culture and the mechanic arts.1 Later acts provided for annual appropriations by the Federal Government for the support of these institutions and for the promotion of agricultural research and demonstration. In the 53 years since the passage of the original act, these so-called land-grant colleges have become among the most important agencies for training in the technical professions. In a number of States the land grant made possible the foundation of a State university, and the State university of 20 States is now legally designated a land-grant college. Several of these institutions, for instance, the University of Wisconsin, the University of Illinois, the University of Minnesota, and the University of California are among the largest and best-equipped State universities in the country. The State governments have also made increasingly liberal appropriations for the support of these departments of the State institutions. Consequently, agriculture and the mechanic arts occupy an especially favored position among professional studies.

3

The engineering branches, which were discussed briefly in the preceding section, are taught at many other institutions than land-grant colleges; in fact, nearly every full-fledged university, public or private, maintains an engineering department and there are numerous special schools of engineering as well. But the land-grant colleges have a practical monopoly of professional instruction in agriculture. In describing a college or department of agriculture as an integral part of a typical American university, attention is therefore called to the fact that these departments are, with few exceptions, to be found only in connection with the 20 State universities which are land-grant institutions.

The typical college or department of agriculture, then, offers to graduates of a secondary school a four-year course in agriculture leading to the degree of B. S. Like the departments of engineering, the departments of agriculture are often subdivided, schools or departments of forestry and home economics being the commonest of these subdivisions. The work of each course combines instruction in the general sciences, languages, and mathematics, with technical instruction in agriculture and actual practice in the laboratories, dairies, barns, and on the farms connected with the university.

Special agricultural schools of secondary grade are also maintained in connection with a few State institutions, e. g., the University of

1 Mechanic arts are interpreted to mean chiefly the various branches of engineering.

* In 1914 Congress provided for an annual appropriation of $10,000 to each State for extension instruction in agriculture and home economics. This sum is further supplemented by increasing annual appropriations for the same purpose, beginning in 1915-16, and eventually reaching the total of $4,100,000, to be distributed among the States in proportion to the rural population in each.

3 In 20 other States the land-grant college is a separate foundation, independent of the State university, and often rivaling it in student enrollment and in the excellence of its undergraduate courses, especially in pure and applied science.

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Minnesota, Colorado Agricultural College, Clemson Agricultural College (South Carolina).

The college of agriculture is a professional school. Its first purpose is to train students for the intelligent practice of their profession. This is the principal object of the four-year course just mentioned. But as a State institution, largely supported by State funds, the college or department of agriculture has obligations toward the State. It can serve the State materially by disseminating agricultural information among the farmers of the State who have not had a chance for professional training. Many colleges of agriculture are now attempting to do this. Short courses ranging from 1 to 14 weeks have been established for farmers. The university also sends lecturers and demonstrators among rural communities to give practical instruction on the farms themselves.

A third important function of the colleges of agriculture is to extend the science of agriculture by means of experiments and investigations. In this work also the Federal Government has lent assistance. Under an act of 1887 agricultural experiment stations were established in every State, and an annual appropriation of $15,000 was set aside for their support. This annual appropriation has since been increased to $30,000. In most States where the land-grant college and the State university are united, the experiment station is attached to the university. It furnishes unsurpassed facilities for agricultural research.

THE COLLEGE OR SCHOOL OF VETERINARY MEDICINE.

Several prominent universities and colleges of agriculture and mechanic arts now maintain schools of veterinary medicine, which provide instruction in the causes and treatment of animal diseases and in the principles of sanitary science as applied to live stock. The large proportion of the Nation's wealth invested in live stock, the dependence of agriculture upon it, and the influence of certain animal diseases, notably tuberculosis, upon the health of the community give special importance to the profession of veterinary medicine.

The typical college of veterinary medicine offers to graduates of a secondary school a three-year course leading to the degree of D. V. M. or V. M. D. The course itself is closely prescribed. It combines instruction in the fundamental medical sciences-chemistry, anatomy, and physiology-with such special branches as animal pathology, surgery, and veterinary medicine. Clinical instruction is given in the veterinary hospitals connected with the school. There is generally provision also for graduate work in special branches of veterinary science.1

1 New York State Veterinary College, at Cornell, offers an optional four-year course in veterinary medicine.

THE COLLEGE OR SCHOOL OF COMMERCE.

Among the more recent additions to American universities are the schools or colleges of commerce or business administration. The typical college of commerce offers to graduates of secondary schools a four-year course leading to the degree of B. S. or A. B. The first part of the course is largely devoted to such foundational subjects as mathematics, English, natural sciences, modern foreign languages, history, and economics. These are followed in the last two years by the broader technical subjects designed to give general preparation for business life, such as various phases of business administration, commercial law, and advanced economics.

THE COLLEGE OR SCHOOL OF JOURNALISM.

Schools of journalism are also among the newer developments at several universities. These offer to graduates of secondary schools a four-year course leading to the bachelor's degree (A. B., B. Litt., B. J.). The foundation of the work in the schools of journalism is largely composed of courses in the social sciences and English which are designed to familiarize the student with present economic and social conditions and to develop his power of written expression. These courses cover about two years and are followed by technical instruction in the methods of modern journalism. This includes actual practice in reporting, interviewing, and newspaper editing. The aim of all these schools is voiced in the official announcement of the school of journalism of Columbia University. It is "to make better journalists, who will make better newspapers, which will better serve the public."

THE COLLEGE OR SCHOOL OF PHARMACY.

The schools of pharmacy, which are now included in most of the larger universities, usually offer courses leading to three different degrees-Ph. G., Ph. C., and B. S. in Pharmacy or Phar. B. The entrance requirements are substantially the same as for those schools and departments already described. The degree of Ph. G. (graduate in pharmacy) is conferred at the end of a two-year course, consisting chiefly of instruction in botany, analytical chemistry, and pharmacy. Several States demand as a prerequisite for a license to practice the profession of pharmacist either a certain amount of practical experience in a place where drugs and medicines are compounded or dispensed or a course of instruction in a school of pharmacy. Courses in pharmacy are adjusted to meet these requirements.

The course leading to the degree of Ph. C. (pharmaceutical chemist) is three years in length. It is "designed more especially for those who wish to enter the commercial field of pharmaceutical chemistry

or food and drug analysis." More advanced instruction in pharmacy is given, together with such general studies as sciences and foreign language.

The four-year course leading to the degree of B. S. in Pharmacy includes a combination of cultural studies and the advanced work in pharmacy taken by the candidates for the degree of Ph. C.

Opportunities for specialized graduate study and research in some department of pharmacy are frequently offered in the graduate schools of leading universities. The aims and methods of graduate study are essentially the same whatever the department. They are described below. (See under "Graduate School.") The degrees of A. M., M. S., Ph. D., Sc. D., and occasionally Phar. D., are conferred upon graduate students in pharmacy.

THE COLLEGE OR SCHOOL OF DENTISTRY.

The organization of 29 American universities and colleges now includes a school of dentistry, which offers to graduates of secondary schools a three-year course leading to the degree of D. D. S. or D. M. D. The curriculum provides first for a study of those elementary scientific subjects which form the groundwork of training in medicine: Anatomy, chemistry, bacteriology, physiology, and pathology. Instruction accompanied by extended clinical and laboratory practice in operative and prosthetic dentistry follows. The clinics of the best American dental schools furnish each student ample opportunity for practice in all branches of dentistry.

Although dentistry is a separate profession, and although training for it is quite fittingly carried on in a special professional school, nevertheless there is growing recognition of the fact that it is a branch of medical science. There has arisen in consequence a tendency to emphasize the affiliation of dental and medical education. Seven dental schools are now departments of medical schools. One State has already passed a law requiring that hereafter all practitioners of dentistry shall hold a medical degree. While there seems to be no immediate prospect that other States will take the same radical action, there is a very decided trend of opinion in the direction of lengthening the course in dentistry from three to four years. A number of dental schools are meeting this demand for further scientific training by offering postgraduate courses open to holders of degrees in dentistry and to others who have had practical experience.

It is appropriate to call attention to the excellence of American dental schools and clinics. The conspicuous success of American practitioners of dentistry is without doubt largely due to the splendid facilities for training in the profession that have been developed in the United States.

1 Quoted from the catalogue of the University of Wisconsin.