![]() ![]() Espenshade did not differentiate between undergraduates and students in the two-year courses. Only 18 percent characterized their fathers' occupational field as agricultural, while another 18 percent described their fathers as artisans or laborers. ![]() Howry Espenshade revealed that of some 1,800 undergraduates and two-year agricultural students in attendance in 1913-14, about 60 percent said their fathers were engaged in mercantile, commercial, professional, or other endeavors that could be defined as typically middle class. Land-grant colleges and universities, for example, were thoroughly middle class institutions, and Penn State was no exception. ![]() IN THE MAINSTREAM OF LAND-GRANT EDUCATION What it had in common with other land-grant schools far outweighed any differences. But in the trend toward curricular specialization, the emergence of student government, the belated attempt to give more prominence to the liberal arts, and numerous other broad aspects of its development, the College was in the mainstream. In its agricultural activities, it certainly had no counterparts among Pennsylvania institutions. It was the national leader in engineering extension education and the establishment of technical institutes, and a few of its curricular offerings were not generally available elsewhere. As it began its second half-century, The Pennsylvania State College was more typical than unique among land-grant colleges and universities, though to be sure, its peculiar legal relationship with the Commonwealth of Pennsylvania had no exact parallel in any other state. ![]()
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