The charge that the agricultural school is educating students away from the farm is not substantiated by reports from representative institutions of this character. The dean of the College of Agriculture of the University of Illinois, Dr. Eugene Davenport, has prepared a statement illustrative of the sources from which the students of that institution are derived. Every county except two is represented in the agricultural department in a registration of 1,200 students, and, of 710 questioned, 242 are from farms; 40 from towns under 1,000; 87 from towns of 1,000 to 1,500; 262 from towns of 5,000 and up; and 79 from Chicago. Since 1900 nearly 1,000 students have completed the agricultural course in this institution, and of this number 69 per cent are actually living on farms and engaged in farming; 17 per cent are teaching agriculture, or are engaged in extension work; 10 per cent entered callings related to farming, such as veterinary surgery, landscape-gardening, creamery-management, etc.; less than 4 per cent are in occupations not allied with agriculture. It should be explained that the Illinois school had only a nominal existence until seventeen years ago. The number of students has steadily increased from 7 registrations in 1890 to 1,201 in 1916-17. At the Ohio College of Agriculture half the freshman classes of the last three years came from the cities, though this includes students in landscape architecture and horticulture. In Iowa State College the reports of three years show that 54.5 per cent of the freshmen were sons of farmers, and of the graduates of a seven-year period (1907-1914) 34.8 are now engaged in farming. The opportunities open to the graduates of these colleges have been greatly multiplied by the demand for teachers in vocational schools, and the employment of county agents who must be graduates of a school of agriculture or have had the equivalent in practical farm experience. The influence of the educated farmer upon his neighbors is very marked. They may view his methods with distrust, but when he rolls up a yield of corn that sets a new record for fields with which they are familiar they cannot ignore the fact that, after all, there may be something in the idea of school-taught farming. By the time a farm boy enters college he is sufficiently schooled in his father’s methods, and well enough acquainted with the home acres, to appreciate fully the value of the instruction the college offers him.