AMERICAN AGRICULTURAL EDUCATION. 261 



two courses which bear on the social and economic situation of the 

 rural classes. Wliile these schools do not now send out many teachers 

 into rural schools, they may do so under the system of centralized 

 schools; and in any event they furnish rural school administrators, as 

 well as instructors of rural teachers. There seems to be a growing 

 sentiment which demands of the school and of the teacher a closer 

 touch with life as it is actually lived. How can rural teachers learn 

 to appreciate the social function of the rural school, except they be 

 taught ? 



Nor is there any reason why the theological seminaries, or at least 

 the institutions that prepare the men who become country clergymen, 

 should not cover some of the subjects suggested. If the ambition of 

 some people to see the country church a social and intellectual center 

 is to be realized, the minister must know the rural problem broadly. 

 The same arguments that impel the city pastor to become somewhat 

 familiar with the economic, social and civic questions of the day hold 

 with equal force when applied to the necessary preparation for the 

 rural ministry. 



The universities may be called upon to train teachers and investi- 

 gators in rural social science for service in agricultural colleges, normal 

 schools and theological seminaries. Moreover, there is no good reason 

 why any college or university graduate should not know more than he 

 does about the farm problem. There can be little doubt that the 

 interest in the farm question is very rapidly growing, and that the 

 universities will be but meeting a demand if they begin very soon to 

 offer courses in rural social science. 



The arguments for rural social science rest, let us observe, not only 

 upon its direct value to the farmers themselves, but upon its necessity 

 as a basis for that intelligent social service which preacher, teacher 

 and editor may render the farming class. It is an essential underlying 

 condition for the successful federation of rural social forces. Indeed 

 it should in some degree be a part of the equipment of every educated 

 person. 



It may not be out of place to add, in conclusion, that instruction in 

 rural social problems should be placed in the hands of men who are 

 thoroughly trained in social science as well as accurate, experienced and 

 sympathetic observers of rural conditions. It would be mischievous 

 indeed if in the desire to be progressive any educational institution 

 should offer courses in rural social science which gave superficial or 

 erroneous ideas about the scientific principles involved, or which 

 encouraged in any degree whatever the notion that the farmer 's business 

 and welfare are not vitally and forever bound up with the business and 

 welfare of all other classes. 



