PROGRESS IN AGRICULTURAL EDUCATION, 1909. 



By Dick J. Crosby, 

 Specialist in Agricultural Education, Office of Experiment Siation.<<. 



SUMMARY FOR THE YEAR. 



In many ways the fiscal year ended June 30, 1909, has been one of 

 exceptional progress in the promotion of agricultural education. 

 Many foreign countries have extended their facilities for this work 

 in various ways. This was true particularly in the British Islands 

 and in Canada, where collegiate and secondary courses in agriculture 

 have become available in new localities and much has been done to 

 develop elementary courses and extension work in agriculture. 



In this country every bureau and division of the United States 

 Department of Agriculture and nearly every educational institution 

 and association has felt the rapidly growing demand for agricultural 

 instruction. The AVeather Bureau, the Forest Service, and the Office 

 of Public Roads have trained more young men for their work; the 

 Bureau of Animal Industry has found it necessary to make more 

 definite provisions for the training of veterinarians for its service; 

 the Bureau of Plant Industry has greatly extended its cooperative 

 educational work, particularly in connection with its farm demon- 

 stration work in the South; and the Office of Experiment Stations 

 has broadened the scope of its agricultural education service so as 

 better to meet the demands made upon it by all sorts of educational 

 institutions for advice and assistance in developing agricultural in- 

 struction. The session of the Graduate School of Agriculture, held 

 under the auspices of the Association of American Agricultural Col- 

 leges and Experiment Stations at Cornell University, brought to- 

 gether more investigators and advanced students in agriculture, and 

 was more generally successful than any previous session. 



The agricultural colleges have added greatly to their equipment, 

 increased their teaching force, enrolled more students in agriculture 

 than ever before, established new extension departments, organized 

 departments of agricultural education, held summer schools and 

 longer courses for teachers of agriculture, and published considerable 

 literature for the use of teachers and pupils in public schools. 



In the field of secondary education, special agricultural schools 

 have been started or provided for in Arkansas, Idaho, Maryland, and 



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