FARMERS' INSTITUTES. 107 



etc., rather than a professor to teach the whole subject of 

 agriculture. 



(4) The devising and assembling of special apparatus and illustra- 



tive material to aid in the teaching of agriculture. 



(5) The preparation of text-books and works of reference adapted 



to the needs of different grades of students. 

 III. Recognition of the need of instruction in agriculture below the 

 college grade. . 



(1) The organizing in agricultural colleges of high school agricul- 



tural courses, one-year and two-year practical agricultural 

 courses, short winter courses, and summer schools for 

 teachers. 



(2) The organization of college extension work in agriculture. 



(a) Farmers' Institutes. 



(c) Correspondence courses in agriculture. 



(b) Eeading courses for farmers. 



(d) Experimental unions. 



(e) Nature stud}' and school garden work with children. 



(3) The organization of separate agricultural schools of secondary 



and grammar school grades. 



(a) State — Alabama, California. 



(b) County — Wisconsin. 



(c) Corporate — Doylestown, ^Mnona, Mount Hermon, etc. 



(4) The development of elementary instruction in agriculture in 



the cpmmon schools. 



(a) Elyria, Ohio. 



(b) Alabama. 



(c) Georgia. 



(d) Illinois. 



(e) Missouri. 



(f) North Carolina. 



(g) Wisconsin. 



(5) The development of nature study work and school gardening 

 in public schools of both city and country. 



The first graduate school of agriculture was held at Columbus. Ohio, 

 in the summer of 1902, but graduate courses in agriculture leading to 

 Masters' degrees are now offered in at least forty agricultural colleges, 

 and courses leading to the degree Doctor of Philosophy in eleven of 

 these colleges. There is also, as a result of the investigations of the 

 experiment stations, an accumulation of knowledge regarding agricul- 

 tural subjects, which is being wrought into pedagogical form and is 

 now quite geiierally recognized as the science of agriculture. This sci- 

 ence is being divided into specialties, such as plant production including 

 agronomy, horticulture, and forestry ; animal husbandry ; agrotechny, 

 including dairying, sugar making, etc. ; rural engineering, and rural 

 economics. The faculties of our agricultural colleges are being organized 

 on the basis of these divisions of agricultural science, so that many of 

 the leading agricultural institutions now have agricultural faculties 

 comparable to the faculties of medicine, law, etc., in the larger universi- 

 ties. Special apparatus is being devised and illustrative material pre- 

 pared to aid in the teaching of agriculture, and much attention is being 

 given to the preparation of text-books and works of reference on the dif- 



