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colleges and schoolS, are co-laborers in the same field, and tend to pro- 

 mote the same object — the proper cultivation of the soil ; and that all 

 these should unite on any plan of education by which the light of 

 knowledge should be made to shine upon their work. 



Resolved, That the Department of Agriculture is also a creature of 

 the Government, established for the same great purpose of cherishing 

 and promoting the interests of agriculture, and that its eflSciency must 

 necessarily depend upon its intimate connection with all other agricul- 

 tural institutions which exist in this and foreign countries ; and we 

 therefore recommend to the said Department that it establish such a 

 relation with the agricultural colleges and schools, and horticultural 

 and agricultural societies, as that there may be a continuous exchange 

 of information, seeds, roots, plants, and publications as shall be mutually 

 advantageous, and conduce to the leading agricultural and horticultural 

 interests of the country. 



These resolutions were adopted by the convention. 



Upon the first topic of regular business, relative to further aid to 

 agricultural colleges and schools, Mr. Folwell, president of the Minne- 

 sota University, illustrated the iujustice of the distribution of lands, 

 deprecating the departure from the precedent of apportionment by 

 territory rather than by population. Mr. Gregory, regent of the Illi- 

 nois University, deemed unjust an apportionment of land to States 

 having public lands, and scrip to those having none, and favored a new 

 apportionment to common, normal, and high schools, and agricultural 

 and other colleges, as follows : 



1st. One-third of the fund, or the income of, to be apportioned to 

 the States on the basis of the number of children between the ages of 

 six and fifteen years, to be used in the payment of teachers' wages or 

 the purchase of school libraries, on such plan as each State may de- 

 termine. 



2d. One-third to be apportioned to the several States on the same 

 basis as before, to be used in support of normal schools and of normal 

 classes in high schools, in such way as the several State legislatures 

 may determine : Provided, that at least one-half of such fund shall be 

 apportioned to the several schools in the proportion of the number of 

 the normal ijupils who shall complete the normal course and j)ass the 

 examinations prescribed by the superintendent of public instruction or 

 other proper State authorities j and, 



3d. The remaining third to be apportioned to the several States as- 

 follows : Oue-half on the basis of the population of such States, and 

 one-half on the basis of area of the States, to be used in support of the 

 agricultural, polytechnic, and other State colleges aud universities, in 

 such way as the several States may determine, 



These propositions, after discussion, were referred to a committee of 

 five members, aud made the special order for the opening hour of the 

 second day. 



On motion, the following special 'committees were api)ointed by the 

 chair : 



Equalization of land-grants. — Folwell, Minnesota; Bowman, Ken- 

 tucky; Gilmao, Connecticut; Abbott, Michigan ; Fielder, Georgia. 



Military education. — Gregory, Illinois ; Clark, Massachusetts ; Clark, 

 Vermont; Alvord, Virginia; Klippart, Ohio; Welch, Iowa. 



Experimental stations. — Nicholson, Tennessee; Needham, Massachu- 

 setts; Hamilton, Pennsylvania; Johnston, Connecticut; Allen, iSTew 

 York. 



Co operation with the Department of Agriculture. — Barnett, Georgia:, 



