hout excluding other
scientific and classical studies, and including military tactics, to
teach such branches of learning as are related to agriculture and
mechanic arts, in such manner as the legislature of the States may
prescribe, in order to promote the liberal and practical education of
the industrial classes in the several pursuits and professions of
life." This act was supplemented in 1890 by an additional provision of
$25,000 a year for the better equipment and endowment of each of the
colleges of agriculture and mechanic arts. The land grant made by the
general government to all the States aggregated 9,597,840 acres, from
which was realized $15,866,371.

The Hatch act of 1887 made generous Federal provision for the
establishment of agricultural experiment stations "for the
investigation of the laws and principles that govern the successful
and profitable tillage of the soil."

The State universities numbered 30 in 1890, having 12,846 students and
964 instructors. The value of the grounds and buildings aggregated
$15,146,588, and the productive fund $10,411,964. The total income for
the State schools reached the handsome sum of $2,176,250. These State
universities have become fixed factors in our civilization, and give
promise of accomplishing a great work for the people. What the
character of the work shall be, remains with the American people to
decide.

This century has witnessed in the United States the beginning and
growth of _Colleges for Women_. This is the fruit of the increasing
development of the idea and sentiment in favor of women sharing with
men in the privileges of the highest culture and all rational
enjoyment. Exclusive privileges and distinctions on account of sex are
contrary to the character and genius of a free people. "If," says
President Dwight, "education is for the growth of the human mind--the
personal human mind--and if the glory of it is in upbuilding and
outbuilding of the mind, the womanly mind is just as important, just
as beautiful, just as much a divine creation with wide-reaching
possibilities as the manly mind. When we have in our vision serious
thought as the working force and end of education, the woman makes the
same claim with the man, and her claim rests, at its deepest
foundation, upon the same grand idea." The history of the movement in
favor of the collegiate education of women is interesting and
instructive. One of the first steps in this direction was taken by
Mr