intent of this was to compel the States to erect and keep in 

 repair the college buldings while the land fund could be used 

 only for the ordinary running expenses of the colleges. 



In 1890 another bilí was passed by Congress known as 

 the Second Morril Act the purpose of which was to still 

 further aid the agricultural colleges. In effect this bilí do- 

 nates $ 25,000.00 per year to each State and Territory «for 

 the inore complete Endowment», to qnote from the bilí «and 

 maintenance of Colleges for the benefit of Agricultural and 

 the Mechanic Arts to be applied only to instruction in agri- 

 culture, the mechanic arts, the English language, and the 

 various branches of mathematical, physical, natural and 

 economic science, with special reference to their application 

 in the industries of Ufe, and to the facilities for such 

 instruction». 



To the foregoing should be added the «Nelson Act» 

 passed by Congress 011 March 4Ü1, 1907, providing for an 

 increased animal appropiation for the agricultural Colleges 

 of$ 5,000.00 for the year ending June 30th., 1908, and an 

 animal increase of the amount of such appropiation thereafter 

 for four years, by an additional $ 5,000.00 over the preceeding 

 year, so that, in effect, the Nelson Act will give $ 25,000 per 

 year additional to each State for its Agricultural College, 

 and is to be used only for the purposes as set forth in the 

 Morril Act of 1862 and 1890. 



It is thus seen that the United States Government has 

 recognized the necessity of educating the agricultural classes, 

 and that the appropiations are constantly being enlarged. 

 There are 65 institutions which now receive the benefits of 

 these appropiations, and the Territory of Hawaii has just 

 passed a bilí providing for the establishment of an Agricul- 

 tural College, which will make 66 in all. 



Not only has the United States Congress fostered agri- 

 cultural education in the several States, but these States 

 themselves are making larger and larger appropriations for 

 their own institutions, evidence sufHcient that education in 



