24 BOARD OF AGRICULTURE. [Pub. Doc. 



make is, that instruction given at farmers' institutes should 

 not be so scientific as to shoot over the heads of the 

 audience, nor so intensely practical as to contain no 

 information of importance. A happy medium between the 

 two is an important object to be sought by boards of agri- 

 culture in arranging farmers' institutes. 



The farmers' institutes when properly arranged and carried 

 out are capable of helping the farmers more than any other 

 feature of the work imposed upon boards of agriculture for 

 the farmers' benefit. The institute work of boards of agri- 

 culture can be materially advanced by co-operating with the 

 granges. There arc no means so effectual in calling farmers 

 together as the fraternal ties of this grand farmers' organi- 

 zation, and when assembled there is often a lack of just 

 such instruction as is furnished by a good institute worker. 

 Where there are no agricultural societies to form the basis 

 of the farmers' institutes the grange should be appealed to, 

 and when such co-operation has taken place we have always 

 noticed grand results. It means larger audiences for the 

 institute workers and a more useful meeting on the part of 

 the grange for the instruction and entertainment furnished 

 by the Board of Agriculture. It also promotes a spirit of 

 harmony and good fellowship between the two organizations 

 that is helpful to both. The position that the grange has 

 lately taken, especially in New England, leaves no reason 

 for boards of agriculture to encourage any but the most 

 cordial relations, and he who harbors any other feeling 

 than this should not complain if classed with the old fogies 

 and mossbacks. 



The educational influence possible to be exerted by boards 

 of agriculture in the public schools and agricultural colleges 

 of our land is beyond our faintest conception, and affects 

 the welfare of succeeding generations. 



Boards of agriculture must recognize the fact that educa- 

 tion is a word of broad significance. The training of the 

 intellect and all other God-given faculties is included in its 

 sphere. Its limitations are as wide as the earth itself, and 

 its power so extensive as to be incomprehensible. We are 

 told that intellectual culture is the only remedy for intel- 

 lectual paralysis ; and we may claim with equal force that 



