56 
V. RURAL ECONOMICS. 
Most of the topics under rural economics are too broad to be included in a 
brief course in agriculture, or too complex fr the comprehension of common 
school pupils. It is thought, however, that some of the general principles of 
marketing and farm accounts might be taught in this connection. The main fac- 
tors in marketing will probably be best considered in connection with the dis- 
posal of particular products as indicated above under plant production, animal 
production, and dairying. The following topics are appropriate for this course: 
(1) Marketing. 
Preparation for market. 
Choice of market. 
Transportation . 
Method and cost of sale. 
(2) Farm accounts. 
Feed and milk records. 
Crop records. 
Breeding records. 
Inventories. 
Bookkeeping. 
The report was accepted. 
This to include onty the most 
general suggestions and a dis- 
cussion of the importance of 
keeping full and accurate rec- 
ords. 
A. C. True, 
H. H. Wing, 
T. F. Hunt, 
H. T. French, 
J. F. Duggar, 
Committee. 
The Social Phase of Agricultural Education. 
Butterfield. of Rhode Island. 
A paper on this subject was presented by K. L. 
as follows : 
I have been asked to speak in behalf of the study of " rural economics." This 
term is, I presume, supposed to cover broadly those subjects which treat of 
the economic and social questions that concern farming and farmers. The 
whole range of social science as applied to rural conditions is thus apparently 
made legitimate territory for discussion. In view of the importance and char- 
acter of this field of study, it seems wise to approach it, if possible, through the 
avenue of its underlying philosophy. Only in this way can the validity of the 
subject be established and its place in agricultural education be justified. I 
have therefore chosen as a specific title " The Social Phase of Agricultural 
Education." In the treatment of the topic an endeavor has been made to hold 
consistently in mind the point of view of the agricultural college. 
It is a principle in social science that the method and scope of any social 
institution depend upon its function. Therefore the organization, the methods, 
and the courses of the agricultural college should be made with reference to the 
function of the college. What is this function? What is the college designed 
to accomplish? What is its social purpose? Why does society need the agri- 
cultural college? Answers to these questions are of two kinds — those that 
explain the contemporary and passing functions of the college, and those that 
illustrate its permanent and abiding service to society and particularly to the 
rural portion of society. The college of yesterday was obliged to train its own 
teachers and experimenters : to-day it may add the task of training farm 
superintendents; to-morrow it may organize an adequate extension department. 
Courses and methods will change as new contemporary needs arise, but there 
remains always the abiding final service of the agricultural college — its per- 
manent function. This function will be defined in different ways by different 
men, but I venture to define it as follows: The permanent function of the agri- 
cultural college is to serve as a social organ or agency of first importance in 
helping to solve all phases of the rural problem. We shall not attempt at once 
to argue this proposition. We must, however, try to answer the question, 
What is the rural problem? And in the answer may be revealed, without need 
of extended discussion, the mission of the. college. 
(1) The days are going by when agriculture may be classed with the mining 
industries. Soil culture is supplanting pioneer farming. Skill is taking the 
