SCIENCE AND THE COLLEGES. 731 



dom in education is to bring these various influences together as 

 much as possible. There is no knowledge which is not science, 

 and there can be no applied science without the basis of pure 

 science on which to rest. Schools of applied knowledge can not be 

 legitimately separated from schools of knowledge. But, whatever 

 the use made of the money, the passage of the Morrill Act in the 

 interest of applied science has given scientific work a prominence 

 in our colleges it did not have before. It has given science defi- 

 nite rights in the curriculum, where before it seemed to exist by 

 sufferance. 



I congratulate the State of Illinois that its university is one 

 university ; that its pure and applied science, its literature, his- 

 tory, philosophy, and art are taught in one institution by a united 

 faculty. The best results in any line of education can not be 

 reached without the association of all others. The training of 

 the engineer will be the more valuable from his association with 

 the classical student. The literary man may gain much, and will 

 lose nothing, from his acquaintance with the practical work of the 

 engineer. The separation of the schools founded by the Morrill 

 Act from the State university, as we have seen in nearly half 

 the States of the Union, was a blunder which time will deepen 

 into a crime. With the union of the two has come the rapid 

 growth of the Universities of Wisconsin, Illinois, California, Min- 

 nesota, and Nebraska, where the higher work of the State is con- 

 centrated in one place. 



The freedom of choice has not worked to the advantage of 

 science alone. The element of consent in college study has 

 brought about a revival in classical education as well. It is not 

 certain, even, that more science studies are chosen on the elective 

 system than were taken on the old plan of a required curriculum. 

 But the work is done in a different spirit. Colleges and investi- 

 gators are being drawn together. There is no line of investiga- 

 tion in which the college can not help, if the investigators have 

 freedom to use it. The scientific men are being drawn into sym- 

 pathy with higher education. Men are now in college who under 

 the former system would have been self-made men, with all the 

 disadvantages that isolation implies. Education gives the ability 

 to enter into the labors of others, and the scientific man of to-day 

 must use every advantage if he is to make his own work an ad- 

 vance in knowledge. He must know what has been done by those 

 who have gone before him. He must stand upon their shoulders 

 if he would look further into the mysteries of Nature than they. 

 Science can not for a moment let go of its past ; and to the self- 

 made man of science, struggle as he may, the books of the past 

 are at least partially closed. 



The men of science twenty-five years ago the college repelled, 



