One of Charles Reade's heroines says, "My mother was an ideal woman; she taught me three rarities—attention, observation, and accuracy." Why rarities? The judicious cultivation of these faculties, neglected and almost entirely left out of account in our ordinary practice of education, even where nominally provided for, would do more to advance the interests of the farming community than any other measure. We are the fortunate owners of a country which embraces within a small compass a wider and more important range of geological and climatic valuations useful to man than any other country in the world—a country of infinite potentialities. There is almost no limit to the degree to which our resources could be extended and developed if we had a rising generation trained in the exercise of attention, observation, and accuracy; habituated to calling in the senses and the reasoning faculties to direct their manual work, and able to keep pace in practice with the trend of advances which are being made at the thinking centres of the world in the systematic development of the practice of farming. There is nothing formidable, complex, or difficult to understand in the practical application of modern scientific ideas. Everything needed would be well within the compass of our average youths if they had the necessary faculties cultivated at school, instead of being crammed with a vast amount of scholastic detail which is as distasteful to themselves as it is useless in practical life. We want to humanize the school, and we want to humanize our country life. Professor Robertson says: "The appalling waste of child life in thousands of our rural schools in Canada is little less than a crime against humanity.... We have a lot of people who are mentally starved, who are thin in their interests because they have not been given the chance to identify their thoughts with the interesting things that are about them all the while. That part of their nature has not been cultivated. In the elementary schools a boy's faculties and powers should be so quickened and trained that, when he grows to be a man and follows agriculture, he will do it in a masterful, intelligent way as a man should, not in a hind-like, animal way." Those of us engaged in trying to advance agricultural knowledge and practice find ourselves handicapped, not by what can fairly be called the stupidity of the farmer, but by the stupidity of the system which has neither habituated nor fitted him to think or act along the linos of modern progress.