ADDRESSES “Al 
we call preparedness for self defence, and that this means due 
participation by every able-bodied man. The great nations that 
are now at war quickly came to a realization that for them 
national life depends on adequate industrial organization, and 
they have effected this. One does not need to lay his ear to the 
ground to hear the sound of approaching educational organiza- 
tion to the same end, and among these sounds the word “re- 
search” is heard very significantly. 
Even though we be spared participation in the horrors of 
the great cataclysm that is rending the world, we shall find it 
a changed world for the rest of our lives. Everyone is familiar 
with the expressions ‘“‘natural selection” and “survival of the 
fittest,’’ as applied to organic evolution. ‘They are as aptly ap- 
plied to social evolution; and Bailey’s epigram, “‘the survival 
of the unlike,” points their instant meaning with accentuated 
emphasis when unlike world conditions are shaping themselves 
with such rapidity as they are now doing. If the middle-aged 
teacher of today hopes to grow old in the harness, he must not 
only see but fall in with the procession. If the young teacher 
hopes for preferment, he may best look for it through getting 
well to the forefront, as he can and should if he use the vigor 
of youth and endurance that is in him. 
When we are asked for an elementary teacher in any branch 
of science, now, we hear the question, ‘‘Can he teach agricul- 
ture?’ A few years ago it was “nature study” that was called 
for. Vexed by undigested ologies and disjointed isms, the sec- 
ondary schools are now trying out “general science.” The 
wants are identical in essence: nature study has been proved, 
agriculture is having its day of trial, and general science is 
through the door and may be the favorite panacea tomorrow. 
Practical, intelligent contact with the world they live in is what 
we ask for our children. If nature study has been faked, if 
agriculture be defined too exclusively, if general science prove 
too vague, a new word will be heard; but it will be merely an- 
other effort to secure for the cry a comprehension that the other 
calls have not brought. 
Is it the fault of our children that they do not get what we 
did not get ourselves, and now ask for them: what they grow up 
to demand for their children because they were denied it them- 
selves? We see unmistakable signs that the teachers of little 
