Eventually there should be an agricultural agent resident in every county, and perhaps even for smaller regions, whose office should be to give advice, to keep track of animal and plant diseases and pests and secure the services of experts in their control, to organize conferences, winter-courses, and the like, and otherwise to be to the agricultural affairs what the pastor is to religious affairs and the teacher to educational affairs. (See "The Training of Farmers," p. 257.) Finally, we may ask the state to place a special school of agriculture in the locality, but only after it is clear that other means cannot produce the desired results. An unattached school of agriculture is not an easy thing to administer successfully, even at the best; and the difficulty would be all the greater if its care were to be confined to local boards, which would probably have small understanding of the peculiar educational requirements. It is probable that a state may wisely establish a very few special schools, but an educational program needs first to be worked out, a competent system of control must be found, and the people should know in advance what is involved. It is not enough merely that a locality desires a school: the larger question is the state's interest. In all local enterprises of this kind in which state aid is asked for, it ought to be understood that the locality itself is to coöperate in the securing of equipment and funds. _The lessons of experience._ The demand for agriculture-education is now widespread; the subject is becoming "popular." All kinds of plans are being tried or discussed. Persons do not seem to realize that we have had about one hundred years of experience in the United States in agriculture-education, and that this experience ought to point the way to success, or at least to the avoiding of serious errors. The agricultural colleges have come up through a long and difficult route, and their present success is not accidental, nor is it easy to duplicate or imitate. First and last, about every conceivable plan has been tried by them, or by others in their time or preceding them; and this experience ought to be utilized by the other institutions that are now being projected in all parts of the country. Plans that certainly cannot succeed are now being projected. The projectors seem to proceed on the idea that it requires no background of experience to enable an institution to teach agriculture, whereas agriculture-education is the most difficult and also the most expensive of all education yet undertaken.