AT THE BANQUET 



171 



fore entering college, and the courses should be for the accom- 

 modation of young men and young women who have not had 

 the opportunity to prepare for college. 



Then, too, it is the duty of the college to provide four-year 

 courses for young men who want to locate on the farm and 

 grow vegetables or who want to prepare for professional 

 careers. I believe it is the duty of many states to provide 

 a liberal number of courses for four-year men who want to 

 specialize along vegetable lines. 



Second, I believe it is the duty of the college in Pennsyl- 

 vania, in New York, and in many other states, to solve the 

 problems which practical growers are confronting out in the 

 field. I say it is the duty of the college to solve these prob- 

 lems, and not merely to tackle them, carry them for a year 

 or two, and then give them up. I do not know that the col- 

 leges are to blame. A young man starts a certain experimen- 

 tal project. He may wish to study the club root of the cab- 

 bage. He may study it for a year or two, and then perhaps 

 some other institution employs him, and the college which he 

 has left does not continue the line of study. 



A number of men have come to me at this meeting and 

 have said, "What do you know about this trouble or that 

 trouble?" One young man spoke about the rot which at- 

 tacks the flowers of cabbage plants about the time they are 

 going to seed. He says, "I am specializing along this line, 

 and I want to learn how to grow cabbage seeds a little bet- 

 ter than any other man in our community." It may be that 

 in Cornell University you have men who know this trouble. 

 I do not. I have never seen anything in print about it. This 

 is simply one of the troubles that our young friend is con- 

 fronting, and there are hundreds of such problems. It is the 

 duty of the college to study these problems and to solve them. 



Third. It is the duty of the college, after the problems 

 are solved, to convey the results to the men on the farm who 

 are doing things, and this is the most difficult of the three 

 lines of work. 



Of the three lines of work — instructional, research, and 

 extension — research work is most in danger. Why? Be- 

 cause you are going to send your boys and your girls to col- 



