(10) In spite of the fact that the adoption of the local-leader method has made it possible for home-economics extension to reach more people and to secure adoption of more practices per worker and per dollar of cost than any other type of extension service, its ultimate success will depend upon the solution of the following problems: (a) Teaching subject matter and methods of presentation to local leaders in a relatively short time; (b) a method of adequate supervision of the teaching done by local leaders; (c) the present dependence upon acceptance and use of material presented by local people rather than by trained State specialists; and (d) the tendency for the county agent to become merely an instigator of events rather than a teacher of subject matter.

(11) If 4-H club work was charged its complete cost of operation it would include from one-fourth to two-fifths of the charge now being placed against county-agent work.

(12) The responsibility for obtaining State legislative appropriations for extension activities is now assumed by the directors in several States. Such requests should be included in the larger institutional budgets a 1 promoted by institutional administrators.

(13) Present methods of financing county workers is a serious weakness in extension organization in the great majority of States. The most important needed change is the payment of salaries of all county workers from State and Federal funds and expenses from county funds.

(14) Sixty per cent of the agricultural counties are without homedemonstration ago Increasing demands for this service deserve

immediate attention.

(15) Normal development of the extension system has been arrested because of lack of money. To complete the organization on the basis of the plan now contemplated will require an accumulating increase of $1,000,000 a year for 10 years.

(16) Administrative measures being developed to raise the level of training and caliber of extension workers are not adequate and satisfactory, as evidenced by the facts that (a) 30 per cent of State leaders, 8 per cent of agricultural specialists, 15 per cent of homeeconomics specialists, 17 per cent of agricultural agents, and 44 per cent of home agents are not college graduates; (b) one-half of the institutions that grant leave of absence for self-improvement of staff members do not grant this privilege to county extension workers; (c) one-third of the institutions fail to require even a bachelor's de gree as a qualification for specialists and only five require that these extension teachers shall have had teaching experience; and (d) onehalf do not require practical farm experience as a qualification for county-agent work.

(17) The conclusions concerning salaries are: (a) When training and experience are considered county extension agents as a whole are well paid compared to college teachers; and (b) the college teacher has a better chance of ultimately securing a higher salary than the agent, if both remain in their respective fields of work.

(18) One feature of great strength in the extension system is its close relationship to commercial organizations. Nevertheless, these relationships have resulted in failure to maintain in some instances the strictly educational functions of the extension service. The solution lies in strict adherence by responsible administrative officers to definite educational policies that have been laid down.

(19) If cooperation with the Farm Bureau is to continue successfully, all commercial activities developed by it must be carried on entirely separate from the county extension office or extension must seek other channels through which to develop its educational program.

(20) Commercial agencies have very properly cooperated with and strongly supported Smith-Lever extension activities. Reports of attempts at exploitation of these relations in the interest of business enterprises make very clear the need of promptly dealing with these situations. There can be no compromising with educational principles and responsibilities.

(21) All agreements between Smith-Lever and Smith-Hughes forces must be based upon the needs of, and service to local people rather than upon prerogatives of institutions and agencies.

(22) The "outlook" economic material need to be made more accurate and more adaptable to wider utilization by State specialists. (23) Contrary to common belief and public expression, much extension service is being rendered in the field of agricultural marketing. Twenty-two institutions report extension marketing projects under way with 73 per cent of the time of the specialists expended on cooperative marketing. It is important that Smith-Lever forces adhere closely to their educational functions in this as in other fields of work and do not become involved in commercial activities.

(24) Programs of work consists often of a large number of projects hastily chosen and "thrown together" into a paper outline of activities. Projects should be fewer in number and the elements of each thoroughly analyzed.

(25) There is a very pressing need of more closely correlating the agricultural and home economics projects.

(26) The demonstration method has reached its highest development in Smith-Lever extension but needs study and analysis prerequisite to further development in more projects.

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(27) It is probably too soon to draw definite conclusions as to the value of the radio in extension work. Forty per cent of the institutions using the radio consider it valuable for dissemination of objective information, but at present seriously question it as a teaching medium.

(28) There is a decided tendency to base judgments as to efficiency and progress upon quantitative measures and to ignore the importance of quality in achievements.

(29) The per cent of completions of 4-H club projects is entirely too low. Whereas the average does not exceed 60 it should be at least 85 or 90.

(30) Unless 4-H club work supplements other educational activities and whets the desire for continuing education it is not meeting its opportunity. Sufficient emphasis has not been placed upon this objective by 4-H club administrators.

(31) If Smith-Lever education fails to reach its maximum effectiveness and to hold its true place in the general educational program it will be largely because of weak administration based upon expediency of action.

Chapter IX. Position and Objectives of General
Extension

The land-grant colleges have succeeded to a considerable degree in providing life opportunity for people to secure aid in their problems of learning in agriculture and home economics through the Smith-Lever extension service. Generally speaking, they have only begun to provide such opportunity in other fields of extension education. Although half these institutions offer extension work in the arts and sciences, in engineering and industry, in teacher training, and in commerce and business, their extension programs, with the exception of a few institutions, are narrowly restricted in these fields. Within the limits of institutional functions present points of weakness should be strengthened. This can be done without lessening the support now given to lines of work that are already well established. Harmonious relations between Smith-Lever extension and other phases of this work will be developed if the whole problem of extension is regarded as one phase of the general problem of education in its broadest aspects. In order to complete a well-rounded program, general extension service must be given increasing attention.

Discussion in this report of the general extension service of the land-grant colleges deals with the following chief divisions: Present status, aims and objectives, organization, financing, personnel, relationships, methods of making services known, offerings and activities, and a summarized statement of findings and recommendations.

Position of General Extension in Land-Grant Colleges

The relatively subordinate position of general extension in the land-grant colleges and universities is due to a number of causes. Sparsity of population in some of the States makes extension work difficult. The lack of adequate financial support has forced a number of the institutions to confine their attention to resident activities. Further reason for failure to develop general extension may be found in the conditions accounting for the origin of the land-grant colleges. The original Federal enactment which resulted in the founding of many of the institutions and which has influenced the development of all gave an impetus to the promotion of practical agricul

tural and home economics extension education. Emphasis upon these obviously and immediately practical phases of extension has resulted in considerable neglect of other just as practical types of extension service and in almost complete neglect of the social and humanistic fields.

The most significant prerequisite, however, for understanding the status of extension work is to be found in the division of these institutions into two classes-the universities and the land-grant colleges.

The universities which include the land-grant colleges have a direct responsibility for the promotion of a full extension program, including both Smith-Lever and general extension. The separate land-grant colleges have less direct responsibility for general extension, but as they are interested in the whole educational program they share responsibility either directly or indirectly for the promotion and advancement of many types of adult education that are legitimately offered through general extension activities.

A view of the scope of extension service in land-grant institutions can be gathered from the statement of their offerings. The universities, as is naturally to be expected, lead in the variety of fields covered, but it is evident from questionnaire replies that not all the schools in either group were able to give definite information with respect to the extent of work in certain subject-matter fields. In Table 34 are listed the replies of the institutions giving the scope of their general extension work.

To say that general-extension work is not the institution's func tion is not an entirely satisfactory answer to the question of why