AGRICULTURAL EDUCATION". 195 



sued them," while in the second theory the teacher of agriculture " requires the 

 student to have pursued tlie underlying sciences to such an extent as will make 

 him familiar with those portions that immediately underlie agriculture, and 

 on this foundation of science the agricultural teacher will build his instruction." 



Definiteness of appointment and tenure, E. D. Sanderson {Proc. Assoc. 

 Amcr. Agr. Cols, and Expt. Stas., 21 {1913), pp. 203-210). — Data are presented 

 showing the prevailing custom in manner of appointment and tenure of pro- 

 fessors, assistant professors, and instructors as shown in 43 replies to a 

 questionnaire sent to the presidents and deans of agriculture of the land-grant 

 colleges. 



The scale and adjustment of salaries and distribution of service in the 

 college, station, and extension departments, R. L. Watts (Proc. Assoc. Amer. 

 Agr. Cols, and Expt. ^tas., 27 {1913), pp. 22S-238).—A tabular statement is 

 given, compiled from answers received from 30 colleges for the collegiate, 

 station, and extension departments, and from 4 stations as such, showing a 

 total of 1,878 individual staff members in the institutions reporting, of whom 

 19 per cent were engaged solely in experimental work, 35 per cent in teaching, 

 S pe?.- cent in extension work, 23 per cent in experimental work and teaching, 

 2 per cent in experiment and extension, 3 per cent in teaching and extension 

 work, and 10 per cent in experimental, teaching, and station work. A comparison 

 of the figures for 14 institutions with staffs or faculties averaging 31 members and 

 7 institutions with an average faculty membership of 118 shows essential simi- 

 larity except that the proportion of the total number engaged solely in experi- 

 mental woi'k is higher in the smaller colleges, while the proportion of the 

 total number engaged solely in teaching is higher in the larger colleges. The 

 distribution of service in relation to efficiency, research work with very limited 

 service in other lines, and the apportionment of time and salaries are discussed. 



A system of retiring allowances for land-grant institutions, E. Davenport 

 {Proc. Assoc. Amcr. Agr. Cols, and Expt. Stas., 27 {1913), pp. 187-196) .—This 

 paper outlines some of the reasons for establishing and maintaining a definite 

 system of retiring allowances or " emeritus salaries," as a fundamental element 

 in the administration of the agricultural colleges and experiment stations, and 

 presents a tentative plan together with an estimate of its cost. 



Report of special committee to study types of extension organization and 

 policy in the land-grant colleges, W. D. Hurd et al. {Proc. Assoc. Amer. Agr. 

 Cols, and Expt. Stas., 27 {1913), pp. 279-292).— The author analyzes the data 

 received in replies from 28 institutions as to organization, administration, inter- 

 departmental extension work, titles and methods for selecting extension men, 

 direction of men and work, sources and expenditure of funds, salaries, correla- 

 tion of extension, research, and teaching work, cooperative relationships in 

 practice between the extension work of the colleges and other organizations, 

 direct relationships of boards of trustees to the organization and direction of 

 extension work, desirability of centering all extension woi'k at the college, 

 advisability of centralizing the work of the several divisions or colleges in an 

 institution under the direction of one extension organization, extension publica- 

 tions, lecture and demonstration work, demonstration or model farms as a 

 part of the work, and miscellaneous forms of extension work, opportunities 

 given extension men for professional improvement, and plans for a long term 

 policy. A summary and recommendations are given. 



The organization of an extension service, H. J. Waters {Proc. Assoc. 

 Amer. Agr. Cols, and Expt. Stas., 21 {1913), pp. l.'tl-lolf). — In this paper the 

 author attempts to lay down principles rather than outline a definite form of 

 extension organization, discussing the need for the special extension teacher, 

 present organization of the land-grant college, an extra-mural college, respon- 



