TABLE OF CONTENTS

PREFACE

CHAPTER I. INTRODUCTION

National influence in everyday life, due to the

nature of our common needs - The neighborhood
cannot remain isolated - The public schools, in
pattern, express the genius of our people, the realiza-
tion of this pattern by every school is essential to
National welfare National aid to public education
in the states and the establishment of a Department
of Education in the National Government are neces-
sary to the accomplishment of this purpose and in-
volve no new principles.

CHAPTER II. EDUCATIONAL CONDITIONS AT THE CLOSE

OF THE REVOLUTION

-The

The

State sovereignty preceded our present constitu-

tional government - Individualism and the "town
meeting" gave rise to the "district system".
colonial schools were not free - Rate bills
compulsory rate-Compulsory schools in Con-
necticut Schools in other colonies - The colonial
colleges Universal education was unknown in
colonial days - Secularization began before 1776
The bond of union was hatred The schools
were poor and scattered.

CHAPTER III. THE GREAT STAKE

The conflict over claims to the Northwest Terri-

tory was practically settled by the Act of 1780-

The Land Act of 1785 provided for the survey of this

territory and set aside therein Lot No. 16 in every

township for "the maintenance of public schools

within the said township" This Act hastened

the settlement of the conflicting land claims of the

several "sovereign and independent" states - Perma-

nent funds for the maintenance of schools date from

1635 Towns set aside lands for the maintenance

of schools (1641) - Colonial governments granted

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lands to towns and counties (1659) for the support
of schools - Connecticut (1726) reserved lands for
the schools and ministry and later (1733) created a
permanent fund the interest on which was to be ex-
pended for the "support of schools required by law"

Georgia followed in 1783 and New York in 1785
Land endowments for the support of schools in
colonial days had set the precedent for the reserva-
tion of "Lot No. 16" by the Land Act of May, 1785.

CHAPTER IV. THE ENDOWMENT MAGNIFICENT

The

The experiences of Ohio with "Lot No. 16'

difficulties of the grant to separate townships - The
grant to the state necessitated some equitable form
of distribution of the interest on the funds derived
by the states through the sale of school lands
The inadequacy of these "distributable funds"
naturally_led to state-wide taxation to supplement
them - The extension of the Land Act of 1785 to
the Louisiana Purchase The Oregon Territory
Land Act, of 1848, set aside sections sixteen and
thirty-six for the public schools - The original
states received no land from the Federal Govern-
mentExceptional cases are briefly described
The "Funds" thus derived were often mismanaged

The free public school was firmly grounded by
these grants of land and became a great induce-
ment to settlement The silence of the Constitu-
tion on education.

CHAPTER V. LAND GRANTS FOR STATE UNIVERSITIES

Manasseh Cutler secured, for the Ohio Company,

a grant of two townships "for the purpose of an

university" in July, 1787 - The strategy of Dr.

Cutler Educational proposals before the Con-

stitutional Convention at the time of the grant to

the Ohio Company for a university - The organiza-

tion, supervision, and administration of education

are sovereign functions reserved to the states by

the Tenth Amendment This is not in conflict

with the principle of Federal Aid to education which

was operative before and since that time - The

Symmes Purchase in Ohio and Miami University

at Oxford, Ohio - The policy established by grants

to these two colonizing companies has become the

policy of the Federal Government.

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CHAPTER VI. OTHER FEDERAL LAND GRANTS IN AID OF
EDUCATION

Salt lands were given by Congress to fourteen states
Internal improvement lands were given to nine-
teen states and many used all or a large part of the
proceeds for public education - Swamp lands were
given to fifteen states and many of these devoted a
part or all of the proceeds to public education
Specific grants to states admitted in 1889 and since
that time have been exceedingly generous.

CHAPTER VII. MONEY GRANTS IN SUPPORT OF EDUCATION

The "five per cent" funds, derived from the sale
of public lands within a state, have been a substantial
aid to education in many states The Surplus
Revenue, deposited with the states by the Act of
June, 1836, was largely used for educational pur-
poses by the several states The Distributive Act
of 1841 yielded only a small amount of money and
for only one year - Forest Reserve Funds in some
of the western states yield a small annual income
for support of schools Minor grants described.
CHAPTER VIII. THE MORRILL ACTS AND

-

THE "LAND-

The instruction offered by private colleges and
early state universities did not meet the needs of
pioneers nor of the gradually increasing "working
man" - The older states still felt that they should
have received, individually, some of the proceeds
of the sale of the "public domain" -The first bil!
of Justin S. Morrill, providing for "the establish-
ment, endowment, and maintenance of an agri-
cultural and mechanical college" in each state, passed
Congress in 1859, and was vetoed by President Bu-
chanan The bill was passed again in 1862 and signed
July 2, 1862, by President Lincoln Scrip was
issued to each state, and sold to individuals or land
companies - Most of this scrip was sold at a small
price Ezra Cornell, by careful planning, enabled
New York to create a large endowment — These
"land-grant" colleges had difficulties during and
following the Civil War - The Hatch Act, of 1887,
established an "Experiment Station" in connection
with each "land-grant" college - The second Morrill

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Act, of 1890, gave to each "land-grant" college

$25,000 a year for its "more complete endowment

and maintenance" The Adams Act, of 1906, in-

creased the Experiment Station appropriation of

the Hatch Act to $30,000 a year The Nelson

Amendment to the Second Morrill Act increased

the cash appropriation to $50,000 a year, making
the total $80,000 a year to each state - The Smith-
Lever Act of 1914 further increased the funds of the
"land-grant" colleges for extension work and Farmers'
Institutes - This bounty on the part of the Federal
Government has been a great stimulus to the states

The public domain is now too small to provide
the revenue needed for further educational subven-
tions by Congress.

CHAPTER IX. SPECIFIC NATIONAL EDUCATIONAL ACTS

The work of the Freedmen's Bureau during the Civil

War The Bureau of Education is inadequately
supported and lacks prestige Congress supports
purely national schools at West Point, Annapolis,
and various other points.

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CHAPTER X. FEDERAL GRANTS FOR VOCATIONAL EDUCA-

TION

The need for vocational education of less than

college grade has long been felt. Philanthropy has

also been interested in the worker - The Smith-

Hughes Act, of 1917, makes ample provision for

encouraging the states to organize and expand voca-

tional education The Smith-Hughes Act embodies

several new principles in connection with Federal

aid to education.

CHAPTER XI. THE PRINCIPLES EMBODIED IN THE EDUCA-

TIONAL ACTS OF CONGRESS

The Federal Government has the right to encourage,

by grants of land or money, the establishment of
public schools, colleges, and universities — Congress
has the right to enter into coöperative arrangements
with the states, not violating the Tenth Amend-
ment, for specific educational purposes, as in "land-
grant" colleges and the various provisions of the
Smith-Hughes Act - Congress may encourage welfare
work in the states Congress may appropriate
money for the preparation of teachers of vocational

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