No. 4] AGRICULTURAL EDUCATION. 145 



heard that man, to say nothing about the object lesson that he 

 has been in teaching the students the value of patient, thorough 

 investigation and experiment, showing how a man is willing 

 to devote his life to the finding out of things which are o'oino; 

 to be of value to his fellow-men. I say, entirely aside from 

 all that, and the lesson has been to me a very impressive 

 one, there has come this lesson running all through his lect- 

 ures, — what a waste of power there is everywhere among 

 our farmers ; how little they know of the power that is in 

 even the little corner of the garden which they think per- 

 haps has no value in it ! It is an impressive lesson, and a 

 lesson which, it seems to me, will have very great influence 

 upon the minds of those students who have heard those 

 lectures. 



At the Agricultural College the student may learn how to 

 adapt means to ends. The means are here ; the means arc in 

 the soil ; the means are before him, if he only knows how to 

 use them and adapt them to the ends which they are designed 

 to meet. The student learns how to adapt means in the ap- 

 plication of those sciences that are at the foundation of agri- 

 culture. This is what I mean when I say that he thus be- 

 comes a more intelligent and therefore a better farmer. 



Now, I am going to ask you, ladies and gentlemen, to 

 bear with me for a moment while I bring to you the testi- 

 mony of one of the students of the college. Understand 

 this I read to you was written by him as a part of the 

 college exercises. It falls to my lot at the college to have 

 charge of the essay work of the students, particularly of the 

 senior and junior classes, and in the regular course of a col- 

 lege exercise this paper was handed to me. The student 

 himself, of course, had no idea that I was going to use it in 

 this way, and I do it for this reason. You and I were boys 

 once, and we almost instinctively fall into the way of think- 

 ing, "Well, of course, the heads of the school want to put 

 the l)ost side out, and they want to make the showing 

 just as good as possible, and perhaps if you could only 

 talk with the boys, why, you would perhaps hear a diSerent 

 story."' 



Now, I want to say here that I believe that if there is in 

 any institution in this country a thoroughly loyal body of 



