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"That of Illinois has received from the State $499,500, and benefactions to the amount of $306,400.

"That of Ohio has received from the State $205,543, from the county where the college was located $300,000, and $28,000 from other benefactions.

"Colorado, keeping her land for a higher price, has appropriated for its college $141,680, and levies an annual tax for its support of one-fifth of a mill on all taxable property of the State.

"New York nominally sold its land script to Mr. Cornell at sixty cents per acre, with an understanding that he should sell it and return the net proceeds, and the college thus obtained an endowment of over six million dollars, and has had many other princely donations.

"The benefactions to the Massachusetts Institute of Technology, to which was given one-third of the State's land grant, amount to $545.500. The annual expense of the Institute is $60,000, and the annual tuition for each student is from $150.00 to $200.00. Such instruction is expensive, but it is instruction of extraordinary excellence, maintained by extraordinary bounties. In Russia, however, the expenditure of the ‘Imperial Technical School of Moscow' is much larger, amounting to $140,000 annually. Massachusetts appropriated $141,575 to increase the land fund of her agricultural college, and $368,000 for buildings, including $27.000 for farm.

"These facts represent the general judgment of the States as to the value and importance of these institutions. No more exalted forum exists competent to render a just decision on the merits of the land grant colleges, and that decision has been most emphatically favorable.

"Only the interest from the land grant fund can be expended, and that must be expended, first, without excluding other scientific and classic studies for teaching such branches of learning as are related to agriculture and the mechanic arts-the latter as absolutely as the former. Obviously not manual, but intellectual instruction was the paramount object. It was not provided that agricultural labor in the field should be practically taught any more than that the mechanical trade of a carpenter or blacksmith should be taught. Secondly, it was a liberal education that was proposed. Classical studies were not to be excluded, and, therefore, must be included. The Act of 1862 proposed a system of broad education by colleges, not limited to a superficial and dwarfed training, such as might be had at an industrial school, nor mere manual training, such as might be supplied by a foreman of a workshop or by a foreman of an experimental farm. If any would have only a school with equal scraps of labor and of instruction, or something other than a college, they would not obey the national law. Experience in manual labor in the handling of tools and implements is not to be disparaged; in the proper time and place it is most essential, and generally something of this may be obtained either before or after the college term but should not largely interfere with the precious time required for a definite amount of scientific and literary culture, which all earnest students are apt to find far too limited.

"A college which includes the practical and applied sciences as a prominent part of its instruction really requires a larger number of professors than colleges of any other description, and no land grant institution even in a moderate way could pretend to offer the liberal instruction contemplated with a smaller number.

"Whatever else might be done under the national law of 1862, scientific and classical studies, as already stated, were not to be excluded; were, therefore, to be preserved, and this is set forth at the very starting point; but the national bounty act brought to the front 'branches of learning related to agriculture and the mechanic arts'-learning in the broad fields of the practical sciences, and none are broader than those related to agriculture. The useful was to have greater prominence in the eyes of the students, as it will have in all their after life, and not stand unequal and shamefaced even in the presence of ancient literature.

"The fundamental idea was to offer an opportunity in every State for a liberal and larger education to larger numbers; not merely to those destined to sedentary professions, but to those much needing higher instruction for the world's business, for the industrial pursuits and professions of life."

THE WORK WHICH PURDUE ACCOMPLISHES.

Purdue University has two leading purposes, as defined by the law under which it is operated:—

1. To educate students so that they may be prepared to engage in the industrial professions.

2. To conduct research work, and by lectures and publications of various kinds to disseminate useful information among the people of the State.

I shall speak of these under the following heads: (a) Academic Work; (b) Work in Research, Publication and University Exten

sion.

ACADEMIC WORK.

No intelligent educator doubts the value of schools of liberal arts, but, whatever may be said of them, it is not unfair to claim that the technical school holds a very important place in a State's system of education. So generally has this been recognized that there is not a single state or territory in the Union that does not maintain a technical school.

What is the argument in their favor? How can the State justify the expenditure for their maintenance? It would be enough to say that such institutions send out educated men and women; but if an institution can send out those who are specially prepared to use their knowledge in the development of the material resources of the State, it has a double claim to recognition.

The present age is an industrial age and calls for men who will use their knowledge in utilizing the great forces of Nature for the benefit of their fellow-men. It wants men who can build better bridges, better houses and better machinery. It wants men who can grow better crops and can prevent the enormous wastage that comes from the diseases of plants and animals. It wants men who can give us better water supply and better systems of sewerage for

our cities and towns. It demands men who understand the principles of sanitary science, and who know how to protect the public from impure foods and contagious diseases.

Men are needed to show us how to prevent the enormous wastage which is occurring in every department of human endeavor.

If the technical schools will turn out one man who, through the application of sanitary science, will add a year to the average of human life, or one who will show us how to prevent insect ravages and fungous diseases in plants, or one who will show us how to use coal in a locomotive and develop ten per cent. of its possible power instead of five per cent., as at present, they will produce a man who will be worth as much to the community as the cost of all the technical schools in the United States for the past twenty-five years.

This is precisely what Purdue University is striving to do. The institution is not, however, pervaded by a purely commercial spirit; on the contrary, its main purpose is to educate men and women, but to educate them in such a way that they will become directly and practically useful to the community. An effort is made from the beginning of their course to the end of it to give them a spirit of helpfulness and to teach them that their obligation to their fellows is limited only by their ability to serve. inculcate in them a spirit of loyalty and patriotism, and to imbue them with the idea that since the State has provided an education for them, they should, so far as in them lies, use that education for her benefit.

An effort is also made to

Every student in Purdue is expected to spend a considerable share of his time upon problems connected with the physical wellbeing of the community, and a majority of them voluntarily select such subjects for their graduating theses. This is well illustrated by the following list of subjects treated by the graduates of 1897:

1. The Ostend Manifesto. (1854.)

2. Some Experiments on the Efficiency of Disinfectants.

3. The Early History of Friends in Indiana.

4. The Artificial Synthesis of Glucosides.

5. The Vertebrate Brain.

6. Efficiency of Various Yeasts in the Fermentation of Bread. 7. Preliminary Results of a New Method for the Study of Impact. 8. The Pollution of the Wabash River at LaFayette, Indiana. 9. The Value of Trichomes in Plant Determination.

10. The Nitrogen Content of Humus as an Index of Soil Fertility.

11. The Sanitary Condition of Water for Live Stock.
12. The Design of a Single-Hinged Parabolic Arch Bridge.
13. Design of a Single-Track Railway Bridge.

14. Design of a Water-Works System for Winchester, Indiana.

15. Design of a Water-Works System for Hagerstown, Indiana.

16.

Discussion of Materials in Indiana for Road Improvements.

17. Analysis of Stresses in Framed Structures by Method of Least Work.

18. Design of Circular Arch. No Hinges.

19. The Design of a Modern School Building.

20. Plans for Improvement of a City Sub-Division.

21. A Design for a Single Intersection Pratt Highway Bridge.
22. The Design of a Circular Plate-Girder Arch with Hinged Ends.
23. A Separate Sewerage System for West LaFayette, Indiana.
24. Design of a Sewerage System for Monticello, Indiana.

25. Plan for Utilizing Wild Cat River for Power at LaFayette, Indiana. 26. Method of Determining Stresses by Virtual Velocity Applied to Roof Trusses.

27. Designs for a Dam Across the Wabash River at LaFayette, Indiana. 28. A Separate Sewerage System for West LaFayette, Indiana. 29. Methods of Structural Analysis.

30. Design for a Draw Span.

31. Design for a Pratt Railway Bridge.

32. Efficiency Tests of the Municipal Arc-Lighting Plant of the City of Martinsville.

33. The Phenomena of Commutation.

34. Dynamo Efficiency Test and the Effect of Changing the Length of Air Cap.

35. Efficiency Tests of Westinghouse Single Phase A. C. Motor.

36. Design of a 40 K. W. Dynamo, Direct-Connected to a Gas Engine. 37. Design, Construction and Calibration of an Apparatus to Measure

Permeability.

38. Test of the Merchants' Lighting Plant.

39. Design of a Lighting Plant for West LaFayette, Indiana.

40. The Internal Distribution of Magnetism.

41. A Series of Comparative Tests of Enclosed Are Lamps.

42. Test of an Electric Coal-Mining Plant.

43. Comparative Efficiency Tests of Modern American Transformers.

44. Tests of Street-Car Motor Equipments.

45. Design for a Gas Engine for a Direct-Connected, 40 K. W. Dynamo. 46. Design for a Pneumatic Traveling Crane.

47. Efficiency Tests of Purdue's Baldwin Compound Locomotive Eugine.

48. Tests to Determine the Effect of Inside Clearance Upon the Efficiency of Locomotive "Schenectady."

49. Tests to Determine the Machinery Friction of Locomotive “Sche

nectady."

50. Tests to Determine the Effect of Outside-Lap on the Efficiency of

Locomotive "Schenectady.”

51. Design of a 250-Horse-Power Marine Engine.

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