FARMERS' INSTITUTES. 27 



cial bearing of their work. Is Jt not reasonable to place as high, an appre- 

 ciation upon the education of social engineers who are dealing, not with 

 the conditions of living, but with life itself? An affirmative reply to this 

 question, or indeed any sympathy with the line of reasoning thus suggested, 

 is an acknowledgment of the social importance of a general and compre- 

 hensive education on the part of those who have to do with the moulding 

 of life. Indeed from this point of view I should almost be willing to say 

 that the so called culture studies are professional studies. We at least 

 find a fundamental reason why they should continue to be nourished by a 

 higher institution of learning. 



This phase of the subject might be further illustrated by referring to 

 the work of the teacher, or to the nature of the public service rendered 

 by those who make our laws. I pass this, however, in order to call your 

 attention to a yet more fundamental relation which higher education 

 bears to the interests of the people. You have doubtless heard the 

 question frequently discussed whether our democratic form of govern- 

 ment is likely to stand the strain of commercial prosperity. You will 

 not, I trust, convict me of lack of faith if I say that the pessimist who 

 prophesies the destruction of our popular institutions can point to many 

 tendencies which seem to give support to his doleful conclusions. With- 

 out undertaking to analyze the situation or speak critically of these 

 tendencies, it may be appropriate to call attention to the fact, that the 

 side of this interest there should flourish other interests and other 

 aims to the end that our magnificent industrial organization, which is 

 the wonder of history, should not in the end crush out the ideal of high 

 living. It thus becomes the task of universities not only to minister 

 to industrial advancement but to enable technical advancement to minister 

 to the life of the people. He who appreciates the social significance of 

 true culture cannot fail to understand the intimate relation which exists 

 between the higher education and the life of the people. I close, then, 

 with the remark that institutions of learning which add to technical 

 instruction and research, the spirit of culture and of attainment, render 

 a direct service to the community in that they provide relief from the 

 Intensity of the demands of commercial life. From whatever point of 

 view we look at education, it is the people who are the chief beneficiaries, 

 partly because of the use they make of expert training, but primarily 

 because of the influence which education exerts upon the form and spirit 

 of society which touches the life of the individual at every point. 



