No. 6. DEPARTMENT OF AGRICULTURE. 333 



have been the doubts of to-morrow. All along the shores of time 

 are the wrecks and ruins of inflated thought and false ideas. The 

 accumulated years are freighted with wrong conclusions. Two 

 forces — the one elevating, consistent and reliable, the other strange, 

 fascinating and ephemeral, have ever contended for the mastery. 

 Frequently the latter, gaining momentary ascendency, would domi- 

 nate for a season, but eventually the former, because embodying the 

 underlying principles of fact, would predominate, proving the saying 

 "that truth is mighty and shall prevail." 



But the voices of history teach us that the American people cannot 

 at all times wait on the truth. Truth apparently travels too slowly 

 for them. With this strenuous, intensified life it is difficult to abide 

 the issue, to await the results, to prove all things and hold fast 

 that which is good. 



But what shall we teach? Some one says, "Teach what we know." 

 True it is, no one can teach more than he knows. But what does 

 he know? We know that thought must precede action. That 

 before the accomplishment of any enterprise there must be a plan, 

 a purpose, or an ideal. This is called theory. The development of 

 the idea is the practical; the one the counterpart of the other, 

 useless the one, without the other. Why then should either be 

 ignored? Is it good teaching to speak disparagingly of either, or 

 to credit the one at the expense of the other. It is like two men 

 disputing concerning the pronunciation of a word. The first said it 

 is either, the second said it is neither, and the Irishman said, both 

 wrong, it is "nayther." 



Good teaching then must necessarily admit both theory and prac 

 tice. Happy is the man, the student of nature, whose originality of 

 thought and action has created an ideal, and by careful investiga- 

 tion and persistent effort has developed the idea until, as a result 

 of his labors, he gathers forth fruit an hundred fold. Whether this 

 be done in field, farm, orchard or garden the same fond feeling should 

 result therefrom. Such an one is prepared for his calling. Such an 

 one comes before his audience with arms filled with truth, ready to 

 disseminate valuable information, fitted to awaken thought in the 

 minds of others. To teach others how to think by giving them 

 something to think about is one great essential in teaching. Seeing 

 and thinking are after all the great sources of information. In what 

 other manner, or by what other means do we acquire knowledge? 

 Our teaching them must appeal to the eye, the imagination, the 

 mind, in order to be effective. Must inspire others with a desire 

 for a higher purpose in life. Must develop thought for the accom 

 plishment of those aims that make life worth living. 



A lady entering a large department store was approached by the 

 floorwalker, whose bended extremities resembled a parenthesis. The 



