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and a distinct need, and at the same time has had a modifying influence upon insti- 
tutions already in existence. Where the land-grant colleges are combined with 
State universities, or where the State supplements the national grant by money, it 
would seem entirely proper, therefore, to pursue work in general science and classics. 
In the State universities where the combination is complete there is no reason 
why the classical and literary departments should not be as supreme and superior 
in their lines as the colleges of agriculture and the mechanic arts are in theirs. In 
this class of institutions the colleges of agriculture and the mechanic arts, as in the 
Ohio State University, for example, are really separate colleges. The aim in such 
institutions is to bring these colleges to the highest point 01 excellence. This we 
interpret to be entirely in accord with the text of the bill requiring " the leading 
object" to be in these lines. However, in States where agriculture and the mechanic- 
arts colleges are distinct institutions from the State university or from the literary 
college, it would seem to be a wise policy not to attempt any such development- in 
the fields of general science or of classics as would give second place to agriculture 
and the mechanic arts. Our care should be that since the State must provide for 
this expense it should avoid duplication. Another reason lies in the fact that an 
attempt of that sort might be construed as an effort to avoid a literal obedience to 
the organic law of the institution. 
Sixth. Another consideration is submitted, namely, that the aim of the education 
provided for in the Morrill Act was the liberal as well as the practical education of 
the industrial classes. I understand the conception of education here to be that the 
type of education provided for in the so-called agricultural and mechanic-arts col- 
leges is a liberal education. It recognizes that the literary form of education was a 
liberal education; so without excluding these forms we intend to promote the liberal 
education of the industrial classes. I do not understand that this signifies that only 
the classical education is to be interpreted as liberal, but that the technical educa- 
tion here provided is both liberal and practical. I have long believed that classical 
education was both liberal and practical, but the world in general has not believed 
that, nor has the so-called liberally educated world believed that the so-called 
practical education was liberal. The work of these colleges is yet in its infancy, and 
we have not had opportunity to prove beyond doubt that this practical education is 
of such character as to warrant being called liberal. The signs, however, all point 
in that direction. It seems, therefore, the opportunity of the land-grant colleges by 
their fruits to prove that the liberalized soul may work the skillful hand or associate 
itself with technical knowledge or practical science. 
Seventh. I offer another observation, namely, that it is important not to lose sight 
of the fact that these land-grant colleges are really national institutions. They were 
founded upon the doctrine that the public domain should serve the people. The 
Nation having jurisdiction over this domain has wisely, we believe, turned its 
proceeds over in a large measure to a system of education prior to that time very 
much neglected. The growth and development of these colleges have been beyond all 
reasonable expectation. They have called out the sympathetic cooperation of the 
local communities and States in which they are located. They have been a bond of 
union in educational circles, and have done much to dignify industrial education. 
Indeed, I believe that the industrial feature in these institutions has emphasized in 
a practical way what many people have held as a theory, namely, that industry is 
our great national virtue. While giving equal emphasis with all other colleges to 
the importance and dignity of scholarship, culture, and character, they have em- 
phasized the place of industry as a formative element in both individual character 
and national civilization. With the rapid accumulation of wealth among our people 
it seems of the highest importance that we have means of technical education. It 
seems important that both the farmer and the mechanic, along with men engaged 
in other pursuits of life, shall be intelligent and efficient men. This will be our sate 
protection against the classification of society. It is absolutely impossible in a 
democracy to level down. It is a tremendous problem to level up. These land- 
grant colleges are serving a great purpose in leveling up. Xo nation has ever decayed 
or declined for lack of wealth. The classics of Greece did not serve her. The 
strongly centralized government of Rome was not everlasting. Our country will 
find its future largely and more largely in the minds and hands of men who know 
her industries from the standpoint of science. We are growing so rapidly in both 
wealth and all forms of material civilization that many people have not stopped to 
consider that an economic use of the world is imperative. There is no known limit 
to society's ability to enjoy the possible comforts of the world. Agriculture and 
mechanic arts, speaking broadly, lie at the basis not only of our wealth, but of much of 
our enjoyment. It is to the men who have the training for which these institutions 
stand that we shall look in the future for preserving and enlarging those phases of life 
