result proves again beyond doubt that sound logical argu
ment may be developed in an institution in which the wheels
of technical learning buzz merrily on, as against those of
our older, classical schools in which the sound of the
machines, the hiss of the escaping steam from its buildings,
the hum of the experimental dynamo, the rumble of the
foundry blast, the quiet driving of the plane, or the noisy
clang of the hammer on the anvil is never heard, and in
which the quiet processes of decomposition and association
as developed in the assaying and chemical laboratories, the
progress and utilization of the products of the soil, or the
elements and methods with which those whose only sun
during. the working hours is the miner's lamp have to do,
are not studied; but rather where the logic and learning of
the ancient masters is absorbed as a means with which to
combat in the battle of life in this technical age.
The three years of contest with Dickinson have shown
that although the technical side of life and its duties are
more carefully fostered than the classical side in such insti
tutions as ours, yet the technical education, or what some
writers and speakers have been wont to designate as the
new education, does not neglect to cultivate the powers of
thought, since a good brain is an essential element in a
technical persuit in life.
In this retrospective glance we note that the best of
feeling has prevailed upon all occasions of debate. And
State has learned that defeat at the hands of an, honorable
foe is not all bitterness. In bur debates State not only con
tested against a team of debaters, but against a feeling
which looks more rather than less scornfully at the efforts
of technical institutions in this line of work. liven as de
feat has been our portion in two of the three meets, we can
well feel that we "have fought a good fight." In no instance
has there been a decision that was, supported by all the
hearers.
To Prof. Pattee belongs a great amoimt of praise, credit
The Free Lance.