rural progress, it should be the inspiration, the guide, the stimulator of all possible endeavors to improve farm and farmer. This attitude of mind is purely a matter of ideals, deliberately formed in the light of the abiding needs of the farming class. It is the intangible but pervasive influence of an object which is perfectly definite even if avowedly spiritual. It is a question of atmosphere. It is a matter of insight. The college must have a vision of the rural problem in its entirety and in its relations. At the college we should find, if anywhere, the capacity to understand the ultimate question in agriculture. We know that this ultimate question in agriculture can not be expressed alone by the terms nitrogen, or balanced ration, or cost per bushel, but must be written also in terms of the human problem, the problem of the men and women of the farm. So we shall see the college consciously endeavoring to make of itself a center where these men and women of the farm shall find light and inspiration and guidance in all the aspects of their struggle for a better livelihood and a broader life. The college must avow its intention of becoming all things to all farmers. Whether this means the study of fertility, of animal nutrition, of soil bacteriology, or whether it means the consideration of markets, of land laws, of transportation, of the country church, of pure government, the college will lead the way to the truth.
2. As the first requisite is that of the conscious ideal or purpose, the second is one of organization. It seems to me that the socialization of the college can not proceed very far until the principle of university extension is pretty fully recognized. The college must be in constant and vital touch with the farmers and their associations. Therefore each agricultural college should as rapidly as possible develop a definite tri-partite organization which reveals the college in its threefold function as an organ of research, as an educator of students, and as a distributor of information to those who can not come to the college. These are really coordinate functions and should be so recognized. The college should unify them into one comprehensive scheme. The principle of such unity is perfectly clear; for we have in research the quest for truth, in the education of students the incarnation of truth, and in extension work the democratization of truth. Until these three lines of effort are somewhat definitely recognized and organized, the college can not work as leader in solving the rural problem.
3. Thirdly, the social sciences, in their relation to the rural problem particularly, must receive a consideration commensurate with the importance of the industrial, the political and the social phases of the farm question. In research, for instance, the colleges should make a study of the history and status of these aspects of agriculture. As a matter of fact, we know very little of these things. There have been but few scientific investigations of the economic features of the industry,
