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The article presents discussions by economists on some papers that are published in the May 1, 1953 issue of the journal "American Economic Review." The author in this article discusses economist Andrew Stewart's paper, which provides a survey and analysis of various curricula in agricultural economics in Canada and the U.S. The author states that he has only three comments to make concerning Stewart's paper. His first comment is designed solely to add emphasis to an important point made by Stewart. He states that one of the main failings in teaching economics to students of agriculture who do not intend to specialize in agricultural economics is that no clear concept of the general significance of the main body of economics is specified and made understandable to such students. Economics is essentially a study of alternatives, economics provides a system of thought within which alternative actions may be compared and appraised. This is, he believes, the unique contribution that economics can make in the education of the student who does not plan to major in economics. The author's second comment relates to Stewart's preference for the incorporation of the agricultural college within a university rather than the creation of a separate institution.

Highlights the research papers presented during the 12th Swedish Weed Conference held at the Agricultural College, Uppsala, Sweden in January 1971. Number of participants who attended the gathering; Number of participants from abroad.

The aim of this paper is to inventory the allocation of research, teaching, and extension personnel by departments in United States colleges of agriculture and experiment stations, and to identify and measure {actors that appear to influence this allocation. Although growth is the predominate characteristic of departments and disciplines, we observe and can predict decline in several instances. With the use of multiple regression analysis, state non{arm income emerges as the most important variable explaining total funds available to experiment stations. Rural farm population has virtually no effect on total funds available. In fact, since 1960 it was somewhat of a detriment for an agricultural experiment station to be located in an agricultural state. At the departmental level, the departments engaged in farm oriented research (agronomy, animal husbandry, etc.) appear to be more dependent on farm income for support whereas departments in closer contact with the nonfarm sector (horticulture, agricultural economics, etc.) are more dependent on non{arm income. Predictions for the early 1970's indicate largest growth for departments located in the high income, urban-industrial states particularly for those more closely tied to nonfarm income. [ABSTRACT FROM AUTHOR]

The article presents information about teaching of economics in agricultural colleges in the U.S. The article is based upon various premises. It states that land-grant colleges are dedicated to mass education, not the training of a select few but to the training of a substantial number of the youth of the nation. In addition, it is the responsibility of the land-grant colleges to carry on a program of off-campus education in agriculture. A broad fundamental training is desirable for the majority of students in agricultural colleges rather than a highly specialized training within the field of agriculture. Most employers are concerned that students have certain basic traits rather than a particular major. Likewise, students frequently do not know what they want to do. The concept of a broad training varies, to some a broad training in agriculture consists of students taking at least one course in each department of the college of agriculture, which in many cases is over-departmentalized. This not the author's concept of a broad fundamental training program in agriculture. According to the author, in some cases a broad fundamental training calls for less emphasis on agricultural courses and more emphasis on cultural development, on ability to think and express oneself and an understanding of basic principles.

The article presents information about economics in the curricula of agricultural colleges in Canada. The article is divided into two parts. The first part describes briefly the organization of agricultural colleges in Canada, programs of studies in them and the content of economics in several programs. In the second part, some features of organization, programs of studies and course content are discussed in such a manner as to disclose prejudices by other authors who discuss the topic. The author states that an "agricultural college" is defined as an institution offering a program of studies leading to a degree in agriculture. Some institutions offer a diploma course on the completion of which students may, by arrangement, proceed to other colleges for the work required to complete a degree program. All colleges in Canada, with the exception of the Faculty of Agriculture, University of Alberta, offer diploma courses in agriculture. The degree commonly awarded is the Bachelor of Science in Agriculture. The Canadian colleges report 43 graduates pursuing postgraduate studies in farm management, agricultural economics, or economics, ten of these in Canadian institutions and thirty-three in the U.S.

The article focuses on various factors responsible in the marketing of farm products. The agricultural colleges and experiment stations of the United States, and departments of agriculture both state and national, had been working on the basis that supply and demand is the one determining factor in price shaping. The position of these institutions had been in accord with the best economic tradition. All economists, as well as legislators and judges, have advocated free competition as the best means to help the fittest survive. The production of standardized goods is a prime requisite to sale in distant markets. The manufacturer standardizes his products and so has no trouble in selling, on the basis of a trademark, to distant buyers. An organization can learn demands of a market and the requirement for shipping, can reduce these demands to rules, and enforce the rules upon its members. The form of organization is so important, to insure the permanence of any association of farmers, that it may be said to be a factor in the marketing of farm products.

The article presents information on the annual meeting of the Rural Sociological Society, held in Detroit, Michigan, December 28-30, 1938. The first serious consideration of Rural Sociology by the American Sociological Society was in 1916 at the annual meeting in Columbus under the presidency of Dr. Geo. E. Vincent, who chose the theme "The Sociology of Rural Life." The first meeting of the new section was held before the regular sessions at Chicago in 1922. Since then the section on Rural Sociology has had a regular place on the program. In 1928 under the presidency of Dr. John M. Gillette, the theme of the annual meeting of the American Sociological Society was "The Rural Community." The last few years have been ones of notable progress. There has been a steady increase in the number of state agricultural experiment stations conducting research in rural sociology, an increase in their staffs, and a larger recognition of the importance of the subject by experiment station directors and agricultural college executives. Most of the membership is in the states in which agriculture is the major industry. The northeastern section of the U.S., east of the Mississippi and north of the Ohio rivers, contains about half of the population and 70 per cent of the nation's income, but it contains a minority of the rural sociologists.

Although many revisions have been made in undergraduate teaching in the agricultural sciences over the years, a number of significant new trends are underway today. However, important issues and problems confront educators and administrators in the colleges, schools, and departments of agriculture. The Commission on Education and Natural Resources in Agriculture offers assistance in solving them. [ABSTRACT FROM AUTHOR]

The article presents information on agricultural research in Communist China. After 1949, the Communist Party of China (CPR) started organizing and establishing agricultural research institutes, colleges, and laboratories. Qualified agricultural scientists have now been provided with the support and facilities required to conduct research and to develop technology for increasing agricultural production. Scientific agricultural research is mainly under the jurisdiction of the Chinese Academy of Agricultural Sciences, which was established in 1957. Agricultural research in Communist China is also conducted by 30 or more agricultural colleges, and this research is coordinated with the Chinese Academy of Agricultural Sciences.

The article reports that the Dept. of Education and Psychology of the North Dakota Agricultural College has introduced a basic curriculum in the degree program which includes, among others, a course in research methods which is a study of methods and techniques acceptable at the graduate level. Through topical study, oral reports and seminar-type discussion the student is familiarized with the rigid criteria of the scientific method in research. The nature of various methods, such as the historical, experimental, and survey, is explored, with attention given to the proper use of the questionnaire, interview, activity analysis, tests, and the case study. Fair sampling, statistical criteria and other basic elements in research also receive consideration.