AN UNTILLED FIELD IN EDUCATION 22 1 



of soils and crops. (2) Agricultural educators. 

 The soil physicist or the agricultural chemist 

 will not be a less valuable specialist in his own 

 line, and he certainly will be a more useful 

 member of the faculty of an agricultural college, 

 if he has an appreciative knowledge of the farm- 

 er's social and economic status. This is even 

 more true of men called to administer agricul- 

 tural education in any of its phases. (3) Rural 

 school administrators and the more progressive 

 rural teachers. The country school can never 

 become truly a social and intellectual center of 

 the community until the rural educators under- 

 stand the social environment of the farmer. 

 (4) Country clergymen. The vision of a social- 

 service church in the country will remain but a 

 dream unless, added to the possession of a heart 

 for such work, the clergyman knows the farm 

 problem sufficiently to appreciate the broader 

 phases of the industrial and social life of his 

 people. (5) Editors of farm papers, and of the 

 so-called "country" papers. Probably the edi- 

 tors of the better class of agricultural papers are 

 less in need of instruction such as that suggested 

 than is almost anyone else. Yet the same argu- 

 ments that now lead many young men aspiring 

 to this class of journalism to regard a course in 



