I have happily seen enough in the last few years to bring me to the conclusion, that, in less than ten years on this continent, all children from rural homes will come to the schools at 6 or 7 years of age able to speak better than they speak now, and able to write and read and to figure up to division. They will come to school able to do all that, having played themselves into ability. We have been on wrong lines in making a child take up a book at six, and so far as schooling is concerned, stay under the domination of a book until he is sixteen. Then he has been liberated into a laboratory, or into life, and says, "Thank the Lord that book business is done!" That is not wise, that is not safe. How the book has menaced humanity in recent years, on all sides, by its insistence that reading is the end of education, the main means and object of culture, instead of being merely a contributing means toward the larger end of living. You people concerned with books must take the bread of life in your hands and minister to life, not under the guise of book-learning, but for the formation of habits and standards and fine ideals. Put into the language of everyday life the main steps in every complete educational experience are: observing, thinking, feeling and managing towards and into some form of expression. It appears to me that the closer in point of time the steps are taken together, the greater the growth of power and the surer the formation of habits. Frequency of experience is what forms habits and not repetitions of instructions or information. In so far as these experiences can have close relation to the threefold activities demanded by life, so much the better for the culture of the student, even if not so complimentary to a subject or its professor. I mean the activities which we explain as those of body, mind and spirit in the individual's capacity as an earner, a member of society and a trustee in the scheme of life. No doubt this runs counter to the common notion that culture--even real culture as a process and as a result--develops and implies a certain aloofness from the practical work done by men and women to earn their living, and a sweet, or sour, sense of superiority to utilitarian questions of bread and butter. But we must not forget that invigorating toil--invigorating bodily toil--is the only known road to health, strength and happiness. Nowadays culture is becoming a term almost as elusive as education itself. Agriculture was doubtless the root, the root word as well as the fundamental process, of human culture. The man on the farm gets some light on its intrinsic nature from his occupation. To him culture stands for crops, the best in quality and the largest in quantity that can be obtained, for the suppression of weeds, insects and disease, and for the increase of beauty and fertility. Culture has no origin in idleness, indolence or sloth. These make for the corrosion of all