121 



for responsiblo positions in the different indnstries. As stated by President 

 Diibney. " j^reat railroads were to l>e l)uilt, bnt with tlu> exception of the Military 

 Academy at West Point, there was no school to train the enfjjineers to snrvey 

 them. Mines of coal and iron were to l)e opened, but miners had to be imported 

 to oi>en them. Factories needed to he built, hut enjrineers had to be brought 

 over from Enj^land or Holland to build them. Ironworks and many other 

 im])ortant indnstries were callinir loudly for chemists, who had to be obtainl'd 

 from (Jermany or France." Moreover, the impairment of the natural jtroductive- 

 ness of the soil, the depreciation of farm crops, and the resultant ,i,'enei'al deterio- 

 ration of farm i)roperties were earnestly callint,' for th(> remedial applications of 

 scientific methods in aj,'riculture. It became evid<Mit. therefoi-e, that the old 

 eollejje was not meeting the new demands. A new tyi)e of education was re- 

 quired, an education bearing more directly upon the arts of life. 



It was to meet these i»articular needs of the peo]>]e in tlu> development of a 

 new and rajtidly {.'rowing country that the Morrill .Vet of 1S(;2 was passed. 

 Fnder this act neaiMy 11 .( i( )( t.( i( iO :icres of lands were jii'anted to the dit^'erent 

 States for the endowment of collej^es, the leading objects of which should b(> 

 " to jiromote the lihcnil and iiracticitl edu<-ation of the industrial classes in the 

 sevei-al jiursnits and professions of life." As explained by Senator Morrill, 

 "the fundamental idea was t(» offer an opportunity in every State for a liberal 

 and larjier education to larger numl»ers, not mendy to those destined to seden- 

 tar.v professions, but to those nuich needing higher instruction for the world's 

 business, for the industrial pursuits and i)rofessions of life." It is cle.arly 

 evident from the provisions of the Morrill Act, and from all the speeches deliv- 

 ered in Congress relating thei'eto. that the object was to provi(h' for a new type 

 of institutions. occui)ying a distinctive held as scientific, technical colleges, 

 adapted to the needs of the gi'eat laboring classes in the devel(ii)ment of the 

 industries and res(turces of the country. liut it is also to be observed that a 

 lihridJ as well as a fccliiiiciil education was contemplated — an education for 

 skill and etliciency, but for culture as well. The purpose, therefore, in the 

 establishment of the land-grant colleges was to provide an education, to quote 

 again from Senator Morrill, which "should jirove useful in building up a great 

 nation — great in its resources of wealth and power, but greatest of all in the 

 aggregate of its intelligence and virtue." 



The development of State universities and agricultural and mechanical col- 

 leges since ISU'J involves largely the bistoi'.v of the growth of higher education 

 in the T'nited States under Feder.-il and State contnd. While great interest 

 had previously been taken in higher education, there was s]>ecial emphasis at 

 this time upon the necessity of the colleges and universities affording ojjportu- 

 nities for the si)ecial training recpiired in the development of the civic insti- 

 tutions, and particularly of the economic interests, of the country. The passage 

 of the Morrill Act gave new impetus to educati<nial endeavor and resulted in 

 a general effort to secure the establishment of a college or university under the 

 direct control of the Commonwealth in each State and Territory. During the 

 first decade no fewer than twenty-four State institutions of higher education 

 were established. As the country developed and new States and Territories 

 were organized colleges and universities were founded, until at present every 

 State and Territory except Alaska maintains at least one such institution. 

 Some of the States combined the land grants of the Morrill Act with those of 

 the ordinance of 1TS7 and the supplementary acts of Congress for the estaldish- 

 ment of State universities, but most of the States kept the Morrill grants 

 separate and established special colleges of agriculture and mechanic arts. 



Thirt.v-eight State universities are now maintained in as many different 

 States and Territories. Of these 1*() are land-grant institutions, of which Kl 

 were established after 18(12 and owe their foundation to the .Morrill Act. while 

 in four of the States the land grant went to existing institutions. 



There are 05 land-grant colleges and universities established in all the States 

 and Territories except Alaska. Of these, 2o iire united with State universities, 

 and 1."), under the Morrill Act of 1890. are maintained in the Southern States 

 for colored students. 



In 1903 the aggregate income of the State universities was approximately 

 $9,750,000, and the value of their equipment and permanent funds was nearly 

 .$55,000,000. More than 45.000 students were in attendance, and the numlier 

 of persons in the faculties exceeded o.OdO. In connection with the above it is 

 interesting to note that the IS universities which do not have the benefits of 

 the acts of Congress of 18G2 and 1890 had a total income of less' than .$3,000,000, 



