THE UNIVERSITY AND WOMEN’S WORK 69 
superior to a mere trade or handicraft’, Note the word 
supertor. Superior in what respect? I do not know—I 
cannot imagine in what respect, for example, is the work of | 
a trained surgeon to-day superior to that of a trained agricul- 
turist. Certainly it is not intellectually superior. A good 
farmer of the old-fashioned kind may remain what he was— 
a man who, by virtue of other things than scientific knowledge, 
can successfully till the soil, rear good live stock and turn out 
good produce; but we know that real improvement and 
progress rest with the trained agriculturist, with whom farming 
is a science as well as an art—a man who is working in 
obedience to principles rather than precepts, and has the light 
of connected scientific knowledge to guide his hands, to 
interpret his own and other people’s experience and to give 
him new ideas, 
And so with a host of other practical arts. They have their 
technologies ; they are linked to high learning; they engage 
the mind as deeply and as worthily as any learned profession. 
These things are being recognized, and special training fs 
now being provided, especially in our newer universities, for 
many industrial callings. We are also seriously asking our- 
selves whether the type of general education, which has so 
long prevailed in our schools, is not capable of some readjust- 
ment which will make it better subserve the life interests of 
the average man and woman. ‘The importance of such an 
element as manual training is being successfully urged, and, 
indeed, there is at the present time,-amidst the clamour of 
religious controversy, a peaceful revolution taking place in our 
methods of education. 
None of us, I suppose, would wish to. forget that education 
should concern itself primarily with man as a human being, 
but I confess I become impatient when I find people exalting 
this ideal to the exclusion of all others, and I have a particular 
grudge against those people who will approve special education 
