THE DEVELOPMENT OF ENGINEERING EDUCA- 

 TION IN THE LAND-GRANT COLLEGES 



WINTHROP ELLSWORTH STONE 



It is matter of conjecture as to how far Senator Morrill and 

 his colleagues foresaw the great and true significance of the now 

 famous act of Congress establishing the land-grant colleges. 

 That it was to become the actuating force in a new educational 

 movement, and that it was to influence the industrial and com- 

 mercial growth of the nation profoundly, were generalities in 

 which its advocates undoubtedly believed without being able to 

 conceive of the details of their operation. The rapidity with 

 which these institutions have sprung into commanding positions, 

 have overcome prejudiced opposition, and have won public 

 confidence and respect must have been beyond the compre- 

 hension of these men, for never in the previous annals of educa- 

 tion has anything of equal or similar character or extent been 

 recorded. 



But now, after the passing of little more than a generation, he 

 who would chronicle the manner and extent to which these land- 

 grant colleges have developed in respect of the single department 

 of engineering education finds himself — so extensive is the sub- 

 ject — dealing with the leading facts of the times in regard to edu- 

 cation, applied science, and industrial and commercial progress. 



The impulses set in motion by the passage of the Morrill Act 

 have developed, in a remarkably short time, a new education; 

 have achieved great popularity and influence; have appealed to 

 the democracy; and have proved its inestimable value to the 

 industries. As is well known, the act, while remarkably broad 

 in its scope, specifically emphasizes two principal lines of educa- 

 tional effort, viz., in "agriculture and the mechanic arts," and, 



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