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the efforts made in the United States to establish trade Succi and of their great success in New York, in Philateipitia, and under the direction of the Pratt institute in Bricklyn, and in Cincinnati, and elsewhere, notwithstanding The occasional opposition of trades' unions and other innendly organizations.

It is greatly regretted that limitations of space make it Impossible to give something of a detailed exposition of the organization and methods of work in a few institutions like

Pratt institute at Brooklyn, the Drexel institute in Philadelphia, each of which is unique, and all of which are doing a most important work.

It will be noted that the leading institutions or departments of institutions in which special attention is given to pure and applied science do not differ materially in their organization, courses of study or degrees conferred. Practically all courses are four years in length, in nearly all the first two years are largely preparatory to the special or professional work of the last two, embracing modern languages, mathematics and a few other subjects, most of which are common to all courses offered. The differentiation begins. generally at the opening of the junior or third year, although in some cases it must commence earlier. In the matter of degrees the great majority of schools confer only the degree of bachelor of science at the end of the four years' course, but there are a few that offer the so-called professional degrees such as C. E., M. E., etc., for the mastery of a four years' course. The requirements for graduate degrees are tolerably uniform, being usually a year of resident study with the preparation of a thesis for the master's degree, and in addition to this usually three years' successful professional work with an acceptable thesis for a professional degree.

The requirements for admission are by no means uniform, nor are they extremely varied. Perhaps the typical average requirements for admission to schools of science or engineering colleges would include-besides the "common

English branches"-algebra, plane geometry, English literature, history of the United States and either the French or German language. About two to three years' study of the latter would be required, and to this list will often be added solid geometry, plane trigonometry, the elements of physics or chemistry, and sometimes a year or two of Latin. There seems to be a growing tendency towards the introduction of a large number of electives among the subjects required for admission.

It is hoped that a sufficient number of institutions have been considered and that enough has been said of them to exhibit in some degree the enormous educational advance which has taken place during the past fifteen or twenty years throughout the whole country, and especially in what is known as the "middle west." At no previous period in the history of the world has there been so rapid and productive an evolution of educational forces as this period has witnessed, and it will not escape notice that it has largely been a development of methods and appliances for the study of science, pure and applied. No sketch of the origin, growth and present condition of the schools of science and engineering in the United States would be complete without reference to the Johns Hopkins university, an institution which, although giving little attention to applied science and technology, has been a very large factor in determining the character and methods of instruction to which these schools owe their success. Although not yet twenty-five years old, it is impossible to overestimate its influence upon higher education in this country, and especially is this true in all things relating to science. There is scarcely a college faculty that has not been enriched by the presence of one or more of its graduates, bringing with them at least something of the spirit of that institution, its respect for exact scholarship and regard for scientific truth. For the schools of engineering and technology in the United States are, and are intended to be, something more than a mere avenue leading to increased money-making

power. They are intended to fit for the responsibilities of citizenship, and, if worthy of the name, their methods of instruction are such as to cultivate independence of thinking and personal responsibility in judgment. Nor are they deficient in that intellectual discipline and culture which constitute a liberal education. Although not specifically organized for original research, their methods of work naturally lead to and encourage it, and during the past quarter of a century they have contributed generously to the advancement of pure science, to which, however, they must always be in debt. As a whole, they represent one of the most important achievements of an age whose chief glory is found in the increase and diffusion of science and its applications.

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FOR THE

UNITED STATES COMMISSION TO THE PARIS EXPOSITION OF 1900

MONOGRAPHS ON EDUCATION

IN THE

UNITED STATES

EDITED BY

NICHOLAS MURRAY BUTLER

Professor of Philosophy and Education in Columbia University, New York

12

AGRICULTURAL EDUCATION

BY

CHARLES W. DABNEY

President of the University of Tennessee, Knoxville, Tennessee

THIS MONOGRAPH IS CONTRIBUTED TO THE UNITed States EDUCATIONAL EXHIBIT BY THE STATE OF NEW YORK

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