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ferent result, be will be led away from the ideals represented by the education 
for which we stand. That Is a fact and condition which we have to face, and 
is one of the reasonable and legitimate excuses for the maintenance of sec- 
ondary schools, in which the ideal is not exclusively the old ideal, but which 
includes something of industrial education. In our own State we have the two 
institutions, the university and the agricultural college. The requirement for 
admission to the freshman class in the agricultural college is a high school 
course or its equivalent, which may be gained in the elementary school. I 
believe the end is precisely what President Jesse says, but the secondary school 
must be permeated with the ideal for which the land-grant colleges now stand, 
and it will be years before we learn not to resort to such expedients as have been 
mentioned here. 
II. C. White, of Georgia. I should like to say that from our experience in 
Georgia we are able to confirm the theory of President Jesse to the effect that 
a determination on the part of the college to aid the secondary schools in raising 
their standards is effective. Of course we suffered, just as you suffer else- 
where in the country, with a lack of studies in the secondary school which are 
immediately related to the technical courses in agriculture. But in what may 
be called the fundamental underlying studies, mathematics, for example. English 
in its grammatic parts, and some language other than English, either classical 
or modern, we find that by keeping a little ahead of the high schools and encour- 
aging them to raise their curricula we can finally bring the men who pass from 
the high schools to a very satisfactory state of attainment for entering our col- 
lege courses. I may be radical, but it seems to me that before a mau should 
enter college it is not so necessary that he should have studied so many things 
as that he should have studied some things sufficiently thoroughly to have 
attained the mental maturity which will fit him for the instruction of the col- 
lege. Now. if we are going to insist that before a man shall enter a course in 
agriculture he shall have had elementary and secondary instruction in agricul- 
ture, it will be a long time before the schools are equipped to meet our require- 
ments. In Georgia we have a four-year course in agriculture, the entrance 
requirements of the college of agriculture being identical with those of the col- 
lege of liberal arts. They are not as high as we should like to see them, but 
they are as high as we think the community will stand ; we try to raise it from 
year to year and bring the schools up to the level. In our school of agriculture, 
which is one of the departments of the college of agriculture, we have courses 
in agronomy, in horticulture, and animal husbandry. There is no reason why a 
young fellow who has been in the common schools, has reached mature years, 
.and has had the proper sort of mental discipline, can not enter these courses. 
In high schools they teach a certain amount of chemistry and physics, but 
the teaching which they get in the high school is not necessarily of the kind that 
will add to the college course. Seventy-five per cent of those that go to high 
♦school never go to college. There is no need for a man in the high school, who 
is to go to college, to have studied chemistry at all. provided he has studied 
something else to such a degree and in such manner as will fit him for the work 
in chemistry when he undertakes it. The same in agriculture and horticulture. 
Dean Henry asks : " What are you going to do with those men who are not 
going to enter the regular college courses? " We say there is a great deal 
here in these technical courses that is valuable to you. But we are trying to 
guard against what we consider a fundamental error, namely, to set up such a 
course by itself and hold it up as the equivalent of a full college course. 
K. C. Babcock, of Arizona. We are colleges of mechanic arts as well as of 
.agriculture, and. from my point of view, in Arizona the problem is just as 
imperative on the side of mechanic arts as it is on that of agrculture. Now, 
