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Third. This statute evidently brings in the new conception of what we now term 
higher education. Jt evidently carries with it the doctrine that education other than 
classical and scientific, in the general conception of the word, is to be regarded as of 
equal importance with education at that time in vogue. It is interesting here to 
observe that the trend of educational sentiment in this country since the adoption 
of the elective idea has steadily been toward the conception of higher education, as 
set forth in the Morrill Act. It is clear now that classical education is liberal educa- 
tion. It is also clear that some other kinds of education are equally liberal. The 
land-grant colleges in putting emphasis upon this type of education are steadily 
winning for themselves recognition. The sneers that were not uncommon in earlier 
daye are becoming rare. The genuinely liberal people of the country have come to 
recognize that there maybe two good things in the same world. It is no longer 
believed that we should cultivate by the processes of higher education one, arid only 
one, type of manhood or of character. A civilization of such great variety as ours 
finds easy place tor an equally great variety of tastes and of education. 
Fourth. There can be no doubt that this statute means exactly what it says, that 
the leading object of these colleges shall be agriculture and the mechanic arts. 
Precedence is always to be given to these subjects. My understanding of this is that 
they were to be chiefly schools of applied science. The existing conditions of the 
country demand, of course, that foundations shall be laid with this end in view. 
The sciences related to agriculture and the sciences related to mechanic arts are to 
be the chief subjects of instruction and investigation. Underlying the whole con- 
ception of this statute and running through the entire argument that was made for it 
was the doctrine that the pursuits of agriculture and mechanic arts demanded specific 
training in order to bring about the highest development of efficiency in the indus- 
trial classes and the promotion of these great interests in the country. The statute 
does not lose sight of the importance of other forms of industry or of labor, but it 
keeps in full view the importance of these fundamental industries. It emphasizes 
in these colleges, as it is emphasized nowhere else, the importance of this type of 
education. 
Fifth. In my judgment a subordinate place is given in this statute to military 
tactics. This does not mean that the subject is to be treated unfairly or with little 
respect; but that the organization of these institutions is primarily in the interest of 
industry and not of war. They are a preparation for a peaceful life rather than for 
strife. I understand it, therefore, to be the duty or the mission, if we prefer that 
expression, of these colleges to keep faith with the Government in both particulars. 
We are primarily educational institutions of the industrial sort rather than of a military 
type. We recognize to the fullest extent the importance of military tactics, but "the 
precedence of these institutions is not given to military tactics. My own interpre- 
tation of the statute is that general science, classical studies, and military tactics are 
on substantially the same level. They occupy a position of honor. No discredit 
may be attached to any of them. They are rightfully in these schools, but they may 
not take precedence over the others. 
In the statute of 1890, subsequently enacted, there is provision that the money 
therein provided shall be applied only to "instruction in agriculture, the mechanic 
arts, the Fmglish language, and the various branches of mathematical, physical, 
natural, and economic sciences, with special reference to their application in the 
industries of life and to the facilities for such instruction." The debate that led up 
to this provision made clear the fact that the United States intended the money to 
be applied as set forth in the above proviso. It has been supposed that this second 
act of 1890 was in a degree an interpretation of the act of 1862. In the debates on 
the second bill there was manifestly a feeling that some of the land-grant colleges 
had not kept strictly within the limits of the act of 1862. The provision just recited 
makes it clear that, by the application of the proceeds of the second act to certain 
specific subjects, the educational work in these colleges will put the desired emphasis 
upon industrial education. This in no way was an interference with the text of the 
first statute, and in my judgment is not an exclusive interpretation as regards gen- 
eral sciences or classics. 
There would doubtless be a more general acquiescence in the use of the funds pro- 
vided for in this act for instruction in general science than there would be for 
classics. There could not have been such a presentation to the Congress in behalf 
of classical education as would have made the bill possible. The subjects of_ instruc- 
tion herein provided were believed then, and history has confirmed the belief, to be 
such as would minister efficiently to the public welfare. They may legitimately be 
regarded as a means of national development, The provision of a pu rely classical 
education was not necessary. Facilities for that were substantially abundant to 
meet reasonable demands. The uprising of the land-grant colleges has met another 
