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In other words, technical courses in agriculture must become iu character 
similar to the courses now given in medicine, law, and engineering. 
But every technical subject should prove its worth before being given a definite 
place in the course. A small section only of the great sphere of knowledge 
can become a part of the curriculum. The man in charge of a subject is not 
always the best judge as to the prominence such subject should be given in a 
course of study. His nearness to the subject usually distorts his vision. Better 
let good course- in advanced English, history, and political economy remain 
in the curriculum for the present rather than displace them tor technical courses 
which are half-baked, poorly arranged, and do not form a definite and impor- 
tant place in the sequence of studies. 
Technical courses in agriculture, in order to have and hold the respect ami 
confidence of educators and educated people, must be in charge of scholarly, 
well-trained men. These men must compare favorably with teachers in charge 
of other departments of college work. Narrow, conceited enthusiasts may, for 
a short time, with hobbies which in themselves are good, gain the attention of 
the public, but in the end they do the cause of agricultural education harm. 
Students, even more than the public, are apt to measure the value of a study 
by the scholarship, dignity, and magnetism of the man who imparts said infor- 
mation. There is a proper place for overalls and rubber boots. It does not 
lessen a man's standing or dignity to wear them when necessary, but there is 
no virtue in them per se. The class room for students in practical agriculture 
should be a model of neatness, cleanliness, and order. It should ever be kept 
in mind that the first object of education, and even of technical education, is 
to make men. There is a great danger that too much emphasis may be placed 
on the commercial value of such training. A distinguished educator, iu lookiug 
over the equipment of an agricultural school a few years ago, remarked that 
everything that was shown him and every word said by those in charge empha- 
sized the opinion that the sole object of the institution was " to teach young 
men how to grow more corn to feed more hogs, to buy more land to raise more 
corn, etc." 
Even short-course students should receive some intellectual awakening. They 
should be introduced to books and, if possible, led to see that " we live in deeds, 
not years; in thoughts, not breaths;" and that "he most lives who thinks 
most, feels the noblest, acts the best." They should be taught that, after all, 
the greatest enjoyments are intellectual. No man compelled to labor for a 
living, as we all are, has greater opportunity to feed his intellect from the 
great storehouses of science, history, and literature than the " man with the 
hoe." He should be given an inspiration to look up. Hence the great neces- 
sity that teachers of agriculture should be men cf broad culture and inspiring 
personality. They should know much more than the subjects which they are 
required to teach. They should be college-bred men in the fullest and broadest 
sense of the term. 
It is to be very much regretted that so many able teachers of agriculture 
seem to feel that they must make their reputation outside of the class room. 
They write for the papers or carry on experimental work, while the students. 
who have been attracted to the college largely because their names were printed 
as teachers of agriculture, labor on under the instruction of young, inexpe- 
rienced subordinates. There are other bright young men iu agriculture who are 
endeavoring to find a crosscut road to success, class-room work is too slow 
for them. They seem to imagine that they can, through the agricultural press, 
boost themselves into notoriety and fame. Very short-sighted policy. The 
men whose good opinion and confidence they must secure before promotion 
comes are entirely too wise to be misled by any such process. Young men 
must learn not only " to labor," but " to wait." 
Again, if agricultural education is to attract and hold'the attention and con- 
fidence of educated people, it must be accorded equal advantages in equipment 
and buildings with the other departments cf the colleges or universities. A good 
building in a prominent place on a campus has a great influence in establishing 
in the minds of students and the public a high regard for the department so 
housed. 
In most States it has been very difficult to provide buildings and equip- 
ment necessary to meet the demands made by those desiring higher 
education along the older and established lines of work. As there were 
few students in technical agriculture, buildings were erected to meet the 
needs of the greatest number. Agriculture usually came in last and 
got little. This had a tendency to belittle it in the eyes of the people aud 
