Even when this became evident, and our fathers undertook to pro- 

 vide relief it did not occur to them that at least partial remedy might 

 have been found in readjusting and improving the curricula of the 

 rural schools, but they left these schools in their old condition and 

 proceeded to establish colleges for the higher education of the sons 

 and daughters of farmers, into which comparatively few could ever 

 hope to enter. 



FARMERS' INSTITUTES. 



The great mass of farmers were unprovided with means of instruc- 

 tion until the farmers' institute was organized about 20 years ago. 

 That it meets a need in agriculture, is shown by the attendance at 

 these meetings last year of about one million farmers, and by the de- 

 mand that is general in all of the states for a larger number of in- 

 stitutes, and for more and better equipped teachers. All of the 

 states, excepting three, have now adopted a system of farmers' in- 

 stitutes, and in most of them support from the public funds is given 

 in recognition of their educational character and of their great prac- 

 tical value to agriculture. Like every other educational institution, 

 the institute can progress no faster than as teachers are supplied to 

 give instruction, and can rise no higher than as these teachers are 

 qualified for their work. 



The farmers' institute is an educational institution, and is de- 

 pendent directly for its efficiency upon two classes of officers: The 

 managers, who have charge of the organization, and the lecturers, 

 who give instruction. 



THE INSTITUTE MANAGER. 



Unless the managers have, in marked degree, the power of organis- 

 ing the work upon broad and progressive lines, it will not succeed, and 

 unless they have ideals in agricultural education that are high and 

 far reaching they will be content with inferior teachers and min- 

 strel show entertainments. The need for men of superior qualifi- 

 cations for managers is just now specially important. 



The institute movement is in its formative stage, where it needs 

 the most careful planning and direction in order that its organiza- 

 tion and scheme of instruction may be perfected. Unless these foun- 

 dation matters are in capable hands the work will not only not pro- 

 gress but it is sure to rapidly decline. Improvement can only come 

 from careful study of the questions involved in rural education, and 

 by painstaking effort to carry into operation high ideals. Hitherto, 

 there has been but slight opportunity for conference among local 

 managers for determining what are the most efficient methods in 

 institute development, and for settling upon ideals in institute in- 

 struction. Those in control of railroads, mills, mines and mercantile 



