170 ANNUAL REPORT OF THE Off. Doc. 



whiih 111' was to di-al sullieiciill}' well to euable him tu use them, if 

 uot to the best possible advantage, at least skilfully enough to se- 

 cure a livelihood for himself and family. 



So long as soils were new and until their natural supply of imme- 

 diately available plant food had become exhausted, this theory ap- 

 peared to be correct. When, however, lands became poor and crops, 

 consequently, began to grow less, and when the best farmers were 

 unable to arrest this decline^ it became evident that more was nec- 

 essary to equip a farmer for his calling than the meager education 

 given in the old-time public school. The days when anybody could 

 farm had departed along with the fertility of the virgin soil that had 

 made such agriculture possible, and the new era — the age of restora- 

 tion and conservation — was ushered in, in which only the well-in- 

 formed could hope to succeed. 



Even when this became evident, and our fathers undertook to pro- 

 vide relief it did not occur to them that at least partial remedy might 

 have been found in readjusting and improving the curricula of the 

 rural schools, but thev left these schools in their old condition and 

 proceeded to establish colleges for the higher education of the sons 

 and daughters of farmers, into which comparatively few could ever 

 hope to enter. 



FARMERS' INSTITUTES. 



The great mass of farmers were unprovided with means of instruc- 

 tion until the farmers' institute was organized about 20 years ago. 

 That it meets a need in agriculture, is shown by the attendance at 

 these meetings last year of about one million farmers, and by the de- 

 mand that is general in all of the states for a larger number of in- 

 stitutes, and for more and better equipped teachers. All of the 

 states, excepting three, have now adopted a system of farmers' in- 

 stitutes, and in most of them support from the public funds is given 

 in recognition of their educational character and of their great prac- 

 tical value to agriculture. Like every other educational institution, 

 the institute can progress no faster than as teachers are supplied to 

 give instruction, and can rise no higher than as these teachers are 

 qualified for their work. 



The farmers' institute is an educational institution, arid is de- 

 pendent directl>*for its efficiency ufjon two classes of officers: The 

 managers, who have charge of the organization, and the lecturers, 

 who give instruction. 



THE INSTITUTE MANAGER. 



Unless the managers have, in marked degree, the power of organiz, 

 ing the work upon broad and progressive lines, it will not succeed, and 

 unless they have ideals in agricultural education that are high and 



