people's representatives. It is readily conceded that private industries and enterprises of all kinds call for training and experience and special knowledge on the part of those who conduct them; but Government business is supposed to be so simple that a wayfaring man, though a pronounced fool, need not err therein. There is more or less hypocrisy, however, in the pretension. The real underlying thought is that, outside of the two great killing departments, no very serious harm can be done by official incompetence, and that the great thing is to provide for "the boys." No idea could be more false. The evil that can be done by unwise economic measures, for example, is incalculable. The army and navy are brought into action only when the dogs of war have been let loose; but the influence of the civil departments of the Government acts unceasingly, and touches the life of the people at a thousand points.
In the matter of public education science has never had the recognition to which it is entitled; nor will it have until the people as a whole know better what science is—until they cease to think of it as a thing of mysteries and technicalities, and come to understand that it is simply the organization of knowledge and the rendering of it available for guidance in the business of life. Meantime, wherever circumstances are favorable, the education of the young, even of the youngest, should be given as far as possible a scientific character. We are strongly inclined to the opinion that, in a country whose fundamental industry is agriculture, an effort should be made in all schools to impart a few sound elementary ideas as to the principles of agriculture. What better starting point could there be for scientific instruction than the soil out of which we derive, mediately or immediately, all that goes to sustain life? It seems to us that no human being should be permitted to be wholly ignorant of the conditions upon which the successful cultivation of the soil depends, and we are persuaded that the subject might, by proper treatment, be made deeply interesting to the vast majority of school children.
A prominent Englishman, Mr. Boyd-Kinnear, has lately been discussing this matter in a London paper. He points out that a knowledge of the scientific principles of agriculture is of fundamental importance, and that whatever else is taught in the national schools, the sciences on which farming rests—physics, chemistry, mechanics, and the physiology of plants and animals—should hold a principal place. He observes that in order to know agriculture it is necessary to understand, first of all, the elements and the action of the soil and the air. There is urgent need, he contends, for teaching what is known on these subjects and for pursuing research into the much larger field of the unknown. In these remarks we entirely concur, and we believe that it would be a happy thing for this country, and for every country, if education could be so administered that, instead of tending, as it so often does, to separate human beings from the soil, it should tend to establish in their minds a sense of their dependence on it and an intelligent, if possible a loving, interest in the operations by which the living of the world is won and the face of Nature is beautified. Here, as we conceive, is where scientific teaching should begin. Such a system of instruction would do much more than increase the intelligence of the farming community, though that would be a benefit of the first magnitude; it would so transform public opinion in general that the divorce we now see between science and the State would no longer be possible. The whole national life would be placed on a sounder basis; and it would probably be found
