icult questions that confront
him as a business man. Farm administration in its largest sense will,
then, be a most important phase of agricultural education.

It is quite possible for the individual farmer to succeed admirably if
he is equipped with a sound training in the principles of production and
in farm management. But there are still larger questions that farmers as
a class must meet if agriculture is to have its full success and if the
farmer himself is to occupy the social position he ought to have.
Agriculture is an industry among industries. Farmers are a class among
classes. As an industry, agriculture has relations to other industries.
It is subject to economic laws. It involves something more than growing
and selling. The nature of the market, railroad rates, effects of the
tariff and of taxation, are questions vital to agriculture. So with the
farmers socially considered. Their opportunities for social life, their
school facilities, their church privileges, their associations and
organizations--all these are important matters. So agricultural
education will not fail to call attention to these larger questions.

The well-educated farmer will, then, be trained in three lines of
thought--first, that which deals with the growth of products; second,
that which deals with the selling of products; and third, that which
deals with agriculture as an industry and farmers as a class of people.

We may next discuss as briefly as possible the methods by which
agricultural education may be advanced. We may not consider all of them,
but rather attend only to some of those agencies that seem of peculiar
interest just at this time.

There is one underlying requisite of successful agricultural education
that is all-important. It is faith in agriculture. Any man to succeed
grandly must have absolute faith in his business. So the farmer must
believe in agriculture. Agriculture cannot attain its highest rank
unless the men engaged in it believe in it most profoundly. They must
believe that a man can make money in farming. They must love the farm
life and surroundings. They must believe that the best days of
agriculture are ahead of us, not behind us. They must believe that men
can find in agriculture a chance to use brains and to develop talents
and to utilize education. Agricultural education rests on this faith.
Give us a state filled with such farmers and we can guarantee a strong
system of agricultural education. But