Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1909-06-04
Part III.

Part III.
II appears that there are three distinct
phrases 70 agricultural education, all OF
which must be emphasized in adequate
courses OF instruction It is apparent to
al that one Of the things from which
this type OF education has suffered most
severely in the past has been due to lack
OF leadership. Therefore. education with
this end in view must be emphasized. This
involves. as all know. the widest possible
culture because Of the very conplexity OF
the subject Of agriculture. Then IL sub
stantIaI and continues progress Is 10 be
made research workers. men who Will
devote their time and energy TO stdyins
out the hidden secrets OF nature and
bringing them into the light Of day and
reducing whatever principles or important
truths NAV be attached to their work 10
a practical form so that their results may
be OF everyday service must be trained.
New truth is something that Is attained
very slowly under the most favorable con-
ditions. Nature yields her secrets after
the most stubborn resistance and the
most formidable character Of attack
There Is nothing more difficult toward
which the mind can be directed than thai
Of adding definite information relative TO
nature TO the sum OF human knowledge
Research men must have not only broad
eympathies and profound training. but
they must be men OF attainment. integ-
rfty. resource and sublime determination
for their efforts will be baffied times al
most without number. and their work
frequently subjected TO public criticism
which Is both unjust and unmerited- They
win gather after the most prodigious ef-
fort 80 little from the vast and hitherto
unexplored regions OF the unknown that
their EFFORT will seem TO count for almost
nothing Yet they viii be strengthening
the hold OF mankind on nature knowledge
so essential to his welfare and will be
edgfng I'm ever a little closer TO the truth
which will finally yield TO persistent and
well directed effort. The feature Of the
work can never be Overemphasized. 1t will
probably never be valued as highly as II
should be: therefore. every friend Of pro-
Rress should place his shoulder TO the
wheel and assist and encourage the re-
search worker because OF the very diff
cult nature OF his problem and because
OF its vital relation to progress.
The third feature OF the work Of the
agricultural college Is Of the missionary
tyne. IL is the distribution Of knowledge
10 the citizens Of a state through a va
riety OF channels. This phase Of instruc-
ton has now come TO be recognised by
the term extension teaching. which means
the carrying OF information to those Twins
at a distance from the central organiza-
ton and who by reason Of circumstances
cannot avail themselves Of the services
Of the college. These people constitute
the major part OF the population. They
are anxious and willing to learn; they
are athIrst for knowledge. but do not
know how or where to secure IL. The eX-
tension force properly manned and equip
ped. visiting this community and scatter
ing light into the dark places renders
a service OF incalculable value 10 that
community. IL should be regarded as a
privilege by the college TO foster this
tyne OF instruction for no one can meas
ure the good accomplished thereby, and
surely Il Is the duty as well as the priv
uege Of the state to aid In the uplifting
OF All its citizens. II would be impracu-
cable for all 20 60 TO college; therefore,
the college must be brought TO them, ano
20 make thos work successful. as already
mentioned the missionary spirit becomes
necessary and the work must be placed
in the hands of the most capable men. fo-
Il Is the most difficult and the most es-
sentfai type OF instruction offered by the
institution IL cannot be entrusted. there
fore 10 inexperienced and poorly trained
men OF TO those lacking in self-sacrifice
and devotion 20 the cause OF agricultural
education.
Light il breaking through the riffs In
the clouds and now there is an ever
increasing number Of persons who realize
what an agricultural education includes
What a remarkable change has taken
place within the last few years The old
idea was 70 place the agricultural student
behind the plow In other words. we were
proceeding on the theory Of the blind
leading the blind. that all agricultural
knowledge was involved In manual labor,
and that brains had no part In this In
dustry and that the man who titled the
land was n practical man. while the man
who studied nature. learned Of her mar
veIous ways and works. drew correct de-
auctions from his experiments. and
brought new knowledge 10 the light OF
day was a theorist. Now we realize that
such Is not the case: that the real theorist
As the man who does not know. and the
truly practical man the scientist who has
acquainted himself with the facts OF ma
ture and Is a dominant force In dealing
with her. Now the student in an agricul-
tural college worthy OF the name receives
the broadest possible training. because II
Is realized that he must have quite as
much culture. poise and equilibrium as
any other man in the community. Now
we realize that the agricultural student
must be trained to think. and think ex-
actly to reason and 20 draw correct
judgment from his reasoning: 10 be log
zeal because nature always is logical.
Finally. he must have command Of his
native tongue so that he may express
himself freely and effectively. To attain
this end the agricultural student must
study mathematics. languages and Iitera-
ture. for the same reason that these sub
jects are regarded as essential in what
some have been pleased 20 call in the past
the cultural. or the professional courses.
rzsrF IL Agriculture Is moi a urofezsfoual