equipped department or division to administer it. This divi- 

 sion should also have relation to the work in special schools of 

 agriculture. Personally, I doubt the wisdom of separating the 

 administration of agricultural education from that of other 

 industrial education. The two lines should develop coordinate - 

 ly ; and agricultural training should be in good part manual or 

 "industrial." 



But even all these agencies are not the only public forces 

 that may cooperate in the development of a new rural civiliza- 

 tion. Every public institution that owns a farm should con- 

 tribute to the movement. There are prison farms, asylum 

 farms, almshouse farms, and other land properties, comprising 

 many thousands of acres and located in all parts of the State, 

 that should be local teaching agents. It is not enough that 

 public farms of this kind be merely well farmed (some of them 

 do not even meet this requirement); they should all be 

 demonstration areas, at least in part, to exhibit and explain to 

 the communities the newer and better facts of agriculture. 

 They should have some kind of relation with a supervising 

 educational institution, and their work should be broadly 

 organized on an educational basis. 



We need to go still farther than this. There are thousands 

 of good acres of land in the State, located directly in the centers 

 of the best communities, that are used only one week each year 

 and even then perhaps with little effect on the betterment of 

 country life. These properties belong to the fairs. It is ap- 

 parent that here is also an enormous property and opportunity 

 that might be made of direct and continuing use to the people 

 of the communities. It would be possible in many cases to 



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