PROCEEDINGS OF SECTION K. 693 



The work of the agricultural college should be to turn out 

 something more than merely the good farmer. It should aim at 

 turning out graduates who are capable of becoming leaders, work- 

 ing with and amongst the farming community, and forming a 

 " stiffening " to it in its endeavour to protect its own interests. 

 Bookkeeping is taught at these colleges, and, as far as it goes, is 

 very valuable; but it does not go far enough. It will enable a 

 farmer to say whether his business is profitable or not, and whether 

 any particular crop is more profitable than another, but it will not 

 enable him to say why. It may be that he finds his business un- 

 profitable, even though he adopts scientific and economical 

 methods. 



For this reason, I would advocate the inclusion in the cur- 

 riculum of these colleges of a certain amount of political economy 

 and commercial geography, as far as it deals with the production 

 and distribution of agricultural products. And, in order to tit 

 its graduates to take positions as leaders in the agricultural com- 

 munity, a study of civics and rhetoric would be very valuable. 

 The latter two, I may add, are dealt with at Dookie as far as time 

 permits. 



O. Conclusion. 



To vitalize the work of agricultural education, and to conserve 

 the mental and material wealth of the community iuterest-ed in 

 rural pursuits, there needs to be a plan of action devised which 

 is not so rigid that it will not allow for the effects of new inspira- 

 tions born of great scientific development. The twentieth century 

 is on the threshold of great developments that aft'ect production. 

 The wealth of the world is at the feet of the industrious nation 

 that can maintain its virility. Thus whilst we educate this must 

 not be forgotten. Hence, in all colleges, the human side of life 

 must be considered, and provision made for sports and military 

 drill. Great inspirations that affect humanity not infrequently 

 have their origin in collegiate life. Hence the educaton of agri- 

 culturists should not stop at teaching how to make a living, but 

 also how to live. The very environment will bring the students 

 into touch with great social and other problems that give them 

 an insight into the knowledge of life, and so produce from among 

 them leaders tolerant to all classes whilst upholding the diginity 

 and privileges of their own. Thus I believe the education of agri- 

 cultural students should not be wholly concerned with the material 

 side of life if the agricultural community is to develop great leaders 

 to represent them in the councils of the Commonwealth. With 

 great leaders, a policy of looking forward could be evolved, as there 

 would be some hope of practical support given each year to con- 

 summate the plan of development. A leavening of such men 



