No. 6. DEPARTMENT OP AGRICULTURE. 837 



better educational advantages. In some localities their influence 

 apparently is unfelt, while in others the colleges and academies have 

 left an impress upon the people that is quite perceptible. Tt is a 

 noticeable feature of their institutes. This is encouraging. It is 

 satisfactory and conclusive evidence that education, adapted to the 

 needs of rural people, is highly essential for the continuing develop- 

 ment of agriculture. 



To this end the farmer must evidently assume the responsibility 

 of leadership. No one else is particularly interested. He must 

 insist upon such changes in education as will better prepare the 

 present and future generation for their life work. In this respect 

 he dare not be entirely limited by the practical alone. The ultimate 

 end of education is a trained mind. 



The ideal in education is to learn to do things right. 'Tis said 

 that when Princeton and West Point were lined up for the great 

 game of football, the referee said, "Princeton are you ready?" The 

 answer came, "Yep." "West Point are you ready?" " We are 

 ready, sir," came the complete answer. West Point had learned 

 to do things right. Fact is, the military and naval cadet is only 

 allowed to do things right. He cannot evade it. He must live 

 near the ideal. This principle in education was fully exemplified 

 in the Spanish-American war. "The man behind the gun" had 

 learned to do things right. 



This principle can be applied in the home, the school and upon 

 the soil. W T hat a wonderful effect it can produce in all three. 

 Nothing is so expensive as something poorly done. This is appli- 

 cable to every business or industry. Nowhere does it have a more 

 visible effect than upon the soil. And yet, when properly and intel- 

 ligently treated there is practically no limit to its productivity. 

 This has been clearly demonstrated in many instances and in various 

 ways. And wherever nature's ways were allowed to regulate the 

 eourse, the results have been better and more lasting. Wherever 

 nature's laws have been violated the ultimate results have proved 

 disastrous. In teaching then, study and follow nature along all 

 the various lines of farm operations, applying the best methods of 

 successful practice, in connection with the best scientific instruction 

 obtainable. 



It has been said that there are but three sources of wealth, brains, 

 muscle and raw material. These three are dependent upon each 

 other. If virgin soil is raw material, and the records are entirely 

 trustworthy, then it has required less brains and muscle to extract 

 wealth from the soil in the past than at present. It is also stated 

 that the soil no more responds to the action of the farmer as it 

 once did — that some of the crops grown in the past can no more be 



22—6—1905 



