PROGRESS IN AGRICULTURAL EDUCATION". 241 



of agriculture was jn many institutions still the lone representative of 

 the great science and industry, which as a subject of college mstruc- 

 tion should be divided into many branches, each worthy of the undi- 

 vided attention and best energies of first-class specialists. The equip- 

 ment of these colleges in agricultural lines was equally meager, and 

 it was thought a remarkable thing at that time that the universities 

 of Ohio and Illinois had just erected agricultural buildings which in 

 size and architecture compared well with those devoted to natural 

 science, engineering, and the so-called humanities. It was natural, 

 therefore, that at the first session of the graduate school much stress 

 should be laid on the formulation of a science of apiculture, on 

 specialization in teaching and research in agricultural lines, and on 

 the need of adequate equipment in the way of buildings, apparatus, 

 illustrative material, etc. 



It is of course impracticable to measure the influence of this school 

 on the progress of the movement for the betterment of agricultural 

 education m this country, but it is believed that it has been an 

 influential factor in promoting this cause. 



Statistics showing the development of our agricultural colleges 

 during the past five years are necessarily incomplete, and may in 

 some respects be misleading, but some of them are interesting and 

 significant. In 1901 it was reported that the number of agronomists 

 in these colleges was 3; in 1905 there were 42; in 1901 there were 

 21 animal husbandmen, and in 1905 there were 62; in 1901 there 

 were 2 poultry husbandmen, and in 1905 there were 9; in 1901 there 

 were 57 dairymen, and in 1905 there were 58; in 1901 there were 3 

 rural engineers, and m 1905 there were 15; in 1901 there were 8 for- 

 esters, and in 1905 there were 18; in 1901 there were 71 horticultur- 

 ists, and in 1905 there were 83. 



In the field of rural economics in 1901 there was a lecturer in farm 

 law at the Massachusetts Agricultural College and an instructor in 

 farm accounts and business methods at the Connecticut Agricultural 

 College; in 1905 there were, in addition to these, an instructor in 

 accounts and a professor of farm mathematics at the Minnesota 

 Agricultural College; professors of rural economics at the Nebraska, 

 New York, and Ohio colleges of Agriculture, a professor of rural 

 sociology at the Rhode Island Agricultural College, and a professor 

 of irrigation law at the Colorado Agricultural College. 



In 1901 extension work was recognized in five institutions by seven 

 officers who gave a portion or in some cases all of their time to this 

 work; in 1905 nine institutions had definitely organized extension 

 departments manned by nineteen officers. 



In material equipment the agricultural colleges and experiment 

 stations have made remarkable gains since the first session of this 



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