It is no mere incident to one's life that he be able to think in the thought of his own time. Even though one expect to devote himself wholly to a dead language, in school he should study enough natural science and enough technology to enable him to grasp living problems. I fear that some institutions are still turning out men with mediæval types of mind. Now, therefore, I come again to my thesis,--to the statement that the end and purpose of nature-study is to educate the young mind by means of the subjects within its own sphere, by appealing to its own sympathetic interest in them, in order that the person's life may be sweeter, deeper, and more resourceful. Nature-study would not necessarily drive any subject from the curriculum; least of all would it depreciate the value of the "humanities;" but it would restore to their natural and proper place the subjects that are related to the man. It would begin with things within the person's realm. If we are to interest children--or grown-ups, either, for that matter--we must begin by teaching the things that touch their lives. Where there is one person that is interested in philology, there are hundreds that are interested in engines and in wheat. From the educational point of view, neither the engine nor the wheat is of much consequence, but the men who like the engines and who grow the wheat are immeasurably important and must be reached. There are five millions of farms in the United States on which chickens are raised, and also thousands of city and village lots where they are grown. I would teach chickens. I would reach Men by means of the Old Hen.