plicitly directs that certain moneys shall be set aside, whose interest shall be appropriated to the endowment, support and maintenance of colleges "in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life."

4. Shall we not see in the closing of the present century at least the shadow of another ideal, the fourth of the nation's history, the defensive, in which the proposition becomes clear in government policy that the most perfect national defense lies in man's most complete control over the natural forces and material resources of the continent?

A survey of the governmental policy which has been formulated in the light of these ideals, makes it clear that no nation has yet had so large views touching the relations of scientific knowledge to good citizenship as has the United States; no other government has laid before its people such a range of information bearing on the present wealth and the possibilties of their inheritance as has this; no line of statesmen has shown such an intelligent appreciation of the essential constituents of civilization as has the line which from Jefferson to the present time has guided the destinies of the western hemisphere.

Environment means much: sometimes, indeed, it means everything. This government would never have been organized had the colonies been situated on the eastern hemisphere. This people would have expended its energies in the world-wide and world-long activity of self preservation. Invasion and defense would have been its constant occupation. The At

lantic has proved a veritable wall of defense; behind it the energies of a nation have been given full and free play among the arts of peace. The march across the continent has been to the music of dinner-horn and wheel instead of fife and drum. What a vast difference can be seen when that possible condition is compared with the existing one; had the nation been. beset by enemies it must have developed in the art of war, arsenals and armories would then show the results of intellectual application and growth. As it is, workshops, farms, laboratories and homes display a wealth of results in the lines of peace. Farms are

dukedoms; workshops are museums in which are displayed the evidences of capacity and skill never before attained in the history of mankind.

Self-defense is a duty and a necessity. Under her geographical situation the opportunity is open to the United States to build up a defense in a new way. Strengthen the peace efficiency of the nation. Build up the internal forces. Educate the Educate the young and thus make high and strong the intelligence of the whole people. Encourage high education and thus gather an army of generals of work in all the lines where knowledge is applied to the control of environment. Support liberally the endowment of research and thus not only encourage, but push investigation into every field of human knowledge. Strengthen the nation, through giving it a knowledge of its own domain and a control over the natural forces and phenomena that encompass it and are contained therein. The intellect is the seat of power. A well-trained mind is strong; a nation of well trained minds is strong in the

first elements of strength. Let "millions for defense" be the motto-millions to be put into strengthening the schools, training experts and pushing into fields of research. In this way the two great ends of government can be attained; namely, the comfort and protection of its people and the perpetuation of its institutions. A strong government dwells in peace; a weak one is subject to many attacks.

Thus I would urge the argument of self-defense, Let education and research be not only encouraged, but insisted upon. That these defenses may be developed, let the government appropriate funds to carry them along, both in lines already recognized and in others which just as closely as agriculture, geology and topography, touch upon the lines of defense which the nation, for its self-protection, must construct. Millions of dollars are saved the country through the isolated situation of the western hemisphere, as can be seen when the budget of England, France or Germany is taken as the measure of expense. These countries expend upon their land armaments tens of millions to our millions; millions more are expended upon defenses by the sea.

Two questions arise:

1. To what extent should education be compulsory, or even permitted at the expense of the State?

2. Along what lines should government encourage research?

Answering the first question, the high school is the people's college. Make it the ideal institution for all those struggling below it. It is higher in its work and broader in its aims than the college of

mid-century years. It is rapidly advancing. It has within itself all the elements necessary for educating into intelligent citizenship the whole people of the land. Its curriculum is broad; it therein meets the demand for diverse tastes and aptitudes; young people can secure equally efficient training, whether they desire to dig into classic lore, mathematical physics or manual training.

In the second place, considering research work as a step in advance of that education developed in colleges and high schools, it seems that as an offensivedefensive measure no limit can be drawn to it. Investigation of the scientific and economic questions involved in the production and utilization of raw materials; the development and application of waterpower, steam and electricity; the improvement of roads; the perfection of steam engineering; the construction of naval engines of various types; the equipment of the army with perfect enginery of war; the grappling with architectural and structural problems of high character -these and many other lines of patient and extensive research would be proper fields for investigation.

The United States for the past hundred years has yielded a lavish supply of material and enormous financial resources. Both of these have been used generously in maintaining education wherever a need was pointed out. Times and conditions are changing. It now takes one-half billion dollars annually to do the government's business. Such an amount is not easily obtained. To secure it becomes harder and more trying each year. Every million counts in the footing. Every measure supported by the government

must be entrenched in the interests of the whole people. It must be a necessary factor of good government rather than regarded as a good thing in its way. In the past Congress has followed four different plans in distributing aid to the states for schools and other institutions of learning as summarized by Chancellor Fulton:

1. "The aid granted to the states for common schools was in the form of land located in the states, and the amounts granted to the several states was proportioned to area of states.

2. The grants of land to the states for seminaries and universities were of lands located in the several states and varying in amount not according to any definite policy, from 2 townships to each state to 4 townships to each state.

3. The grants for agricultural colleges under the Act of July 2, 1862, was proportioned to the populaof the states as indicated by their representation in both Houses of Congress, being an amount equal to 30,000 acres for each senator and representative from each state in Congress, every state sharing in this distribution.

4. Under Act of August 30, 1890, an equal sum, now amounting to $20,000, is proportioned to each state out of the proceeds of the sales of public lands for the use of the agricultural and mechanical colleges of the states."

There is a loud and strong call upon Congress to increase the number of educational institutions supported wholly or in part by the government. During the last session of the present Congress not less than