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primary schools fin Institution at St. Anthony Park, tlio like of which can not 
be found on the Western Hemisphere, it is the besl secondary school of agri- 
culture I ever saw, and as President Northrup once said of it. "that school of 
agriculture stands in the minds of our agricultural classes for the whole uni- 
versity and college." That is just my Objection to it. It is a screen between 
the people and the college and university, in spite of .Minnesota's magnificent 
success. I am willing to risk the entire future.of the college of agriculture of 
Missouri on my faith that the Minnesota experiment is qoI the rigbl way of 
doing it. Let me say. however, that the Minnesota school is supported OUl of 
State funds, and involves no appropriation of Federal funds. 
In Wisconsin they have established two schools of agriculture at different 
points in the state. I believe Wisconsin is going to equip 'those schools 
magnificently. If such schools were established in Missouri, all the counties 
around them would go to the legislature and beg that they be made district 
agricultural colleges. We in Missouri never intend to have anything between 
our college and the primary schools duplicating and running opposition to the 
public high schools of our State; but the college of agriculture, like the other 
departments, is going to be put in as a part of the public school system. We 
are striving now. though I can not point to any great results, to put agricul- 
tural studies in the public school system, primary and secondary. I believe that 
if these colleges of agriculture would abolish utterly all their preparatory 
departments, would begin where the high schools left off, would put on exam- 
iners for the secondary schools, would spend money and time and energy on 
the public school systems of their States, they would finally get their public 
school systems into desirable harmony with the college of agriculture. In 
Missouri we are risking our entire future on the doctrine that the college of 
agriculture is going to rest on the public high schools, and we are going to 
make the public high school agricultural as far as it ought to be agricultural. 
It is the long way, the slow way, the toilsome way, but I believe that it is 
finally the right way. 
L. H. Bailey, of New York. The history of legislation on the subject indi- 
cates that in the minds of legislators it is legitimate for the land-grant college 
to use the funds for elementary instruction and extension work. Whether or 
not it is wise for us to so use them is quite another question. We have had 
some discussion in New York State during the past two or three years on the 
subject of special schools. Three years ago a bill was introduced into the legisla- 
ture of New York State, which passed both branches of the legislature, allowing 
the establishment of one school of agriculture and domestic science in every 
county in New York State, about sixty-one of them. It failed to receive the 
governor's signature, because it would call for some expenditure of funds from 
the State department of agriculture. Two years ago the same bill passed 
the assembly, hut it failed in the Senate because the chairman of the committee 
to which it was referred was opposed to it, and his objection to it was that he 
did not believe it was wise to duplicate the public school system of New York 
State by any special system of education. Last year it was proposed to 
reintroduce this bill, but it was finally decided to let it rest until the college 
of agriculture matter was settled. 
We have at Cornell University a winter course of about 11 weeks. I think 
this winter we shall have about 200 students; I should like to have 2,000. 
Yet, I do not believe in the winter course as an integral part of the college or 
university work. 
I have looked upon the winter courses in the university as a temporary expe- 
dient, since there are no other institutions that can supply the demand for the 
kind of instruction that the winter courses give. If there were secondary or 
