30 
TRANSACTIONS OF THE TEXAS ACADEMY OF SCIENCE. 
its followers a quick understanding and an intellect well trained in 
many other branches of knowledge. Again, the ultimate aim of every 
science is the discovery of truth, such truth as is shown by the Creator 
in his making of the earth. 
There can be no higher vocation in life than the pursuit of such 
knowledge. A scientist who has successfully followed his calling will 
leave behind him works that will live forever in alleviating the lot of 
his fellow-men or in administering to their necessities. 
What the South lacks is this spirit of scientific research and scientific 
training. Without it she will never leave the ruts worn by years of 
false doctrines and misconceptions. As was said before, it is to her 
educational institutions that she must look for the bettering of her con¬ 
dition. It is the duty of the universities to instill into the minds of 
the students thronging their halls the importance of cultivating those 
studies that will most benefit themselves, their country and their fel¬ 
low-men. Every opportunity should there be given for the pursuit of 
those studies for the lack of which the South has so long suffered. 
The sciences, both natural and exact, have made the world what it is, 
and therefore they are entitled to at least as much consideration as any 
other studies. A university should be the cherisher of all branches of 
study, but its first duty is to those studies that will do the most good 
and that most nearly reach truth. 
In our universities we need schools of civil engineering, of mechani¬ 
cal engineering, of mining engineering, of electrical engineering, schools 
of physics, of chepiistry, of geology, of mineralogy, of botany, of bi¬ 
ology, schools of medicine, of pharmacy, of sanitary engineering and 
the like. We do not want these schools to be mere apologies of schools; 
we want them to be of the best, of such a character, in short, that their 
graduates will be able to undertake and successfully to accomplish any 
work pertaining to their chosen field. 
Besides.this, we want to have all our students to know at least some¬ 
thing of the natural sciences, enough at least to give them a just ap¬ 
preciation of their value and to enable them to think and speak intelli¬ 
gently on scientific subjects. 
Furthermore, we want our students so to choose their studies as to 
enable them to obtain an education most serviceable to them in their 
after life. 
A young man is not formed like a piece of machinery. Students are 
not like army rifles, which all require the same cartridge. No young 
man who seeks an education resembles in mind and taste any other 
young man. It is unfair to all to require the same tasks from all. As 
much as possible should be left to the individual choice. 
To accomplish these results we have to have first a just appreciation 
of the value of the sciences, and then money, and in no small amount. 
While the sciences confer the greatest prosperity on men, they require 
