Repository: UIHistories Project: Book - History of the University (Powell) [PAGE 653]

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Petition to the Legislature

618

investigations! and almost no means at their disposal, for such costly experiments and investigations. Farmers will ever continue as in times past, to be educated on farms, and mechanics must ever continue to serve their apprenticeships in work shops. Science may hand over to them such beneficial results as may have been submitted to practical tests and reduced to practical use." ^ A Here, at last, we have the idea unequivocally expressed that such an institution of learning as Mr. Hopkins contemplates, is designed rather for the benefit of the instructor than of the instructed. He would make of it a great seat of learning, where scientific men might pursue their investigations, and from thence send forth the results they achieve, to enlighten and bless mankind. He is hopeless of any attempt at the direct elevation of the industrial classes. They are to benefit by science, only at second hand, and at vast distances as does the world at large by the discoveries of Watts, and the invention of the magnetic telegraph. Here, again, we ask, is all this in accordance with the spirit of the age? Substantially the same plan recommended by President Hill, and endorsed by Mr. Hopkins, Was approved by Gov. Andrews, of Massachusetts, and submitted by him in his message to the Legislature of that State, when the question of disposing of the Congressional appropriation came before it. The Legislature differed with the Governor in opinion, and gave, as already stated, a portion of the grant to the endowment of an agricultural school, and transferred the balance to the Boston Institute of Technology. It were, perhaps, to be wished that in any great community like that of the State of Illinois some institution might exist like that contemplated by President Hill and Mr. Hopkins. But it is in accordance not only with the spirit of our institutions but to the sense of justice of our people, to look first and foremost to the direct wants of the individual. We cannot bear to see immense sums lavished in the erection of magnificent edifices and the purchase of costly libraries in order that a few men may pursue their scientific investigations while all around them thousands are suffering for their daily bread. Our people would not tolerate Louis XIV., the magnificent king, the patron of learning, with his