792 EXPERIMENT STATION RECORD. [Vol.36 



financial problems, organization of instruction, specialization in agriculture, 

 coursos of study (materials and arrangement, methods of teaching, extension 

 teaching), the experiment station, and special problems and methods (farm 

 experience, field camps, field excursions and field laboratory work, judging 

 work, and the summer vacation). 



In summarizing, the author holds that the two main purposes and ideals of 

 agricultural schools and colleges are to give technical training, primarily, and 

 personal human culture. There are two principal methods of providing the 

 technical training, the first offering a broad foundation of science upon which 

 a superstructure of technique can be built, and the second beginning with ob- 

 servation and practice and calling upon science for necessary explanations. 

 The former has been the more common in the past but is considered pedagogi- 

 cally and practically inferior to the second, Inasmuch as science should follow 

 agriculture in the curriculum. In the author's opinion the course of study 

 should be made up by a board of specialists more or less trained in the 

 problems of education. 



For securing correlation of departmental work the following three principal 

 methods are found in vogue: (1) The formation of large departments with 

 many specialist assistants; (2) the grouping of related departments into larger 

 divisions headed by deans or division chiefs; and (3) the obliteration of depart- 

 ment lines and the organization of the work about men or problems. 



It is recommended that the different forms of agricultural teaching, viz, 

 graduate teaching, the bachelor's or four-year cour.se, the two-year course, the 

 short courses, and extension teaching, should be more clearly separated than 

 they have been in the past. Graduate work in technical agriculutre, now 

 greatly needed, should bo organized on a different basis and pursued by quite 

 different methods than is the work in existing graduate schools which are 

 adapted to science teaching. For the immediate future such agricultural 

 graduate courses should give considerable normal school work. 



As regards specialization, which has been a great factor in the development 

 of the agricultural college, no department should give more than 10 under- 

 graduate courses. The technical subjects (agriculture, horticulture, and do- 

 mestic arts) are essential for vocational training and must command the whole 

 curriculum, while all other subjects must support them and be taught in 

 sympathy with the professional point of view. 



With reference to pedagogical methods now in use, in the author's opinion 

 the professional field camps offer one of the best methods in sight for technical 

 instruction in agricultural and horticultural subjects. The textbook method is 

 better in the lower grades, l)ut should not be used alone. The lecture roethod 

 is the poorest and should be used as little as possible, while the new type of 

 laboratory work, called the project method, is worthy of wider application, not 

 only in high schools but in college work. Finally, however, more depends on 

 the teacher than on the pedagogical methods adopted. 



The colleges are deemed justified in making farm experience a requirement 

 tor matriculation, but unless the students lacking such experience are strictly 

 excluded, the college should make serious effort to supply the deficiency before 

 graduation. 



Report of a survey made for the Milwaukee Taxpayers' League, W. 

 Matscheck (Madison, Wis.: Wis. Effioiency Bur., 1916, pp. 75). — This survey 

 of the Milwaukee County School of Agriculture and Domestic Economy con- 

 tains a report on the organization, history, land, buildings and equipment, 

 students, graduates, courses of study, teaching staff, teaching, extension activi- 

 ties, school farm, and school finances, with a discussion and recommendations 

 and a sununary of findings. 



