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TABLE 31.-University revenues from all sources, 1891-1933-Continued

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In addition there was reappropriated a total of $129,000 for erection and maintenance of a mines building and other buildings.

1926-28.

• 1928-30.

7 Apr. 1, 1931-Mar. 31, 1932.

• 1930-32.

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Donations for buildings. In addition to the support derived from public funds, the university has received several substantial gifts for buildings. These are indicated in the accompanying statement:

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The foregoing section has been mainly assembled by Miss Eunice Spencer. The authors acknowledge her valuable assistance in this time-consuming and difficult task. The data were secured from Session Laws, reports of the board of regents, land commissioners' reports, House and Senate Journals, etc. The statistics relating to rentals, fees for buildings, etc., are found in part in the regents' report of January 1933, pp. 67, 70. Dean Herbert T. Condon, dean of men and secretary of the board of regents has kindly read this sectior. He was for many years comptroller of the university.

Chapter XII

The State College at Pullman*

1. The Growing Demand for Agricultural and Industrial Education

A new interpretation of education.-The establishment and subse quent development of the State college at Pullman is one item in a most remarkable phase of the history of education in America. That institution and some 50 others are the direct fruit of a changing conception of the meaning and objectives of education. The philosophy of education which produced these nearly three score institutions was new to the world in the latter half of the nineteenth century.

There was a growing disbelief in the old classical education for the few and an indefinite idea that a more practical type of education should be made available for the masses of the industrial workers and the common people. There was also emerging a belief that the National Government ought to provide on a generous scale for the advanced education of its industrial classes.

The Illinois resolutions to Congress, 1853.—The first organized expression of this belief was formulated by the legislature of Illinois in resolutions to Congress on February 8, 1853. Those resolutions are here reproduced:1

Whereas the spirit and progress of this age and country demand the culture of the highest order of intellectual attainment in theoretic and industrial science; and

Whereas it is impossible that our commerce and prosperity will continue to increase without calling into requisition all the elements of internal thrift arising from the labors of the farmer, the mechanic, and the manufacturer, by every fostering effort within the reach of the government; and

Whereas a system of industrial universities, liberally endowed in each State of the Union, cooperative with each other, and with the Smithsonian Institute at Washington, would develop a more liberal and practical education among the people, tend to more intellectualize the rising generation and eminently conduce to the virtue, intelligence and true glory of our common country; therefore be it

Resolved by the house of representatives, the senate concurring herein, That our Senators in Congress be instructed, and our Representatives be requested, to use

•The galley proofs of chs. XII and XIV relating to the State College of Washington have been read by President Holland and Dr. E. A. Bryan, president emeritus of that institution. The authors are grateful to these men for their criticisms, corrections, and suggestions.

1 James, Edmund J. The Origin of the Land-Grant Act of 1862, University of Illinois, Bulletin, Nov. 10, 1910, pp. 16-17.

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their best exertions to procure the passage of a law of Congress donating to each State in the Union an amount of public lands not less in value than five hundred thou sand dollars, for the liberal endowment of a system of industrial universities, one in each State in the Union, to cooperate with each other, and with the Smithsonian Institute at Washington, for the more liberal and practical education of our industrial classes and their teachers; a liberal and varied education, adapted to the manifold wants of a practical and enterprising people, and a provision for such educational facilities being in manifest concurrence with the intimations of the popular will, it urgently demands the united efforts of our strength.

Resolved, That the Governor is hereby authorized to forward a copy of the foregoing resolutions to our Senators and Representatives in Congress, and to the executive and legislature of each of our sister States, inviting them to cooperate with us in this meritorious enterprise.

JOHN REYNOLDS,
Speaker of the House of Representatives.

G. KOERNER,

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Horace Greeley's editorial.-A few days later, February 26, 1853, the New York Tribune, the most widely circulated and influential paper of that time, carried the following editorial, probably penned by Horace Greeley himself:

It may now be ten years since a few poor and inconsiderate persons began to "agi. tate" in favor of a more practical system of thorough education, whereby youth without distinction of sex should be trained for eminent usefulness in all the departments of industry. They demanded seminaries in which agriculture, the mechanic arts, the management of machinery, &c., should be thoroughly taught, based upon a knowledge of chemistry, geology, botany, hydraulics, &c., with a corresponding proficiency in all that pertains to housewifery, and household manufactures for female pupils. These demands made very little immediate impression on the public mind. They were backed by no great names, and no imposing array of colonels, generals, and honorables was ever presented in the reports of the agitators' meetings. In fact, these meetings proffering no chances for making personal or party capital, and holding out no pros pects of snug berths for cousins and younger brothers, have always been but thinly attended. The only class feeling a deep interest in them was that one which could least afford the time and expense involved in attendance on distant conventions. And the great majority of the journals have not, to this day, evinced a consciousness that any such movement had an existence.

Still, the idea has slowly gained ground wherever a few faithful advocates were found to cherish it, and several small conventions of its friends have been held in this State, looking to the foundation of a "People's College" and the project has elicited the marked approval of Gov. Hunt and Gov. Seymour. Two State conventions have in like manner been held in Illinois-the last some few weeks ago—and one result of these is the passage by the legislature of the State of the following joint resolutions.

Ibid., pp. 17-18. (Quoted above.)

Dr. Edmund J. James, former president of the University of Illinois, credits Jonathan B. Turner, one-time professor in Illinois College at Jacksonville, Ill., as the real father of the so-called "Morrill Act" of July 2, 1863.3

2. Federal Legislation for Agricultural Colleges

The Morrill bill of 1857.-Even if Senator Morrill was not the first to suggest the idea of national colleges of agriculture and the mechanic arts, it was he who introduced the first bill in Congress to achieve that end. He introduced the original bill in the House of Repre sentatives of which he was then a member on December 14, 1857. The bill was passed by the House on April 22, 1858, by a vote of 105 to 100. In the Senate, Jefferson Davis, as an exponent of State's rights, opposed the bill vigorously. It was passed in the Senate on February 7, 1859, by a vote of 25 to 22, but returned to the House with two unimportant amendments which were concurred in by the House on February 16. It then went to President Buchanan, who vetoed it on February 24. An attempt was made to repass the bill over the President's veto, but was unsuccessful.

The first Morrill Act, 1862.-When the next session of Congress opened President Lincoln was in the White House. Mr. Morrill, then in the Senate, was as ardent as ever regarding his bill. Being immersed in the preparation of an exigent internal-revenue tax bill he

says

I handed a copy of the bill to my friend old Ben Wade of Ohio, with the request that he should introduce it in the Senate, to which that sturdy Senator readily assented and then presented the bill on May 2, 1862.

It passed the Senate on June 10 by a vote of 32 to 7 and the House on June 17 by a vote of 90 to 25. On July 2, 1862, the epoch-making document was signed by President Lincoln.5

Because of the importance of the wording of this classical act in the interpretation of educational legislation in every State in the Union the exact text of its most important parts are reproduced here: An act donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts

Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That there be granted to the several States for the

3 James, Edmund J. The Origin of the Land-Grant Act of 1862, University of Illinois Bulletin, Nov. 10, 1910, p. 111.

Parker, William Belmont. The Life and Public Services of Justin Smith Morrill, p. 269.

For an excellent detailed account see Kandel, I. L. Federal Aid for Vocational Education, The Car negie Foundation for the Advancement of Teaching, 1917, pp. 3-19.

purposes hereinafter mentioned an amount of public land, to be approportioned to each State a quantity equal to 30,000 acres for each Senator and Representative in Congress to which the States are respectively entitled by the apportionment under the census of 1860: Provided, That no mineral lands shall be selected or purchased under the provisions of this act.

SEC. 4. (original) And be it further enacted, That all moneys derived from the sale of the lands aforesaid by the States to which the lands are apportioned, and from the sale of land scrip hereinbefore provided for, shall be invested in stocks of the United States or of the States, or some other safe stocks, yielding not less than 5 per centum upon the par value of said stocks; and that the moneys so invested shall constitute a perpetual fund, the capital of which shall remain forever undiminished (except so far as may be provided in section 5 of this act), and the interest of which shall be inviolably appropriated by each State which may take and claim the benefit of this act to the endowment, support, and maintenance of at least one college where the leading object 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 me chanic arts, in such manner as the legislatures, of the States may respectively pres cribe in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life.

SEC. 5. Provided that "the annual interest shall be regularly applied without diminution to the purposes mentioned in the fourth section of this act, except that a sum, not exceeding 10 per centum upon the amount received by any State under the provisions of this act, may be expended for the purchase of lands for sites or experimental farms whenever authorized by the respective legislatures of said States." 'Second. No portion of said fund, nor the interest thereon, shall be applied, directly or indirectly, under any pretense whatever, to the purchase, erection, preservation, or repair of any building or buildings."

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The same section stipulated that any States accepting the grant should "provide, within 5 years, at least not less than one college as described in the fourth section of this act * * *. No State shall be entitled to the benefits of this act unless it shall express its acceptance thereof by its legislature within 2 years from the date of its approval by the President." The bill was approved by President Lincoln on July 2, 1862. Section 4 was amended Mar. 3, 1883. The only changes referred to some details respecting manner of investment by the legislature.

Supplementary acts of 1864 and 1866.-On April 14, 1864, and on July 23, 1866, supplementary acts extended the time of acceptance until July 23, 1869, and until 1871 to establish a college. They also provided that any territory on becoming a State should be allowed 3 years from the date of attaining statehood to take advantage of the benefits. That gave Washington until November 11, 1892.7

12 Stat. L., 503.

7 14 Stat. L., 208.

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