DRY FARMING CONGRESS. 



269 



it is four or five years ago since I got that seed, but 1 put some trees in 

 there, and T plowed along side, of these trees, and there was some brome 

 grass roots there come up in great bunches, two feet long and eight or 

 nine inches wide and six inches deep. 1 said. "I wonder what that is I 

 plowed up with roots that long." My boy said, "Tliat is that brome grass." 

 I said, "That is just the kind of grass for dry farming; sue! roots a.^ that 

 will produce the finest kind of food." My advice is to plant the brome 

 grass on the side of the mountain, and you will have a good pasture." (Ap- 

 plause.) 



PROF. CHILCOTT: Your Resolution Committee would like to re- 

 port the following resolution: 



"Be It Resolved, That Article VI of the Constitutipn be amended to 

 read as follows: 



"Each state and territory represented in the Congress shall be en- 

 titled to twenty votes; but no delegate shall represent more than one state 

 or territory." 



This resolution was framed by the Executive Committee, and was ap- 

 proved by your Committee on Resolutions. I move its adoption by the 

 Congress. 



The motion was duly seconded, and being put to a vote was agreed to. 



PROF. CHILCOTT: Your Committee on Resolutions recommends 

 the adoption of the following resolution: 



"Resolved, That this Congress heartily commends the work of our 

 several agricultural institutions in teaching farmers the science and art 

 of their vocation, and we urge the necessity of including agriculture in the 

 course of study provided for the public schools." • 



(Applause.) 



I move the adoption of the resolution. 

 The motion was duly seconded. 



MR. HARRINGTON, of Utah: I am heartily in favor of the. spirit 

 and purpose of this resolution. We must take hold of the idea that our 

 various agricultural schools and even the universities and the higher part 

 of our public school system shall teach agriculture and those matters 

 pertaining to horticuUure, as well as they do the so-called branches of 

 learning. In my experience in this country, and various parts of the state, 

 from my observation, I am free to say I would rather have a son of mine 

 to be able to take hold and harness up a team of horses, and hitch them 

 up, and -to know when to plow and to harrow and to do these various 

 things rather than to have him to be able, to parse a sentence in grammar 

 or do some arithmetical problem, or to be versed in any of the various 

 branches of learning. I don't care to find any fault with the studies in our 



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