much of the succeeding legislation that had to do with the maintenance of resident instruction.

The funds derived from the sale of lands conveyed to the States under the terms of the First Morrill Act were, of course, unequal in the beginning and have since been managed with varying degrees of wisdom and foresight. At present the annual incomes from funds range from almost nothing in some States to as much as $180,000 in one State.10 Although in the beginning the incomes derived from these original land grants constituted a large part of the total receipts of the land-grant institutions, such incomes at present represent barely 1 percent of their total receipts, primarily because of the marked increases in Federal and State appropriations."

1912

Second Morrill Act.-In 1890 Congress passed the Second Morrill Act. The purpose of this legislation was to provide for the more complete endowment and maintenance of colleges for the benefit of agriculture and the mechanic arts. By this legislation each State and Territory received $15,000 for the year ending June 30, 1890. This sum was to be increased by annual increments of $1,000 annually until each State and Territory was receiving $25,000 yearly under the Act.13

Two limitations were placed on the States in the expenditure of these grants:

1. They were ". . . to be applied only to instruction in agriculture, the mechanic arts, the English language and the various branches of mathematical, physical, natural and economic science, with special reference to their applications in the industries of life, and to the facilities for such in

10 See Walter J. Greenleaf, Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1936, U. S. Office of Education Circular 168 (multilithed, 1936), pp. 24-5. Minnesota is the only State receiving more than about $60,000 per year; this State received approximately $270,000 in 1936 and $180,000 in 1937. See Walter J. Greenleaf, op. cit., and Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1937, U. S. Office of Education Circular 172 (multilithed, 1937), pp. 26-7.

11 In 1933-34, total income from the 1862 land-grant fund was $1,127,344; grand total receipts were $128,897,150. See U. S. Office of Education, Bulletin, 1935, No. 2, Biennial Survey of Education: 1932-1934 (Washington: U. S. Government Printing Office, 1937), ch. IV, pp. 435, 492. See also Table 1, p. 16.

12 Sec. 1. For text of Act see Appendix A.

13 Ibid.

14

struction." It will be observed that the provisions with

reference to the range of subjects that may be taught by the use of these funds is more restricted than are the provisions of the First Morrill Act.

15

2. ". . . no money shall be paid out under this act to any State or Territory for the support and maintenance of a college where a distinction of race or color is made in the admission of students, but the establishment and maintenance of such colleges separately for white and colored students shall be held to be a compliance with the provisions of this act if the funds received in such State or Territory be equitably divided. . . .' The Act then gives a definition of what shall constitute an equitable division. This provision was the result of a failure on the part of many of the Southern States to give adequate recognition to the Negro under the First Morrill Act.16 The data on the allocation of Federal funds in those States in which separate schools for the races are maintained indicate that this restriction has been effective.17

Nelson Amendment.-The Nelson Amendment, attached to the act making appropriations for the United States Department of Agriculture for the fiscal year 1908, is supplementary to the Second Morrill Act. Instruction is under the same limitation of subjects as obtains in that Act except ". . . colleges may use a portion of this money for providing courses for the special preparation of instructors for teaching the elements of agriculture and the mechanic arts." 18 This proviso was added as the result of a growing interest in the development of instruction in agriculture at the secondary school level and a dearth of adequately prepared teachers.19 The original grant was $5,000 a year to each State. This amount was increased at the rate of $5,000 a year until it reached the sum of $25,000.

14 Ibid.

15 Ibid.

16 True, op. cit., pp. 195-6.

17 See Table 3, p. 26.

18 For text of Act see Appendix A.

19 True, op. cit., F. 273.

Bankhead-Jones Act.-The most recent legislation relating to the maintenance of resident instruction in the land-grant colleges, the Bankhead-Jones Act passed in 1935, is an authorization for an increase in the annual grants to these institutions. Under its provisions,20 there have been appropriated for resident instruction, in addition to appropriations previously authorized, the sums of $980,000 for the fiscal year 1936, $1,480,000 for 1937, $1,980,000 for 1938, $2,480,000 for 1939, and $2,480,000 for 1940. If appropriations are made in accordance with authorizations, Federal grants to the States and Territories for resident instruction under the various statutes will continue at approximately $6,000,000 annually. (See Table 1.)

In the conduct of resident instruction the provisions of the Second Morrill Act ". . . shall apply to the use and payment of sums appropriated in pursuance of this section." 21 This proviso places the same restriction on the subjects that may be taught by the use of funds appropriated pursuant to the Bankhead-Jones Act as obtains in the case of the Second Morrill grants, and it also requires an equitable distribution among the races in those States in which separate schools for the white and Negro races are maintained.

The Bankhead-Jones Act recognizes a principle of apportionment that was incorporated in the First Morrill Act. The First Morrill Act, by apportioning to each State 30,000 acres of land for ". . . each senator and representative in Congress . . .", recognized within limits at least the magnitude of the educational problem of the several States. The grants under the Second Morrill Act and the Nelson Amendment represented a departure from this principle in that all States received equal amounts.

20Sec. 22. For text of Act see Appendix A.

21 Sec. 22b.

TABLE 1.—Amount of Federal funds received by the 69 land-grant institutions through the First Morrill Act of 1862 and the supplementary Morrill acts administered through the Department of the Interior, by fiscal year, 1873 to 1940 1

1 Data from Walter J. Greenleaf, Preliminary Report: Land-Grant Colleges and Universities: Year Ended June 30, 1937, U. S. Office of Education, Circular 172 (multilithed, 1937), p. 4.

These funds are in the nature of a Federal endowment, invested in the States, and income only is used.

These are continuing appropriations, $50,000 to each State, Alaska, Hawaii, and Puerto Rico. Funds depend on the annual authorization by Congress. Each State and the Territory of Hawaii receive varying amounts according to density of population. Data supplied by U. S. Office of Education.

• No report.

The Bankhead-Jones Act provides for the apportionment of $20,000 to each State and Territory but the increments

authorized in the Act are allocated ". . . in the proportion which the total population of each . . . State and the Territory of Hawaii bears to the total population of all the States and the Territory of Hawaii. . .?? 22

Scope of the Resident
Educational Program of

the Land-Grant Institutions

The educational program of the land-grant institutions has been gradually developed in response to the needs of the groups that they were endeavoring to serve. These institutions have been unusually sensitive to the needs of their clientele and, as a result, there has been a gradual broadening of their educational programs. Thus home economics, which was not originally included in the educational program, has attained an important place in the current curriculums of many of the land-grant institutions. In like manner, instruction in several specialized engineering fields, teacher education, forestry, veterinary medicine, and commerce and business has come to be provided by some of these institutions. At the same time, the instructional program has been very generally extended upward into the graduate field, and a wide variety of short courses has been typically included within the range of activities of these institutions. Their present program is, within limits, functional; and it is in a true sense the product of an evolutionary process.

The typical program of resident instruction in agriculture in the land-grant colleges and universities, aside from those maintained exclusively for Negroes, includes a group of undergraduate courses in each of several subjects, such as agronomy, animal husbandry, horticulture, etc. Courses of this description are the principal feature of the curriculums pursued by undergraduate students in agriculture, with some degree of concentration in the field chosen for major specialization. Prerequisite courses in the underlying sciences, particularly chemistry and biology, are required. In addition, courses in English, military science, and certain other subjects are commonly required. In general, a wide range

22 Ibid.