99 



raiiKod, ;iii(l MS inspiring and holplul ;is tcchnic-al cuursi^s in airricnltnrc or 

 euj^iiuHTiiif: an- at the jtrcst'iit time. 



The torliuical instiuction will hoar, in time and cliaiactcr. aixint tiii' same 

 relation to the culture studies of the course as the te<-hnual instruction of old 

 and recoj,'nized technical courses hears to literary studies. 



The (juestion will naturally arise. Should sutii a course he crowned with the 

 haelielor's dei^reeV The answer to this iiuestion will depend somewhat on the 

 spirit in which the work is pursui'd. If the oiiject is simply to make a j^ood 

 cook or f,'ood housekeeper the |in>i)riety of .t^rautin;; a (lej,'ive mi^'ht he (piestioued. 

 On the otlii'r hand, if all tin- work in literary lanj,'uaf,'e. history, science, and its 

 ai»plication to the home is j,Mven in the spirit of investi^Mtion and the atniosi)here 

 of freedom the i-esult in mental attainments and culture should he such as to 

 lead to the l)aclielor's <h'f,'ree. Much of the technical work offered if i)roperly 

 tauj,'ht will j,'ive mental trainiuf; of no inferior (luality. The cookin.L: lal)oratory 

 should he used as far as possilile to illustrate and lix in the mind scientitic 

 jirinciples. 



The amount of mental training; derived from any lahoratory exercise de- 

 pends A-ery larj,'ely on the teacher. The work may he perfunctory and me- 

 chanical or it may he hiistlMii: with new i)rolilems. the proper solution of which 

 will compel the student not only to i-ec:ill jiast instruction, hut to devise some 

 oi'iyinal method hy which to ohtain desired results. 



The course as outlined in charfre of f^ood tea<'l)ers with proper lahoratory 

 facilities will jiive the students (1) mental development, (2) scholarly methods 

 of work. (8) the scholar's workinj; e(|uii)ment. and (4) ahility to meet with 

 contidence and concjuer the everyday prohlems of life. 



To What Extent Siioild the Degrees in Land-Gra.nt Coi.r.EtiKs be Severely 



TKCHMrAI, ANM) SCIENTirifV 



L. II. liailey, of New York, .spoke as follows on this .suhject : 



It is certainly very difficult, after hearing so many papers touching upon this 

 Ruh.iect in so many ways. (>xtending over a period of two days, to pick out any 

 l)articuhir theme for discussion or conniient. I think I have never listened to 

 a series of jjajiers which so fully cover the ground and which discuss the 

 question so acce|»tal>ly from two points, the theory of education and the actual 

 practice in the ditti>rent colleges with which the.se i)ersons are engaged. Cer- 

 tain general considerations, however, have crystallized themselves in my mind 

 as I have heard these discussions. If I were to make any i)articular statement 

 the text for the remarks I am now to make. I think I would choose a certain sen- 

 tence which was uttered hy President Stone this afternoon — the statement that 

 the industrial education, or the edu<-ation of the land-grant colleges, had i)layed 

 sad havoc with th<' curricula. It may he well to ask. veiy hriefly, why the work 

 of the land-grant colleges has jtlayed sad havoc with the curricula. It is very 

 evident from the discussions of the last two days that we have hroken awa.v 

 from the idea of following exactly the text of the land-grant act — that is, we 

 conceive the land-grant act to represent the purpose or intention of the educa- 

 tion wh'ch it founded, rather than to set forth the meth(»d of instruction or the 

 conduct of the institutions founded upon the grant. 



Now. the land-grant education has not followed academic methods very 

 closely, hecause the land-grant education was, and in fact now is, a revolt from 

 the type of education which was then chiefly in existence. But there are spe- 

 cific reasons why the land-grant curricula have played havoc with the older 

 courses. In the first place, the purpose of the land-gnuit idea of education is 

 democratic rather than aristocratic. It is not conventional or traditional edu- 

 cation. Its very purpose and idea is to reach all persons in the terms of their 

 dally lives, and the terms of the oaily life are very largely expressed, or were, 

 at least, in 1802, in agricultural and mechanical arts. 



In the second place, this industrial education reaches a new economic and 

 social constituency. This constituency comprises persons who are not much 

 given to assemhlages and to organization, persons in whom the idea of individ- 

 ualism is very strongly developed (particularly on the agricultural side of the 

 work of these institutions), jiersons. therefore, who do not go to college, but 

 who have the desire to have the information brought to their doors. 



In the third ])lace. the necessity has been forced on the land-grant colleges 

 of doing a great deal of secondary school work. They have been obliged to d) 

 nmch that is not college work, at least not in the old sense. We are gradually 

 freeing ourselves from that necessity, as the common schools are teaching more 



