Arizona republican., 1908-10-03

terest and assistance from contact with nature and cooperation with other minds; and third, wise and true and valiant spirit, able to gather to itself the higher things that best make life worth while. The use and growth of these three things, body, mind, and spirit. must all be found in any effec- tive s.stem Of education.
 The same three-fold activity is equally necessary in a group of indi- viduals. Take for example the mer- chants of town, who have established chamber of commerce, or board of trade. They have three objects: First sound and profitable business: second organized cooperation with each other to their mutual advantage. as in sett- ling disputes, securing satisfactory rates from railroads, and inducing new industries to settle amongst them; and third, to make their town more beauti- ful, more healthful, and generally a better place to live in. Take a labor union as another example, and you will find the same three fold purpose A good union admits only good work men to membership in its sound body: the members get from the union the advantages of organized cooperation in selling their labor to the best advant- ages; and in addition they enjoy cer- tain social advantages often of over- whelming importance
 The practical value of organization and cooperation is obvious, and they are being utilized very widely in near ly every branch of our national life But what is the case with the farmer? The farmers are the only great body of our people who remain for the most part substantially unorganized. The merchants are organized. the wage workers are organized, the railroads are organized. The men with whom the farmer competes are organized to get the best results for themselves in their dealings with him. The farmer is en- gagged, usually without the assistance of organization, in competing with these organizations of other groups of citizens. Thus the farmer the man on whose product we all live. contends al most single handed against his highly organized competitors.
 How have the agricultural schools anu NblltStS ttlll lllt ut1Ctf lllltillS VI agriculture of state and nation met this situation? Largely by the asser- tion, in word or in act, that there is only one thing to be done for the farm CT. So far as his personal education is concerned they have tried to give him a sound body, a trained mind, and a wise and valiant spirit. But so far as his calling is concerned they have stopped with the body. They have said in effect: We will help. the farm CT tc grow better crops. but we will take no thought of how he can get the best returns for the crops he grows, or of how he can utilize those returns so as to make them yield him the best and happiest life.
 It is not wise to stop the education of boy or a girl with the body, and to neglect the mind and the spirit. But we have done the equivalent of that in dealing with farm life. We have done more. and have done it more ef- fectively. for the farmer along the line of better crops than any other nation. But we have done little, and far less than many other nations, for better business and better living on the farm. Hereafter we shall need not only the work of departments of agriculture in state and nation such as we have now, but we shall need to have added to their functions such duties as will make them departments of rural busi- ness and rural life as well. Our de- partments of agriculture should cover the whole field of the farms life. It is not enough to touch only one of the three great country problems, even though that is the first in time and in 
 Of course we all realize that the growing of crops is the great founda tiOn on which the well-being not only of the farmer but of the whole nation must depend. First of all we must have food. But after that has been achieved, is there nothing more to be done? It seems to me clear that farm CTS have as much to gain from good as merchants, plumbers,