No. 4.] RURAL BETTERMENT. 17 



Agricultural Colleges. 



Rural betterment demands a sincere interest in this direc- 

 tion by the managers of agricultural colleges, and a recogni- 

 tion by them of the advantages to be derived by agriculture 

 and the country from the training of men to engage in farm- 

 ing. Short courses should be made prominent and popular, 

 and the boys taken from the farm without rigid require- 

 ments in scholarship ; and the influence of the institution 

 during their stay should be such that they will return to the 

 farm enthusiastic in the work. Those institutions open to 

 the admission of girls should provide them with training in 

 the important matter of housekeeping and home-making. 

 It is as important that they know how to make a loaf of 

 bread as that they are familiar with the ornamental features 

 of our modern educational system. We recently heard one 

 of the most intelligent ladies in New Ham|)shire say in dis- 

 cussing this question that she had daily reason to regret that 

 her education failed to such an extent to instruct her in the 

 duties of caring for a home and rearing a family of children. 



In some States the agricultural colleo^e is in full accord 

 with the interests of the formers, placing the agricultural 

 departments of the institution in a prominent position, and 

 by special eflbrt having secured a goodly number of students 

 for this department. On the other hand, it is claimed tha't 

 in some States the agricultural feature of the college is but 

 little more than a burlesque, existing in name to obtain the 

 influence of farmers in securing appropriations from State 

 Leo-islatures to educate men and women into other avoca- 

 tions and professions. Under such conditions the number 

 of students in the agricultural courses is of necessity small, 

 and this fact is cited in evidence of the assertion that there 

 is little demand for such instruction. 



We do not take the position that the industrial colleges 

 should teach nothing but ao-riculture, for we recognize the 

 importance and value of instruction in other industrial pur- 

 suits ; but we do take the position that aid to agriculture 

 should not be used simply as an excuse for securing the 

 appropriations that establish and support these institutions. 



