The extension work developed rapidly between 1905 and 1910, when the committee on extension work reported that there was organized work in 35 institutions. In over 20 of these there was an extension department or division. A number of the States were making considerable appropriations for this work, and there was also an increasing amount from local sources. It was estimated that the colleges had that year in the aggregate about $400,000 for extension work. The work had became more varied in character, and some of the newer features, such as farmers' weeks at the colleges, institutes and demonstration work for women, and boys' and girls' clubs, were becoming very popular.

The need of a greater opportunity for discussion of administrative and other problems of extension work in connection with the meetings of the Association of American Agricultural Colleges and Experiment Stations had been recognized by its committee on extension work as early as 1908, when the committee recommended the establishment of a section on extension work in the association. Objection to this was raised on the ground that the problems of extension work were so intimately associated with those of the general administration of the educational work of the colleges that it was not wise to make a separation of these interests in the organization of the association. Failing to get action on this matter, the friends of this movement secured the introduction of an amendment to the constitution of the association providing for an extension section, and this was adopted in 1909.

During the next four years the growth of the extension enterprises was greatly accelerated. The appropriations for this work from State and local and other sources aggregated about $1,000,000 in 1913. At the colleges in 38 States there were extension departments. Thirty-one of the colleges reported that 182 persons were employed full time on extension work and 217 part time. Movable schools, educational trains, country-life conferences, men and women demonstration agents, boys' and girls' clubs, boys' encampments, demonstrations at State and county fairs, and farmers' weeks were prominent features of the work. Over 7,500 farmers' institutes with a total attendance of 4,000,000 persons were held by the agricultural colleges and State departments of agriculture in 1912. The colleges were becoming more closely related to the cooperative demonstration work carried on by the United States Department of Agriculture. This work was very popular in all the Southern States and was spreading rapidly in the North and West. It was evident that a stronger and more thoroughly unified organization for extension work was needed.

The popularity of the extension work grew so rapidly from year to year that though the funds materially increased the colleges were not able to meet the demands without at least indirect encroachment on the funds given them for research and teaching. Therefore there arose a movement to secure Federal funds for extension work. This was first proposed in the report of the committee on extension work to the association in 1908 and was made more definite in 1909 by a proposal that Congress be asked to appropriate $10,000 a year to each State and Territory and additional amounts after two years conditioned on State appropriations as offsets.

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The association that year approved the general principle of a Federal appropriation. The matter was then taken up by the executive committee of the association. On December 15, 1909, James C. McLaughlin, of Michigan, introduced in the House of Representa

tives a bill which embodied the recommendations of the executive committee. This bill was actively supported by the association.

Meanwhile the friends of agricultural and industrial education in the secondary schools had secured the introduction of the Davis bill granting Federal funds for such schools, and there was also a bill

for Federal aid to normal schools. A combination of these bills was then attempted in the Dolliver bill and later in the Page bill. (See p. 364.) This led to a long discussion in Congress regarding the policy to be pursued in granting further Federal aid to the States for educational purposes. The control of the House of Representa

tives passed from the Republican to the Democratic Party. Asbury F. Lever, of South Carolina (fig. 19), then introduced an extension bill, and this passed the House but failed by one vote in the Senate.

On January 16, 1912, Mr. Lever introduced in the House and Hoke Smith, of Georgia (fig. 20), in the Senate a new bill for the establishment of extension departments in the land-grant colleges, which, with amendments, was passed and approved by President Wilson May 8,

1914. This measure made possible the combination of all the useful features of extension work in agriculture and home economics as carried on by the colleges and the United States Department of Agriculture and opened the way for a great expansion of such work among our farming people. (See p. 288.)

EXHIBIT AT THE ST. LOUIS EXPOSITION

An important piece of extension work by the land-grant colleges was their collective exhibit at the Louisiana Purchase Exposition at St. Louis, Mo., in 1904. Congress appropriated $100,000, to be spent under the direction of the Government board for the exposition, in cooperation with a committee of the Association of American Agricultural Colleges and Experiment Stations (428).

A space of about 11,500 square feet was secured in the Palace of Education for the main exhibit. A supplementary exhibit in stock and grain breeding and judging was provided for in Live Stock Congress Hall in the agricultural section of the fair grounds.

In the Palace of Education there were central exhibits of the Bureau of Education and the Office of Experiment Stations showing the relations of the Federal Government to the land-grant colleges and the agricultural experiment stations and the general progress of education and research in agriculture and mechanic arts. The exhibits of the agricultural work of the colleges and stations were grouped under the different branches of agriculture and there were equipped classrooms and laboratories illustrating the methods of instruction, research, and control work. Under mechanic arts there were exhibits in civil, mechanical, electrical, and mining engineering, technical chemistry and architecture, drawing, and shop practice. The equipment of the land-grant colleges for instruction in home economics was also shown, together with the methods and courses of instruction and some of the results of the work.

The outside exhibit was organized as a school of breeding, feeding, and judging of livestock and of breeding of field crops. This school was held in two sessions of two weeks each.

The plan followed was to have 25 students from five different agricultural colleges present to act as a class for the instructors to use in demonstrating their methods of teaching live-stock judging, dressing and curing meats, judging grain, making gluten, sponge and baking trials with flour, and in grading and milling wheat (428).

This collective exhibit as a whole gave educators and the general public a better understanding of the breadth and strength of the educational work of the land-grant colleges, especially on their agricultural side, and this was emphasized by the prominent place of the exhibit among those of different classes of our educational institutions.

The farming people who visited the exposition were also impressed by the elaboration of the equipment for agricultural instruction, the wide range of the work, and its direct bearing on practical problems of the farm and home. The exhibit was thus one of the factors which in the years immediately following promoted the building up of

strong agricultural colleges, especially in the great agricultural regions of the United States.

AGRICULTURE IN PRIVATE COLLEGES

In the years immediately following the passage of the land grant act of 1862, the teaching of agriculture in private colleges almost entirely ceased, and it was not until agricultural instruction became firmly established and was attracting many students in the institutions receiving the benefits of that act that private colleges in a few places offered agricultural courses. The specialization of collegiate courses in agriculture and the large equipment of land, buildings, livestock, and apparatus required for such work checked this movement and there is no present tendency for its further spread.

In 1915-16, 18 such colleges in 12 States reported to the Bureau of Education that they were giving some instruction in agriculture. In most of these institutions only one or two teachers of agriculture were employed, and the equipment was comparatively meager.

In 1919-20 only 8 private institutions in 7 States reported instruction in agriculture. Of these the most important were Notre Dame University, in Indiana, with 3 teachers and 39 students in agriculture; and Syracuse University, in New York, with 8 teachers, 106 students, and 12 graduates. The latter institution also had the New York College of Forestry supported by State funds. Yale University had a school of forestry and New York University a veterinary college.

AGRICULTURAL EDUCATION FOR NEGROES

After the Civil War it was necessary in the Southern States to establish schools for negroes, most of whom were illiterate. The burden of creating and maintaining a public-school system which involved separate schools for the two races was very heavy for these impoverished States. As far as public funds were used for negro education they were almost entirely used for elementary schools. For the training of teachers and other leaders of the negroes, private funds, largely from the North, were employed, but such funds were far from adequate. Vocational education was a very new thing in any part of the country, and in the South the schools generally followed the old academic program. Naturally, the negroes thought this should also be their educational program. The secondary and collegiate institutions for negroes in the South were for the most part under control of religious denominations and devoid of vocational instruction.

Among the very few people who thought it would be practicable to establish industrial schools for negroes was Samuel C. Armstrong, who undertook in 1865 to found such a school. This was opened at Hampton, Va., in 1868, under the American Missionary Association, but in 1870 was chartered as an independent institution called the Hampton Normal and Industrial Institute. Its officers and teachers were white, because General Armstrong believed that the negroes needed white leadership in education. Here at first elementary aca