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tation of tlio fonnor law. This second dodaration is notable for two things : 

 First, it uanifs the suit.jects for whii-li iiistnictioii and fiiiiii)nient can be pro- 

 vided out of tliis national aiipropriatioii. .\.irain. ai,'riculture and the nicchanie 

 arts, like the name of .Mmiu T.en Adam, load all the rest. The related suiijects 

 are named as "the i::i,i.disli laniruaire. and the various branches of mathemat- 

 ical, iihysical. natural, and ccdnondc science." Second. a]iplied scienc*' is too 

 donunaiit. for the law directs that the subjects named are to be taufiht with 

 special i-eference to their application in the industries of life. These restric- 

 tions were intentional and i»remeditated. for the bill i)assed the Senate without 

 them and they weri' ins«'rted by amendment in the House of KQiiresentatives. 



In 1S(;2 less than a score of institutions of any rank were offerinj: courses in 

 the mechanic arts and nuich that was yiven was not above the j,'rade of the 

 hiflh school manual traininir of to-day. Now. State, denominational, and private 

 coUeircs and universities ai'c eairerly searching' for funtls with which to estab- 

 lish and maintain departments of en^'ineerini: and sdinnls of tt'chnolo;:y. Then 

 scarcely a half dozen institutions ottered work in a^'riculture. Te.\t-i»ooks in 

 »?cientilic ai^riculture had not Ikh'U written: teachers had not been trained; 

 courses of study li.-ul not been arrauj^ed : in fact, there was no science of aj,'ri- 

 culture. To-day agronomy, animal husbandry, and i)lant breediufi rank with 

 chemistry. i)hysics. and biolojry as sciences. .\o other class of institutions has 

 exerted such widespread intluence uiion the entire educational system of our 

 country as these land-jrrant collejies. This iuHuence, tricklin;: down into the 

 hijih schools, .-ind even conunoji schools. h;is besprinkled them with manuiil 

 training' and is now inoculatint,' the rural scluxds with elementary au'riculture. 

 They are furnishiiifi from anions' their ^^raduates and faculties a j^'oodly portion 

 of tiie s])lendid army of workers in the Department of Agriculture. They have 

 inspired the (Joveriunent to plant by tlu'ir sides the experiment stations, the 

 grandest aj,'encies for research work ever conceived and i)Ut into operation. To 

 indicate the extent to which the.se institutions have pervaded and dominated the 

 education.-il thouirht and ideals of the country it is only necessary to mention the 

 fact that in 1".M>."> the enterin.n class in the ShetHt'ld Sci«'ntitic School was just 

 about as larj^e as the freshman class in Yale I'niversity. The record is all the 

 more notai)le, because during the early history of these colleges the belief was 

 almost univers:il amont; edm-ators that science furnished an infi>rior training, 

 an<l that the lar.ue element of utility in applied science rendered it almost worth- 

 less for educational puritoses. Many of the instructors were saturated with 

 this notion. Betrayed in its own house, industrial education was tolerated only 

 because of the students it might attract and the appropriations which ndght be 

 secured from granger legislatures. 



lu considering the relative amounts of pure and applied science in these land- 

 grant colleges, preparatory values tii'st attract attention because prei)aratory 

 values are ifundamental and primary. The foundation is umiuestionably of first 

 imi)ortance in the construction of any building. It is true that the foundation 

 incloses no bedrooms, no kitchen, no parlor. It is usually deep in the ground, 

 under the floor hidden by porches and accessories. But there it stands, and 

 the entire building rests upon it for permanency, stability, and usefulness. 

 Learn a lesson from the wise man " which built his house upon a rock ; and the 

 rains descended and the floods came, and the winds blew and beat upon that 

 house and it fell not ; for it was founded ujwn a rock ;" and the foolish man 

 " which built his house upon the sand, and the rains descended, and the floods 

 came, and the winds blew and beat upon that house, and it fell." That engineer- 

 ing which is not well buttressed upon a massive foundation of pure math- 

 ematics is not worthy the name. Trigonometry and calculus nuist precede 

 surveying and hydraulics. The animal i)reeder must first be a zoologist. The 

 electrician must be prepared in the physics laboratory. Just as the lawyer who 

 passes over the principles of connnon law and reads only the book of stat- 

 utes is never more than a pettifogger, and the physician who neglects anatomy 

 for the study of drugs is always a quack ; so the agriculturist who is not 

 grounded in "theoretical chemistry and biology is but a plowman and a herder. 

 " First the blade, then the ear, then the full corn in the ear." First the botanist, 

 then the horticulturist, then the creator of new fruits. The civil engineer may 

 pick up some knowledge of surveying in the field, but calculus never. The elec- 

 trician may learn to operate a dynamo and motors l)y being connected with a 

 power plant, but he will not absorb his physics in that way. The agronomist 

 may acquire some knowledge of the analysis of soils while working with his 

 crops, but be must get bis principles of chemistry in the laboratory. 



