John A. Russell, chair- man of building committee, in presenting the keys to President-elect Welch. ] During 1865 the foundations were completed. The contract for the building was let to Jacob Reichard for $74,000, the brick to be furnished by the board. The work progressed rapidly during the fall of 1866; and in the spring of 1867 work was resumed on the walls. Over one and a half million bricks were used in the building, exclusive of wings, all being burned on the college farm, the contractor hoping to complete the building by January, 1868. Owing to the many difficulties encountered, the building was not completed till the fall of 1868.
The heating of so large a building is an important item. At first steam-heating was proposed and preferred by the trustees, but the cost would not permit it; after inves- tigation the Ruttan system of heating by hot air was adopted. The system did not work well even when new, and after putting in a few more furnaces, when the college wings were extended in 1871 and 1872, the system was tolerated only by necessity. In 1876 the Rnttan system was abandoned, and a steam- heating system introduced, since which time the heating of the building has been very sat- isfactory. The cooking range, water supply and gas plant were put in working order in 1868 and 1869. The water was obtained from a well dug near the head of a spring a few rods west of the present dynamo room, and forced by means of a wind-mill into a tank in the main building.
When Mr. Reichard had completed his con- tract, the building was wholly destitute of all
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those conveniences which would put it in a fit condition for the reception of students. With a singular lack of foresight, the architect had completed the structure without making any provision for heating, lighting, supplying with water and adequate drainage. These in- dispensable requisites for health and con- venience had to be put in subsequently at a great disadvantage and at an increased cost.
The main building has undergone a few modifications since the above noted, the prin- cipal being the present water supply in use since 1872, the lighting of the building by electricity since 1885, and the removal of the water closets from the building and placed into brick towers near the rear of the building, in 1888.
The main college building is five stories high including the basement, and is 158 feet long by 112 feet through the wings. In the basement, which is almost wholly above ground, are the dining-room, kitchen, room for help, and a lecture room. On the first floor proper are the chapel, steward's office, library, recep- tion, recitation, music rooms and rooms for teachers. On second floor are three recitation rooms, teachers' rooms and dormitories for lady students. On the remaining floors are dormi- tories for gentlemen students. The museum occupies nearly all the third and fourth floors of the south wing.
The library, chapel and museum will be removed from the main building in 1891 and placed in the new building, for which purpose the last General Assembly appropriated $35- 000. The space thus vacated will be made into rooms for students, making the capacity of the main building about 300 students.
At the January meeting of the trustees in 1867, Gov. Stone, Lieut-Gov. Gue, and Presi- dent of the State Agricultural Society Peter Melendy were charged with the duty to exam-
ine into, and, if necessary, visit agricultural col- leges in other States in order to get all in- formation necessary for the successful organi- zation of the lowa Agricultural College, to select a competent faculty, engage them, fix their salaries and make full report to the board. Gov. Stone, owing to official duties, could not serve, and the work was done by Messrs. Gue and Melendy. This committee reported to the board in January, 1868. Their investigations extended through twelve States, embracing visits to the chief seats of learning therein, and conferences with the leading edu- cators of the land. The plan of organization, recommended by the committee, was closely followed, and embodied as its main features:
(1.) The election of a president, four profes- sors and two assistants; the president to be chosen as early as possible to assist in select- ing the faculty.
(2.) A course of study substantially as laid down in the law of 1858 (already quoted).
(3.) The adoption of a system of instructive manual labor, including operations on the farm and the mechanical trades, the student to re- ceive a reasonable compensation.
(4.) A boarding department under the charge of a steward selected by the trustees.
(5.) The admission of students to be on the basis of one or more from each county, for each representative in the popular branch of the Gen- eral Assembly; to be selected in a manner to be fixed hereafter, subject to such examination of qualifications as to education and moral character as may be prescribed by the trustees and faculty.
(6.) Politics and sectarianism of any de- scription to be carefully excluded, and never be permitted to control the selection of students or members of the faculty, and under no cir- cumstances to be taught iu any department of the college.
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(7.) Apparatus and instruments to be of the most approved style.
(S.) That non-resident professors, men emi- nent in science or art, be secured to deliver lectures before the students and such citizens as desire to attend. [This provision was never put into practice. ]
The proposition to admit ladies to the col- lege on the same basis as gentlemen, was strongly urged by the committee on organiza- tion, and finally adopted by a vote of nine to three.
This sensible paragraphi occurs in the com- mittee's report on organization: "Believing as we do that the success of the college will, in a great degree, depend upon the president and his qualifications for the work, we have devoted much time and labor to this most important mission, to secure a man of liberal education, large experience and great executive ability, and who, moreover, comprehends the nature and leading objects of an agricultural college. After several months of careful investigation we are confident that we have found and secured a gentleman eminently qualified for the place, in the person of Prof. A. S. Welch."
A. S. Welch was elected to the presidency of the college May 11, 1868. He assisted in the preliminary organization of the college that year: was given leave of absence from Novem- ber to March next, when he was formally inaug. urated as president March 17, 1869.
The following professors were elected early in 1868: G. W. Jones, mathematics; N. S. Townsend, practical agriculture, horticulture and zoology; A. E. Foote, chemistry. Students were admitted to the preliminary term begin- ning October 21 and closing January 7. The duties of president were discharged by Prof. Jones during the absence of President Welch. The total number of students enrolled was seventy. Many difficulties were met during
the term. The manual labor system did not work well; the heating of the building was poor, and the lighting was done by candles.
On March 17, 1869, the Iowa Agricultural College was formally dedicated to the cause of the new education, and its officers inaugurated. The address of welcome was delivered by Lieut .- Gov. Scott.
An eloquent address was delivered by the Hon. B. F. Gue, president of the board of trustees, and truly the father of the college. The idea for which he had labored for years so untiringly and unselfishly he knew would be realized. An institution dedicated to the pur- pose of providing the industrial classes a " liberal and practical education in the several pursuits and professions of life" was now a fact, not a vision. He now saw that the time had come when science would take the laborer by the hand and lift him up with the loving injunction: "I say unto thee, arise." The ad- dress was mainly historical and expository of the principles on which the college was founded.
Governor Merrill delivered the charter and seal to the president, saying: " The hopes and good wishes of the people of the State are centered on you, eager for your success. Your connection dates from its opening chapters, and its policy is yours to originate, shape and es- tablish, with no mistakes of others to correct, with no errors of the past to redeem by the success of the future. Here, then, let the utility of scientific labor be demonstrated. From this institution let there go forth in an- nual procession a line of educated, intelligent men and women trained in the secrets of nature which underlie their profession, and filled with an earnest, devoted enthusiasm for their work. May the fruits of your labors be as abundant and valuable as the fruits of the soil whose mysteries you are called to reveal."
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The address of Hon. John Russell, in de- livering the keys of the college to the presi- dent, was devoted, mainly, to a history of " This Noble Building."
President A. S. Welch then delivered his in- augural. The address was marked by genuine eloquence, profound thought, clear exposition, and all expressed in that matchless diction which characterized all of President Welch's public addresses. Only a few extracts can be given: "The novel event that distinguishes the opening of this new institution is the fact that the plan of organization which has been adopted commits it to the promotion of two great and salutary educational reforms. One of these is the withdrawal of the ancient elas- sics from the place of honor which they have ' largely held in our college curricula, and the liberal substitution of those branches of nat- ural science which underlie the industries of this beautiful State. The other is the free admission of young women, on equal terms with young men, to all the privileges and honors which the institution can bestow. It is fitting that a college dedicated under cir- cumstances which scarcely find a parallel in history, should, regardless of precedent how- ever honored by time, establish its laws and arrange its courses of study on the principles of wisdom and justice; of wisdom, in deter- mining that the learning gathered in these halls shall contribute to the success and dig- mity of labor; of justice, in extending to a large class of students opportunities of which they have been hitherto, in great measure, un- justly deprived."
These two propositions were exhaustively discussed, and, after a few fitting words to the faculty, closed with the following beautiful words: "God give us faithfulness and devo- tion-God give us mutual confidence, mutual esteem and mutual helpfulness. Thus shall we
be able to gather and concentrate all the ele- ments of strength we possess-and thus with the Great Father's blessing, will the rolling years bring their full harvest of fruits."
Prof. Townsend made a brief reply in be- half of the faculty.
The exercises were closed by the reading of an original poem by Prof. H. W. Parker, of Iowa College, now of Amherst, Mass. The sub- ject of the poem was " The Ideal Farmer and his Wife."
The closing lines of his poem embody his views on co-education :
"The manly and the maiden mind Together grow more bright, refined, That place is holy ground and sweet, Where earth and heaven together meet."
During this interval, 1861-69, correspond- ing improvements had been made on the farm. In January, 1865, Peter Melendy was elected farm superintendent for two years. During his term of office the farm-house was well-nigh completed, considerable fencing was done, and more land subdued. His report shows a net profit on farm produce for 1865 of $1,340. About 400 acres were now enclosed, 150 acres under cultivation, and an orchard of 400 trees and about seventy-five grapevines planted.
The improvements were continued next year under the superintendency of W. M. Rob- binson.
The board, at their January meeting, or- dered that no more improvements be made on the farm by the superintendent except in ac- cordance with a general plan adopted by the board or ordered to be made by the executive committee.
H. M. Thompson was elected farm superin- tendent and secretary of the board, at this meeting, and held the office till October 1, 1869, he having tendered his resignation the previous August. Extensive improvements
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were made on the farm during this period; the principal being laying 200 rods of tile drain, about 100 rods of fence put up, and forty acres of land brought under the plow.
In the spring of 1869 the real work of col- lege instruction began. By 1871 the courses of study were planned and laid out. The faculty had been gradually enlarged to meet the grow- ing needs of the college, and at the close of 1872, was constituted, as follows:
A. S. Welch, LL. D., president and profes- sor of psychology and political economy; G. W. Jones, A. M., professor of mathematics, civil engineering and architecture; James Math- ews, professor of pomology; W. A. Anthony, B. Ph., professor of physics; A. E. Foote, M. D., professor of chemistry; Gen. J. L. Geddes, professor of military tactics, engineering, and steward; W. H. Wynn, A. M., professor of English literature and history; C. E. Bassey, M. S., professor of botany and horticulture; I. P. Roberts, professor of practical agriculture and superintendent of farm; A. Thompson, C. E., professor of mechanical engineering ; Mary A. Lovelace, preceptress and instructor in mathematics; Margaret P. McDonald, instruct- or in English and French; Mary L. Barnes, instructor in piano music. To above the fol- lowing were added for 1873: J. K. Macomber, B. Sc., instructor in physics; E. W. Stanton, B. Sc., instructor in mathematics; G. C. Hubner, instructor in German.
It is not possible to give, even in outline, the various courses of study. A careful inspec- tion of the duties of the above corps of instruct- ors will indicate very clearly the character of instruction; it will also be noted that the or- ganization of the faculty is in harmony with the organic law establishing the college.
The biennial reports beginning with the year 1870 are readily accessible, and give full and detailed information on all features of the
college work in all its departments. A few of the more important changes in the faculty will be noted in a subsequent paragraph.
In the early years of the college, student- labor received much attention from faculty and trustees. As the experience of most eastern schools was unfavorable to the system, the pro- moters of the plan here watched its practical workings and development with the keenest of interest. At the beginning (1869) the re- sults were of the most gratifying character (1874).
Though the farm had made many valuable improvements, much heavy work remained to be done before it could be called a model farm except by courtesy. This fact was an important item in the genuine success which attended the organization of the student-labor.
"There was, indeed, enough to do. The grounds around the building were to be put into a lawn, the terrace to be built, roads to be made, ornamental trees to be set out, grading to be done, cellars to be prepared for the new houses, a large sewer to be dug for the drain- age of the college building, many acres of woodland to be cleared of underbrush, ten acres of garden to be cultivated, fuel to be cut, an orchard to be laid ont, fences to be made, farm crops to be raised and gathered-all these, and much more, gave promise of work for all. But it was quite clear that the rough jobs which required muscle were greatly in excess of the jobs that required artistic skill."
The compensation ranged from three to nine cents per hour, according to the efficiency of the student; but labor requiring close super- vision and instruction received no compen- sation.
Practice in surveying, work in the labora- tories, and drafting, so far as laid down in the courses of study, were regarded as labor in the meaning of the law, though not subject to pay.
G
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In 1869 $4,600 was paid out by the college to the students for labor. In 1870 and 1871 $7,000 was so paid out.
By the time we reach 1876 the distinction between instructive and uninstructive labor was carefully elaborated-the latter was com- pensated by wages, the former by instruction given and expertness acquired, and a very carefully drawn rule defined each class of labor.
By 1880 we find that the freshmen are alone required to engage in uninstructive labor -three hours per day, four days per week ; but that the members of the higher classes shall engage in instructive labor daily. Special details were gradually coming into vogue, given by the heads of departments to the most faithful and meritorious students of the higher classes.
In proportion as the " rough jobs " were completed, the capacity of the college to supply work diminished; but, at the same time, and in a higher ratio, the instructive labor in laboratory and workshop increased. Much executive energy of faculty and trustees in the years of 1876-1882 was absorbed in the solution of this labor problem. Gradually the mental asserted itself over the manual, and since 1884 the problem has dropped out of sight. Many students do uninstructive labor in the various departments now; but there is no systematized plan on which it is conducted. The student who wants work applies to the head of the department, and if any work needs to be done gets it, and is paid what it is worth to the college.
So the experience here, in the long run, has brought the college around to the same point as other schools that had given the system a fair trial in good faith had been brought.
It is an abuse of terms to call laboratory practice, of whatever sort, labor. It is instruc-
tion-in fact, the essence of instruction in a scientific course of study.
The manual labor of students, even when the college had " heavy jobs" to do, was never profitable to the college. Of course many students were enabled to work their way through college by means of the plan, who otherwise would have been compelled to give up the college course. Where tuition is offered free, it is considered the college has done its duty. The young man must do something also.
The proposition that " when a student ceases to labor (uninstructive) he is related to the industries only in theory, and a tendency to gain wealth without labor is fostered," is sup- posed to be a fallacy, and is certainly negatived by practical experience.
The Fifteenth General Assembly appointed a joint committee to investigate the affairs of the Iowa Agricultural College and Farm. The immediate object of the investigation was caused by the defalcation of the college treasurer, S. E. Rankin.
From an examination of all the college accounts to the date of defalcation, the expert accountant made the following statement, which is here transcribed:
Main laboratory building $22,000 00
Farm improvement fund. 4,000 00
Endowment interest fund. 378 50
Contingent fund. 11,022 29
Main college building fond. 1,000 00
Total amount of defalcation. $38,400 79
The Fourteenth General Assembly made an appropriation of $25,000 for a main laboratory building. The first item in above table relates to this appropriation. So the loss to the interest fund of the college was about $12,000; the remainder of the loss fell to the State. But Treasurer Rankin turned over enough property, which more than covered the loss of the State. When the next General Assembly made an
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appropriation of $25,000 for a physical labora- tory, it was on condition that the college deed over to the State all the property of Rankin held by the college. This was done by the college. The State realized more out of the property than the loss it sustained by reason of the defalcation. For a double reason, then, the State is bound to pay over to the college all it lost of its interest fund. For as matters now stand the State has actually gained through Rankin's defalcation.
In the report of the investigating commit- tee is found this paragraph: "Your committee : now by Col. Lincoln, professor of military
are of the opinion that the endowment fund has been wisely, judiciously, and honestly managed; and that the leasing of the lands was the best policy that could have been pur- sued and make them available and remunerative to the college. Your committee find that there is no evidence tending to show that any officer or trustee of the college has ever speculated in or . appropriated to his own use any of the funds of the college, or acted in bad faith in the management of the same."
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