Agricultural colleges have been in existence in America almost fifty years. Their careers have been both inspiring and disappointing. They have had to train their own teachers, create a body of knowledge, break down the bars of educational prejudice. This work has taken time. The results justify the time and effort. For today agricultural education is becoming organized, the subjects of study are well planned, and competent men are teaching and experimenting. The disappointment is twofold. They have not graduated as many farmers as they should have. This is due not wholly to wrong notions in the colleges. It is, as suggested before, partly due to the lack of faith in agriculture on the part of the farmers themselves. But the colleges are in part to blame. Many of them have not been in close touch with the farmers. They have often been out of sympathy with the interests of the farmers. They have too frequently been servile imitators of the traditions of the older colleges, instead of striking out boldly on a line of original and helpful work for agriculture. Today, however, we see a rapid change going on in most of our agricultural colleges. They are seeking to help solve the farmers' difficulties. They are training young men for farm life. The farmers are responding to this new interest and are beginning to have great confidence in the colleges. It is sometimes said that most farmers who get an agricultural education cannot be trained in the colleges. Doubtless this is true. Probably a very small proportion even of educated farmers can or will graduate from a full course in an agricultural college. Many will do so. There is no reason why a large proportion of the graduates of our college courses in agriculture may not go to the farm. I have no sympathy with the idea that those courses are too elaborate for those young men who want to farm. It must be recognized, however, that even if our agricultural colleges shall graduate hundreds and thousands every year who return to the farm, it still leaves the great majority of farmers untouched in an educational way unless other means are devised. But there are other means at hand. We have first the agricultural school. The typical agricultural high school gives a course of two or three years, offering work of high-school grade in mathematics and English, with about half the time devoted to teaching in agriculture. Many young men want to get an insight into the principles of modern agriculture, but cannot afford time or money for college work. This course fits their need. A splendid school of this design has been in successful operation in Minnesota for more than a dozen years, and has nearly five hundred students. In Wisconsin there are two county schools of agriculture for a similar purpose. Other schools could be named.