COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS.-I

Nine charts, illustrative of the growth and development of land-grant colleges since the act of Congress of 1862 providing for their endowment, are presented both in connection with the regular Bureau exhibit and also in the land-grant college exhibit in the building of the Palace of Education. These colleges have won a very distinct place in American educational life, and doubtless have had much to do with the phenomenal industrial development of the past forty years. The institutions known as land-grant colleges" form the only class receiving aid directly from the National Government, except the Military and Naval academies. The first aid was given in the form of public lands; but the funds arising from their sale being insufficient to meet the growing needs of these institutions they were supplemented in 1890 by provision for an annual grant, beginning with $15,000 to each and gradually increasing until in 1900 it reached the maximum of $25,000, at which it remains. These institutions at present number sixty-five. Separate institutions for white and for colored students are maintained in each one of the South Atlantic and South Central States, thus causing a division of the fund to which the State is entitled between two institutions.

The income derived from Federal sources being restricted to maintenance, it was necessary for each State to make provision for buildings, apparatus, sites, etc., and this has been generously done in each and every instance. The individual States may be said to have shared with the National Government equally in the upbuilding of these useful institutions. The Report of the Commissioner of Education for 1903 shows that 47.6 per cent of all moneys received by landgrant colleges was derived from the States and Territories.

The Federal grants did not in all cases result in the creation of new institutions, but in many of the States new departments to meet the requirements of the act of 1862 were engrafted upon some institution already established.

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Colleges of agriculture and the mechanic arts endowed by national land grantsIncrease in institutions, professors, and students.

Colleges of agriculture and the mechanic arts endowed by national land grantsRecent growth in number of students (including students in preparatory department).

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Colleges of agriculture and the mechanic arts endowed by national land grantsAttendance in 1890 compared with that of all other institutions for higher education.

Colleges of agriculture and the mechanic arts endowed by national land grants— Regular technical students pursuing degree courses in 1903.

Colleges of agriculture and the mechanic arts endowed by national land grants— Annual income compared with that of all other institutions of higher education.

Colleges of agriculture and the mechanic arts endowed by national land grants— Value of property owned, 1903.

COLLEGES OF AGRICULTURE AND THE MECHANIC ARTS. II.

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Colleges of agriculture and the mechanic arts endowed by national land grants— Increase in the value of buildings, grounds, and apparatus.

Colleges of agriculture and the mechanic arts endowed by national land grantsValue of buildings, grounds, and apparatus of land-grant colleges compared with that of all other institutions of higher education.

Colleges of agriculture and the mechanic arts endowed by national land grants— Growth of libraries compared with that of all other institutions of higher education.

PROFESSIONAL EDUCATION IN THE UNITED STATES.

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Sex of students in professional and allied schools, 1902.

Professional education in the United States-Growth in twenty-two years, 1880–

EDUCATION OF TEACHERS IN THE UNITED STATES.

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Enrollment of normal students in the several classes of institutions in 1902.

In addition to the professional training given in regular normal schools of various grades to those preparing to teach, many cities and almost all the liberal-arts colleges have established teachers' training departments or courses. This chart presents the numbers attending normal schools, high schools, and universities and colleges for the year 1902, by geographical divisions, and shows for the United States approximately 72, 18, and 10 per cent in attendance in the three classes of schools, respectively. It is interesting to note in this connection the fact that the North Atlantic States show the largest attendance in high schools, while the North Central exceed in normal school attendance.

The realization on the part of the public as to the needs of normal training for teachers in the public service is shown by the yearly increase in public appropriations during the last thirteen years. This increase in the sums for maintenance, although subject to slight fluctuations from year to year, is very marked, and registers a true growth in popular appreciation of this branch of professional training. The amount appropriated for buildings, from the nature of the case, is subject to greater variations from year to year.