EDUCATIONAL 0ROAtilZATI02i 335 



tution is instruction and laboratory practice in scien- 

 tific horse-shoeing. 



In all cases in which State appropriations are made 

 for agricultural instruction, whether to independent 

 institutions or to those affiliated with other educa- 

 tional organizations, it is required that the land upon 

 which state buildings are placed, together with the 

 necessary right of approach to them, shall become 

 the property of the State. 



EXPERIMENT STATIONS 



Schools presuppose subject-matter to teach. As a 

 matter of fact, the systematized methods of think- 

 ing essential to good teaching have revealed the gaps 

 in the available information and have sent the ag- 

 gressive teacher into the investigational field to push 

 out the borders of knowledge. The beginnings in 

 agricultural education were especially confronted 

 with the lack of teachable material which was par- 

 tially responsible for the first quarter century of slow 

 progress made and the small recognition received. 

 The Hatch Act passed by the federal government in 

 1888 provided for the establishment of experiment 

 and research stations in the several states to work out 

 the problems of the farmer and provide material for 

 instruction in the agricultural colleges. These, too, 

 groped their way along for a period until the field 

 was organized on the new basis of function and 

 science instead of on the basis of farm practice, as 

 was at first attempted. Agriculture is applied sci- 

 ence and its accomplishments constitute the art of 



