THE COMSTOCK MEMORIAL 
7 
played in the organization and operation of the Department. The 
results of this are well expressed in the regard that the student has 
for the Entomology and its associated groups. 
I have been further interested in Professor Comstock’s Depart¬ 
ment because it so well represents the two aspects of University work. 
In the large, education has one aim; and this aim is the developing 
and the training of men and women. There are many ways, however, 
in which this training may express itself or be applied. There are 
many means of education. Professor Comstock and others in his 
Department are members of the Faculty in Agriculture; they are also 
members of the Faculty in Arts and Sciences. This has given the 
work of the Department a very broad outlook and it has tended to 
tie together two kinds of university effort. It is a Department of 
affiliations. It well expresses the fact that there is no antagonism 
between the old education and the new, between what are called 
humanities, pure science and applied science. This Department has 
served both sides of the educational work loyally and without any 
sense of conflict. This is a good example in any university. Such 
examples anywhere make not only for the training of students, but 
also for the training of the teachers themselves to the end that they 
may overcome or outgrow the tendency to educational toryism. 
What are known as the historical subjects are essentially central 
in a great university; but everything that is added thereto is so much 
clear gain, not only for a university but to society. It was a regret 
to me that the number of students in the College of Agriculture over¬ 
passed the number in any other college in the university, for I have 
always thought of a great university of this kind as the crystallization 
of other colleges about the group of the humanities, although I would 
not limit the numbers in agriculture for this reason; but an important 
part of this increase in numbers is due to the work of this Department 
which so well represents the primary and the applied in university 
teaching. 
The great attributes of a university may be expressed as unity 
and diversity,—unity in the ideals of teaching, and diversity in the 
means by which these ideals may be developed. This diversity also 
expresses itself in the reaction of an institution to the needs of society, 
for any university that is worthy of the name carries a human purpose 
and has a distinct social significance. The diversity in means of 
education also assembles not only a great number but a great variety 
of students. The members of the student body come together on 
