worked out. I am inclined to think that some of the aid 

 rendered to special communities and interests, however, should 

 be paid for directly by the communities themselves so far as the 

 services of the expert or agent are concerned. 



Teaching on farms I consider, therefore, to be fundamen- 

 tal to rural progress. Whatever we have thus far done in 

 this kind of teaching — and we really have done much — is the 

 merest beginning of what the State would profit by. This 

 kind of teaching will be most satisfactorily effective when it 

 can follow or be made a part of the survey or inventory work 

 that I have been projecting. 



Local leaders. 



If a college of agriculture is to extend itself over the State, it 

 will need to have local agents or representatives, who will keep 

 the institution informed of the needs of the locality and be 

 prepared to give advice and to look out for the agricultural 

 welfare of the people. This agent should be to agricultural 

 interests what the teacher is to educational interests and the 

 pastor to religious interests. This type of local leader has 

 already been set to work in Canada, and we are making a 

 beginning in an experimental way in New York. 



The Work is Upon us. 

 All this may seem to be far away to the philosopher and the 

 dreamer, but the plain people are ready. If you could know the 

 requests and the demands that come to this College from the 

 folks on the farms and in the rural schools, you would realize 

 that all these problems are on us at this moment, and that 



33 



