The Project Gutenberg eBook of A Broader Mission for Liberal Education

This ebook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this ebook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.

Title: A Broader Mission for Liberal Education

Author: John H. Worst

Release date: December 31, 2007 [eBook #24082]

Language: English

Credits: Produced by K. Nordquist, Greg Bergquist and the Online

Distributed Proofreading Team at http://www.pgdp.net (This

file was produced from images generously made available

by The Internet Archive/American Libraries.)

*** START OF THE PROJECT GUTENBERG EBOOK A BROADER MISSION FOR LIBERAL EDUCATION ***

A Broader

Mission for

Liberal Education ...

Baccalaureate Address,

Delivered in

Agricultural College Chapel,

Sunday, June 9, 1901.

By....

J. H. WORST, LL. D.

President.

A Broader Mission for Liberal

Education.

Baccalaureate Address, Delivered in Agricultural

College Chapel, Sunday, June 9, 1901.

BY J. H. WORST, LL. D.

AGRICULTURAL COLLEGE P. O.,

North Dakota.

A BROADER MISSION FOR LIBERAL EDUCATION.

BACCALAUREATE ADDRESS, DELIVERED IN AGRICULTURAL COLLEGE

CHAPEL, SUNDAY, JUNE 9, 1901.

BY J. H. WORST, LL. D., PRESIDENT.

In America we recognize no aristocracy except that of genius or of character. Our countrymen are all citizens. Our government was founded upon the principle that "all men are created free and equal" and though intellectual endowments differ widely in individuals, yet special privileges are accorded to no one as a birthright. Therefore the college graduate, as well as any other aspirant, must carve his way to fame and fortune by energy and perseverance, or lose his opportunity in the tremendous activities going on about him. His only advantage is superior training which must nevertheless be pitted against practical minds in strenuous rivalry for every desirable thing he would accomplish. The mere fact of education is considered no badge of merit. Education represents power, but until it manifests itself in action, it is merely static, not dynamic, potential, not actual. It conveys to its recipient no self-acting machinery which, without lubricant or engineer will reel off success or impress mankind, as a matter of course.

The question is no longer asked by practical men "what does a man know" but "what can he do?" Knowing and doing have thus become so intimately associated by common consent as to be inseparable; for knowing without doing is indolence and doing without knowing is waste of energy. The former is sinful, the latter wasteful. For many years progressive educators have been striving against the culture-alone theory and advocating the education of the whole man—hand as well as head, body as well as mind. As a result the ancient educational structure is pretty well broken down, and the erstwhile curriculum has become a reminiscence. Many wealthy parents still educate their children for the larger pleasure which they believe education of the old type will afford them in life, but parents generally have come to look upon life as a period of intense activity rather than a brief round of pleasure, and hence provide an education for their children that will fit them for the every day demands that duty or necessity may make upon them. Since it is a matter of common observation that wealth is easily dissipated, especially when inherited, farseeing parents prefer an education for their children that is adapted to some useful end rather than the education that is largely ornamental or fashionable.

The vicissitudes of life are many. Fortune is fickle and but few young people can hope to command perpetual leisure even should their bad judgment make such a thing desirable. There can never be real independence of thought and action apart from one's conscious ability to cope with others on equal terms in any human emergency. The young man who rejoices in the provident hoardings of his ancestors which exempt him from strenuous exertion on his own part has but a small mission in life. Work is the normal condition of man. The stern necessity that compels him to labor, to think and to plan, lifts him into the pleasurable atmosphere of usefulness and imparts zeal and ambition to his energies. There can be no "excellence without great labor", and "hard work is only another name for genius."

A young man cannot begin life with a richer heritage than good health, good habits and a liberal education—an education that imparts culture to his mind and power to his body. If he should never have occasion to use his hands in some useful vocation, the training they have received will never prove burdensome. On the other hand, the fact of being in possession of reserve powers will prove a source of pleasure. It will dispel many a dark cloud and remove positive forebodings of possible want. The world is strewn with the wrecks of men who inherited fortunes before they had developed the mental poise or business experience necessary to estimate money at its true value. If they had earned their money by honest effort they would not have fallen into habits that led to unbridled extravagance and ultimate disgrace. The inheritance of unearned wealth quite frequently proves a curse rather than a blessing.

God never intended, however, that parents should provide a property inheritance for their children that will deprive them of the natural advantages which reasonable labor and its restraining influence afford both body and mind. Parental drudgery and self-denial for the purpose of relieving children from the necessity of wholesome effort is mistaken generosity. It makes parent and child alike fall short of the high purposes for which life is given. For life is intended for more important purposes than mere money-getting or the pursuit of objects from which man is utterly divorced at death. Poor indeed must be the soul if, at death, it must part from all it loved in life. But this frenzy of excitement in which parents live in order that their children may be heirs leaves no time for the consideration of higher and better things. How much more lamentable, too, is such striving in the light of the fact that those who are to be benefited by these inheritances are in reality harmed and checked in their development. Said Senator Dolliver: "If I had a son and $100,000, I would keep the two apart."

Every man owes a duty to God, to his country, to his family and to himself. To discharge these obligations honestly, fearlessly and with credit should be his earnest purpose. No ambition should be entertained that does not embrace these fundamental duties and no career should be considered worthy that even underrates their sanctity. The fact that men occasionally become prominent in business, social and political affairs by subordinating conscience and character to position or gain should not swerve a young man from the strict path of rectitude. Victories won by strategy or injustice, whether in business or politics, seldom remain permanent and never afford substantial enjoyment. Society has but little use for the man who wears a mask.

In this busy world there is honest work for every man to perform. Civilization has multiplied human wants and also developed the ingenuity necessary to gratify them. But it requires labor. Not such, however, as was performed by the slave, but skilled labor—labor where the hand is guided by an intellect, quickened by the agency of class-room and laboratory for the task assigned; labor, such as will reflect credit upon and elevate a gentleman. For there is no honest work a gentleman may not do. Work elevates a man. It perpetuates the manhood he inherited, which was built up by labor and thought in the flesh and blood of his ancestors. The necessity for labor, therefore is heaven's blessing and to repudiate it is to invite physical and mental decay.

Liberal education should take a far wider range than has ever been assigned to it and exert an influence affecting matter as well as mind. It has a double mission, that of facilitating earning power to provide for physical comforts and also to prepare them to live.

In a republic where every able bodied citizen is an equal factor and where one is possessed of mutual privileges and obligations, society demands that each shall do his part. To be consistent society also should afford equal educational facilities for all; facilities having as direct bearing upon vocation as upon profession, and for those desiring it, an educational training as liberal for manual pursuits as is required for law, medicine or theology.

The standard of manhood must advance to meet the new conditions and the tremendous responsibilities of the century we have entered upon. Within the present boundaries of the United States there exists the requisite area, soil fertility and other resources sufficient to support a government of five hundred million people. Our patriotism, therefore, must be directed toward realizing the largest possible destiny for our country. We should strive so to conserve the natural resources of the nation that with six or seven times our present population there will be no abridgment of opportunity to make a living and to fulfill the purpose for which life was created. The experiment of self-government will have to withstand severer strains in the future than in the past unless our education is as democratic as our politics. The educational energies of the nation must be so diffused as to uplift all classes, reducing to the smallest possible minimum the army of unskilled workmen. Through skill and training, labor must become pleasure. Steam and electricity must take the place of human energy, lessen waste of raw material and elevate the hand that guides the machine.

The present generation is sinfully extravagant. Forests, mines and soil fertility are wasted with wanton prodigality. We speak of our coal deposits and oil and gas wells as inexhaustible. We simply mean that it will be impossible for this and probably for the next generation to exhaust them. But coal mines are not inexhaustible. Oil and gas wells are problematical as to the length of time they will yield their products. To such an extent have the forests been destroyed that substitutes for timber are already sought for building purposes and manufactures. Timber that would be worth millions of dollars to our grand children is burned in a day to provide a sheep pasture on some western mountain. We seem determined to waste and destroy what we cannot consume or turn into ready money.

European countries abound in sad memories of wasted soil fertility and forest destruction. Slowly but surely they are rebuilding and rehabilitating worn out tracts at tremendous expense. The ruin which ignorance accomplished with alacrity, education is slowly and painfully undoing. Americans should heed the lessons of history and profit by the mistakes of other countries. The production of food, clothing and other necessaries of life which is of vital importance to a nation, cannot, with safety, be left to blind forces or to revered but ignorant traditions. For it is a singular fact that science had quite as much to do with ridding agriculture and the manufacture of commodities of debilitating superstitions that not only retarded progress but were positively injurious to both man and material, as it had to do with the introduction of rational ideas. The rapid increase of the world's population and the very general occupancy of arable lands throughout the world, presupposes that the maximum of food production will soon be reached. A liberal and general diffusion of scientific information among agriculturists alone can augment the productive power of the soil and at the same time conserve its fertility for the support of future generations. This subject demands a real awakening of public sentiment as to its importance. Provision must be made for thorough training that will direct the labor which produces the fruits of the earth. Thus to broaden the scope of liberal education it must be divested of all aristocratic limitations and rendered sufficiently democratic to meet the wants of the sons of toil.

The question naturally arises, will the general introduction of science studies in American schools tend to lower the standard of scholarship? If so, will the more democratic and hence utilitarian influence it exerts, compensate for the change? To the first question the classical schools will quite generally and naturally give an affirmative answer. But the answer must not be considered as conclusive in settling the question even if believed to be true, in view of the contention that surrounds the second question. More than scholarship is needed to direct and control the affairs of men. Mere scholarship—book-learning—is seldom effective in the solution of intricate national and economic problems. For profound judgment and constructive ability, such as frequently become imperative in great crises are qualities which are not evolved through classical investigations. They are born rather of experience and contact with the rugged every day affairs of life. To exert a guiding influence in the affairs of state one must feel the throb of living forces and come in touch with the great heart of humanity.

The study of ancient languages has long held the honored place in the universities of Europe and America as peculiarly essential to mature scholarship. They answered the purpose intended, for the sciences were unknown or in the infancy of their development and there was but little besides the ancient languages with which to train the student mind. But should they dominate the curricula of the twentieth century? Do they meet the requirements of this intensely practical age?

Whatever may be said against the materialistic tendency of the present time, the scholarship of the idealists at least did not retard its growth. Materialism abounds everywhere at present. The object sought by introducing scientific in lieu of classical studies in some of the higher institutions of learning is that facilities may be afforded the children of the productive classes, such as they can accept and which will have a directing influence upon labor. Whether such change will tend to increase or lessen materialistic tendencies, remains to be seen. The conditions will certainly be made no worse. For to balance educational forces and more nearly to, equalize educational opportunities can only result in improvement. Equilibrium of intelligence tends to unify and harmonize American interests and to strengthen patriotism. And should liberal scientific education thus extend its beneficence to all conditions of men, especially to those hitherto unprovided with facilities for preparation for their vocations, we can at least endure the innovation, for it does not aim at the impairment of educational opportunities so long maintained for students able or desirous to take classical training. Some of the foremost educators of the day admit that the study of the sciences possess as much disciplinary value as that of the ancient languages, and the information obtained, even though incidental to the culture sought after is of inestimable value in the practical affairs of life. The fact that but few instructors are prepared to teach the sciences as creditably as they are to teach the ancient languages, does not weaken the claims set up for scientific education. In the opinion of many sound educators, the cultural advantages of the dead languages, all things considered, are received at the expense of more important subjects. Says The World's Work: "The easier and better way of retaining, restoring and greatly broadening the culture-studies of a college course is to recognize the culture of our own language and literature. A broader and saner and more humane and thorough and loving study of the literature of our own race is the obvious way out of the dilemma. And it is more than an escape from a dilemma. It is a better means of broadening and deepening our culture than we have over utilized or tried."

The ancient classics as taught in high schools are of but little cultural value. Not one student in a hundred reaches the degree of attainment that presupposes a positive benefit. If the time were devoted to acquiring a more thorough understanding of our mother tongue it would be more creditable. To give time to translating good Latin into poor English is paying an extravagant homage to a fetish. Training in the ancient languages must be long-continued and far-reaching, or it seems to be of little value. The needs of culture cannot be satisfied by mere discipline any more than they can be satisfied by merely utilitarian subjects. But where the training is essentially practical and directly helpful in discharging the highest of all human duties, that of providing the necessaries of life, while at the same time affording abundant opportunity for the study of the language and literature of our own race, the blending thus of cultural and practical training should possess a clientage immeasurably larger, because more useful, than where only the purely cultural is sought. Where the head is educated away from the hand and the number fitted for ministerial and professional duties far overruns the demand for service, a heavy burden is imposed upon the producing masses. At the same time thousands are graduated every year for positions that have only a prospective existence. The professions are overcrowded to a degree that challenges the sanity of the country's educational energies. And were it not for the gravity of the theme, the strenuous defense that is set up for the system and the efforts put forth every day to still further augment the number of neophytes for professional honors, it would seem ridiculous.

But why this overcrowding? Because the atmosphere of the professional institution fills the student with prejudice against physical labor. It is menial. His education has fitted him for something nobler than to toil in the field or in the work-shop. Institutional rivalry also does its share, sending out alluring advertisements and thus filling the college classes with recruits from the farms and from the homes of labor with candidates for positions in life of greater respectability than their parents were able to enjoy. The seeds of prejudice against rural life and manual labor are often scattered in the country schools by teachers innocently imbued with the "ideal condition." The fascinations and allurements of the city readily impress themselves upon the youthful mind, and the fact that facilities for liberal education were not offered for the relief of the toiling millions, unless to transform them into a different social element, naturally turned the eyes of those who were able to obtain a liberal education toward the cities.

It remained for the federal government to attempt to turn the tide that was setting too strongly toward urban life. The government's remedy is not prohibitive legislation, but what should have been afforded without direct government interference—a liberal education with a direct bearing upon agriculture and the mechanic arts for those who naturally desire to fit themselves for such pursuits; to place the farmer and the artisan upon an intellectual and social plane that will attract rather than repel those who would develop the country's resources. At the same time no effort should be made, for the sake of patronage or for institutional advantage to influence a student from the calling his heart honestly indicates as the one for which natural taste and native ability, quickened by educational training, fits him. The thing to be avoided, rather, is the inculcation of prejudice against useful vocations and desirable pursuits as being undignified and consequently beneath the notice or ambition of a gentleman.

Do scientific inquiry and scientific knowledge generally diffused augment human greed? Do they tend to promote avarice? Most certainly they do not. The man of science can see so much beyond—so much of beauty and design that even the drudgery of toil is forgotten in contemplation of the forces which he aids or controls.

No thoughts can arise above the thoughts of God as written in the growing plant or painted upon the bow that arches the sky. To the man of science, even the raw material which he reconstructs into useful commodities contains a revelation in every grain and fiber. The swelling bud, the opening flower, the growing plant, the greeting shower, each is a chapter from Nature's open book, full of inspiration. Beyond them and above them he sees the hand and hears the voice of God. And since he lives and works thus close to Nature's throbbing heart and in close communion with forces that link the finite to the Infinite, who dares to spurn the dignity of his toil or characterize his associations as menial.

To live is man's first duty; to live well his privilege. But the world has its severe as well as delightful aspects. The divine law which commands man to subdue and replenish the earth is not less mandatory than that other law which commands him to "lay up treasure in heaven." And just as material wants antedate the soul's awakening or reason's dawning, so throughout all life, physical well-being precedes and contributes to the growth of the higher life.

But, in the language of Herbert Spencer: "That increasing acquaintance with the laws of phenomenon which has through successive ages enabled us to subjugate Nature to our needs, and in these days gives the common laborer comforts which a few centuries ago, kings could not purchase, is scarcely in any degree owed to appointed means of instructing our youth. The vital knowledge—that by which we have grown as a nation to what we are, and which now underlies our whole existence, is a knowledge that has got itself taught in nooks and corners; while the ordained agencies for teaching have been mumbling little else but dead formulas."

But we may hope for better things. We may, some of us, live even to see liberal education divest herself of exclusive restrictions and eighteenth century idealism and walk hand in hand with twentieth century progress; this will be when the "overwhelming influence of established routine" shall give way to practical knowledge and love for the ornamental in education shall no longer override the useful.

E. P. Powel, in The Arena for April, most beautifully and expressively contemplates the schools which are to be. He says: "I will picture what I believe to be the common school of the twentieth century. There will be handsome schoolhouses in abundance, placed in the center of large gardens. The children will study books half a day, and things the other half. The brain will not get any more training than the hands. Manual culture which is already a part of the school life of a few towns, will be a part of school life everywhere. The school will have its shops and its gardens—and to use tools will be the chief end of culture. Man got away from the monkey by his power to make and use tools. He goes back to the ape when his hands have to be cased in gloves and his brain is ashamed of decent labor. In these school-gardens botany will be applied to horticulture. In the shops our boys and girls will learn to create things. The trouble with education now is that it divorces knowledge from work—the brains from the hands. In the twentieth century the glory of American education will also be a thorough knowledge of economics, civics and history, applied to good citizenship. Colleges will surely be a part of the common school system, and just as full of modern life. I believe we shall see the day when boys and girls who are in the common school together; without damage, can be co-educated in all other grades of school life. The farmer will then not have a separate and specific college for agriculture, while the rest have one for 'mental culture;' nor will college boys in those days be ashamed to look ahead to farming as a profession. There is no occupation that requires so much wit and educated tact, and so much positive knowledge as farming. When we get the schools, we shall get a style of farming that will be as keenly intellectual as our present style is wasteful and unintelligent."

And yet, strange as it may appear, the mission and purpose of an agricultural college must be constantly defended in a state almost wholly devoted to agriculture.

In conclusion I quote from Herbert Spencer again: "How to live?—that is the essential question for us. Not how to live in the material sense only, but in the widest sense. The general problem which comprehends every special problem is—the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to realize all those sources of happiness which nature supplies—how to use all our faculties to the greatest advantage to ourselves and others—how to live completely. And this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such functions."

Transcribers Note: The following words were corrected from the author's original spelling:

problemetical changed to problematical

neophites changed to neophytes

*** END OF THE PROJECT GUTENBERG EBOOK A BROADER MISSION FOR LIBERAL EDUCATION ***

Updated editions will replace the previous one—the old editions will be renamed.

Creating the works from print editions not protected by U.S. copyright law means that no one owns a United States copyright in these works, so the Foundation (and you!) can copy and distribute it in the United States without permission and without paying copyright royalties. Special rules, set forth in the General Terms of Use part of this license, apply to copying and distributing Project Gutenberg™ electronic works to protect the PROJECT GUTENBERG™ concept and trademark. Project Gutenberg is a registered trademark, and may not be used if you charge for an eBook, except by following the terms of the trademark license, including paying royalties for use of the Project Gutenberg trademark. If you do not charge anything for copies of this eBook, complying with the trademark license is very easy. You may use this eBook for nearly any purpose such as creation of derivative works, reports, performances and research. Project Gutenberg eBooks may be modified and printed and given away—you may do practically ANYTHING in the United States with eBooks not protected by U.S. copyright law. Redistribution is subject to the trademark license, especially commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE

PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the free distribution of electronic works, by using or distributing this work (or any other work associated in any way with the phrase “Project Gutenberg”), you agree to comply with all the terms of the Full Project Gutenberg™ License available with this file or online at www.gutenberg.org/license.

Section 1. General Terms of Use and Redistributing Project Gutenberg™ electronic works

1.A. By reading or using any part of this Project Gutenberg™ electronic work, you indicate that you have read, understand, agree to and accept all the terms of this license and intellectual property (trademark/copyright) agreement. If you do not agree to abide by all the terms of this agreement, you must cease using and return or destroy all copies of Project Gutenberg™ electronic works in your possession. If you paid a fee for obtaining a copy of or access to a Project Gutenberg™ electronic work and you do not agree to be bound by the terms of this agreement, you may obtain a refund from the person or entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only be used on or associated in any way with an electronic work by people who agree to be bound by the terms of this agreement. There are a few things that you can do with most Project Gutenberg™ electronic works even without complying with the full terms of this agreement. See paragraph 1.C below. There are a lot of things you can do with Project Gutenberg™ electronic works if you follow the terms of this agreement and help preserve free future access to Project Gutenberg™ electronic works. See paragraph 1.E below.

1.C. The Project Gutenberg Literary Archive Foundation (“the Foundation” or PGLAF), owns a compilation copyright in the collection of Project Gutenberg™ electronic works. Nearly all the individual works in the collection are in the public domain in the United States. If an individual work is unprotected by copyright law in the United States and you are located in the United States, we do not claim a right to prevent you from copying, distributing, performing, displaying or creating derivative works based on the work as long as all references to Project Gutenberg are removed. Of course, we hope that you will support the Project Gutenberg™ mission of promoting free access to electronic works by freely sharing Project Gutenberg™ works in compliance with the terms of this agreement for keeping the Project Gutenberg™ name associated with the work. You can easily comply with the terms of this agreement by keeping this work in the same format with its attached full Project Gutenberg™ License when you share it without charge with others.

1.D. The copyright laws of the place where you are located also govern what you can do with this work. Copyright laws in most countries are in a constant state of change. If you are outside the United States, check the laws of your country in addition to the terms of this agreement before downloading, copying, displaying, performing, distributing or creating derivative works based on this work or any other Project Gutenberg™ work. The Foundation makes no representations concerning the copyright status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project Gutenberg:

1.E.1. The following sentence, with active links to, or other immediate access to, the full Project Gutenberg™ License must appear prominently whenever any copy of a Project Gutenberg™ work (any work on which the phrase “Project Gutenberg” appears, or with which the phrase “Project Gutenberg” is associated) is accessed, displayed, performed, viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the United States and most other parts of the world at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org. If you are not located in the United States, you will have to check the laws of the country where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is derived from texts not protected by U.S. copyright law (does not contain a notice indicating that it is posted with permission of the copyright holder), the work can be copied and distributed to anyone in the United States without paying any fees or charges. If you are redistributing or providing access to a work with the phrase “Project Gutenberg” associated with or appearing on the work, you must comply either with the requirements of paragraphs 1.E.1 through 1.E.7 or obtain permission for the use of the work and the Project Gutenberg™ trademark as set forth in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is posted with the permission of the copyright holder, your use and distribution must comply with both paragraphs 1.E.1 through 1.E.7 and any additional terms imposed by the copyright holder. Additional terms will be linked to the Project Gutenberg™ License for all works posted with the permission of the copyright holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project Gutenberg™ License terms from this work, or any files containing a part of this work or any other work associated with Project Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute this electronic work, or any part of this electronic work, without prominently displaying the sentence set forth in paragraph 1.E.1 with active links or immediate access to the full terms of the Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary, compressed, marked up, nonproprietary or proprietary form, including any word processing or hypertext form. However, if you provide access to or distribute copies of a Project Gutenberg™ work in a format other than “Plain Vanilla ASCII” or other format used in the official version posted on the official Project Gutenberg™ website (www.gutenberg.org), you must, at no additional cost, fee or expense to the user, provide a copy, a means of exporting a copy, or a means of obtaining a copy upon request, of the work in its original “Plain Vanilla ASCII” or other form. Any alternate format must include the full Project Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying, performing, copying or distributing any Project Gutenberg™ works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or providing access to or distributing Project Gutenberg™ electronic works provided that:

- • You pay a royalty fee of 20% of the gross profits you derive from the use of Project Gutenberg™ works calculated using the method you already use to calculate your applicable taxes. The fee is owed to the owner of the Project Gutenberg™ trademark, but he has agreed to donate royalties under this paragraph to the Project Gutenberg Literary Archive Foundation. Royalty payments must be paid within 60 days following each date on which you prepare (or are legally required to prepare) your periodic tax returns. Royalty payments should be clearly marked as such and sent to the Project Gutenberg Literary Archive Foundation at the address specified in Section 4, “Information about donations to the Project Gutenberg Literary Archive Foundation.”

- • You provide a full refund of any money paid by a user who notifies you in writing (or by e-mail) within 30 days of receipt that s/he does not agree to the terms of the full Project Gutenberg™ License. You must require such a user to return or destroy all copies of the works possessed in a physical medium and discontinue all use of and all access to other copies of Project Gutenberg™ works.

- • You provide, in accordance with paragraph 1.F.3, a full refund of any money paid for a work or a replacement copy, if a defect in the electronic work is discovered and reported to you within 90 days of receipt of the work.

- • You comply with all other terms of this agreement for free distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project Gutenberg™ electronic work or group of works on different terms than are set forth in this agreement, you must obtain permission in writing from the Project Gutenberg Literary Archive Foundation, the manager of the Project Gutenberg™ trademark. Contact the Foundation as set forth in Section 3 below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend considerable effort to identify, do copyright research on, transcribe and proofread works not protected by U.S. copyright law in creating the Project Gutenberg™ collection. Despite these efforts, Project Gutenberg™ electronic works, and the medium on which they may be stored, may contain “Defects,” such as, but not limited to, incomplete, inaccurate or corrupt data, transcription errors, a copyright or other intellectual property infringement, a defective or damaged disk or other medium, a computer virus, or computer codes that damage or cannot be read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except for the “Right of Replacement or Refund” described in paragraph 1.F.3, the Project Gutenberg Literary Archive Foundation, the owner of the Project Gutenberg™ trademark, and any other party distributing a Project Gutenberg™ electronic work under this agreement, disclaim all liability to you for damages, costs and expenses, including legal fees. YOU AGREE THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL, PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you discover a defect in this electronic work within 90 days of receiving it, you can receive a refund of the money (if any) you paid for it by sending a written explanation to the person you received the work from. If you received the work on a physical medium, you must return the medium with your written explanation. The person or entity that provided you with the defective work may elect to provide a replacement copy in lieu of a refund. If you received the work electronically, the person or entity providing it to you may choose to give you a second opportunity to receive the work electronically in lieu of a refund. If the second copy is also defective, you may demand a refund in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied warranties or the exclusion or limitation of certain types of damages. If any disclaimer or limitation set forth in this agreement violates the law of the state applicable to this agreement, the agreement shall be interpreted to make the maximum disclaimer or limitation permitted by the applicable state law. The invalidity or unenforceability of any provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the Foundation, the trademark owner, any agent or employee of the Foundation, anyone providing copies of Project Gutenberg™ electronic works in accordance with this agreement, and any volunteers associated with the production, promotion and distribution of Project Gutenberg™ electronic works, harmless from all liability, costs and expenses, including legal fees, that arise directly or indirectly from any of the following which you do or cause to occur: (a) distribution of this or any Project Gutenberg™ work, (b) alteration, modification, or additions or deletions to any Project Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of Project Gutenberg™

Project Gutenberg™ is synonymous with the free distribution of electronic works in formats readable by the widest variety of computers including obsolete, old, middle-aged and new computers. It exists because of the efforts of hundreds of volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the assistance they need are critical to reaching Project Gutenberg™’s goals and ensuring that the Project Gutenberg™ collection will remain freely available for generations to come. In 2001, the Project Gutenberg Literary Archive Foundation was created to provide a secure and permanent future for Project Gutenberg™ and future generations. To learn more about the Project Gutenberg Literary Archive Foundation and how your efforts and donations can help, see Sections 3 and 4 and the Foundation information page at www.gutenberg.org.

Section 3. Information about the Project Gutenberg Literary Archive Foundation

The Project Gutenberg Literary Archive Foundation is a non-profit 501(c)(3) educational corporation organized under the laws of the state of Mississippi and granted tax exempt status by the Internal Revenue Service. The Foundation’s EIN or federal tax identification number is 64-6221541. Contributions to the Project Gutenberg Literary Archive Foundation are tax deductible to the full extent permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West, Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up to date contact information can be found at the Foundation’s website and official page at www.gutenberg.org/contact

Section 4. Information about Donations to the Project Gutenberg Literary Archive Foundation

Project Gutenberg™ depends upon and cannot survive without widespread public support and donations to carry out its mission of increasing the number of public domain and licensed works that can be freely distributed in machine-readable form accessible by the widest array of equipment including outdated equipment. Many small donations ($1 to $5,000) are particularly important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws regulating charities and charitable donations in all 50 states of the United States. Compliance requirements are not uniform and it takes a considerable effort, much paperwork and many fees to meet and keep up with these requirements. We do not solicit donations in locations where we have not received written confirmation of compliance. To SEND DONATIONS or determine the status of compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where we have not met the solicitation requirements, we know of no prohibition against accepting unsolicited donations from donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make any statements concerning tax treatment of donations received from outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation methods and addresses. Donations are accepted in a number of other ways including checks, online payments and credit card donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project Gutenberg™ electronic works

Professor Michael S. Hart was the originator of the Project Gutenberg™ concept of a library of electronic works that could be freely shared with anyone. For forty years, he produced and distributed Project Gutenberg™ eBooks with only a loose network of volunteer support.

Project Gutenberg™ eBooks are often created from several printed editions, all of which are confirmed as not protected by copyright in the U.S. unless a copyright notice is included. Thus, we do not necessarily keep eBooks in compliance with any particular paper edition.

Most people start at our website which has the main PG search facility: www.gutenberg.org.

This website includes information about Project Gutenberg™, including how to make donations to the Project Gutenberg Literary Archive Foundation, how to help produce our new eBooks, and how to subscribe to our email newsletter to hear about new eBooks.

Table of Contents

A Broader Mission for Liberal Education ...

AGRICULTURAL COLLEGE P. O., North Dakota.

A BROADER MISSION FOR LIBERAL EDUCATION.

BACCALAUREATE ADDRESS, DELIVERED IN AGRICULTURAL COLLEGE CHAPEL, SUNDAY, JUNE 9, 1901.

THE FULL PROJECT GUTENBERG LICENSE