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Rh the afternoon, book in the evening—an unceasing round of studying what men have said about things. Under the better system of the various institutions for scientific and industrial education, the student passes frequently from study about things to study of the things themselves, in laboratory or workshop, in draughting-room or museum, or in the field. Every science must now have its laboratory practice, and thereby are given to lectures and recitations reality and interest. Thereby is gained ability to bring theory to bear upon practice.

But an objection of another sort is raised. It is said, "Why give instruction in classical branches at all?" I answer, for three reasons: 1. Because the act of Congress declares expressly that they shall not be excluded. 2. Because to those who wish them they are an excellent means of culture. 3. Because we wish to avoid that old mistake of separating industrial and scientific students from classical students. Heretofore students in science and technology have been banished to some little special college in some remote corner of a town or State, while classical students have had all the prestige arising from connection with large and thoroughly equipped institutions. We stand upon the principle of considering one student the equal of another—the student in science and industry the equal of the student in classics. We stand against any separation which shall serve to perpetuate that old subordination of men in the new education to men in the old.

But it is objected that the new system does not provide for mental discipline. Never was a charge more absurd. Discipline comes by studies that take hold of a man, and of which he takes hold. Is it not evident that the new system, which adapts studies to the tastes and aims of men, is more sure to take hold and be taken hold of than the old system, which grinds all alike through the same processes and studies?

But it is said, "Why concentrate your resources in one institution?" I answer, because that is the only way in which you can ever have the work done. To erect, equip and maintain laboratories, workshops, farms, collections, libraries, observatories—all this demands great sums.

To have such institutions, you must pay the price. While the rule, as already stated, regarding preliminary public instruction, is to distribute resources, the rule in regard to advanced education—scientific, general, or industrial—is to concentrate resources. Look at it. The last report of the Bureau of Education shows in the United States 397 institutions called colleges or universities, and you can count on the fingers of your hands all those worthy of either name.

Wisely, then, have the great States refused to yield to clamors for scattering or frittering away these funds. Wisely have individuals poured out their wealth to supplement them.

To the institution in our own State already over $1,500,000 have been given by individuals, and I trust that this is but a beginning.