92 EXPKEilMENT STATION RECORD. [Vol.38 



tion, and needs of the land-grant or State agricultural and mechanical schools, 

 of which there are 17 for negroes in the Southern States. All of these institu- 

 tions receive appropriations under the acts of Congress of 1890 and 1907, but 

 only those of Kentucky, Mississippi, South Carolina, and Virginia receive any 

 portion of the funds appropriated under the act of 1862. 



It is found that " though preparation for rural life is much more important 

 to the colored people than either literary or trade courses, the instruction in 

 agriculture is the least effective of all the work offered. Most of the schools 

 have large farms and some equipment, but very few of them are making edu- 

 cational use of either land or equipment. Very few pupils are specializing in 

 agriculture in any of the 16 institutions [not including Hampton], and only 38 

 teachers and workers are devoting their time to agricultural instruction." 

 The efforts of these institutions to conform to the purposes of the land-grant 

 acts are stated to have been seriously hindered by at least three conditions, 

 viz, inadequacy of State funds needed to administer the institution as well as 

 to maintain courses for the general instruction of the pupils ; the strong desire 

 of the colored people for literary education and the indifference of many of 

 their leaders to both industrial and agricultural instruction ; and the necessity 

 of maintaining elementary grades. 



There are also 16 State schools, smaller than the land-grant institutions, which 

 are primarily teacher training schools with provision for courses in the theory 

 and practice of gardening. Of 56 schools, supported largely by private funds, 

 there are 2 large schools (including Hampton Agricultural Institute) offering 

 4-year courses in agriculture, 22 smaller schools offering some class theory and 

 farm practice, 18 schools offering class theory, but farming on a commercial 

 basis, and 14 schools giving no instruction, but farming on a commercial basis. 

 The 26 county training schools recently organized through the cooperation of the 

 public authorities and the private boards all teach gardening and other activi- 

 ties necessary to rural life. 



The second volume presents a detailed statement of the facts pertaining to 

 colored schools which have been obtained through personal visits to institu- 

 tions, from the reports of State departments of education, and from the United 

 States census. Each of the Southern States is represented by a separate chap- 

 ter which treats of the school facilities in the State, including public appropria- 

 tions and private financial aid, school attendance of colored children, facilities 

 for elementary, secondary, and collegiate industrial and agricultural education, 

 teacher training, supervision, and summary of educational needs, followed by a 

 description of every private and higher school arranged alphabetically by 

 counties and cities, for which any information was available. The private 

 colored schools of the Northern States are grouped together in a final chapter. 



The work of the Agricultural Instruction Act (Agr. Gaz. Canada, 4 U917), 

 No. 8, pp. 647-6-^9). — A brief summary is given of the objects of the Agricul- 

 tural Instruction Act of 1913 and the work that has been undertaken in each 

 Province, together with statements of the appropriation to each Province and the 

 work to be undertaken by each during the fiscal year ending March 31, 1918. 

 In the four years that the act has been in operation it has contributed a total 

 of $3,400,000 to the Provinces. With the year 1917-18 the grants reach their 

 maximum of $1,100,000 a year to continue until the expiration of the act on 

 March 31, 1923. 



Historical notes on the agricultural schools in Quebec, J. C. Chapais {Rev, 

 Canad., n. ser., 11 (1916), Nos. 4, pp. 337-367; 5, pp. 426-446; 6, pp. 520-537).— 

 Historical notes are given on 17 schools of agriculture founded in the Province 

 of Quebec. The first of these schools was established in 1670, but only three of 



