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poor farmer. Therefore, some one ma\ saj . " Throw knowledge to 

 the winds." Not so. Every man does better in so far as he knows 

 more and knows better . but a man may know much and not be able 

 to apply it. There is a difference between scientific knowledge and 

 the business application of it. Huxley once said he could not grow 

 as big turnips as Hodge, but lie could tell Hodge what would enable 

 him to -row still bigger turnips and to make more money. The 

 agents who become instiuments of progress in farming and other 

 affairs, are Men, Knowledge, and Wealth. With the efficiency of 

 these as factors, and with the effectual use of fchem as means, educa- 

 tion has nearly everything to do. !Some one nsks. "•Does education 

 pay ?" That is a question put by the citizens who pays the taxes ? 

 What does pay? What is worth while? What is life itself and 

 the world worth to anybody? Nothing, except as they provide 

 for and make for richness of experiences. You may stick everything 

 which he can desire around a man. and what would they be worth to 

 him unless they help to enrich his life, his experiences? If you put 

 flowers around a blind man with no sense of smell, of what use or 

 benefit would the flowers be to him? However, the presence of a 

 blind man does not abolish the beauty or fragrance of the flowers in 

 your garden. The use of faculties trained to the widest lange of 

 enjoyment, is what makes for the richest experiences in life. Educa- 

 tion itself is a series of experiences leading up to personal intei li- 

 cence, ability and selfishness. It is not a remembrance of naiin-. 

 although sometimes memorized knowledge of a second-hand sort has 

 been counted its object. It is a series of experiences from the doing 

 of things. Avhereby ability is gained to enjoy things and to enjoy life. 

 In even, sense education does pay. It is the one thing that enriches 

 the life of individuals and nations. As nations have ideas and ideals, 

 so they live and lead, and thus are they powerful. What is China 

 with her six hundred millions of people? And she has had bookish- 

 ness and examinations for centuries. On the other hand, German}' is 

 training the hands as well as the heads of her boys. Her schools and 

 universities are progressive, and the country is making great head- 

 way, not only in the arts and sciences, but in all that gives power to 

 dominate in human affairs. Let us rather follow the modern German 

 methods, and not be led any further in the Chinese way of doing 

 things in our common schools. Education always stands for some 

 sort of power — power to see. power to know, to understand, to do. 

 and therefore power to be. If we are now on similar lines of think- 

 ing regarding education: let us consider in what further respects our 

 agriculture may be developed by the application of education. Tin re 

 are some difficulties in the -rowing of crops. l'ests become more 

 numerous and persistent. There are difficulties in maintaining the 

 fertility of the soil. Land will run out if it is not well managed : 

 but the land of France, under ;in adequate system of education for 

 agriculture, has been so improved that the average yield of crops per 

 acre is said to have been doubled in less than forty years in that old 

 country. On the other hand there is a possibility of the fertility of 

 our soil- -our almost virgin soils — disappearing for want of that 

 intelligenl management which alone makes land grow richer and ne 

 productive. There are the difficulties of keeping live stock with 

 profit. Many men board too many animals without getting pay for 



