The Montgomery advertiser., 1905-11-27
AgricuItural EducatIOn.
 By Professor F. B. MumfordNln Mis-

souri Agr College Farmer
 There is no Justification for any form possessor a greater efficiency. Any type of education that diminishes to any ex- | tent whatsoever the ability. of stu
 den, to peT1oirm ine mendne paf to the State on, the other hand. any form Of eau cation that gives to its possessor an In creased efficiency to perform the neces- < | trains men to perform all duties de- volving upon them as citizens or free l state is justified in the eyes Of far see | ing statesmen who have at heart the | real development and prosperity of the State.
 | One of the most significant modern deveIopments in education is the effort Ion the part of educators to give to I men an education which trains them specifically for the work of life, One | of the phases of this interesting devel- opment is seen in the recent establish ment of agricultural colleges for the training of those who propose to make agriculture their life work. It was for merly held by many able scholrs that the farmer was a man like other men, and like other man, an education which should result in general culture was
 best. The first agricultural colleges 1 started out with this central Idea. It is easy to understand why this kind of l education failed of its purpose, and ag- | ricultural colleges were unpopular with | those whom they most desired to bene- fit The new era for agriculture began when agricultural colleges recognized | that farmers sedad technical training; | that they needed scientific training in
 soil physics, soil chemistry, plant breed | ing, plant physiology, and in all other
 natural phenomena in any way tnfiuen- | cing or goy"rn'nB the production or l plants animals.
 | It Is not necessary 70 assume that because of the technical training reces- sary the agricultural student needs any less instruction in general culture sub jects. It is. however, perfectly safe to
 say that the efficiency of the agricul-
 tural graduate Is primarily dependent
 lupon his training in technical agricul-
 ture.
 Tn the early history of agricultural
 colleges 1t was claimed by many that a collegiate course in agriculture was on- ly adapted to those who intended to become teachers or investigators in other agricultural colleges Or experi- ment stations. Happily this idea has , little favor among the best agricultural , colleges of the present day. It Is mani- ' festlyl illogical to maintain institutions for the training of professional agricui-
 Isturists.' No agricultural college can I long maintain it's lead in this form of s education that does not primarily train p men for practical agriculture It must, f however, always be remembered that I success in practical farming depends 2 upon two qualifications: First, knowl- n edge of the theory and practice of ag- | riculture and second. good business r ability The agricultural college can
 train men in the theory and practice of agriculture, but can not give men f training in business ability. IL is, there n fore. possible for the brightest graduate
 of the agricultural college to become a
 fai p
 While 1t Is true that thorough tech- n nical training must lie It the fcunda- z tion of every successful curriculum in z agriculture agricultural colleges must Q not degenerate into mere trads sch ools. The short courses are In some respects !; similar to trade schools, and while they ! do much good. they do not solve except - in a very limited way. the problem of a agricultural education. The modern
 agricultural college as now existing IS q not a trade school. It Is maintained
 upon a high plane of educational ef1l- . ciency. It conforms to modern ideals . of what university work should be. e Every teacher is also an original in- o vestigator and the ability or men as 7 original Investigators Is a stronger S testimonial of professional qualinea- U tions than mere ability to instruct. : The agricultural college Is in class = by itself when compared with other ' forms of educational institutions in the efficiency with which 1t has carried the
 college extension idea to the people. . It is very conservative statement 10 make that no institutions of any form Il have so efficiently solved the problem ' of college extension. Through experl- ment station bulletins. farmers insti-
 tute lectures and similar agencies, the e agricultural college carries directly to t the people the results of its investiga- q tions
 These institutions belong to the State;
 they are supported by the taxes or the people In the final estimate. therefore they must yield something of value to s the State or their existence can not pc Justified. Their success and efhciency
 depend upon the liberality of the states s supporting them. If they can be so s managed as to yield large returns to the commonwealth. then may they eX- | pect to be generously supported.
 The present outlook for agricultural I colleges is very bright. The state gov = garments have realized their value as | public institutions and have. particu- ,, iarly in the Middle West appropriated . liberal sums for their development, s The officers of the college and station l, have secured valuable experience Tn e their management. and the future will h see a much greater development in the = real efficiency of these institutions. . Thousands of students are enjoying the c benefits of the instruction and investi- :. gation, and will return to their local g communities there to build up a senti-