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ferent result, he \Aill be led away from the ideals represented by the education 

 for which we stand. That is a fact and condition whicii we have to face, and 

 is one of tlie reasonable and legitimate excuses for the maintenance of sec- 

 ondary scliools, in which the ideal is not exclusively the old ideal, but which 

 includes something of industrial education. In our own State we have the two 

 institutions, the university and the agricultural college. The requirement for 

 admission to the freshman class in the agricultural college is a high school 

 course or its equivalent, which may be gained in the elementary school. I 

 believe the end is precisely what President Jesse says, but the secondary school 

 must be permeated with the ideal for which the land-grant colleges now stand, 

 and it will be years before we learn not to resort to such expedients as have been 

 mentioned here. 



H. C. White, of Georgia. I should like to say that from our experience in 

 Georgia we are able to confirm the theory of President Jesse to the effect that 

 a determination on the part of the college to aid the secondary schools in raising 

 their standards is effective. Of course we suffered, just as you suffer else- 

 where in the country, with a lack of studies in the secondary school which are 

 immediately related to the technical courses in agriculture. But in what may 

 be called the fundamental underlying studies, mathematics, for example, English 

 in its grammatic parts, and some language other than English, either classical 

 or modern, we find that by keeping a little ahead of the high schools and encour- 

 aging them to raise their curricula we can finally bring the men who pass from 

 the high schools to a very satisfactory state of attainment for entering our col- 

 lege courses. I may be radical, but it seems to me that before a man should 

 enter college it is not so necessary that he should have studied so many things 

 as that he should have studied some things sufliciently thoroughly to have 

 attained the mental maturity which will fit him for the instruction of the col- 

 lege. Now, if we are going to insist that before a man shall enter a course in 

 agriculture he shall have had elementary and secondary instruction in agricul- 

 ture, it will be a long time before the schools are equipped to meet our requii'e- 

 jnents. In Georgia we have a four-year course in agriculture, the entrance 

 requirements of the college of agriculture being identical with those of the col- 

 lege of liberal arts. They are not as high as we should like to see them, but 

 they are as high as we think the community will stand ; we try to raise it from 

 year to year and bring the schools up to the level. In our school of agriculture, 

 which is one of the departments of the college of agriculture, we have courses 

 in agronomy, in horticulture, and animal husbandry. There is no reason why a 

 young fellow who has been in the common schools, has reached mature years, 

 and has had the proper sort of mental discipline, can not enter these courses. 



In high schools they teach a certain amount of chemistry and physics, but 

 the teaching which they get in the high school is not necessarily of the kind that 

 will add to the college course. Seventy-five per cent of those that go to high 

 school never go to college. There is no need for a man in the high school, who 

 is to go to college, to have studied chemistry at all, provided he has studied 

 something else to such a degree and in such manner as will fit him for the work 

 in chemistry when he undertakes it. The same in agriculture and horticulture. 



Dean Henry asks : " What are you going to do with those men who are not 

 going to enter the regular college courses?" We say there is a great deal 

 here in these technical courses that is valuable to you. But we are trying to 

 guard against what we consider a fundamental error, namely, to set up such a 

 course by itself and hold it up as the equivalent of a full college course. 



K. C. Babcock, of Arizona. We are colleges of mechanic arts as well as of 

 agriculture, and, from my point of view, in Arizona the problem is just as 

 imperative on the side of mechanic arts as it is on that of agrculture. Now, 



