96 BOAKD OF AGKICULTUKE. [Pub. Doc. 



citizenship, Diust recognize these conditions and claims, and 

 there must then be supplied to every industrial worker op- 

 portunity for some special training in relation to his occu- 

 pation. 



No industry exists which does not involve the application 

 of scientific principles, or which is not susceptible of im- 

 provement or development, either through new discoveries 

 or a wiser or more scientific management. This truth is 

 fully appreciated by the Germans, whose educational policy 

 has recognized to an unusual extent its relations to industr3^ 

 Not only does it give in the public schools marked attention 

 to the practical affairs of life, l)ut its system of higher in- 

 dustrial and trade schools is unsurpassed. The fruits of 

 industrial education in that country are so apparent as to 

 need no comment ; but it is safe to say that the fullest de- 

 velopment of this educational plan has not yet been reached, 

 nor do we yet realize the extent of its results. The indus- 

 tries of the United States, as they are called upon to meet 

 the changing conditions alroad}^ referred to, of diminishing 

 supplies and higher costs, are bound to be at a tremendous 

 disadvantage in the world's markets, in competition with the 

 combined industrial and educational forces of Germany. 



From any standpoint, therefore, whether as regards a 

 more intelligent citizenship, a higher social order or a 

 greater industrial efficiency, it is important that educational 

 forces in the country come into closer relations to industry. 



Of course we are aware that the most notable educational 

 advance in the United States during the last generation has 

 been the development of scientific and technological educa- 

 tion, having in view training in the natural sciences and 

 their a})plication to the arts and professions ; but until very 

 recently this manifestation has been almost wholly in the 

 higher education or colleo-e orade. This advance has been 

 remarkable, and the aggregate of educational force now ex- 

 pended in this field is enormous. There are to-day in the 

 United States a large number of institutions of college 

 standing, devoted, wholly or in })art, to technological train- 

 ing ; and this statement takes no count of the purely scien- 

 tific courses common to every institution of learning. Yet, 



