PROGRESS IN AGRICULTURAL EDUCATION. 321 



spondence and personal advice. The office has also occasionally sent 

 out other members of its staff and specialists from other bureaus 

 to address educational gatherinij:s and to assist agricultural schools 

 along their lines of specialization, and would employ this very 

 effective method more freely if funds for travel were available. 

 Cooperation Avith other bureaus of the department has also taken 

 form in the preparation of educational bulletins and circulars. One 

 circular prepared in the Forest Service has been published, and a 

 bulletin on rural school consolidation, prepared by a special agent 

 of the Bureau of Statistics, has recently come from the press. 

 Cooperation along these and other similar lines might well be ex- 

 tended with resulting great benefit to the colleges and schools that 

 are endeavoring to carry in an effective way to the people living 

 upon the land the results of investigation on the part of this depart- 

 ment and the State agricultural experiment stations. 



RELATION TO FOREIGN INSTITUTIONS. 

 AFRICA. 



Considerable progress was made in the introduction of agricultural 

 schools and special features of agricultural instruction in several of 

 the countries of Africa. In British West Africa an agricultural 

 school and farm was established at Abuko. This institution is sub- 

 sidized by the Government and managed by the Eoman Catholic 

 mission. The buildings, which include a dwelling for those in charge 

 of the school and a school building with boys' dormitory attached, 

 have been completed, and some experiments with cacao, coffee, kola 

 nuts, and other products have been started. The pupils spend two 

 hours a day in the classroom and the remainder of the time in the 

 experimental garden and on the farm under the direction of the 

 instructors. 



In Egypt the director general of the Department of Agriculture 

 and Technical Education has planned, built, and equipped eight trade 

 agricultural and horticultural schools, each adapted to the special 

 needs of its locality. School buildings in other localities are in 

 process of construction. Most of the expenses have been met hj 

 voluntary contribution by the people in the Provinces. The applica- 

 tions for admission to the five schools completed in 1908 exceeded 

 2,000. 



A farm school for girls has been established under the direction of 

 Frau Helene v. Falkenhausen, at Brakwater farm, near Windhuk, in 

 German southwest Africa. The purpose of the school is to give edu- 

 cated young girls the necessaiy training for colonial life in house and 

 farm management with supplementary instruction in animal hus- 

 bandry and poultry culture. 

 91866°— 11 21 



