PROGRESS IN ACxRICULTURAL EDUCATION, 1910. 



By Dick J. Cbosby, 

 Specialist in Agricultural Education. 



SUMMARY FOR THE YEAR. 



Even the most cursory review of educational progress in 1910 is 

 sufficient to demonstrate the world-wide extent of the movement for 

 the promotion of agricultural education. It is unnecessary to do 

 more than mention the countries and provinces that are becoming 

 active in this movement — in Africa, Australia, China, Canada, Great 

 Britain, India, and South America — some of which have long been 

 identified with it and some of which, like those in Africa and China, 

 are just beginning to take active part. 



In the United States every agricultural department, bureau, and 

 association — National and State — has been affected by the movement, 

 and nearly every educational association has been compelled to take 

 cognizance of it. The United States Department of Agriculture has 

 found it impossible to supply the publications needed by the colleges 

 and schools that are teaching agriculture or to meet satisfactorily 

 the other demands they have made upon it for lectures, advice, and 

 other assistance. And the Office of Experiment Stations, though it 

 has added to the facilities of its agricultural-education service, has 

 been unable to keep pace with the demands of the movement. To 

 mention only one publication prepared in the office, a Farmers' Bulle- 

 tin on Boys' and Girls' Agricultural Clubs, first issued in February, 

 1910, had gone through an edition of 110,000 copies by the end of 

 June. 



The agricultural colleges have nearly all had larger appropria- 

 tions than formerly, and many of them have added to their buildings 

 and other equipment, as well as to their teaching force, but in spite 

 of this they find their facilities inadequate. Particularly is this true 

 of their extension work and their teacher-training courses. Several 

 colleges on private foundations have added courses in agriculture 

 and others are preparing to do so as soon as they can get teachers. 

 The same is true of the State normal schools. 



The number of secondary schools teaching agriculture has in- 

 creased rapidly, and the quality of agricultural teaching has im- 

 proved. Particularly is this true in schools receiving State aid for 



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