41 



be termed agricultural extension work might well be the subject for considerable 

 thought by e^ery agricultural college of the country. If it be time, as I tbini; 

 we all agree, that one of the great functions of the agricultural college is to 

 arouse and maintain such an interest in agricultural pursuits as shall commend 

 them to the rural population. I thinlv we shall also agree that the teaching of 

 agricultural science in the rural schools would be a splendid appetizer for an 

 agricultural education. The need of this becomes more imperative when we 

 recognize that agriculture differs from many other jmrsuits in that it is not 

 <ilisposed to take care of itself. The engineering interests of the country, the 

 hanking interests, the business interests are alert and awake. We may depend 

 upon them to take care of themselves. Evei\v college of engineering in the 

 country looks carefully to the conniuTcial demands that are made U])on its 

 graduates. The standard of education, the subjects to be imrsued, the kind of 

 instruction to be given are largely determined by commercial conditions. If 

 this is true so far as agriculture is concerned, the country has not waked up to 

 it. It seems incuml>ent, therefore, upon the teachers of agricultural education 

 to carry on a ])ropaganda. We can save the business of agriculture to our best 

 people only by putting it on a plane where the best people are demanded in its 

 management. The recompense of re\^'ard must not be entirely forgotten in the 

 •adjustment of this problem. I look, therefore, for a future adjustment in our 

 X'rogramme of studies that shall make provision in our colleges for a depart- 

 ment devoted to the expansion of agricultural education among the rural districts. 

 This work will not be confined to efforts in the rural schools, but will be some- 

 Avhat ]>aral]el to the correspondence work now carried on in engineering lines 

 and indeed in many literary lines. The problem of agricultural education will 

 not be solved until the agricultural colleges ha^e been brought into close and 

 vital relation to the agricultural populations. This touch v.Mth the agricultural 

 I)oiwlation I i-egard as of more vital importance than touch with the schools. 



YI. I suggest another phase of this problem in the adjustment of the subject 

 of military instruction in the colleges. I recognize that this subject is up for 

 discussion in the progrannne of this meeting and introduce it here with no desire 

 to encroach uj^on that discussion, but for the purpose of bringing it to your 

 consideration in some of its general features as observed in my own experience. 

 What is known among us as "General Orders, No. 65," has forced this question to 

 the attention of many of the schools. Ileports from Washington are to the effect 

 that this order is not complied with in a number of the colleges. An investiga- 

 tion into the work actually done raises the issue whether General Orders. 

 No. 65, is in accordance with the Morrill Act. That act. as generally under- 

 stood, makes militar.v tactics mandatory in all these colleges. The extension of 

 the education therein provided is a matter of subsequent development and should 

 be given consideration in coiuiection with the chief idea of the Morrill Act. It 

 seems incumbent, therefore, upon these colleges, and perhaps upon this associa- 

 tion, to seek for a cleiirer definition of the duties imposed upon the land-grant 

 colleges by virtue of the Morrill Act. The act provides that certain subjects, 

 including military tactics, should be taught. The Government has never under- 

 taken to determine in what manner any of these subjects shall be taught or the 

 extent of the teaching, or in any way to suggest a schedule, except in the case 

 of military tactics. This has been undertaken by the Department of War, but I 

 am at a loss to discover any warrant in law for much that is contained in the 

 latest order issued to these colleges. 



Without attemi)ting to direct the association, I suggest that it is well to con- 

 sider here whether the general idea of these colleges be in industrial education 

 rather than military education. If I am correctly informed, a literal compliance 

 with General Orders. No. 65, \vill occujiy about one-half of each day in the week 

 throughout the entire year. The assignment to colleges is usually limited to the 

 detail of a single officer. Where the attendance is large and where, as in the 

 case of the institution in which I serve, there are as many as SOO and sometimes 

 more in the cadet battaliun, it is manifestly impossible for any single officer to 

 perform all the duties in conne<;tion with military tactics. The cadets in these 

 institutions are not competent to take tlic place of instructors. All that can be 

 expected of such cadets would be ability to control in the ordinary movements 

 of company and Itattalion drills. Moreover, there is necessity of a constant 

 change in the roster of the cadet officers, thus making their efficiency more ques- 

 tionable. The more theoretical and general topics suggested for instruction ai'e 

 manifestly impossil)le for stich officers. The instrtiction of the officers and non- 

 conuuissioned officers of the organization at the Ohio State University gives the 

 commandant a class of more than one hiuidred men. Manifestly that is more 



