SCIENTIFIC AND INDUSTRIAL EDUCATION. 171 



About thirty years since, the strongest man who has ever stood in 

 an American college presidency made an effort in the same direction. 

 Francis Wayland knew what there was of good in the old scholarship 

 and was loyal to it, but he saw that new times make new demands, 

 and he planned out and endeavored to work out a system of education 

 which should meet these demands. All to no purpose. It was the 

 old, old story — another great man, with his great idea, as Carlyle 

 phrases it, " trampled under the hoofs of jackasses," or, as Wayland 

 himself phrased it more mildly, " nibbled to death by ducks." 



Various minor attempts were made — some of them, like Eaton's 

 noble effort at Troy, very fruitful ; but no general plan, no large in- 

 stitution was created worthy of the great interest involved. 



About five years later, Mr. Lawrence, of Massachusetts, a thought- 

 ful manufacturer, made another attempt. He saw the necessity of 

 education bearing on the great industries of the country, and made to 

 Harvard College what in those days was called a princely gift. Thus 

 was founded the "Lawrence Scientific School," at Cambridge, and thus 

 did industrial studies get their first foothold in a great university. 



About five years later still, Mr. Sheffield, of Connecticut, also a 

 thoughtful business-man, recognized this great necessity. By a gen- 

 erous donation he founded the " Sheffield Scientific School " at Yale 

 College, and thus these studies got foothold at a second great uni- 

 versity. 



So much, then, was gained. Some few of the studies bearing on 

 the great modern industries had been taken under the care of great 

 university corporations ; but there was one drawback. In neither of 

 these universities were the new studies received into full fellowship 

 with the old. The Scientific School was kept very distinct from the 

 " College proper." Buildings, courses, and studies, were kept well 

 apart ; the student in the sciences was not considered the equal of the 

 student in " the classics." The student preparing for an industrial 

 profession was not considered as of the same caste with the student 

 preparing for a " learned profession." He lived in a different building, 

 had lectures and recitations in different rooms, was instructed by dif- 

 ferent professors, was graduated at a different time and place. He 

 was not considered as properly of the graduating class of his year. 

 Ask any Yale or Harvard man for the names of his classmates, and it 

 never occurs to him to mention the graduates of his year from the 

 scientific departments. Nay, whether it was that young men taking 

 scientific studies were considered as ipso facto lost souls, or as having 

 no souls to be saved at all, they were not admitted to the students' 

 seats at the college chapel — they were practically held as of an infe- 

 rior order. 



The next step was made at the State University of Michigan. 

 Here, for the first time in a university, a student in general or indus- 

 trial science was admitted to full equality with a student in classics. 



