Live Stock Breeders' Association. 309 



The problem of secondary education is very largely the problem 

 of the fourteen-year-old, and we should never rest easy till every 

 farmer's boy and girl may go to the nearest high school, and there 

 find instruction not only in agriculture but in the other industries 

 and professions which concern the community, and after having 

 lived the day in an atmosphere broader than their own studies, go 

 home again at night to dream of what a great thing the world is 

 and to wake with an intelligent appreciation of the place in it 

 which they propose to occupy. 



5. Agriculture not only needs contact with other interests, but 

 they need contact with agriculture. Every one who has had ex- 

 perience with the introduction of agriculture into our state uni- 

 versities will bear witness that the benefits of association are 

 mutual. 



In the university which I have the honor to serve, our agricul- 

 tural students not only get a training and a breadth of vision which 

 they could never get in an institution devoted solely to their own 

 interests, but their presence on the campus is of distinct advantage 

 to the other students. Their directness and their practical methods 

 of work are wholesome to the institution, at least they are so de- 

 clared by the non-agricultural professors and students alike. In 

 every way, as I see it, much is lost and nothing gained by separat- 

 ing the students of different classes and educating them apart, 

 each in the occupation of the father. 



Nor would I put all the so-called industries in one class of 

 schools and the professions in another. In a large sense all study 

 is professional, and in a very large sense, indeed, it is also indus- 

 trial. Some portion of the training of every individual should be 

 industrial, even manual, and another portion of the training of 

 every individual should be distinctly mental, until habits of thought 

 are formed quite independent of material activity. For these rea- 

 sons, which are fundamental, I would not separate industry from 

 any of our schools. I would make it an integral part of every cur- 

 riculum, its proportion and character depending upon the prospec- 

 tive profession of the individual; but above all I would have the 

 essence of all occupations, or at least of as many as possible, repre- 

 sented in the same school. 



My point is, if all these subjects and professional points of 

 view are offered in the same school with more than one avenue into 

 life, then the opportunity is presented for the individual to acquire 

 professional knowledge and skill without becoming narrow as a 



