85 



primary schools an institution at St. Antbonv Park, the lilco of which can not 

 be found on the Western Heiuisiihere. It is the best secondary school of agri- 

 culture I ever saw, and as President Northrup once said of it. " that school of 

 agriculture stands in the minds of our agricultural classes for the whole uni- 

 versity and college." That is just my oI)jection to it. It is a screen between 

 the people and the c-ollege and university. In spite of Minnesota's magnificent 

 success. I am willing to risk the entire future of the college of agriculture of 

 Missouri on my faith that the Minnesota experiment is not the right way of 

 doing it. Let me say, however, that the Minnesota school is supported out of 

 State funds, and involves no appro] iriation of Federal funds. 



In Wisconsin they have established two schools of agriculture at different 

 points in the State. I believe Wisconsin is going to equip those schools 

 magnificently. If such schools were established in Missouri, all the counties 

 around them would go to the legislature and beg that they be made district 

 agricultural colleges. We in. Missouri never intend to have anything between 

 our college and the primary schools duplicating and running opposition to the 

 public high schools of our State; but the college of agriculture, like the other 

 departments, is going to be put in as a part of the public school system. We 

 are striving now. though I can not point to any great results, to put agricul- 

 tural studies in the public school system, primary and secondai-y. I believe that 

 if these colleges of agriculture would abolish utterly all their preparatory 

 departments, would begin where the high schools left off. would put on exam- 

 iners for the secondary schools, ^^•ould spend money and time and energy on 

 the public school systems of their States, they would finally get their public 

 school .systems into desirable harmony with the college of agriculture. In 

 Missouri we are risking our entire future on the doctrine that the college of 

 agriculture is going to rest on the public high schools, and we are going to 

 ]uake the pul)lic high school agricultural as far as it ought to be-agricultural. 

 It is the long way, the slow way. the toilsome way, but I believe that it is 

 finally the right way. 



L. H. Bailey, of New York. The history of legislation on the subject indi- 

 cates that in the minds of legislators it is legitimate for the land-grant college 

 to use the funds for elementary instruction and extension work. Whether or 

 not it is wise for us to so use them is quite another question. We have had 

 some discussion in New York State during the past two or three years on the 

 subject of special schools. Three years ago a bill was introduced into the legisla- 

 ture of New York State, which passed both branches of the legislature, allowing 

 the establishment of one school of agriculture and domestic science in every 

 county in New York State, about sixty-one of them. It failed to receive the 

 governor's signature, because it would call for some expenditure of funds from 

 the State department of agriculture. Two years ago the same bill passed 

 the assembly, but it failed in the Senate because the chairman of the committee 

 to which it was referred was opposed to it. and his objection to it was that he 

 did not believe it was wise to duplicate the public school system of New York 

 State by any si^ecial system of education. Last year it was proposed to 

 reintroduce this bill, but it was finally decided to let it rest until the college 

 of agriculture matter was settled. 



We have at Cornell University a winter course of about 11 weeks. I think 

 this winter we shall have about 2()0 students ; I should like to have 2,000. 

 Yet, 1 do not believe in the winter course as an integral part of the college or 

 university work. 



I have looked upon the winter courses in the university as a temporary expe- 

 dient, since there are no other institutions that can supply the demand for the 

 Innd of instruction that the winter courses give. If there were secondary or 



