One of our students, in his commencement oration last May, gave a description of how he planted and raised an acre of cabbages. Piled high upon the platform by his side were some of the largest and finest cabbages that I have ever seen. He told how and where he had obtained the seed; he described his method of preparing and enriching the soil, of working the land, and harvesting the crop; and he summed up by giving the cost of the whole operation. In the course of his account of this comparatively simple operation, this student had made use of much that he had learned in composition, grammar, mathematics, chemistry, and agriculture. He had not merely woven into his narrative all these various elements that I have referred to, but he had given the audience (which was made up largely of coloured farmers from the surrounding country) some useful and practical information in regard to a subject which they understood and were interested in. I wish that any one who does not believe it possible to make a subject like cabbages interesting in a commencement oration could have heard the hearty cheers which greeted the speaker when, at the close of his speech, he held up one of the largest cabbages on the platform for the audience to look at and admire. As a matter of fact, there is just as much that is interesting, strange, mysterious, and wonderful; just as much to be learned that is edifying, broadening, and refining in a cabbage as there is in a page of Latin. There is, however, this distinction: it will make very little difference to the world whether one Negro boy, more or less, learns to construe a page of Latin. On the other hand, as soon as one Negro boy has been taught to apply thought and study and ideas to the growing of cabbages, he has started a process which, if it goes on and continues, will eventually transform the whole face of things as they exist in the South to-day. I have spoken hitherto about industrial education as a means of connecting education with life. The mere fact that a boy has learned in school to handle a plane or that he has learned something about the chemistry of the soil does not of itself insure that he has gained any new and vital grip upon the life about him. He must at the same time learn to use the knowledge and the training that he has received to change and improve the conditions about him.