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As regards the work of the agricultural colleges, Dr. True 

 writes that the most notable feature of progress made was 

 the increase in the number and variety of enterprises for exten- 

 sion work. Brief courses in the judging of live stock and grain 

 were given at a number of colleges, and special short courses 

 and summer schools for teachers were conducted in more 

 States than ever before. 



In 1905 the agricultural colleges of 17 States and of the 

 Province of Ontario, Canada, sent delegations of students 

 to the International Live-Stock Exhibition, held annually at 

 Chicago. This action produced educational results of consider- 

 able value. The students took part in the competitive judging 

 tests for horses, cattle, sheep, and pigs, and also for grain. The 

 colleges contributed a large number of animals to the show. 



An interesting fact was that the grand championship of 

 a fat stock show was won by an Angus steer selected a year 

 before from a car-load lot by a professor at the Iowa State 

 College. This was the fourth time that this prize had 

 been won by a college or experiment station animal. The 

 success of the colleges in these competitions proved the high 

 ability of professors in picking out prize animals from market 

 lots and in feeding them and finishing them to perfection. 

 Other colleges that won prizes for different animals were 

 Nebraska, Ohio, Iowa for pigs, and Wisconsin for sheep. 

 These collegiate successes have also had a great influence in 

 popularising agricultural education, and the college and station 

 men are consequently, according to Dr. True's report, much 

 respected for their practical knowledge by the farmers who 

 frequent the show. Of the judges of the show, nine were men 

 connected with the agricultural colleges and experiment stations. 



Rural Schools. 



Dr. True points out that there was at the time of writing 

 (1906) a growing conviction among leading educationalists 

 in the United States of America that agriculture should be 

 taught in the rural schools. The subject was discussed at 

 the National Educational Association's meeting held at 

 Ashbury, N.J., in 1905. One of the Superintendents of 

 Schools in New York City, speaking on the subject, said : 

 " The rural schools have added to our difficulties by teaching 

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