local sources. Conceivably the institution may within a few years be nationalized and incidentally rendered nearly or quite self-supporting. The establishment, for example, of resident scholarships and travelling fellowships for the best students from other places would have the immediate effect of inducing promising young people from other cities to flock to Worcester with a view to getting in line for one of the prizes.

The directorate by whom the foregoing and many other matters. will have to be decided in the next

few years consists at present of Daniel Merriman, president; Francis H. Dewey, vice president; Thomas H. Gage, Jr., clerk; Lincoln N. Kinnicutt, treasurer; Lyman A. Ely, George E. Francis, John G. Heywood, Nathaniel Paine, Austin S. Garver, Charlotte E. W. Buffington, Frances M. Lincoln and Helen Bigelow Merriman, directors, and John G. Heywood, manager of museum.

What with the growth of this in stitution in Worcester, with the

textile schools in Lowell, New Bedford and other cities, the museums already well started in Providence, Hartford, Springfield, New Haven, Northampton, Brunswick and several other cities, and with the general awakening of interest in art matters, there is a likelihood that the twentieth the twentieth century may find New England as prominent in the fine arts as it was preeminent in literature in the nineteenth century. Coördination of arts with industries is going on apace and life is being quickened by such activities. just as it was quickened by the literary awakening of two generations The problem of giving to ago. the average man an incentive to struggle toward that form of selfmastery which produces art-a self-mastery that is the outgrowth of a vigorous individual, local and national life is to be solved in this section. For his part in bringing forward a a rationalization of American material civilization, the future is likely to be grateful to the memory of Stephen Salisbury.

is the greatest of the so-called Land Grant institutions, and which stands at the head of the public educational system of the state in which it is situated, is typical of the universities of its class. Its growth in the last decade has been greater and more uniform than that of any other state university in the Middle West. It now ranks with Michigan and Minnesota. In 1868 it had seventy-three. students and three professors; to-day there are more than four hundred instructors of various grades and a student body of over four thousand. In 1868 there was one building; to-day there are more than thirty.

Harvard University had long passed the second century of its existence before Illinois, which now ranks fifth in size among American universities, had been thought of. Like its sister institutions it owes its origin to the Act of Congress of 1862, "looking to the founding of higher institutions of learning relating to Agriculture and the Mechanic Arts, without excluding other scientific and classical studies." This act was the slow fruition of an agitation for a people's college that should suit the needs of the industrial classes, including farmers, mechanics and merchants.

It

that inspired his zeal was to be practical and thoroughly adapted to the needs of the plain people, who have made Illinois and the entire Middle West the great industrial, political and social power that it is to-day. They were to have an ample training suited to their calling, just as clergymen, doctors, lawyers and teachers had an education adapted to their special needs. This was the ideal which lay behind the act that was passed by the Illinois legislature that convened at the close of the Civil War, by which the "Illinois Industrial University" was established; an ideal which dominated the earlier history of the institution, and one for which it has always found a place, although in its development the institution has grown far beyond even the dreams of its founders of forty years ago.

In the early days, however, there seemed to be little thought in the minds of those who directed its affairs, and who were interested in its progress beyond making it an industrial institution, though it had been in existence scarcely more than ten years when an agitation was begun to change the name of the University, because of the meaning which the term "industrial" carried in the minds of many, namely of a manual labor and reformatory institution. This agitation resulted in an act passed by the legislature in 1885, by which the more appropriate title was given to the University, the one which it now bears, the University of Illinois.

Instruction began at the University in 1868. The institution then had a material equipment of one brick building, an endowment

of $150,000 and an abundance of fine farming land. To indicate its aim, the founders of the University selected as its motto the homely English words, "Learning and Labor," and compelled each student

its existence, began to recognize the University as their institution and the proper culmination of the free education of the state, the University of to-day began to take on its present form and to develop to its present proportions.

The early days were full of struggle and hardships. The state appropriated no money for its current expenses until 1881, and then but a few paltry thousands a year. It was not until the nineties that the state began to take a genuine interest in the institution, but since then its growth in numbers and equipment has been rapid. The first two heads of the institution,

PROFESSOR STEPHEN A. FORBES

to work a certain period each day on the University farm, a practice, however, which was soon abandoned. As a further carrying out of the industrial ideal the University equipped a machine shop, and thus gained the distinction of being the first institution of higher learning in the country to establish practical technical courses. Other instruction beside the merely industrial was not ignored, but was more or less incidental to the main aim. Gradually, however, as the great commonwealth in which the institution was located, grew in riches and culture, and as the people of Illinois, after practically ignoring its needs during the first quarter of

THOMAS J. BURRILL, VICE PRESIDENT

regents as they were called, were Dr. John M. Gregory, who resigned in June, 1880, and Dr. Selim H. Peabody who served the institution until 1891. It was under Dr. Andrew S. Draper, now commis