74 ILLINOIS ACADEMY OF SCIENCE 
In modern geography the promise is perhaps even greater, 
since less has been accomplished. Perhaps no science touches 
human life and interests more closely, or in more ways. There 
is, I am confident, no science which, properly developed and 
utilized educationally, will do more for the development of good 
citizenship. Its substance perhaps touches the essence of 
material life, especially on the human side, more intimately 
than any other science. No other science and no other subject, 
unless it be sociology and possibly modern history, is likely to 
do so much to promote sympathetic understanding between the 
nations of the earth, and this is one of the greatest desiderata 
not only of this day and generation, but of all days and gener- 
ations. For this reason, if for no other, promulgation of the 
knowledge of modern geography should be furthered wherever 
possible. 
When geography and geology, and subjects which have 
similar advantages, occupy larger places than they now do in 
our educational system, I believe that our young men and 
women will be better equipped than they are now, to do their 
part in transforming a contentious world into a world of right- 
eousness, based on mutual consideration. 
WHY TEACH AGRICULTURE IN THE PUBLIC 
SCHOOLS? 
EuGENE Davenport, UNIveRSITY oF ILLINOIS 
This question is honestly asked by many thoughtful people 
who regard education from the traditional point of view as a 
kind of mental training quite distinct from the exigencies of 
existence. 
Education is all this to be sure, but it is much more than this. 
The mental training represents the results, the fruitage of 
education, not its methods, its material, or its processes. 
Constructively education implies two parties, the teacher who 
represents the older generation and the pupil who is getting 
ready to live. If the older generation is to help the younger it 
must have suitable material to work upon, and as nobody 
