July, 1922 



SCIEXTIF^IC AGRICULTURE 



359 



vegetable debris like straw, tlie unloeking 

 of soil fertility, the treatment of alkali soils, 

 etc. With these are related problems in 

 tillage, drainage, irrigation, dry farming, etc. 



The plant offers inexhaustable problems, 

 yields, early maturity, hardiness, breeding 

 for disease resistance, breeding for certain 

 chemical constituents ; its relation to disease 

 induced by fungi, bacteria and insects-^me- 

 thods of control and prevention, involving a 

 profound knowledge of the sciences of Ge- 

 netics, Biochemistry. Botany. Plant Patho- 

 logy, Bacteriology, Entomology, etc. 



The animal likewise involves problems in 

 breeding and Genetics, Chemistry of Nutri- 

 tion, Biochemistry, Veterinary Science. How 

 much may the science of Biochemistry come 

 to the assistance of the cattle feeder. How 

 has the discovery of vitamines altered our 

 conception of the feeding of the young and 

 adolescent animal ; the problem of calcium 

 assimilation. Have we an intelligent con- 

 ception of contagious abortioH, of goitre and 

 its causes, of methods of dealing with tu- 

 berculosis, and many more diseases to which 

 all kinds of stock are subject? 



The products from plant and animal, the 

 problems of the dairyman in his provision of 

 clean milk, good butter and cheese and 

 healthy by-products. 



Then there are the numerous problems 

 connected with farm engineering, sanitation, 

 drainage, mechanics of farm power, etc. 

 Truly the number of subjects is vast and 

 the opportunities many. 



What are we doing to cope with these 

 large and small problems.^ Are we seized 

 with the importance of thoroughlv training 

 men to devote their time to such work.-^ What 

 kind of training should we give.^ How can 

 we induce our graduates to see the im- 

 portance of this work.'^ — are some of the 

 questions we may ask ourselves. 



Two kinds of advanced work seem to be 

 indicated: — 



1. Preparation for teaching including not 

 only training of men for teaching in our 

 Colleges, but also training for extension 

 work, which in the final analysis is a form 

 of teaching. 



2. Preparation for research work. 



In both the immediate aims differ from 

 those of undergraduate study. The graduate 

 student must learn to develop the power of 

 independent work, to become filled with the 



true spirit of researeli. to specialize with- 

 out becoming narrow, to read widely and 

 become familiar with the literature of his 

 chosen subjects. 



With regard to teaching or degrees for 

 agricultural education, it may be noted that 

 in certain institutions in the United States, 

 a very large number of Doctor's degrees are 

 granted every year in the subject of educa- 

 tion. Columbia and Chicago, to mention 

 two institutions, have very numerous stu- 

 dents taking work in higher education. We 

 need a degree in agricultural education, we 

 need men who, while technically well sup- 

 plied with material facts need extensive 

 courses in the principles of vocational edu- 

 •ation, in methods of teaching, practice of 

 teaching and research in education. Even 

 if we do not go so far as the Doctor's de- 

 gree, more might be done to equip men by 

 an extra year's training in the subjects 

 above mentioned. Men with this training 

 should also be able to give better service in 

 extension work, as they would know how to 

 present their subjects in the best manner 

 to a farmer audience. 



For research men who desire to take either 

 their Master's or Doctor's degree, course 

 work, the acquisition of a reading know- 

 ledge of two languages and a problem or 

 thesis showing distinct originality, together 

 with a mastery of the literature of the sub- 

 jects chosen, are the usual requirements for 

 any kind of degree, but no matter what 

 line the student may elect in agriculture, he 

 is prac*^ically forced to take intensive cour- 

 ses in one or other of the sciences. For ex- 

 ample, if he desires to go forward to an 

 advanced degree in Animal Husbandry, he 

 will need a thorough grounding in Genetics 

 including the cell, cytology and embryology. 

 In Nutrition he will need Animal Chemistry, 

 Biochemistry, the Physiology of the Diges- 

 tive Glands. The same is also true for men 

 who desire to specialize in Poultry. 



The Horticultural specialists will need 

 courses in Genetics, Botany, and one or other 

 of its sub-divisions, the Chemistry of Soils 

 and Fertilizers. 



Students who desire to specialize in the 

 soils will find a very heavy programme of 

 work including Chemistry, Biochemistry, 

 Physical Chemistry, Zoology, Bacteriology. 



Crop or Agronomy specialists will need 

 Genetics, Chemistry, Biochemistry, Botany, 

 etc, t 



