182 



Mr. Butler's Discourse. 



The acts of 1792 and 1795, having expired, an act for " the 

 encouragement of literature," was passed on the 3d of April, 

 1801, by which four lotteries were granted for the raising of 

 $25,000 each— one half to be placed in the hands of the re- 

 gents of the university, for distribution by them among the 

 academies, and the residue to be paid into the state treasury, 

 to be applied for the encouragement of common schools, in 

 such manner as the legislature should from time to time di- 

 rect. This act laid the foundation of the Literature and 

 Common School Funds. 



In the mean time, the legislature had made several dona- 

 tions to Columbia and Union colleges, the latter of which was 

 incorporated on the 25th of February, 1795. And since the 

 year 1801, grants of money and land have also been made in 

 numerous instances, and to a large amount, to the several col- 

 leges and academies, and particularly to those of the latter in- 

 stitutions which were from time to time incorporated by the 

 legislature. (5) 



The Literature fund was occasionally, though not largely, 

 increased, until the act of April 1827, by which the legisla- 

 ture made to it an additional grant of $150,000, the income 

 of which, as well as of their former funds, they directed the 

 regents to distribute annually among the incorporated acade- 

 mies and seminaries other than colleges, which were then sub- 

 ject, or should thereafter become subject, to their visitation 



and control such distribution to be made in proportion 



to the number of pupils in each ^seminary, who, for four 

 months during the preceding year, shall have pursued therein 

 classical studies, or the higher branches of English education, 

 or both. In making this grant, the legislature appear to have 

 had in view, three objects of great importance — the advance- 

 ment of classical learning — the establishment of comprehen- 

 sive courses of instruction in the sciences and in the higher 

 branches of English education, with special reference to the 

 education of teachers — and the encouragement of institutions 

 for the instruction of females in the higher departments of 

 knowledge. 



In connexion with the latter point, I cannot help noticing 



