S.A. NATIVES AND PRIMIirVE FOLK CUSTOM. 417 



The second thiiiL;- I think we must ackno\vledL;"e is that the 

 customs of primitive European and African natives are so 

 extraordinarily parahel, that they imply either a connnon 

 orig'in of the races or a lon,u' association, the former, I think 

 you will allow, the more likely. If then we are not made, as 

 St. Paul said, all of one blood, as science tends once more to 

 agree, anthropology certainly inclines to show that we act much 

 as if we were, and therefore 1 say don't let us, because our 

 long development has lain in the pleasant places of the 

 temperate zone, despise those who have been burnt by the sun 

 of the tropics. Let us not force them into our moulds or lines 

 of development, let us provide them with that discipline they 

 need, but help them as we may with wide-minded wisdom to 

 help themselves, and guide in the path suited to them, in the 

 literal meaning" of the phrase let us " give them a wide berth " 

 in A\hich to undergo the process of true education, the drawing" 

 out the best that is in them. 



THE SCOPE OF AN AGRICULTURAL COLLEGE.— 



The following passage occurs in the course of an editorial in 

 a recent issue of the United States Department of Agriculture 

 Experiment Station Rceurd: — "The scope of the agricul- 

 tural college is not always clearly realised, even among men 

 engaged in other branches of education. It is thought of too 

 often as relating merely to the education of farmers' boys for 

 farming", and the graduates who do not devote themselves to 

 farming" are regarded as having in a sense obtained their educa- 

 tion under false pretences, and are cited to illustrate the man- 

 ner in which these institutions are being prostittited. The field 

 of the agricultural college is the whole industry of 

 agriculture — all that pertains to the production and handling 

 of agricultural products, the economics of the business, the 

 protection of the industry from frauds of various kinds, and 

 the life and conditions under which the industry is carried on. 

 In no other branch of industrial education does the public take 

 so narrow and superficial a view in judging" of success, or ap- 

 parently expect so much by way of tangible results. The 

 trouble is that in the popular conception, and often that of 

 educators in other branches, agriculture signifies merely farn"i- 

 ing. 



It is well to remember that the training of men for agri- 

 cultural vocations includes not merely general farming, dairy- 

 ing, stock raising, and the like, but the horticultural pursuits, 

 fruit growing, landscape gardening", park superintendence, seed 

 and nursery business, forestry, fertiliser manufacture, agricul- 

 tural editing", and such professional Ijranches as veterinary 

 science, agricultural botany, agricultural chemistry, agricul- 

 tural engineering", economic entomology, and the like. The 

 mission of the true college includes also the education of agri- 

 cultural teachers for different grades of work, of men capable 

 of ex|)erinientation and research, and of national, state, and 

 munici]:)al experts. It is beginning to include also studies in 

 the economics of agriculture, the sociological problems of the 

 open country, and the n"iovements for rural betternient." 



