farmers' institutes in the united states. 303 



These facts are unmistakable evidences of progress, showing that 

 the institutes have not only gained in wide recognition and in public 

 confidence and appreciation, but that they are also reaching with 

 agricultural truth a great body of workers, most of whom, but for this 

 agency, would have been unable to have secured the information 

 which they give for themselves. In this connection it is also worthy 

 of note that the States in which the institutes have been longest in 

 operation have begun to enlarge the scope of their work to include 

 other forms of education extension, as boys' and girls' clubs, women's 

 domestic science associations, and normal school work. 



SUPPLYING COMPETENT LECTURERS. 



Several State directors report that they have organized and con- 

 ducted during the year schools of instruction for their institute 

 workers. The need for training schools for preparing lecturers for 

 their work is becoming generally felt. Out of twenty-three replies to 

 the query ''In what respects do you need assistance in your work?" 

 nineteen asked for competent lecturers. The regular work of the 

 agricultural colleges and experiment stations has increased to such a 

 degree that in most States they find it no longer possible to spare 

 their experts for any considerable amount of institute teaching; con- 

 sequently, the directors of institutes are being compelled to face the 

 question of preparing teachers for their institute work. This is par- 

 ticularly the case in the larger and more densely populated States. 



Three methods for meeting this need are being considered. One is 

 the establishment of interstate normal schools of agriculture, thor- 

 oughly equipped for giving the kind of instruction demanded, and 

 open to institute workers at nominal cost. Another is the employment 

 of fewer men as expert teachers and keeping them employed for a 

 longer period. The movable school of agriculture is an effort in this 

 direction. The third is a normal course in each agricultural college 

 to fit men for institute teaching. The final solution of the difficulty 

 will probably be found, not in the adoption of any one of these 

 methods, but in a combination of all. 



The demand, at least in the older States, is for high-grade instruc- 

 tion. The agricultural colleges and experiment stations in these 

 States have set the standard until now in many localities anything 

 below the best in institute teaching is received with impatience, and if 

 persistently offered is openly rejected. It has been apparent to all 

 thoughtful institute directors and teachers for some time that some 

 modification of the institute system must be made if it is to be 

 adapted to the new conditions and meet the increasing demands that 

 have arisen in agricultural education. 



