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lege can co-operate with normal departments and theological 

 schools respectively, in training teachers and preachers who 

 will seek service where a knowledge of the rural problem is an 

 important part of their equipment. 



The Course of Study should be strong, solid, practical. In 

 quality it should be quite equal to any other courses offered in the 

 college. The student should become a true scientist. But the 

 fact must not be ignored that students may easily become mere 

 theorists. Many factors in China probably accentuate a tendency 

 in all countries for the agricultural scientist to get out of touch 

 with real problems. Hence, it is highly desirable to induce farm- 

 bred boys to come on up to the college, and at least to require 

 all agricultural students to have done much practical farm work, 

 and, even while in college, to get very close to the farmer and 

 his every-day work. 



But the agricultural course should be as varied and broad as 

 is consistent with effective preparation for a definite field of 

 work; for every agricultural specialist should have some grip 

 upon the economic, social, and political aspects of the rural 

 problem in China. Indeed, the time will soon come when 

 specialists in these fields will be in demand. Science and 

 technique should never be so emphasized as to obscure the main 

 purpose of the institution , to train men for service to the farmers 

 of China; nor so as to prevent the requiring of some courses that 

 deal with the problems of citizenship in China, and others that 

 open the doors of the mind to the meaning of life as interpreted 

 by the great minds of the human race. The possibilities of one's 

 vocation, both as real service to fellow men as well as a nucleus 

 of sound personal culture, should be clearly revealed in the 

 course of study and particularly in the method and spirit of the 

 teaching. 



Much attention should be paid to teaching method, especially 

 to discovering what is actually ' 'fundamental" to the specialized 

 occupational study. There are many who believe that the 

 conventional requirements of certain sciences as prerequisite to 

 agriculture itself may have to give way to the problem approach. 

 Changes doubtless should be made with caution. But it would 

 be much worth while to see if freshmen in a course of agriculture 

 should not first be brought into contact with the problems the 

 farmers have to face, before they attempt the analysis and 

 synthesis of the application of science to the solution of these 

 problems. 



