&quot;IN THE SWEAT OF THY BROW.&quot; 541 



agriculture without being a much better one therefor. 

 Afterward, if he chooses to make a specialty of any one of 

 the sciences, what should hinder? He has the foundation 

 to work on, if he so desire. On the other hand, those whose 

 means might allow them to spend a longer time would nec 

 essarily want a different curriculum. To the one class of 

 students the classics would not be beneficial; to the other, 

 they would be necessary, as enabling them to pursue their 

 higher studies more surely. 



I believe the time is coming when our industrial schools 

 and agricultural colleges will begin to educate just where 

 the other schools leave off; that is, if the student comes for 

 from one to four years, with an ordinary English education 

 to begin with, he will be pushed in those branches that will 

 make it possible for him as an agriculturist, to comprehend 

 science enough to enable him to work understandingly, and 

 still pursue his studies by a course of reading thereafter. 

 Meanwhile, the life student in agriculture having time, 

 brains, and means to take a higher and wider range, will 

 climb from science to science, and become in turn a teacher 

 to others. 



It is for some such system as this that the life-long work 

 ers in organizing Education to the Industries have been 

 insisting. Have they succeeded ? Only in a measure. But 

 let us be thankful for what we have gained, and still press 

 forward. 



By the system that I have outlined there will be trained 

 an army of students, who, when they have finished their 

 education, instead of despising the labors of the farm, will 

 glory in the fulfillment of the great command far less a 

 curse than blessing which says, &quot; In the sweat of thy brow 

 shalt thou eat thy bread.&quot; Theirs, also, will be the power 

 to gain a juster appreciation of the power and majesty of 



