108 



In other words, technical courses in agriculture must become in character 

 similar to the courses now given in medicine, law, and engineering. 



Rut e\er.v technical subject should prove its worth before being given a dt-ttnito 

 place in the course. A small section only of the great sphere of knowledge 

 can become a part of the curriculum. The man in charge of a subject is not 

 always the best judge as to the prominence such subject should be given in a 

 course of study. His nearness to the subject usually distorts his vision. Better 

 let good course.-; in advanced English, history, and political economy remain 

 in the curriculum for the present rather than displace them for technical courses 

 which are half-baked, poorly arranged, and do not form a definite and impor- 

 tant place in the sequence of studies. 



Technical courses in agriculture, in order to have and hold the respect and 

 confidence of educators and educated peoi)le, must be in charge of scholarly, 

 well-trained men. These men nuist comi)are favorably with teachers in charge 

 of other deitartments of college work. Narrow, conceited enthusiasts may, for 

 a short time, with hobbies which in themselves are good, gain the attention of 

 the public, but in the end they do the cause of agricultural education harm. 

 Students, even more than the public, are apt to measure the value of a study 

 by the scholarship, dignity, and magnetism of the man who imparts said infor- 

 mation. There is a proper place for overalls and rubber boots. It does not 

 lessen a man's standing or dignity to wear them when necessary, but there is 

 no virtue in them per se. The class room for students in practical agriculture 

 should be a model of neatness, cleanliness, and order. It should ever be kept 

 in mind that the first oljject of education, and even of technical education, is 

 to make men. Thei:e is a great danger that too uuich emi)hasis may be placed 

 on the commercial value of such training. A distinguished educator, in looking 

 over the eciuipment of an agricultural school a few years ago, remarked that 

 everything that was shown him and every word said by those in charge empha- 

 sized the opinion that the sole object of the institution was " to teach young 

 men how to grow more corn to feed n:ore hogs, to buy more land to raise more 

 corn, etc." 



F^ven short-course students should receive some intellectual awakening. They 

 should be introduced to books and, if possible, led to see that " we live in deeds, 

 not years; in thoughts, not breaths;" and that "he most lives who thinks 

 most, feels the noblest, acts the best." They should be taught that, after all, 

 the greatest enjoyments are intellectual. Xo man compelled to labor for a 

 living, as we all are, has greater oi)portunity to feed his intellect from the 

 great storehouses of science, history, and literature than the " man with the 

 hoe." He should be given an inspiration to look up. Hence the great neces- 

 sity that teachers cf agriculture should be men of broad culture and inspiring 

 personality. They should know much more tiian the subjects which they are 

 required to teach. They should be college-bred men in the fullest and broadest 

 sense of the term. 



It is to be very much regretted that so many able teachers of agriculture 

 iseem to feel that they must make their reputation outside of the class room. 

 They write for the pai)ers or carry on experimental work, while the students, 

 who have been attracted to the college largely because their names were printed 

 as teachers of agriculture, labor on under the instruction of young, inexpe- 

 rienced sul)ordi nates. There are other bright young men in agriculture who are 

 endeavoring to find a crosscut road to success. Class-room work is too slow 

 for them. They seem to imagine that they can, through the agricultural press, 

 boost themselves into notoriety and fame. Very short-sighted policy. The 

 men whose good opinion and confidence they must secure before promotion 

 comes are entirely too wise to be misled by any such process. Young men 

 must le;;rn not only " to labor," but " to wait." 



Again, if agricultural education is to attract and hold the attention and con- 

 fidence of educated people, it must be accorded equal advantages in equipment 

 and buildings with the other dejiartments cf the colleges or universities. A good 

 building in a prominent place on a canqius has a great influence in establishing 

 in the minds <;f students and the public a high regard fjr the department so 

 housed. 



In most States it has been very difficult to provide buildings and equip- 

 ment necessary to meet the demands made by tho.se desiring higiier 

 education along the older and established lines of work. As there were 

 few students in technical agriculture, buildings were erected to meet the 

 needs of the greatest number. Agriculture usually came in last and 

 got little. This had a tendency to belittle it in the eyes of the people and 



