Evening star., 1930-12-07

/ ordinances, prevailed in similar form in
most of the congressional acts admit
ting States to the Union, DR.. Keesecker
showed.
Huge Grants Of Land.
In a series Of tabular statements, DR..
keeSecker showed the division of these
established school lands for various
school purposes. Thirty States and the
ALASKAN Territory received grants from
the Federal Government for common
schools totaltng 65,519,946 acres. OF
this total Nebraska received 2,73O,95I
acres, while California got 5,534,293
acres.
Twenty-three States received an az
gregate OF 2,167,154.42 acres for uni
VerSitieS, eight States received 46O 900
nine received a total of 100000 acres
Tor normal schools. These tracts were
set aside by legislation and in many of
these acts 1t was specified that the
proceeds derived from the lands shall
pc maintained as q permanent fund,
which was to be safely invested.
similarly, 100000 acres have been
set aside in the States for colleges Of
agriculture and mechanic arts, aRri-
cu!tural experimental stations and CO.
operative extension work Other land
grants for education in the States in
cIuded 430, 900 acres for industrial and
reform schools, 100000 acres for "other
educational and charitable purposes
662,5O0.65 acres for deaf and dumb and
bind asylums, 251 ,280 acres for mill
tary schools, zoe, 900 acres for sctentifIc
schools and $4,000 acres for schools of
mines.
U. 8. Aid for States.
In the face Of recent criticism of the
Districts vocational education system
6y labor and industrial groups the
smith Hughes act Of 1917 is particu-
larly interesting. This act, DR.. Kee-
seeker wrote, made provisions for
Federal cooperation with the States
in promoting education in agriculture
trades, home economics and industrial
subjects Of less than college grade to
students over IA, and to assist in the
training of teachers of said subjects" :"
one OF the provisions of this act was
that for each dollar Of Federal money
expended in such salaries, and that ap-
propriated for the training of teachers
OF vocational subjects, the State or local
community or both shall expend an
equal amount for the maintenance of
such training" Thus, In this particular
legislation. the Federal Government ap-
piled the $3.50 budget ratio.
Under the Smith Hughes act, which
does not apply to the District of Colun-
bias vocational education system, the
Federal Government is prepared to ap-
propriate for distribution to the States
s100,100,000 through the fiscal year
1884. A total of $1,000 600 was appro-
priated annually for the carrying out
of this act in 1926, 1927, 1928 and 1929.
In 1880 the sum was increased to
$7500,000, and increases are authorized
until 1884, when and thereafter the act
allows the appropriation of $9,500 ,000
DR.. KeeSecker closes his bulletin with
exceprts from statements by eminent
| educators and legislators on education
and the Obligation" which the United
States Government bears toward its as
sistance. One of these is q statement
from President Harding's address to
Congress in 1922. The President said:
Il believe in Government aid becom-
ingly bestowed. The Federal Gov
ernment has repeatedly aided education
by land grants and money. No aid to
any cause has yielded a larger return
With Federal aid and encouragement,
the States would remedy their educa-
tional weaknesses"