affecting forests. Instruction is given by Walter L. Howard, M. S., assistant professor of horticulture, and Ernest H. Favor, A. B., assistant in horticulture. Montana College of Agriculture and Mechanic Arts.—Instruction in forestry is offered as an elective in the agricultural course, senior year, second semester, three hours per week. It includes the influence of forests on climate, soil, and flow of streams; characteristics and uses of typical woods; management and preservation of forests; special study of forest trees native to Montana. Instruction is given by Roy W. Fisher, B. S., assistant professor of horticulture. University of Nebraska.-The undergraduate course in forestry extends through four years and leads to the B. S. degree. During the course opportunity is given to spend one or more summers in some of the Government forest reserves. The instruction in forestry is as follows: First year: Introduction to forestry (one semester, two hours). Third year: Silviculture (three hours, and six hours' field work); timber physics (two hours); forest zoology (two hours). Fourth year: Forest measurements and management (two hours, and four hours' field work); forest utilization (one semester, two hours); forest entomology (one semester, two hours); forest history and policy (one semester, two hours). There are offered also a course in forestry for teachers of nature study (one semester, one hour, and field or laboratory work), and a course in farm forestry for students of agriculture (one semester, one hour, and field work). Instruction is given by Francis G. Miller, M. F., professor of forestry. Nevada State University.-A course on elementary forestry may be elected by seniors in the agricultural course (one semester, four hours; one semester, three hours). Instruction is given by Patrick B. Kennedy, Ph. D., professor of botany and horticulture. New Hampshire College of Agriculture and Mechanic Arts.-The instruction in forestry is as follows: Arboriculture and forestry: Use of trees for shelter, shade, and ornament, and their propagation; value of trees for timber; improvement of existing woodlands; influence of forests upon soils, crops, and climate; establishment and management of plantations of forest trees. (For agricultural juniors, ten weeks, three exercises per week.) Forest technology: Establishing, improving, and managing woodlands; estimating and measuring standing timber and harvesting forest products; physical properties of woods, forest botany, and entomology. (Elective for agricultural seniors, twelve weeks, three exercises per week.) Forest economics: Climatic influences; soil and crop production; forest administration; forest laws; forest policies; forest distribution; forest utilization. (Elective for agricultural seniors, ten weeks, three exercises per week.) Instruction is given by Frank W. Rane, M. S., professor of horticulture and forestry. New Mexico College of Agriculture and Mechanic Arts.-The study of windbreaks, home planting, utility of forest plantations, influence of forests on climate and water courses, forest reserves, and forest-tree planting. (Required of agricultural sophomores, twelve weeks, two hours.) Instruction is given by the department of agriculture and horticulture. North Carolina College of Agriculture and Mechanic Arts.-Lectures on forest influences and methods of forest management, timbers, and forest products. (Elective for seniors in agriculture, ten weeks, three periods.) North Dakota Agricultural College.-Lectures on the care and cultivation of groves and timber belts, study of the different species in North Dakota, influence of forests upon atmospheric conditions and soil fertility. (Junior year of agricultural course, six weeks, five hours.) Instruction is given by C. B. Waldron, B. S., professor of horticulture and forestry. Ohio State University.-The undergraduate course in horticulture and forestry extends through four years and leads to the B. S. degree. The instruction in forestry includes: Third year: Forest botany (thirteen weeks, two hours; laboratory and field work, four hours); histology of wood (twelve weeks, two hours; laboratory, four hours); forest ecology and pathology (eleven weeks, two hours; laboratory, four hours). Fourth year: Elements of forestry (thirteen weeks, two hours; laboratory or practicum, six hours); forest technology and timber physics (twelve weeks, two hours; laboratory or practicum, six hours); forest economics (eleven weeks, two hours; laboratory or practicum, six hours); thesis work (two hours per week through the year). Instruction in dendrology is offered as follows: Lectures and field work (thirteen weeks, four hours); laboratory work and special investigation (twelve weeks, four hours). Instruction is given by William R. Lazenby, M. Agr., professor of horticulture and botany, and Vernon H. Davis, M. S. A., assistant professor of horticulture and forestry. Oklahoma Agricultural and Mechanical College.-During ten weeks of the senior year of the agricultural course instruction is given (five hours per week) on conditions of forest growth, methods of reproduction, preservation, and harvesting, economics of forestry, forest belts, forest reserves, and national parks of the United States. Instruction is given by Oscar M. Morris, B. S., professor of horticulture. Oregon Agricultural College.-Instruction in forestry is offered as an elective for seniors in-the agricultural course as follows: First term: Lectures, laboratory exercises, and field work on Pacific coast forests; forest areas, type trees, and products; forest trees, chief characteristics, uses, and identification. (Five hours a week.) Second term: Lectures on forest culture, forest management, forest protection, forest laws. (Five hours a week.) Third term: Lectures, laboratory exercises, and field work on plant diseases, especially those affecting forest trees; fungous foes of timber; timber preservation. (Seven hours a week.) Fourth term: Construction of woods and metals. (Seven hours a week.) Instruction is given by Edward R. Lake, M. S., professor of botany and horticulture. Pennsylvania State College.-Forestry is elective in the agricultural course and required in the course in biology during the second semester of the junior year, two hours per week. The instruction consists of lectures on the value of forests from climatic and economic considerations, with the best available methods for the conservation and replacement of them. Rhode Island College of Agriculture and Mechanic Arts.-Lectures and supplementary reading on general importance of forests, their influence on climate and water supply, methods of regeneration, and systems of forest management. (Elective in junior year, ten weeks, three exercises per week.) Instruction is given by Fred W. Card, M. S., professor of agriculture. South Dakota Agricultural College.-Principles of forestry, influence of forests on climate, timber planting on the prairies, European forestry methods as modified by prairie conditions, shelter belts, propagation, cultivation, characteristics, and uses of forest trees. (Eleven weeks, three hours a week.) Forestry literature (thirteen weeks, five hours a week). Instruction is given by Niels E. Hansen, M. S., professor of horticulture and forestry. University of Tennessee.—General principles of forest growth, identification of trees, estimating the forest crop, forest management, with special attention to hardwood growths. (Lectures, with practice in senior year of agricultural course, ten weeks, one period and three hours per week.) Instruction is given by Charles A. Keffer, professor of horticulture and forestry. Agricultural and Mechanical College of Texas.-A brief study of the history of forestry, means of propagation and development, and of the effects of forests on climate. (Elective, junior year, eleven weeks, two hours a week.) Agricultural College of Utah.-Study of trees under forest conditions; trees in relation to altitude, humidity, temperature, and winds; forest distribution in relation to soil and environment; methods of forestry propagation and management; wind-breaks, shelter belts, and forestry plantations; forest products; study of the trees and shrubs of Utah. (Elective in senior year, sixteen weeks, two hours a week.) Virginia Agricultural and Mechanical College and Polytechnic Institute.Preserving and improving original forests; classification and study of native trees, with notes on their economic importance; harvesting, etc.; starting forest plantations. (Required in agricultural and horticultural courses, junior year, seventeen weeks, three times a week.) Instruction given by M. Ferguson, Ph. D., adjunct professor of agricultural bacteriology and microscopy. State College of Washington.-Planting and care of young forests and preservation of natural forests. (Elective, one semester, daily.) Instruction given by Walter S. Thornber, M. S., professor of horticulture. University of Washington.-History and progress of forestry as a science. (Lectures, collateral reading, and field work, one semester, twice a week.) Edmond S. Meany, M. L., professor of history. West Virginia University.-Protection of growing crops, reforestation, forest management, equable climate, future timber supply, etc. (Elective.) Thomas C. Johnson, A. M., instructor in botany. In addition to the institutions mentioned above, instruction and practice in forestry have been given for some years at Biltmore, N. C., under the direction of the forester of the Vanderbilt estate at that place. There is not at hand any information as to the scope of the work or the amount of time required. DUCATI THE AMERICAN SYSTEM OF AGRICULTURAL EDUCATION AND RESEARCH. By A. C. TRUE, Director Office of Experiment Stations, U. S. Department of Agriculture. AGRICULTURAL EDUCATION. INTRODUCTION. The American system of agricultural education includes a number of different classes of institutions which, taken together, provide all grades of instruction in agriculture, from graduate courses leading to the doctor's degree to nature study courses in the primary schools and kindergartens. These institutions may be grouped under five general heads: (1) Departments of original research and graduate study in agriculture of university grade, including the National Department of Agriculture and the State agricultural experiment stations; (2) colleges and schools giving general and special courses in agriculture; (3) secondary schools of agriculture (agricultural high schools); (4) primary schools incidentally giving elementary instruction in agriculture, and (5) agencies for university extension (farmers' institutes, correspondence courses, etc.). Secondary and primary instruction in agriculture is of comparatively recent development in the United States, but graduate and collegiate courses are well established and take rank with the best agricultural courses in the much older universities and colleges of Europe. The American institutions for instruction and research in agriculture are brought together to constitute a national system through the Association of American Agricultural Colleges and Experiment Stations (organized in 1887), the Office of Experiment Stations of the United States Department of Agriculture, and the Bureau of Education of the Department of the Interior. The association has been very active and efficient in its efforts to promote agricultural education through committees especially appointed to consider the subject. One of these committees has recommended, with the approval of the association, as a standard of entrance requirements for college courses, (1) physical geography; (2) United States history; (3) arithmetic, including the metric system; (4) algebra to quadratics; (5) English grammar and composition, together with the English requirements of the New England Association of Colleges and Preparatory Schools; and (6) ancient, general, or English history; and the committee has suggested that all colleges unite in requiring the first five subjects as a minimum for admission to their lowest collegiate classes. The committee has also recommended that the following subjects be included in a four years' college course in agriculture leading to the bachelor's degree: Algebra, geometry, trigonometry, drawing, English, other modern languages, psychology, ethics or logic, political economy, general history, constitutional law, physics, chemistry (general and agricultural), meteorology, geology, botany (including vegetable physiology and pathology), zoology (including entomology), physiology, veterinary science, horticulture, forestry, and agriculture (in the narrow technical sense). The committee has divided technical agriculture into (1) agronomy (plant production); (2) zootechny (animal industry); (3) agrotechny (agricultural technology); (4) rural engineering (farm mechanics); and (5) rural economics (farm management). HISTORICAL. Organized efforts in behalf of agricultural education and research may be said to have had their beginnings in the United States in the agricultural societies which began to be formed near the end of the eighteenth century. These societies not only began the publication of information relating to agriculture themselves, but stimulated the publication of books and agricultural periodicals on the subject and encouraged the holding of agricultural fairs, which exerted a considerable educational influence. Even at this early period some effort was made to introduce agricultural instruction into the school system of the country, but without much success. In 1792, under the influence of the New York Agricultural Society, the trustees of Columbia College in New York City, established "a professorship for natural history, chemistry, and agriculture," and Since 1895 this association has had a standing committee on methods of teaching agriculture, of which the Director of the Office of Experiment Stations of the Department of Agriculture, Dr. A. C. True, is chairman. This committee has made nine reports on different phases of agricultural education, which have been published as Circulars Nos. 32, 37, 39, 41, 45, 49, 55, and 60, of the Office of Experiment Stations. elected Dr. Samuel L. Mitchill, an active member of the society, to fill the chair. In 1801 the Massachusetts society started a subscription which resulted in the establishment of a professorship of natural history in Harvard College in 1804, and later in the establishment of a botanic garden. Among the first strictly agricultural schools to be established was what was known as the Gardiner Lyceum, established at Gardiner, Me., in 1821, and successfully maintained for several years. This school received an annual grant of $1,000 from the State legislature, and its object was to give mechanics and farmers" such a scientific education as would enable them to become skilled in their professions." In 1826 an agricultural school was established at Derby, Conn., and proved immediately successful. A number of other schools in which agriculture was taught were established, mainly by private enterprise, in Connecticut and New York, between 1825 and 1850. In 1846 John P. Norton was appointed professor of agricultural chemistry and vegetable and animal physiology at Yale College, his pupil and successor being Samuel W. Johnson, the well-known author and a leader in the movement for agricultural education and research. Associated with him as professor of agriculture has been William H. Brewer, also a pupil of Professor Norton, and identified with agricultural schools established in New York prior to 1860. In 1853 the New York legislature passed acts establishing a State agricultural college and an industrial school, to be known as the "People's College." These institutions, however, did not become firmly established, although Amos Brown, the president of the latter, was largely instrumental in securing national legislation favoring industrial education. Agricultural colleges which have grown to be permanent and strong institutions were opened in Michigan in 1857 and in Pennsylvania and Maryland in 1859. The National Department of Agriculture, which has grown to be such an important factor in agricultural education and research, began as a division of the Patent Office, its chief function being the collection and distribution of valuable seeds and plants. Congressional aid for this purpose began with an annual appropriation of $1,000 in 1838. This was increased to $35,000 in 1855, and in 1862 the Department of Agriculture was formally organized, its duties being defined to be "to acquire and diffuse among the people of the United States useful information on subjects connected with agriculture in the most general and comprehensive sense of that word, and to procure, propagate, and distribute among the people new and valuable seeds and plants." Since its organization, however, the functions of the Department have been constantly enlarged by succeeding acts of Congress, until they now include almost every phase of agricultural research, and a wide range of educational work. The year in which the National Department of Agriculture was established also marks the passage of the first Morrill Act "donating public lands to the several States and Territories which may provide colleges for the benefit of agriculture and the mechanic arts." This act provided for "the endowment, support, and maintenance of at least one college [in each State] where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and mechanic arts in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life." For these purposes there were granted to the several States 30,000 acres of land for each Member of Congress, the entire proceeds of the sale of which was to constitute a perpetual fund yielding not less than 5 per cent interest. The total fund received by the colleges established under this act is over $10,000,000. While meetings of farmers, similar in character to the modern farmers' institute had been held prior to that time, the institutes began to take distinc |