UNEXAMPLED SUCCESS. 371 



shall be, without excluding other scientific and classical studies, and 

 including military tactics, to teach such branches of learning as are 

 related to agriculture and the mechanic arts, in such manner as 

 the Legislatures of the States may respectively prescribe, in order 

 to promote the liberal and practical education of the industrial 

 classes in the several pursuits and professions in life. 



There can be no doubt that Congress meant to endow schools 

 that would bear the same relation to those pursuits that schools 

 of law and medicine do to those professions. As far as this 

 is done, the results are all that could reasonably be expected. 

 &quot;Where they are managed in the interests of other pursuits, as 

 in our own case, they are not eminent successes. The question 

 as to who is to blame can easily be settled by inquiring who 

 has the responsibility; for in a matter like this, ignorance is 

 not a valid plea. Farmers and mechanics must take the man 

 agement of institutions, designed for their benefit, into their 

 own hands, if they would have them succeed. No other classes 

 are or can be so deeply interested in their success. 



The average time since the opening of the thirty-nine Agri 

 cultural Colleges, enjoying the national benefaction, is less 

 than five years. Twenty-four of them had, two years ago, an 

 attendance of 2,604 students, with 321 instructors an average 

 of 109 and 12.3, respectively; while the 217 old institutions 

 (from 30 to 100 years old) which reported their collegiate and 

 past graduate students, in the same year, had 20,866, and 3,018 

 instructors, an average of 95 and 13.8, respectively. They have 

 called out State and individual donations to a very large 

 amount. Thirteen of them have thus received $2,923,550. 

 Eighteen, not including the richest, Cornell, possess property 

 and funds to the amount of $8,272,382. Neither is it true that 

 nineteen twentieths of their graduates&quot; never take to agriculture 

 for a living. 



Massachusetts is not an agricultural State, but she says of 

 the fifty-seven graduates of her Agricultural College: &quot;A large 

 portion of them have engaged in agricultural and horticultural 

 pursuits.&quot; Michigan says of her sixty-seven graduates: &quot;A large 

 portion of them have devoted themselves to agricultural pur 

 suits.&quot; Maine, Massachusetts, Michigan, Iowa, are making 

 educated farmers by the hundreds in Agricultural Colleges, sep 

 arated from the overpowering influence of literary and purely 

 scientific education. The difference in results is in the omis- 



