PEOGEESS IN AGEICULTUEAL EDUCATION. 299 



now 11,3 persons regularly employed for the sole purpose of agricul- 

 tiu'al extension work. 



The form or type of organization differs greatly in different States, 

 and in some there is as yet no organization, the work being carried on 

 by different members of the college or station staff independently of 

 one another, and with no central coordinating or unifying control. 



No common type of organization for extension work seems at 

 present feasible in the several States, but the general consensus of 

 opinion favors an organization which will be coordinate with interior 

 instruction and research, and which will at the same time recognize 

 and maintam departmental integrity in the institution as based on 

 subject matter. 



John Hamilton, of this office, in continuing the discussion of this 

 subject, showed the need of systematic methods of procedure in 

 successful and permanent extension teachmg, outlined the numerous 

 activities involved, indicated a system of procedure embracing the 

 complete organization of extension teaching, mapped out the field of 

 work, gave the present financial resources for this activity m the 

 United States, and spoke of the need of Federal appropriation. In 

 1910 there was appropriated by 25 States the sum of $286,950 for 

 agricultural education extension, while receipts from other sources 

 brought the total up to $447,110.92. 



II. Ij. Russell emphasized the need of a clarification of the prin- 

 ciples of organization in extension work, and supported the plan 

 which correlates the extension work with that of research and mterior 

 teaching, and at' the same time preserves departmental integrity. 

 Some form of demonstration was conceded to be the best plan for 

 reaching the persons most in need of assistance. 



The subject of extension schools was presented by E. A. Burnett, 

 who held that the movable school is capable of adapting itself to a 

 variety of conditions, and is especially applicable to the needs of 

 advanced rural communities where a high order of systematic instruc- 

 ti(jn is needed, or where special industries are bemg developed. It 

 should be a real, serious school, and not a vaudeville meeting with a 

 large enrollment as a factor to attain; and the time and place of 

 holding the school should be in keeping with the subject under dis- 

 cussion in the region concerned. This latter is of great importance, 

 since a large part of the work of such schools should be field and 

 demonstration work, and this must be conducted at the proper time 

 and place for such work in regular farm practice. 



T. A. Hoverstad called attention to the difficulty of getting farmers 

 to believe thoroughly in the practicability of a demonstration con- 

 ducted on station property, which difficulty was entirely removed by 

 having the demonstration conducted on private farms, under the 

 direction only of the station. 



