How unrelated much of our teaching is to the daily life is well shown by inquiries recently made of the children of New Jersey by Professor Earl Barnes. Inquiries were made of the country school children in two agricultural counties of the State as to what vocation they hoped to follow. As I recall the figures, of the children at seven years of age 26 per cent desired to follow some occupation connected with country life. Of those at fourteen years, only 2 per cent desired such occupation. This remarkable falling off Professor Barnes ascribes in part to the influence of the teacher in the country schools, who is usually a town or city girl. The teacher measures everything in terms of the city. She talks of the city. She returns to the city at the end of the week. In the meantime, all the beauty and attractiveness and opportunity of the country may be unsuggested. Unconsciously both to teacher and pupil, the minds of the children are turned toward the city. There results a constant migration to the city, bringing about serious social and economic problems; but from the educational point of view the serious part of it is the fact that the school training may unfit the child to live in its normal and natural environment. It is often said that the agricultural college trains the youth away from the farm; the fact is that the mischief is done long before the youth enters college. Let me give another illustration of the fact that dislike of country life is bred very early in the life of the child. In a certain rural school in New York State, of say forty-five pupils, I asked all those children that lived on farms to raise their hands; all hands but one went up. I then asked those who wanted to live on the farm to raise their hands; only that one hand went up. Now, these children were too young to feel the appeal of more bushels of potatoes or more pounds of wool, yet they had thus early formed their dislike of the farm. Some of this dislike is probably only an ill-defined desire for a mere change, such as one finds in all occupations, but I am convinced that the larger part of it was a genuine dissatisfaction with farm life. These children felt that their lot was less attractive than that of other children; I concluded that a flower garden and a pleasant yard would do more to content them with living on the farm than ten more bushels of wheat to the acre. Of course, it is the greater and better yield that will enable the farmer to supply these amenities; but at the same time it must be remembered that the increased yield itself does not arouse a desire for them. I should make farm life interesting before I make it profitable.