A resolution was also passed by the legisla ture inviting the executive and legislatures of the other States to unite with Illinois to cooperate in the effort to induce popular in dustrial education. Meanwhile the friends of industrial education East had not been idle, as the following extracts from the history of the subject will show: The New York Tribune, of February 26, 1853, said: Here is the principle contended for by the friends of practical educa tion abundantly confirmed, with a plan for its immediate realization.' And it is worthy of note, that one of the most extensive of public-land (or new) States proposes a magnificent donation of public lands to each of the States, in furtherance of this idea. Whether that precise form of aid to the project is most judicious, and likely to be effective, we will pot here consider. Suffice it that the legislature of Illinois has taken a noble step forward, in a most liberal and patriotic spirit, for which its members will be heartily thanked by thousands throughout the Unioni. We feel that this step has materially hastened the coming of scientific and practical education for all who desire, and are willing to work for it It can not come too soon. Governor Hunt, of New York, in his annual message to the legis lature of that State, used the following language: Much interest has been manifested for some years past in favor of creating an institution for the advancement of agricultural science, and of knowledge in mechanical arts. The views in favor of this measure, expressed in toy last an nual communication, remain unchanged. My impressions are still favorable to the plan of combining in one college two distinct depart ments for instructions in agriculture and me chanical sciences. I would respectfully recom mend that a sufficient portion of the proceeds of the next sale of lands for taxes be appropriated to the erection of an institution, which shall stand as a lasting memorial of our munificence, and contribute to the diffusion of intelligence among the producing classes, during all future time. Hon. Marshall P. Wilder, of Boston, in advocating this system of education before the Berkshire Agricultural Society of Massachusetts, held that: For want of knowledge, millions of dollars are now annually lost to the common wealth, by the misapplication of capital and labor industry. On these points we want a sys tem of experiments directed by scientific knowl edge. Are they not important to our farmers? Neither the agricultural papers, periodicals or societies, or any other agents now in operation, are deemed sufficient for all that are desirable : We plead that the means and advantages of a professional education should he placed within the reach of our farmers. This would not only be one of the most important steps ever taken by the commonwealth for its permanent ad vancement and prosperity, but would add another wreath to her renown for the protection of our industry and elevation of her sons. Rev. Dr. Hitchcock, President of Amherst College, while advocating the endowments of such institutions before the Massachusetts Board of Agriculture (1851), testified as follows: I have been a lec turer on chemistry for twenty years. I have tried a great many experiments in that time, but I do not know of any experiments so delicate or so difficult as the farmer is trying every week. The experiments of the laboratory are not to be compared to them. You have a half dozen sciences which are concerned in the operation of a farm. There is to be a delicate balancing of all these, as every farmer knows. To suppose that a man is going to be able, without any knowledge of these sciences, to make improve ments in agriculture by hap-hazard experiments, is, it seems to me, absurd. A general conven tion on the subXet of a national system of practical university education, was held at Al bany, January 26, 1853. This convention was numerously attended by some of the most illus trious men of the country, including many dis tinguished educators, scientists and divines,. A committee of twenty-one was appointed to report a plan of action. Rev. Dr. Kennedy spoke of the want that had long been felt for institu tions different from those already established. Prof. C. S. Henry insisted that the welfare of our country was, in a great degree, dependent upon what should be done in regard to the pro posed university. Rev. Ray Palmer said there was lack of opportunity for scientific men to perfect themselves in their various pursuits, and desired that this want should be supplied to all parts of the country. Rev. Dr. Wykoff cOnsid ered that the first desideratum to the establish ment of the institution was a conviction of its importance. When the souls of men are fired up, the money will not be wanting. He believed that the proper spirit was abroad—a, feeling that would redound to the honor and benefit of the people, and that the work would be done. The enterprise was one for the masses. It would open the path of knowledge for all the youth in the land; and, from the common school to the highest university, he would like to see our educational institutions thrown open to all. Prof. Henry said that he would bid the en terprise God speed! He deprecated the idea of attempting to establish a university at a moderate outlay. One fitted for the wants of this country should throw open its lecture rooms freely, to all who might wish to avail themselves of their advantages. It should be the complete develop ment of the principle which lies at the founda tion of our common schools. Rev. President Wayland expressed the belief that such an estab lishment in New York would be an example, which, he believed, would be followed in other States. A university with a thousand students would abundantly sustain itself, and he thought the needed expense would not be so great as some gentlemen anticipated. Did these gentle men know anything about the subject of prac tical education in America? Said the lamented Downing, the father of rural art in this country,i in the last number which be edited of the Horti culturist: The leaven •for the necessity for edu cation among the industrial classes begin to work, we are happy to perceive, in many parts of the country. Speaking of the plan of Prof. Turner, he said: It is not often that the weak fitnnts of an ordinary collegiate education are so clearly exposed, and the necessity of workingmen's universities so plainly demon strated. This was in July, 1853. Before the article was published this prOminent master of horticultural art and science was lost in the ill fated steamer, Henry Clay. An editorial in the North American (the oldest paper in Philadel phia) on education and agriculture, said to be written by Judge Conrad, said. To secure the diffusion and practical application of agricultural science, it seems necessary that it should be interwoven with general education, and its acqui sition made an object of early pride and animated ambition. The triumph of a republic can _only be successfully achieve.d and permanently en joyed by a people, the mass of whom are an enlightened yeomanry, the proprietors of the land they till, too independent to be bought, too enlightened to be cheated, and too powerful to be crushed. Said Dr. Lee, the talented editor of the Southern Cultivator, the leading monthly periodical of the southern planting interest, published at Augusta, Georgia. in reply to a let ter inquiring for some practical agricultural school for the sons of 'the planters (which letter he published as a fair sample of scores of sin'. ilar letters received every month): These is not a good agricultural school in the 'United States. The truth is, the American people have yet to commence the study of agriculture as the combination of many sciences. Agriculture is the most profound and extensive profession that the progress of society and the accumulation of knowledge have developed among mankind.
This is why the popular mind is so long in grasp-, ing it. Whether we Consider 'the solid earth under our feet, the invisible atmosphere which we breathe, the wonderful growth and decay of all plants and animals, or the light, the heat, the cold, the electricity of heaven—we contem plate•but the elements of rural science. The careful investigation of th%laws that govern all ponderable and unponderable agents is the first step in the young farmer's education. To facili tate his studies, he needs, as he prOminently deserves, a more comprehensive school than thin country now. affords. From the time of the general awakening on the subject of industrial education, the discussion of the subject was kept prominently before the people of, the United States. This eventuated in the introduction of several bills into Congress, most of which fell still-born. One of them, however, successfully ran the gauntlet of Congressional opposition, only to be strangled in the very last stages of law making. The following, is a brief summary of the matter: On the 14th of December, 1857, a bill was introduced into the House of Repre sentatives by Hon. Justin S. Morrill, of Ver mont, who was at that time Chairman of the Committee on Agriculture, to appropriate a por tion of the public laud to the several States for the purpose of founding colleges for the ad vancement of agricultural and mechanical edu cation. Great opposition was manifested to the bill at once, and instead of being referred to the Committee on Agriculture, where it should legitimately have gone, it was referred to that on Public Lands. There it was held four months, when the Chairman of that Committee, Mr. Cobb, of Alabama, reported upon it ad versely. Notwithstanding this, the subject was earnestly discussed by the House, and the bill finally passed by a small majority. The Senate reached it in the winter of 1859, when it was strongly advocated by Senators Wade, Harlan and Stuart, and as determinedly opposed by Senators Davis, Mason and Pugh. Subhequently, it was passed by a majority of two and went to the President,—Mr. Buchanan,—who, with great alacrity, returned it with his veto. The same bill was_ again introduced into the Senate in 1862, by Mr. Wade, was favorably reported by Mr. Harlan, and was passed on the 10th of June, by the deciSive vote of thirty-two to seven. From thence the bill went to the House, where on the 17th of June, it was passed by the equally deci ,i4e vote of ninety to twenty-five. It was approved by President Lincoln, and on the second day of July became a law. So much has been said and argued by the various minds who have endeavoted to interpret this law, that it will not be out of place to give this bill, and the amendment to the fifth section in full, so that every reader of this work may judge for himself what was the true intent and meaning of this act for the education of the masses to industrial pursuits. The text of tile act of Con gress, donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts is as follows Be it enacted by the Senate and House of .Representa tives of the United States of America, in Congress assem bled, That there he granted to the several for the purposes hereinafter mentioned, an amount of public, land, to he apportioned to each State, in 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: Prodded, That no mineral lands shall be selected or purchased under the provisions of this act.
§ 2. And be it further enacted, That the land aforesaid, after being surveyed, shall be apportioned to the several Staten in sections or sub-divisions of sections not less than one quarter of a section; and whenever there are public lands in a State, subject to sale at private entry, at one dollar and twenty-five cents per acre, the quantity to which said State shall he entitled, shall be selected from anch lands, within the limits of such state; and the Secretary of the interior is hereby directed to issue to each of the States, in which there is not the quantity of public lands subject to sale at private entry, at one dollar and twenty-five cents per acre, to which said State may be entitled under the provisions of this act, land scrip to the amount in acres for the deficiency of its distributive share ; said scrip to be sold by said States, and the proceeds thereof applied to the uses and purposes prescribed in this act, and for no other use and purpose whatsoever: Provided, That in no case shall any State to which land scrip may thus be issued, be allowed to locate the same within the limits of any other State, or of any Territories of the United States ; bpt their assignees may thus locate said land scrip, upon any of the unappropriated lands of the United States subj ct to sale at private entry, at one dollar and twenty-five cents or less per sere. And pro vided, further, That not more than one million acres shall be located by such assignees in any one of the States: And provided, further, That no such locations shall be made before one year from the passage of this act.
§ 3. And be it further enacted, That all expenses of management, superintendence, and taxes from date of selection of said lands previous to their sales, and all expenses incurred in the management and disbursement of the moneys which may he received therefrom, shall be paid by the States to which they may belong, out of the treasury of said States; so that the entire proceeds of the sale of said lands shall be applied, without any diminution whatever, to the purposes hereinafter mentioned.
§ 4. And be it further enacted, That all moneys derived from the sale of lands aforesaid, by the States to which the lands are apportioned, and from the sales of land scrip. bereinbefore provided for, shall be invested in Stocks of the United States,. or of the States, or some other safe stocks, yielding not less than five per cent. upon the par value of said stocks; and that the money so invested shall constitute a perpetual fund, the capital of which shall remain forever undiminished (except so far as may be providdd in section fifth of this act), and the interest of p which shall be inviolably - iiropriated by each State, which may take and clai he benefit of this act, to the.
endowment, support a maintenance of, at least, one college, where the leading °eject shall be—without exclud. in other scientific and classical studies, and including military tactics—to teach such branches of teaming as are related to agriculture and the mechanic arts, in such man ner as the legislatures of the States may prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits. and professions in life.
§ 5. And be it further enacted, That the grant of land and. scrip hereby authorized, shall be made on the follow ing conditions, to which, es well as to the provisions here inbefore contained, the previous assent of the several. States shall be signified by Legislative acts: First-If any portion of the fund invested, as provided by section, or any portion of the interest thereon, shall, by any action or be dintid iehed or lost, it shall be replaced by the State to which it belongs, so that the capital of the fund shall remain for ever undiminished ; and 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 ten 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 experiniental farms, 'whenever authorized by the respee tive legislatures of said States.