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"Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” 1

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"The Land-Grant Act is probably the most important specific enactment made in the interest of education. It recognizes the principle that every citizen is entitled to receive educational aid from the Government and that the common affairs of life are proper subjects with which to train men.

"Its provisions are so broad that the educational development of all future time may rest upon it. It expresses the final emancipation from formal traditional and aristocratic ideas, and imposes no methods or limitations. "It recognizes the democracy of education, and leaves all the means to be worked out as time goes on."-LIBERTY HYDE BAILEY.

1 Ordinance of 1787, for the government of the Northwest Territory.

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LETTER OF TRANSMITTAL

DEPARTMENT OF THE INTERIOR,

BUREAU OF EDUCATION,

Washington, D. C., December 5, 1924.

SIR: For nearly 63 years the United States Government has encouraged a program of higher education in agriculture, mechanic arts, home economics, and in basic sciences and arts, through the provisions of the Morrill Act of 1862. The colleges established in the several States as a result of this act are required by law to report annually to the Secretary of the Interior regarding their progress; and under the second Morrill Act of 1890 and the Nelson amendment of 1907, granting to each State certain sums of money now amounting to the sum of $50,000 annually for the further support of these institutions, the Secretary of the Interior, through the office of the Commissioner of Education, was given administrative authority in cooperation with the States in carrying out the provisions of the aforementioned act relating to these colleges.

In view of this historical relation of the Department of the Interior to these colleges, it is important to have an appraisal of the educational achievements made by these institutions for more than half of a century, and particularly for the decade of 1910 to 1920. In this survey, which has been organized by Dr. Walton C. John, of the Division of Higher Education of this bureau, over 65 specialists and leaders in scientific thought in these and related institutions have made valuable contributions regarding the programs and progress made in their respective fields.

It is believed that this survey, which includes five of the more important aspects of the land-grant colleges, will be of assistance to students of higher education in general and particularly to those who are interested in the advancement of the work of the land-grant colleges. I therefore recommend the publication of this bulletin. JNO. J. TIGERT,

The SECRETARY OF THE INTERIOR.

Commissioner.

FOREWORD

For the sake of convenience this survey of land-grant college education is divided into five sections, published separately, as follows:

Part I. History and Educational Objectives of Land-Grant College Education.

Part II. The Liberal Arts and Sciences and Miscellaneous Subjects in Land-Grant Colleges.

Part III. Agricultural Education in Land-Grant Colleges.

Part IV. Engineering and Mechanic Arts in Land-Grant Colleges. Part V. Home Economics in Land-Grant Colleges.

Such subjects as could not be readily classified under agriculture, engineering, or home economics have been brought together in Part II. They include the liberal arts and sciences, agricultural economics, rural sociology, industrial journalism, military training, physical education, and education in the negro land-grant colleges.

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