EXPERIMENT STATION RECORD. 



Vol. XXII. April, lUlO. No. 5. 



The observations and criticisms of an outside observer upon the 

 agricultural colleges of this country are always interesting as reflect- 

 ing an independent view point, and may be suggestive and helpful in 

 calling attention to weaknesses which need correction as opportunity 

 offers. .To be effective, however, such an estimate will require that 

 the subject be dealt with in a sympathetic manner and on the basis of 

 an evident study of the whole situation surrounding agricultural 

 education. This will include both the history and spirit of the move- 

 ment, and will recognize the peculiar difficulties which have had to be 

 met in developing a system of agricultural education adapted to the 

 needs of this country. It will take intelligent account of the diverse 

 demands made upon these colleges, the necessity they have been 

 under of respecting popular conceptions and leading public sentiment, 

 and the status of information in regard to agriculture at the time 

 their work began, the material for teaching, and the teaching force 

 available. 



DesjDite the progress which is making in the broader appreciation 

 of the agricultural colleges, they still suffer to some extent from a 

 prejudice which dates from their inception, and which underrates the 

 character and the influence of their work. This misconception is re- 

 flected in public writings, in an attitude which does not accord to 

 them full credit for tlie position they have attained, and in an 

 apparent reluctance to class the work of any of these institutions as 

 being of college grade. 



The composite nature of the organization and activities of the land- 

 grant institutions makes it difficult to deal with them on the same 

 basis as with other colleges. Indeed their variety of structure stands 

 in the way of a consistent discussion about them, considered as a class 

 of institutions. This difficulty is intensified by the loose popular 

 designation applied to them indiscriminately when they are desig- 

 nated as " agricultural colleges." 



While we appreciate the difficulties involved in the nomenclature of 

 these institutions, we do not believe that a just consideration of them 



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