266 ANNUAL REPORT OP THE Off. Doc. 



stitute lias gone by, when we were conipelk'd to take any kind of a 

 building just for the privilege of holding the institute and getting 

 the people interested. 



Now, I don't want to take up too much of your time this morning, 

 but there is another thing I want to say. I have just said something 

 in reference to underheated halls. Four years ago I was compelled 

 to speak in a church, and when I went there, they were just putting 

 in window lights to keep out the cold; they made a fire about twenty 

 minutes before the time of opening the Institute, and when the time 

 came for opening, it was about twenty degrees colder inside that 

 building than it was on the outside. I went home from there with 

 rheumatism, which the doctor said I had caught from a cold, and I 

 knew where I had got that cold; I lay there and suffered for three 

 long weeks, and do you wonder I sometimes hesitate when Brother 

 Martin asks me to go to work? Some say that this is the fault of 

 education; I think it is the lack of education, and I think it is one 

 of the things that the Farmers' Institute lecturers should talk about 

 from the standpoint of health. We talk about the dairy cow, and 

 we talk about the soil, and we forget to talk about our own health 

 and our own comfort. I want to say to the Institute lecturers, and 

 county chairmen, that it is your duty, and your right and your 

 privilege to demand suitable halls, and if they refuse them to you, 

 do not hold your institute at such a place, but go where they will 

 give you a hall that is not a danger to your life and health. Don't 

 take the institute to a place where the lecturer has to shudder when 

 he enters it. 



SHOULD QUESTIONS FOREIGN TO EDUCATIONAL MATTERS 

 BE TAKEN UP AT THE EDUCATIONAL SESSION. 



Bt L. W. Lighty, New BerUn, Pa. 



All institute work is or should be educational and to my under- 

 standing all of it is reall}' educational because every effort made is 

 intended to better fit us for our work. That, indeed, is real educa- 

 tion. We continually tend towards narrowness. We confuse educa- 

 tion with information. An education is not the result of a course 

 of study; it is the result of a course of experience. Education is the 

 individual's development that enables him to use his hands, his 

 head and his heart to the noble purpose of life. Spencer, the greatest 

 thinker of all times, said " education is the attainment that enables 

 a man to live completely." But definitions are narrow and people 

 often narrower. Many of us, indeed the majority of us think an 

 education consists of an uncertain amount of stuffing and examina- 

 tion passing. Because of the narrowness of teachers and school 

 workers in general and the extreme apathy of patrons in regard to 

 school improvement some form of agitation seems absolutely neces- 

 sary. 



Becoming cognizant of the fact that our schools, teachers and 

 school conductors are not as efficient as we have a right to expect 



