One powerful means of agricultural education is the farmers' organization or association. All our dairy, horticultural, poultry, and live-stock associations are great educators. So of an organization like the Grange, its chief work is education. It brings mind in contact with mind; it gives chance for discussion and interchange of ideas; it trains in power of expression; it teaches the virtue of co-operation. Farmers blunder when they fail to encourage organization. Sometimes, out of foolish notions of independence, they neglect to unite their forces. They are utterly blind to their best interests when they do so. They should encourage organization if for no other reason than for the splendid educational advantages that flow from it. However, our chief interest is, perhaps, in those institutions that are formed purposely and especially for agricultural education and which are usually supported out of public funds. There are three great fields of endeavor in which these institutions are working. The first step is to know--to know the truth. So in agriculture we must know. Know what? Know how nature works. So the man of science studies the soil and finds out what plant-food it contains, how the water acts in it, what heat and air do, and the inter-relation of all these elements. He studies the plant and its habits and tries to discover how it grows and how it can be improved for man's use. He studies the animal and endeavors to learn what are the best foods for it and what laws govern its adaptation to human food. He studies climate and tries to find out what plants and animals are most appropriate to different locations. He studies injurious insects and diseases and devises remedies for them. He discovers, experiments. So we have research as the first term in agricultural education. The institutions of research are our experiment stations and United States Department of Agriculture. Their work may be likened to the plowing of the field. They strive to know how nature works, and how man can make use of her laws in the growing of plant and animal. The next thing is to teach. The farmer too must know. Knowledge confined to the scientist has little practical use. It is the farmer who can use it. Moreover, new teachers must be trained, new experimenters equipped, and leaders in every direction prepared. So we have agricultural colleges and schools. If experiment is to be likened to plowing, the work of the schools may be compared to sowing and cultivating.