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(2) Cautelarum circa studium juris prudenter, etc. Hala. Id., 1725. Türk, C. Ernste Worte an meine Zuhörer als Einleitung zu meinen Vorträgen über deutsche Rechtsgeschichte. Rostock, 1825.

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Camus, M. Lettres sur la profession d'avocat, sur les études relatives à cette profession. Paris, 1777. 1 vol. in-12.

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Aires. 1884.

CHAPTER XVII.

COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS.1

INTRODUCTORY STATEMENT.

The act of the Fifty-first Congress of the United States, approved August 30, 1890, providing for the more complete endowment of colleges of agriculture and the mechanic arts, has served to call the attention of the public more directly to these institutions for the agricultural and industrial education of our youth, and to secure for them that recognition and confidence as an integral part of our educational system to which their breadth of purpose and the general efficiency of their organization have long entitled them. But few will be found who are disposed to question the wisdom of the General Government in thus finally and definitely reserving to the people the benefits of a system for the establishment of which no inconsiderable amount of the public funds had already been expended and whose success or failure seems destined in no slight degree to affect the industries of the country. This act is but another illustration of that enlightened national policy which sees in the higher education of the citizen the strongest bulwark of individual liberty and the greatest safety to government itself.

It is a fact, not to be denied, that for several reasons, until recently, the agricultural and mechanical colleges, with a few notable exceptions, have not wholly fulfilled the hopes entertained for them by their founders, and this has undoubtedly been due in part to a lack of infor mation on the part of the public as to their facilities and their work; in some cases to a lack of understanding, if not a total misunderstanding, of their true objects and aims, and, in consequence, there has been a dearth of interest in their welfare on the part of the communities in which they were established. This failure of appreciation has clearly impeded their usefulness and retarded their growth.

It were well indeed, if the fact could be more widely recognized, that these colleges are essentially and peculiarly public institutions; few establishments in this country can more truly be said to belong to the people. While it is true that in some instances private donations and bequests have made the State agricultural and mechanical college practically independent of Government aid, yet these are rare exceptions to the general rule. In the majority of the States the money received for the college or colleges from the General Government forms by far the greater part of their endowment fund; and it is not too much to say, that of all such colleges now in existence in the United States, there are none which would not be able to continue upon a fair working basis

[graphic]

if all other funds available for purposes of instruction were withdrawn. This statement, however, is not to be taken as ignoring in any way the very material assistance given by the States to these institutions. It is only by the consent of the several States that the colleges exist at all; and only through the fostering care and the generous policy of the State legislatures, have many of those which were established before or immediately after the first endowment act of Congress, in 1862, survived to enjoy the benefits derived from the endowment act of 1890. Thus there is a two-fold reason why the people should regard these colleges with distinct favor, and guard their interests with jealous pride they are State as well as national institutions.

Indeed the State agricultural college may often claim to be regarded as the crowning point of the public school system. In many of the States this position has, in truth, been accorded them, in connection with the State universities. It is possible by a system of accredited high schools, whose graduates are admitted to the State college upon certificate, and by the maintaining of district scholarships, as is frequently done, to so connect the college with the schools, that a fairly large percentage of those who pass through the successive grades of the public schools shall be enabled to continue their education in these higher institutions. But it is argued that the arrangement of the college work to follow by natural and logical sequence the course of study pursued in the high schools, would imply a lowering of the standard of admission. In the first place, this does not necessarily follow, as the experience of Indiana and Michigan, which have fairly tried the plan, will testify. The first effect of such a continuity of work is to raise the standard of the high school. Again it is a question whether some of our endowed colleges have not lost sight of the fact, that the real raison d'être of their endowment, is to make possible the higher industrial education of those whose preparation must necessarily be limited to such instruction as the public school affords. The terms of the acts of Congress are express and unmistakable upon this point. It was to meet the needs of those to whom a course at the average college and university was as impracticable as it was unsatisfactory, that these liberal donations on the part of the General Government were made, and to them peculiarly should the advantages and benefits of these schools be accessible.

Congress, by acts passed in 1862 and 1890 (the text of which is subsequently given in this chapter), has made provision for the establishment and support, in coöperation with the States, in every State and Territory of the Union, of at least one institution, whose leading object shall be to provide instruction in agriculture and the mechanic arts. In some of the States two institutions-one for white and one for colored students are thus maintained, although, as will be more fully explained, all of the schools for colored students are not recognized as distinct and independent organizations. At present sixty colleges so endowed are in active operation. The following is a list of these by States:

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