LCI lb THE ©T^TE AND Higher Education. " No system of public education is -worth the name of National [Statel unless it creates a great educational ladder, with one end in the gutter and the other in the University."— //?/Wo'- " Careful public provision by the people for their own system of advanced instruction is the only Republican and the only Democratic method."—^. V. White. "The public schools find their logical sequence in the Univer- sity."— yii^w^J B. Angetl. COMPILED BY H. Iv. W^IIvOUS, Nl. Sc. Of the Class of '82. OHIO SXAXB UNIVERSITY. o 5/ I C n IT 69862 ACKNOWLKDONIKNTS. The compiler of the facts here given has gleaned from every source available. There is scarcely anything original — nearly everything is quoted, and what is not quoted is largely condensed from what has been said by others. Almost every- thing is from Prof. Blackmar's " History of Federal and State Aid to Higher Education," published by the United States Bureau of Education. Acknowledgments are due to The EncyclopGedia Britannica, The Statesman's Year Book, Thwing's American Colleges, Stimson's American Statute Law, Boone's Education in the United States, Addresses and Reports of Presidents Orton, W. Q. Scott and W. H. Scott, of the Ohio State University ; also Addresses of Presidents Oilman, White, and Angell ; the Statutes and Constitutions of many of the States, Articles in the N. A. Reviezu by President Oilman and Rossiter Johnson, the New York Tribune^ and Lord's " Beacon Lights of History." H. L. W. CONTKNTS. I. National Aid to Highkr Education. 1. Foreign Precedents — Aid by Nations almost uni- versal. 5 Chaldea, Alexandria, Greece and Rome, Char- lemagne, Middle Ages, England, Germany, Austria-Hungary, Brazil, Chili, China, France, Greece, Gautemala, Italy, Japan, Netherlands, Persia, Spain, Sweden, Norway, Switzerland, Venezuela, Australasia 5-8 2. The American System 9 1. Colonial Period, and Methods — taxed them- selves to support their colleges 9 2. The National Government and Higher Edu- cation — has given over $^0,000,000 for its advancement 10 a. Opinions of Statesmen — they favor Federal or State aid. — Franklin, Washington, John Adams, Jefferson, Madison, Mon- roe, John Quincy Adams, Edward Everett, Daniel Webster, Governor Seymour 10-12 b. Legislation 13 1. Indirect aid : to the States 13 1. Land Grants, Seminary and Agri- cultural College Grants 13 2. Money Grants, and other special grants to the States, — Distribu- tion of surplus, percentage on sale of lands, swamp lands, lands for internal improvements 15 2. Direct aid : to various institutions. ... 16 3. Summary 16 VI CONTENTS 3. The States and Higher Education — have given $jo,ooo,ooo toward higher education 17 1. The Ordinance of 1787, and its meaning 17 The Constitutions of Ohio, Indiana, Illinois, Michigan, and Wisconsin.. . . 18 2. General Policy of the States — provide in their Constitutions for State Universities 20 3. Policy of the Western States — levy a tax for the support of State Universities.. 22 Nevada, Nebraska, Michigan, Wisconsin, Kansas, Kentucky, Colorado, Oregon, Indiana, California. Summary 22-26 4. Financial Aid given by the States to Higher Education; Ohio twenty-sixth on the list; Graphical Representation ; table of aid given, population and assessed wealth of the States 26 5. Official names, location, and statistics of Land Grant Colleges 28-31 6. Statement of Endowment and Property of principal colleges and universities of the country 32 II. What is Higher Education Worth ? 1. Proportion of college-bred men in the country — one per cent 33 2. Carnegie and the Success of College Men in Business. Opinion of H. T. Sloane, Wm. W. Astor, Richard A. McCurdy, L. C. Murray, Chauncey M. Depew, Jas W. Alexander, A. S. Hewitt, Brayton Ives, J. E Simmons, President • Tappan, President Nash, E. S Auchincloss, Erastus Wiman 34-36 3. The College Man in Office — holds 50 per cent. 36 4. Education of the Presidents — Jo per cent, col- lege-bred 37 5. Gifts of Rich Men — their estimate of the value of higher education 38 6. The Scholar In and Out of College — the leader in college leads in life 39 CONTENTS vii 7. The Scholar and the World's Progress — he moves the zvorld. 42 III. What Should Ohio Do? — Establish and main- tain a great University. 1. The Need of a Great University 45 2. The Moral Duty of the State 46 3. What the Spirit of our Institutions and the Age Demand . 47 4. What Good Economy Demands 47 5. What is Necessary for a Great University 48 6. The Most Effective Aid to a University 49 7. The Legal Duty of the State 50 The Governor's Message 50 The Presumption from the Seminary Grants ... 53 The Trust Accepted by the State ; its terms and its fulfillment 53 Chief Justice Selwyn N. Owen's Statement of the State's duty 54 President White's Enumeration of the State's Duties 55 1. National Aid to Higher Education. I. FOREIGN PRECEDENTS. Governmental Aid to Higher Education is Almost Universal. " State education is found among the oldest institutions of history. The great universities of ancient and modern times have received government support. The Academy at Athens and the Universities of Alexandria and Rome testify to this assertion ; let Bologna and Paris, Pisa and Salamanca, Oxford and Wittenberg, Leyden and Berlin, bear witness to the foster- ing care of the respective governments under which they have existed. The great libraries of the world have been creations of government. The ancient libraries of Assyria and Egypt, and the modern collections of the Vatican, of London, of Paris, Berlin, and St. Petersburg were established and supported by governments." Chaldea. Assur-bani-pal collected the ancient and modern writings of his time and formed them into a library to be used as a basis for national education. He provided for the educa- tion of the priests and scribes, and the interpreters of the law. He set aside a part of his great palace for a school of learning. To the educational zeal of this monarch, we are indebted for the ancient writings that have been transmitted through thou- sands of years. Alexandria for six hundred years was the abode of men of learning. Here the Ptolemies instituted a system of higher education and libraries such as had never been seen before. Here was the first great University. Ptolemy founded a col- lege, and endowed its professors. As time passed, other col- leges were added, and eminent men called to fill their chairs. The influence of this university was felt in Greece and Rome and subsequently throughout Europe. Greece and Rome. "The education of Sparta was wholly of the State and for the State." The Academy at Athens was originally of an entirely voluntary character, "but when it was — 6 — under the empire of Rome, the great emperors endowed it." Athens long continued to be the great seat of learning, and here flocked the youth of the Roman Empire to receive the highest intellectual training of the time. " Constantine, the Great, en- couraged learning and many of his successors endowed insti- tutions." Theodosius and Valentinian organized the teaching of Constantinople by appointing a complete corps of professors. Here about 850 a free university was founded, distinguished teachers appointed, and special teachers in the sciences were paid out of the public treasury. " At Rome, the University originated under Vespasian (64-79 A D)," and from his time fixed salaries and senatorial rank were attached to certain chairs in the Athenaeum. Under the Caesars, " in all the cities of the Roman world the educa- tion of youth was intrusted to masters of grammar and rhetoric who were supported at public expense, and distinguished by many lucrative and honorable privileges." At the University of Rome, in 1514, the salaries of its hundred professors were paid by the government. Charlemagne established a system of free schools in the towns throughout the empire, and founded the famous Palatine school, which was designed especially for the education of the government officials and their children, but was free to all who desired learning. Pavia, Paris and Bologna received from him especial privileges, and became great educational centers from which great universities afterward sprang up. " And whether his school at Paris be called a university or not, he laid princi- ples of which a university is a result in that he aimed to edu- cate all classes, and undertook all subjects of teaching " Middle Ages. " The education of the clergy and laity, church education and civil education were both in the hands of the State." The University of Paris was chartered by Philip Augustus in 11Q9. The University of Bologna by Fred- eric I, in 1 158. Frederic II, founded the University of Naples, called its professors, and granted to some, if not to all, salaries. " The university was founded by the State solely, and was un- der the control of the sovereign, while the professors were freed from taxes and from military service, and had other immuni- ties granted them." " From this time the golden age of universities com- menced ; and it is hard to say whether they were favored more by their sovereigns than by the see of Rome." The funds for the support of these great universities came from the masses of the people, whether they were gifts of king or pope. England. The great universities of England were patron- ized by kings. Alfred founded a school at Oxford, and King John chartered the university. The Henrys and Edwards favored them, and patronized them. Cambridge was founded " for the better services of church and State." Holland. " The University of Ley den was created and endowed by the Dutch Republic." Germany. " As early as 1794 the common law of the Prussian States declared schools and universities to be State institutions, and set up a system of laws controlling the whole plan of instruction." The seat of the government soon had a great university, and Berlin now has the greatest direct power of all the universities of Europe. In 1874, it received 1^242,000 from the Prussian Government. " The University of Prague was founded by Charles IV in 1348," who " called from different parts of the educated world learned professors in the several departments, giving endow- ments for their support." Other universities followed, endowed by the State or the church, until now no less than twenty-one are distributed ov^r Germany. "77/'. The exclusive power at the seat of government will reach the object," and so it was dropped on the ground that Congress already had the power. In 1803 Congress extended the privileges of the ordinance of 1787 to the States in the Mississippi Valley, and granted one entire township for the support of a seminary of learning, and on admission at least another, so that after 1800, every State except Maine, Texas and West Virginia has received two or more townships for the purpose of founding a university, as see below : STATEMENT OF LANDS GRANTED BY CONGRESS FOR THE PUR- P0<^ES OF HIGHER EDUCATION, NOT INCLUDING THE AGRICULTURAL LAND GRANTS. Ohio 69,120 acres Tennessee 200,000 " Indiana 46,080 " Illinois 46,080 " Missouri 46,080 " Alabama 46,080 " Mississippi 46,080 " Louisiana 46,080 " Michigan 46,080 " Arkansas 46,080 " Florida 92,360 " — 15 — California 46,080 acres. Minnesota 82,640 *^ Oregon 46,080 " Kansas 46,080 " Nevada ., . 46,080 " Nebraska 46,080 " Colorado 46,080 " Dakota 46,080 " Montana 46,080 " Arizona 46,080 " Idaho 46,080 " Wyoming 46,080 " New Mexico 46,080 " Utah 46,080 " Total 1,595,920 acres Various Special Grants 26,963 " Total 1,622,883 " The total number of acres granted by the Agriculural College Land Grants is (see table ) further on 9,597,840 acres (( Total 1 1,220,823 " 2. Money grants to the States^ and special grants. Surplus in 1836 in the National Treasury was ordered to be distributed to the various States to be applied to the purposes they should see fit. The whole amount distributed was $28,- 101,645 paid to 27 States, 16 of which appropriated more than half of it to education, but it is impossible to tell exactly what part went to higher education. Percentage on Sale of Lands. So, also, each of the States, beginning with Ohio, except Maine, Texas and West Virginia, has received from three to five per cent, of the sales of the public lands within its borders. This sum had amounted to $6,508,819 in 1876, and it is estimated that about $3,000,000 have been devoted to education, although it is impossible to say what part has gone to higher education. Swamp Lands. Again, in 1850, swamp lands, amounting to nearly 50,000,000 acres, were turned over to the States to be — 16 — sold, and the proceeds used as the State saw fit. Many of the States devoted the proceeds to education, and several to higher education, although it is impossible now to tell exactly how much. La7ids for Internal Improvements. So, again in 1841, and by a subsequent amendment, 9,500,000 acres of land were granted to the States for internal improvements, of which 3,500,- 000 acres have been used for school purposes ; but the part that went to higher education is not ascertainable. Experiment Station Grant and grant of 18 go. By the Act of 1887, $15,000 was granted to each State having an Agricul- tural Experiment Station. Twenty two colleges, in 1887, were closely connected with Experiment Stations, and consequently indirectly receive this aid. This amounts to, for the four years 1887, 1888, 1889 and 1890 $1,320,000; and by the Act of 1890, Congress grants $15,000 per year, increased by ;^iooo yearly until amounting to $25,000 per annum to each State having one or more colleges founded on the law of 1862. This makes about $600,000 for 1890. II. DIRECT AID TO VARIOUS INSTITUTIONS. Georgetown College, Washington, 1833, land worth $ 25,000 Columbian University, Washington, 1836, land worth 25,000 Howard University, Washington, 1885, 1886, 1887 and 1888 . . . , 71,500 West Point Military Academy, 1802-1886. 13,789,194 Naval Academy, 1845-1886 5,000,000 U. S. Naval Observatory and Library (at least) 360,000 Congressional Library (at least) 800,000 National Museum, 1857-1888 1,646,672 Bureau of Education, 1867-1889 814,110 ^22,531,476 III. SUMMARY. To States, Seminary Grants, 1,622,883 acres, at least $2,250,000 " " Ag. Col. Land Grants, 9,597,840 acres 15,866,371 — 17 — To States, Swamp Lands, at least 811,000 *' '' Surplus, estimated at 5 per cent. for part used for education. 700,000 *' " Percentage on Sale of Lands, at least. 118,790 *' " Lands for Internal Improvements estimated at 5 per cent, of pari used for education 175,000 *' " Experimental Stations andGrant of 1890 1,920,000 $21,841,161 Directly to Institutions 22,531,476 $44,372,637 This is an average of over $900,000 for each State and Territory of the United States. Only fourteen States can boast •of having done as well for themselves III. THE STATES AND HIGHER EDUCATION. I. THE ORDINANCE OF 1787, AND ITS MEANING AS INTERPRETED BY THE STATES OF THE NORTHWEST TERRITORY. Three of the Five States Formed From the Northwest Territory, Have, by their Constitutions, Interpreted the Provision of the Ordinance, Saying: "The Means of Education shall Forever be Encouraged," to Apply to Higher as well as Primary Edu- cation. Whoever was the author of this famous ordinance, those most deeply interested in its passage were those who were un- remitting in their efforts to secure national aid in the way of land grants for seminary purposes in the territory, subject to the provisions of the ordinance. The promoters of the whole legislation for this territory were educated men, bent on pro- viding for higher education no less than primary. It is more than probable that the true meaning of its provisions, in the minds of the authors and the original beneficiaries embraced both higher and elementary education. This ordinance says : " Sec. 14. It is hereby ordained and declared, by the au- thority aforesaid, that the following articles shall be considered as articles of compact between the original States and the people and States in the said territory, and forever remain unalterable, unless by common consent, to-wit : ^ * >ic j Nebraska— Three-Eighths of a Miil on Taxable Property. Part of section 21, of an act to establish the University of Nebraska {Laws of i86g, p. i'j2, ijS) reads as follows : " The Regent's Fund shall consist of the proceeds of the investment of the Endowment Fund, the proceeds of the annual rental of the University and Agricultural College lands leased, the tuition and text-book fees, and a tax of one mill on the dollar valuation on the grand assessment roll of the State, which shall be levied in the year 1869, and annually thereafter." By act of March 25, 1871, the one mill was changed to one- fourth of a mill, and afterward to three-eighths of a mill, at which it now stands, making about $60,000. Michigan— One-Twentieth of a W\\. Sec. 4944. " 1873, p. 32, March 4, July 31, act 32, Section I. The people of the State of Michigan enact. That there shall be assessed upon the taxable property of this State, as fixed by the State board of equalization in the year one thou- sand eight hundred and seventy three, and in each year there- after, for the use and maintenance of the University of Michi- gan the sum of one-twentieth of a mill on each dollar of said taxable property, to be assessed and paid into the treasury of the State in like manner as other taxes are by law levied, assessed and paid ; which tax, when collected, shall be paid by the State Treasurer to the board of regents of the University, in like manner as the interest on the University fund is paid to the treasurer of said board." This amounts to about $45,000 annually. Wisconsin— One-Eighth of a Mill. " An act to permanently provide for deficiencies in the University fund income. " The people of the State of Wisconsin, represented in Senate and Assembly, do enact as follows : " Sec. I. There shall be levied and collected for the year 1877, and annually thereafter, a State tax of one-tenth of one — 24 — mill for each dollar of the assessed valuation of the taxable property of this State, and the amount so levied and collected is hereby appropriated to the University Fund Income, to be used as a part thereof." By section 390, R. S., Wisconsin, the tax was increased to one-eighth of a mill, yielding an income of over $70,000 annually. Kentucky— One-Half of One Cent on Each One Hundred Dollars. " An act for the benefit of the Agricultural and Mechanical College of Kentucky," approved April 29, 1880. " Be it enacted by the General Assembly of the Common- wealth of Kentucky : " Sec. I. That for the purpose of endowing the Agricul- tural and Mechanical College of Kentucky ***** ***** a tax of one-half of one cent on each one hundred dollars value of the property in the State liable to tax- ation for State revenue, shall be paid by the owners of said property, or the persons assessed for taxation with respect to said property, at the times the taxes for State revenue are, by law, payable in the year 1880, and a like tax of one-half of one cent on each one hundred dollars of value of said property shall likewise be paid at the same time in the year 1881, and in each and every succeeding year thereafter." Public Lazvs^ 1^79^ P- ^37- This makes about $25,000 annually. Colorado— Three-Fifths of a Mill on the Property of the State. " To provide for the maintenance and support of the Agri- cultural College of Colorado, the college farm, and for the erec- tion of such buildings as by the State Board of Agriculture shall be deemed advisable. " Be it enacted by the General Assembly of the State of Colorado : " Sec. I. That there shall be levied and assessed upon all taxable property, both real and personal, within this State, in the years 1881 and 1882, the following tax for the maintenance and support of the Agricultural College, the college farm, and for the erection of such buildings as the State Board of Agri- culture shall deem advisable, one-fifth of one mill on each and every dollar, to be known as the Agricultural College Tax, and to be assessed and collected in the same manner and at the — 25 — same time as is now, or may be prescribed by law for the assess- ment and collection of State revenues." Approved February 8, 1881. This law has been in force each year since, and precisely similar ones granting to the University of Colorado and to the State School of Mines, each, one-fifth of a mill, making in all three-fifths of a mill, and amounting to about $80,000 annu- ually. Oregon— One-Tenth of a Mill " An act to aid in the support of the University of Oregon. " Be it enacted by the Legislative Assembly of the State of Oregon : "Sec. I. That there is hereby levied an annual tax of one- tenth of one mill on the dollar upon all the taxable property within the State for University purposes, to be levied and col- lected as other taxes are collected, and the fund arising there- from shall be paid into the State Treasury and kept separate from other funds, and shall be known as the University Fund." x\pproved October 17, 1882. General Laws Oregon^ 1882^ p. 8. This yields about $8,000 annually. Indiana— One-half of One Per cent, on Each One Hundred Dollars " An act to provide a fund for the permanent endowment of the Indiana University," approved March 8, 1883. " There shall be assessed and collected, as State revenues are assessed and collected, in the year 1883 and in each of the succeeding twelve years, the sum of one half of one per cent, on each one hundred dollars of taxable property in the State, which money, when collected and paid into the State Treasury in each of the years named in this act, shall be placed to the credit of a fund, known as the Permanent Endowment Fund of the Indiana University." It is estimated that this will make, in the 12 years, about $700,000, nearly $60,000 annually on an average. California— One per Cent, on Each One Hundred Dollars. " An act to provide for the permanent support and im- provement of the University of California by the levy of a rate of taxation and the creation of a fund therefor," approved Feb- ruary 14th, 1887. — 26 — "Sec. I. There is hereby levied, annually for each fiscal year, an ' ad valorem ' tax of one per cent, upon each one hun- dred dollars of value of the taxable property of the State, which tax shall be collected by the several officers charged with the collection of State taxes, in the same manner and at the same time as other State taxes are collected, upon all or any class of property, which tax is for the support of the University of Cal- ifornia." The money so derived is called the " State University Fund," and is appropriated without reference to fiscal years to the support and permanent improvement of the university, and the regents must report to the Governor in their bi-ennial re- port, the manner of its expenditure. Lazvs of California^ extra session, iSSy^ chap, j, p. 2, This amounts to over $100,000 annually. SUMMARY : Nevada, amount not known. Nebraska, -Xs of a mill, making $60,190, or 13 cents per capita of population. Michigan, i 20 of a mill and $115,000, making $158,252, or 91^ cents per capita of population. Wisconsin, }i of a mill, making $71,408, or 5^4 cents per capita of population. Kentucky, 1-20 of a mill, making $25,860, or i^^ cents per capita of population. Colorado, 3 5 of a mill, making $78,000, or 40 cents per capita of population. Oregon, i-io of a mill, making $7,718, or 5 cents per capita of pop- ulation. Indiana, i 20 of a mill, making $40,000, or 2 cents per capita of population. California, i-io of a mill, and $50,000, making $151,213, or 20 cents per capita of population. 4. THE FINANCIAIv AID GIVEN BY THE STATES TO HIGHER EDUCATION. The States Have Given Nearly $30,000,000 for Higher Educa- tion, an Average of over $650,000 for each State and Terri- tory. Ohio has Given less than $400 000, and Stands Twenty- sixth on the list of States. The following is a graphical representation of State aid to higher education in the United States : - i ^ m S 3 LiJ n 1 1 1 1 1 1 1 1 C/D r. — X •-: X 'Ti X c: ?c — I- *^ I- T. c: ?! c: *^ ^ r^ ~ I- I- — . -^ X ^ ^ I'- » ^ C' I- o X "O Q ri -f -t c -JD — ' o rt" 5 X 3 ^ -f I't I" tr* t'- r; «:? X ^ o "^ ^ ^ '- '^ X j: X -t< I- "M rt O it ■-£■ C C -/- I - I - -r I ? r: -f ro — I c r: i - 71 71 "M -M 71 — — -^ — — n -3 .5 ?8 V c o o Jz ,^ 'jz '-^ E > o 3 c 01 oJ u ^ o v: if v: — w c w u Ji o .± 2: :^ — 27 — TABI.E OF STATE AID TO HIGHER EDUCATION, VAI.UE OF PROP- ERTY, AND POPULATION. STATE. South Carolina California Michigan .... Virginia Massachusetts , Mississippi. . . . Iowa Indiana Wisconsin .... Pennsylvania . Georgia Kansas Colorado New York Louisiana .... Maryland Nebraska Minnesota .... Illinois Texas North Carolina Maine Connecticut .. . Alabama West Virginia. Ohio Arkansas Kentucky .... Dakota, N.&S. Nevada Delaware N. Hampshire. Vermont Oregon Florida , , Montana Missouri Tennessee .... Washington . . . New Jersey . . . Rhode Island . APPROPRIA- TIONS FOR HIGHER EDUCATION. TO li 52,826,999 2,468,231 2,195,968 2,135)675 1,764,368 1,714,372 1,454,098 1,453,000 1,203,377 1,088,947 983,181 922,606 891,398 890,241 794,590 716,997 666,145 583,000 531,000 382,487 355,580 313,718 288,676 279,750 278,962 264,534 257,894 192,000 143,096 135,471 116,000 106,934 90,500 70,500 30,750 ASSESSED VAI.UE OF PROPERTY. 1886. ^149,973,365 1,012,135,832 945,450,000 375,043,238 1,847,531,422 122,736,838 501,379,744 793,526,079 581,264,749 3,166,016,915 329,489,505 310,871,546 130,000,000 3,224,682,343 212,725,464 485,839,772 160,506,266 469,831,464 797,773 002 562,103,223 202,752,622 265,978,716 348,774,879 214,925,869 173,993,762 1,688,676,168 126,826,394 517,214,301 157,084,366 34,936,210 ? 231,659,265 157,192,262 77,188,694 76,611,409 60,000,000 725,775,259 256,456,761 ,50,212,581 573,256,304 ,„3.28,5,3.o>5_59. POPULATION 1890. 1,147,161 1,204,002 2,089,792 1,648,911 2,233,407 1,284,887 1,906,729 2,189,030 1,683,697 5,248,574 1,834,366 1,423,485 410,975 5,981,934 1,116,828 1,040,431 1,056,793 1,300,017 3,818,536 2,232,220 1,617,340 660,261 745,861 1,508,073 760,448 3,666,719 1,125,385 1,855,436 510,273 44,327 167,871 375,827 332.205 312,490 390,435 131,769 2,677,080 1,763,723 349,516 1,441,017 - 345^343 — 28 — States that have given liberally, and confined their gifts to one institution have made great universities, others have not. 5. INSTITUTIONS FOUNDED ON THE AGRICULTURAL AND MECHANICAL LAND GRANTS OF CONGRESS. List of the legal names and locations : Alabama : Agricultural and Mechanical College, Auburn. North Alabama Agricultural School, Athens. Southeast Ala- bama Agricultural School, Abbeville. Arizona : University of Arizona, Tucson. Arkansas : Arkansas Industrial University, Fayetteville. California : College of Agriculture of the University of California, Berkeley. Colorado : State Agricultural College of Colorado, Fort Collins. Connecticut : Sheffield Scientific School of Yale Univer- sity, New Haven. Storrs Agricultural School, Mansfield. Delaware : Delaware College, Newark. Florida : Florida State Agricultural and Mechanical Col- lege. Lake City. Georgia : Georgia State College of Agriculture and Me- chanic Arts, Athens Middle Georgia Military and Agricul- tural College, Milledgeville. North Georgia Agricultural Col- lege, Dahlonega. South Georgia College, Thomasville. South- west Georgia Agricultural College, Cuthbert. West Georgia Agricultural and Mechanical College, Hamilton. Illinois : College of Agriculture of the University of Illi- nois, Urbana. Indiana : School of Agriculture, Horticulture and Veter- inary Science of Purdue University, La Fayette. Iowa : Iowa State College of Agriculture and Mechanic Arts, Ames. Kansas : Kansas State Agricultural College, Manhattan. Kentucky : Agricultural and Mechanical College of Ken- tucky, Lexington. Louisiana : Louisiana State University and Agricultural and Mechanical College, Baton Rouge. Maine: Maine State College of Agriculture and the Me- chanic Arts, Orono. Maryland : Maryland Agricultural College, Agricultural College. — 29 — Massachusetts : Massachusetts Agricultural College, Am- herst. Michigan : Michigan Agricultural College, Agricultural College. Minnesota : College of Agriculture of the University of . Minnesota, St. Anthony Park. Mississippi : Agricultural and Mechanical College of Mis- sissippi. Agricultural College. Alcorn Agricultural and Me- chanical College, Rodney. Missouri : Agricultural and Mechanical School of the University ot the State of Missouri, Columbia. Nebraska : Industrial College of the University of Ne- braska, Lincoln. Nevada: School of Agriculture of the Nevada State University, Reno. New Hampshire : New Hampshire College of Agriculture and the Mechanic Arts, Hanover. New Jersey : Rutger's Scientific School of Rutger's Col- lege, New Brunswick. New Mexico : Agricultural College of New Mexico, Las Cruces. New York : College of Agriculture of Cornell University, Ithaca. North Carolina : The North Carolina College of Agricul- ture and Mechanic Arts, Raleigh. North Dakota : North Dakota Agricultural College, Fargo. Ohio : Ohio State University, Columbus. Oregon : Oregon State Agricultural College, Corvallis. Pennsylvania : The Pennsylvania State College, State College. Rhode Island : Brown University, Providence. The Rhode Island State Agricultural School, Kingston. South Carolina : College of Agriculture and Mechanic Arts of the University of South Carolina, Columbia. Claflin University, College of Agriculture and Mechanics' Institute, Orangeburgh. South Dakota : South Dakota Agricultural College, Brookings. — 30 — Tennessee : State Agricultural and Mechanical College of the University of Tennessee, Knoxville. Texas : State Agricultural and Mechanical College of Texas, College Station. Utah : Agricultural College of Utah, Logan City. Vermont : University of Vermont and State Agricultural College, Burlington. Virginia : Virginia Agricultural and Mechanical College, Blacksburgh. Hampton Normal and Agricultural Institute, Hampton. West Virginia : West Virginia University, Mgrgantown. Wisconsin : College of Agriculture of the University of Wisconsin, Madison. 31 STATISTICS OF I.AND GRANT COI.IvKGES. STATES. NUMBER OF ACRES. LAND SCRIP ENDOWNENT. am't rec'd PER ACRE. NO. OF TEACH- ERS. NO. OF STUDENTS. Alabama Arkansas California Colorado Connecticut Delaware Florida 240,000 150,000 150,000 90,000 180,000 90,000 90,000 270,000 450,000 390,000 240,000 90,000 330,000 210,000 210,000 210,000 390,000 240,000 120,000 207,920 330,000 90,000 90,000 150,000 210,000 $ 253,500 135,000 771,686 112,500 135,000 83,000 155,800 243,000 450,000 340,000 649,396 501,426 200,000 210,000 118,300 115,943 219,000 600,000 526,837 188,028 170,000 39,504 95,000 80,000 116,000 ^I 06 90 5 H I 25 75 92 I 73 90 1 00 87 2 70 5 57 60 1 00 56 55 56 2 50 4 39 90 52 44 I 05 53 55 19 25 35 12 38 8 8 45 15 36 26 21 22 14 12 7 13 29 22 28 II 23 9 12 21 5 51 8 175 443 541 135 308 70 83 836 390 410 291 472 295 88 125 45 146 400 491 503 666 325 143 33 193 Georgia ^ Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts.. . . Michigan Minnesota Mississippi ^ Missouri Nebraska Nevada New Hampshire. New Jersey New Mexico New York North Carolina. . . North Dakota . . 989,920 270,000 6,661,473 125,000 6 73 46 1022 187 Ohio 630,000 90,000 780,000 120,000 180,000 342,450 93^985 406,000 50,000 191,800 54 I 04 52 41 I 07 34 12 22 22 38 19 18 22 401 91 167 1221 226 Oregon Pennsylvania .... Rhode Island .... South Carolina. . . South Dakota. Tennessee Texas 300,000 180,000 403,500 209,000 I 34 I 16 426 195 Utah ^ Vermont Virginia * West Virginia . . . Wisconsin^ 150,000 300,000 150,000 240,000 135,530 285,000 90,000 363,738 90 95 60 I 51 16 12 16 9 468 752 193 637 Totals 9,597,840 $15,866,371 ;^i 65 808 14692 (1 ) Six separate institutions. (2) Two separate institutions. ( 3) No returns received. (4) Two separate institutions. (5) Only teachers in Agricultural Department reported. All of above is from Report No. 2697 to House of Rep's on Senate Bill 3714 (51st Cong., ist session) July, 1890. — 32-i- 6. UNIVERSITY ENDOWMENTS AND PROPERTY. XvCClcSlaSLlCa.1 . PROPERTY. ENDOWMENTS. TOTAL. Harvard $ 5,190,772 $ 5>i9o,772 Yale $ 509,600 657,680 1,167,280 Princeton 750,000 1,400,000 2,150,000 Northwestern Univ . . 1,615,000 812,000 2,427,000 WesleyanUniv.(Conn) 509,000 667,000 1,176,000 Brown 600,000 767,000 1,367,000 Tufts 200,000 700,000 900,000 Amherst 500,000 650,000 1,150,000 Hamilton 400,000 277,000 677,000 Madison 2 0,000 550,000 750,000 5,283,600 11,671,452 16,955,052 State Institutions : — Michigan 1,333,000 981,000 2,314,000 Minnesota 650,000 800,000 1,450,000 Wisconsin 790,000 800,000 1,590,000 Virginia 1,370,000 672,000 2,042,000 California 1,000,000 1,680,000 2,680,000 Missouri 1,050,000 582,000 1,632,000 Ohio 600,000 540,000 1,140,000 Texas 482,000 860,000 1,342,000 Illinois 450,000 400,000 850,000 Pennsylvania 1,550,000 1,100,000 2,650,000 9,275,000 8,415,000 17,690,000 Privately Endowed Institutions: — Cornell 1,300,000 5,000,000 6,300,000 Boston 1,200,000 Tulane 225,000 1,039,000 1,264,000 Vanderbilt 500,000 900,000 1,400,000 Bryn Mawr 350,000 750,000 1,100,000 Wellesley 2,000,000 225,000 2,225,000 Vassar 723,000 444,000 1,167,000 Johns Hopkins 650,000 3,000,000 3,650,000 De Pauw 250,000 300,000 550,000 Lehigh 1,000,000 2,000,000 3,000,000 6,998,000 13,658,000 21,856,000 Total of all ^21,557,000 $33,744,000 $56,501,000 Average of the thirty. . 718,567 1,124,800 1,883,367 Above is from Boone's Education in U. S. (about 1887.) 33 — II. What is Higher Education Worth? i. At the present time there is not more than one male grad- uate to every 100 men over 18 years old, in this country; i e., one per cent of the men are graduates. It is estimated that the proportion of college students to the entire population of the United States, and the number of students in the United States, at various times, have been as follows : 1840, I student to 1540 of population, or 11,084 students in the population of 17,069,453. i860, I student to 2,012 of population, or 15,727 students in the population of 31,443,321. 1870, I student to 2,546 of population, or 15,141 students in the population of 38,558,371. 1880, I student to 1,840 of population, or 27,802 students in the population of 50,155,783. 1886, I student to 1,400 of population, or 43,000 students in the population of 60,000,000. Inasmuch as the college course is four years long at nearly every college in the land, there could have been graduated on the average, in 1886, no more than 11,000 students; so in 1840, there could have been graduated no more than 3,000 students, and the average therefore for the 46 years from 1840 to 1886, more than a generation, would be only 7,000 per year, or at the present time, if every person that had graduated since 1840 was still alive there would be only 322,000 graduates in this coun- try. One-fourth of these probably are women, leaving 250,000 men graduates in a population of over 30,000,000 men or 15,000,000 of voting age. The odds, therefore, so far as mere numbers go, against a college-man securing any given place, on the average, are 60 to i. But since the above is very liberal, the odds probably are 100 to one. And when we remember that three-fourths of the college-men have, heretofore, gone into some of the professions, the odds are 400 to one. — 34 — 2. The College-bred Man is Surer to Succeed in Business than the Non-college Man. This is frequently denied, and the latest and strongest utterance on this side is that of Andrew Carnegie as follows : " I do not speak of the effect of college education upon young men training for the learned professions, but the almost total absence of the graduate from high position in the business world seems to justify the conclusion that college edu- cation as it exists is fatal to success in that domain. The grad- uate has not the slightest chance, entering at twenty, against the boy who swept the office, or who begins as shipping clerk at fourteen." Mr. Carnegie, however, says further on in the same article : " Three of the largest steel manufacturing concerns in the world are already under the management of three young educated men — students of these schools ( technical schools) who left theory at schools for practice in the works while yet in their teens; — Walker, Illinois Steel Co., Chicago ; Schwab, Edgar Thompson Works ; Potter, Homestead, Steel Works Pittsburgh — are types of the new product, not one of them yet thirty." **Ivet no one therefore, under-rate the advantages of educa- tion ; only it must be education adapted to the end in view and must give instruction bearing upon a man's career." Mr. Carnegie's position in the first paragraph above is assailed, and it seems to me annihilated by the statements of the following men, every one of whom has had as great oppor- tunities for judging as has Mr. Carnegie. Henry T. Sloaite{oi the Carpet firm of W. «&: J. Sloane, New York.) " With the large number of men we employ, I have an op- portunity to compare the college man with the non-college man, and I can unhesitatingly say that the college man has the advantage every time." IVm. W. Astor : " I should say that such an assertion was absurd." Richard A. McCurdy, Pres. Mut. Life Ins. Co.,(N. Y. ) " If success means ability to handle large topics in a large way, the elevation of the individual, and humanity as well, then no education can be too large, too broad, too deep." — 35 — Logan C. Mtirray, Pres. U. S. Nat. Bank(N. Y.) " I do not believe there are 500,000 college graduates in business in the United States ; there are 20,000,000 uneducated men in business. I venture to assert that out of the 500,000 there are ten times as many prosperous men to the same pro- portion of the uneducated business men." Chaimcey M. Depew : " The college bred man, under equal conditions has a trained intellect that enables him to catch up with and pass his uneducated rival. * * * * Hundreds of college graduates with- in the last five years have begun in the various departments of railway work at the bottom ; and my observation has demon- strated the value of a college education." James W. Alexander^ Vice Pres. Equitable Life Asso- ciation, New York. " If a fair statement could be made of the facts, I believe the showing would be vastly in favor of the college man." Abram S. Hewitt. " I have given my children the best possible educational advantages. If I were offered a fortune without education, or an education without fortune, I should unhesitatingly accept the education." Charles L. Colby : " If two men of equal ability start together in the race, one an educated man, and the other without college training, the college man will win every time in the long run." Brayton Ives^ Pres, Western Nat. Bank. " I can trace every step in my own career to the influence of my college course. I am willing to pin my faith on the man who has what Mr. Carnegie would consider the handicap of a college education." J. Edward Simmons^ Pres. Fourth Nat. Bank, N. Y. " I believe in education, no matter what a boy is going to do after securing it " President Tappan^ of Gallatin Bank N. Y. "As to the practical value of a college education I believe in it for any calling. It is necessary in the professions. It is invaluable in business." Presideitt Nash of Com. Exchange Bank. " I think that the boy who has had a college education will — 36 — quickly catch up with the boy who has not, and then beat him, I did not have a college training myself. I regret it. I have sent my own boy to college. I would rather hire a college-bred young man." E. S. Aiichincloss^ merchant " I regard as absurb the assertion that an uneducated man can succeed better in business than an educated man. The wonder is that men can be found who will take the other side of this question." Erastus Winian^ Manager of R. G. Dun & Co.'s Mercantile x\gency. " It is hurtful beyond estimate that business capacity and an advanced education are to be divorced. The fact is, that it is an outrageous untruth, unjust, hurtful, and full of the veriest cant. * * * * * * The ignorant business man is least calculated to work out the destiny of this continent ; it will be only the athlete in knowledge who will shape its future. * * * >K * No nobler purpose can be conceived than that which helps to cultivate the mind for the practical side of life. Its development fits for every duty, ennobles every pursuit, and enriches every generation to a greater degree than all the ef- forts of ignorance, even if it is combined with wealth." 3. The Coliege-bred Man Largely Directs the Affairs of this Country. From One Per Cent, of the Men— the Col- lege-bred Men — are Selected More than 50 Per Cent, of Our National Officers. In the fortieth Congress, 47 per cent, of Senate, and 32 per cent, of the House were college graduates. In the forty-first Congress, 46 per cent of Senate, and 31 per cent, of House. In the forty-second Congress, 46 per cent, of Senate, and 32 per cent of House. The per centages of college graduates among high govern- ment officers have been as follows : Presidents 70 Secretaries of War 61 Postmaster- Generals 53 Vice Presidents 50 — 37 — Secretaries of the Navy 47 Speakers of the House 61 Secretaries of State 65 Secretaries of Interior 50 Secretaries of Treasury 48 Attorney Generals 53 Associate Judges of Supreme Court 73 Chief Justices of Supreme Court 83 This certainly speaks high for the college graduate, when we remember that only about one per cent, of the voters of the country are college graduates, yet they make up from 47 to 83 per cent, of our highest officers. Thirty-nine of the fifty-six signers of the Declaration of Independence were college graduates. 4. Seventy Per Cent, of Our Presidents have been College- bred Men. Washington, never attended college, but, under his moth- er's direction, his education embraced a course in English, Mathematics, History, Natural and Moral Philosophy. John Adams, graduated at Harvard. Jefferson, educated at William and Mary College. Madison, educated at Princeton. Monroe, educated at William and Mary College. J. Q. Adams, educated at University of Leyden, and at Cambridge. Jacksori, self-educated. Martin Van Buren, educated at an academy. Wm. Henry Harrison, educated at Hampden Sydney Col- lege. John Tyler, educated at William and Mary College. Jas. K. Polk, educated at University of North Carolina. Zach. Taylor, educated by private tutor. Millard Fillmore, self educated. Franklin Pierce, educated at Bowdoin College. Buchanan, educated at Dickinson College. Lincoln, self-educated. Andrew Johnson, self-educated. U. S. Grant, educated at West Point. — 38 — R. B. Hayes, educated at Kenyon College. Garfield, educated at Williams College. Arthur, educated at Union College, N. Y. Cleveland, largely self-educated. Benj. Harrison, educated at Miami University. 5. Benevolent Rich Men Give their Money Largely to institu- tions for Higher Education— More than $40,000,000. SOME BEQUESTS AND GIFTS TO COLLEGES AND UNIVERSITIES. Stephen Girard, Leland Stanford, Asa Packer, Johns Hopkins, Paul Tulane, Isaac Rich, Jonas G. Clark, Vanderbilts, James Lick, W. C. DePauw, John G. Green, Leonard Case, Peter Cooper, Ezra Cornell, Matthew Vassar, George L Seney, S. W. Phoenix, E. P. Greenkaf, Amasa Stone, Benj, Bussey, Ario Pardee, Joseph Sheffield, Joseph W. Taylor, Henry W. Sage, Daniel B. Fayerweather,Nunierous, Girard College, Pa., $8,000,000 Leland Stanford, Jr. U'v., Cal. 5,000,000 Lehigh Univ., Pa., 3,500,000 Johns Hopkins Univ., Md., 3,500,000 Tulane Univ., La., 2,500,000 Boston Univ., Mass., 2,000,000 Clark Univ., Mass., 2,000,000 Vanderbilt Univ., Tenn., 1,775,000 Univ. of California, 1,650,000 DePauw Univ., Ind., 1,500,000 Princeton College, N. J., 1,500,000 School of Applied Science, O., 1,200,000 Cooper Union, 1,200,000 Cornell University, N. Y., 1,000,000 Vassar College, N. Y., 908,000 Wesleyan Univ., Conn., 700,000 Columbia College, N. Y., 650,000 Harvard College, Mass., 630,000 Adelbert College, O., 6oo,coo Harvard College, Mass., 500,000 LaFayette College, Pa., 500,000 Yale College, Conn., 500,000 Bryn Mawr College, Pa., 450,000 Cornell University, N. Y., 342,000 2,100,000 $44,205,000 — 39 — 6. "The Large Majority of Graduates who have Become Distinguished by the Work of their Life were, in Col- lege, Scholars of the Highest Rank." Of the renowned graduates of Harvard for the first half of this century, four-fifths ranked in the first quarter of the class to which they belonged. At Yale, nine-tenths of her distinguished graduates between 1819 and 1850, were either first, or among the first, in scholar- ship in the class to which they belonged. The twenty-five most distinguished men who graduated at Amherst between 1822 and 1850, were, with one or two excep- tions, excellent scholars. Those composing the long list of the honored roll of Dart- mouth College for forty years, were scholars of exceedingly high rank. The most distinguished graduates of Bowdoin from 1806 to 1850, have been as a rule among its most distinguished scholars. President Woolsey, of Yale, received the highest honors at Yale in the class of 1820. President Eliot, of Harvard, was one of the first in his class of 1853. President Porter, was third of his class of 1831. President Seelye, of Amherst, was one of the first of the class of 1853. President Smith, of Dartmouth was third in the class of 1830. President Bartlett, of Dartmouth, was one of first in the class of 1836. President Barnard of Columbia, received second honors at Yale in 1828. George Ripley was distinguished at Harvard in the class of 1823. Holmes was an excellent scholar in Harvard's class of 1829. Bryant's two years at Williams gained him distinction in languages. Phillips Brooks was a high scholar at Harvard in the class of 1855. — 40 — O. B. Frothino^ham was salutatorian at Harvard in the class of 1843. Dr. Storrs attained high scholarship in the class of 1839, at Amherst. Dr. Huntington was valedictorian of same class at Amherst. Dr. Buddington of Brooklyn, was third at Yale in 1834. Dr. Bellows and Dr. Sam'l Osgood both attained high rank at Harvard in the class of 1832. Rufus Choate, graduated at Dartmouth with a perfect mark. Benj. R. Curtis, stood among the first in Harvard's class of 1829. Richard H. Dana, Jr., was a high rank man of the class of 1837 of Harvard. Charles Devens, was, also, in the class of 1838. Wm. M. Evarts was one of the highest scholars in Yale's class of 1837. Webster was one of the finest scholars at Dartmouth in the class of 1801. Calhoun attained the highest distinction at Yale in 1804. S. P. Chase was a high scholar in the class of 1826, at Dartmouth. B. R. Hoar was a high scholar in the class of 1835 at Harvard. Geo. F. Hoar was a high scholar in the class of 1846 at Harvard. Caleb Cushing was salutatorian of Harvard's class of 1814. Geo. S. Hilliard and Robert C. Winthrop were eminent scholars of the class of 1828. Charles Summer was distinguished in college. Wm. P. Fessenden was eminent in his class of 1823. Geo. P. Marsh was conspicuous in his class of 1820 at Dartmouth. President James Walker, of Harvard, was a leading scholar of the class of 1814. President Felton, of, Harvard, attained high distinction in the class of 1827. President Hill was second scholar of the class of 1843. Professor Bowen, of Harvard, was first scholar of the class of 1833. — 41 — Professor lyovering, of Harvard, was fourth scholar of the class of 1833. Professor Torrey, of Harvard, was also a high scholar of class 1833. Professor Peirce, of Harvard, was conspicuous in the class of 1829. Professor Cooke, of Harvard, was conspicuous in the class of 1846. Professor Child, of Harvard, was the most eminent scholar of the class of 1846. Professor Goodwin, of Harvard, was salutatorian of class of 1850. Professor Loomis, of Yale, was third in the class of 1830. Professor Dana, of Yale, was fourth in the class of 1833. Dr. Leonard Bacon, of Yale, was fourth in the class of 1820. Professor H. B. Hackett, of Amherst, was valedictorian of his class of 1830. Professor W. S. Tyler, of Amherst, was salutatorian of his class of 1830. Professor C. A. Young was the first scholar at Dartmouth in the class of 1853. Professor Stowe was a high scholar at Bowdoin, in class of 1824. Professor Samuel Harris was a high scholar at Bowdoin, in class of 1833. Professor Ezra Abbott was among the first at Bowdoin, in class of 1840. George Bancroft was a high scholar in Harvard's class of 1817. W. H. Prescott was among the high scholars of Harvard, in the class of 181 4. Dr. Palfrey was a distinguished member of the class of 1815. John Lothrop Motley stood high in his class. Edward Everett was first in his class of 181 1. Emerson was class poet of his class of 182 1, and his rank was honorable. Li^ The State bears the same relation to this school that the public sustains to the district schools. The public faith, the fTublic revenues, the public honor, are just as surely pledged to the success of the "0. 8. U." as they are to our common schools. She has conferred upon this school — the "O. S. U." — her own name, and thereby pledged herself to see to it that an institution worthy a great name and a great State shall flourish here. * * * You can conceive of no one agency so potent in maintaining the high rank which our State has achieved in the sisterhood of States as a well endowed, prosperous, thoroughly equipped university.'' No nobler expression of the State's duty has ever been given than that of ex-President A. D. White, of Cornell : " The main provision for advanced education in the United States must be made by the people at large acting through their legislatures to endow and main- tain institutions for the higher instruction, and free from sectarian control." "The past history and present condition of higher education in the United States raises a strong presumption in favor of making it a matter for public civil action, rather than leaving it mainly to the prevailing system of sectarian devel- opment." " Careful public provision by the people for their own system of advanced in- struction is the only republican and the only democratic'method." " Public provision, that is, the decision and provision by each generation as to its own advanced education, is, alone, worthy of our dignity as citizens" " By public provision can private gifts be best stimulated." " By liberal public grants alone can our private endowment be wisely di- rected or economically aggregated." " Our existing public school system leads logically and necessarily to the en- dowment of advanced instruction." " Not only does a due regard for the material prosperity of the nation demand a more regular and thorough public provision for advanced education, but our highest political interests demand it." " It is a duty of society to itself, a duty in the highest sense, a duty which it cannot throw off, to see that the stock of genius and talent of each generation shall have opportunity for development, that it may Increase the world's stock and aid in the world's work." SEP 13 1900 LIBRARY OF CONGRESS