CONVENTION OF COLLKOES AND EXPERIMENT STATIONS. 1013 



agriculttii'c. (o form iiKlopciKlcnt jn(l<yiiionts in a<2:ri('iiltunil matters, 

 and to hrino- their new kn()\vle(lo(> into connection with the real work 

 of the farm. These State coHeges, moreover, are to provide well- 

 i rained teachers of agi-icuhure and rehited subjects for the elementary 

 and secondary schools; the colleges of agriculture, still further, are 

 to be cooperative educational institutions and not merely special and 

 local institutions; they are to cooperate with similar institutions in 

 other States, in order that the work of one may be strengthened liy 

 the work of all, and coojjcrate with the universities of their several 

 States for the innumerable advantages to both which may come from 

 such united etfort. The National Department of Agriculture is 

 undoubtedly to continue its remarkably wide and influential Avork, 

 its expert investigations, the issuance of manifold and vastly useful 

 publications, and its furtherance of all manner of agricultural educa- 

 tion and research in the several States. Finally, the Bureau of Edu- 

 cation is to do as thoroughly as possible the part of this work assigned 

 to it." Especially at the topmost reach, '' there must be that which is 

 not commonly recognized as education at all — the pure research of 

 the pure scientist — for no education can continue to be really alive 

 unless it draws directl}^ from some source of new and abounding 

 knowledge a fresh supply never yet handled and made common 

 among mankind." 



The Development of Engineering Education in the Land-Grant 

 Colleges was traced by President W. E. Stone. He pointed out that 

 engineering instruction developed in these institutions more rapidly 

 than the agricultural phases, partly because it was more readily 

 reduced to concrete pedagogical form. The extraordinary develop- 

 ment in manufacturing, mining, and transiwrtation, and the great 

 wave of scientific discovery and invention also created an exceptional 

 opportunity. To this the land-grant colleges readily responded, so 

 that they have always been foremost in the essential development of 

 engineering instruction and, in the aggregate, are to-day its prin- 

 cipal exponents. 



The evolution of engineering courses was stated to have been largely 

 along original lines, its aim being the development of the power to do 

 things effectively in the belief that this is the modern criterion of 

 education. The policy of adapting the methods and scope of instruc- 

 tion to the distinct needs and conditions of our industries has evoked 

 much criticism as to its educational value, but has resulted in the 

 establishment of a new education with a new spirit which has won 

 the confidence of the commercial world and become the chief bulwark 

 against the prejudice toward the college graduate. Thousands of 

 young men have been trained for careers of great responsibility, 

 influence, and remuneration, to the great advantage of the material 

 interests of the country. They have made important contributions. 



