Therefore, we should strive in every way to aid in the education of the farmer for the farm, and should shape our school system with this end in view; and so vitally important is this that, in my opinion, the Federal Government should cooperate with the State governments to secure the needed change and improvement in our schools. It is significant that both from Minnesota and Georgia there have come proposals in this direction in the appearance of bills introduced into the National Congress. The Congressional land grant act of 1852 accomplished much in establishing the agricultural colleges in the several States, and therefore in preparing to turn the system of educational training for the young into channels at once broader and more practicable――and what I am saying about agricultural training really applies to all industrial training. But the colleges can not reach the masses, and it is essential that the masses should be reached. Such agricultural high schools as those in Minnesota and Nebraska for farm boys and girls, such technical high schools as are to be found, for instance, in both St. Louis and Washington, have by their success shown that it is entirely feasible to carry in practical fashion the fundamentals of industrial training into the realms of our secondary schools. At present there is a gap between our primary schools in country and city and the industrial collegiate courses, which must be closed, and if necessary the Nation must help the State to close it. Too often our present schools tend to put altogether too great a premium upon mere literary education, and therefore to train away from the farm and the shop. We should reverse this process. Specific training of a practical kind should be given to the boys and girls who when men and women are to make up the backbone of this nation by working in agriculture, in the mechanical industries, in arts and trades; in short, who are to do the duty that should always come first with all of us, the duty of home-making and home-keeping. Too narrow a literary education is, for most men and women, not a real education at all; for a real education should fit people primarily for the industrial and home-making employments in which they must employ the bulk of their activities. Our country offers unparalleled opportunities for domestic and social advancement, for social and economic leadership in the world. Our greatest national asset is to be found in the children. They need to be trained to high ideals of everyday living, and to high efficiency in their respective vocations; we can not afford to have them trained otherwise, and the nation should help the States to achieve this end.