26 STATE BOARD OF AGRICULTURE. 



out the generous support of the people, thus giving him the opportunity of 

 investigation and instruction, he would be unable to devote his life to 

 such a service. Thus, ever do we come back to the idea that the higher 

 institutions of learning, under which we include research as well as 

 instruction, are of primary, nay of essential importance to the great body 

 of the people. 



My third illustration is of an entirely different sort. It may be urged 

 that all that has thus far been said pertains to physical science and not to 

 general culture. It is doubtless easier to illustrate the popular advantage 

 of higher institutions of learning by reference to the physical sciences and 

 mechanical inventions, than by referring to what is sometimes called the 

 culture studies, but one cannot conclude from this that the people at large 

 are not interested in those departments of colleges and universities which 

 concern themselves with literature, music, history, philosophy or politics. 

 The physical sciences of minister to the conditions of life; these other 

 branches of learning minister to life itself. There are many ways in 

 which studies of this sort spread their blessings to the community even 

 though (which 1 trust may not always be the case) they are followed by 

 comparatively small numbers. Ask yourselves seriously the question, 

 what it is you desire from your clergymen, your teachers, your statesmen, 

 and you will be forced to recognize that these studies, sometimes called 

 culture studies, are in reality professional studies for those who under- 

 take to serve society in the manner suggested. Consider this suggestion 

 for a moment, from the point of view of the clergyman. I know of no pro- 

 fessional class which stands in greater need of a broad and comprehensive 

 education. Especially is this true when we recognize to what an extent 

 the spirit of social service has entered into the life and activities of the 

 church during the past twenty-five years. It is a most encouraging fact 

 that this great institution — the peculiar guardian of the principles of 

 religion and morality- — should recognize the importance of the social as 

 w^ell as the personal application of religious principles. The church is 

 coming to regard itself as the center from which the inspiration to a 

 higher, social and political life should emanate, rather than as a haven 

 to which men may flee from the contaminating influences of an evil 

 world. If, however, the Church is thus to serve as a center of positive 

 influence in the community it must touch the community at all points. 

 The clergyman must be able to see how good roads are related to right 

 living ; how manual training and technical education bear upon the moral 

 life of the boys and the girls; how charity is related to poverty; how 

 industrial organization is but a phase of social organization and carries 

 with it a moral iutliience; how the circulation of good books may result in 

 fruitful thinking and healthful living; how through clubs for the young 

 and societies for the old, the roof of the church may be brought to shelter 

 the pleasures of the people as well as their worship, and how all these 

 agencies may be made to exert a positive influence for righteousness in 

 the community. This is easy of statement, but it is diflBcult of execution. 

 The clergyman under this newer and broader interpretation of his func- 

 tions is nothing less than a social engineer, and if he is to perform these 

 functions with efficiency and grace, it is imperative that he understand 

 the complex and intricate machine which we call society. You appreciate 

 the importance of a technical education which results in making civil and 

 mechanical engineers, because vou recognize the industrial and commer- 



