At the request of the American Association of School Superintendents, Mr. Garfield, in February, 1866, prepared a bill for the establishment of a National Bureau of Education. The principal object of this bureau was to collect statistics and other facts, and so to arrange and to publish them as to enlighten the people as to our progress in the means of education. The bill was opposed on account of the expense, as it called for an appropriation of fifteen thousand dollars! Speaking on this bill, June 8, 1866, Mr. Garfield called attention to the subject of national expenditures for extra governmental purposes. We had expended millions on a Coast Survey Bureau, on an Astronomical Observatory, on a Light-House Board, on Exploring Expeditions, on the Pacific Railroad Survey, on Agriculture, on the Patent Office,—why not a few dollars on Education? “As man is greater than the soil, as the immortal spirit is nobler than the clod it animates, so is the object of this bill of more importance than any mere pecuniary interest.” The National Bureau of Education was established, and the results of its work have fully vindicated the opinions of its founders. Garfield’s idea of what should be taught in our schools and colleges was as broad and deep as the domain of knowledge; but, withal, very practical. That he loved the classics, his own study of them demonstrates; but he saw that something better adapted to the scientific and practical character of our country was needed. In an address at Hiram, on June 14, 1867, he gave emphatic expression to this idea. “A finished education is supposed to consist mainly of literary culture. The story of the forges of the Cyclops, where the thunderbolts of Jove were fashioned, is supposed to adorn elegant scholarship more gracefully that those sturdy truths which are preaching to this generation in the wonders of the mine, in the fire of the furnace, in the clang of the iron-mills, and the other innumerable industries, which, more than all other human agencies, have made our civilization what it is, and are destined to achieve wonders yet undreamed of. This generation is beginning to understand that education should not be forever divorced from industry; that the highest results can be reached only when science guides the hand of labor. With what eagerness and alacrity is industry seizing every truth of science and putting it in harness!” Moreover, Mr. Garfield believed strongly in a liberal political education for the youth of the land. On this point, in the address above mentioned, he said: