Newark post., 1912-11-20

would be the foundation, not only OF M
struction in the college but or improved
methods on the farm. The accelerated
progress in these colleges from the date
of the Hatch Act is too obvious to call
for explanatory comment.
When we bring to mind the fact that
in every state in the Union these colleges
and experiment stations were centers OF
scientific experiment and laboratory IN
struction, it will be recognized at once
that they constituted a great national
movement in the interest of both science
and education. 1t was during the up
growth of these institutions, that the edu-
cational world was revolutionized as to
school progress, the contents of courses
of study and as to the place of the elect
i've system in higher education. Science
had its struggle for recognition IN every
school program in the country. The col
leges OF agriculture recognized from the
start that they were to teach the sciences
related to agriculture and mechanic arts.
Applied science was therefore required
by the very terms OF the law but obvious
ly applied science must follow pure
science. The colleges of agriculture and
the experiment stations, therefore, were
the hospitabIe homes of every question
The state universities having these col
leges within them were, by virtue of that
fact forced into freedom hitherto TN
known in higher education. This atti-
tude toward science steadily influenced
the attitude toward every other subject
properly within the horizon of the uni
versity. Under the general title of Me
chanic Arts came all the varieties of en-
gineering education and under the title
! of Agriculture came all the sciences per
tanning to the farm and the home
/ The modern state university, therefore,
found itself free to teach in every field
of human inquiry and to investigate any
subject yielding knowledge. The rea-
ton of education to the industries and
pursuits of life is a little more concrete
than the somewhat indefinite statement,
education as related to life. These col
leges had their sphere suggested by the
terms of the statute and other institu-
tions are now trying to interpret their
mission in harmony with the same prac-
teal end. We are apt not to estimate
the strength of this movement until we
recall that this association brings within
its membership the largest body of teach
ers and students engaged in and devoted
to pure and applied science i'll America
to-day. If we add to this association the
state universities that are separated from
the Land Grant Colleges, we could say
at once that this movement is the great
est national movement in the interest OF
industrial, scientific and vocational edu
cation. 1t is not necessary to infer OIL
intimate any lack of appreciation of the
splendid service rendered by some Of oul
oldest and most distinguished institutions
of learning, but it is only true to tn,
fact to say that the Land Grant Act rep
resents the one great national movement
and the most unified body of scientif,
investigators and teachers in American
education. 1t has taken some of the
country long while to appreciate thu
value of these services and there is some
evidence that few will die without dis
covering it. The fact that these institu
; tons have emphasized the economi
phases of science has disturbed a grea
, many people while others are coming t.
see that the application of science is tn
first step toward that fundamental con
servation which underlies the perpetua
prosperity of the country.
In offering these suggestions it ma
, be proper to emphasize the fact that tn
Land Grant Colleges were intended t