Then the pilgrimage commenced. Father and the Boy first made a thorough round of the Administration Building, largely devoted to classes in Letters and Science. They acquired a somewhat blurred impression of rows and rows of library shelves, of crowded laboratories, of vigorous class-room discussion, and of an array of scientific apparatus that bewildered them. But they caught certain ideas very clearly. They saw how personal most of this instruction was, what constant opportunity was given for direct contact of student and instructor, how every effort was made to encourage students to think for themselves. They noted too the serious purpose each instructor brought to his work and the interest he took in the young people under his direction. Father was especially pleased with the vitality of the subject matter and the constant applications which were made of it to present-day conditions. He grew so interested in several classrooms that they could hardly drag him away, and the Boy was sure he was going to break in and ask questions. In the course in Business Administration they were talking about taxation and railroad rates and other things he had such deep interest in. [Illustration: _The Administration Building, largely devoted to Letters and Science_] Next Father insisted on visiting the College of Law, half expecting to find an actual court-room in full operation. He found more shelves of books and more busy students, and learned with satisfaction how the College is shaping its courses to fit the particular needs of the state. [Illustration: _Ridenbaugh Hall, the Women’s Building_] “Mining law, irrigation law, and the law of community property are subjects we have to emphasize here,” said the Dean of the College. “Our numbers are growing fast, and our graduates, while still young, are making good wherever they go.” “School of Education,” read Father, as they passed an office door. “You boys go on if you want to, but the girls are going to prepare for teaching in a few years, and I’d like to talk to these people.” He found an interesting and affable group of men who knew as much about the schools in his home county as he did. “Teaching is a splendid field for service just now in Idaho,” they told him. “The supply of trained teachers is entirely unequal to the demand, and there is such a shortage of teachers in other states that we cannot import from outside as we used to do.” “Do you prepare teachers for the grades here?” asked Father. “No,” they told him, “that is done at the state normal schools. Our work is along other lines. We prepare high-school teachers, principals, and superintendents, and give special training to teachers of agriculture, home economics, music, and physical education.” Even though Father was on the school board at home, this array of names was a bit confusing, but he found familiar ground.