110 
the transition of a clastic rock into a schist, 
and the loading of the schist with accessory 
minerals in the vicinity of the intruding 
eruptives, is identical with what can be 
seen in the Black Hills, and described for 
the same region by Van Hise [Bull. Geol. 
Soc. Am., Vol. I., pp. 209-211]. The me- 
tasomatic changes of the quartz clastics to 
crystalline schists in Minnesota is a process 
identical with what has been so fully dis- 
cussed for the Penokee Range of Wiscon- 
sin [Van Hise, Amer. Jour. Sci., Vol. 131, 
pp. 453-459] and recognized in other local- 
ities too numerous to cite. 
C. W. HAtt. 
UNIVERSITY OF MINNESOTA. 
THE ASSOCIATION OF AMERICAN AGRICUL- 
TURAL COLLEGES AND EXPERIMENT 
STATIONS. 
Tue thirteenth annual convention of the 
Association of American Agricultural Col- 
leges and Experiment Stations was held at 
San Francisco, July 5th—7th, in conjunction 
with the Association of Official Agricultural 
Chemists. Delegates from 34 States and 
Territories were in attendance. The wel- 
come of the city was voiced by Mayor 
Phelan, and many courtesies were extended 
the visitors by individuals and associations 
representing the State of California. Es- 
pecial mention should be made of the un- 
tiring efforts of Professor M. E. Jaffa, of 
the University of California, to facilitate the 
business of the convention and secure the 
personal comfort of the delegates. 
Dr. H. P. Armsby, director of the ex- 
periment station connected with the Penn- 
sylvania State College, presided at the 
general sessions and delivered the Presi- 
dent’s annual address. This was a clear 
and forcible presentation of the central pur- 
pose of the experiment stations as insti- 
tutions of higher education. By original 
research they are to increase our knowledge 
of the principles underlying the art of 
SCIENCE, 
[N.S. Vou. X. No. 239. 
agriculture and show the farmer how these 
may be applied to the advantage of his 
practice. The station should be the source 
of knowledge and inspiration for the agri- 
cultural college—the cap-stone of agricul- 
tural education. As such it should be 
divorced as far as possible from the routine 
elementary instruction of the college. At 
its head should be a director who inspires 
rather than directs. 
By appointment President M. H. Buck- 
ham, of the University of Vermont, pro- 
nounced a graceful and discriminating 
eulogy on Senator Justin §. Morrill and 
introduced memorial resolutions which 
were unanimously adopted. In discussing 
Senator Morrill’s relation to the great edu- 
cational measures with which his name 
will always be connected, President Buck- 
ham said that the central idea which the 
great statesman intended to embody in 
this legislation was that it was possible by 
a suitable form of higher education to lift 
the arts and industries to the plane hitherto 
occupied alone by the professions. This 
the speaker claimed was a unique Amer- 
ican idea, and its practical crystallization in 
the Morrill Acts of 1862 and 1890 placed 
them among the epoch-making acts of the 
American Congress. 
The fourth report of progress of the Com- 
mittee on Methods of Teaching Agriculture 
was read by Director A. C. True, secretary 
of the committee. This report presented a 
syllabus of a course in zootechny which 
was limited to the theory and practice of 
the production of the normal useful animal. 
Zootechny was divided by the committee 
into three main branches: (1) types and 
breeds of useful animals; (2) feeding, and 
(8) hygiene and management. It was 
deemed most feasible that the teaching of 
the general principles under each one of 
these heads should be immediately followed 
by the application of the principles to 
practice as regards different kinds of ani- 
