in the laboratory of chemistry, physics or mechanics is such as to cause a continuous, insensible discharge of the electricity generated by the necessarily strict requirements of study and discipline, and thus to maintain the friendly relations of teacher and pupil unbroken by those storms which sometimes gather and burst in colleges where the teacher sits buttoned-up on a platform behind his desk and lectures to his pupils from the chair of authority.

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But it may be said: Considering all that may be claimed for the purely educational advantages of the scientific studies which run through the curriculum of the technological schools, why may not all these advantages be equally obtained by the student of the traditional college and even to better effect, since there he may secure the pure gold of truth freed from the alloy of baser metal? By which term the critic would designate the useful, practical applications of science. It is here that it behooves us to take issue most directly and aggressively with those who assert for the old-fashioned colleges an educational virtue superior to that of the schools we represent. It is of the very essence of our case that the directness and immediateness of application to which the studies of our pupils are subject, under their very eyes and at their very hands, constitutes a tremendous educational force, securing a closeness and continuity of attention on the part of the pupil, an earnestness of effort, a zeal and enthusiasm of work which it is utterly beyond the power of the teacher of classics or philosophy to arouse, except in the case of gifted students. If proof of this upon a large scale be needed, it is enough to refer to the well-known fact that law schools and medical schools invariably command the energies of their pupils in a far higher degree than do the colleges; and that hosts of young men who have idled and dawdled away the four years nominally devoted to classics and philosophy throw themselves with splendid enthusiasm into their professional studies when once they, for the first time, see on what ends their efforts are directed and how their energy and application are to promote their happiness and usefulness in life.

Even in the case of those young men who need no such incentive to secure their faithful attention and earnest endeavor, we yet hold that schools of applied science and technology possess a distinct advantage, in that their students learn the truths of science in a somewhat different way and as the result, know them somewhat better than do those who study these truths, no matter how diligently, without immediate, direct and constant reference to their application. Without referring further at this point to the limita

tions and defects inherent in all academic systems of recitation and examination, I believe it to be true that the man who in studying mathematics, for example, has only to look forward to a recitation to morrow and an examination two weeks or two months hence, applies himself to the subject necessarily in a different spirit and a'so necessarily with an inferior result in contrast with the man who, continually as he acquires his mathematics, puts it to use day by day in the laboratory of physics, mechanics, hydraulics or steam engineering,

For these reasons we must decline to accept the characterization of the technical applications of science as the alloy which debases the pure gold of truth. We look upon them, the rather, as the tough, elastic bow which sends the keen shaft to its mark; and, be it remembered, zeal and enthusiasm of work are not to be valued merely because, or merely as, they secure directness of attention, continuity of application and sustained endeavor. In themselves, of themselves, they are in a high sense an educational force, telling immediately and telling powerfully upon intellect and character, contributing importantly to build up mental and moral substance firmly and healthily.

There is one school in the United States mainly devoted to the application of scientific principles to a profession art which is so well known to all our people, and whose work in the development of mind and manhood has been so severely tested in the sight of the country and of the whole world, that I can not forbear to allude to it bere. I mean the Military academy at West Point. There is no reason to believe that for the 30 years preceding the civil war the young men who went to that school were in any degree superior to those who entered Yale or Harvard. Indeed, there was at that time, at least throughout the north, a certain disinclination on the part of the more generous and ambitious of our youth to adopt the career of arms. Yet when the war broke out, what a wealth of intelleet and character was displayed by the graduates of that one small school during the terrific trial to which they were instantly and without preparation subjected! Think how many men from that single academy, which had fewer living graduates than either Amherst or Williams, led army corps and armies with distinction on the one side or the other, in what was perhaps the greatest war of modern history! I said "of intellect and character." for it is character even more than intellect which enables the commander to bear the tremendous, cares, responsibilities and burdens of his office.

What was it which, out of those few small classes of raw lads, developed a Grant, a Lee, a Sherinan, a Meade, a Jackson, a Thomas, the two Johnstons, a Hancock, a Reno, a Reynolds and a Sheridan, not to mention scores of others who "waxed valiant in fight" and commanded divisions and corps with a skill and address which have excited the admiration of the professional soldiers of Europe? Doubtless in some part it was the romance and the highly stimulating influences of the military career. Doubtless in part also it was the special inspiration of the tremendous occasion, fraught as that was with the destinies of a continent. But I believe it, in still greater part, to have been the perfectly natural effect of the application of perhaps not extraordinary powers to the thorough, patient, unremitting study of scientific principles, directed straight upon a worthy profession, under the tuition and guidance of renowned masters of that art, and under the constant influence of professional ideas, professional sentiments and great professional examples.

A great deal more might be said in comparison of the influence of scientific teaching as carried on in the schools of applied science and technology with the influence of the traditional, or of the more modern, modified curriculum of the classical colleges; but perhaps enough has been said to justify the assertion that the former class of institutions are just as truly educational as the latter. Here I am content to rest my case. This conceded, let the youth of the land seek the one or the other kind of school, according to their individual tastes, predilections and plans for life. I am far from being so bigoted as to suggest that there is not room enough in the educational system of the future for all the institutions of the elder type which have achieved for themselves a name in letters and philosophy; which have, with pains inexpressible, wrought out their own problems and created their own constituencies; and each of which has a host of eager, devoted alumni ever turning gratefully to the halls in which they were nurtured and delighting to give to the old college the fruit of their labors and the fruit of their loins. But I confidently look to see a largely disproportionate number of the new institutions which shall from time to time come into being built essentially upon the plan which has achieved such prodigious successes during the quarter century now closing. Doubtless the present general scheme of the schools of technology will itself undergo considerable modification, alike from the results of added experience, from larger means and from the infusion of a wiser and more generous spirit. Doubtless more of economic, historical and philosophical studies will be

Intratur sit to expplement, by their liberalizing tendencies, the work nd this is in making their pupils exact and strong. Possibly mones ultimate form for institutions of the higher learning may yet los die digaul, which shall embody much of both the modern school id holiday and of the old fashioned college with, perhaps, someHoligs bakom from neither, but originating in the larger, fuller, riper Wheid a happos and richor future.

COORDINATION OF UNIVERSITY, COLLEGE AND ACADEMY

Discussion

ANDREW IN WHITE, CORNF11 UNIVERSITY

At Me Chor, wol deny the great importance of the toe berore me this morning. There has never been moves by a tone, when such large sums of

for the purioses of education. The

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country; but the great tract that lies between them receives comparatively little. While the state gives so nobly to the public school system, while individuals give such enormous sums for advanced education, we hear of very little given to the high school, to the academy, to the intermediate college. In fact it is very much like tree, we will say, in which the roots are strong and in which there is great growth at the top, but in which the connecting trunk is likely to grow more and more attenuated. The question is, how shall the various parts of this system be so coordinated, be so arranged that the results shall be what is desired? That the results are not quite what they ought to be I think we shall all agree.

Those of us who are connected with universities are often called upon to wonder, when young men come to us at 18 years or over, what in the world they have been doing all these years; for even though the entrance examination be an examination purely for a technical course, we find that too often the simple English branches in all these years have not received anything like the attention which a really well-ordered system of intermediate education demands. I would not for a moment cast any slur on those engaged in intermediate education; no men are held by me in higher respect, but they labor under enormous difficulties. Their high schools, their academies are generally carried on with small funds, funds doled out to them so that they are totally unable to command or to retain the sort of men they ought to have. There is no opportunity to hold the students in those small sections which are not generally required in university instruction, but which are so necessary in intermediate training. There is the problem that confronts us. I have certain ideas, if there were time to express them, as to what could be done. What I would propose would be more in the nature of evolution than of revolution, for there is a very marked process of evolution, especially in the higher education of this country now going on. You have only to look at the last reports of the various colleges and universities of the United States to see what that is. For instance, look at the last report of the Bureau of Education. It gives us in round numbers about 400 colleges and universities. If you begin to study these you discover the most enormous discrepancies between those institutions which, if you look at their catalogues and registers, you would never dream of. For example, all their catalogues will tell you that they teach physics, that they teach chemistry, that they teach the classics, that they teach natural sciences, that they have libraries; but, in the first place, if you add their endowments, you will see an immense