Comparison of the developments of both agricultural and engineering education shows that in many respects their growth has been parallel and in a certain sense complementary. But the programs of engineering education have been modified less than those of agriculture; first, because of their earlier grounding in the well-established mathematical sciences, a fact which has tended to limit engineering studies to the collegiate field from the beginning; second, because engineering for a long time was confined largely to the civil and mechanical branches.

The marked differentiation of courses took place only within the past 35 years and was largely caused by the advances made in the electrical and chemical sciences. As soon as agricultural education laid a thorough foundation on the scientific bases of biology and chemistry through the broad agency of the agricultural experiment stations, the content and method of its subject matter began to show a stability similar to those of the engineering courses of study. Because of the slowly forming standards and the inadequate preparation of the students, much of the earlier agricultural work was secondary in grade.

But agriculture not only has succeeded in establishing well-organized curricula, but it has enriched systematically the quality of its work and has extended the scope of its field of endeavor through the continual research of the experiment stations. And through the agency of the agricultural extension service the practical application of scientific agricultural knowledge has developed criteria of great value for education.

The effectiveness of these systematic contacts with scientific research and with agricultural life has not been overlooked in other fields. Through the movement to establish throughout the country well-equipped engineering experiment stations, engineering education is enlarging and deepening its sources. Because of the value of the contributions already made by the several State or privately supported stations, this movement has continually gained in strength.3

GROWTH IN HOME ECONOMICS

The education of women on an equal footing with men in the land-grant colleges led gradually to the establishment of technical courses of study or curricula particularly adapted to women's needs. As a result of the keen interest women have taken in opportunities for culture and service, home economics education is now generally considered one of the major educational divisions of these institutions, ranking with agriculture and engineering. Under the provisions of the Morrill-Nelson Acts of 1890 and 1907 home economics has been

Twenty-two stations were reported in 1923,

considered as one of the economic sciences. Therefore, home economics has benefited correspondingly with agriculture and mechanic arts from the annual Federal appropriation of $50,000 to each State. Furthermore, home economics has also been recognized by the Smith-Lever Act, which gave financial aid to home economics extension work as well as to agricultural extension through the agricultural colleges.

The college courses in home economics followed the trend of the earlier courses in agriculture; at first, they were to an extent utilitarian and not very scientific. Van Rensselaer, in 1824, included domestic economy in his plan for the institute which bears his name, and following that time a number of academies and colleges required women to work in the culinary departments and to undertake definite responsibilities under educational control.

From the beginning, Iowa State College made domestic science a part of the training for its women students. In 1875 a regular department of cookery and household arts was organized. In their relation to home economics teaching early recognition was given to physiology, chemistry, and other sciences. Later, the course included sewing and laundry work, scientific preparation of meals, comprehensive courses in cookery, and some instruction in the care of the sick.

In 1873 the Kansas State Agricultural College offered courses in sewing, and shortly afterwards added cooking and related branches. In 1874 the University of Illinois offered definite instruction in domestic science, and within a few years a large number of the landgrant colleges were equipped to give sound instruction in this important field, with increasing emphasis on the scientific bases in chemistry and physiology and other related sciences.

AIMS COMPARED

A distinction may be made concerning the present-day aims of the land-grant colleges compared with those of 1870. The scientific aim of that day was largely subjective; that is to say, the main interest was the organization of systems of scientific knowledge and procedure; to-day the scientific aim has become broadly objective, having in mind the development and the conservation of all our national resources, including a well developed theory and program of rural life, and it must minister not only to the professional needs of more than 30 highly specialized types of engineers, but to 50 or 60 professions in agriculture, home economics, and numerous other professional branches.

This increasing demand for so many types of professionally trained individuals naturally raises the question, To what extent in the future will the land-grant colleges become purely professional schools? On

the other hand, serious attempts have been made to overcome the difficulties arising from this professional trend and particularly in engineering, for as a rule highly specialized curricula are generally developed at the expense of the fundamental subjects and tend to weaken the student in those characteristics making for general strength and power of leadership.

SERVICE TO THE PUBLIC

The decade 1910-1920 was one of remarkable significance. Never before in the history of the world were so many forces-political, scientific, military, and educational-striving for world supremacy. The part played by the land-grant colleges and universities in determining these issues, in company with other higher educational forces, was highly significant and one which it is difficult to overestimate.

Suffice to say that the past decade has brought the public to realize the significance of well-trained leadership in the several fields of technical education. Of particular value also is the work the landgrant colleges and universities performed through the agricultural, home economics, and general extension work.

Indeed, through the extension service of some State institutions as many as 60,000 people, outside of the resident student groups, receive valuable and well-organized information based upon sound investigations and studies made by the resident teachers.

GENERAL SUMMARY

In these studies consideration is given to

(a) The general relations of the land-grant colleges to the country at large;

(b) The general foundations underlying the several curricula and special courses of study offered in the land-grant colleges;

(c) The character of typical curricula in the principal educational divisions;

(d) The development and present status of leading specialties in agricultural, engineering, and home economics education, including the training of teachers;

(e) The growth of research, extension, and other extramural educational activities;

(f) The material growth of the institutions.

In preparing the outline of this study the editor has followed to a considerable extent the divisions and special topics contained in the land-grant college reports which are compiled annually by the Bureau of Education; he has also greatly benefited by the assistance given him by Dr. A. F. Woods, president of the University of Mary

land, as well as by suggestions made by other contributors to the bulletin.

In order to secure some unity in the treatment of the large number of topics discussed in this study, the several contributors were requested to use the following general outline:

SUGGESTED OUTLINE FOR STUDY ON EDUCATIONAL DEVELOPMENTS IN LANDGRANT COLLEGES SINCE 1910

1. Status of the educational specialty previous to 1910. A brief historical

summary.

2. Development of subject matter for courses of study. Research.

3. Development of curriculum-its present status.

4. Important results.

5. Relation of educational output to present economic situation in the United States.

6. The future.

In no instances, however, was the outline allowed to interfere unduly with the best method of treating the particular topic. Indeed, there was a considerable variety of ways in which the outline was followed.

It is confidently believed that educators, as well as the public in general, will welcome the contributions in this survey, not only for their value but also because the work was done gratuitously by those whose time is largely occupied with other duties.

AN APPRECIATION OF SENATOR MORRILL

By J. L. HILLS

Dean of the College of Agriculture, University of Vermont, and Director of the Experiment Station

Justin S. Morrill was Representative and Senator from Vermont from 1854 to 1898. He represented Vermont; and its plain, thrifty folk held him to the task for 44 years.

He was the author of the first modern tariff law, upon which every subsequent protective tariff measure has been patterned. To him more than to any other man of his generation does our Capital City owe its superb architecture. However, his most enduring monument is not the classic edifice which houses the Congressional Library but the 69 land-grant colleges of which in every proper sense he was the father.

A country lad whose schooling ceased at 14, a village merchant with seemingly limited outlook, he came to sit among kings; and about his bier gathered the President and his Cabinet, the Supreme Court, Senators, diplomats, the mighty of this and other lands.