e same comment. The average
student of problems in economics and sociology and education gains on
conception whatever of the importance and character of the rural phases
of our industrial and social life.

It may be urged in explanation of this state of affairs that the liberal
study of the social sciences in our colleges and universities and
especially any large attention to the practical problems of economics
and sociology, is a comparatively recent thing. This is true and is a
good excuse. But it does not offer a reason why the social phases of
agriculture should be longer neglected. The purpose of this article is
less to criticize than to describe a situation and to urge the
timeliness of the large development, in the near future, of rural social
science.

At the outset the queries may arise, What is meant by rural social
science? and, What is there to be investigated and taught under such a
head? The answer to the first query has already been intimated. Rural
social science is the application of the principles of the social
sciences, especially of economics and sociology, to the problems that
confront the American farmer. As a reply to the second query there are
appended at the end of this chapter outlines of possible courses in
agricultural economics and rural sociology, which were prepared by the
writer for the exhibit in "rural economy" at the St. Louis exposition.
There are also subjects that have a political bearing, such as local
government in the country, and primary reform in rural communities,
which perhaps ought not to be omitted. So, too, various phases of home
life and of art might be touched upon. The subjects suggested and others
like them could be conveniently grouped into from two to a dozen
courses, as circumstances might require.

What classes of people may be expected to welcome and profit by
instruction of this character? (1) The farmers themselves. Assuming that
our agricultural colleges are designed, among other functions, to train
men and women to become influential farmers, no argument is necessary to
show how studies in rural social science may help qualify these students
for genuine leadership of their class of toilers. On the other hand, it
may be remarked that no subjects will better lend themselves to college
extension work than those named above. Lectures and lecture courses for
granges, farmers' clubs, farmers' institutes, etc., on such themes would
arouse the greatest interest. Co