1172 
THE RURA1» NEW-VOKKKK 
September 20, 
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What Is an Education? 
Need of Imagination to Practical Men 
mrnmiBy Dr. E. H. Jenkins nmnn II 
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We regard Dr. E. II. Jenkins, Director 
o£ the Connecticut Experiment Station, 
as one of the wisest men ever connected 
with agricultural education. The follow¬ 
ing notes are made from an address de¬ 
livered by Dr. Jenkins before the students 
of the Pennsylvania State College. 
CONTRAST OF RESULTS.—I 
shall say something about college edu¬ 
cation, not as a teacher or expel t but as 
an outsider. For I am not an educator. 
I have not talked to a body of students 
more than two or three times in my life 
and have never conducted a recitation but 
once. I speak therefore as a rank out¬ 
sider, but one who in almost 40 years of 
experience in the work of an agricultural 
experiment station and among farmers 
has had a chance to see the results of 
education and contrast sound mental 
training and habits of thought with the 
faulty, superficial kind. Practical results 
I mean, both in the business of farming 
and in the work of research. Now educa¬ 
tion 1 take to be the handing down from 
one generation to another, for its use, the 
Heritage of the Bast, just as a faithful 
public officer not only hands over to his 
successor the public property in his 
charge but its heritage. He explains the 
office routine, the methods which have 
served him best, the tradition of the office, 
so that the newcomer may be saved from 
mistakes and the public better served. 
Just as the sailor on the sea, before going 
below after his trick at the wheel, says to 
the man who relieves him : “Keep her S. 
E. by S. half E. and call the cap’ll at 
seven bells. The barometer is going 
down a little.” lie does it for the safety 
of the ship and all aboard her. Just so 
before our generation goes below to rest 
from its labors it must give to you what 
it can of the course to be held and the 
watch to be kept, both for the sake of you 
and of this dear old world itself. 
What May Be Gained. —No man, of 
course, can gather to himself anything but 
an insignificant fraction of this heritage. 
No teacher can hold or impart more than 
a tithe of our small department of the 
store of human knowledge. All that the 
teachers in this or any other college can 
do is to give you a taste —a sample—of 
this store, a longing for more of it, and 
to show you how to get at the sources of 
it from which you may draw more, both 
now and through your whole life. For 
education is not a thing of course A or 
B of so many hours a week for so many 
semesters, with a degree at the end of it, 
like a period in punctuation which marks 
a full stop. Education should be to each 
man a continuous performance, a matter 
for all time, if not for eternity. Your 
course here should be only a start, and 
its chief importance is in making the 
right start, and in that you have the 
same responsibility as your teachers. 
The Heritage of the Past. —What 
is it? A part of it is very obvious. 
There is the great body of established 
facts regarding the properties and rela¬ 
tions of material things; surest of all, the 
facts of mathematics. There are all the 
great facts of physics (celestial and ter¬ 
restrial), of chemistry and of the other 
natural sciences. There are other things 
which are more or less in the nature of 
hypotheses, like the existence, the nature 
and properties of atoms, which have so 
greatly helped to explain the facts of the 
physical universe and have so advanced 
our knowledge in many directions that we 
feel the theories must have truth in them 
though it seems likely that our state¬ 
ments of them still have a good deal of 
occluded error. The essential essence of 
many of these things we do not know, but 
of the phenomena of their action and in¬ 
teraction we have a good deal of knowl¬ 
edge. Electricity is a striking example. 
Very few physicists, I think, would feel 
confidence in any definition of it, but how 
much we have learned regarding its appli¬ 
cations to the work of the world. With¬ 
in the memory of some of us it has risen 
from its lowly place as a lecture-room 
curiosity to an indispensable servant of 
civilization. With this knowledge of the 
properties and uses and interaction of 
material things is closely associated the 
establishment of certain great laws or 
rules of conduct in the material universe. 
Practical Training. —Now there is 
a widespread feeling that these things 
which I have mentioned are really the 
essentials of education, at least, of what 
is called “practical” education, “voca¬ 
tional” education, education while you 
wait, or by whatever other name it goes. 
There is a valid distinction to be made 
between cultural and vocational courses. 
But the thought I want to leave with you 
—and this is the gist of what I have to 
say—is this: Culture is “vocational,” cul¬ 
ture is practical, and cultural study con¬ 
tributes to business success, to pecuniary 
profit. By cultural study I mean that 
which relates to the working of the mind 
on matters not visibly or immediately 
concerned with technical training for a 
given calling, such as the humanities, as 
they are called, the study of history, of 
literature, of philosophy and ethics. 
These are certainly a part of our heri¬ 
tage of the past. There is the histoi'y of 
peoples, the channels in which human 
thought and endeavor has flowed, the ex¬ 
periments in human government and their 
results, the literature, the philosophy and 
the religion of the past. I believe all 
these have had their effect on the agri¬ 
culture of this country. Some compre¬ 
hension of them makes the farmer and 
the experimenter a better man of affairs, 
a better “practical” farmer and a better 
citizen than he can be if his whole time 
and thought has been spent on the details 
of his own specialty. I have not time, 
nor ability, adequately to set forth the 
particular ways in which these things 
minister to the life and work of investi¬ 
gators such as I hope some of you will 
be, or of farmers which I hope more of 
you will be. But I am sure that they 
have a very practical use in every life. 
Thought and Knowledge. —No man 
can have any comprehensive knowledge 
of all the heritage of the past. No edu¬ 
cated man should be without some little 
knowledge or comprehension of the dif¬ 
ferent departments of it. Such knowledge 
opens his mind to receive impressions 
from all sides, it enlarges his field of 
thought and it brings in unexpected ways 
help for the solving of any special prob¬ 
lem of whatever kind it is. The efficient 
research man does his work quite as 
much by brooding as by working; by con¬ 
sidering the relations of facts and their 
probable meaning; yes, by imagining in 
the first instance what may be the ex¬ 
planation of a phenomenon. Education 
—some knowledge of the heritage of the 
past—results in an attitude of mind 
which is pliable, receptive, judicial, im¬ 
aginative and, as Lowell says, of “un¬ 
sullied temper.” It is a mind which can 
handle and apply general principles, and 
without this thinking, brooding mind a 
string of facts “practical” in themselves 
are of little practical use. The store¬ 
room of a manufacturing plant, with its 
supply of nuts, bolts and all the ma¬ 
chinery parts, is only a junkshop with¬ 
out a mind which knows the place and 
purpose of each one of them and has be¬ 
fore it the vision of a complete and per¬ 
fect machine. Just so without the power 
to see the use and the application of each, 
the facts learned in tlie class-room are 
mere educational junk. I get several 
thousand letters every year from farm¬ 
ers. From the kind of questions asked I 
can tell pretty well whether a man has 
had some kind of decent college training 
or not. The uneducated man wants some 
kind of a receipt for success in growing 
his crops. The other wants rather a 
guiding principle. 
(Concluded next neck.) 
AGRICULTURAL EXPERIMENT STATIONS 
E have many calls for a list of the 
Agricultural Experiment Stations 
in this country, and therefore we print 
a list of the stations herewith. There 
is also a map showing where these sta¬ 
tions are located, so that our readers may 
understand what part of the State is rep¬ 
resented. There are many bulletins is¬ 
sued by these stations which would prove 
of great value to our readers. Many of 
them issue lists giving the titles ->f their 
bulletin ;, and very likely you will find in 
such a list a discussion of just what you 
would like to know. As a rule, the sta¬ 
tions are willing to send their bulletins 
to all who ask for them. Preference is 
given to citizens of the State in which 
the station is located, yet if they have a 
good supply of the bulletins on hand they 
are generally willing to supply outsiders. 
Alabama—College Station : Auburn ; 
Canebrake Station: Fniontown; Tuske- 
gee Station : Tuskegee Institute. 
Alaska—Sitka. 
Arizona—Tucson. 
A r k a n sa s—F ay e t teville. 
California—Berkeley. 
Colorado—Fort Collins. 
Connecticut—State Station: New Ha¬ 
ven ; Storrs Station : Storrs. 
I lelaware—Newark. 
Florida—Gainesville. 
Georgia—Experiment. 
Guam—Island of Guam. 
Hawaii-Federal Station: Honolulu; 
Sugar Planters’ Station : Honolulu. 
i da ho—M oscow. 
Illinois—Urban a. 
Indiana—La Fayette. 
Iowa—Ames. 
K ansa s—M a nha tta n. 
Ken tucky—I .ex ington. 
Louisiana—State Station : Baton 
Rouge: Sugar Station: Audubon Park, 
New Orleans; North La. Station: Cal¬ 
houn. 
Maine—Orono. 
Maryland—College Park. 
M a ssach u se tt s—A mh erst. 
Michigan—East Lansing. 
Minnesota—University Farm, St. Paul. 
Mississippi-—Agricultural College. 
Missouri—College Station : Columbia ; 
Fruit Station: Mountain Grove. 
Montana—Bozeman. 
Nebraska—Lincoln. 
Neva d a—R en o. 
New IIampshi re—Du rham. 
New Jersey—New Brunswick. 
New Mexico—State College. 
N?w York—State Station : Geneva ; 
Cornell Station: Ithaca. 
North Carolina—College Station : West 
Raleigh ; State Station : Raleigh. 
North Dakota—Agricultural College. 
Ohio—Wooster. 
Oklahoma—Stillwater. 
Oregon—Corvallis. 
Pennsylvania—State College. 
Porto Rico—Federal Station: May- 
aguez; Sugar Planters’ Station: Rio 
Piedras. 
Rhode Island—Kingston. 
South Carolina—Clemson College. 
South Dakota—Brookings. 
Tennessee—Knoxville. 
Texas—College Station. 
Utah—Logan. 
Vermont—Burlington. 
Virginia—Blacksburg; Norfolk: Truck 
Station. 
Washington—Pullman. 
West Virginia—Morgantown. 
Wisconsin—Madison. 
Wyoming—Laramie. 
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