1902.] THE CONNECTICUT AGRICULTURAL COLLEGE. 121 



The President. You are required to do that by the 

 national government? These grants from the national govern- 

 ment were predicated upon those facts, were they? 



Prof. Stimson. Yes, sir; under the act of 1862 the money 

 appropriated was to be devoted to the endowment, support, 

 and maintenance of at least one college where the leading 

 object should be, without excluding other scientific and classi- 

 cal studies, and including military tactics, to teach such 

 branches of learning as are related to agriculture and the 

 mechanic arts. Let me repeat that: We are to teach such 

 branches of learning as are related to agriculture and the me- 

 chanic arts. Without excluding scientific and classical 

 studies w^e are to teach such branches of learning as are re- 

 lated to agriculture 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 in- 

 dustrial classes in the several pursuits and professions of life; 

 that is the broad language of the act itself. 



As a matter of fact there has been a great diversity in the 

 development of these different land-grant institutions. Some 

 have developed very strongly in the direction of liberal educa- 

 tion, like the State universities, the University of Tennessee, 

 for example. Others, like the Agricultural and Mechanical 

 College of Kentucky, have developed strongly in the direction 

 of mechanics. Others, like the Massachusetts Agricultural 

 College, have confined themselves principally, though not en- 

 tirely, to instruction in agriculture. 



You may like to be told something of the special interests 

 in the different states to improve w^hich special studies are 

 provided: For instance, I find that in Wisconsin dairying is 

 perhaps the leading interest, and Wisconsin is famous for its 

 dairy school. In ^Mississippi there has been developed what 

 is said to be the finest textile school in the world, because 

 Mississippi is strongly a cotton State. In the University of 

 Nebraska there is a sugar school; there is a course in grape 

 culture and wine making in the University of California, and 

 there is a course in hydraulics and irrigation in the University 



