ing the entire rural civilization ; and this task places them with- 

 in the realm of statesmanship. 



The colleges of agriculture have three proper lines of work: 

 the regular or ordinary teaching; the discovery of truth, or 

 research; the extending of their work to all the people. I 

 mention these in the order in which they have been recognized. 

 These colleges are founded on the Land Grant Act of 1862 ; the 

 experiment station side was added in 1887 ; tne extension side 

 is not yet regularly recognized by Congress, although it soon 

 must be, but is it established in most of the colleges to some 

 degree and has been in some cases, as in New York, recognized 

 by state appropriations. All these are essential parts of any 

 living college of agriculture : discovery of fact ; teaching it to 

 students; taking it to all the people. 



The Regular College Work. 

 New York State leads all the states in the extent and 

 importance of its agriculture when measured both by the 

 proceeds and by the variety of the products. Its agriculture 

 is more difficult than that of many of the states that lead it in 

 popular estimation. The extent of special knowledge about 

 every crop and every kind of animal has now come to be so 

 great, and so many persons are asking definite questions and 

 deserve such explicit and careful replies, that teachers are 

 becoming more and more cautious about giving advice. This 

 means a greater degree of specialization and consequently 

 many more teachers, each teacher teaching only that which he 

 personally knows. 



