community as a body of thousands of men-teachers, graduates, undergraduates-all of whom are engaged in the same intellectual operation, in the same great enterprise of the mind. I want to see college teachers recognized as men to whom the whole nation comes for guidance and counsel. I am eager to see boys coming for instruction to men from whom the fathers of the same boys are still eagerly receiving instruction. Do you think we should fail to "grip" the boy if that were true? Do you think we shall ever succeed in gripping him until it is true?

How shall the dream be realized? It must be done, for without just such intellectual activities as this no democracy can live. How shall it be done? Of course the first step is to get the gospel believed. It was suggested by the new President of Dartmouth that we should establish summer schools for alumni and the same suggestion has been recently made to me by one of our Amherst graduates who has been feeling the same need and dreaming the same dream. Much can be accomplished, I am sure, by the development of the graduate magazines into organs of study and discussion.

But I must not try to solve the problem in detail this morning. These eager young colleges have many glorious tasks before them. I have tried simply to indicate one of them.

Mr. President, on the one hundred and fiftieth birthday of Rutgers College, I congratulate you upon its lusty youth; I predict for it a splendid and vigorous manhood.

President DEMAREST: Rutgers College, having its enduring sympathy and co-work with the colleges which President Meiklejohn has especially represented, has also a peculiar sympathy and co-work with the state universities and state colleges of our land, through the State College of New Jersey being grafted into its life.

I introduce to you President Edwin Erle Sparks of Pennsylvania State College.

ADDRESS

EDWIN ERLE SPARKS, Ph.D., LL.D.

President of Pennsylvania State College

MR. PRESIDENT, FRIENDS AND ADMIRERS OF THE ANCIENT AND HONORABLE, YET YOUNG AND VIGOROUS RUTGERS: Rarely is it given to a man to bring felicitations upon the one hundred and fiftieth birthday and to find the recipient active, vigorous, and in full possession of his mental power and unlimited in his usefulness by any eight hour law of national or local enactment. I bring, sir, the greetings of that particular class of institutions known as the State College and the State University, to which Rutgers was admitted, as has been said by her President, in the year 1864.

The evolution of the idea of a public institution supported by public taxes was a natural complement of the idea of a public school system similarly supported. The capstone simply awaited, if you please, the proper settling of the foundation. At the present time the support of the public school system, of the state college or the state university, is regarded by the American people, I am happy to say, not alone as a duty, but even as a privilege. Therefore I have the brashness to think myself commissioned by the one hundred million people of the United States, speaking through sixty-six institutions which represent one hundred and thirty thousand students.

In the development of this modern idea of education Rutgers has always been abreast of the front line of progress. She has aided her sister colleges and universities in bringing education out from the musty cloister into the open light of the thronged market place. She has helped to develop an applied education for the public health, the public prosperity, and the public welfare. Service has always been her watchword. "Take the College of the State to the people of the State" is the

slogan under which Rutgers has aided the colleges in wresting secrets of truth from mother nature in agricultural and engineering experiment stations, and in sending them forth by those missionaries of betterment, the college extension workers. In this line of public service well may Rutgers say, "My campus is the Commonwealth."

In another particular Rutgers has powerfully aided her sister institutions, and that is in the constant adjustment of the college curriculum so as to maintain the old time cultural in this present urgent demand for the practical. Fifty years ago, in 1864, the scion of utility was easily and readily grafted upon the ancient tree of Rutgers culture, and she has held fast also to the old while admitting the new. In the beginning of that great industrial period following our Civil War, which is still upon us, Rutgers heard the demand for the training of the hand, and out of the simple "mechanic arts" she helped develop the wonderfully complex and varied present courses in engineering.

A few years later agriculture, the handmaiden, if you please-no, better, the Cinderella-of the land grant colleges, was found sitting by the fireside, discovered by the Prince of High Prices; and immediately Rutgers College answered the call and the enrollment of students in agriculture increased by leaps and by bounds. It is interesting to notice how the public call is always responded to in these state institutions. Somebody has well said that education is nothing more nor less than a constant adjustment of knowledge to need. Fifty years ago there was only civil and military engineering. About thirty years ago this College instituted a course in electrical engineering in response to public demand. A little later came a demand for that big thing which we scarcely recognize and do not yet know exactly how to handle, called electrochemical engineering; and Rutgers responded to the call immediately. Then came the excitement over the prospect of the exhaustion of our national resources,

and elementary forestry responded immediately. Situated here, close to the greatest market in the world, her students have enrolled in market gardening and in dairy husbandry. At the present time, in her catalog, I find an unusual enrollment of students in industrial chemistry. What does it mean? It indicates the call, the pressing demand of the ammunition needs of a great war, and a war not in this country, but away around on the other side of the globe. Truly always education is the adjustment of knowledge to the need.

Rutgers College has kept abreast of her sister state universities and colleges in answering the call of the people; yet she still holds fast, as I said a moment since, to the old while taking on the new. I need go no further than the catalog to ascertain that while she now offers the Bachelor of Science, she continues, according to her traditions, to offer the Bachelor of Arts and the Bachelor of Letters. I open her catalog and I find that a student who desires urgently to pursue the study of commercial pomology, of microscopic petrography, of mineralogy, of toxicology, or of microbiology of soils must still have in that diet a sprinkling of English, of literature, of history, and of economics. In assimilating that diet, let us earnestly and profoundly hope he learns how to read, to write, and to spell!

I turn to the list of the Faculty and I find here the Professor of Agriculture neighboring the Professor of Logic and Mental Philosophy, let us hope on a perfectly neutral basis. Still further I find that Rutgers College, faithful to tradition, even in the practical present, supports a Professor of Latin and also a Professor of Greek, thereby demonstrating that Rutgers for one does not rank these professorships with the dodo and other extinct species.

Therefore, Mr. President, because Rutgers answers so nobly the call to public service as exemplified in a tax supported institution, because she responds so efficiently in the adjustment of the curriculum to human needs, and