The demand for industrial education has grown out of a reorganization of the industries and trades of the world. The great industries of the country require men of trained minds and directive intelligence to organize and control them. Mechanical skill is in great demand, and workmen must be trained not merely in dexterity and skill in the use of tools, but they must be so instructed in the principles governing science that they shall be able to reach results of the highest practical value in the sciences and arts. This age requires better mechanics, manufacturers, foremen, architects, farmers, and engineers--men whose creative genius will help to awaken the aspirations of the race to master the forces of nature and bring in an era of more convenience, comfort, and leisure for the cultivation of the mind and heart. Our systems of education are planning to meet the needs of the people. Manual training that is adapted to youth between twelve and seventeen years of age is incorporated in the curricula of many of the existing public schools. Besides, we have in the United States more than one hundred advanced schools in technology founded as independent organizations. One-third of them have shops for laboratory practice. The fact that such a prominent place has been given to the physical and practical sciences in the courses of study in colleges shows that these institutions are responding to the constantly increasing demands of a practical age. Scientific departments have been advantageously established in connection with our well-endowed universities. It is both desirable and practicable to give instruction in mechanical, electrical, and civil engineering in our high grade colleges. This should not be done, however, at the expense of liberal culture. How far the colleges can meet the demand for technical and practical education depends upon their condition and resources. They cannot make bricks without straw. Wealthy men cannot perform a more generous act than to help establish these schools of technology in connection with our colleges, in order to give instruction in the practical and useful arts of life. There is danger, perhaps, in pressing the utilitarian principle in education too far. It is not the colleges that make the greatest show of utility that develop the most effective men. In the effort to secure a practical education, it is important not to lessen the power to understand and apply the foundation principles which underlie actual practice.