The various States accepted the scrip, and in almost all cases sold it at low prices, the market being glutted; and with the proceeds each established its institution under the act as its interests demanded, or as the money realized permitted.
Note now another important fact. Some States—as Connecticut, Rhode Island, and New Jersey, where the fund was too small to establish a separate institution—gave it for the endowment of scientific and industrial education in an existing institution. Connecticut gave her share to Yale, Rhode Island gave hers to Brown, New Jersey gave hers to Rutgers, New Hampshire gave hers to Dartmouth.
States which received a larger share—but still not enough to carry out the act in all its parts—gave theirs to purely agricultural colleges. Of these were Michigan and Iowa. Others, with a larger share, divided theirs between an institution for agricultural and an institution for technical instruction. Of these were Massachusetts and Missouri. A few which received the largest share determined to carry out the act in its whole scope by founding a single institution, in which industrial and scientific education should be united to general instruction and culture. Of these were Illinois and New York.
It may appear to some that this difference in modes of carrying out the act in the different States was a misfortune. Far from it. I am prepared to maintain, against all comers, that, of all the good fortune which has attended the carrying out of the act of 1862, this variety of plans and methods in the various States was the best.
Look at it for a moment. Of all men none has stamped more ideas into the thinking of this generation than has John Stuart Mill; but among all his thoughts regarding education I remember none more pregnant and original than one regarding systems of public education. It is that, with all its benefits, such a system has one great danger, and that is, its tendency to shape all minds by the same course of education into the same mould, thus preventing the fruitful collision and friction of mind with mind; thus bringing on a stagnant, barren sort of Chinese routine in thought.
Happily for us, by leaving these funds to each State for management, this evil has been avoided. And not only this, but almost every one of these institutions has found out something of use to every other. There is, indeed, unity between all, but not uniformity; and here let me say that having made it my business to look closely into the methods of all these institutions, and to visit and personally inspect many, in order to bring home what might be good for our own use, I can bear testimony that never have funds been more carefully applied and made to do more in furthering this great purpose.
I know every one of these institutions, and I know not one which is not making a noble return on all it has received.
No sooner was the bill passed than a multitude of colleges rushed forward to these legislative halls in a scramble for the fund. At one
