697 



ments was inaugurated by the State College of Pennsylvania. In 

 1892 this college offered a course designated as Home Reaoling in 

 Agriculture, the main features of which were as follows: 



(1) A carefully prepared course of reading designed to cover 

 the most important branches of agricultural science and practice. 



(2) A reduction of price upon the books needed, all of which 

 were standard works. 



(3) Personal advice and assistance through correspondence. 



(4) Examinations upon subjects read, with certificates and di- 

 plomas for those attaining certain grades of excellence. 



This course attracted considerable attention at home and abroad 

 and received numerous applications for admission from students, 

 a number of whom did excellent work, completed their prescribed 

 course, and received diplomas. The course consists of thorough 

 study of ten books and a satisfactory examination upon the same. 



To meet the demand made by the students for greater aid from 

 the college, lessons have been provided on various books in the 

 course. These are sent to students free of cost. These lessons aim 

 to give new matter, or, in other words, to bring the book up to date, 

 to make suggestions for study, observation, and experiment, and to 

 give page references to the book. Each lesson is accompanied by 

 an examination paper covering the subject of the lesson. Students 

 are required to satisfactorily answer these examination questions or 

 discuss the topics there mentioned before they can receive a second 

 lesson. (Y. B. 1897.) 



Instruction Trains. Not the least important of the special 

 methods employed to reach the farmer is the agricultural train. 

 This form of institute activity has developed with great rapidity 

 and promises to be an effective means of disseminating agricultural 

 information. During the year 1911, 29 railroad instruction trains 

 were run by 19 States with an attendance of 189,645. (A. R. Ex. S. 

 1910 and 1911.) 



Problem of Agricultural Education. The solution of the prob- 

 lem of agricultural education has been summarized in the following 

 way. Though written with particular regard to Canadian condi- 

 tions, these remarks are applicable to a very great degree to condi- 

 tions in America: 



The ideal organization of the Department will be to have a 

 specialist, an agent, a trained agriculturist, located in every county 

 or district of the Province, paid by the Department and whose entire 

 services will be at the disposal of the Department for the benefit of 

 that county or district. This local representative would be the mov- 

 ing or directing spirit of every agricultural organization, assisting 

 the farmers, directing special movements for improvement, inspect- 

 ing, instructing, advising, reporting the appearance of any new pest 

 or disease, procuring information in regard to all questions that 

 farmers would ask, keeping the Department informed as to all 

 agricultural conditions, and oe the direct link between the farmers, 

 the Agricultural College and the Department. In a dairy $ section 

 this man should be a specialist in dairying, in a fruit growing dis- 



