ent search after truth, irrespective of its application; the
other believes that practice should go along with theory, and that the
college should introduce the student into the practical methods of
actual life.

They are both, in a measure, right. There are forces at work in
society to strengthen the demand that colleges teach the branches of
industry, as well as prepare men for the so-called learned
professions. The demand is based on the worth and dignity of
intelligent labor. In fact, a scientific and technical education in
some branch of industry has already won its way to the rank of a
learned profession.

The demand for industrial education has grown out of a reorganization
of the industries and trades of the world. The great industries of the
country require men of trained minds and directive intelligence to
organize and control them. Mechanical skill is in great demand, and
workmen must be trained not merely in dexterity and skill in the use
of tools, but they must be so instructed in the principles governing
science that they shall be able to reach results of the highest
practical value in the sciences and arts. This age requires better
mechanics, manufacturers, foremen, architects, farmers, and
engineers--men whose creative genius will help to awaken the
aspirations of the race to master the forces of nature and bring in an
era of more convenience, comfort, and leisure for the cultivation of
the mind and heart.

Our systems of education are planning to meet the needs of the people.
Manual training that is adapted to youth between twelve and seventeen
years of age is incorporated in the curricula of many of the existing
public schools. Besides, we have in the United States more than one
hundred advanced schools in technology founded as independent
organizations. One-third of them have shops for laboratory practice.

The fact that such a prominent place has been given to the physical
and practical sciences in the courses of study in colleges shows that
these institutions are responding to the constantly increasing demands
of a practical age. Scientific departments have been advantageously
established in connection with our well-endowed universities. It is
both desirable and practicable to give instruction in mechanical,
electrical, and civil engineering in our high grade colleges. This
should not be done, however, at the expense of liberal culture.

How far the colleges can meet the demand for technical a