reamer and milling cutter, grinder and emery tool grinder. They compose the tools for working iron, steel, and other metals, whether soft enough to be cut by other metals, or so hard as to necessitate being ground into form.

POWER.

Power is furnished by a Sweet straight-line engine and a boiler, the latter located in an annex. The engine runs all the machines during the day and at night is belted to the dynamos in the same room, for lighting the university buildings and grounds. The boiler, aside from supplying steam to the engines, heats the building and drying kilns by either direct connection to the heating coils, or with exhaust from the engine. The room for mechanical drawing is in the third story of this building. Since the courses offered in the mechanical departments vary greatly in the amount undertaken and the character of the work possible with the equipment possessed, no general outline that could be given would be applicable to all or to any great number of the colleges. But the following list of the more usual operations and principles with which students are familiarized will at least convey an idea of the general scope of such instructions.

In the wood-working shop.-Bench work, carpentry, pattern making, wood turning, cabinet making, joining, box making, frame construction, and, in some cases, the use of wood carvers' tools.

In the metal-working shop.-Bench work, forge and anvil work, molding and casting, brazing, soldering, sheet-metal work, welding, centering and drilling, the making and tempering of tools, and clipping, filing, and general vise work. Instruction is also given in the management of the fire and the ordinary work of the blacksmith shop.

In the machine-shop.-The study of the principles of mechanism and machine construction, the principles of steam, electric, and hydraulic machines, machine work with lathes, the use of drilling, planing, testing, and milling machines, machine design, and the construction of complete machines from parts made in the wood and metal working shops. In all of these departments mechanical drawing is made a part of the entire course, and students are required to work from their own drawings.

When a full course in mechanical engineering is offered, the work of the shops is frequently of a more technical nature, and is in some degree supplemental to such a course. The study of the mechanics of machinery, of the strength of materials, of valve gear and link motion, of boilers, machinery of transmission, motors, electrical machinery, thermodynamics, building and building materials, bridge and road construction, sewerage, etc., is aided to no slight degree by a practical. knowledge of tools and machinery. In many colleges distinct courses in mechanical engineering and in the mechanic arts are not offered, the two being united. Some local differences in the courses will be found, too, resulting from dissimilar industrial conditions and from demands for special kinds of skilled labor.

Two institutions-the Institute of Technology, at Boston, and the

Alabama Polytechnic Institute-have distinctly made mechanics, theoretical and applied, the most prominent features of their organizations. The following is the mechanical engineering course of the University of Tennessee:

The equipment of the shops for the work in mechanics and mechanic arts of this course has been described above.

The following excellent course is offered by the University of Wyoming. It may be taken as typical of the work being done in the more progressive of the Western States:

Course of Study, College of Mechanic Arts, University of Wyoming.

In Arizona one of the most important questions with which the farming communities have to deal is that of irrigation. The manner in which this is made a prominent feature in the engineering course of the University of Arizona is here shown, beginning with the second term of the junior grade:

The following course in mechanic arts, offered by the Pennsylvania State College, illustrates the manner of division of studies and shopwork and drawing adopted in that college. The department is thoroughly well equipped for its work:

AGRICULTURAL AND

MECHANICAL INSTRUCTION FOR COLORED

STUDENTS.

In section 1 of the act of Congress approved August 30, 1890, for the more complete endowment of colleges of agriculture and the mechanic arts, it is especially provided—

That no money shall be paid out under this act to any State or Territory for the support and maintenance of a college where a distinction of race or color is made in the admission of students, but the establishment and maintenance of such colleges separately for white and colored students shall be held to be a compliance with the provisions of this act, if the funds received in such State or Territory be equitably divided as hereinafter set forth.

And further, that the legislature of any State or Territory establishing and maintaining such separate institutions for white and colored students, respectively—

May propose and report to the Secretary of the Interior a just and equitable division of the fund to be received under the act, between one college for white students, and one institution for colored students established as aforesaid, which shall be divided into two parts and paid accordingly.

As a matter of fact, in only sixteen of the States has any division of the fund received been even considered. In most of the Southern States institutions for the education of persons of the colored race had already been in operation before the passage of the act; and this was notably the case in Alabama, Florida, Louisiana, Mississippi, and Virginia. In the few instances where no such school was supported or subsidized by the State, institutions of the character designated in the act of Congress have recently been established or selected as State beneficiaries of the Federal endowment. All of these are not, however, recognized as separate and distinct institutions, several of them being organized as branch colleges or departments of the colleges or universities for whites. This is true in Arkansas, in Georgia, in Maryland, in North Carolina, in Tennessee, and in Texas. There are thus in the South, including these branch colleges, sixteen schools receiving both State and Federal aid and offering industrial and agricultural training to the colored youth. They are:

1. State Normal and Industrial School of Alabama, at Normal P. O., Ala.

2. Branch Normal College of Arkansas, at Pine Bluff.

3. Delaware Agricultural College, for colored students, at Newark, Del.

4. Florida State Normal School, at Tallahassee.

5. Industrial College of University of Georgia, at Savannah.

6. State Normal College of Kentucky, at Frankfort.

7. Southern University of Louisiana, at New Orleans.

8. Eastern Branch of Maryland Agricultural College, at Princess Anne, Md.

9. Alcorn Agricultural and Mechanical College of Mississippi, at West Side. 10. Lincoln Institute of Missouri, at Jefferson City.

11. Shaw University of North Carolina, at Raleigh.

12.

13. Industrial Department of University of Tennessee, at Knoxville. 14. Prairie View Normal College of Texas, at Hempstead.

15. Hampton Normal Institute of Virginia, at Hampton. 16. West Virginia Institute at Farm, Kanawha County.

The manner in which the fund received from the Federal Government has been divided between the races has differed somewhat in the several States. The act provides for legislative acceptance of the terms thereof before any part of the first installment could be paid to any State; but where this was not possible, no legislature being in session, the governor of the State was allowed to signify the consent of the State. In several instances this gave rise to some difference of opinion as to what constituted "a just and equitable division."

It thus soon became apparent that for the satisfactory and successful working of the law, some definite rule of division should be adopted. The Secretary of the Interior, therefore, suggested that the ratio of the school population of the races be fixed upon as a basis of apportionment, and this has been generally agreed to. In some cases this ratio is determined by the States themselves, in others the ratio as fixed by the last census has been accepted. Again, in several instances, where the colored school receiving Federal aid is established as a department of the white institution, no regular division has been made at all, it having been decided that the maintenance of such a colored department meets the requirements of the law as making no distinction of race or color.

Much, of course, may be said as to whether, after all, the division. according to school population is the most just and equitable that could be devised, especially in such States as Louisiana and Mississippi, where the proportion of colored students in the schools of the State is greater than that of white students; for it must be remembered that the aid offered by the Government is for colleges, that is, for purposes of higher education, and the number of white students receiving collegiate instruction is clearly greater than that of colored students receiving similar instruction. In Louisiana, for instance, even in the Southern Uni versity-the colored beneficiary of the act of Congress of 1890-the course of study pursued by the greater number of the students is really that of the common school. It would thus seem that an apportionment upon the basis of the numbers respectively enrolled in the higher institutions of learning would more nearly comply with the spirit of the act of Congress; certainly, however, it must be conceded that the ratio of school population forms the most stable and the simplest basis for the division, and since but little objection has been made to it, perhaps no more satisfactory division and none more politic is possible. Indeed, it seems not unlikely that one of the ultimate effects of the endowment of the schools for the education of colored students will be to raise the percentage which the number of colored students enrolled in higher institutions of learning bears to the total colored school population, until it more nearly equals the ratio which exists between the number of students enrolled in the white colleges and the total white school population. When this shall have been accomplished, then such apportionment can truly be said to be most equitable.