The Advocate and news., 1899-02-01

come, by virtue of its perpetuity, an
inheritance of the race, and there gain
some knowledge OF the world in general.
Then the question comes, What is he
fitted for after graduating at the insti-
tuition of learning? Some viii say, 80
and-sO has studied languages, has be-
come familiar with literature and sci
ence, and has graduated; now he is
working in his fathers soap factory
What is his education good fOr?" And
others are pointed out in the same way.
Now how shOrt-sighted these people are
who criticise the products of the colleges
and universities in such a way Follow
some of these graduates in that store,
on that farm, in that soap factory, or
foundry. See what is to be the result of
education. The young man, strong and
WISE with dignity and manhood goes
on with the work his father was engaged
in. See how the fathers work is digni-
fed, lifted up, by the intelligence, conse-
Grafton and labor of the product OF the
college. The work Is more effective.
What was formerly wasted as slag be-
comes a new mine OF valuable ore. Many
examples may be given of the benefit to
industry from intelligence and knowl-
edge.
The graduate should not think that by
his education he has passed into merely
intellectual world, out of reach Of his
old associations. He should come back
to the environments Of the home, the
mine or the mill, and adjust himself to
1t in such way that it begins to hum
again, and the spindle to make sweeter
music than in his boyhood Education
should not be regarded merely as a
means to position among men; as the
way to some profession, calling or par
ticular place where everybody will show
! Difference. This notion should be dis
missed There are more desirable posi-
tions In the common walks OF life than
can possibly exist in the few higher
ones.
All along in this educational move
ment, the work done must be thorough.
Mere knowledge Is of comparatively lit
tie value. That which is Of value Is to
have power to think rapidly, accurately
and compTehensively. Education which
fits for life means thinking rapidly as
we'll as accurately. Opportunities are
coming to us and are passing away, and
we have failed to catch them There have
been many beautiful descriptions of op-
portunity, but the one which impressed
me most was that of three darkies who
went to see the express train go by on
the new railroad. They went early to
where the train was to pass and waited.
Finally the train was heard One darkey
exclaimed, "Dah she comes!" and an
other, "Dah she gOes!" but the third
gaped around and asked, "Whah Is she?'
Thousands Of people are roaming about
and wondering, "Whah is she?" The
young man who has learned to think
correctly and rapidly at the same time
has learned to know "whah she is."
Education that fits for life must help
us to adapt ourselves to environment.
Only as we see relations can these rela-
tiOns be brought about.
What has this to do with the Domes-
tic Science building? / congratulate you
on entering this new building, and hope
the State will do as well by us. We have
to eat, and like to wear nice clothes, as
well as you; but will have to rely for
many years on the kind of food and
kind of clothes you folks set up for us
here at the Agricultural College.
The problems OF domestic science are
as important to the great question OF
human happiness as are many Of those
other problems which we have been so
long exalting and to which many of us
are giving OlIr lives