1891.] PUBLIC DOCUMENT — No. 4. 101 



plished, and the possibilities of the future to the intelligent 

 grower and feeder. 



As our standards diverge from what is natural, there 

 comes the demand for a corresponding degree of skill and 

 intelligence. Unless we keep ourselves constantly in touch 

 with the forces and agents operating about us, there can be 

 no success. Hence we must turn to education as an impor- 

 tant factor in determining results. Thus far I have 

 attempted to indicate lines of work possible to the individ- 

 ual. If living near a market, its highest demands must be 

 met. If more remote, then the call is for the conversion of 

 the raw product into what will represent the most in value, 

 and remove the least from the farm. Here are the condi- 

 tions for success, and, when these are solved, New England, 

 with her soil and climate, her railroads and rapidly growing 

 markets, can compete with the world in the farm products 

 adapted to our climatic conditions. 



While borrowing trouble, we have overlooked one impor- 

 tant factor; that is, that distance cannot be annihilated, and 

 that your farm is from twenty-four to sixty hours nearer the 

 great distributing centres than are the prairies of the West. 

 Count this a blessing of no slight value, and take fullest 

 advantage of it. 



Agricultural education must be made to point the way to 

 the best means, measures and methods in agriculture. Does 

 it do this? I think not, because the scientific work there 

 attempted is above and beyond the grasp of the average 

 farmer. I do not intend this as a criticism, not in the least, 

 but as a condition to be changed. Teachers and instructors 

 are obliged to maintain a standard consistent with the spirit 

 of the original act of Congress, and in harmony with the 

 advanced thought of to-day. At the same time we recog- 

 nize the fact that, unless they guard closely every step, 

 and force themselves out of the atmosphere of the library 

 and laboratory into that of the farm and actual farm life and 

 thought, they will drift away beyond the reach of the prac- 

 tical, every-day farmer. Where is the relief? It is to be 

 found in our common schools. Here I approach what, to 

 my thought, is the chief condition for success, and to-day 

 is the prime cause of failure. Take the text books in the 



