Tools of the Trade

Justin S. Morrill--Father of the Land-Grant Colleges: A Book Review

Kirk A. Astroth
Extension Specialist, 4-H
Montana State University
Bozeman, Montana
Internet address: kastroth@montana.edu

To those in Extension, the name of Justin Morrill is held in as much veneration as that of Seaman Knapp. While the USDA building in Washington, D.C. has the Seaman A. Knapp Arch, numerous Land Grant Universities have buildings named after Morrill, who, as many recall, was the driving force behind both the 1862 and 1890 legislation creating the Land Grant Universities in every state. His legacy continues to be felt with the 1994 additions of tribal colleges to the Land Grant System.

Coy F. Cross provides the only recent biography of Morrill, Justin Smith Morrill: Father of the Land-Grant Colleges. Cross comes to the task in an interesting way, as a professional historian with the Air Force. Yet, when you recall that Land-Grant Colleges were also instrumental in providing training for our military through ROTC programs, his attraction to his topic is understandable.

Perhaps it's more than coincidence that Cross's biography comes out at a time when so many parallels can be made between Morrill's time and our own. In fact, after reading his book, one might conclude that Morrill could be a man of our times rather than an historical figure from the 19^th century.

Morrill was a staunch Republican. A fiscal conservative, he opposed large government surpluses and over-taxation; opposed Congressional pay raises, actually giving back his raise to the Vermont treasury; voted for a guilty verdict at the impeachment trial of a President (Johnson, not Clinton); and championed the needs of his rural constituency.

But in other ways, Morrill was clearly a man of his own unique times. He opposed women's suffrage, opposed the direct election of senators and the President, opposed the 8-hour work day, and supported a movement to incorporate Canada into the United States (making NAFTA pale by comparison).

Morrill, however, is best remembered for his efforts to provide federally supported education to the common people and to ensure that emancipated slaves would have access to the same educational opportunities as others.

A biography of Morrill is long overdue. The only previous biography, published in 1924 by William B. Parker, has been long out of print, and many college students today have no idea how much they owe to this man from Vermont.

Cross's subtitle, "Father of the Land-Grant Colleges," belies the full content of his book. The biographer covers Morrill's entire life, including his efforts to beautify Washington, D.C. after the ravages of the Civil War and Reconstruction. What surprised this reader was that Morrill lost many more legislative battles than he won, but that his determination and perseverance enabled him to win his way in the end. "Dogged determination" would be an apt descriptor of Morrill. At the same time, he was polite, often serving as a mediator between conflicting parties and seeking to find common ground whenever possible.

Cross helps us understand that, while considered the greatest education legislation in U.S. history, passage of Morrill's College Land Bill was far from certain and deeply controversial. During congressional debate in 1859, James Mason of Virginia labeled the bill "one of the most extraordinary engines of mischief," a misuse of federal property, and "an unconstitutional robbing of the Treasury for the purpose of bribing the States." Ohio Congressman George Pugh said the bill involved "as atrocious a violation of the organic law as if it were the act of an armed usurper."

In hindsight, it's hard to believe that such a far-thinking, visionary, and beneficial legislative proposal could have engendered such bitter opposition. There was wide support among voters for the bill, but Southern states were vehemently opposed to Morrill's bill. President Buchanan finally vetoed it at the urging of Democratic senators led by John Slidell of Louisiana. With this veto, the bill was effectively dead until after the 1860 election.

With the election of Lincoln, prospects for passage improved, although pressing civil war matters took precedence. Morrill introduced the bill in December 1860, but opposition in the House, this time from Western states, delayed consideration for 6 months. Meanwhile, friends in the Senate moved a version of the bill through and won approval, even though Kansas and Minnesota opposed the "college land bill" as a dangerous giveaway to land speculators. After several attempts to delay and amend the bill in the House, it finally passed, and President Lincoln signed it into law on July 2, 1862.

Morrill's land-grant bill, tariff bills to help finance the civil war, tariff bills to protect American industries and agriculture, and other legislation elevated him to a unique position in 19^th century politics. Morrill should also be remembered for his contributions to remaking Washington, D.C. during the period of reconstruction. After spending so much time in the capital city, Morrill became chair of the Buildings and Grounds Committee and became a passionate advocate for improving the city's landscape and architecture.

Cross's biography of Morrill helps the reader appreciate the contributions made by this simple man from Vermont who himself never was able to attend college. The record of Morrill's achievements are long and extraordinary, and testify to his determination to get things done, even when opposed by stronger interests.

It is unfortunate, given the importance of his subject and interesting nature of his material, that Cross's writing style is sometimes disconnected and that time periods are awkwardly combined, often losing the reader in the rearranged flow of events. Nonetheless, for those in Extension, this short and informative biography would be a valuable addition to their permanent libraries--especially at a Land-Grant University.

References

Cross, C.F. (1999). Justin Smith Morrill: Father of the Land-Grant Colleges. East Lansing, MI: Michigan State University. 159 pp.

The Evolution in Using High Tech Teaching Tools in Outreach Programs: From Stone Age to High Tech

Edmond L. Marrotte
Program Specialist, Education Outreach
Director, Home and Garden Education Center
Department of Plant Science
College of Agriculture and Natural Resources
University of Connecticut
Storrs, Connecticut
Internet address: emarrott@canr1.cag.uconn.edu

High Tech in the Classroom

Problems

For the past 20 years I have been teaching Extension Master Gardeners how to identify plant problems. The first method I used was to place various plant problems on tables. The students examined the material and wrote down what they thought caused the problem. Group conferences were permitted. We would then go over the material. I would hold the samples aloft, and we would discuss the cause and corrective measures of the problem.

It was at this point that teaching became difficult. If the class had more than 10 people, and it usually had 40 or more, people in the back could not see the problem, especially if it was a small specimen. Occasionally it was possible to have several samples of a specific problem, but many times only one or two pieces were available. Also, if it became necessary to point out a particular part of the specimen, I would have to move among the students to give individual assistance. This was time consuming, and the rest of the class was left waiting.

Solutions

Improving Plant Problem Identification

To overcome the problem, I started using a tripod-mounted Panasonic video camera to project the entire specimen onto a television monitor and/or an Eiki video projector. I used a Sony CCD-IRIS color video camera mounted on an Olympus SZ60 microscope to project the smaller parts of the specimen. This allowed the entire class to see the material being discussed at the same time.

But there were several problems associated with such a system:

1. Lack of monitors in some facilities.
2. Difficulty seeing the monitors from the back of the room.
3. Grainy pictures from the video projector.

However, with all the drawbacks, the system was still better than the old hand-waving method.

This past year, I was able to use an 3M MP8625 LCD projector, and the sharpness, clarity, and size of the picture overcame the shortcomings of the video projector and monitors.

But I still had problems with the tripod-mounted video camera:

1. Inability to have the camera mounted directly over the object being projected.
2. No macrolens for clear close-ups.
3. Cumbersome switching unit when using two video cameras.

But then, after 2 years of using the tripod-mounted camera with the projector, I gained access to a 3M MP8625 Presenter. This unit has a video camera set up to project transparencies through bottom lighting or 3D objects with overhead lighting. The lens can be focused from wide angle to close-ups. The Presenter can be plugged into the LCD projector. It also has the ability to act as a switch for two external video sources, allowing the connecting of the microscope camera. This made the switching process easy and smooth.

Improving Lectures

Initially, my classes were a combination of lecture and 35mm slides. With the aid a Microsoft's PowerPoint program, I slowly integrated text slides into my presentations. A major improvement in the program was the combining of the text slides and the picture slide into a single slide. Student reaction was very positive.

But there were problems associated with this method, many having to do with time:

1. Time required to convert the material from a computer image to the 35mm transparency.
2. Time at the camera required to modify a slide.
3. Time delay between exposing the film and getting the pictures back.
4. Cost of film and developing.
5. Difference between color of the pictures on the computer and on the slide.

All of these problems were solved when it became possible to project the computer image, usually from a laptop, through the LCD projector. This made it possible to correct problems, mistakes, or shortcomings in a program, even at the last minute.

A surprising reaction from the class was that they did not want to go back to the 35mm slides after seeing a sample of the computer/LCD format. One reason for this is that the lighting can be brighter with the LCD than with the slides, which makes it easier to take notes.

The PowerPoint program allows the printing of the presentation in different formats. I chose to print the entire presentation as a handout in gray scale, with six slides to the page. The response was overwhelmingly positive, although some members of the class would have preferred the handouts in color. A common comment from the class was, "I can listen to the lecture and not spend all my time taking notes."

This past year, I have started to integrate the video cameras into the PowerPoint presentations. This makes for a nice mix of lecture and lab. It is better when there is enough sample material for the class to examine as the live material is being projected.

I have used the integrated program in several classes including:

• Plant Pathology,
• Plants and the Environment,
• Plant Propagation,
• Pruning,
• Fruits, and
• Turf.

All my classes have been in favor of my new teaching method. It has made teaching a joy and has rekindled my enthusiasm as a teacher.

High Tech for Walk-in Clients, Too

The new tools available today help us at the Home and Garden Education Center serve walk-in clients, as well. The diagnostic section of the Home and Garden Education Center uses the video-camera-mounted microscope to show clients what biotic agent is troubling their plants. It also gives a nice close-up picture of pests found in or around the home. Seeing the pest seems to instill a degree of awe, especially if a thrips, mite, or Indian meal moth larva is seen walking across the monitor screen.

One frequent and satisfying event that occurs in the laboratory is when small children collect insects and have Mom bring them to the center so they can see the insects on television. If there is a way to get the young interested in a science, this is one.

Also, commercial growers are more likely to go along with the diagnosis when they see the fungus, bacteria, or arthropod pest that is troubling their crop. It is especially helpful when they thought it was something else. After all, seeing is believing. And these new tools allow them to see the problem very well.

In closing, if you have a chance to use any of these tools--Go for it!

Brambles - Production, Management, and Marketing: An Ohio State University Extension Bulletin

Gary Gao
Horticulture Extension Agent
Ohio State University Extension
Clermont County, Ohio
Internet address: Gao.2@osu.edu

Brambles such as raspberries and blackberries are extensively grown in Ohio and many parts of the United States. These fruits are an ideal crop for both large and small farms. Ohio State University Extension Bulletin 782-99, Brambles - Production, Management, and Marketing, is a comprehensive guide on raspberries and blackberries for commercial growers and Extension professionals. Published in 1999, this bulletin was written by six Extension specialists at The Ohio State University and is a revision of a 1988 bulletin.

The revised bulletin is 92 pages long and contains 56 high-quality color photos, 9 black and white drawings, and 19 easy-to-read tables. It provides more extensive review of bramble cultivars, more in-depth discussion of bramble disease and weed management, more current cost and profit analysis, and more color photos and clearer illustrations than the earlier version. I've found the revised bulletin to be a useful tool in my work as a county horticultural Extension Agent.

The bulletin is divided into six chapters covering

• Management,
• Site selection,
• Selection and care of plants,
• Insects and mites,
• Integrated management of bramble diseases, and Marketing.

Chapter 1 discusses the management of bramble production. Potential bramble growers were asked to assess their production skills and market potential in their area to determine the size of their operation. I found drawings of the bramble plant quite helpful when I taught botanical terms and fruiting habits of raspberries and blackberries to fruit growers.

Chapter 2, "Site Selection," contains an in-depth discussion of such key factors as soil type and natural fertility, water drainage, air drainage, wind protection, sunlight, water availability, isolation from wild brambles, and previous crops in the field. I was very glad that growers were reminded to select and prepare the planting site 1 to 2 years before the plants are actually established. There is also an excellent discussion on adding organic matter, soil testing for pH adjustments and nutrients modification, weed and insect control, soil fumigation, and sod establishment when preparing the planting site.

I have found Chapter 3 "Selection and Care of Bramble Plants," especially helpful. The precise and comprehensive description of many proven raspberry and blackberry cultivars in this bulletin, enables growers to select appropriate raspberry and blackberry cultivars based on their local climate and needs. In addition, important attributes of these cultivars are also listed in tabular forms for easy reference. Planting techniques, fertilization, and weed control strategies for both pre-plant site preparation and established plantings are thoroughly discussed so growers can get their bramble planting established quickly. I especially appreciate the clear illustrations provided in the section on pruning of various types of raspberries and blackberries, because pruning is a very difficult concept to convey.

Chapter 4, "Insects and Mites," contains numerous high-quality color photos showing bramble insects, mites, and their respective damage that have been useful to me as I work with growers in pest diagnostics. I was glad to see life cycles and the cultural controls suggested for bramble insects. However, I wish there were more in-depth discussion of the efficacy and timing of pesticides labeled for brambles.

Chapter 5, "Integrated Management of Bramble Diseases," contains many high-quality color photos that aid in the diagnosis of fungal, bacterial, and viral diseases. It also includes a useful table, "Bramble Disease Control Strategies," that outlines common bramble diseases and their management strategies in an easy-to-read format. In addition, it recommends important cultural practices such as selecting disease-resistant cultivars, crop rotation, weed control, proper fertilization, and plant population and canopy management, and discusses effective fungicides and their timing.

Chapter 6, "Marketing," addresses the nuts and bolts of bramble marketing. Some of the factors discussed are pricing, handling the customers, containers, and advertising. There are also 10 tables devoted to estimated overhead costs, cost for trucks, cost for refrigeration, and internal rates of return for various production systems and farm sizes.

In brief, I strongly believe that The Ohio State University's Extension Bulletin 782-99, Brambles - Production, Management, and Marketing, is a handy reference and diagnostic tool for agricultural and horticultural Extension Agents, and commercial fruit growers.

The bulletin is available for $6.50 plus tax and shipping through local county offices of Ohio State University Extension, or Media Distribution, Ohio State University Extension, 385 Kottman Hall, 2021 Coffey Road, Columbus, Ohio 43210-1044, (614) 292-1607. The bulletin is also available on the Internet: <http://ohioline.ag.ohio-state.edu/b782/index.html>.

Maine Support Staffers Unite!

Donna Buckley
Co-Chair, Extension Support Staff Committee (EssC)
University of Maine Cooperative Extension
Orono, Maine
Internet address: dbuckley@umext.maine.edu

Introduction

In 1997, support staff at the University of Maine Cooperative Extension (UMCE) felt a need to formally unite. They had an overwhelming presence in their organization but no voice.

Eight members volunteered to form the Extension Support Staff Committee (EssC), with the hope of bringing a unified voice to the organization, not only to empower support staff but also to bring a meaningful voice to the organization as a whole.

EssC first reached out to UMCE administration, seeking recognition and support. We were warmly received and unanimously encouraged to challenge others and ourselves. We then announced our charge to the organization and asked for continuing feedback. Our initial goals were:

• To encourage, support, and facilitate communication among support staff as well as the rest of the organization; and
• To develop a structure by which support staff could contribute to both their own professional improvement and the quality of Cooperative Extension, particularly as it relates to programming.

Currently, EssC members volunteer to serve 2- or 3-year terms, and we come from across the state in an effort to remain as diverse as possible. Maine occupies nearly half of New England, with 33,215 square miles and 228 miles of coastline. There are 16 county Extension offices and 15 Extension units at the flagship campus in Orono.

At the 1996 biannual Extension Support Staff Conference, a "graffiti wall" had been used to anonymously collect support staff's ideas, issues, and concerns. EssC examined the "wall" to determine what issues we should tackle first. Two recurring concerns were apparent:

• The relationship between support staff and their supervisors, and
• The need to be recognized for the work they do.

EssC's first step in addressing these issues led to the development of the Extension Support Staff Award of Excellence and the Extension Supervisory Award of Excellence.

Extension Support Staff Award of Excellence and the Extension Supervisory Award of Excellence

EssC put together a proposal that included a monetary bonus for the support staff award and professional improvement monies for both awards. UMCE administration approved the program unanimously and offered to pay for the professional improvement part of the awards. We established a gift account for the bonus, and then donations and fundraising monies started rolling in. We recently completed our second annual recognition awards program.

To solicit nominations, we mail flyers in the fall to all Extension employees and volunteers. Nominators are required to submit at least three letters of recommendation for each nomination. EssC follows strict awards criteria, and we have a difficult task in selecting a single recipient for each award. However, we publicly recognize all completed nominations and announce them to the organization.

Internal Web Site for Support Staff

Another project we are equally proud of is the Web site for Extension support staffers developed for the organization's internal Web site. The frequently updated support staff Web site contains:

• A staff directory;
• Professional improvement opportunities;
• EssC committee information;
• Award criteria and information;
• Pictures;
• Fundraising opportunities;
• A "words of encouragement" section;
• An organizational support section, including campus room reservation availability, maps, procedural information, and human resources information;
• Evaluation forms, contact names, and numbers; and
• Links to other helpful information.

A recent survey shows the support staff pages are "hit" quite frequently by a diverse population of employees.

EssC Promotion

EssC has done work to promote itself, as well. We have developed displays for various Extension meetings, written articles for campus and Extension newsletters, and worked with the campus Women's Resource Center.

Currently, we are addressing grant writing, supervisory issues and work place concerns, and planning a workshop on "Enhancing the Nature of Your Workplace" for the Extension organizational meeting in November 2000.

Conclusion

UMCE support staffers are becoming more involved in their organization. We are becoming members of search committees, planning committees, program committees, and the like. Our opinions are being valued. Our voices are being heard. After all, we are part of the same team--Cooperative Extension.

If you would like more information regarding Maine's EssC, feel free to email us at <essc@umext.maine.edu>.

This article is online at http://joe.org/joe/2000october/ent-tt.html.

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