The healthier recognition of a possible connection between the aspiration for college education amongst country-bred youths and the deserted farms in some of the older provinces, is the attempt made to lift agriculture to its true position amongst the great industries as a scientific profession. For long years agricultural societies have been working to stimulate the ambition of farmers in their own line of work. But this was not enough. It is possible for a dullard and an ignoramus to pick a meagre living from amongst the weeds of a neglected farm; but it takes not only brains, but cultivated brains, to farm well. No man is too good, whatever a “smart” lad may think, for the foundation industry of the world; and no farmer can have a too good educational equipment for this work. Perhaps the people of the Dominion, when reviewing what has been done in this country for education, have a reasonably good right to look with pleasure on the effort to bring well-trained minds to bear on agriculture. At sixteen different points in the Dominion, there are Government experimental farms, and the result of their work in testing seeds and methods suitable to various soils and conditions, finding out good stock and so forth, are at the free service of the farmers. Nor is this all. For nearly forty years Ontario has had in the Agricultural College at Guelph, a school, at once practical and scientific, for farmers; and this is only one of several agricultural colleges, while in the new University of Saskatchewan, one of the first departments to be organized was that of agriculture. In connection with the colleges and universities are short courses—in England they would probably be called “University Extension” lectures—on agriculture and subjects related to the farm, especially designed for the benefit of dairymen, threshermen, housewives, beekeepers, etc., etc. The imparting of the special knowledge to make a scientific instead of a blundering amateur “thresherman” fits in oddly at first sight with one’s preconceived notions of a university; but why should the extension downward in such utilitarian directions—the striking deep of its roots into the common earth—prevent a great educational institution flowering freely in the higher realms of science and art and philosophy?