April  1,  1897.]  Sup])lniient  to  the  “ Impiccd  AgricuUnrist''' 
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luiowledge  way  aiMad  to  knowledge,  and  theory 
to  theory,  till  modern  science,  which  had  been 
slow'ly  growing  for  two  centuries,  burst  into  full 
bloom,  and  that  fruit-bearing  from  which  wo  are 
profiting  in  this  century  was  made  possible.  We 
know  more  than  our  ancestors,  and  ancient  wisdom 
tells  us  that  it  is  the  part  of  the  wise  man,  and,  I 
may  add,  of  the  wise  nation,  to  increase  know- 
ledge iuul  understanding.” 
« # # # 
“ I have  roughly  sketched,  then,  the  altered  con" 
ditions  in  w Inch  the  progress  of  the  w’orld  has 
placed  agriculture.  The  new  conditions  require, 
of  course,  new  methods.  It  is  useless  to  fight  a 
modern  army  with  spears  and  bow's,  no  matter 
how  skilful  we  may  be.” 
“Science  has  armed  the  farmer  with  w'eapons 
of  precision  which  place  him  as  much  ahead  of 
his  predecessors  as  the  soldier  of  today  is  in  his 
equipment  ahead  of  the  soldier  of  Waterloo. 
It  is  not  enough  to  put  in  the  hands  of  a body, 
even  of  the  most  able  and  intelligent  men,  modern 
W’eapons  to  make  them  a modern  army. 
They  must  have  organized  training  in  the 
principles  of  their  use.  They  must  be  organised 
and  drilled,  and  be3’ond  them  there  must  be  sjre- 
cialists  who  are  coustantl,y  active  in  increasing 
all  knowledge  which  can  add  to  the  effectiveness 
of  their  methods  of  offence  and  defence.  So  it  is 
in  the  armj^  of  our  agricultural  industry.  We  are 
in  the  midst  of  a great  struggle.  In  the  twentieth 
century  they  wdll  command  the  market  who  are 
not  only  good  men  with  good  weapons,  but  who 
are  well  educated  and  well  organised,  and  who 
have  a gmod  scientific-staff  behind  them  to  con- 
stantly improve  their  knowdedge  and  their 
weapons.  We  cannot  j'et  set  anj'  limit  to  the 
fierce  competition  for  our  markets,  because  we 
cannot  }’et  set  auj’  limit  to  the  development  of 
new  countries,  to  the  development  of  improved 
machinej'3’  and  methods,  and  to  the  development 
of  the  carrying  industries  of  the  world.” 
Professor  Hendrick  then  w’ent  on  to  refer  to 
Technical  Education,  and  wdiat  the  various  Go- 
vernments are  doing  in  equij)ping  the  people  from 
the  armourj’  of  science,  and  in  promoting  and 
increasing  that  purely  tlieoretical  knowdedge 
which  supplies  the  raw  material  to  make  new 
weapons  ; a work  in  w’hich  everj’  countiy  which 
claims  modern  civilization — from  Germany  to 
Japan  and  round  the  world  home  again  by  way 
of  the  United  States  and  Canada — is  engaged,  by 
organizing  the  education  of  the  agriculturist. 
He  p’oceeds  next  to  refer  to  the  cry  for 
something  wdiich  is  ‘ practical,’  and  remarks 
“ i)ut  1 am  not  quite  sure  that  wdiat  we  call  prac- 
tical does  not  very  often  consist  in  making  the 
roof  before  w’e  have  laid  the  foundations.” 
=*  * * # 
“ The  demand  is  all  for  something  practical, 
which  the  practical  man  can  understand.  That 
means  for  the  demonstration  and  development  of 
principles  already  so  well  established  that  they  are 
fit  to  be  brought  into  relation  with  practical  life. 
This  is  extremelj'  useful  work,  and  jmu  will  mis- 
take my  meaning  if  you  suppose  I am  questioning 
its  usefulness.  But  it  is  not  the  highest  work. 
Really  new  knowledge  cannot,  on  account  of  its 
verj"  newness,  be  known  to,  or,  in  most  cases, 
appreciated  by,  those  engaged  in  practical  life 
until  it  has  been  so  established  and  its  relations 
with  other  ki  owl  edge  so  determined  that  it  is  fit 
to  be  brought  into  lelations  with  practical  life. 
This  always  means  the  work  of  years,  olten  of  a 
lifetime.  Still,  such  knowledge  is  the  very  source 
and  mainspring  of  advance.  It  is  the  highest  kind 
of  knowledge.  It  is  the  know’ledge  winch  re- 
search stations  and  our  highest  teaching  institu- 
tions, our  universities,  ought  to  increase  and 
spread.  It  is  the  foundation  on  which  our  whole 
system  of  technical  education  should  rest.  This 
is  accepted  as  past  the  need  of  demonstration  in 
Germany  and  France.  Tyndal  preached  it  elo- 
quently in  America  a quarter  of  a century  ago. 
America  has  been  acting  on  his  advice.” 
“ Gentlemen,  1 fear  I am  risking  j’onr  displea- 
sure in  speaking  in  this  way  before  practical  men, 
but  I have  almost  got  to  hate  the  very  words 
‘ technical  and  practical  education,’  on  account 
of  the  utterly  w’rong  idea  so  often  bound  np  in 
them  in  this  country.  By  all  means  let  us  have 
technical  education — let  us  have  agricultural  edu- 
cation ; but  let  them  be  really  practical.  Let  them 
begin  by  teaching  principles  and  theories  on  which 
the  practice  rests,  and  leave  alone  that  which  can 
be  better  trained  in  practice  to  practice.  ‘ What 
is  the  use  of  chemistrj-  P’  saj’s  the  practical  man. 
‘ I have  no  time  to  waste  with  that.  I want 
something  practical.’  So  w’e  constantly  get  stu- 
dents who  want  to  come  directlj’  to  learn  agricul- 
tural clieiuistry  before  the,y  have  learned  anything 
of  the  principles  of  cheiuistiy  itself.  They  want 
to  learn  the  applications  of  a science  befc  re  thej' 
have  mastered  its  elements.  I am  not  here  to 
teach  practical  agriculture,  but  I am  here  to  teach 
the  principles,  the  theories  as  applied  to  agricul- 
tiue  of  one  of  the  sciences  wdiich  he  at  the  founda- 
tion of  agriculture  and  of  all  industry.  The  dif- 
ference betw'een  the  new  and  the  old  education  is 
not  that,  wdiereas  a boj'  once  learnt  agriculture  on 
a farm,  now  he  will  learn  it  in  a school  or  college. 
Not  at  all ! Modern  conditions  require  that  we 
should  arm  our  agriculturists,  and  especiallj’  those 
who  occujy  any  position  of  leading  in  agricul- 
ture, with  know’ledge  of  the  scientific  principles 
W’hich  underlie  their  art,  but  that  does  not  excuse 
them  from  the  necessity  of  learning  their  art  even 
as  their  forefathers  did.  There  is  something  add- 
ed on.  Modern  conditions  give  a man  a greater 
productive  power,  but  they  also  demand  of  him  a 
greater  training.  Education  cannot  make  a prac- 
tical man,  and  knowledge  cannot  make  a wise 
man.  But,  to  the  practical  man  and  to  the  wise 
man  knowledge  of  jirinciples  and  the  trained  mind 
are  an  inestimable  advantage.” 
“ 1 am  afraid  the  mere  use  of  the  words  science 
and  scientific  produces  a prejudice  in  many  minds 
against  those  things  in  connection  w’ith  which 
they  are  used.  Still  more  dreadful  is  it  to  use 
those  awful  words  theory  and  theoretical,  which 
are  supposed  to  denote  the  very  opposite  of  what 
is  good  and  useful.  It  is  very  unfortunate  that, 
like  so  many  w’ords,  these  w’ords  have  various 
meanings  which,  though  connected  with  one 
another,  express  very  differ ent  things.  Toe  words 
science  and  scientific  I need  not  defend.  Tliough 
there  is  much  science,  falsely  so-called,  science 
