July 25, 1913] 



SCIENCE 



111 



pended for public education above the 

 grammar grade should be for vocational 

 education? Not only so, but that such 

 further public education should be for 

 workers and home makers in the produc- 

 tive industries. 



If you turn to the experience of the 

 world you will find that the age of budding 

 manhood has always been the age of ap- 

 prenticeship. How can such a system of 

 apprenticeship be established except by a 

 close contact with the simplest forms of 

 industrial life, developing each vocation 

 as a natural sequence from the simple and 

 fundamental to the complex and abstruse? 

 In order to be explicit suppose we define 

 the vocations as of two classes, the minor 

 arts of expression or those which pertain to 

 the care, development and maintenance of 

 the body, and then the major arts of expres- 

 sion or those which pertain to the care, 

 maintenance and development of the mind 

 and the spirit. These two kinds of expres- 

 sion are so interlaced and interdependent 

 that they can not be separated, and since 

 also we are providing a university for a 

 selected part of the eighty-odd per cent. 

 of the youth of the land who now have no 

 means of attaining a full development of 

 their native ability we must consider the 

 two as virtually one problem. 



The first duty of such an educational 

 system is to make each student self-sup- 

 porting as soon as may be through the 

 minor arts of expression or the care and 

 development of the body. This must 

 necessarily begin with tilling the soil and 

 following the industrial trades that con- 

 tribute to husbandry, which, of course, in- 

 cludes almost everything. This implies 

 that the university and its subsidiary 

 branches must be in control of a large 

 quantity of land on which to demonstrate 

 the application of all the arts and sciences 

 to daily life. Not on the commercial basis 



of making the student have the maxi- 

 mum of efficiency in the production of 

 wealth for the sake of profit and gain alone, 

 but also in all the major arts of expres- 

 sion which contribute to the intellectual 

 and spiritual enjoyment of life — in plain 

 words, to know how to live for the real 

 things which make life worth while. To 

 put it more bluntly, our present public 

 school system will always fail of its final 

 purpose unless it can develop the best there 

 is in every one of our nation's children, 

 and this can be done only by making it a 

 possibility for any one, with the ability and 

 the will, to make his own way through an 

 industrial university established on the 

 American ideal that every one should have 

 a fair chance in the race of life — a chance 

 to be self-supporting, self-reliant and have 

 an all-round physical, moral, spiritual and 

 industrial education up to the period of 

 manhood, instead of being turned loose on 

 the world while still children, as is now the 

 custom. 



Everything is ready for such a univer- 

 sity. We have all the minor forms of the 

 arts of expression already well established 

 in state industrial schools, agricultural col- 

 leges and experiment stations. It is only 

 necessary to establish at some central posi- 

 tion, like the national capital, a great uni- 

 versity with abundance of acreage to dem- 

 onstrate the infinite possibilities of the 

 minor arts and also the major arts of ex- 

 pression such as music, poetry, the drama, 

 painting, sculpture and architecture, and 

 devoted to the advancement of science. 

 Our great new country with its marvelous 

 natural, undeveloped resources has of 

 course demanded the development of the 

 people in the minor arts of expression first. 

 After we have measured the greatness of a 

 nation in its material resources and attain- 

 ments, it remains to inquire what they 

 have done in the realm of the major arts 



