EDITORIAL. 603 



cators regarded them as outside the sphere of educational recogni- 

 tion, and these attitudes were reflected by the general public." Fur- 

 ther obstacles in the pioneer years were the undeveloped condition of 

 science, the lack of a body of teachable knowledge, and the lack of 

 trained teachers for industrial education. Even the experiment sta- 

 tions, which came after the barriers of prejudice had been partially 

 broken down, were for a time received with scant confidence by either 

 the public or by scientific men. 



A large measure of credit was give n the separa te agricultural col- 

 leges for t he success which has attended agi'icultural education in 

 later years. These colleges for thirty or forty years withstood the 

 brunt of the attack on this new education, worked out the ideals of 

 the founders, and gradually developed the means and the system for 

 teaching agriculture and secured recognition for it. • 



In the recent development of these institutions the constituency of 

 the college has come to be the whole State, with provision for exten- 

 sion teaching and for agricultural research and demonstration. ___Uifiir__ 

 student_s have increased a thousand4)Q-r cent in tlie last ten years, and 

 at the same time the colleges have greatly advanced their standards. 

 iLwas^ated tiiai, in_,the case of. the agricultural coljeges connected 

 Avith universities, fifty-five per cent of the graduates return to the 

 Jand, and ninety-five per cent engage in some agricultural pursuit. 



Now that the land-grant colleges have demonstrated their cTaim 

 to an honorable place in the educational field, and have acquired 

 prestige and public confidence, new opposition and jealousies have 

 developed within the States as to the field they are occupying, the 

 support to be given them, and other matters, giving rise to contro- 

 versies which have threatened to disrupt them in some cases. This 

 conflict between competing institutions Dr. Stone regarded as a mat- 

 ter of serious concern, calling for wise and liberal action. " In States 

 where the land-grant college and state university are separated, no 

 time should be lost by their authorities in arriving at an under- 

 standing as to the respective fields they are to occupy, always with 

 reference to public welfare. Duplication of effort should be avoided 

 for the sake of economy as well as hannony, and then good faith 

 should be kept. The ideal adjustment between two such institutions 

 is that which secures to the State, by coordination of both, the full 

 range of instruction otherwise given in a single state university, 

 without unnecessary duplication." 



Failure to mutually agree upon an adjustment will inevitably bring 



legislative interference, and the possible clothing of a single board 



of regents with extraordinary power over the separate institutions. 



Particularly when the latter method is extended to interference with 



' the internal administration, it was declared to be " destructive of the 



