50 FARMERS' INSTITUTES. 



engineering departments; the Normal School 102, the Agricultural College 

 30, Adrian 19, Hillsdale, Olivet, Kalamazoo, Battle Creek, not given, but a 

 generous estimate will be 100, or say 650 from all. 



The high schools probably not so many, although the Superintendent of 

 Public Instruction does not give the number. 



The census of 1880 gives the number of farms in Michigan as 154,000, 

 and it is safe to say that more than one-half of our million and a half of 

 population are engaged in agriculture. 



It is then evident at once that even if a fair proportion of the graduates 

 of these institutions engage in agricultural pursuits the supply would not be 

 at all adequate to the number needed, and we are obliged to look to the 

 district schools for the education of the great mass of our farmers. 



Harper'' s Montlily tells us, on the authority of President Barnard, that the 

 number of annual graduates in the United States is but in the ratio of one 

 to about twenty-five hundred of population. Half a century ago, it was 

 about one to two thousand. During that time the population has increased 

 four fold, the colleges three fold, the aggregate number of students two fold. 



In other words the graduates have not kept pace with the increase of 

 population. 



I do not refer to these facts in a critical spirit, or with any thought or 

 desire to detract from the credit which is due to all of our higher institu- 

 tions of learning, and to the grand men who have planned and made efficient 

 our higher educational work in Michigan. To them and their work well 

 done only cordial appreciation and praise, but I do it to round out and 

 emphasise the proposition, generally overlooked in all our places for educa- 

 tion, that for years to come at least a large proportion of our farmers' sons will 

 receive all of their education in the county schools. The lesson I would impress 

 is that, while we do all we can to encourage farmers' sons and daughters to 

 avail themselves of the higher educational advantages of our colleges and 

 university, firmly believing, that everything else beiug equal, the training 

 thus secured will ensure greater success in life's work, let us not forget that 

 in the country schools the farmers, the mechanics of the future are largely 

 to be trained. It therefore becomes the sacred duty of every farmer, every 

 citizen, and especially of every graduate and student of an agricultural 

 college who desires agriculture to keep pace with other occupations and 

 professions, to see that these schools are maintained at a high standard of 

 excellence, so far as voice, vote and influence can contribute to such a result. 



But what of the Agricultural Colleges in this connection, some may ask? 

 We have a goodly number of these, and they annually send out a large num- 

 ber trained, as we hope, to combat these tendencies away from the farm, and 

 to do yeoman's service in advancing the interests of progressive agriculture. 

 Unfortunately, two theories prevail, and are advocated by the friends of the 

 Agricultural Colleges. One is, that these colleges should educate young 

 men for agricultural pursuits; that the animus, the morale of the institu- 

 tion should be unmistakably and emphatically in this direction. While not 

 expecting that all graduates shall foDow agriculture, and fully subscribe 

 ing to the idea that every young man is in duty bound to choose that pur- 

 suit that promises the largest usefulness, it is but right to demand that the 

 atmosphere, and all the influences of Agricultural College life should tend 

 in no uncertain way in the direction of agriculture. The other is, that these 

 colleges should train men to be scientists; that their graduates should 



