APPENDIX B LIII 
3. The majority of occupations in life admit of an intellectual 
viewpoint and treatment. 
4. The pursuit of an occupation merely and solely for monetary 
gain is utterly destructive of whatever higher qualities or opportunities 
may reside in the occupation. 
5. The scientific, artistic, aesthetic, or economic theories or facts 
at the base of or associated with any occupation constitute its intel- 
lectual side and create its educational possibilities. 
6. Technical education is an effort to develop the scientific, 
artistic, aesthetic or economic theories or facts associated with various 
callings. 
7. The scientific treatment of agriculture is unlimited in its 
possibilities, and the pursuit of this calling therefore has great educa- 
tional opportunities. 
8. Agriculture will always directly employ more than half of 
Canada’s population. 
9. In keeping the scientific, artistic or aesthetic view-point 
of an occupation before those who follow it, we are not interfering 
with their opportunities for material gain. 
Each of these propositions is a text from which I might speak 
at considerable length: they all) unite in emphasizing the value of 
and justifying technical and agricultural education. How many 
opportunities for the exercise of the artistic faculty has the cabinet 
maker and the designer. How many chances for the exercise of in- 
genuity, that highly intellectual quality, are enjoyed by machinists, 
and how often have they suggested improvements in machinery. 
One turns away from the contemplation of a great modern printing 
press with a feeling of wonderment at human ingenuity somewhat 
akin to the emotion with which we regard the mechanism of the solar 
system, and Laplace seems to have had some such analogy in mind 
when he gave his great work the title ‘“Méchanique Céleste.” The 
farmer has in his acres a laboratory of a very wonderful character. 
The sciences of chemistry, botany, and entomology are all enlisted 
in his interest. It is remarkable that farming should be regarded 
by some as an occupation for unskilled labour. It is possible for the 
farmer to have at least a superficial acquaintance with the bearing 
of these sciences on his calling, and even such superficial acquaintance 
raises the character of that calling. The navigator makes a constant 
use of astronomy, though he could not begin to form or solve the 
differential equations from which his tables are derived. 
When technical and agricultural education are spoken of, it is 
usually in connection with the increase in our material resources, 
and with our ability to maintain competition in the markets of the 
