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 befall 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. (Applause, 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 inoculate them with ideals and principles known in this twentieth century as Americanism.