190 DEPARTMENTAL REPORTS. 



The movement for the division of tlie general subject of agriculture 

 into specialties to be taught by different instructors still continues. 

 For example, the college of agriculture of the University of Illinois, 

 having received additional financial support, has reorganized its agri- 

 cultural course and added several members to its facultj', so as to 

 divide the teaching of the different branches of agriculture among a 

 number of specialists. The industrial college of the University of 

 Nebraska has also introduced new courses in agronomy and animal 

 husbandrj^ and has established a department of dairy husbandry. 



The committee on methods of teaching agriculture of the Associa- 

 tion of American Agricultural Colleges and Experiment Stations, of 

 which the Director of this Office is a member, has completed its syl- 

 labus for a college course in agriculture by presenting outline courses 

 in agrotechny (especially dairying), rural engineering, and rural 

 economics. Thus far comi^aratively little attention has been given to 

 the two latter branches of agricultural instruction in our colleges. 

 There is, however, good reason to believe that with the increase of the 

 resources of these institutions more adequate courses in these impor- 

 tant subjects will be provided. The beginnings of a movement in this 

 direction are seen in the recent establishment of a department of irri- 

 gation at the University of California and the offering of a special 

 course for irrigation canal superintendents and State water commis- 

 sioners at the State Agricultural College of Colorado. Provision has 

 also been made at the University of Wisconsin for a course of lectures 

 on agricultural economics. 



There has been a considerable increase in the total number of stu- 

 dents attending agricultural courses in the colleges, but a great 

 majority of these students are unwilling or unable to complete the 

 four years' course leading to the bachelor's degree. There is an 

 increasing demand for short and special courses, and the colleges are 

 meeting this to a greater extent than heretofore. A much larger 

 amount of college extension work in agriculture is now being done 

 than ever before. In the States in which this work has been in prog- 

 ress for a number of years it is being continued, and manj' institu- 

 tions in other States are following the example of the pioneers in this 

 line of education. This work is also assuming a considerable variety 

 of forms. The following are some recent examjjles of this tendency: 



The Alabama Polytechnic Institute has begun the publication of 

 short articles in local newspapers. The agricultural department of 

 the State Agricultural College of Colorado has begun the puljlication 

 of "Agricola Aridus," a bimonthly magazine for college-extension 

 work; also of press bulletins. Tlie faculty and staff' of the Delaware 

 college and station have begun giving nature-study lectures. The 

 School of Agriculture of the Nevada State University has begun the 

 publication of nature-study leaflets. The Rhode Island College of 

 Agriculture and Mechanic Arts makes exhibits at county fairs, fur- 

 nishes notes on the station for agricultural papers, sends members of 

 its staff to visit pi-ominent farmers, lias inaugurated corresiwndence 

 courses, and l)egun the introduction of nature study in rural schools. 

 The State Agricultural and Mechanical College of the University of 

 Tennessee has pi-epared a permanent exhibit for sending to meetings 

 of farmers to illustrate the work of the station. The State Agricul- 

 tural and Mechanical College of Texas has begun the publication of 

 press bulletins and notes. The faculty of the West Virginia Univer- 

 sity have undci-taken nature-study work. The North Dakota Agri- 

 cultural College and Experiment Station have prepared instructive 



