20 Journal of Agriculture, Victoria. [10 Jan., 1919. 



We can treble our production of wheat in Victoria at least double 

 our output of dairy products, and at the same time maintain our live 

 stock industries. Iowa, Kansas, Wisconsin have blazed the trail and 

 suggested the way. But to do this will require greater efficiency on 

 the part of the man on the land, more complete knowledge of the prin- 

 ciples underlying agriculture, and a greater perfection in the technical 

 processes of agriculture. 



The degree to which we can progress towards intensified agriculture 

 depends largely on the personal efficiency of the average farmer, and 

 the extent to which that efficiency can be increased. 



The establishment of a comprehensive system of agricultural educa- 

 tion must form the basis of any scheme for agricultural development 

 and agricultural advancement. 



The farmers of the future, i.e., the boys and youths of the present 

 day, must be provided for at the schools, and colleges, and the Univer- 

 sity. The farmers of the present generation must also be provided for 

 through the extension or publicity agencies I have described. 



Finally a comprehensive system of investigational work must run 

 parallel with the work of instruction and extension in order to elucidate 

 new facts, which will form the basis for the future development of agri- 

 culture. 



One important fact must not be overlooked. A long time is required 

 to realize on all educational work. Some years must elapse before the 

 full effects of what is done for agricultural education to-day will be 

 reflected in increased production. 



This is the psychological moment for developing our system of agri- 

 cultural education. 



Agriculture is enormously productive, and money expended in its 

 development is money invested. Every bushel per acre added to Vic- 

 toria's wheat fields means at least £500,000 extra income to the State. 

 Every disease and insect and fungus we learn to control saves enor- 

 mous wealth to the country. Every contribution to our knowledge of 

 soil management and stock management is of great public benefit. 



Great countries have always developed their education systems in 

 times of adversity. History shows that all great nations have been 

 stimulated to increased activity in education under the stress of war. 

 The American Colleges of Agriculture and the United States Depart- 

 ment of Agriculture were born in the midst of civil war. France, 

 after the war of 1870, trebled her expenditure on education with what 

 result we see to-day. When Schkswig Holstein was torn from Den- 

 mark, the Danes developed their systems of education with such success 

 that they have become the world's object lesson in agricultural advance- 

 ment. 



Our expenditure on the war has already assumed large and oppres- 

 sive dimensions. The interest on increasing loans will have to be met 

 and the loans ultimately redeemed. We must look to increased pro- 

 duction from the soil to pay for the growing interest charges and the 

 redemption of the principal. 



A long range policy for agricultural education is required — a policy 

 which will look beyond the immediate present and which will map out 

 the requirements of the State for the next ten years, and make provision 

 for its steady accomplishment. 



