122 



with 0(iuii)nioiit and i)onuanpnt funds ostiniatoa at less than .^l.'.Tr.O.OOO ; while 

 tho attiMulancc was 1(>.40(» and the nunilicr of instructors about 1,1.'(»(>. 



The statistics of the land-^rant institutions for the same year are as follows : 

 Income. .$l(».7()(>.(l()(t ; value of eciuipnient and i)ermanent funds, .$7().0(><),000 ; 

 number of students. r»l.'.r.(i() : number of instructors. .•',.(;()(). During the year 

 1!)(I4 there was an increase in the revenue of .$2.:',it(».(MM). in the value of prop- 

 erty of more than $:'..r)lf;.(Ht(). in the attendance of nearly 4.()(K). and in the num- 

 ber of instructors of more than TOO. 



\s has been stated, the first universities which were established under the 

 ordinance wei-e much the same as the old colleges of the time and were con- 

 fined mostly to the classics, literature, and philosophy. But the factors which 

 comltined iii securin.i,' the passage of the Morrill Act of 18()2 were also i))tent 

 throujrhout the country in modifyiuK public opinion on questions of e<^lucationaI 

 policy, relatiu},' not only to the work of the prop!)sed institutions of higher 

 learning, but also to the directions in which the existing institutions should be 

 developed. The peoiile cf Wisconsin, for example, in lS."iS demanded that in 

 the university of that State " a more distinct l)ias should be given to its 

 instructions in the direction of the several arts and avocations as they exist 

 among men." With the development of the State universities, therefore, there 

 h;is lu'en a general broadening of their sphere and a gradual introduction of 

 professional and technical courses, until at present these institutions may be 

 said practically to cover the entire field of higher education, the scope and 

 character of the work offered lieing limited only by the extent of their income. 



The function and scoiie of the land-grant colleges are clearly defined in the 

 Fedcr.nl law. which declares that "the leading object" of these institutions 

 shall be. "without excluding other scientific and classical studies, and including 

 milit.-iry t.-ictics. to teach such branches of learning as are related to agriculture 

 and the mechanic arts * * * in order to promote the liberal and iiractical 

 education of the industrial classes in the several imrsuits and professions in 

 life." The sui)plementary act of Congress of 1800 further emphasizes the char- 

 acter of the work that shall be provided for in these institutions, wherein it 

 specifies that the money appropriated shall " he applied only to instruction in 

 agriculture, the mechanic arts, the English language, and the various branches 

 of mathematical, iihysical. natural, and economic science, with special reference 

 to their applications in the industries of life." 



It will be ol)served that jtarticular stress is jilaced upon the " leading object " — 

 to apply science "in the industries of life:" to promote the education, "liberal 

 and practical." primarily of the "industrial classes." not only in the "several 

 I)ursnits." but in the " professions in life." There is special emphasis upon 

 " agricultui-e and the mechanic arts." and also upon the "branches of learning" 

 reliited thereto, "without excluding other scientific and classical studies." As 

 interpreted by the Department of the Interior, and agreed generally by educa- 

 tional authorities, the "mechanic arts" of the Congressional acts are not con- 

 fined to mere manual training in the handicrafts, but comiirehended the most 

 extended courses in engineering — civil, nu'chanical. electrical, irrigation, etc. 



It is evident, thei-efore. th.-it the work of the land-grant colleges should cover 

 a broad field, including not only the technical courses reiinired in the develop- 

 ment of the varied industries and resources of the country, with thorough train- 

 ing in all of the fundamental cognate sciences: but also the general tr.-iining in 

 language. littM'atnre. history, and civics, which constitutes an essential part of 

 a liberal education. While the distinctive features are made clear and empha- 

 sized, there is no inbiitition as to the extent of the courses to be offered: and 

 hence ther«> aic re.iUy no limitations to the scope of these institutions except 

 those conditioned tiy enviromnent and income. 



What. then, should be the relations existing ix-tween the land-grant colleges 

 and the St.nte universities? 



(1l In the States where these institutions are united the agricultural and 

 mechanical dei)artnients or colleges should be coordinate with the classical, 

 literary, and other dei»artments or colleges of the university. Since the inii- 

 versities in these States are essentially land-grant institutions, receiving the 

 benefits of the income derived from the funds of the land-grant act, and the 

 appropriations of the acts of Congress supplementary thereto, it is consi.stent to 

 assume that the distinctive featin-es df the l.-ind-gnuit colleges should be empha- 

 sized and ^ivc'U at least e(|ual recognition with the oth(>r courses. 



(2) In the States where the agricultural .and mei-hanical colleges .and the 

 State universities are m:iint;iined separ.itely. ])articui:irly in the newer States 

 with comparatively small population and limited revenues, it is important that 



