126 MICHIGAN ACADEMY OF SCIENCE. 



and utilize .siuroiiiidiug conditions, then it follows tliat the interests of 

 humanity demand — that more attention than is given to those studies 

 just mentioned should be given to gaining a knowledge of the facts, 

 law^s and general principles which we know as the sciences. 



If I am right in my belief that the habits of thought of students of 

 general literature are antagonistic to the accomplishment of inventions 

 and discoveries along the lines of scientific progress, then not all the 

 people should have that training. 



If knowledge of some of the laws of nature supplies the best prepara- 

 tion for gaining knowledge of other laws not yet revealed, then, for the 

 purpose of progress, the best possible educational training is in the 

 sciences, and, as a rule, if progress of the race is sought, no more time 

 should be devoted to other studies than is sufficient to prepare the pupil 

 for studies in the sciences. 



Even if we grant that, in teaching "The principle is to train 'for power/ 

 to use President Elliot's phrase, and not primarily for information,'"* 

 is it not of far greater importance to humanity to train "for power" 

 over the physical forces, over the material universe and over our social 

 surroundings, than it is for power over the mere literary or other works 

 of man? 



However, I am not willing to throw away the literary works of man; 

 —what I plead for is — that this be saved to the race by the few, while a 

 much larger proportion of our young people than heretofore shall be 

 trained in directions of far greater utility to mankind, namely in the 

 sciences. 



LEGISLATURES. 



I have expressed the view that, for the general welfare through ma- 

 terial progress, the sort of schools which the people generally should 

 most liberally support are those wherein the sciences are taught; because 

 about all progress, in man's control over his surroundings is due to pro- 

 gress in exact knowledge, that is, to progress in some science. Support 

 for such schools can, as a rule, be siipi)lied only through legislative 

 action. Thus far State legislatures generally have not taken much 

 action in this direction; but the Ignited vStates congress has shown great 

 wisdom in fostering education in that science which has to do with sup- 

 plying the food for mankind; I refer to the science of agriculture. In 1857 

 Hon. Justin S. Morrill introduced in congress a bill, and in 1862 con- 

 gress made grants of land to enable the several States to establish agri- 

 cultural colleges. Some of the State legislatures were wise enough to 

 act in that direction. We ought to be proud of :\Iichigan that, before any 

 action by congress, the State constitution, framed in 1850. provided for a 

 school "for instruction in agriculture and the natural sciences connected 

 therewith." We ought to be proud of Michigan legislatures for taking, 

 as eai±\' as 1855, and for maintaining since that time, most efficient 

 measures for the succcess of that college. Congress has established, at 

 Washington, a national department of agriculture, an important branch 

 of the government, and it is a great national college of agricultural sci- 

 ence, which has as pupils a large portion of the people of this country. 



*"The Teaching of Phy-siology in Medical Schools," by ^Y. T. Porter, M. D., Associate 

 Professor of Physiology in Harvard. 



