 |
Ideology of the Michigan Agricultural College In 1850, a new article of the Constitution of the State of Michigan was adopted by the legislation. This new article was called for by The Michigan Agricultural Society. The legislation was designed to “encourage the promotion of intellectual, scientific and agricultural improvement and shall provide for the establishment of an agricultural school”. The Michigan State Agricultural Society had been organized in Lansing in 1849, and the goal of the society was to “promote the improvement of agriculture and its kindred arts throughout the State of Michigan”. In 1850, Bela Hubbard, a member of the Michigan State Agricultural Society, made an address before the legislature in an attempt to stress the importance of the formation of a separate institution for teaching agriculture: “The day has forever gone by when an enlightened liberal education was deemed useless for the farmer. Agriculture has risen into a science, as well as a laborious art; a science, too, the most comprehensive of all others, and which demands not alone strong hands and bodily labor, but active, vigorous, cultivated intellect. No matter what be a man’s business, the more varied his education, the better, as he thus enlarges the sphere of his mind, and multiplies the sources upon which he can draw through life, both for profit and enjoyment. But, above all, an education which shall include the natural sciences, is especially important to the farmer, as in addition to their applications, they are the foundation of agriculture.” Curriculum at the Michigan State Agricultural College | Professors | Curriculum & Courses | Research | Admissions | Professors at Michigan Agricultural College When the University opened its doors to classes and students in 1857, there were just 7 full time faculty professors:
Curriculum at M.A.C. was based on principles set forth by the university’s first president, Joseph R. Williams. Williams believed that U.S. farmers had much to learn about the art and science of farming. He listed agricultural disasters such as potato rot in Ireland and Hog Cholera as examples of how much farmers had to learn. Williams believed that educational systems that did not embrace physical health and development along with intellectual culture were faulty, and in his inaugural speech, he said that “A sound mind in a sound body” should be the aim of the university. Due to William’s belief that physical labor and intellectual stimulation went hand in hand, the students at M.A.C. were required to perform at least 3 hours of manual labor at the M.A.C. farm in addition to their studies. Courses Taught at M.A.C. When classes commenced in 1857, the following courses were offered:
While knowledge of these subjects has expanded and transformed over the last century, similar courses to all of these are still taught today at MSU. Research at the Agricultural College President Williams believed that all knowledge relative to the agriculture of the past, its history, progress and condition in modern states should be accessible to the students and therefore an Agricultural Library was built that was made to embrace a wide range of science, law, literature, history, philosophy and medicine. A Museum of Models of Agricultural Implements was also attempted so that inventors could take pride in their models of inventions and so that models of machinery and tools for mechanic arts could be showcased. Collection of animals, birds, fish and insects that affected crops or domestic farm animals, along with geological specimens, were also collected for the university. From an early point, professors at the Agricultural College were actively involved in trying to solve problems related to agriculture, and to make their research available and useful to farmers across the state. Faculty published their research and promoted good agricultural practices. Beal's research is continued to this day by Dr. Frank Telewski, the current curator of the Beal Botanical Garden. MSU Research Today Michigan State University is still one of the nation’s leading research universities in the areas of agriculture, engineering and the sciences. In 2002 alone, MSU spent $289,787,000 on extramurally and intramurally funded research. MSU has a long history of successful research, including Professor W.J. Beal’s hybridization of corn, and dairy professor Malcolm Trout’s homogenization of milk in the 1930s. In the 1960s, MSU scientists developed cisplatin, a leading cancer fighting drug, and today MSU continues its cutting edge research with facilities such as the National Superconducting Cyclotron Laboratory. MSU continues to promote the dissemination of information and resources to others in Michigan through the University Extension Program.
When the Agricultural College was first created, it was unclear to the public exactly how students would be admitted, and what policies the college had about admittance. Often, interested parties sent letters of inquiry for more information. Students were expected to arrive on the campus at the beginning of the term and were given examinations. If the student passed the examination, they would be admitted to the College. For a few years, students were not as prepared for the College as the professors had hoped, and an additional year of preparatory courses was also offered. Admission to Michigan Agricultural College in 1857 was not all that different than acceptance at a university today. In today's world, a student is required to take certain standardized tests such as the ACT or the SAT to gain admittance into a university after high school. Similarly, in 1857, students that hoped to attend the Agricultural College were also required to pass a “good examination” in the branches included in a “common school education.” Included in this examination would have been Arithmetic, Geography, Grammar, Reading, Spelling and Penmanship. Once admitted to the college, students were given “thorough examination” in the areas of Chemistry, Natural Sciences and Mathematics. Instruction in Ancient and Modern languages such as Greek or Latin was not included, but an extensive English education was deemed indispensable and students were educated in areas of Rhetoric, History, Moral and Intellectual Philosophy, Political Economy and Law, in addition to Agriculture and Horticulture.
|
|
