course indicated a desire to supply men of science. In other institutions agriculture predominated over the mechanic arts, and this variation seemed to Professor Gilman to be about to be made more manifest in the future, and he regarded it on the whole, as desirable that cach national college should have an office and aim of its own based upon a careful study of the want of the State in which it is located.

In regard to agriculture, Professor Gilman observes: "There is no doubt that many of those who urged upon Congress the bestowal of a grant of land to the several States were deeply interested in the culture of the soil. There is also no doubt that in many cases the end to be gained was better understood than the means which should be employed, or, in other words, that the theory of agriculture was vaguely worked out."

As to the military feature of the law of 1862, Professor Gilman found that it had given a great deal of trouble, and, as far as his observation had gone, in most of the States the repeal would be welcome.

VII.

Professor Gilman was perfectly correct in prognosticating that as time clapsed the institutions he had reported upon would tend to direct their energies along one certain line rather than another. The absolute necessity of making a good secondary education the base of a good technological education, everywhere recognized-in Germany, England, and France-the inability of the country boy to get such an education at home, the literary character of the corps of the instructors, all tended to make secondary instructions, properly so called, play a very important part in this class of institutions, especially in those which had been connected with a higher institution of learning. Technology was rescued from the fate of agriculture by the wave of enthusiasm for manual training and the happy exhibition at the Centennial Exposition of the Stroganoff School of Della Vos's scheme of manual instruction without a view to remuneration. But agriculture lagged behind until Congress again came to its aid by passing two laws, one known as the Hatch Act and the other as the Morrill Act. These and the law of 1862, to which they are supplementary, are the financial foundation of the schools created for the "liberal and practical education of the industrial classes" and there by "for the benefit of agriculture and the mechanic arts." A conspectus of these laws is given for convenience of reference.

Federal laws regarding institutions created by the act of 1862 and modified or enlarged by those of 1887 and 1890.

Ten per cent or less of the entire gross proceeds of
the grant may be used, if authorized by the legislature,
in the purchase of land for sites or experimental farms.

The interest of the entire remaining gross proceeds
of the grant shall be used for the endowment, support,
and maintenance of at least one college where the lead-
ing object shall be, without excluding other scientific
and classical studies, and including military tactics, to
teach such branches of learning as are related to agri-
culture and the mechanic arts in such manner as the
legislatures of the States may respectively prescribe,
in order to promote the liberal and practical education
of the industrial classes in the several pursuits and
professions of life.

An annual report shall be made regarding the prog-
ress of each college, regarding improvements and ex-
periments made, with their cast and results, and such
other matters, including State, industrial, and econom-
ical statistics, as may be useful, one copy of which shall
be transmitted by mail free by each to all the other
colleges of the same class, and one copy to the Secre
tary of the Interior.

There may be expended out of the first annual ap-
propriation the sum of $3,000 or less, in the erection,
enlargement, or repair of necessary building or build-
ings, and $750 or less of subsequent appropriations may
be so expended.

There shall be established under the direction of the
college or colleges, or agricultural departments of col-
leges, created by the law of 1862, in each State a de-
partment to be known as an "agricultural experiment
station." Such experiment station shall conduct origi-
nal researches or verify experiments, to wit: (1) On the
physiology of plants and animals and the diseases to
which they are severally subject, with remedies for the
same; (2) on the chemical composition of useful plants
at their different stages of growth; (3) on the com-
parative advantages of rotative cropping as pursued
under a varying series of crops; (4) on the capacity of
new plants or trees for acclimation; (5) in the analysis
of soils and of water; (6) on the chemical composition
of manures, natural or artificial, with experiments de-
signed to test their comparative effects on crops of dif-
ferent kinds; (7) on the adaptation and value of grasses
and forage plants; (8) on the composition and digesti-
bility of the different kinds of food for domestic ani-
mals; (9) on the scientific and economic questions in-
volved in the production of butter and cheese; and
such other researches and experiments bearing directly
upon the agricultural industry of the United States as
may in each case be deemed advisable, having due re-
gard to the climate of the State.

The amounts annually received by each designated
school or college shall be applied only to instruction in
agriculture, the mechanic arts, the English language,
and the various branches of mathematical, physical,
natural, and economic science, with special reference to
their applications in the industries of life and to the
facilities for such instruction.

An annual report shall be made by the president of
each college to the Secretary of Agriculture, as well as
to the Secretary of the Interior, regarding the condi-
tion and progress of the college, including statistical
information in relation to its receipts and expenditures,
its library, the number of its students and professors,
and also as to any improvements and experiments
made under the direction of any experiment stations
attached to the college, with their cost and results, and
such other industrial and economical statistics as may
be regarded as useful, one copy of which shall be trans-
mitted by mail free to other colleges of the same class.

3. The conditions attached to the grant.

The State legislature must formally accept the grant
within three years, establish at least one school of the
character set forth above within five years, must re-
place all losses to the fund, must invest the entire gross
proceeds, after a permitted expenditure of not more
than 10 per cent thereof for sites or experimental farms
in safe stocks yielding not less than 5 per cent on their
par value, and must use the interest wholly-excluding
the purchase, erection, preservation, or repair of any
building or buildings-in support of the school or
schools established by this act.

8. Conditions attached to the subsidy.

The legislature of each State must formally accept
the grants, must apply the appropriation to paying the
necessary expenses of conducting investigations and
experiments and printing and distributing the results,
must connect the station with the institution endowed
by virtue of the act of July 2, 1862, unless the State
has an experimental station separate from the college,
or the college is not distinctively an agricultural college
or school though having connected with it an experi-
mental farm or station, in either of which cases the
legislature may apply the whole or in the case of the
nondistinctively agricultural college or school the
whole or a part to a distinctively agricultural school
having a station, and no State shall disable itself from
so doing by contract express or implied.

Each station shall annually, on or before February 1,
make to the governor of the State a full and detailed
report of its operations, including a statement of re-
ceipts and expenditures, a copy of which shall be mu-
tually interchanged among the stations, and one sent,
respectively, to the Secretary of Agriculture and the
Secretary of the Treasury.

Bulletins shall be published by each station at least
once in three months, which shall be sent by Govern-
ment frank to each newspaper in the State and to such
persons who are actually engaged in agriculture who
shall request the same, as far as the means of the sta
tion permit.

3. The conditions attached to the subsidy.

The State legislature must formally accept the grants, may in certain States propose an equitable division of the fund between one school for white and one school for colored students, shall designate the officer to whom the annual appropriation shall be paid, who shall im. mediately pay it to the treasurer of the respective insti tution or institutions, who shall be required to report to the Secretary of Agriculture and to the Secretary of the Interior by detailed statement the amount received and disbursed, and shall replace all sums lost by any action or contingency, and no portion of the amount annually received shall be applied directly or indirectly to the purchase, erection, preservation, or repair of any building or buildings.

4. Federal jurisdiction.

The Secretary of the Interior is charged with the
proper administration of this law, and the treasurer of
each college shall report to him (and the Secretary of
Agriculture), on or before the 1st day of September of
each year, a detailed statement of the amount received
in virtue of this law and its disbursement, and if any
State misapplies or loses any portion of the appropri
ation and does not replace the same the Secretary of the
Interior shall withhold all subsequent appropriations,
and notify the President of the United States of his
reasons therefor; but the State may appeal to Congress,
and if Congress uphold the Secretary the amount with-
held shall be covered into the Treasury.

VIII.

The tendency at present manifested by the institutions founded on the sale of public lands is one of separation from the literary institutions with which, in England at least, at the present day, it is thought advisable that they should be conjoined. We have seen how slowly in the past our large existing institutions absorbed the conception that the empirical laws of nature should have a footing on the platform occupied by the subjects occupied more particularly with the ideal conception of what a man ought to be as distinguished from what, under the given conditions of his age, he is, and it seems evident that as the German, Hecker, in establishing his realschulen, about the middle of the last century, was obliged to place them in opposition as it were against the classical colleges of his native land, and as Jefferson was obliged to found a new university, so the endowments given by Congress have endeavored to divorce themselves from a connection with institutions more particularly based on the pedagogical conceptions of the Renaissance or Reformation.

In no other countries of the world has education been left more to local initiative than in the United States and England. In neither is there a minister of public instruction, as in continental countries, and in neither is anything more obnoxious and irritating than a fussy interference by the General Government with local concerns. But in both the General Government has been appealed to for aid in establishing technical education. One country has given "public lands," the other its "whisky money," for the "practical and liberal education of the industrial classes.": But here the similitude ceases. In America the technical departments are 66 overshadowed by the literary departments of the institutions with which they are connected;" in England the universal complaint before the late secondary education commission was that by exacting fifteen hours a week for instruction in science literary instruction was being pushed to the wall. This difference is to be attributed to one of two things, or rather to both, more or less, in combination. The English grant is a capitation payment given on results obtained and witnessed to by the inspectors and passed on by the examiners of the science and art department at London; the original American grant was outright; the other cause is the difference in grade of the English and American literary instruction conjoined with technical instruction as here considered, the American literary instruction being higher.

At home we have the president of one of our most promising technological institutions observing in a report to this Bureau that if agricultural and mechanical colleges could receive like recognition from the State that the State classical institutions do it would be far better that such institutions as his own should be separated, but if the State classical college is permitted to do technical work, and thus compete with the technological college, it might be better to have them united. By an answer of this kind we are landed in the domain of educational economics. It is asserted by two of our correspondents that the answer to the question of separation depends upon the financial conditions in each State, and that the best interest of the technical school as a machine of instruction may be subserved by independence, but its existence would be precarious without affiliation with the treasury of the State university. But the conflicting claims are in general these:

Elevated atmosphere of the humanities.
Economy of staff.

Economy of general expenses.

Frigidity of that atmosphere.

Predilections of staff for literary work. Temptation to divert land-grant money to literary department necessities.

The direct solution of questions of this kind is not within the power of legislation or of any other form of exterior control. Our old colleges not only were not specifically for the educatiou of the "industrial classes" (whatever that may mean in

1 So called from its being the "excise revenue," £750,000 annually.

* Meaning in England parents receiving from any source less than £400 annually ($2,000).

America), but were intended for all classes who were desirous of opening and enlarging their intellects, irrespective of the emoluments legitimately flowing from the capital of time and money spent in the effort, and when an institution having traditions of that kind has affiliated itself to one "for the industrial classes" it is but the exhibition of a familiar tendency of the human mind, unless carefully guarded against, that the newcomers en bloc should be regarded as something of an inferior order. At Cornell or California University (new universities), where both classes were familiarized with each other and placed upon an equal footing from the beginning, this difficulty may be supposed to be unfelt. It is probable that the term "industrial classes" used in the act of 1862 was borrowed from England, where a science and art department for the industrial classes had been established, just before the first attempt to pass the bill in 1858, which was vetoed by President Buchanan,1 The suggestion that the resources of the State have something to do with the question of keeping conjoined the two classes of institutions invites an inquiry as to the sum obtained by the institutions endowed by the acts of Congress.

2

In ten States there is no income from State endowment or from appropriation, and from three no reports. In twenty-three States there are received specifically for agricultural and mechanical departments $338,282. In twelve States there were received all told by State universities having land-grant colleges connected with them $751,633. Nearly all of which was contributed by Wisconsin, Minnesota, Ohio, and California.

Let us take the cases of Wisconsin, Minnesota, and California. The three universities of those States received in 1894–95 collectively $706,726 from the State for the purpose of support and building. Of this, $152,050 were devoted to the purposes contemplated by the act of August, 1890—that is to say, over $21 in every $100 appropriated by the State, either originally as endowment or by annual law. In these same institutions, however, there were 27 students in land-grant departments in every 100 students in attendance at the three universities, including the preparatory department of one. At an Eastern institution, not aided by the State, but having land-grant departments among its colleges, in every $100 spent from all receipts except from the Federal Government subsidy, but for all purposes, $25 was spent for matters contemplated by the act of August 30, 1890 ("Morrill Act"), and that, too, upon a very narrow, not to say too rigorous, interpretation of the meaning of the words of that act. But in that institution, which has no preparatory department, 35 in every 100 students were in technical (including, of course, agricultural) departments. These grants by these States or universities just mentioned have been made in face of the fact that the land-grant endowed departments received $20,000 additional from the Federal Government to be wholly used for persons actually teaching, for actual instruction as specified by the law, and for actually necessary apparatus required by such instruction, and it can not be regarded as but liberal. It certainly can not be assumed that there is any general desire on the part of those charged with the administration of literary institutions at the present date to be niggardly to departments endowed with the national land grants.

The value placed by the land-grant colleges upon their instruction, as compared with the literary degree of A. B. on one hand and the scientific degree on the other, is capable of being illustrated by replies they have made to special inquiries from this office. The opinion is about equally divided for and against the proposition that the training furnished by the land-grant college making the answer is equal in value to the degree of A. B., and in two or three instances it is thought that such training is not equal to the degree of B. S. given in our larger colleges. For instance, on one side President Francis A. Walker says, in regard to the value of the training furnished by the technical courses of the Massachusetts Institute of Technology as

The ideas of the English on this question are given in the extracts from the testimony of the Bishop of London and the Rev. Mr. MacCarthy, pp. 619, 615.

"Excluding colored schools.