SCIENTIFIC AND INDUSTRIAL EDUCATION. 189 



the afternoon, book in the evening — an unceasing round of studying 

 what men have said about things. Under the better system of the 

 various institutions for scientific and industrial education, the student 

 passes frequently from study about things to study of the things 

 themselves, in laboratory or workshop, in draughting-room or museum, 

 or in the field. Every science must now have its laboratory practice, 

 and thereby are given to lectures and recitations reality and interest. 

 Thereby is gained ability to bring theory to bear upon practice. 



But an objection of another sort is raised. It is said, ''Why give 

 instruction in classical branches at all ? " I answer, for three reasons : 

 1. Because the act of Congress declares expressly that they shall not 

 be excluded. 2. Because to those who wish them they are an excel- 

 lent means of culture. 3. Because we wish to avoid that old mistake 

 of separating industrial and scientific students from classical students. 

 Heretofore students in science and technology have been banished to 

 some little special college in some remote corner of a town or State, 

 while classical students have had all the prestige arising from connec- 

 tion with large and thoroughly equipped institutions. We stand upon 

 the principle of considering one student the equal of another — the 

 student in science and industry the equal of the student in classics. 

 We stand against any separation which shall serve to perpetuate that 

 old subordination of men in the new education to men in the old. 



But it is objected that the new system does not provide for mental 

 discipline. Never was a charge more absurd. Discipline comes by 

 studies that take hold of a man, and of which he takes hold. Is it not 

 evident that the new system, which adapts studies to the tastes and 

 aims of men, is more sure to take hold and be taken hold of than the 

 old system, which grinds all alike through the same processes and 

 studies ? 



But it is said, "Why concentrate your resources in one institu- 

 tion? " I answer, because that is the only way in which you can ever 

 have the work done. To erect, equip and maintain laboratories, work- 

 shops, farms, collections, libraries, observatories — all this demands 

 great sums. 



To have such institutions, you must pay the price. While the 

 rule, as already stated, regarding preliminary public instruction, is to 

 distribute resources, the rule in regard to advanced education — scien- 

 tific, general, or industrial — is to concentrate resources. Look at it. 

 The last report of the Bureau of Education shows in the United States 

 397 institutions called colleges or universities, and you can count on 

 the fingers of your hands all those worthy of either name. 



Wisely, then, have the great States refused to yield to clamors for 

 scattering or frittering away these funds. Wisely have individuals 

 poured out their wealth to supplement them. 



To the institution in our own State already over $1,500,000 have 

 been given by individuals, and I trust that this is but a beginning. 



