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(2) As the Brat requisite is that of the conscious ideal or purpose, the second 
is one of organization, it seems to me that the socialization of the college can 
not proceed very far until the principle of university extension is pretty fully 
recognized. The college must be in constant and vital touch with the farmers 
and their associations. Therefore each agricultural college should as rapidly 
as possible develop a definite tripartite organization which reveals the college 
in its threefold function as an organ of research, as an educator of students, 
and as a distributor of information to those who can not come to the <■ >H< -<". 
These are really coordinate functions and should he so recognized. The college 
should unify them into one comprehensive scheme. The principle of sucll unity 
is perfectly clear: for we have in research the quest for truth, in the education 
of students the incarnation of truth, and in extension work the democratization 
of truth. Until these throe lines of effort are somewhat definitely recognized 
and organized the college can not work as leader in solving the rural problem. 
(,'i) The social sciences, in their relation to the rural problem particularly, 
must receive a consideration commensurate with the Importance of the indus- 
trial, the political, and the social phases of the farm question. In research, for 
instance, the colleges should make a study of the history and status of these 
aspects of agriculture. As a matter of fact, we know very little of these things. 
There have been hut few scientific investigations of the economic features of 
the industry, and practically nothing has been done in the more purely social 
questions. Here is a great untilled field. How the various farm industries have 
developed, a comprehensive study of the agricultural market, the relation of 
transportation to the industry, the tendencies as to centralization of farms and 
tenant farming; the sociological questions of rural illiteracy, pauperism, 
insanity, health, education, the effects of rural life upon character, religious 
life in the country — a hundred subjects of importance in the solution of the 
farm problem are almost virgin soil for the scientific investigator. It is the 
business of the agricultural colleges to assist, if not to lead, in such work of 
research. It is work that must be done before the social phases of agricultural 
education can be fully developed. 
When we come to the course of study we face a question difficult for some 
•colleges, because the agricultural curriculum is already overcrowded. I have 
not time to discuss this practical administrative question. I believe, however, 
that it can be worked out. What I wish to emphasize is the idea that in every 
agricultural course the social problems of the farmers shall have due attention. 
AVe should not permit a person to graduate in such a course unless he has made 
a fairly adequate study cf the history and status of agriculture; of the govern- 
mental problems that have special bearing upon agricultural progress ; of such 
questions in agricultural economics as markets, transportation, business coop- 
eration, and of such phases of rural sociology as farmers' organizations, the 
country church, rural and agricultural education, and the conditions and move- 
ments of the rural population. For the college can not carry out the purpose 
we have ascribed to it, unless these subjects are given an important place in the 
course of study. We talk about the work of the college in training leaders, 
usually meaning by leaders men who are expert specialists or possibly farmers 
of extraordinary skill. Do we realize that the greatest need of American agri- 
culture to-day is its need of social leadership'.' Nothing can be more imperative 
than that the agricultural college shall send out to the farms both men and 
Avomen who have not only the capacity to win business success, but who also 
Lave the social vision, who are moved to be of service to the farm community, 
and who have the training which will enable them to take intelligent leadership 
in institute, school, church, grange, and in all movements for rural progress. 
Upon the college is thrust the responsibility of training men and women to 
understand the whole niial problem and from the vantage ground of successful 
farming to be able to lead the way toward a higher status for all farmers. 
Possibly the argument for introducing rural social science into the agricultural 
course is chiefly a sociological one. Rut there is also involved a pedagogical 
question of most profound significance. For several decades the educational 
camp has been sharply divided over the ancient but recurring controversy 
between the Greek cultural ideal and the Roman utilitarian ideal. I venture 
the opinion that these two forces of educational idealism will soon reach a 
compromise which for all practical purposes will take this question out of 
the pale of serious debate. The classicist will concede that the scope of the 
term culture may be greatly enlarged and he may even allow a quite new defi- 
nition of the cultivated man. It will be generally admitted, to use Professor 
