322 experimp:nt station record. 



movement has been started to put in i)rinted form some of the lec- 

 tures there delivered. He noted as an encouraging indication the 

 organization of agricultural faculties with special teachers for ditier- 

 ent divisions of the subject of agriculture, instead of, as formerly, a 

 num])er ol' teachers presenting the sciences related to agriculture. As 

 a r(\sult of these changes there has been great stimulation of a proper 

 sense of the dignity of the profession of agriculture and agricultural 

 teaching. The paper was discussed by T. F. Hunt, who summarized 

 hi.^; views in the statement that the men engaged in agricultural work 

 are able executives, many are able in research, but there are not so 

 many who employ the best pedagogical methods. He couvsidered it 

 as important to prepare for the profession of teaching in agriculture 

 as to prepare for executive duties or research work. J. F. Duggar 

 had found the Graduate School of Agriculture valuable to the teacher 

 in the suggestions it gave for methods of Instruction and for making 

 apparatus. The school, he said, was also valuable in that it reduced 

 differences and misunderstandings among educators. 



A paper on Agricultural Education in the South was presented by 

 J. C Htu-dy, who first reviewed agricultural conditions in the South 

 from the earliest times to the present and showed what influences had 

 been detrimental to the development of educational institutions in that 

 section. The South, he said, has taken advantage of the provisions 

 for land-grant colleges and experiment stations, but as yet there are 

 few agricultural books and papers and comparatively few who would 

 read them. The work of college and station men in farmers' insti- 

 tutes during the last few years he has found one of the most potent 

 factors in arousing greater interest in educational institutions and in 

 securing more funds. He quoted ligures to show how quite recently 

 the people in difi'erent Southern States have provided liberal appro- 

 priations to supplement Government funds for the support of agri- 

 cultural institutions. In discussing this paper, C. C. Thach stated 

 that the agricultural and mechanical colleges have been one of the 

 strongest agencies in eradicating the pi'ejudice against manual laboi-, 

 and quoted iigures from the report of the Bureau of Education to 

 show that at the present time there is a larger percentage of students 

 taking agriculture in the land-grant colleges of the South than in the 

 land-grant colleges of the North. He also emphasized the importance 

 of the work being done by the experiment stations and of farmers' 

 institute work. 



A carefully prepared paper on Military Instruction in Land-grant 

 Colleges Avas presented l)y J. ^^^ Hcston. who pointed out the fact 

 that heretofore military instruction has sutiered from lack of definite- 

 ness in the instructions sent out from th(^ War Department. An 

 investigation of the conditions of military instruction in different land- 

 grant colleges showed great diversity in the extent and (piality of 



