Texas A and M University - Aggieland Yearbook (College Station, TX)

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perhaps, say this, but regarding ' them as I do, as still on their trial before the world, and in the midst of their voyage onward and upward to a mighty fulfillment, or a still mightier failure, I cannot but feel that they are placed as no other colleg ' es are for drawing to them the ga e of a liberal and philosophical curiosity. The subject of the hopes and fears that may be felt with regard to them is, in its general scope, too wide for me, even, to enter upon ; so I shall then confine myself to the history of one out of the many. THE A. AND M. COLLEGE OE TEXAS. To understand this subject properly, a brief reference to the history and origin of the “ Land-grant Colleges ” may be necessary. Prior to Congressional legislation for their establish¬ ment, the first school of a high grade in which classical gave place to scientific instruction, was the Military Academy at West Point ; this school was, however, established for a specific and exceptional purpose. Conspicuous among the early attempts to provide for scientific and practical education were the Rensselaer Polytechnic Institute at Troy, New York, established in 1824; the Sheffield Scientific School, an adjunct of Yale College, which had its beginning in 1846 ; the Lawrence Scientific School, in connection with Harvard University, established in 1847, and the Chandler Scientific School, in connection with Dartmouth College, established in 1851. The more earnest and practical educators, however, demanded a still more radical system, the ideal of which, combined the co-education of the mind, the hand and the heart, as a trinity in unity, with the purpose of investing labor with the broader culture that would not only render it more effective, but raise it in rank and dignity com¬ mensurate with its acknowledged importance.

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BY RUSSELL C. WATKINS. 6 f ADST thou beneath the cloudless skies J Of old historic ages, Poured forth thy valued legacies Alike to youths and sages. Unnumbered tongues had sung to thee Triumphant strains of jubilee. But we will vote to thee a crown, A “laurel chaplet” green, And hail thee in thy blest renown Our great triumphant queen; And try to make thee in all ways The idol of our country’s gaze. To those who are interested in the improvement of our present system of education, this subject can never be destitute of attraction or utility. The whole process by which our minds are cultivated, including - all the methods by which an education may be built up, is, in itself, well deserving - attention. In the history of institutions of learning - the chapter relating - to the foundation of that class known as Agricul¬ tural and Mechanical Colleges, is by far the most important. These institutions should engage the atten¬ tion of the citizens of our country more than any others. I do not claim that these colleges are, on account either of their character or of their actual achievements, the most interesting ; but in their accidental position they most unquestionably are. If I thought, as many do, that they had already completed their grand experiment in education and scholastic regeneration, I would scarcely, 23

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a In compliance with a general demand and in response to numerous petitions, in the year 1859, a bill to “ promote the liberal and practical education of the industrial classes,” drawn with great care by the able and practical statesman, Hon. Justin S. Murrell, of Vermont, was passed by both houses of Congress. It proposed to give to the several States and Territories 20,000 acres of land for each of their Senators and Representatives in Congress for the purpose above indicated. The bill was vetoed by President Buchanan. In 1862 a similar bill was passed which increased the number to 30,000 acres of land to the States and Terri¬ tories for each of their members in both houses of Congress. This bill was approved by Abraham Lincoln, July 2d, 1862, establishing upon a national basis this new system of education, constituting by its methods, an innovation upon the scholasticism of existing colleges and universities. Among the sciences to be taught it was declared that the leading object was to teach those relating to Agriculture and Mechanical Arts. The language of the act making the grant declares specifically that it was not the purpose to exclude other sciences, but the design was to establish institutions of learning of the highest order, making the scope of the act as comprehen¬ sive as its design was liberal. Seldom has a subject of greater magnitude called for legislative deliberation. Upon the result depended not only the extent and degree to which agricultural knowl¬ edge was to be disseminated among the farmers, but likewise the degree of proficiency to be made in all the arts of life. It was a new problem, upon which the friends of existing colleges looked with suspicion, a problem which law-makers approached cautiously. In the organization and establishment of the first of these Agricultural and Mechanical Colleges, only the 25