ement of live-stock in this country? Compare the
cattle of early New England with those on modern farms. Was the little
scrubby stock of our forefathers replaced by large, sleek, well-bred
cattle through accident? No, it was by the discovery of investigators
and its practical adaptation by breeders. Compare the vineyards and
the orchards of the early history of the nation, the grains and the
grasses, or the fruits and the flowers with those of present
cultivation. What else but investigation, discovery, and adaptation
wrought the change?

My common neighbor, when your child's poor body is racked with pain and
likely to die, and the skilled surgeon places the child on the
operating-table, administers the anaesthetic to make him insensible to
pain, and with knowledge gained by investigation operates with such
skill as to save the child's life and restore him to health, are you
not ready to say that scientific investigation is a blessing to all
mankind? Whence comes this power to restore health? Is it a
dispensation from heaven? Yes, a dispensation brought about through
the patient toil and sacrifice of those zealous for the discovery of
truth. What of the knowledge that leads to the mastery of the
yellow-fever bacillus, of the typhoid germ, to the fight against
tuberculosis and other enemies of mankind? Again, it is the man in the
laboratory who is the first great cause that makes it possible for
humanity to protect itself from disease.

Could our methods of transportation by steamship, railroad, or air, our
great manufacturing processes, our vast machinery, or our scientific
agriculture exist without scientific research? Nothing touches
ordinary life with such potent force as the results of the
investigation in the laboratory. Clearly it is {482} understood by the
thoughtful that education in all of its phases is a democratic process,
and a democratic need, for its results are for everybody. Knowledge is
thus humanized, and the educated and the non-educated must co-operate
to keep the human touch.

Educational Progress.--One of the landmarks of the present century of
progress will be the perfecting of educational systems. Education is
no longer for the exclusive few, developing an aristocracy of learning
for the elevation of a single class; it has become universal. The
large number of universities throughout the world, well endowed and
well equipped, the multitudes of secondary schools, and the
univers