118^ l;<suecl November 19, I90j. 
 
 U. S. DEPARTMENT OF AGRICULTURE. 
 
 3 OFFICE OF EXPERIMENT STATIONS— BULLETIN 220. 
 
 C rSr yf A. C. TRUE, Director. 
 
 SECONDARY AGRICULTURAL EDUCATION 
 IN ALABAilA. 
 
 BY 
 
 C. J. OWENS, 
 
 President of the Southeast Alabama Agricultural School, Abbeville. 
 
 WASHINGTON: 
 
 GOVERNMENT PRINTING OFFICE. 
 1909. 
 
Class. 
 Book. 
 
 
Issued November 19, 190y. 
 
 U. S. DEPARTMENT OF AGRICULTURE. . 
 
 OFFICE OF EXPERIMENT STATIONS— BULLETIN 220. 
 
 A. C. TRUK, Director. 
 
 SECONDARY AGRICULTURAL EDUCATION 
 
 IN ALABAMA. ^^u 
 
 BY 
 
 C. J. OWENS, 
 
 President of the Southeast Alabama Agricultural School, Abbeville. 
 
 WASHINGTON: 
 
 GOVERNMENT PRINTING OFFICE. 
 
 1909. 
 
 riT^\ 
 
 V 
 

 HOV 23, 1^^^ 
 
?^ 
 
 LETTER OF TRANSMITTAL. 
 
 U. S. Department of Agriculture, 
 
 Office of Experiment" Stations, 
 
 Washington, D. C, June 15, 1909. 
 Sir: I have the honor to transmit herewith a report by President 
 C. J. Owens, of the Southeast Ahibama Agricultural School, on the 
 Congressional district secondary agricultural schools of that State. 
 This re})ort was prepared under the direction of D. J. Crosby, of this 
 Office, and deals with the history, legislation, organization, and 
 equipment of these nine schools, with an estimate of their influence 
 on the agricultural and educational work of the State. In view of 
 the great interest now obtaining in the subject of secondary agricul- 
 tural schools and the desire of school officers and others for concrete 
 information as to methods of organizing, courses of study, needed 
 eciuipment, and cost of such schools, I recommend the publication 
 of this report as Bulletin 220 of this Office. 
 
 Respectfully, A. C. True, 
 
 Director. 
 Hon. James Wilson^ 
 
 Secretary of Agriculture. 
 
 [BulL 220] (3) 
 
CONTENTS 
 
 Page. 
 
 Introduction 7 
 
 Legislation 7 
 
 Educational awakening 10 
 
 Organization of the district agricultural schools 11 
 
 Boards of control 12 
 
 Course of study 12 
 
 Agricultural-scientific course 12 
 
 Agricultural-classical course 14 
 
 Other points in common 15 
 
 Equipment and work of the individual schools 15 
 
 First District 15 
 
 Second District 16 
 
 Third District '. 16 
 
 Fourth District 18 
 
 Fifth District 19 
 
 Sixth District 20 
 
 Seventh District 21 
 
 Eighth District 22 
 
 Ninth District 23 
 
 Association of Presidents and Agriculturists 24 
 
 Rejiort of committee on experiments at agricultural schools 26 
 
 Examples of experimental work 28 
 
 Variety tests of cotton, Southeast Alabama Agricultural School 28 
 
 Experiment with oats, Fifth District Agricultural School 29 
 
 Effects of nitrate of soda on oats 30 
 
 [Bull. 220] (-5^ 
 
ILLUSTRATIONS. 
 
 rase 
 Plate I. Fig. 1. — Main building, First District Agricultural School, Jackson. 
 
 Fig. 2. — Main building. Southeast Agricultural School, Abbeville. 16 
 II. Plowing 10 inches deep with two-horse disk plow, experiment sta- 
 tion, Southeast Agricultural School, Abbeville 18 
 
 III. Fig. 1. — Four-acre cotton demonstration plat which yielded six bales 
 
 of cotton. Fourth District Agricultural School, Sylacauga. Fig. 
 
 2. — Main building. Fifth District Agricultural School, Wetumpka. . 18 
 
 IV. Fig. 1. — Girls working in chemical laboratory. Sixth District Agri- 
 
 cultural School, Hamilton. Fig. 2. — Main building, Eighth Dis- 
 trict Agricultural School, Athens 20 
 
 V. Members of the junior class pruning the vineyard of the Seventh 
 
 District Agricultural School, Albertville 22 
 
 VI. Members of the freshman class compounding fertilizers, Seventh Dis- 
 trict Agricultural School, Albertville 22 
 
 VII. Fig. 1. — Mowing alfalfa on the State farm, Ninth District Agricultural 
 School, Blountsville. Fig. 2. — Pupils picking cotton on the State 
 
 farm. Ninth District Agricultural School, Blountsville 24 
 
 VIII. Map of the nine congressional districts in Alabama 24 
 
 [Bull. 220] ^g) 
 
SECONDARY AGRICULTURAL EDUCATION IN 
 
 ALABAMA. 
 
 INTRODUCTION. 
 
 Pursuant to an act of the Congress of the United States, approved 
 July 2, 1862, the general assembly of Alabama, by an act approved 
 February 26, 1872, established the Agricultural and Mechanical 
 College of Alabama (Alabama Polytechnic Institute) at Auburn, in 
 Lee County, for the benefit of agriculture and the mechanic arts. 
 
 In recognition of the value to the State of the experiment station 
 at Auburn, in less than a score of years from its establishment, a 
 movement was inaugurated for the location of branch agricultural 
 experiment stations and agricultural schools for the purpose of 
 making rural life more attractive and for the upbuilding of the 
 farming interests of the State. 
 
 Alabama was the pioneer in bringing into existence a system of 
 congressional district agricultural schools. This work was begun in 
 Alabama seventeen years before the system was established in 
 Georgia, and Alabama and Georgia are the only States in the United 
 States which have as a part of their educational system a branch 
 agricultural experiment station and agricultural school for each 
 congressional district. 
 
 No feature of state education in Alabama, during the last twenty 
 years, has been watched more closely or by a larger portion of the 
 people. That these schools have borne with credit the searching 
 scrutiny and criticism of people in all paths of life is in itself an evi- 
 dence of their value. They have accomplished results beneficial 
 beyond question to agriculture, Alabama's preeminent industry. 
 The experiment stations have practically illustrated the benefits 
 resulting from intelligent, scientific agriculture in the various seed 
 and fertilizer tests, in the rotation of crops, in seed breeding, and in 
 exhibiting the adaptation of the different types of soil to the produc- 
 tion of the various crops. 
 
 LEGISLATION. 
 
 The Alabama system of congressional district agricultural schools 
 was initiated under the provisions of a bill ''to establish a branch 
 agricultural experiment station and branch agricultural school in 
 north Alabama," which was approved February 28, 1889. Under 
 
 [Bull. 220] /ys 
 
8 
 
 this act two branch agricultural schools and experiment stations 
 were estabhshed. The bill provided that the commissioner of agri- 
 culture and the director of the experiment station at Auburn should 
 locate the stations and schools. Accordingly one was located at 
 Athens and the other at Abbeville. It was provided that the board 
 of control for each institution should consist of the commissioner of 
 agriculture, the director of the experiment station at Auburn, and 
 five progressive farmers. The five for north Alabama were to be 
 farmers w^ho were actually engaged in cultivating Tennessee valley 
 lands, and the five for southeast Alabama those who were actually 
 engaged in cultivating red pine lands. The five members of each 
 board were to be appointed by the governor, and three of them were 
 to reside within 10 miles of the stations. The boards of control were 
 given the power to elect presidents, teachers, and directors, and to 
 manage the schools and stations as they should think best. For the 
 first year the State appropriated $3,000 to each school, and for every 
 year thereafter $2,500, payments to be made quarterly. The board 
 of control was given authority to purchase lands, not exceeding 40 
 acres for each station, and to construct the necessary buildings and 
 other improvements. It was provided that experiments should be 
 made at the stations to advance the interests of scientific agriculture 
 and that chemical analyses should be made by the state chemist, 
 under the supervision of the commissioner of agriculture. 
 
 With one exception the schools and stations located at Abbeville 
 and Athens by the above act were the first secondary agricultural 
 institutions for white students receiving state aid to be established 
 in the United States.'^ The act estabhshing these schools was 
 amended on February 13, 1893, the amendment providing that the 
 schools should receive $3,000 annually and that the board of control 
 be authorized to purchase 80 acres of land for each school. 
 
 Another act of the general assembly to estabhsh a branch agri- 
 cultural school and experiment station in northeast Alabama, to be 
 located by the governor, the state superintendent of education, and 
 the commissioner of agriculture, was vetoed by the governor, but 
 passed both houses by the constitutional majority on February 21, 
 1893. Under this act a school was located at Albertville, on Sand 
 Mountain. On the same date a bill was also approved estabhshing 
 a branch station and school in southwest Alabama, which was 
 located at Evergreen. The two bills provided for boards of control 
 to be composed of the commissioner of agriculture, the director of 
 the experiment station at Auburn, and five progressive farmers for 
 each school, with the same quahfications as for the two schools 
 estabhshed in 1889. The boards of control were given the same 
 
 a The Minnesota School of Agriculture at St. Anthony Park was established in 1888. 
 [Bull. 220] 
 
powers as' under the act of 1889, to elect officers and teachers, to 
 manage the school and station, to purchase lands — 80 acres for 
 Albertville and 50 acres for Evergreen — to construct buildings and 
 improvements, and to cause experiments and chemical analyses to 
 be made. 
 
 Still another act, approved February 4, 1895, provided that 25 
 cents per ton — one-half the amount of the ' ' tag tax " on all fertilizers 
 sold or exchanged in the State — should be appropriated and applied in 
 equal parts to the support of the four agricultural schools and stations 
 located at Abbeville, Athens, Albertville, and Evergreen, and to any 
 other branch agricultural schools and stations created afterwards by 
 the legislature of the State. 
 
 It will be noted that this act anticipated the estabhshment of 
 other branch agricultural schools and stations. This indicates that 
 at this early period in their existence there was a general recognition 
 of their value. The last-named act, however, marks the beginning 
 of a degree of opposition to the system of .schools, encouraged in 
 some instances by men who professed to believe that the tag tax 
 was a scheme of class legislation calculated to work a hardship upon 
 the tillers of the soil. The schools by dint of merit, in a great measure, 
 brought this opposition to naught, but it continued to be felt until 
 the generah assembly, in 1907, again appropriated the funds for the 
 support of these schools from the general funds of the State. Gov- 
 ernor Comer in his inaugural address for that year said : 
 
 The tag-tax fund was established years ago. While many may question the wisdom 
 of the tax, no one can question the wisdom of the application of the tax. With it you 
 have built up nine great agricultural schools in the nine congressional districts, and 
 the Polytechnic Institute, and they stand a living monument to the wisdom of the 
 fund. 
 
 An act was approved Februaiy 18, 1895, which established five 
 additional agricultural experiment stations and agricultural schools, 
 to be located in the first, fourth, fifth, sixth, and ninth congressional 
 districts of the State. It was provided that these schools and 
 stations should be located by the governor, the superintendent of 
 education, and the commissioner of agriculture. The schools were 
 established in the order named, at Jackson, Sylacauga, Wetumpka, 
 Hamilton, and Blountsville. Boards of control were provided for, 
 as for the four schools first established, with power to elect officers 
 and teachers, to purchase lands not to exceed 80 acres for the sixth 
 district and 50 acres for each of the other districts, and to construct 
 necessary buildings and improvements. An amount equal to that 
 appropriated for each of the other district agricultural schools of 
 Alabama was provided for these new schools, on condition that no 
 school and station should be established in any of said districts until 
 real estate or buildings of not less than $5,000 in value should have 
 
 492fr-Bull. 220—09 2 
 
10 
 
 been donated and conveyed to the State for the use of such stations 
 and schools. 
 
 Since carrying out the provisions of this act, Alabama has sup- 
 ported nine agricultural schools and experiment stations, one for each 
 congressional district. These nine schools were brought under the 
 provisions of an act approved January 30, 1897, which regulates the 
 appropriation and pertains to the management of the schools and 
 stations. Under this general act the appropriation was made $2,500 
 annually to each school, to be paid quarterly, with the condition that 
 not less than $500 of the sum should be used in maintaining, culti- 
 vating, and improving the farms, and in making agricultural experi- 
 ments. The boards of control were to consist of the commissioner of 
 agriculture, the superintendent of education, and five additional 
 members, a majority of whom should be farmers. This was later 
 amended to provide that the boards of control should consist of the 
 governor, the commissioner of agriculture, the superintendent of 
 education, and two local members for each district. 
 
 Under this bill it was further provided that the president of each 
 school should be the director of the local experiment station, that 
 bulletins should be published from time to time giving information 
 for farmers and the results of experiments, that practical and scien- 
 tific agricultiu-e should be taught at all the agricultural schools, that 
 all students over 10 years of age receiving free tuition should be re- 
 quired to take the coiu-se in scientific agriculture and horticulture, 
 and that all students over 10 years of age should be required to take 
 the coiu-se in floriculture. No school could receive the appropriation 
 unless actually conducting an agricultural experiment station and 
 agricultiu-al school. A normal featiu-e was introduced in the require- 
 ment that a coiu-se of study be adopted with a view to educating and 
 training pupils to be teachers in public schools of Alabama, and grant- 
 ing them suitable diplomas upon the completion of the com-se of 
 study. This general law went into effect April 2, 1897. 
 
 Wliile not a part of the original scheme for the congressional dis- 
 trict agricultiu-al schools, it is of interest to note that on February 15, 
 1897, an act was approved establishing two branch agricultural ex- 
 periment stations for the colored race. One was located at Tuskegee, 
 in connection with the Tuskegee Normal and Industrial Institute ; 
 the other at Montgomery, in connection with the Alabama Nor- 
 mal School for Colored Students. 
 
 EDUCATIONAL AWAKENING. 
 
 The past four years marks an epoch in the educational histor}^ of 
 Alabama. The appropriations for education covering this period 
 aggregate an increase of nearly $3,000,000 over the old appropria- 
 
 [BuU. 220] 
 
11 
 
 tions. In his message to the general assembly, Governor Comer 
 made a strong recommendation that the appropriation for the agri- 
 cultural schools should be increased. The following is quoted from 
 this message: 
 
 The nine agricultural schools, located one in each of the nine congressional dis- 
 tricts, are doing a great work and should be encouraged. I have visited the schools at 
 Abbeville, Henry County, and at Albertville, Marshall County, and was very much 
 impressed with the magnitude of the successful work they were doing, and unhesitat- 
 ingly recommend not only their continuance, but their enlargement. The money 
 allotted to these schools, $2,500 a year each, is the least appropriation for equivalent 
 work of any benevolent or educational work of the State. They are asking you to 
 increase this appropriation. I compliment them on the modesty of the request, and 
 am sure the State could not authorize a more economical and profitable expenditure. 
 These schools are located in different parts of the State, generally where board is 
 cheap, and they furnish the boys and girls outside of the cities not only with the most 
 economical agricultural lessons, but also with the best substitute for high schools. 
 
 On March 2, 1907, a bill was approved making the appropriation 
 for each of the agricultural schools, $4,500 a year, out of the general 
 funds of the State. It is required that $750 of this amount be ex- 
 pended on the experiment station. This is an increase of $2,000 for 
 each school over the old appropriation. 
 
 The main building at Wetumpka having been destroyed by fire 
 and the main building at Athens by a cyclone, the legislature came 
 to the rescue by appropriating $10,000 for the former school and 
 $6,000 for the latter. 
 
 ORGANIZATION OF THE DISTRICT AGRICULTURAL SCHOOLS. 
 
 The code of Alabama, which was approved July 27, 1907, and which 
 went into effect May 1, 1908, devotes sections 59 to 69, inclusive, of 
 the political code, to the agricultural schools and experiment sta- 
 tions. The eleven sections cover the establishment and the basis of 
 control as explained above, and codify the laws under the following 
 heads, viz: 
 
 59. Branch agricultural experiment stations and schools for every congressional 
 district; how governed and controlled. 
 
 60. Appropriations out of agriculture fund; when prorated; as amended March 2, 
 1907. 
 
 61. Not less than $750 to be used in making agricultural experiments. 
 
 62. Treasiner to give bond in sum of $1,000. 
 
 63. Director of school. 
 
 64. Bulletins to be prepared and published. 
 
 65. President to make annual report to the superintendent of education and to the 
 commissioner of agriculture. 
 
 66. President to make quarterly report to the board as to finances. 
 
 67. Scientific agriculture to be taught. 
 
 68. Appropriation withheld unless agricultmal experiments are conducted by the 
 school. 
 
 69. Course of study and training; certificate of proficiency or diploma, 
 [Bull, 220] 
 
12 
 
 Section 61 of the political code is of special interest, as it indicates 
 the connection which exists between the Alabama Polytechnic In- 
 stitute at Auburn and the nine branch schools and stations. It is as 
 follows : 
 
 Not less than $750 shall be used in maintaining, cultivating, and improving the farms, 
 respectively, and in making agricultural experiments thereon under and by direction 
 of the board of control and the professor of agriculture of the Alabama Polytechnic 
 Institute. The course in scientific agriculture and floriculture shall be formulated 
 for the schools and experiment stations by the said professor of agriculture of the Ala- 
 bama Polytechnic Institute. When on official visits, said professor of agriculture 
 shall be paid by the board of control his traveling expenses thus incurred. 
 
 BOARDS OF CONTROL. 
 
 The boards of control include the following state officials : Hon. B. 
 B. Comer, governor; Hon. H. C. Gunnels, superintendent of educa- 
 tion; Hon. J. A. Wilkinson, commissioner of agriculture; and Hon. 
 W. F. Feagin, secretary-treasurer. In addition to these general offi- 
 cials there are two local members for the board in each district, as 
 previously explained. 
 
 COURSE OF STUDY. 
 
 The course of study, made uniform for the nine schools, has been 
 recently revised by a committee appointed for the purpose consisting 
 of President C. J. Owens, President J. B. Hobdy, and Prof. J. F. 
 Duggar, director of the Alabama Experiment Station. Their report, 
 which follows, was unanimously adopted by the Association of Ag- 
 ricultural Schools of Alabama, to go into effect with the beginning of 
 the school year 1909. It is based on an elementary coiu-se of seven 
 grades. 
 
 AGKICULTURAL-SCIENTIFIC COURSE. 
 
 First Year. 
 
 first term. „ 
 
 Hours 
 Agriculture: per week. 
 
 Agriculture for Southern Schools 3 
 
 Practical work 1 
 
 Science — Physiography 2 
 
 History — English history 3 
 
 Mathematics: 
 
 Arithmetic 5 
 
 Algebra 5 
 
 English — Grammar reviewed, rhetoric and composition 5 
 
 24 
 
 [Bull. 220] 
 
13 
 
 SECOND TERM. „ 
 
 Agriculture: p^o.-,. 
 
 Agriculture for Southern Schools 3 
 
 Practical work i 
 
 Science — Physiography 2 
 
 History — English history 3 
 
 Mathematics: 
 
 Arithmetic 5 
 
 Algebra 5 
 
 English — Rhetoric and composition 5 
 
 24 
 Second Year. 
 
 first term. 
 Agriculture: 
 
 Soils and crops 5 
 
 Practical work i 
 
 Science — Physiology 4 
 
 History— Ancient history 3 
 
 Mathematics — Algebra 5 
 
 English— Rhetoric and composition 5 
 
 23 
 
 SECOND TERM. 
 
 Agriculture: 
 
 Botany 5 
 
 Practical work ; i 
 
 ■Science — Physiology 4 
 
 History — Ancient history 3 
 
 Mathematics — Algebra completed 5 
 
 English— Rhetoric and composition 5 
 
 23 
 Third Year. 
 
 first term. 
 Agriculture: 
 
 Stock lectures, agricultural literature 2 
 
 Practical work i 
 
 Science— Physics and laboratory work 5 
 
 History— Mediaeval history 3 
 
 Mathematics: 
 
 Arithmetic reviewed 3 
 
 Plane geometry 5 
 
 English— English literature 5 
 
 24 
 
 SECOND TERM. 
 
 Agriculture: 
 
 Horticulture 2 
 
 Botany o 
 
 Practical work ' j 
 
 Science— Physics and laboratory work 5 
 
 History— Modern history 3 
 
 Mathematics— Plane geometry 5 
 
 English— English literature 5 
 
 Pedagogy —Theory and practice of teaching, school laws ' 3 
 
 [Bull. 220] ^^ 
 
14 
 
 Fourth Year. 
 
 FIRST TERM. Hours 
 
 per week. 
 
 Agriculture — Dairying, soils, and fertilizers 5 
 
 Science — Chemistry and laboratory work 5 
 
 History — American and civics 3 
 
 Mathematics: 
 
 Solid geometry 3 
 
 Plane trigonometry 2 
 
 English — American literature 5 
 
 23 
 
 SECOND TERM. 
 
 Agriculture — Agricultural literatiue 5 
 
 Science — Chemistry and laboratory work 5 
 
 History — American and civics 3 
 
 Mathematics — Plane trigonometry, surveying 5 
 
 English — American literature 5 
 
 23 
 AGRICULTURAL-CLASSICAL COURSE. 
 
 First Year. 
 
 Omit physiography and history from agricultural-scientific course and 
 substitute first-year Latin, 5 hours. 
 
 Second Year. 
 
 Omit physiology from agricultural-scientific course and substitute 
 Csesar, 5 hours. 
 
 Third Year. 
 
 Omit stock lectures and agricultural literature from agricultural- 
 scientific course and substitute Cicero, 5 hours. 
 
 Fourth Year. 
 
 Omit soils and fertilizers and agricultural literature from agricultural- 
 scientific course and substitute Virgil, 5 hours. 
 
 In the course in agriculture the student will be required to read 
 bulletins on the subjects of study from the state stations and from 
 the IJnited States Department of Agriculture. In the course in 
 English the student will be required to do the reading prescribed 
 for college entrance. Penmanship and orthography will be required 
 throughout the courses. The regulation requiring the students to 
 work two hours a week on the experiment station will be rigidly 
 enforced. At the option of any institution, bookkeeping, with special 
 reference to farm accounts, may be substituted for agricultural 
 literature. 
 
 [Bull. 220] 
 
15 
 
 OTHER POINTS IN COMMON. 
 
 In addition to the features which the schools have in common, 
 already mentioned, a few others should be emphasized before sketch- 
 ing the history of the several schools and stations. 
 
 (1) The object of these schools may ))e briefly stated as follows: 
 
 (a) To turn out young men well grounded in the under- 
 
 lying principles of scientific and practical agriculture, 
 that they may make successful planters and advance 
 the farming interests of the State. 
 
 (b) To give such instruction and training as will fix in the 
 
 minds of the young men high ideals of practical 
 country-life education, as is done in the best agri- 
 cultural high schools under the name of " agriculture 
 and home economics." 
 
 (c) To educate and fully equip young men and women for 
 
 efficient teaching in the public schools of the State. 
 
 (d) To prepare those who desire to enter higher institutions 
 
 of learning. 
 
 (e) To give to all a thorough, practical education, and to 
 
 instill in them a broad and correct idea of true Ameri- 
 can citizenship. 
 
 (2) All the schools are under the same executive committee, with 
 headquarters in Montgomery. William F. Feagin is the secretary- 
 treasurer of this committee and is the custodian of the funds of the 
 nine schools. The nine presidents send their monthly reports and 
 pay rolls to the secretary-treasurer. All checks for salaries, sup- 
 plies, and incidentals are issued monthly by the secretary- treasurer. 
 
 (3) The schools are conducted for the same length of time each 
 year, one hundred and eighty days of actual school work constituting 
 a session. 
 
 (4) The schools are coeducational. As a number of young ladies 
 are enrolled, courses are offered in all the schools in music, expression, 
 and art. The teachers in these departments are given the income 
 from class fees for their services. These departments are well pat- 
 ronized, and the teachers in charge possess high qualifications for 
 their work. 
 
 EQUIPMENT AND WORK OF THE INDIVIDUAL SCHOOLS. 
 FIRST DISTRICT. 
 
 Faculty: W. Franklin Monk, M. S., president (Alabama Poly- 
 technic Institute); W. F. Nichols, B. S., agriculturist (Agricul- 
 tural College of Mississippi); T. Calvin Stephens, A. M.; and D. W. 
 McLain, B. Ph. 
 
 [Bull. 220] 
 
16 
 
 The school is located at Jackson, in Clarke County, on the Tom- 
 bigbee River, on a plateau 300 feet above the river. The school 
 was opened for students on September 16, 1896. 
 
 The experiment station of 49 acres is equipped with most modern 
 farming implements and provided with live stock. The industrial 
 department includes (1) a school garden, constituting a laboratory 
 to accompany the text-book work in agriculture, horticulture, and 
 floriculture; (2) the farm, equipped with dwelling, barn, live stock, 
 farm tools, and dairy; (3) a well-equipped wood shop on the campus. 
 On the farm seed and fertilizer tests of special value to the district 
 are made; m the wood shop pupils take lessons in woodwork from 
 drawings and in working with lathes, saws, molders, shapers, and 
 other tools. The shop has an equipment worth SI, 500. Instruction 
 is also offered in the commercial branches. The school has its 
 students organized in literary societies. The library consists of 
 about 600 volumes and many agricultural reports. The main build- 
 ing (PI. I, fig. 1) is a handsome structure, fitted with modern school 
 furniture. The people have shown a fine spirit in the active interest 
 they have taken in the work of the school. 
 
 SECOND DISTRICT. 
 
 Faculty: Henry T. Lile, president; A. IT. Chapman, agriculturist; 
 Miss Vida Jones and Miss Susie Carmichael. 
 
 The school is located at Evergreen, in Conecuh County, on the high- 
 lands of southwest Alabama. The perfect system of natural drainage 
 and the invigorating air and pure water have made Evergreen a desir- 
 able winter resort. The school opened in the fall of 1893. 
 
 The main building was erected on a beautiful plat, consisting of 10 
 acres of well-shaded land, at a cost of $12,000. It is a three-story 
 structure, the first storj'- of brick, and is equipped with water system 
 and electric lights. The library consists of 500 volumes. The exper- 
 iment station has a good dwelling house, barn, farming tools, and 
 a pair of horses. Every student is required to take the agricultural 
 course in fidl. Under its present management it is believed that the 
 school will have a far-reaching effect upon the agricultural develop- 
 ment of the district. The president will make a thorough campaign 
 through the several counties and endeavor to have the school and 
 station brought into closer relation to the entire congressional district. 
 
 THIRD DISTRICT. 
 
 Faculty: Clarence J. Owens, A. M., president (George Washington 
 University); J. Buhrman Espy, M. S., agriculturist (Alabama Poly- 
 technic Institute); Miss Martha Armstrong (Peabody College for 
 Teachers, University of Nashville); Dow Levi Perry, jr., A. B. 
 (Southern University). 
 
 [Bull. 220] 
 
U. S. Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate I. 
 
 Fig. 1.— Main Building, First District Agricultural School, Jackson. 
 
 Fig. 2.— Main Building, Southeast Agricultural School, Abbeville. 
 
17 
 
 This school is located at Abbeville, Henry County, in the "wire- 
 grass section" of the State (PL I, fig. 2). The school has the distinc- 
 tion of being the first of its type to be established in the United States, 
 and has been in operation for a score of years. The first president was 
 Prof. Joseph S. Espy, a graduate of Emory and Henry College,Virginia, 
 wdiose son has served for a number of years as the agriculturist in charge 
 of the experiment station. Judge Jolin B. Ward, who was the cham- 
 pion of the measure establishing the school, is a resident of Abbeville. 
 Prof. J. Vandiver Brown, now superintendent of schools of Dothan, 
 Ala., served as president of the school for a period of nine years. 
 
 The main building is a brick structure, built in the best style of 
 modern school architecture, with assembly hall, class rooms, labora- 
 tory, library, art, and music rooms. The school has a well-equipped 
 physical and chemical laboratory. The library contains 2,000 volumes 
 and many agricultural reports. The students are organized in 
 athletic, literary, patriotic, and Christian associations. A commercial 
 department is in successful operation. The students are under mili- 
 tary discipline, in a well-drilled cadet battalion. Funds have been 
 secured for the erection of a library building to cost $5,000. 
 
 The experiment station is equipped with dwelling, barns, many 
 modern farming implements, and live stock. The* station owns a 
 registered Shorthorn bull, registered Duroc-Jersey hogs, a fine lot of 
 White Wyandotte chickens, an incubator, and a brooder. Bulletins 
 of the experiments are published regularly and distributed throughout 
 the district. This school was victorious in 1908 in the interasrricul- 
 tural school oratorical contest and also in the interagricultural school 
 essay contest, both dealing with agricultural subjects. The Alabama 
 Agricultural Association awarded the school a diploma on results 
 attained with the "Williamson method" of cultivating corn and also 
 on long-staple cotton. In 1908 it also awarded the school a cash 
 prize on its exhibit at the state fair. The work of the station has been 
 directed to such experiments as would be beneficial to the farmers of 
 this congressional district. The following subjects have received 
 special investigation: 
 
 (1) Chemical needs of the soil. 
 
 (2) Remedies for physical defects of the soil. 
 
 (3) Improvement of worn land. 
 
 (4) Rotation of crops. 
 
 (5) Variety tests of corn. 
 
 (6) Variety tests of cotton. 
 
 (7) Fertilizer tests with corn. 
 
 (8) Fertilizer tests with cotton. 
 
 (9) Experiments with the different forage crops and grasses to see 
 which are best adapted to this section. 
 
 (10) Theoretical and practical investigation in methods of culti- 
 vation. 
 
18 
 
 Instruction is given by means of lectures, text-books, bulletins, and 
 practical work on the farm. Last year students assisted in making 
 nearly all of the experiments. The school has breeding plats of corn 
 and cotton. In the school garden on the campus quite a number of 
 cereals and garden crops were planted ; all this work is done by the 
 students (PL II). The students assisted in making a soil survey of the 
 experiment station, under the direction of G. B. Jones, an expert in 
 the employ of the United States Bureau of Soils. The following 
 extract from a letter written by Hon. J. A. Wilkinson, commissioner 
 of agriculture and industries, indicates the high grade work which is 
 being done by the students of the school along the line of agriculture : 
 
 We have had under consideration and careful study the ten essays sent from your 
 school, and five of our best men in the capitol have read over these essays. I leave the 
 annotations on the covers of each piece that you may read and get somewhat the opin- 
 ions of the five experts who took part in rendering the final decision in favor of the essay 
 headed, "The Improvement of the Soil." After a conference of the entire committee, 
 including myself, we have unanimously agreed that the above selection is the very 
 best we can do, and the gentlemen suggest, and the whole department here concur, 
 in asking you to have printed, in pamphlet form, all of these essays for circulation; as 
 we are of the opinion that nothing could be done to so stir the youth to the study of 
 these practical, beautiful, and, I might say, profound topics. Let us congratulate all 
 of these young men on their most signal success. We confess that we have been aston- 
 ished and delighted with these several products. The study of these essays will be 
 to the betterment not only of the youth of the State but to our older people as well. 
 
 FOURTH DISTRICT. 
 
 Faculty: George H. Thigpen, president; E. W. Jenkins, agricul- 
 turist; R. O. Dykes, Ph. B.; Miss Sallie Donaldson, B. Litt. The 
 agriculturist is a graduate of the Troy Normal College. He will take 
 the summer courses at Cornell to further prepare himself for his duties. 
 
 This school is located at Sylacauga, Talladega County, among the 
 foothills of the Appalachian Mountains. It was opened for students 
 in September, 1897. 
 
 The main building is a three-story structure of Queen Anne archi- 
 tecture. It cost $.32,000. The third floor is used for dormitory, and 
 the first and second floors for recitation rooms, study hall, library, 
 dining room, etc. The building is fitted with a water system and 
 electric lights. Flourishing literary societies have been organized. 
 
 The farm is situated at the foot of Broadway, about 400 yards from 
 the school building. It contains 40 acres. It is rolling in portions, 
 giving excellent opportunity for scientific terracing. Other portions 
 are low and level, and here is shown the good effects of underdraining. 
 The station has two of the best mules, 6 years old, weighing 2,400 
 pounds All the implements, consisting of plows, harrows, etc., are 
 of the approved modern types. 
 
 The school has apparatus for performing experiments in agriculture, 
 chemistry, and physics. There is a good working library, which has 
 
 [Bull. 220] 
 
U. S. Dept. of Agr 
 
 220, Office of Expt. Stations, 
 
 Plate 
 
U. S. Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate III. 
 
 Fig. 1.— Four-Acre Cotton Deivionstration Plat Which Yielded Six Bales of 
 Cotton, Fourth District Agricultural School, Sylacauga. 
 
 Fig. 2.— Main Building, Fifth District Agricultural School, Wetumpka. 
 
19 
 
 recently received a gift of 150 choice volumes. Arrangements have 
 also been made for the further equipment of the library. 
 
 The students are taken to the fields by the teacher of agriculture, 
 where they study the soil, analyze it, mix fertilizers, perform experi- 
 ments, and make observations (PL III, fig. 1). The school not only 
 trains the boys and girls in the principles of agriculture, but also inter- 
 ests the farmers throughout the district in the more improved methods. 
 This year many farmers in the district have visited the farm and given 
 evidence of interest in the work. The next bulletin will give in detail 
 the methods of cultivation, the amount of fertilizers used per acre, 
 the treatment of fruit trees, and various other experiments. That the 
 farmers are interested is attested by the fact that these bulletins 
 are eagerly sought for. The students are thoroughly interested in 
 the subject of agriculture. The school is doing its part in the effort 
 to bring about a still greater interest in the intelligent cultivation of the 
 
 soil. 
 
 FIFTH DISTRICT. 
 
 Faculty: Leonard L. Vann, A. M., president; C. B. Haddon, B. S., 
 agriculturist; E. E. Tarr, A. B., physical director; Florence Williams, 
 director of the domestic science department; Harrietts B. Brogdon, 
 A. B.; and Lovie Irene Fielder. 
 
 The school is located at Wetumpka, on the Coosa River, near the 
 geographical center of the State. It was established in 1895. This 
 school has the most extensive equipment of any of the schools. 
 
 Through the earnest efforts of ex-President H. J. Willingham, the 
 trustees, citizens, town authorities, the governor, and the legislature, 
 the fifth district has the handsomest, most commodious, and best- 
 equipped school building in the State (PI. Ill, fig. 2). It has a very 
 superior auditorium, with excellent library rooms, art rooms, music 
 rooms, elocution rooms, domestic-science rooms, chemical and physi- 
 cal laboratory, class rooms, batlirooms, toilet rooms, gymnasium, 
 president's office, society rooms, broad halls and stairways, and every- 
 thing necessary to make the building safe, healthful, and attractive. 
 The rooms and auditorium are furnished throughout in oak — single 
 desks, opera chairs, and teachers' desks — and fitted with electric 
 lights, steam heat, and sanitary sewerage. The building is of brick 
 and concrete, three stories, and cost over $41,000. 
 
 The students are organized for athletic and literary culture. The 
 general library is excellent and the school has also an agricultural 
 library. 
 
 The experiment station consists of 80 acres of land, located near 
 the school building. The soil came from the decay of the old granite 
 rock, and ranges in texture from clay to sandy loam. The student 
 has ample facilities for studying the various types of soils and their 
 adaptability to the different crops of this section. 
 
 [Bull. 220] 
 
20r 
 
 The farm is divided into two sections — one of 15 acres for experi- 
 ments and the other of about 45 acres for general farming. The 
 15-acre piece is divided into plats of different sizes, which are used 
 for experiments. The leading varieties of cotton, corn, oats, and 
 vegetables are under experiment, and the student is given an oppor- 
 tunity to study their development. The remainder of the farm is 
 devoted to general farm crops, and general methods of farming are 
 employed in which the student takes part. The students are 
 arranged in sections and do farm work of some kind each week. 
 Bulletins are published regularly in which valuable experiments are 
 reported in detail. The orchard contains pears, peaches, plums, 
 apples, grapes, and other fruits. 
 
 In addition to the regular experiment station, the school maintains, 
 within a few. feet of the building, a school garden consisting of three- 
 fourths of an acre, in which the students do all the actual work of 
 preparing the soil and growing the crops. In this school garden may 
 be found all the varieties of vegetables and many different flowers, as 
 well as small plats of field crops and grasses. The advantages of 
 such a garden may be briefly indicated: 
 
 (1) It affords a release from the routine of the schoolroom and puts 
 the pupil out into the fresh air and sunlight. 
 
 (2) It teaches the composition and care of the soil, the best con- 
 ditions of plant life, the value of fertilizers, seed selection, etc. 
 
 (3) It develops the sense of ownership and respect for property. In 
 the care of their own plats the pupils fight common enemies and learn 
 that a bad weed in a neglected plat may make trouble for many others. 
 
 (4) It forms a pleasant avenue of communication between the 
 school and the home, relating them in a new and living way, thereby 
 strengthening the public interest in the school. 
 
 SIXTH DISTKICT. 
 
 Faculty: H. O. Sargent, M. S., president and agriculturist (Ala- 
 bama Polytechnic Institute) ; J. A. Johnson, A. B. ; W. M. Sellers, 
 A. B.; and Goldie Miller, B. S. 
 
 This school is located at Hamilton, Marion County, on the high- 
 lands of West Alabama, along the upper Buttahatchie River. The 
 school was established in 1895, and has met with remarkable approval 
 from people of all classes. 
 
 The main building is a neat two-story, eight-room structure, situ- 
 ated on a two-acre campus. It is well equipped. The school has a 
 working library and a complete physical and chemical laboratory 
 (PI. IV, fig. 1). It has three well-organized literary societies. A 
 teachers' training course is provided, which prepares students for the 
 state examination and gives instruction in practical psychology and 
 the methods of teaching all the subjects in the common school course. 
 
 [Bull. 220] 
 
U. S, Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate IV. 
 
 Fig. 1.— Girls Workino in Chemical Laboratory, Sixth District Agricultural 
 School, Hamilton. 
 
 Fig. 2.— Main Building, Eighth District Agricultural School, Athens. 
 
21 
 
 The farm has its own barn, lot, tool house, farming implements, 
 wagon, and other equipment. On the station is a large young orchard 
 of many varieties of fruit and a vineyard of more than a hundred 
 vines. The student who helps to care for these learns in a practical 
 way important lessons in pruning, cultivation, and care of the farm. 
 
 The experiment station devotes about 40 acres to experiments with 
 
 cotton, corn, forage plants, and other crops. The student has an 
 
 opportunity to see experiments illustrating the effect of crop potation, 
 
 fertilizer tests, and the growth of certain varieties of cotton, corn, 
 
 grapes, fruits, leguminous plants, and the like. All pupils are required 
 
 to do practical work in budding and grafting. The larger portion of 
 
 the station is divided into plats containing one-fourth or one-eighth 
 
 acre each, where the leading varieties of corn, cotton, wheat, and oats 
 
 are being tested. Special attention is given to alfalfa, vetch, crimson 
 
 clover, soy beans, and the different methods of fertilizing corn and 
 
 cotton. 
 
 SEVENTH DISTRICT. 
 
 Faculty: J. B. Hobdy, M. S., president and agriculturist (Alabama 
 Polytechnic Institute); Sylvester Greer; L, J. Fowler; Miss Amelia 
 Kennedy; Miss Mary C. Winn; and Miss Alma Bishop. 
 
 The school is located at Albertville, in Marshall County, on Sand 
 Mountain, a spur of the Cumberland Mountains. It is situated on a 
 broad plateau, which slopes on the north to the Tennessee River, on 
 the east to the valley of the Cooaa River, on the south to the head- 
 waters of the Warrior River, and on the west to Browns Valley. The 
 school was established in 1893 and organized in 1894. William F. 
 Feagin, the chief clerk in the Alabama department of education and 
 the secretary-treasurer of the boards of control of the nine agricultural 
 schools, was for a number of years the president of the school, being 
 succeeded by the present incumbent in 1901. 
 
 The school and experiment station are located within the town 
 limits of Albertville, the school grounds covering 2 blocks and the 
 station 48 acres of very valuable land. The building is very commo- 
 dious and is conveniently arranged. It is equipped with all necessary 
 fixtures and laboratory apparatus and has a library well supplied with 
 desirable literature. 
 
 This school has the largest enrollment of any of the nine schools. 
 During the past session 282 pupils were enrolled, 15 counties of 
 Alabama and 4 other States being represented in the student body. 
 For the benefit of those who desire review work preparatory to taking 
 the state examination, a special review course is offered. The stu- 
 dents are well organized for physical and literary development. 
 
 Both theoretical and practical agriculture are taught (Pis. V and 
 VI). Text-books on all branches of agriculture, including horticul- 
 ture, floriculture, soils and crops, dairying, live stock, and agricultural 
 chemistry, are taught in the school. 
 
 [Bull. 220] 
 
22 
 
 The station is the pupils' laboratory. The president of the school 
 is the agriculturist and director in charge of the practical work. He 
 has had training that especially fits him for giving practical instruc- 
 tion. There are about 40 acres in cultivation. On this land such 
 experiments are being made as will advance scientific horticulture and 
 agriculture. Bulletins of information to farmers, and showing the 
 results of experiments conducted on the farm, are published in all the 
 weekly papers of the district. 
 
 A certain amount of manual labor is required of all students. This 
 work, as nearly as possible, is in direct line with the work in the class- 
 room, and hence is strongly educational. The station is conducted 
 as a model farm, being arranged in the manner and conducted accord- 
 ing to the methods which are considered best suited to the peculiar 
 conditions prevailing in northeast Alabama, and therefore best 
 adapted to make farming in this part of the State remunerative 
 and satisfactory. Students are encouraged to take the individual 
 care of certain plats, or special crops, and opportunity is afforded 
 them personally to prosecute experiments and investigations. 
 
 EIGHTH DISTRICT. 
 
 Faculty: J. M. Atkinson, B. S., president (Alabama Polytechnic 
 Institute); H. K. Strickland, B. S., agriculturist (Clemson College, 
 S. C); Miss Sarah Bandy; and Miss Zula Lee, B. S. (University of 
 Alabama). 
 
 The school is located at Athens, in the central part of north Ala- 
 bama, equidistant from Nashville and Birmingham. It was estab- 
 lished in 1889, and has the distinction of being one of the first two 
 schools of its type to be established in the United States. Under 
 the present system the school is working very effectively. 
 
 The school has a large new main building (PL IV, fig. 2) which cost 
 $12,000 and is finely equipped. The president's home is on the 
 campus. The school grounds consist of 13 acres, 6 of which is sward 
 covered with a grove of original growth inclosed by a hedge of osage 
 orange. The remaining 7 acres are devoted to experiments and 
 gardens. The school maintains two literary societies and has a 
 library. A teachers' review course is offered. 
 
 The experiment station consists of 150 acres, half of which is in 
 cultivation, and is furnished with good mules and many farming 
 implements of modern type. The station is situated in a section of 
 the most fertile land in the State. All students are required to take 
 scientific and practical agriculture, and male students are required to 
 do actual labor on the farm. "The agricultural school, like all other 
 new enterprises, has had to struggle for that prestige which it should 
 have, sometimes without the sympathy and support it justly merits 
 from the people of the district," but the beneficial influence of the 
 
 [Bull. 220] 
 
U. S. Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate V. 
 
U. S. Depi of Agr., Bui. 220, Office of Expt. Stations, 
 
 Plate VI. 
 
23 
 
 school is being felt throughout the district, and its usefulness is 
 being appreciated more and more as its graduates go into the field 
 of teaching and other employment and show thorough preparation 
 for taking the agricultural courses at the Alabama Polytechnic 
 Institute. 
 
 The following subjects are fully investigated before the students: 
 
 (1) Chemical needs of the soil. 
 
 (2) How to remedy the defects of the soil. 
 
 (3) How to improve worn soil. 
 
 (4) Variety tests of corn and cotton. 
 
 (5) Fertilizer tests of corn and cotton. 
 
 (6) Experiments with various forage crops for this section. 
 
 (7) Kotation of crops. 
 
 (8) Practical investigation in methods of cultivation. 
 
 NINTH DISTRICT. 
 
 Faculty: E. A. Miller, M. S., president and agriculturist (Alabama 
 Polyteclinic Institute); S. L. Gipson, B. S.; B. L. Noojin, B. S.; Miss 
 W. E. Chumley, B. S.; and Miss Marion Knapp, B. S. 
 
 President Miller, who serves as agriculturist, received his training 
 for this work by a two-year undergraduate course and a one-year 
 postgraduate course at the Alabama Polytechnic Institute. 
 
 This school is located at Blountsville, Blount County, in the high- 
 lands of north Alabama. It was established in 1895. Dr. J. A. B. 
 Lovett served as president from 1899 to 1906, when he was succeeded 
 by the present incumbent. 
 
 The main building is a commodious two-story structure, consisting 
 of a large well-seated chapel, convenient and well-equipped section 
 rooms, chemical laboratory, and library. A teachers' review course 
 is offered. The students are organized for athletic and literary 
 culture. 
 
 The farm consists of about 75 acres of land, has a good substantial 
 farmhouse, barn, and up-to-date farming implements. Two horses, 
 improved breeds of hogs, and chickens are kept on the farm. 
 
 The work in the subject of agriculture consists in the study of 
 elementary texts on the subject, practical work in compounding 
 fertilizers, grafting, seed selection, and methods of cultivation and 
 harvesting (PI. VII). Both theoretical and practical work is done in 
 the allied subjects of chemistry and botany. ''The pupils and the 
 patrons of this district have a much greater appreciation of, and 
 deeper sympathy with, the work of the school than in former years. 
 The farmers of the district are taking advantage of the truths 
 demonstrated on the farm, and through the pupils the school is 
 impressing upon the people of the district the importance of improved 
 methods and implements." 
 
 [Bull. 220] 
 
24 
 
 ASSOCIATION OF PRESIDENTS AND AGKICULTURISTS. 
 
 A movement, inaugurated by Hon. J. A. Wilkinson, commissioner 
 of agriculture and industries, and which received the indorsement of 
 Governor B. B. Comer, resulted in 1907 in the organization of an 
 association of the presidents and agriculturists of the nine district 
 agricultural schools of the State. The commissioner of agriculture 
 and his staff and the director of the Alabama Experiment Station 
 with his staff were made ex-officio members of the body. The organi- 
 zation of this association indicates in a great degree the recognition 
 which has been given to this feature of the educational system of 
 Alabama, as the members meet in convention twice a year, and all 
 the expenses of the members are paid out of the agricultural fund of 
 the State. The following officers have served from the beginning 
 of the association: President, Hon. J. A. Wilkinson; vice-president, 
 J. B. Hobdy; secretary, W. F. Monk. 
 
 The plans itemized below indicate the activities of the organization : 
 
 (1) The general education board is petitioned to provide the means 
 for sending the graduate of each school who makes the highest grade 
 in agriculture to the Alabama Polytechnic Institute. 
 
 (2) Congressmen are urged to vote for the Davis bill, which pro- 
 vides federal aid for the secondary agricultural schools. 
 
 (3) The association pledges its cooperation in the soil surveys 
 which are being made in the State. Alabama's soil-survey law was 
 approved August 13, 1907, and is the first state law in the United 
 States which plans to cooperate with the Federal Government in 
 making soil surveys. The following counties have been surveyed: 
 Lauderdale, parts of Morgan and Madison, Marion, Lamar, Blount, 
 Cherokee, Talladega, Bibb, Sumter, Perry, Autauga, Lee, Macon, 
 Montgomery, Dallas, Butler, Henry, and parts of Mobile and Bald- 
 win. Five other counties are now being surveyed: Colbert, Culman, 
 Etowah, Calhoun, and Jefferson. W. G. Smith, who is in the employ 
 of the LTnited States Government as a soil expert, is an honorary 
 member of the association. 
 
 (4) Arrangements are made for a joint exhibit from the schools at 
 state fairs. 
 
 (5) Annual interagricultural school oratorical contest, with agree- 
 ment that all speeches shall be on agricultural subjects. Medal 
 offered by Commissioner J. A. Wilkinson. 
 
 (6) A committee consisting of President J. B. Hobdy, President 
 C. J. Owens, and Director J. F. Duggar, of the Auburn Experiment 
 Station, has recently revised the course of study for the schools. (See 
 pp. 12-14.) 
 
 (7) The Plant Breeders' Association has been organized as an out- 
 growth of this association, 
 
 [Bull. 220] 
 
U. S, Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate VII 
 
 Fig. 1, 
 
 -Mowing Alfalfa on the State Farm, Ninth District Agricultural 
 School, Blountsville. 
 
 Fig. 2.— Pupils Picking Cotton on the State Farm, Ninth District Agricultural 
 
 School, Blountsville. 
 
U. S. Dept. of Agr., Bui. 220, Office of Expt. Stations. 
 
 Plate VIII. 
 
 N N 
 
 J^UDERDALE 
 IcOLBtRT Ik 
 
 ILIME- I^V 
 JSTONE ti 
 4m£/HS\ Of, , 
 
 . JACKSON 
 
 [MARION IWINSTON 
 
 MORGAN V SiBsU/uf # 
 
 a 
 a 
 
 if) 
 CO i^ 
 
 
 CULLMAN 
 
 o 
 
 FAYETTE] J''''~^*^--^LAIR J^^^^ J^ 
 
 iPiCKENS •* ^ Cy 
 
 CO 
 (0 
 
 o 
 I 
 
 SREENE (-HALE 
 
 fMAREN- 
 ^60 
 
 CLARKE 
 
 .1^^°' 
 
 ' COOSA ri^ 
 
 5 
 
 t/ 
 
 'ELMORE 
 
 IautaugaK^'^'^'^ fj 
 
 § 
 
 ^ 
 ^ 
 
 CHAM-1 
 BERS 
 
 O 
 
 FdaTlas 1aa/>C'W^'^^con 
 
 IMONTGopiJ^^^Jrussell: 
 IlownpesI I bullock 
 
 1 
 
 ■JACKSON I 
 |WA5H)N(Jv^O 
 TON 
 
 BUTLER 
 
 2i 
 
 TCONE^UH U l^LJCOFFEE 
 
 ^eV£R6R£EN /coving - 
 TON 
 
 DALE 
 
 HENRYJ 
 O 
 
 ABBE-] 
 V/U£ 
 
 (Hotf sTON 
 
 Map of the Nine Congressional Districts in Alabama. 
 
25 
 
 (8) The association is committed to the work of organizing boys' 
 clubs for corn contests in 1909. A committee composed of Hon. 
 J. A. Wilkinson, Director J. F. Duggar, Prof. J. J. Doster, the pro- 
 fessor of secondary education at the University of Alabama, Presi- 
 dent C. J. Owens, and President G. H. Thigpen, has been appointed 
 to plan a State and local constitution, with power to act in arranging 
 the plan of work. 
 
 Much of the foregoing information may be concisely tabulated, as 
 
 follows : 
 
 Names and locations of schools. "■ 
 
 Name. 
 
 Location. 
 
 Counties in district. 
 
 
 Jackson 
 
 Choctaw, Clarke, Marengo, Mobile, Monroe, Washing- 
 
 Southwest Alabama 
 
 Evergreen 
 
 ton. 
 
 Baldwin, Butler, Conecuh, Covington, Crenshaw, Es- 
 cambia, Montgomery, Pike, Wilcox. 
 
 Barbour, Bullock, Cofiee, Dale, Geneva, Henry, Hous- 
 
 Fourth district 
 
 Sylacauga 
 
 ton, Lee, Russell. 
 Calhoun, Chilton, Cleburne, Dallas, Shelby, Talladega. 
 
 Fifth district 
 
 
 Autauga, Chambers, Clay, Coosa, Elmore, Lowndes, 
 
 Sixth district . . . 
 
 Hamilton 
 
 Macon, Randolph, Tallapoosa. 
 Fayette, Greene, Hale, Lamar, Marion, Pickens, Sum- 
 
 Northeast Alabama 
 
 Albertville 
 
 ter, Tuscaloosa, Walker. 
 Cherokee, Cullman, Dekalb, Etowah, Franklin, Mar- 
 
 North Alabama 
 
 Athens 
 
 shall, St. Clair, Winston. 
 Colbert, Jackson, Lauderdale, Lawrence, Limestone, 
 
 Ninth district 
 
 Blountsville 
 
 Madison, Morgan. 
 Bibb, Blount, Jefferson, Perry. 
 
 
 
 
 1 The location of these schools ie shown in Plate VIII. 
 General statistics. 
 
 District. 
 
 Established. 
 
 Value of 
 plant. 
 
 Acres. 
 
 Enroll- 
 ment 
 1907-8. 
 
 Gradu- 
 ates 
 1907-8. 
 
 Since or- 
 ganiza- 
 tion. 
 
 First 
 
 Feb. 18,1895 
 Feb. 21,1893 
 Feb. 28,1889 
 Feb. 18,1895 
 do 
 
 $12, 500 
 15,000 
 30,000 
 32,000 
 59,000 
 18,350 
 22,000 
 25, 000 
 8,500 
 
 49 
 45 
 48 
 40 
 80 
 80 
 55 
 163 
 80 
 
 104 
 95 
 145 
 91 
 108 
 224 
 282 
 115 
 200 
 
 10 
 8 
 23 
 
 50 
 
 Second.." 
 
 75 
 
 Third 
 
 105 
 
 Fourth 
 
 60 
 
 Fifth ■. 
 
 6 
 
 12 
 12 
 9 
 6 
 
 84 
 
 Sixth 
 
 .do 
 
 60 
 
 Seventh 
 
 Feb. 21,1893 
 Feb. 28,1889 
 Feb. 18,1895 
 
 76 
 
 Eighth 
 
 51 
 
 Ninth... . 
 
 40 
 
 
 
 Total 
 
 222,350 
 
 640 
 
 1,364 
 
 86 
 
 601 
 
 
 
 
 Financial statement, 1908-9. 
 
 
 Income. 
 
 Disburse- 
 ments to 
 April 1, 
 1909. 
 
 District. 
 
 State. 
 
 other 
 sources. 
 
 First 
 
 $4, 500 
 4,500 
 4,500 
 4,500 
 4,500 
 4,500 
 4,500 
 4,500 
 4,500 
 
 $3,475.49 
 3, 548. 48 
 4, 769. 47 
 6,755.37 
 6,457.00 
 2, 957. 90 
 4, 403. 07 
 4,386.16 
 1,757.92 
 
 $7,235.09 
 7,124.96 
 
 Second 
 
 Third.... 
 
 6,994.84 
 9, 754. 32 
 
 Fourth 
 
 Fifth 
 
 7,986.22 
 5,899.15 
 8 289 14 
 
 Sixth 
 
 Seventh 
 
 Eighth 
 
 7,759.81 
 6, 083. 42 
 
 Ninth 
 
 
 Total 
 
 40,500 
 
 38,510.86 
 
 67 126 95 
 
 
 
 [Bull. 220] 
 
26 
 
 REPORT OF COMMITTEE ON EXPERIMENTS AT AGRICULTURAL 
 
 SCHOOLS. 
 
 A general plan of agricultural experimentation for all the schools 
 has recently been revised by a committee consisting of J. F. Duggar, 
 J. B, Hobd}", and J. B. Espy, and their report, which follows, has 
 been approved (January 30, 1909) by Commissioner J. A. Wilkinson: 
 
 In the opinion of the committee the main function of the district agricultural schools 
 under the law is the teaching of agriculture. The prosecution of experiments is also 
 required by law. If the exijerience of the agriculturists of these schools shows any 
 conflict between experimentation and the teaching of agriculture, then, in our 
 opinion, the teaching of agriculture must be given the place of first importance. 
 But the law requires both functions, and the only way by which the number of experi- 
 ments could be decreased to such a point as to make little demand on the time and 
 funds of these institutions would be by an amendment to the present law, so that these 
 institutions would be designated merely as agricultural schools, and not, as now, 
 agricultural schools and experiment stations, such amendment making experimenta- 
 tion merely incidental, and thus allowing the school farms to be conducted as model 
 farms under intensive cultivation and for profitable returns. 
 
 We recommend the execution of so much of the general plan of experiments adopted 
 in January, 1904, as may be practicable for the conditions of each school. This plan 
 called for the use of 100 plats for field crops, of which number 60 were to be occupied 
 in prescribed experiments common to all the agricultiu-al schools. The remaining 
 40 plats were to be devoted to experim^ts to be decided upon by each school according 
 to its local needs. 
 
 In the case of these institutions that can not carry out the full programme of experi- 
 ments we believe that the minimum number of plats of field crops should not be less 
 than 70, barely to comply with the law. As the usual programme of experiments we 
 recommend the following: 
 
 (1) Ten plats varieties of cotton, including the principal types. 
 
 (2) Six plats varieties of corn. 
 
 (3) Four plats varieties of wheat and oats. 
 
 (4) Twelve plats standard fertilizer experiments with cotton (Auburn plan). 
 
 (5) Twelve plats standard fertilizer experiments with corn and other standard 
 crops. 
 
 (6) Twelve plats standard rotation experiments (Auburn plan). 
 
 (7) Four plats for soil or cultivation experiments. This in 1909 to consist of a test 
 of the Williamson plan of corn culture. 
 
 (8) Ten to 20 plats devoted to any field or forage plants, investigating any question 
 selected by each school. 
 
 (9) A demonstration of intensive farming by growing at least 1 acre of one or two of 
 the standard crops, with a view to large yields, keeping a record of all items of cost. 
 School garden and orchard! 
 
 In case any school is not able to have the full number of plats suggested, the omission 
 might be temporarily made of the following: 
 (3) Varieties of wheat and oats. 
 
 (5) Fertilizer experiments on corn, etc. 
 
 (6) Rotation experiments. 
 
 (8) Reducing number of plats of field or forage plants if strictly necessary. 
 
 The "Auburn plan" referred to in the preceding report was devised 
 by the Alabama Experiment Station. Professor Duggar gives the 
 following as the object of the experiment: 
 
 [Bull. 220] 
 
27 
 
 (1) Yield of cotton cultivated continuously on the same plats with or without 
 vetch (plats Nos. 3c, 6, and 8c), in comparison with cotton in two years' rotation (plats 
 2b and 7b), with two years' rotation (la and 9a), and with three years' rotation (plats 
 lOd, lid, and 12d). 
 
 (2) Yield of corn cultivated continuously, with or without cowpeas between (plats 
 2b and 9b), and with three years' rotation (plats lOd and lid). 
 
 (3) Increase in yield of cotton grown continuously on the same land, due to vetch. 
 (Compare plat 6 with plats 3 and 8.) 
 
 (4) Increase in yield of com, grown continuously, as result of cowpeas between the 
 rows. 
 
 (5) Value of total crops during a series of years, preferably six, produced, respec- 
 tively, by continuous culture, two years' rotation, and three years' rotation. 
 
 (6) The most practical rotation for improving land. (Fertilizers in kind and 
 amount, to be same for every plat, and the same every year, and not to contain any 
 nitrogen; no fertilizer or cowpeas to follow oats or between corn; and no fertilizer on 
 oats or vetch mixed with oats.) 
 
 Plan of rotation outlined by Professor Duggar. 
 
 Plat. 
 
 1904. 
 
 1905. 
 
 1906. 
 
 1907. 
 
 1908. 
 
 1909. 
 
 la 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 Cowpeas, cut. 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 Cowpeas, cut. 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 Cowpeas, cut. 
 
 2b 
 
 Cotton and 
 vetch. 
 
 Corn and cow- 
 peas. 
 
 Cotton and 
 vetch. 
 
 Corn and cow- 
 peas. 
 
 Cotton and 
 vetch. 
 
 Corn and cow- 
 peas. 
 
 3c 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 4 
 
 Corn. 
 
 Corn. 
 
 Corn. 
 
 Com. 
 
 Com. 
 
 Com. 
 
 5 
 
 Com and cow- 
 peas. 
 
 Com and cow- 
 peas. 
 
 Com and cow- 
 peas. 
 
 Corn and cow- 
 peas. 
 
 Corn and cow- 
 peas. 
 
 Com and cow- 
 peas. 
 
 6 
 
 Cotton. 
 
 Cotton. 
 
 Cotton. 
 
 Cotton. 
 
 Cotton. 
 
 Cotton. 
 
 7 b 
 
 Corn and cow- 
 peas. 
 
 Cotton and 
 vetch. 
 
 Corn and cow- 
 peas. 
 
 Cotton and 
 vetch. 
 
 Corn and cow- 
 peas. 
 
 Cotton and 
 vetch. 
 
 8c 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 Cotton and 
 vetch. 
 
 9a 
 
 Cowpeas, cut. 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 Cowpeas, cut. 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 Cowpeas, cut. 
 
 Cotton and 
 vetch and 
 oats, cut. 
 
 lOd 
 
 Corn and cow- 
 peas. 
 
 Oats and cow- 
 peas. 
 
 Cotton. 
 
 Corn and cow- 
 peas. 
 
 Oats and cow- 
 peas. 
 
 Cotton. 
 
 lid 
 
 Oats and cow- 
 peas. 
 
 Cotton. 
 
 Corn and cow- 
 peas. 
 
 Oats a^id cow- 
 peas, picked. 
 
 Cotton. 
 
 Com and cow- 
 peas. 
 
 12d 
 
 Cotton. 
 
 Com and cow- 
 peas. 
 
 Oats and cow- 
 peas. 
 
 Cotton. 
 
 Corn and cow- 
 peas. 
 
 Oats and cow- 
 peas. 
 
 [Bull. 220J 
 
28 
 
 EXAMPLES OF EXPERIMENTAL WORK. 
 
 In addition to this outline of experimental work for all the schools, 
 a number of them have devised and worked out special experiments, 
 the results of which are of local interest. These serve to illustrate to 
 some extent how the schools are assisting in the solution of local 
 agricultural problems. Accordingly, a description of a few of these 
 experiments is included under the titles following: 
 
 VARIETY TESTS OF COTTON, SOUTHEAST ALABAMA AGRICUL- 
 TURAL SCHOOL, ABBEVILLE. 
 
 This experiment consisted of a trial of 13 leading varieties of cotton. 
 The land on which this test was made belongs to the Orangeburg 
 type of soil. It is an intense red clay, such as is considered a typical 
 cotton soil. 
 
 The season was favorable and the yield of all the varieties was 
 fairly good. The land was broken "broadcast" in January with a 
 two-horse plow. All rows were fertilized alike. The planting was 
 done on the same day and the intercultural tillage was identical. 
 The plats consisted of one-twelfth of an acre each. Each plat was 
 treated with 30 pounds of an 8 : 2 : 2 fertilizer and 10 pounds of nitrate 
 of soda. The fertilizer was applied to the soil, mixed with a " scooter," 
 and the land bedded. The nitrate of soda was applied to the growing 
 crop in June. The experimental plat received the same cultivation 
 which the regular crop received. The seed cotton of the different 
 varieties was stored in separate bins and all weighed under like con- 
 ditions, to prevent any possible variation resulting from atmospheric 
 influence in the field weights. 
 
 This experiment proved that some varieties can withstand drought 
 better than others, while some can withstand wet weather best. To 
 substantiate this, one may examine the bidletins of the different 
 experiment stations for several years past and will find that no one 
 variety remained at the head of the list for any defuiite period. 
 Several varieties of long-staple cotton appear in the list. This year 
 Cook Improved stands at the head of the list, while Shankhigh is at the 
 bottom. It will be noticed that there is quite a difference in the 
 value of the yield of the two varieties. The test clearly shows that 
 Cook Improved is adapted to the Orangeburg type of soil, while the 
 Shankhigh is not. On the Cecil soils of South Carolina and north 
 Georgia the Shankliigh is one of the best varieties. 
 
 The following table gives the results in this test, showing that Cook 
 and Toole are the best varieties for southeast Alabama. 
 
 [Bull. 220] 
 
29 
 
 Yield and valv£ of seed cotton per acre. 
 
 Variety. 
 
 Yield of seed cotton per 
 acre at each picking. 
 
 First. 
 
 Second, 
 
 Third. 
 
 Total 
 yield. 
 
 Lint 
 per 
 acre. 
 
 Seed. 
 
 Value 
 of lint 
 at 12 
 cents 
 per 
 pound. 
 
 Value 
 of seed 
 at 80 
 cents 
 per 100 
 pounds. 
 
 Total 
 value 
 of lint 
 and 
 seed. 
 
 Cook Improved. . 
 
 Toole 
 
 Corley 
 
 King 
 
 Peterkin 
 
 Hawkins 
 
 Floradora 
 
 Russell 
 
 Truitt 
 
 Columbia 
 
 Simflower 
 
 Allan long staple 
 Shankhigh 
 
 Lbs. 
 
 527 
 538 
 468 
 568 
 440 
 428 
 436 
 342 
 357 
 325 
 352 
 363 
 289 
 
 Lbs. 
 812 
 842 
 659 
 
 647 
 462 
 482 
 612 
 457 
 495 
 516 
 473 
 537 
 452 
 
 Lbs. 
 394 
 335 
 533 
 273 
 331 
 368 
 380 
 434 
 346 
 401 
 409 
 412 
 399 
 
 Lbs. 
 
 1,733 
 
 1,715 
 
 1,.558 
 
 1, 488 
 
 1,233 
 
 1,278 
 
 1,428 
 
 1,233 
 
 1,208 
 
 1,242 
 
 1,234 
 
 1,312 
 
 1,140 
 
 Lbs. 
 674 
 660 
 529 
 530 
 468 
 442 
 408 
 406 
 398 
 388 
 386 
 367 
 374 
 
 Lbs. 
 
 1,059 
 
 1,055 
 
 1,029 
 
 958 
 
 765 
 
 836 
 
 1,020 
 
 827 
 
 810 
 
 861 
 
 848 
 
 945 
 
 766 
 
 79.20 
 63. 48 
 63.60 
 57.16 
 53.04 
 48.96 
 48.72 
 47.76 
 46.56 
 46.32 
 44.04 
 44.88 
 
 $8.47 
 8.44 
 8.23 
 7.66 
 6.12 
 6.68 
 8.16 
 6.61 
 6.48 
 6.88 
 6.78 
 7.56 
 6.12 
 
 $89. 35 
 87.64 
 71.71 
 71.26 
 64.82 
 60.72 
 57.12 
 55.33 
 54.24 
 53.44 
 53.10 
 51.60 
 51.00 
 
 It will be noticed that four varieties of long-staple cotton are in the 
 list. The prices of long-staple cotton are so irregular and uncertain 
 that it is averaged at the same price as the short staple. The price, 
 of coiu-se, depends upon the length of the staple and the method of 
 growing. The local buyers were paying a premiiun of only 1 cent per 
 pound this year for long-staple cotton. 
 
 EXPERIMENT WITH OATS, FIFTH DISTRICT AGRICULTURAL 
 SCHOOL, WETUMPKA. 
 
 The oat crop of the cotton belt is not as large as it should be. It fits 
 well into any system of farming that has cotton and corn for the main 
 crops. A certain amount of live stock is required to furnish traction 
 power on the farm and must be fed, hence the importance of a cheap 
 feed crop. This crop does not require much hand labor, as it can be 
 sown and harvested with machinery. Almost any soil will produce 
 some oats, but they love a cool, moist, well-drained soil that has plenty 
 of plant food. The average yield for Alabama from 1892 to 1901 was 
 13 J bushels per acre. This may be increased by using better seed 
 adapted to certain types of soil and certain ranges of climate. With 
 these two objects in view, a series of experiments was started in 1906. 
 
 Seed of 10 good varieties was secured. This was planted in small 
 plats broadcast and in hills in October and November. To study 
 the individuality of each variety, 2,500 hills were planted 10 by 12 
 inches apart. Two seeds were dropped to the hill, and as soon as 
 they came up they were thinned to one stalk per hill. The land was 
 a fine sandy loam with clay subsoil. The previous crop was corn 
 and peas. In October it was harvested, aijd the land plowed deeply 
 and thoroughly and harrowed. The seeds were planted October 29 
 by hand and germinated promptly. The varieties used for improve- 
 ment were Red Algerian, Culberson Winter, Apple Rust-Proof, Burt, 
 Black, Sixty-Day, Virginia Winter Oat, Texas Rust-Proof, White, 
 and White No. 45, the seed being secured from different sources. 
 
 [Bull. 220] 
 
30 
 
 Before the oats of each plat ripened, they were studied individually 
 and judged upon five points : Form of "stool," size of culm, cpiantity of 
 foliage, freedom from disease, and prolificacy. Based upon these points, 
 10 stools (each including all the culms from one seed) of each variety 
 were marked and gathered as they ripened and placed in separate pack- 
 ages. The seed of each package will be planted in separate rows to 
 determine the yield and tendency to retain characters of parent plants. 
 
 Four varieties were dropped at the end of the first year because 
 they did not seem suited for oiir conditions — two on account of rust, 
 one on account of lateness of ripening and size of straw, and the 
 other on account of small yield. 
 
 The plants from 50 successive hills taken from an ordinary row 
 illustrate the latent power of reproduction. Though the seeds were 
 selected, there was no uniformity in the nimiber of oats to the panicle 
 (or head). They ranged from none to 38 heads. They were fairly 
 full of grain, but ranged from 1 weak culm to 29 strong ones in a stool, 
 and from no grain to 324 grains. This experiment emphasized the 
 importance of selecting better seed to increase the yield of grain per 
 acre. 
 
 EFFECTS OF NITRATE OF SODA ON OATS. 
 
 The object of this experiment was to find out the amount of nitrate 
 of soda to use most profitably as a top-dressing. Three and one- 
 half acres of fall-sown oats were divided into half-acre plats. The 
 soil was a silt loam, cropped in corn and peas the previous season, 
 and fertilized with 12 bushels of green cotton seed per acre at the 
 time of sowing. A good seed bed was prepared, and Red Rust-proof 
 oats (Texas-grown seed) were sowai broadcast the last of October 
 at the rate of If bushels per acre. By the middle of March the oats 
 had tillered sufficiently well to hide the ground. The nitrate of soda 
 was applied March 31, with results as shown by the following table: 
 
 Effect of nitrate of soda on oats. 
 
 
 Plat 1. 
 
 Plat 2. 
 
 Plat 3. 
 
 Plat 4. 
 
 Plat 5. 
 
 Plat 6. 
 
 Plat 7. 
 
 Amount of nitrate of soda per 
 
 None. 
 19.5 
 
 30 
 26.3 
 
 7.13 
 
 50 
 30 
 
 10.83 
 
 None. 
 15.5 
 
 65 
 34.7 
 
 15.53 
 
 85 
 26.3 
 
 7.13 
 
 
 Yield per acre (bushels) 
 
 Gain due to nitrate of soda 
 (bushels) 
 
 22.5 
 
 
 
 
 
 It will be noted that the best results were secured from an applica- 
 tion of 65 pounds per acre, but under certain conditions a larger 
 amount might prove more profitable than this. Oats respond 
 c[uickly to the use of nitrate of soda. When they are sown on poor 
 soil, a light application as a top-dressing, put on just before they 
 begin to head, will make them grow tall enough to harvest. 
 
 [Bull. 220] 
 
 O 
 
LIBRARY OF CONGRESS 
 
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