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the fertility of the soil and improving the live stock of the country, but the 
various subjects now regarded as "related to agriculture " and as of tlie highest 
Importance are quite beyond the conception in the mind of Congress. Indeed. 
we recognize that there has been a considerable development in the colleges 
themselves in the way of minute classification as well as in interpretation of 
subjects not then in the minds of the founders of these colleges. We are dis- 
posed, therefore, to assume that these men. looking at the subject in a broad 
and general way. were willing to leave it to the natural development that would 
come from the influence of such institutions when organized. This would 
assume that a higher grade of work than was contemplated at that time is 
probably done at this date. Our theme looks the other way and makes the 
inquiry whether a lower grade of work than would be recognized in our time as 
college work could be admissible as meeting the terms of the act. 
I may add that the same remark could be applied with equal force concerning 
the subjects related to the mechanic arts. The one subject of electricity would 
be suflicient to illustrate that much work now being regarded as perfectly 
logical and exactly within the terms used in the statute, was at the same time 
entirely without the horizon of most men at the time the act was passed. 
Further, it is noticeable that the statute provided that the subjects should 
be taught: that it neither makes nor suggests any idea as to the grade of instruc- 
tion — that is. whether it shall he collegiate or preparatory — but that the empha- 
sis is put clearly upon the teaching of these subjects. It is plainly upon the 
surface of the statute that these subjects were new subjects of study and 
instruction. The colleges that were to teach them were making a new depar- 
ture, and were introducing the study of branches hitherto almost entirely neg- 
lected. It seems clear, therefore, that we may safely assume that the teaching 
of the subject meets the statute whether it be done in an elementary or in a 
more advanced way. 
III. A further interpretation is suggested in the phrase, "in such a manner 
as the legislatures of the States may respectively prescribe." It is a matter of 
some importance to note that in the discussions of this hill and in the veto mes- 
sage of President Buchanan there was serious objection raised on the ground 
that education was a matter in which the local government should have supreme 
control. It was argued that a federal government had no right to interfere or 
to restrict in any way the rights and privileges of the States in the matter of 
education. This old argument is still used against the organization of a 
national university. It seems fair, therefore, to say that this phrase now under 
consideration left the whole question of the manner of teaching to the several 
States, and that it was an effort to avoid an unpleasant debate in Congress, 
which might have defeated the bill. Assuming this statement to be true, it 
seems entirely clear, therefore, that the several States must teach the subjects, 
and that the manner of the teaching is wholly a matter of local jurisdiction. This 
allows large liberty as bearing upon the question of elementary and advanced 
discussions. Ic assumes that each State knows how money can be expended 
most wisely within its borders in order to reach the general ends outlined in 
the statute. It would be assumed theu. as it would be assumed now. that the 
conditions in the several States would vary, and that what was wise in one 
instance would not be in another. There is a substantial unity in these agricul- 
tural colleges, but there is no such thing as absolute uniformity. The statute 
is general in its statements, and wisely so. The chief problem is. therefore, to 
so interpret the statute that it may in the several localities do the thing desired, 
namely, teach certain subjects, and through instruction in these subjects awaken 
a new interest, perpetuate good conditions, and make way for improvement. 
IV. We are interested in one other phrase : M In order to promote the liberal 
and practical education of the industrial classes in the several pursuits and 
professions of life." The several terms in this phrase offer opportunity for a 
wide discussion, but attention is called to one or two features only. 
(1) The expression "practical education" was evidently intended to supple- 
ment the word " liberal." which then had a very distinctive meaning. A liberal 
education was not then assumed to be a practical matter, as it now is. Most 
men now regard a liberal education as a thoroughly practical one. At that 
time a little different conception existed in the minds of most people. The 
expression " practical education." therefore, was supplementary, and suggested 
in a broad way that new subjects were to be introduced into these colleges and 
a new emphasis put upon the importance of a so-called practical education. 
The general idea in this practical education was that it should prepare men to 
do things. The liberally educated man was a thinker ; the practically educated 
