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man was to he a worker. In so far, therefore, as either agriculture or the 

 uiet-hanic arts jirepare men to meet these requirements they may lie regarded as 

 practical education within the limits of the statute. 



(2) The industrial classes are here specifically named. It seems a natural 

 interpretation, therefore, that we were to have a worlving education for a 

 working people. The expression "the several pursuits and professions of life" 

 intimated that all classes would be benefited by these colleges and that they 

 were e.\pected to dwell together in the pursuit of education. It was clearly 

 expected tliat those studying the branches of learning related to agriculture 

 and the mechanic arts, being of the industrial class, would be made more effi- 

 cient in the several pursuits of life and that many of them would probably enter 

 the so-called professions of life. It is probable also that this statute permits 

 us to say that the various sulijects here taught would introduce one to profes- 

 sional life within the limits of that education. It would proliably be a little 

 too much to urge that the statute anticipated the profession of agriculture or 

 the in-ofession of mechanic arts. It does, however, seem entirely clear that the 

 agricultural colleges were expected to make more efficient farmers and that the 

 colleges of mechanic arts were expected to make more efficient men in the field 

 of mechanic arts. 



From these discussions of the statute I now pass to a more specific reply to 

 the question in the topic under discussion, namely. " how far may these colleges 

 engage in teaching elementary subjects." and here I remark : 



(1) That I see no reason why the colleges of mechanic arts should be put 

 under any rule more restrictive than the rule now in force in colleges of liberal 

 arts throughout the country. It is well known that with the changes that have 

 occurred in our entrance requirements and with the introduction of the elective 

 idea in college it has become necessary for many subjects to be begun in col- 

 lege. Among these you will find listed some subjects that are accepted for 

 entrance requii'ements that were formerly prescribed for entrance re^iuire- 

 ments. Most colleges now give opportunity for beginning the study if (ireek. 

 They also give facilities for the study of modern languages. They also give 

 taeilities for the beginning of the study of chemistry. We may say that this 

 is not elementary teaching or that these subjects are not elementary, but tbot is 

 a mere evasion of the facts. Many a student gets his first insight in these sub- 

 jec-ts after matriculation as a regular ccllege student. I see no reason, there- 

 fore, why the beginning of a subject may not be made in the colleges of agri- 

 culture and mechanic arts with as luuch propriety as in a college of liberal 

 arts. 



(2") Our topic suggests elementary subjects not generally recognized as 

 lielonging to the college curriculum. As a matter of fact there are very few 

 such subjects. All science belongs to the college curriculum. Elementary 

 physics is as truly ])hysics as advanced physics. The same may be said of any 

 other science. The same argument would apply in the matter of language, 

 whether ii be ancient or modern. So far. therefore, as the legal right of doing 

 such things is concerned, it seems that the word " elementary " or " advanced " 

 is not imi»ortant. The real question is whether the sulgect itself comes within 

 the jueaning of the statute. The provisions of the second Morrill Act are inter- 

 esting as in a way interpreting the whole situation. This second act recognizes 

 the propriety of teaching English, economics, and certain other subjects, but 

 seems to draw the line against the use of money for certain classical purposes. 

 (3) The significance of the statute, too, must be interpreted in the light of the 

 classes for which the colleges were founded. Evidently the children of farmers 

 were chiefly in the minds of Congress at the time of the discussions. As I have 

 had occasion to say elsewhere, mechanic arts was mentioned in the discussion, 

 but not with any great emphasis. The appeal was made largely from the view 

 point of agriculture. Now, it would not be fair to assume that the persons who 

 are to be benefited by the college of agriculttu-e were persons whose educational 

 attainments rendered elementary teaching unnecessary. That was not the con- 

 dition of rural edtication at that time, and we regret to say that it is not the 

 condition now. To make such interpretation, therefore, would be to impose 

 upon all the coming students of agricultui-e the necessity of an education that is 

 not now within their reach. It would imply the development of rural schools to 

 a point quite beyond the present. The same i>rinciple would hold if we were 

 to think of the children of industrial classes as the beneficiaries of the colleges 

 of mechanic arts. Now it is emphasized that tliese colleges were to meet condi- 

 tions existing in the country and provide a type of education in which Congress 



