41 
foe termed agricultural extension work might well be the subject for considerable 
thought by every agricultural eoUege of the country. If it be true, ms I think 
we all agree, that one of the great functions of the agricultural college is to 
arouse and maintain such an Interest in agricultural pursuits as shall commend 
them to the rural population. I think we shall also agree that the teaching of 
agricultural science In the rural schools would be a splendid appetizer for an 
agricultural education. The need ot' this becomes more Imperative when wo 
recognize that agriculture differs from many other pursuits in that it Is not 
disposed to take care of Itself. The engineering interests of the country, the 
banking interests, the business interests are alert and awake. We may depend 
upon them to take care of themselves. Every college of engineering In the 
country looks carefully to the commercial demands that are made upon its 
graduates. The standard of education, the subjects t<> be pursued, the kind of 
instruction to he given are largely determined by commercial conditions, if 
this is true so far as agriculture is concerned, the country has not waked up to 
•it. It seems Incumbent, therefore, upon the teachers of agricultural education 
to carry on a propaganda. We can save the business of agriculture to our host 
people only by putting it on a plane where the host people are demanded in its 
management The recompense of reward must not he entirely forgotten in the 
adjustment of this problem. I look, therefore, for a future adjustment in our 
programme of studies that shall make provision in our colleges for a depart- 
ment devoted to the expansion of agricultural education among the rural districts. 
This work will not be confined to efforts in the rural schools, hut will be some- 
what parallel to the correspondence work now carried on in engineering lines 
and indeed in many literary lines. The problem of agricultural education will 
not he solved until the agricultural colleges have been brought into close and 
vital relation to the agricultural populations. This touch with the agricultural 
population I regard as of more vital importance than touch with the schools. 
VI. I suggest another phase of this problem in the adjustment of the subject 
of military instruction in the colleges. I recognize that this subject is up for 
discussion in the programme of this meeting and introduce it here with no desire 
to encroach upon that discussion, but for the purpose of bringing it to your 
consideration in some of its general features as observed in my own experience. 
What is known among us as "General Orders, No. 05," has forced this question to 
the attention of many of the schools. Reports from Washington are to the effect 
that this order is not complied with in a number of the colleges. An investiga- 
tion into the work actually done raises the issue whether General Orders. 
No. 65, is in accordance with the Morrill Act. That act, as generally under- 
stood, makes military tactics mandatory in all these colleges. The extension of 
the education therein provided is a matter of subsequent development and should 
be given consideration in connection with the chief idea of the Morrill Act. It 
seems incumbent, therefore, upon these colleges, and perhaps upon this associa- 
tion, to seek for a clearer definition of the duties imposed upon the land-grant 
colleges by virtue of the Morrill Act. The act provides that certain subjects, 
including military tactics, should be taught. The Government has never under- 
taken to determine in what manner any of these subjects shall he taught or the 
extent of the teaching, or in any way to suggest a schedule, except in the case 
of military tactics. This has been undertaken by the Department of War, but I 
am at a loss to discover any warrant in law for much that is contained in the 
latest order issued to these colleges. 
Without attempting to direct the association. I suggest that it is well to con- 
sider here whether the general idea of these colleges he in industrial education 
rather than military education. If I am correctly informed, a literal compliance 
with General Orders, No. 65, will occupy about one-half of each day in the week 
throughout the entire year. The assignment to colleges is usually limited to the 
detail of a single officer. Where the attendance is large and where, as in the 
case of the institution in which I serve, there are as many as 800 and sometimes 
more in the cadet battalion, it is manifestly impossible for any single officer to 
perform all the duties in connection with military tactics. The cadets in these 
institutions are not competent to take the place of instructors. All that can be 
expected of such cadets would he ability to control in the ordinary movements 
of company and battalion drills. Moreover, there is necessity of a constant 
change in the roster of the cadet officers, thus making their efficiency more ques- 
tionable. The more theoretical and general topics suggested for instruction are 
manifestly impossible for such officers. The instruction of the officers and non- 
commissioned officers of the organization at the Ohio State University gives the 
commandant a class of more than one hundred men. Manifestly that is more 
