March, 192]. 



SCIENTIFIC AGRICULTURE 



105 



Average Number of Ex- 

 Periods Years perimeutersper Ajluiuiu 



1886—1896 11 720 



1897—1907 11 3,386 



1908—1920 13 4,017 



For the co-operative experimental work in agri- 

 culture all the instructions and materials are fur- 

 nished the experimenters from the College through the 

 medium of the Experimental Union committee in 

 charge of that branch of the work. This branch of 

 agricultural extension work has had a very marked 

 influence in the progressive development of the 

 agricultiu'e of the Province. A number of the lead- 

 ing varieties of farm crops which are now grown 

 very extensively throughout Ontario were originated 

 at the Ontario Agricultural College and were intro- 

 duced throughout tl^e Province through the medium 

 of the Experimental Union. 



A portion of the O.A.C. plant Breeding grounds with farm 

 crops, showing some of the work with clovers, grasses and 

 wheat. 



The P'armers" Institutes of Ont.ario were organ- 

 ized by Dr. ilills in 1885. The entire arrangements 

 for these meetings throughout Ontario were carried 

 out at the Ontario Agricultural College for a period 

 of ten years. After that time the Provincial In- 

 .stitiites were placed under the supervision of a sepa- 

 rate head and at a later date the headquarters of 

 the Institutes' Branch were moved to the Agricul- 

 tural Department. Parliament Buildings. Toronto. 

 After twenty-six years" experience in having the 

 headquarters of this branch of extension work sepa- 

 rated from tlie College, it is now understood that 

 the present Government intends to return to the 

 former policy and again establish the headquarters 

 of the Institute work at the College and make this 

 a part of a complete extension department of the 

 Institution. 



Although the Ontario Agricultural College has 

 always prided itself in giving a general as well as a 

 specialized agricultural education, it is gradually be- 

 coming more complete and more tliorough in this 

 i-espect and it is expected it \\"ill soon reach a greater 

 state of perfection than ever along the lines of 

 teaching, research, and extension work. 



Mr. C. D. Jarvi.s, Specialist in Agricultural Edu- 

 cation for the United States, made the following 

 statements in 1920: — "In this country most of the 

 colleges are organized into three distinct divisions: 

 namely, resident teaching, extension teaching, ami 

 research. It is the belief tiiat the workers in these 

 respective fields should be associated ver>- closely, 

 and that, to a very limited extent, participation in 

 two or more lines of activity is recommended."" 



"There is a feeling that tliere should be in each 

 sub.ject-matter department one or more persons 

 whose interests are predominantly resident teaching; 



one or more whose interests are predominantly re- 

 search ; and one or more whose interests are pre- 

 dominantly extension teaching." 



"Furthermore it is believed that the teaching 

 work is strengthened by limited participation in ex- 

 tension work and in researcli work. It is believed 

 also that the research men are benefitted by having 

 contact with students, especially graduate students. 

 It lias been demon.strated also that the extension 

 workers are able to bring to the attention of the 

 research and teaching specialists the real live prob- 

 lems of the field." 



The great importance of the clo.se as-soeiation of 

 teaching and research work at an agricultural col- 

 lege was emphasized in the following statements 

 made last year by Dr. A. C. True, Director of the 

 States Relations Service, and who is the highest 

 official in agricutural college and experiment station 

 work in the United States: — 



"Experience in the United States clearly shows 

 that it is best to have the headquarters of the agri- 

 cultural experiment stations at the agricultural col- 

 leges. A few separate experiment stations have 

 been successfully conducted in the United States, 

 but they have been relatively expensive establish- 

 ments. ' " 



"In Alaska and the insular possessions experiment 

 stations are carried on separately, but this is be- 

 cause so far there are either no agricultural colleges 

 or such institutions are so weak that it has thus far 

 seemed best to continue the .separate stations and keep 

 them directly under federal control." 



The whole experience of the Ontario Agricultural 

 College seems to emphasize strongly the importance 

 of having a close relationship between the teaching, 

 the research, and the extension departments of the 

 work. This happy combination of these three lines 

 of activity, therefore, has undoubtedly had a marked 

 influence on the graduates who have been sent out 

 from this institution. Not only have they had the 

 opportunities of cla.s.s-room instruction but also the 



A partial view of the Campus and the K.\perimental Farm 

 at the O.A.C.. showing four of the twenty-two main buildings 

 of the Institution. 



privilege of comiug into very close contact with the 

 practical operations of the farm, the scientific inves- 

 tigations of the different departments, the field ex- 

 periments and plant breeding work in agriculture 

 and in horticulture, and in the various demonstra- 

 tions in field, stable, garilen, greenhouse and mu.seum. 

 To educate for agriculture, it seems essential to do 

 it through institutions where the ideals and the as- 

 pirations are in close sympathy with rural life. 



