was the establishment of a central office of information, the Federal Bureau of Education; the second was the annual appropriation of Federal funds for institutions serving a special and urgent National need the acts for the further support of the land-grant colleges.

Stated now in other words, our whole American scheme of public educational management consists of these four parts: First, the independent school and university systems of the several States. aided by grants of public lands and supplemented by privately managed institutions; second, the free cooperation of the States in educational matters of common interest; third, a Federal education office, aiding the States by its information service and furthering their cooperation; and finally, the distribution of Federal funds, under the supervision of the Bureau of Education.

Let me say a few words concerning that part of this plan with which I have personally the most to do. It is the business of the Federal Bureau to survey the whole field of American education, and make the best things contagious throughout that field. In such a subject as industrial education, it is to study our present needs in the large, and to set before our people the best examples of the successful meeting of such needs in this and in foreign lands. It is to promote unity of effort, by enabling every part of the country to profit at once by whatever has been well done in any other part of the world. As regards such a subject as the Conservation of our National resources, it is to take the broad view which concerns education in all the States, and to further the common treatment of that subject as related to the geography, the history, and the industries of the American people. Such work as this it is now doing in a preliminary and fragmentary way; but it needs more men-expert and informing men--to make of its educational contagion the really large and transforming thing that. these times demand. Give us the men, and we will give the help. When the Nation has made its program, it cannot afford to carry it out on less than a National scale. (Applause)

I have said that our National program already involves a measure of direct Federal aid to education in the States. There is every reason why such aid should be reserved as a last resort. But as a last resort, it has its place in our program. It is doubtful whether the industrial education which the Nation now requires can be adequately carried out without an increase of such Federal participation. But the point to be especially emphasized is this: Any such extension of Federal aid should be based on an accurate knowledge of the needs, and should be made in such ways as will strengthen and not weaken the educational systems of the States. For these reasons, a general investigation of the subject of industrial education in all sections of the country is one of the next things that should be undertaken by the Education Bureau. Such an inquiry has already been recommended from the office of the Secretary of the Interior. It has been urgently requested by the National Society for the Pro

motion of Industrial Education. Our neighbors of the Dominion of Canada already have a strong commission engaged in a similar inquiry. I earnestly hope that this Congress will call upon the Congress of the United States to institute such an inquiry at the earliest practicable date, and provide for carrying it on in a manner commensurate with the importance of the subject.

When I speak of our National program in education, it is with warmth and conviction. No nation can come to its greatest, industrially and politically, save as it comes to its greatest in education. We have in our American form of governmental relations the basis. for the noblest educational structure that any nation has ever erected. In full loyalty to the true relations of State and Nation, we have only to go forward doing generously the things which may rightly be done, in order to have an infinitely varied yet gloriously united educational organization, in which our democracy, our science, and our nationality shall all of them come to their best.

4. Fourthly and finally, what kind of education is it that the new needs call for? I cannot leave the subject without saying a few words on that theme.

Our American schools and colleges have stood in the past for liberal culture. They have taken pride in doing so and they have believed that by so doing they have been serving the ends of democratic citizenship. American education from the beginning has looked the almighty dollar squarely in the face and passed on, in serene devotion to spiritual ends. Is all of this to be changed with the new interest in industrial life? Is the technical, in other words, to take place of the liberal? I do not believe it. In fact, no greater calamity could be fall our industrial interests. But we are undoubtedly changing our conception of what is liberal and what is technical. We may describe a liberally educated man as one who has learned so thoroughly how the whole world hangs together that he constantly sees his own interests only as related to general and permanent human interests (applause). A technical education, on the other hand, enables a man to do that which most men cannot do, but which has some useful relation to those general human interests. If this is a fair statement, there is no field in which a liberal education is more to be desired than that of our material resources and our industries; for this is the field on which the whole game and drama of human life is to be played, though there is no other in which the temptation to illiberal, narrow, and selfish views is so great. To make the material basis of human society itself a subject of liberal education is one of the greatest things that scholastic enterprise can possibly accomplish. The next step is to join the training for technical pursuits directly to our liberal culture thus broadly conceived, so that every citizen shall add some valuable skill to his more general attainments, and every special skill shall grow directly out of his general knowledge.

This, I believe, will be the great aim of American education everywhere. It is a high patriotic service to further such education. Even in the elementary schools, let our pupils learn that their private interests are to be advanced only in accord with more general interests, and that they are to make their success in life by doing some one thing well for which the world at large has need. We have been, according to our critics, a Nation whose resources were greater and more impressive than our civilization. With such an education as this, we shall be a Nation whose civilization shall overtop all of the natural goods that may ever be discovered or conserved (applause). Such an education, moreover, could do much to overcome some of the chief obstacles which the Conservation movement now encounters; for it should give us a people who, from engineers and managers to farmers and miners, should not only be masters of their own trades but should pursue them with some positive regard for the public good (applause). Our education is not big enough and virile enough until it can deal with such great National issues as this. I am confident that it will come up to that high measure of power and efficiency, and that already it has begun to carry those larger responsibilities. (Applause)

President BAKER-Ladies and Gentlemen: Can there be higher patriotism than in the efforts of this Congress to protect the rights of all? Conservation is true patriotism; and Mrs Matthew T. Scott, President-General of the National Society of Daughters of the American Revolution, will now address you on this subject. (Ap plause, the entire audience rising)

Mrs SCOTT-Mr President, Ladies and Gentlemen: In behalf of the National Society of Daughters of the American Revolution, I wish to make my grateful acknowledgments to the Executive Committee (through its President, Honorable Bernard N. Baker) for its courtesy in giving to Mrs Amos G. Draper, the able Chairman of our D. A. R. Conservation Committee who has so splendidly inaugurated and developed this work, and to myself, the privilege and honor of taking part in these splendid exercises. In its last analysis the generic term "Conservation"-in its widest scope, and broadest sense-may be said to be the keynote and touchstone of our great D. A. R. organization. The finest brains and blood and nerve force of the land have been absorbed and found noble expression in various lines of work of the D. A. R. While the Daughters have turned their sympathetic attention to various material branches of Conservation work, we have not neglected the higher intellectual, ethical, and moral Conservation interests; we aim to help preserve the glorious heritage that has fallen to us of self-government, and hand down the birthright undiminished to those who come after us that the priceless boon of "government of the people by the people and for the people" perish not from the earth. (Applause)

It has been borne in upon me of late that there are two Conservation interests whose importance we have not fully recognized, and they are the conservation of true womanliness, and the conservation of the supremacy of the Anglo-Saxon race on this continent. As to the former, the President of the United States in a recent address at Washington before the annual Congress of the D. A. R., said that woman's place and sphere are on too high a plane to be even discussed. It is surely an inspiration to have the privilege before this splendid assemblage of representing the great patriotic movement, which under the banner of the D. A. R., marches steadily forward, with ever increasing numbers, enthusiasm, prestige, and practical

power.

The Daughters of the American Revolution in distinctive and especial ways have lent their organized strength to various good causes, which may all be practically considered as Conservation. interests: among other objects, to social uplift, to patriotic education in its widest scope, to placing bounds to the abuse of child labor, to playgrounds, to juvenile courts, to improvement of hygienic conditions in our great cities, to preservation of historic spots and records, to the safe and sane celebration of July Fourth; and to cooperation with the S. A. R. in their noble work for immigrants landing upon our shores and subsequently for these foreigners and their children in the effort to Americanize them and to innoculate them with ideals and principles known in this twentieth century as Americanism.

Much has been done also among the mountain whites of the South. Every mountaineer, child or adult, that in our work we help to educate toward intelligent citizenship-and many of these mountaineers are of Revolutionary ancestry—is a barrier raised against the anarchistic tendencies and the unrest of our great cities; is a guarantee for the supremacy of the Caucasian race in America. Read, if you can secure it, Mr Thomas Nelson Page's plea for the education of the Southern Mountain whites in his magnificent address delivered at Washington before the last Continental Congress! We are also preserving, all over this broad land, landmarks of history-sacred relics of a vanished age-which are object-lessons for our own youth and for the strangers who crowd our shores. Every monument we rear, every tablet we place, every statue we erect, every old fort or bastian, every Revolutionary relic or Revolutionary soldier's grave we honor, is a tribute to those to whom we owe the imperishable gifts of liberty, of independence, of the right to worship God in our own way. Every fountain or stone recording the trail of the pioneer, the priest, the trader, the soldier, or the devotion of the Revolutionary heroine, is a breath of incense wafted back to the immortals, an inspiration for "tangible immortality" for ourselves and those who come after us. (Applause)

The Conservation of our natural resources is a subject of intensely practical importance to the D. A. R. Representing as we do the motherhood of the Nation, we feel that it is for us to see that the children of this and future generations are not robbed of their Godgiven privileges. It is our high privilege and mission to see to it that the future shall be the uncankered fruit of the past. The ideal democracy solemnly dedicated by the Founders, we, as their Daughters, declare shall not be forestalled. As women we cannot be silent and see the high ends at which they aimed made futile by the growth of a grovelling lust for material and commercial. aggrandizement. This headlong haste for enormous gain, the total disregard of the future for the present moment, if not stopped will bring us to the condition of the Old World where the fertility and habitability of past ages have been destroyed forever. We feel that it is for us, who are not wholly absorbed in business, to preserve ideals that are higher than business-the outlook for the future, the common interests, and the betterment of all classes. The wasteful scrambling and greedy clutching at our natural treasures has made the present generation rich; but the mothers of the future must be warned by us lest they find that our boasted prosperity has been bought at the price of the suffering, of the poverty, and class war of our descendants. There is no lack of patriotic devotion in the country; but the mere thoughtlessness and inability or unwillingness of the commercial class to drop the interests of the moment long enough to realize how they are compromising the future-this hot haste and heedlessness, it is for us with our larger outlook, to restrain.

Women have already preserved a large National forest in the Pennsylvania mountains; the women of Minnesota have to their credit the Minnesota National forests; it was the women of California who saved the immemorial groves of the Calaveras big trees. Our own work in behalf of the preservation of the Appalachian watersheds, in behalf of the preservation of historic sites, as well as the efforts being made by various women's organizations to preserve the natural beauty of the Palisades, of Niagara Falls, and of other precious scenic treasures of the Nation, are all steps in the right direction, are all preparation for the larger Conservation interests which the D. A. R. have begun actively to champion. It should be a second nature to women, with the spirit of motherhood and protecting care innate in them, to take an effective stand in the spirit of true patriotism against the spirit of rank selfishness-the anti-social spirit of the man who declines to take into account any other interests than his own. (Applause)

There is another great world interest that is peculiarly our own as Daughters and descendants of the peace-loving patriots who took up arms a century and a half ago. They were not professional soldiers, but plain citizens hastily rallied together in often-wavering