"The people who expect to be ignorant and free in a state of civilization expect what never was and never can be."-THOMAS JEFFERSON.

"Popular government without popular education is but a prologue to a farce or to a tragedy, or to both."-JAMES MADISON.

"In our country and in our time no man is worthy the honored name of statesman who does not include the highest practicable education of the people in all his plans of administration. He may have eloquence, he may have knowledge of all history, diplomacy, jurisprudence; and by these he might claim in other countries the elevated rank of a statesman; but unless he speaks, plans, labors at all times and in all places for the culture and edification of the whole people, he is not, he can not be an American statesman."—HORACE MANN.

"If we work upon marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble to the dust; but if we work upon immortal minds; if we imbue them with high principles, with just fear of God and love of their fellow men, we engrave on those tablets something which no time can efface, but which will brighten and brighten to all eternity."-ANON.

"The State-that is every man in the State-is helped by everything that makes the majority wiser, better, or more enlightened. The State stands pledged, through its common hools, its high schools, and its State universities, to give to each one of its boys—and in the West its girls also—the best education that he is willing to receive."-President DAVID STARR JORDAN, Indiana University.

"Education is an universal right, a prime necessity of man, and it is the duty of the State to provide it."-Dr. J. L. M. CURRY.

"The Mississippi Valley, where a few years ago 'the danger of barbarism' was pointed out by a gifted orator, has already become a most important factor in the intellectual progress of the country. The center of population, as we know, has already crossed the Alleghany Mountains, and is not far from that central region of political influence from which The wilderness has so many of the highest officers of the Government have come.

been explored, the water power measured, the railroads built, the schools and the churches have been planted. We are beginning a new epoch of peace, thrift and enterprise, wiser and more sober as a nation than ever before. We shall attempt better and greater things than hitherto; we shall aspire to do our national part for the advancement of knowledge, in the confidence that thus humanity will be benefited, civilization extended, iniquity lesWe have a continent to teach.”-President D. C. GILMAN, sened, and barbarism subdued. Johns Hopkins University.

Ꮮ Ꭼ Ꭲ Ꭲ Ꭼ Ꭱ.

DEPARTMENT OF THE INTERIOR,

BUREAU OF EDUCATION, Washington, D. C., February 27, 1889.

The Honorable the SECRETARY OF THE INTERIOR,

Washington, D. C. :

SIR: The monograph which I have the honor here with to submit gives a sketch of the history of Higher Education in Indiana. It contains an outline of the free common school system of the State, a brief Jacobant of the State's educational history in the development of its common schools; and a historical account of the origin, growth, and development and the present condition of Indiana's various institutions for Higher Education. It calls attention to the early land legislation of the Continental Congress, and to the important influence of that legislation upon the future States of the Northwest; to the incidents and causes leading to the adoption of the Ordinance of 1787, and to the great importance of that Ordinance in the subsequent educational development of these commonwealths; and the sketch shows that from the earliest Territorial days until the present time, the relation of the State to education, both elementary and higher, has been close and constant. At no time has the State acknowledged that any department of education, from the elementary schools to the university, was beyond its province.

When Manasseh Cutler, Rufus Putnam, Samuel H. Parsons, and their coadjutors of Revolutionary days were, planning the foundation for a free State beyond the Alleghanies, they held it to be the duty of the Government to give encouragement and support to religion and common schools. The West gained its first Puritan colony on the bas of this idea. Congressional endowment for schools and colleges was a part of the agreement asserted in the grant and settlement of western lands. Though the pressing financial straits of the old Confederacy may have been the decisive factor in securing the early land endow. ment, and though the policy of higher education by the State was not asserted by the Continental Congress, yet it is evident that no doubt existed in the minds of the Puritan colony who first settled the Ohio Valley, as to the duty and province of the State in education. They

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began their first State on the basis of Government aid for higher learn. ing. This was to be like the first written line of their fundamental charter. The people have never departed from that principle. Though the principle of American republicanism, asserted by the Continental Congress as a part of the earliest law of these Territories, namely, that special favors should be shown to no particular sects or modes of worship, and that no orderly and peaceable person should be molested, either on account of his religious sentiments, or for the lack of them, yet it was none the less a part of that fundamental law that religion, morality, and knowledge are to be forever encouraged.

Religious people of various names, encouraged by the assurance of Government support in providing schools for their children, sought homes in the West. While they were yet pioneers upon the frontiers of civilization, they began casting about them for ways and means to establish academies and colleges for the higher education. In the early years of Indiana history various religious denominations within her borders, with a spirit of zeal, courage, and self-sacrifice, founded institutions for the college training of young men. The Methodists established "Asbury," which has developed into the De Pauw University; the Presbyterians founded "Wabash" and "Hanover"; "Earlham" became a seat of learning for the Friends; Franklin College for the Baptists; and Butler University, founded under the name of the Northwestern. Christian University, became the literary care of the Christian denomination. All these institutions from small beginnings have grown into prosperous condition. This sketch contains an account of their origin, their early experience, and their development. The influence which they have exerted for good, in extending knowledge, and in training men and women for worthy citizenship, is beyond estimate. No one who appreciates the importance of education in a government by the people will fail to recognize the great services of these institutions to the State.

The direct work of the State in higher learning is to be especially noticed.

The most interesting phase in the history and development of education in the West is to be seen in the attitude of the State. There never has been a time when the right of government to provide for education of some kind has been called in question by any considerable body of thinking people. Both the elementary and the higher educa tion were provided for by many of the early colonies, especially by those of New England. And from the time of the first land grant for common school purposes by the Congress of 1785, State aid to education has been an acknowledged principle of the American people-even those of the most conservative individualism conceding, in some measure, the right and duty of the State to educate.

As to the extent to which State aid may be carried, and in what provinces it may operate, there is to be noticed a very wide difference