UizbA . I Qif J COLLEGE OF HAWAII PUBLICATIONS CIRCULAR No. 3 The Extension Work of the College of Hawaii BY VAUGHAN MacCAUGHEY PROFESSOR IN CHARGE OF EXTENSION WORK HONOLULU: PUBLISHED BY THE COLLEGE MA Y, 1914 The Extension Work of the College of Hawaii THE OBJECT. The object of the College of Hawaii in carrying on extension work is to serve those persons in the Territory who are unable to attend the regular sessions of the Col¬ lege, or of other established educational institutions. The extension service aims to stimulate and guide those persons in the pursuit of a higher and more effective education, to increase their efficiency as members of the commonwealth, and to enable them to achieve more near¬ ly the best things in life of which they are capable. The College of Hawaii is supported by Territorial and Federal taxation, and endeavors to extend its ser¬ vices to the people by all possible ways compatible with the best methods of college administration. While ade¬ quate provision should be made and fostered for collegi¬ ate work in residence, yet there exists in the community a large class of persons who for one cause or another are unable to adjust themselves to our formal system of education. Such persons manifestly have some claim upon the Territory for assistance in education outside the formal system. Through the extension service such persons may acquire knowledge in accordance with their requirements and capacities. While there are very good reasons for students coming to the College for their in¬ struction, there are also good reasons for the College go¬ ing to the people; and more especially when the College offers instruction in subjects pertaining to the vocations of life. That people may be taught in many of the subjects of the school and college curricula through extension service is a demonstrated fact, and while the method lacks some of the advantages of study in residence, it has certain advantages of its own. Among other things, it 4 has a tendency to encourage self-reliance and self-deter¬ mination; it affords earnest persons the opportunity of working and studying at the same time; and each stud¬ ent gets individual instruction. The ultimate object is the building up of an “extra¬ mural” college, which shall embrace the whole Territory and which shall have active members in every commu¬ nity in intimate connection with the mother institution, to the end that the services of the College may reach all of the people of Hawaii. ORGANIZATION. The extension service of the College of Hawaii is distributed throughout the several departments, and i^ not segregated in one department. The professor in charge of the extension work cooperates with other mem¬ bers of the faculty, and coordinates the various lines of work. This type of organization is well adapted to the local situation, and is proving successful. In fact, this type of organization is used by the majority of main¬ land state colleges and universities. “Every department of a college should have an ex¬ tension phase. Preferably every department should have an extension officer, who is responsible to the head of his department for the accuracy of his subject-matter. The College may then have a separate officer, office or department that organizes all the extension interests of the institution. It would be possible, therefore, to make a catalogue of extension work by naming the depart¬ ments of the College. Aside from this, there would be certain separate organized extension agencies.”—Bailey, Cycl. Amer. Agric. “The majority of colleges favor the employment of extension men within departments, and the assignment of these men to the department of extension when such service is necessary.”—Burnett, O. E. S. Bui. 231. The organization of the College of Hawaii extension service is somewhat modified from the usual mainland type bv the peculiar local conditions under which it is working. The mainland college develops its extension activities in rural regions containing English-speaking citizens, Anglo-Saxon populations, a condition which is largely absent in Hawaii. Moreover, much of the extension work customarily assumed by the mainland state college is carried in Ha¬ waii by the Federal Agricultural Experiment Station, the Sugar Planters’ Experiment Station, the Territorial Bureau of Agriculture and Forestry, the Territorial Board of Health, and other governmental organizations. The United States Department of Agriculture, now intimately concerned with cooperative extension enter¬ prises with many of the mainland state colleges, has just issued the following significant official statement of its position on this important subject: “While the organization of the extension divisions in the colleges must be left largely to the States, the De¬ partment will naturally be interested to have them so organized as to differentiate them clearly from the divi¬ sions for teaching and research, and thus to make the administration of the different Federal funds granted to the colleges comparatively simple. A few sugges¬ tions from the standpoint of the Department as to the general plan for the organization of the agricultural colleges may not be out of place. In most cases the President or Dean of the College should serve as the co-ordinating or directing agent of the entire institu¬ tion, which may well be organized with three main branches, (1) a research division (agricultural experi¬ ment station) , (2) a teaching division, and (3) an ex¬ tension division. Such an organization would not do away with the departments dealing with subject matter. For example, all the persons dealing with the subject of agronomy should be in the agronomy department, whether the whole of their time is given to work in one division or whether their time is distributed over two or three divisions. Undoubtedly the detailed rela¬ tions of members of the staff with the subject matter departments and the administrative unit of either re- 6 search, teaching, or extension work would make a com¬ plicated organization, bnt with care in planning such an organization, it is believed that it will be found high¬ ly satisfactory on the whole. “In some instances it may not be practicable at pres¬ ent to develop the three divisions as indicated. For example, it may be desirable in some institutions to have one director in charge of two divisions. In that case, the director of the experiment station and the director of the extension division might be one man reporting directly to the President or Dean. “As far as the Department is concerned the essential thing is that the college shall select the director ot the extension division and shall make him responsible for all the agricultural extension work within the State, just as it has been a custom to select a director of the research division and put him in charge of all the work of the experiment station. It is expected that the ex¬ tension director will be directly responsible to the Presi¬ dent or Dean of the College. “The extension director should have a voice in the selection of his assistants, and should be free to formu¬ late his projects or program of work for submittal to and approval by the Secretary of Agriculture.” An Enumeration of the Main Lines of Extension Work Carried on by the College of Hawaii. 1. Correspondence courses. 2. Courses at the College, for extension students. 3. Movable schools. 4. Public exhibits and demonstrations. 5. Publication of Hawaii Educational Review. 6. Traveling libraries and loan of books. 7. Loan of illustrative material for schools. 8. Work in the engineering testing laboratories. 9. Work in the roads-materials testing laboratory. 10. Practical assistance to poultry raisers. 7 11. Distribution of high-grade strains of seeds of farm crops. 12. General lectures by various members of the staff. 13. Practical assistance to dairymen and cattlemen. 14. Press material for the daily papers. 15. Identification work—insects, pests, marine life, etc. 16. Technical engineering advice and aid. 17. Cooperative work with various Improvement Clubs. 18. Cooperation with the Board of Health. 19. Special extension classes in connection with other organizations. 20. Trips of assistance upon specific request from outlying regions. 21. Special work in sugar technology. 22. Use of the College laboratories. 23. Distribution of printed bulletins and circulars. 24. Correspondence on specific problems and quer¬ ies. 25. Specific assistance to homesteaders. 26. Specific assistance to municipal and county governments. 27. Cooperation with scientific and other societies in the Territory. EXTENSION STUDENTS. These are persons who are taking up certain courses or lines of study to meet their own particular needs, without reference to credit or degree. The extension student enters either an “extension” course, especially planned for his needs, or one of the regular courses. The following regulations govern ex¬ tension students: “Extension students will be enrolled in extension courses upon the written approval of the president or secretary of the college, and of the instructor in charge of the course desired. 8 “Extension students will be enrolled in regular classes only by consent of the Committee on Entrance. Appli¬ cation for admission to such classes shall be made in writing, and must show that the applicant is qualified to undertake the work. In case the applicant is admit¬ ted to any class, he or she shall be held to the same re¬ quirements in every respect as are the regular students; and should any person thus admitted fail to do the pre¬ scribed work satisfactorily, or to attend class exercises regularly, or to take the given examinations, it shall be required of the instructor in charge that he shall drop that person’s name from the class roll.” In the 1913 enrollment there were enrolled fifty-one extension students, taking the following courses: Agronomy — 1. Agricultural Soils. 3. Agricultural Crops. 5. Crop Improvement. Animal Husbandry — 1. Breeds of Live Stock. 4. Poultry Keeping. Mechanic Arts — 1. Wood Technology. Art and Design — 1. Freehand Drawing. 3. Color. 7. Ceramic Design and Porcelain Decoration. Domestic Science — 2. Textiles and Sewing. 3. Selection and Preparation of Food; Cooking. 10. Dressmaking. — Advanced Sewing. English — 1. Composition. 3. English Literature. 9 French — 3. Intermediate French. Extension; Course in French. German — 1. Elementary German. 3. Intermediate German. History and Economics— 1. Economic and Industrial History. Chemistry — 1. General Chemistry. 4. Qualitative Analysis. 5. Organic Chemistry. 6. Organic Chemistry (Laboratory Course). Sugar Technology — 1. Sugar Technology. CORRESPONDENCE COURSES. The College offers through correspondence study the following subjects: I. In Agriculture. 1. Soils and Crops. 2. Poultry Husbandry. 3. Principles of Horticulture. 9. Sugar Technology (for chemists and other sugar men). II. In Engineering. No formal courses are announced, but correspond¬ ence relative to engineering instruction is welcomed and given careful attention. III. In Household Economics. 4 . Cooking. 5. Sewing. IV. In Science. 6. Elementary Botany. 7. Elementary Zoology. 8. Elementary Entomology. 10 V. In Humanities. No formal courses have been offered, but corre¬ spondence relating to specific cultural, liter¬ ary or kindred topics receives thorough con¬ sideration. Plan and Scope. The grade of instruction in these subjects is in accord¬ ance with the ability and attainments of the students. Students taking any subject by correspondence shall be not less than 15 years of age and shall not at the time of taking the course be in attendance at school. Instruction in the subjects mentioned is given by writ¬ ten lessons or assignments, the student returning a writ¬ ten report on each lesson or assignment according to the direction of the professor in charge. These reports are carefully examined and returned to the student with such corrections, explanations or suggestions as may be to the interests of the student. If each report meets the re¬ quired standard, a new lesson or assignment is sent. A subject consists of weekly assignments, and each as¬ signment may contain one or more lessons. The course of instruction terminates with the close of schools in June. No preliminary examination is required, but stu¬ dents must satisfy those in charge of the course that they can read and write English. Application blanks may be liad on request, and the college will offer assist¬ ance and suggestion in the choice of subjects. Students are expected to complete at least one course in the time specified for the course. There is no charge for the instruction by correspon¬ dence. However, the student must provide himself with the necessary text books for the course desired, and pay postage one way. The text books are fur¬ nished by the College at cost, and for these and other materials supplied for the use of the student, a fee of five dollars is required. This fee is entirely for hooks and materials that become the personal property of the student; and if necessary, the College can arrange to lend this material to the student. 11 SUBJECTS IN DETAIL. I. Agriculture. Course 1. Soils and Crops. Readings and reports on the origin and formation of soils, their physical, chemi¬ cal and biological properties, relation of soil properties to soil managements, the adaptation of crops to soil types and the essentials of crop-producing power. The studies of crops will consist of readings and reports on the lead¬ ing crops of the mainland a"d Hawaii, their geography, economics of production, commercial importance, prod¬ ucts, uses and culture methods. ,] - Course 2. Poultry Culture. This course treats of the principles of the profitable production of poultry prod¬ ucts. The essential business elements which lie in the qualifications of the poultryman and in the quality of the stock investment will receive special consideration. The care and management of all the operations from the time the egg or the chick is produced until it reaches the con¬ sumer will receive much attention. Each student is urged to be engaged actively in some part of the business while taking the course, for observation, study and .work go hand in hand in successful poultry management. Course 3. Elementary Horticulture. Students regis¬ tering in this course elect one of the following subjects: Fruit-raising, vegetable gardening, or floriculture. In ad¬ dition to regular textbooks assignments, the reading of specified bulletins relating to these matters is required, and the performance of practical exercises. Students taking this course should have access to some piece of land, however small, upon which they can raise crops fer experimental purposes. The practical problems of tillage, irrigation and drainage, fertilizers, spraying, seedage, insects and fungi, will thus be worked out Oil the basis of actual experience. IT. Household Economics. # • !'!(ffK :: . • l-jtt Course 4. Cooking. This course gives the elements of the theory and practice of cooking. It includes text assignments on the needs of the human system a^ regards 12 foodstuffs, the care and preservation of food, fireless and invalid cookery, the serving of meals and of a few spe¬ cial diets for children. The students are furnished with bulletins, the reading of which is required, as well as the performance of sim¬ ple experiments and cooking. Course 5. Sewing. This course teaches the funda¬ mental principles of sewing. Attention is given to the stitching, cutting, fitting, and finishing of simple garments. The work is taught by means of text-books, patterns, illustrations, written directions and criticisms. III. Sciences. Course 6. Plant Life. .Students registering in this course have an option between two lines of study. (1) A survey of the principles of botany, including the struc¬ ture and physiology of the seed plants; the morphology, evolution, and classification of plants; ecology and econo¬ mic botany. The text by Bergen and Davis will be fur¬ nished. Emphasis will be laid on the practical phases of plant-life, especially such aspects as are exemplified in Hawaii and in similar tropical regions. (2) A study of common plants as an aid in the nature-study work of the elementary schools. This work is planned primarily for school teachers. Two manuals will be furnished. This course demands a larger amount of field and observa¬ tional study than option 1. The faithful performance of the work outlined in either of these sections should give the student a general knowledge of the fundamentals of plant structure and growth. Course 7. Zoology. This course is intended to give a grounding in the subject of general zoology with especial reference to its economic aspects. It includes text assign¬ ments, written lectures, and simple dissections of a num¬ ber of common animals with a view to gaining an under¬ standing of the salient points in their comparative anato¬ my. Notes of the life histories and the habits of animals are included in order to show the adaptation of animals 13 to various circumstances and conditions of environment. The course is intended for teachers and others who de¬ sire a knowledge of the facts and materials of zoology. Course 8. Entomology. This course gives a general survey of the characteristics of insects, dealing with their structures, classification, economic relations, and methods of control. A reference text is furnished for the required readings, and outlines for the practical exercises. The course demands considerable field collecting and is intend¬ ed either for teachers, or for actual growers, who require a general knowledge of insect life if they are going to control pests successfully. As far as possible the lessons are adapted to the individual needs. Short Courses. "‘From the first, the schools and colleges of agriculture have provided abbreviated courses, that is. a course of less than four years and not leading to a degree. The reason for these courses arises from the desire of the col¬ lege to aid the people, and also from the demand of the people that they be given advantage of the college with¬ out preparation and the sacrifice of time.”—Bailey, Cycl. Amer. Agric. The College of Hawaii has' held three short courses, as follows: 1908. Twenty-six evening sessions, including Soils, Fertilizers, Botany, Agronomy, Horticulture, Plant Breeding, Forestry, Economic Ento¬ mology. 1909. Twenty-six evening sessions, subject-matter as above. 1912. Fifteen afternoon sessions; subject-matter deal¬ ing with various phases of elementary school curricula. The general nature of these courses may be indicated by the announcement of the 1912 course, which read as follows: 14 A Short Course for Teachers. o J •• V V.: ; i If • 5 , V . . J V J I *<#, J t The College of Hawaii offers a course of fifteen lec¬ tures for the benefit of teachers and others interested in the elementary schools. These lectures deal with the various phases of the ele¬ mentary school curriculum. The selection of subject- mattfcry the use of experiments and illustrative material, and sirliilar practical topics, will receive special attention. This coutse is open to teachers and the public free of charge. 1 The lectures are given at the college on Mondays, 3 to 4 p. m., &s follow^: 1. Jan. 8—The Outlook for the Schools—Pres. Gil¬ more. 2. Jan. 15.—The English Language and the Schools ,—Dr. Andrews. , 3. Jan. 22—The School Library—Miss Green. 4. Jan. 29—School Architecture—Prof. Young. 5. Feb. 5—The Sanitation Problem and the Schools— Prof. Keller. . 6. Feb. 12—Elementary Experiments in Physics— Prof. Ballou. 7. Feb. 18—Simple Experiments in Chemistry- -Prof. Dillingham. * • T 8. Feb. 26—Agriculture in the Public Schools—Prof. Krauss. ; 9. March 4—Domestic Science in the, Schools—Miss Lee. 10. March 11—The Study of the Sea—Prof. Bryan. JL March. 18—Methods m Insect Study—Prof. Sev- erin. 12. JVTarch 25—School Sanitation—Miss Gulick. 13. April 1—Material for History Lessons—Miss Yoder. 14. April 22—The Pedagogy of Arithmetic—Prof. Donaghho 15. April 29—Art Appreciation and the Schoojs-- Miss Chipman. 15 Movable Schools. These were held during' the summer of 1909, President Gilmore and Professor Young being in charge. Lectures, demonstrations and discussions were hell at important centers on several of the islands of the group. Some of the topics were: The Improvement of Plants and Crops; Recent Investigations in Soil Fertility; The X-Ray and Its Applications ; Sanitation and Typhoid. Much inter¬ est was aroused in the college and its work. Lack of funds has prevented the continuance of an enterprise most auspiciously inaugurated. Demonstrations and Experiments. The Agricultural Department of the College has car¬ ried on a limited amount of demonstration and experi¬ mental work, but the greater part of this work through¬ out the Territory is under the direction of the Hawaii Agricultural Experiment Station and the Experimental Station of the Hawaiian Sugar Planters’ Association. The Territorial Bureau of Agriculture and Forestry has also carried on, from time to time, a certain amount of work of this character. It ip to be hoped that the four institutions may some time unite in a coherent and uni¬ fied extension program for the entire Territory. “It is now an accepted part of the work of an agricul¬ tural college to make demonstrations and tests on farms and in gardens. This kind of teaching provides labora¬ tory work for the farmer on his own farm. There are three purposes in this extension experiment work: “1. To illustrate or teach—to instruct the co-operator in methods, to set him at the working out of his own problems, to bring him into touch with the latest discov¬ eries and points of view. “2. To determine or demonstrate in various parts of the state the value or the inefficiency of various new the¬ ories and discoveries—to determine how far these newer ideas are applicable to local conditions. “3. To discover new truth, which may be worthy of record in bulletins. This is mainly the least of the re- 16 suits that follow from such experiments, because the ex¬ periments are not under perfect control nor continuously under the eye of a trained observer. In making these re¬ marks, regular experiment plots on land rented, owned or controlled by a college or station at places about the state are not under consideration: these are essentially branch or local experiment stations rather than outright teaching enterprises.”—Bailey, Cycl. Amer. Agric. Exhibits. The extension exhibits of the College may be grouped in two categories—intra-mural, for the use of persons who can visit the college; and extra-mural, for the gen¬ eral public. Examples of intra-mural exhibits are the college farm, lands, dairy and beef cattle, breeds of poultry and other live stock, specimens of important crops, herbarium ma¬ terial, entomological collections, the engineering labora¬ tories, etc. The College has co-operated with other organizations in arranging exhibits for the general public, as follows: a. Agricultural and Biologic Exhibit —Poultry Show, 1911. Soils, Field Crops, Model Portable Poul¬ try House, Horticultural and Biologic Exhibits. b. Clean Milk Exhibit —Public Welfare Exhibit, 1912. Clean Milk, Bovine Tuberculosis, Model Ice Box, Foods and Dietetics. Astronomical Demonstrations. The Astronomical Observatory of the College is used for popular demonstrations and lectures. The equipment consists of a six-inch reflecting telescope, a meridian transit, an astronomical clock, a chronograph and acces¬ sories. About two thousand people have visited the Observa¬ tory at various times, and to a large number of these the equipment and processes of astronomical observations have been explained in considerable detail. 17 THE HAWAII EDUCATIONAL REVIEW. This is an educational periodical issued jointly by the Extension Department of the College of Hawaii and the Territorial Department of Public Instruction. It is u a monthly periodical devoted to the dissemina¬ tion of educational thought and progress, particularly as adapted to the Territory of Hawaii.” The Review is published through the cooperation of the Honolulu Star-Bulletin, of which Mr. Wallace R. Farrington is business manager. The first issue ap¬ peared January, 1913, and it is issued monthly except¬ ing July and August. Each issue consists of sixteen pages 8%xll inches. Paid advertisements are carried. Special space is given to the work of the public schools and of the College of Hawaii. Notable contributions have been: Special series on vocational education. Special series on eugenics. Special articles describing prominent schools of Hawaii. Articles on agricultural education. Special articles on rural schools; school hygiene; the peace movement; the teaching of English, etc. The Territorial Department of Public Instruction sends the Review gratis to every teacher in its employ. The Extension Department sends the Review to a se¬ lect mailing list, largely mainland, covering the agri¬ cultural colleges, etc. The Honolulu Star-Bulletin sends the Review to each one of its city subscribers. The total circulation is four thousand five hundred copies. Extension Work in English and Modern Languages. The extension work in English during the past year has consisted of: (1) a special course in short story writing, given largely for the benefit of extension stu¬ dents; (2) lectures before local organizations upon liter- 18 ary topics of current interest, (e.g. “Arnold Bennet” be¬ fore the College Club), and (3) a special course in Shakespeare, meeting bi-weekly under the auspices of the Y. W. C. A. Extension courses in modern languages, (German and French), have been given during the past year, as in previous years. These courses have had a constitu¬ ency and point-of-view somewhat akin to the “univer¬ sity extension” courses given at various mainland insti¬ tutions. Extension Work in Chemistry. The facilities of the chemical laboratories of the College are extended to all responsible persons or or¬ ganizations who are qualified to carry on independent work, and who have legitimate investigation in view. Special reference is made to,chemical problems involv¬ ed in the various branches of public welfare work. The chemical laboratories are housed together in a commodious building, and are fully equipped with standard apparatus and supplies. During the past year the department has made chem¬ ical examination of sewage waters, for the U. S. Army authorities. Extension Work in Zoology. Besides offering a correspondence course in elemen¬ tary zoology, this department has carried on consider¬ able extension work through the identification of zoolo¬ gical material; the collection and distribution of mate¬ rial illustrating various phases of Hawaiian zoology; and through a number of public lectures, addresses and communications. Extension Work in Entomology. The extension service in entomology has consisted in: 1. Practical assistance in combating insect pests. 2. Identification of insects, harmful and others. 3. Articles in the public press. 19 4. Special instruction in tree surgery and spraying. 5. Cooperative work with the Hawaiian Sugar Planters’ Association, the Colonial Sugar Kefining Co., and the Territorial Board of Agriculture and Forestry. Extension Work in Wood Technology. The shops of the college have been freely used by extension students. These students have received prac¬ tical instruction in woodworking, comprising the dif¬ ferent operations of planing, rabbeting, plowing, notching, splicing, mortising, framing, dove-tailing, laying out work; the general use of carpenters’ tools, followed by practice in wood turning with special refer¬ ence to manufacturing operations. Practice is given in the use of woodworking machinery as aid to rapid and accurate work. Extension Work in Agriculture. This department, as might be expected from the nature of its work, has been active in various exten¬ sion services. Nine types of service may be enumer¬ ated: 1. Correspondence Courses in various departments of agriculture. 2. Lectures on agricultural subjects before Farmers’ Clubs throughout the Territory (in cooperation with the Hawaii Agricultural Experiment Station). 3. Field and laboratory demonstrations for visiting farmers and others interested in agricultural matters. 4. Distribution of improved agricultural seeds de¬ veloped on the College farm. 5. Services of thoroughbred registered College farm herd bulls. 6 Sales of thoroughbred cattle, swine and poultry. 7. Encouragement and direct assistance in the es¬ tablishment of Boys’ and Girls’ Agricultural Clubs. 8. Consultation on general agricultural subjects. 9. Judging at poultry shows and other agricultural gatherings. 20 A notable extension enterprise, inaugurated during the present year, is the free distribution of high-grade corn seed, described by Professor Krauss as follows: The College of Hawaii in its course in ‘‘Crop im¬ provement” is developing superior strains of live stand¬ ard varieties of held corn suited to Hawaiian condi¬ tions. The main object sought after in the experimental breeding work thus far undertaken is to develop high yielding strains of uniform quality. The work done by the agricultural students at the College farm in Manoa during the past year has given results that are highly noteworthy. Some of the actual yields are ex¬ ceeding 90 bushels per acre, with an average of about 70 bushels per acre for all varieties tested. These are record yields and show the value of high grade seed. The College of Hawaii offers for free distribution to all who will agree to report upon the results of their experimental plantings, two pounds of seed of each of the following four varieties, it requires about 8 pounds of seed to plant an acre, so that the seed alloted to each applicant will be sufficient to plant a fourth acre of each of four varieties. List of varieties with brief descriptions of their main characteristics: Reid's Yellow Dent; the standard yellow dent corn of the great corn belt. Bright golden yellow, red cobs with medium sized kernels, shelling 85 to 90 per cent, of grain. Matures in about 110 days from early spring planting at College of Hawaii farm. Boone Country White; pure white, large ears and deep medium rough kernels. Produces a high per¬ centage of shelled corn. Requires about 120 days to mature. Funfc s Ninety Day Yellow Dent; one of the earliest maturing yellow dent corns. Ears small to medium (averaging 7 to 8 inches in length, 8 to 10 ounces in weight). A strain of this variety yielded at the rate 21 of 91 bushels per acre at the College farm during the past season where it matured in less than 100 days. Owing to its early maturity this variety will probably prove itself well suited to locations of low rainfall. Silver Mine; an early maturing white dent corn. The kernel is deep and broad giving a vigorous germ. Shells as high as 88 per cent, of grain. Matures in about 100 days. Extension Work of tiie Engineering Department. In connection with the woodworking and forge labor¬ atory, the College is constructing a testing laboratory for materials of construction, including wood, iron, steel, and cement, and providing also facilities for fuel testing. The equipment of the testing laboratory in¬ cludes a 150,000 lb. capacity Reihle universal testing machine with automatic and autographic attachments, for tension, compression, and transverse tests of large specimens; a small Reihle machine for testing speci¬ mens up to 10,000 lb. in transverse strain; a torsion machine by Olsen for torsion tests up to 50,000 inch lbs., a special Olsen machine of 40,000 lb. capacity for compression tests of cement and concrete cubes; and a standard Reihle 2,000 lb. machine for briquettes. These machines are provided with a complete assortment of the necessary special instruments such as extensometers, compressometers, deflectometers, and gauges, thus mak¬ ing possible the accurate measurement of deformation over a wide range of tests. In addition to the above, the testing laboratory also includes an extensive equip¬ ment of molds, sieves, Vicat needles, moist closets, dry¬ ing ovens, and other minor accessories necessary to carry out practical tests of cements and concrete in any of the usual forms. In addition to the regular courses of instruction in the experimental laboratory, much work has been done along lines of investigation and research for private in¬ terests and various branches of the government service, among which may mentioned the Hawaii Development 22 Company, Limited, tests on ohia lehua; The Honolulu Lava Brick Company, Limited, investigation of brick and pipe of local manufacture; U. S. Navy Engineers, tests of Pearl Harbor drvdock concrete; Department of Public Works, tests on sand, rock, timber and fuels; U. S. Geological Survey, Water Resources branch, cali¬ bration of instruments and cooperation in stream mea¬ surements; Bureau of Agriculture and Forestry, test of eucalyptus (still in progress) ; H. S. P. A. Experiment Station, tests on volume occupied by bagasse at various pressures; also many other investigations and tests of a minor nature. While not making the work of in¬ struction subservient to research, it has been the aim of the department to cooperate with and render assist¬ ance to any one in need of engineering laboratory facili¬ ties. Road-Materials Testing Laboratory. The Engineering Department of the college has in its laboratories an excellent series of machines for the scien¬ tific testing of road-materials. The machines already on hand are: Deval Abrasion Cylinder; Page Briquette¬ forming Machine; Page Cementing-value Machine; Pen- trometer; with all needful accessories. To this equip¬ ment will shortly be added a Two-Ball Mill, Grinding Lap, Core Drill and Impact Machine. This apparatus is to be housed in a road-material laboratory, now under construction, making a complete and modern road-material testing laboratory. While this laboratory is primarily for the instruction of regular students, still at all times its facilities are open to any individual or municipality desiring accurate data in regard to local materials, or comparisons or tests of various road materials with a view of ascertaining their suitability for the work in hand. All inquiries regarding this laboratory and its work should be addressed to the Engineering Department, College of Hawaii. 23 Vegetable Seeds; Cuttings; Seedling Trees. The horticultural department of the College of Hawaii does not conduct a nursery or kindred enterprise for the purpose of disseminating plant stock. This work is well organized under other institutions, and is carried on effectively and to the satisfaction of the Territory. The The Hawaii Experiment Station has on hand for gener¬ al distribution a great variety of horticultural plants and seeds, excepting shade and ornamental trees, which are obtainable from the Territorial Bureau of Agriculture and Forestry. The latter bureau also has charge of the Congressional free-seed distribution for this Territory. Requests for material should therefore be directed to one or the other of these two institutions. The College of Hawaii, however, will welcome and give careful atten¬ tion to any correspondence regarding local horticultural problems or requesting specific information. College Building Service. The main building of the College is a dignified and commodious structure, of concrete construction, con¬ taining three stories, and about sixty rooms. It is located on the College lands in Manoa Valley, near the juncture of Metcalf Avenue and Maile Way, and is three minutes’ walk from the street car line. The College building is the property of the Territory of Hawaii, and its facilities are available for use by any responsible persons at times when not required by regular college classes. The building has electric light-: throughout, rendering it available for suitable evening events. All arrangements are made through consultation with the president of the College. The College Library. The library is open daily except Sunday from eight to four, (Saturday eight to twelve), and by arrange¬ ment can be made available at any other time. 24 The library now contains about 11,000 volumes of the more recent works on agriculture, engineering, the mechanic arts, the various mathematical, physical, che¬ mical and natural sciences, as well as an excellent col¬ lection of books in English and in German literature. In addition there are on the shelves about 10,000 pamphlets, most bulletins of Agricultural Experiment Stations and of the United States Department of Agri¬ culture. The library is a depository for all publica¬ tions of the Federal government. The library is open to the public, and persons com¬ plying with the regulations may withdraw hooks for home use. Library hooks from the College library can be bor¬ rowed by any interested, who will guarantee safe return of hooks. Books will be sent to any part of the terri¬ tory, borrower paying postage. Applications and cor¬ respondence should he addresed to extension depart¬ ment. 25 SOME SALIENT FACTS CONCERNING THE EXTENSION WORK OF THE COLLEGE OF HAWAII. 1. The College began its extension services very early in its organization, and has consistently followed the 'policy of extending its benefits and services, just so far as is feasible, to every person in the Territory who could make use of them. 2. There has never, at any period, been any special appropriation or fund for the maintenance of these ex¬ tension enterprises; they have been carried on largely through volunteer labor, with the aid of Territorial funds. The general Federal funds are not expendable for extension work. 3. Extension work, in great variety, and meeting a wide range of requests, has been done by practically every member of the College staff. No special salaries or remuneration has been made for any extension work. 4. All extension work has been done free; that is, there have been no charges of any kind for any of these services. 5. So far as is known to the professor in charge of the extension work, no request that has come to the College for special help or assistance has ever been neglected or unanswered. In certain cases requests have been referred to other branches of the Territorial or Federal governments, to which they have more pro¬ perly belonged, for example, request for nursery stock, to the Hawaii Agricultural Experiment Station, etc. 6. As to the volume of the extension work, it may be stated roughly that there are on the average eight to ten definite requests per week, throughout the year, for some form of extension service. 7. The extension services of the College has been rendered to all classes and groups within the Territory, without distinction; to school teachers, principals, and officers; to the various industrial and agricultural cor¬ porations; to officials and employees in the various 26 branches of the Territorial and Federal governments; to groups in the city of Honolulu, and in other cities and settlements; to homesteaders and others living in the rural regions. 8. The services of the College laboratories, shops, agricultural lands and equipment, and the other mate¬ rial equipment of the College have been made available to any who desired to use them, during the summer term, as well as during the College year. The assis¬ tance of most of the factulty has also been available, and has been utilized, throughout the year. 9. It has been a fixed policy in the extension work to assist and supplement the work carried on by other agencies and institutions of the Territory, and in no case to duplicate or compete with them. The spirit of cooperation and mutual efficiency has characterized all of the relations of the extension department with these other organizations. 10. Theoretical considerations have been consistently subordinated to the real and practical needs of the Ter¬ ritory; hence much of our work has been taking forms quite different from those of mainland state colleges. 11. Through the courtesy and good-will of the pub¬ lic press, the College has repeatedly announced its ex¬ tension services, and these statements have always met with a favorable reception. 12. It has been universally recognized by the main¬ land colleges of agriculture and the mechanic arts, (and many of these have been carrying on various forms of extension work over a long period of years), that the most effective assistance is that given by the college-staff men when they can personally visit the ap¬ plicant and aid him “on his own ground.” Space does not permit describing the very wide¬ spread tendency in this line. The College has had this as an ideal, but has been unable to realize it because of lack of funds for this purpose. If the Smith-Lever Bill funds ever become available, the College men can be of much service on the other islands. 27 13. The department has made a particular point of keeping in close touch with mainland advance along lines of efficiency in extension work, and has imme¬ diately available the very latest information on this work. 14. No attempt has been made in the above re¬ sume to cite specific instances, but these are at hand, and can be stated in detail if it be so desired. The Extension Service of the College of Hawaii. In view of the widespread popular discussion of ex¬ tension work in agriculture, it may be of interest to present a general statement of the meaning and nature of extension work, together with something of the atti¬ tude of the College of Hawaii toward such work. The definition .—Extension work in agriculture com¬ prises all educational efforts at the homes and on the premises of the country and plantation people, the con¬ ducting of local demonstrations and schools, the hold¬ ing of meetings in the localities and at the College itself, such administration at the institution as the organization of the work required, and such other efforts as center directly in interest away from the College. The farm and laboratories of the College must be used for the working out of many of the prob¬ lems that are brought back from the farms and the establishments of the people, for very many of the ques¬ tions that arise in the extension work in the field can be settled only by working them out under conditions of control. Extension work is welfare work, and is properly a part of the College that is maintained by the people for the service of the people. The early stages of exten¬ sion work are now past; it is not exhortation, nor the advertising of the College, nor publicity work for the purpose of securing students. It is a plain, earnest, and continuous effort to meet the needs of the people on their own places and in their localities. Extension work should aid the people in the solving 28 of their own problems of farming and also of the social, economic, and educational problems of farming com¬ munities. To this end, it is necessary that trained men and women be available in many dilferent lines of agri¬ cultural work. Persons must be specially trained for this work, as well trained as for regular teaching or for research or administration. The motive. —The temptation is to use extension work as a means of publicity of a college or organiza¬ tion. This will fail in the end, and it will react un¬ favorably on the college itself. The whole motive must be sincerely to help the people, not to push or advertise the institution, nor to make publicity for any person. If the colleges of agriculture, and other rural insti¬ tutions and agencies, ever come to be dominated by the desire to aggrandize themselves or to exploit the people for the sake of appropriations, they will fail of their purpose and be repudiated by the people. Only so long as they have the spirit of service and of sub¬ stantial disinterested work will they have reason per¬ manently to exist. The nature of the work. —It is proper that every pub¬ lic institution that is doing good work at home should extend itself to the people; but it is well to bear in mind that the institution should not begin the process until it has something to extend. Extension efforts should he the result of ivork rather than the beginning of v:ork. One is likely to make the mistake of beginning the extension work first, whereas the extension work shouhl grow gradually as the College grows and be the natural expression to the people of the work that arises in the college itself. The people should not be too anxious to have exten¬ sion work issue from any particular department of the college. The extension work should come in the pro cess of time, as the work ripens, and under such con ditions it will be substantial when it comes and will produce real results. 29 What Hawaii gets in. extension work should de¬ pend directly on what it wants and what it puts into the work. The rapidly growing farm bureau work on the mainland is an illustration of the fact that farmers are now taking the initiative work in the localities, often supplying even a good part of the funds. At this day, extension should meet demands rather than make demands. Extension enterprises are of many kinds—of any kind whereby a department or institution or organiza¬ tion may extend and apply itself to its constituency. Some of the extension methods in agriculture are itiner¬ ant lectures, institutes, extension schools, short courses, farmers’ weeks, reading-courses, traveling libraries, pub¬ lication, farm trains, tests on farms and in gardens, fol¬ low-up work of many kinds, demonstration farms, farm bureaus or agencies, organized correspondence. Actual demonstration, and work directly with persons on their special problems, are in the end the best form of exten¬ sion work. In the end there must be sustained teach¬ ing in the localities. The widespread extension effort is one of the most hopeful applications of the time. It may also be one of the most inefficient, depending on how it is done and particularly on the motive that propels it. We have now passed the early experimental stages in ex¬ tension work. In order to be most useful, it must he well organized—as well organized as any other work at the College itself. Let the demand grow up in the communities. —The many educational agencies are now fairly established, and the country people in general are aware of the aids that they may receive; and they are also aware for the most part of the deficiencies. There are some regions and places, of course, into which extension en¬ terprises must be carried bodily and as a gift; but these are now relatively few. It is best to let the desires originate in the people themselves even if progress is not so rapid as some of us 30 would wish, and to be cautious of the plans of those who sit in offices. The New York State College of Agriculture former¬ ly paid all traveling expenses of members of the staff in several lines of extension work. Demands for as¬ sistance from the College grew very rapidly. During this time they had an opportunity to study the situa¬ tion. Two facts became outstanding: first, that the appropriations would always be inadequate to meet the needs of the state; second, that they were sending assist¬ ance to many communities that were able to pay some¬ thing toward these expenses themselves. They found that many communities took a deep interest in a parti¬ cular piece of extension work when there was contribu¬ tion on the part of the community toward the expenses: the people naturally felt as if they were partakers rather than onlookers. Now and then there is a feeling that the community is entitled to this service without direct expense be¬ cause the individuals think that they have paid for it in their taxes. This feeling is not marked, however, and is easily met by pointing out the very small amount of extension service that could come to any given rural community merely on the basis of the taxes paid. Taxa¬ tion supports the institution and maintains the staff: the College is here, for such use as the people desire to make of it in an extension way. In general .—We have arrived at standarized methods of college teaching in the sciences, professions and arts. We are beginning to standardize our regular college in¬ struction in agriculture, as experience accumulates. We are also arriving at standard methods of exten¬ sion work.