EDITORIAL. 737 



brought out new methods, and modernized the system of instruction. 

 We now recognize as one of the most important services of the exper- 

 iment station the furnishing of the materials for an organized science 

 of agriculture which could be reduced to pedagogical form. 



A dozen years ago special buildings for agricultural instruction 

 were so rare and novel a feature as to excite much comment. This 

 year the Territory of Oklahoma appropriated $75,000 for an agri- 

 cultural and horticultural building, following the action of the leading 

 agricultural States. The agricultural colleges in many States are 

 now on an equal basis with other departments of instruct ion. as far as 

 buildings and facilities are concerned; and it is interesting to note 

 that in this respect the colleges connected with universities have not 

 been behind those existing as independent institutions. For much of 

 of thi.s development we are indebted to the example of the State- of 

 the Middle West, which are not bound down by tradition and where 

 there is greater freedom of progress. 



Along with these development- in the colleges have come the nature- 

 study crusade and the endeavor to improve the country schools and to 

 teach in them something pertaining to the daily life of the children. 

 Out of this o-rew the agricultural high schools, and more recently the 

 attempt to modify the course of instruction in the rural schools, so 

 that they will lead up to the agricultural college as they now lead to 

 the general science courses and professional college-. In some States 

 a point has been reached where instead of bringing the college grade 

 down within the reach of pupils from the poorer rural schools, a high 

 college grade is being established and an attempt made to articulate 

 the common and high schools with it. This is a great step, one which 

 would have seemed very bold ten years ago. 



If a half century seems a long time for the working out of these 

 things which now seem so plain and practicable and of unquestionable 

 utility, it should be remembered that agricultural education could not 

 progress faster than the times, although it was conceived in advance 

 of them. Its experience is paralleled by that of science teaching and 

 technical education and manual training and every other radical depar- 

 ture in education. 



During the past titty years the public fund- given to education have 

 been mainly used to establish and maintain a system of free elemen- 

 tary education for all the people. The same period has witnessed 

 the development of the public high schools and incorporated tech- 

 nical schools in urban communities, and an efficient system of science 

 teaching in schools and colleges. Agriculture is now beginning 

 to reap the advantage- accruing from the settlement of the more 

 fundamental problems of public education. The public mind lias not 

 only become thoroughly convinced that the education of all the people 



