n8 THE FARMER AND THE NEW DAY 



these various educational agricultural enterprises. A 

 mere listing of these agencies of control suggests the 

 problem. The United States Department of Agricul- 

 ture is not only in itself a huge educational enterprise 

 but it has oversight of the federal funds spent by the 

 various experiment stations and for teaching in agricul- 

 tural colleges; it exercises a great deal of authority in 

 the expenditure of federal money devoted to the exten- 

 sion service. The United States Bureau of Education, 

 which will probably become a cabinet department of 

 education, has by law a certain amount of oversight of 

 the federal money used for teaching in agricultural col- 

 leges, and of course as a Federal bureau, has a very in- 

 timate connection with the entire national system of 

 public education. Our latest piece of educational legis- 

 lation by Congress is the Smith-Hughes Act which pro- 

 vides for a greatly enlarged plan of secondary educa- 

 tion in the industries, agriculture and home making. 

 There is a Federal Board of Vocational Education 

 which has complete charge of the enforcement of this 

 law, supplemented in each state by a similar board. 

 Each agricultural college is managed under a board of 

 trustees, having definite powers granted by the legisla- 

 ture. State boards of education claim an interest in 

 the methods and results of agricultural education simply 

 because they are a part of the system of public support 

 of education. County farm bureaus in at least one 

 state are no longer mere organizations of farmers, but 

 are legally public agencies, supported at public expense. 

 In some states, they are separate schools of agriculture, 

 usually administered under some central authority, 

 either the college of agriculture or the state board of 

 education. Sometimes, however, they are managed lo- 

 cally. Then we have innumerable township or district 



