18 REPORT t)F OFFICE OF EXPERIMENT STATIONS. 



The value of the julditions to their perniiinent endowment and equip- 

 ment in 11)05 is estimated to be $3,r)01, 51.^.11). The number of per- 

 sons in the faculties of the colleges of agriculture and the mechanic 

 arts was 2,072, and in other departments 1,889, making a grand total 

 of 4,501. The number of students in 1005 was 5!),H12, of wliom 2,0:^8 

 were white students in four-year courses in agriculture, 4,()31: white 

 students in shorter courses in agriculture, dairying, horticulture, and 

 veterinary science, and 1.024 negro students in agricultural courses. 

 The graduates in 1905 were 5,001, and since the organization of these 

 institutions, 02,081. 



PROGRESS IN AGRICULTURAL EDUCATION. 



The year 1905 marks the semicentennial of the founding of agri- 

 cultural colleges in this country, and it has been a year of great 

 progress in agricultural education, not only in the United States, 

 but throughout the civilized world. The most notable event of the 

 year in this connection was the holding of two international con- 

 gresses at Liege, Belgium, namely, the Second International Congress 

 of Agricultural Education and the First International Congress of 

 Agricultural Mechanics. At both of these congresses this Office was 

 represented. 



In the United States progress has been manifested in a material 

 •way by more liberal appropriations for the equipment and current 

 expenses of the agricvdtural colleges, and in a less tangible but no less 

 hopeful and wholesome way by the attitude of the general public 

 toward agiucultural education. At no time in the history of the 

 Republic has there been such free and favorable discussion of ways 

 and means for developing and extending the various phases of agri- 

 cultural education as during the past year. At the recent convention 

 of the Association of American Agricultural Colleges and Experi- 

 ment Stations in Washington the section on college work discussed 

 very fully and freely the field and functions of the land-grant col- 

 leges. This discussion indicated quite clearly a better understanding 

 and a closer agreement concerning the nature of technical courses, as 

 well as a growing belief that the agricultural colleges should do more 

 to aid secondary and elementary instruction in agriculture through 

 the preparation of courses of study and the training of teachers. The 

 association decided to assume responsibility for the future sessions of 

 the Graduate School of Agriculture, the second session of wdiich will 

 be held at the University of Illinois in July, 1900, and instructed its 

 executive committee to take steps to secure the establishment of a 

 department of rural and agricultural education in the National Edu- 

 cational Association. 



The latter association has already shown considerable interest in 

 the subject of elementary agricultural education, which formed a 



