54 EEPORT OF OFFICE OF EXPERIMENT STATIONS. 



DISSEMINATION OF INFORMATION. 



Mucli. general information is disseminated by correspondence, and 

 the reports upon the various projects contain much that is of gen-^ 

 eral as well as special application. Further information is given 

 by addresses and lectures at conventions to those interested in the 

 general subject of agricultural drainage and at meetings of land- 

 owners wishing to undertake the drainage of particular tracts of land. 



Publications issued during the fiscal year 1910, relating to agri- 

 cultural drainage, are as follows: The Drainage of Irrigated Lands 

 in the San Joaquin Valley, Cal. (Office of Experiment Stations 

 Bulletin 217) ; Drainage of Irrigated Lands (Farmers' Bulletin 

 371) ; Preliminary Eeport on the St. Francis Valley Drainage 

 Project in Northeastern Arkansas (Office of Experiment Stations 

 Circular 86) ; Organization, Work, and Publications of Drainage 

 Investigations (Office of Experiment Stations Circular 88) ; Kecla- 

 mation of the Southern Louisiana Wet Prairie Lands (Office of 

 Experiment Stations Docmnent 1315) ; and Preliminary Eeport upon 

 the Drainage of the Lands Overflowed by the Xortli and Middle 

 Forks of the Forked Deer River and the Eutherford Fork of the 

 Obion Eiver in Gibson County, Tenn. (issued in cooperation Avith 

 the State Geological Survey of Tennessee). 



PROMOTION OF AGRICULTURAL EDUCATION. 



In the year 1910 the movement for the promotion of agricultural 

 education was world-wide. As will be seen from the detailed report 

 of the specialist in agricultural education of this office (pp. 315-386) , 

 agricultural colleges and schools were established or other projects 

 in agricultural education were inaugurated in Africa, in Australia, 

 Canada, and several other countries in the British Empire, in China, 

 Finland, France, Germany, Japan, Mexico, and several countries in 

 South America. 



In the United States the nmuber of institutions listed by the office 

 as teaching agriculture increased from 515 in October, 1908, to 875 

 in May, 1910, a gain of 330, or more than 60 per cent, in 19 months. 



The agricultural colleges again surpassed all previous records in 

 the number of students enrolled and in the number taking courses in 

 agriculture. There were 10 per cent more students in agriculture 

 than in 1909 and more than eight times as many students enrolled in 

 teachers' courses in agriculture. Forty-six of the agricultural colleges 

 maintained teacher-training courses in agriculture. In more than 

 half of these institutions the teachers' courses are four years in length, 

 and in 29 of them summer schools for teachers were held. The in- 

 come of these institutions was larger by three and one-half millions 

 than in 1909, and they added more than seven millions to their per- 

 manent endowment and equipment. Important agriculture and 



