138 BOARD OF AGRICULTURE. [Pub. Doc. 



powers in the land, and I think that those who have the 

 highest ideals of the profession of the journalist are coming 

 to feel more and more that they have in their hands a re- 

 sponsibility which is very great. I have limited my thought 

 to the schools because it is more in the line of that which I 

 have to say particularly respecting other institutions. 



All the more, then, should the public school give an edu- 

 cation to those who attend it. It must give some measure, 

 at least, of training to the body ; it must educate the mental 

 faculties; it must educate the moral nature. If it fail to 

 teach its pupils how to think and how to express their 

 thoughts ; if it fail to assist them in the formation of habits 

 of mental application or what is commonly called study ; 

 a])ove all, if it fail " to countenance and inculcate tlie princi- 

 ples of humanity and general benevolence, pu])lic and private 

 charity, industry, frugality, honesty and punctuality in 

 their dealings ; sincerity, good humor and all social affections 

 and generous sentiments, among the people, then indeed 

 shall it fail to accomplish the ol)ject for which it was es- 

 tablished and to secure which the annual appropriations by 

 the State are so generously made." 



Should the education of our agricultural and other in- 

 dustrial classes go beyond the high school ? Unhesitatingly 

 we answer, "If possible, yes." There is little danger of 

 over-education. The young men and women of the pro- 

 fessional classes add to tlieir high-school course four years 

 of academic training before they begin their professional 

 studies, and it is with these, their more fully equipped 

 brothers, that our industrial classes must compete. The 

 time has gone by, in this country at least, when education is 

 to be regarded as the exclusive right of a favored few. 



The motto of Harvard University, you know, is " Christo 

 et Ecdesia" for Christ and the Church, because when the 

 university was founded and in its early years it was felt that 

 all those who attended the university were to l)e })repared 

 for the ministry, and later on they were to be prepared for 

 other professions. I have no statistics at hand, but I pre- 

 sume it will be found that in the first twenty-five years of 

 the history of Harvard University, of Williams College, of 

 Amherst College, and the leading colleges in New England 



