They do not try to "pay their way;" if they do pay their way this fact is only an incidental or secondary consideration. A college of agriculture is a teaching institution: it must have equipment and laboratories. It will be seen that the word "agriculture" has taken on a new and enlarged meaning. The farmer is not only a producer of commodities: he is a citizen, a member of the commonwealth, and his efficiency to society and the state depends on his whole outlook. Also his personal happiness depends on his outlook. He must concern himself not alone with technical farming, but also with all the affairs that make up an agricultural community: good roads, organizations, schools, mail routes, labor movements, rural architecture, sanitation, the æsthetic aspect of the country. One will be struck with the new signification of "agriculture" if he scan the titles of publications that issue from governmental agricultural departments, agricultural experiment stations, agricultural nature-study bureaus, agricultural colleges. I cannot close this sketch without calling attention to the fact that the college of agriculture has obligations to the farmers of its commonwealth. The very fact that every college of agriculture in North America is supported by public funds imposes this obligation. Moreover, the colleges of agriculture and mechanic arts stand for true democratic effort, for they have a definite constituency that they are called upon to aid. It is desirable that as many persons as possible shall assemble at the college itself, but those who cannot go to college still have the right to ask for help. This is particularly true in agriculture, in which the interests are widely separated and incapable of being combined and syndicated. Thereupon has arisen the great "extension" movement that, in one way or another, is now a part of the work of every agricultural college. Education was once exclusive; it is now in spirit inclusive. The agencies that have brought about this change of attitude are those associated with so-called industrial education, growing chiefly out of the forces set in motion by the Land Grant Act of 1862. This Land Grant is the Magna Charta of education: from it in this country we shall date our liberties. LEAFLET V. SUGGESTIONS FOR NATURE-STUDY WORK.[6] BY ANNA BOTSFORD COMSTOCK. [6] Syllabus of Lectures: Nature-Study (Animal and Plant Life), Mrs. A. B. Comstock. [Illustration] Suggestions for nature-study must necessarily be more or less general. Nature-study should be a matter of observation on the part of the pupils. The teacher's part is to indicate points for observation and not to tell what is to be seen. After the child has observed all that it is possible for him to see, the remainder of the story may be told him or may be read. The objects of nature-study should be always in the teacher's mind. These are, primarily, to cultivate the child's power of observation and to put him in sympathy with out-of-door life.