Memorandum of the Council of the Tomsk Technological Institute of Emperor Nicholas II on the Question of Opening Agricultural Departments at the Institute

For the first time the question of opening agricultural and forestry departments at the Tomsk Technological Institute of Emperor Nicholas II was raised in 1902 in the Commission, established by the Highest authority, for the reorganization of the Empire’s higher educational institutions. The corresponding report on this question by the technical subcommission was heard and adopted by the Commission in a plenary session on October 31, 1902 (see Proceedings of the Commission, vol. I, p. 195).

For a second time, a petition on the same matter before the Ministry of Public Education was initiated by the Council of the Institute in 1906, when a motivated memorandum was submitted concerning the urgent and immediate need of Siberia for the dissemination of agricultural knowledge and for the study of its soil and climatic conditions. At the end of the memorandum the Council of the Institute included an approximate estimate for the organization and equipment of an agricultural department with a forestry subdepartment, and indicated the necessary amount of regular appropriations for the instructional and administrative part of the new department. The first was set at 662 thousand rubles, the second at 140 thousand rubles. Unfortunately, neither the resolution of the Commission established by the Highest authority, nor the petition of the Council of the Institute met with the proper sympathy, and neither the first nor the second time was the question raised given any further progress.

In 1910 Tomsk was visited by the Chairman of the Council of Ministers, P. A. Stolypin, and the Chief Administrator of Agriculture and Land Management, A. V. Krivoshein. Taking advantage of this occasion, the Council of the Institute again submitted a brief memorandum, the chief purpose of which was to request that consideration be expedited of the petition for the opening of an agricultural department at the Institute, which had remained unanswered since 1906. Both the Chairman of the Council of Ministers and, especially, the Chief Administrator of Agriculture and Land Management expressed the liveliest interest in the question that had been raised and, more than once during their inspection of the Institute’s offices, laboratories, and lecture rooms, returned to the idea of op—

the opening of such a department, taking an interest in the cost of its establishment and equipment, the time when studies might be begun in it, and so forth. At the same time, both representatives of the Government, under the excellent impression produced upon them by the Institute with its study rooms and laboratories, their equipment, and the organization of instruction with the predominating importance of practical work in all subjects of the curriculum, inclined to the thought that the establishment of an agricultural department at the Technological Institute in Tomsk would be most expedient and would best correspond to the interests of the vast region.

In the autumn of 1910, eight years after the idea of the need to disseminate agricultural knowledge in Siberia had first been expressed, the question entered a new stage—the stage of preparatory work. During the two years that have passed since that time, four more cities of Siberia have initiated similar petitions for a higher agricultural educational institution, which complicated the question of choosing a site for it.

For the purpose of an impartial decision in favor of one or another of the cities, the Main Administration of Land Management and Agriculture resolved to convene a special Conference of representatives of the Municipal Administrations and interested departments; the materials for this conference were entrusted to Mr. N. M. Kataev to prepare.

Having familiarized itself with the contents of the brochure published by the Main Administration of Land Management and Agriculture, the Council of the Technological Institute considered it its duty, briefly, as time permitted, but as comprehensively as possible, to illuminate this question from the standpoint of the interests of the entire region, taking into account the questions, very important at the present moment, of the economy of scientific forces and the funds of the State Treasury. To this end the Council of the Institute elected a commission consisting of Professors V. P. Alekseevsky, V. N. Jones, Ya. I. Nikolin, and L. L. Tov, under the chairmanship of A. M. Krylov. Its report, prepared on the basis of materials supplied by the members of the commission and obtained at conferences with representatives of the Tomsk Administration of Land Management and Agriculture and the Resettlement Administration, was heard and adopted by the Council, which unanimously resolved to present a new memorandum to the Conference on the question of choosing a site for an agricultural educational institution and to petition for the inclusion, in this conference, of a representative of the Council of the Institute.

The foundation of agricultural knowledge, as applied knowledge, consists of the pure sciences, such as chemistry, mineralogy, geology, botany, zoology, physics, and so on. Given the existence of departments in the Tomsk Technological Institute, a whole series of courses in the fundamental scientific disciplines can, without any changes, be included in the curriculum of the agricultural department, as is the case in the Kiev and Riga Polytechnic Institutes. These are: inorganic, physical, and organic chemistry; physics; mineralogy; geology; plant physiology; lower geodesy; the art of construction; hydraulic engineering; refrigeration; general jurisprudence; theology; to these may also be added the modern languages, for the teaching of which there are corresponding instructors. In some of the subjects listed, courses are given that are common to all the departments existing in the Institute; in others there are parallel courses, either shorter or more extensive. Thus, for example, inorganic chemistry is taught with 3 and 4 annual hours; mineralogy and geology with 3 and 6 weekly hours; the art of construction with 3 and 4.5 annual hours; lower geodesy with 1.5 and 3 annual hours per week, etc. This makes it possible, without in any way breaking the existing curriculum, to draw up the curriculum of the new department, not burdening it with excessive lecture hours and introducing into it courses with that program which most closely meets the requirements and interests of the specifically agronomic sciences. Thus, at very small expense, it is possible to begin teaching the fundamental scientific disciplines in the new department already in the autumn of 1913—an circumstance of extraordinary importance, if one recalls the acute need for trained agronomists and foresters that is now felt by the Government in organizing forestry-management and land-management work.

In addition to courses in the fundamental subjects, students of the future department may attend lectures by specialists in certain branches of the applied sciences that usually form part of the curricula of agricultural institutes. Such are the branches of production of vegetable oils, oil-making, cheese-making, dairy work, tallow rendering, processing of animal fats, leather production, etc., which form part of the course on the technology of organic substances; the branches of production of sugar, alcohol, molasses, starch, wine-making, and others, which form part of the course on the technology of food substances. These branches may be attended by students of the agricultural department in one or another half-year jointly with the students of the chemical department, for which it will be necessary

only some redistribution of material in the presentation of the courses now being read.

From what has been said it is clear that the future agronomic department will have many professors and instructors in common, and this will unquestionably yield a considerable saving in the maintenance of the teaching staff.

This saving will not be an economy at any cost, but a rational economy, on the principles upon which the establishment of schools of a polytechnic character is based.

A higher school of this type provides unity of administration and a reduction of the costs of maintaining it; it provides an economy of scholarly forces in the fundamental subjects; with the presence of a number of specialized departments, the academic organization acquires great flexibility and mobility, an extraordinary adaptability to the emerging and constantly changing needs of the country’s economic life. With limited expenditures on the teaching staff, it becomes possible to entrust the teaching of all subjects of any department, even secondary and auxiliary ones, to specialist professors, since subjects secondary for one department are principal for another. To clarify in this respect the advantages of establishing an agronomic department at the Technological Institute, a number of examples may be cited. Could an independent agricultural educational institution have more than one professor in the subject of agricultural technology? In that case the teaching of all branches of the processing of raw material into finished product would be concentrated in the hands of one professor; his course would include both sections of the technology of organic substances and sections of the technology of nutritive substances. But the time when this could have been done without detriment to teaching has long passed. This field of applied knowledge has developed and differentiated to such an extent that in technical schools there is a mature need for the further division of the extensive and encyclopedic courses of these two technologies into a number of narrower, specialized departments. If, in a new agricultural educational institution, it were desired to arrange well the teaching of this branch of agricultural knowledge, it would be necessary to establish at least two professorships and to set up and equip two laboratories, with funds allocated for their maintenance as independent institutions. It is understandable that this would considerably increase the cost both of setting up and of maintaining the educational institution, not to mention the difficulties that would have to be encountered in filling professorial...

resources owing to the absence of specialists. In addition to the indicated departments of agricultural technology, the Institute has introduced among the subjects taught a third department of it as well—the technology of fibrous substances, dealing with questions of the utilization of plant stems. Thus, the new department will find in the Technological Institute both specialist professors and ready teaching-support institutions with the appropriate equipment.

It may be said that an agronomist has no need for a detailed study of the questions involved in processing raw material into a finished product, but one cannot agree with this. At the present time all the efforts of those engaged in agriculture must be directed not so much toward the further intensification of the production of raw products, as toward the development of industries for processing raw material into finished manufactures. The enrichment of the country and the increase of the material welfare of its population must proceed not only by developing and expanding field husbandry, not only by further increasing the production and sale of raw products in the form of grain, but also by producing finished products, so that waste products—for example, nitrogen and mineral substances—remain in the country for the needs of that same agriculture.

Further, in the existing Agricultural Institutes and the Forestry Institute, the teaching of the fundamentals of mathematics, mechanics, and applied mechanics; or of mathematics with mechanics and agricultural machines; or of construction and engineering art; or of inorganic and organic chemistry; or of mineralogy and geology, and so on, is concentrated in the hands of a single professor. It is hardly necessary to say at length that the concentration in the hands of one professor of the teaching of disciplines which, though related to one another, have developed greatly, is abnormal. Modern specialization and the branching out of the sciences do not permit such concentration without detriment both to the professors’ scientific work and to the organization of instruction in a higher school. The Tomsk Technological Institute deserves special attention in this respect. Instruction in it, in the chemical, mining, civil-engineering, and mechanical departments, is conducted by specialists, whose lectures the students of the future department may also make use of. Thus, it includes three professors of pure chemistry, two professors of geology, a professor of mineralogy and crystallography, three professors of mathematics and mechanics, five professors and instructors of construction art—

...of art, architecture, agricultural architecture, engineering art, applied mechanics, etc.

Thus, the view expressed in the brochure of the Main Administration of Land Management and Agriculture—that an agronomic faculty and technical departments cannot have common professors and instructors—is incorrect and based on a misunderstanding.

The technical departments of the Tomsk Institute have those specialists whose lectures the future students of the new department may attend, and instruction will only benefit from this. Only a specialist in a given branch of knowledge can, in a brief and compressed course, present everything of greatest importance, make broad generalizations, indicate general methods, contemporary currents, and the direction in one or another field of applied knowledge, and not be an encyclopedist in all branches of the pure or applied sciences.

With the savings that will result from involving professors of the pure sciences and applied knowledge in teaching at the new department, it will be possible to establish several chairs in the specially agronomic sciences. This circumstance is of particular importance for the region at the present moment. The study of its nature and resources has not yet been carried out with sufficient completeness. Whenever the soils and climate of Siberia, and their suitability for agricultural cultivation, are discussed, there are not enough established and precise data to allow one to pass from the realm of assumptions and probabilities to reality. In view of this, it is necessary not to burden the future professors and investigators of the region exclusively with teaching work, which would take up all their time and leave nothing for scholarly work. The possibility of having professors who are investigators is at present practicable only if an agricultural department is opened at the Institute, since in any other case such a lack of encumbrance through teaching activity would impose a disproportionately high cost on the resources of the State. The fulfillment of this condition, when drawing up the staff list for the new department, is the pledge of a rapid scholarly elaboration of those questions that have a direct and immediate bearing on the future economic prosperity of Siberia.

Alongside the courses already existing and capable of entering directly into the curriculum of the agricultural department, the Technological Institute has the opportunity, without any difficulty, to organize the teaching of other subjects necessary for it; such are the foundations of higher mathematics and mechanics, the foundations of applied mechanics, political economy and statistics, meteorology, etc.

The necessity of the fundamentals of mathematics and mechanics, with a small number of lectures, is hardly something anyone will dispute. Their teaching, not provided for by the curricula of agricultural educational institutions at the time of their establishment, was introduced subsequently and is considered extremely necessary, as the teaching of the fundamentals on which the study of special courses is subsequently based. Without them, a proper exposition and study of the course in agricultural machines, geodesy, construction and engineering arts, physics, chemistry, etc., is impossible. But even apart from such a utilitarian character, mathematics and mechanics are necessary as sciences that teach the analysis and logic of reasoning and conclusions, as a means for disciplining the mind and developing in students the capacity for independent thought. The same must be said also with regard to the fundamentals of applied mechanics, without knowledge of which one cannot demand a clear and distinct conception and understanding of complex, sometimes agricultural, machines and implements. It would be burdensome for the students of the new department to listen to the general courses together with students of the other departments already in existence; but with the presence of 3 professors and 2 instructors of mathematics, 5 professors and a number of instructors of applied mechanics, there will be no difficulty in creating brief, condensed courses in these subjects, fully adapted to the needs and tasks of agricultural sciences. The scientific character of the teaching, and the high level of its organization, will undoubtedly be secured better and more fully than in a separate Agricultural Institute, where, for reasons of economy, it will not be possible to invite a number of specialists.

Finally, it should be especially emphasized that students of the new department can make use of laboratories and cabinets that are already prepared, fully equipped, and have an established academic routine. Such are the laboratories of inorganic chemistry, physics, mineralogy; the cabinets of geology, geodesy, mineralogy, plant physiology, applied mechanics, construction art; and the laboratories of the technologies of organic and nutritive substances. The construction of all these instructional auxiliary institutions at a new educational institution would delay the beginning of classes for several years and would require large expenditures from the State for their arrangement, equipment, and maintenance. There is no need to say that all these cabinets and laboratories, without any special adaptations or alterations, can also serve the purposes of teaching the agricultural sciences. The arrangement of laboratories in the pure sciences does not depend on the character of the applied knowledge; if such dependence in some—

in some cases, it may be noted, would amount to supplementing the inventory with a set of new instruments. It may be said almost with certainty that, even with the equipment now available, the students of the agricultural department will find the practical work they need under a special program, just as students of the existing departments have it, each according to the program of the specialty he has chosen. To this it must be added that certain teaching and auxiliary institutions at present possess rich collections relating to Siberian nature—collections that are not for sale and that the new Institute would have to gather over years. Such are the cabinets of mineralogy, geology, and plant physiology. One may also note the especially rich equipment of the geodetic cabinet, whose inventory includes instruments that, two years ago, were the only ones of their kind in all Russia. The usual shortage of funds for equipment, felt by newly organized educational institutions, and the necessity of such expenditures, which sometimes cannot be provided for in the estimate, allow one to suppose that, even if no funds at all are assigned to the existing laboratories for supplementing their inventories, they will nevertheless remain better equipped than they would be in a new educational institution during the first years of its existence.

From all that has been said above it follows that the establishment of an agricultural department at the Technological Institute will cost several times less, both in respect of the cost of construction and equipment and in respect of the annual allocation of funds for maintenance. This circumstance is extremely important at the present moment, when the country needs the dissemination of knowledge and the organization of as broad a network of schools as possible. With the saving of 2.8 million rubles that may be obtained, it would be possible to open more than a dozen experimental fields with lower agricultural schools. The knowledge, experience, and skill with which they will enrich their pupils are no less important at the present moment for the producers of various agricultural goods than is the training of workers with higher agricultural education. The guiding principle that unites their activity may also be as authoritative and highly placed in the person of a department at the Technological Institute as it could be in the person of a new independent Institute after several years of its existence and of work for the benefit of the region.

The establishment of an agricultural department at the Institute is advisable also by virtue of the following further considerations. A full decade of years is needed before the organization of

a new educational institution before academic life in it can become established and proceed at an even and calm pace. Its opening can take place no earlier than in 3–4 years, whereas the agricultural department at the Institute can open its doors to those thirsting for knowledge in this specialty already in the autumn of 1913, and in 4 years Siberia will receive agronomists and foresters from among its own youth, devoted to the interests of the region, accustomed to its way of life and climate, familiar with it from childhood. This should not be lost sight of, if one recalls how long the solution of such an important question for the region has dragged on. Summing up all that has been said above, one may conclude that Tomsk, and especially the agricultural department at the Technological Institute, has very important advantages, since here more easily, more simply, more quickly, and more economically than anywhere else instruction in agricultural knowledge can be organized.

No less important in deciding the question of where the new educational institution should be are other motives and considerations as well, which may be adduced in favor of Tomsk. If one does not forget the chief and fundamental purpose of establishing an agricultural educational institution, then one cannot seriously speak of planting cultural centers in Siberia by means of higher schools, as the supporters of other cities do and as is indicated in the brochure of the Main Administration of Land Management and Agriculture. If Siberia at the present time were leading the quiet and calm life which it lived 20 years ago, then, in view of the future development of the region, one might speak and dream of the birth of cultural centers through the opening in various cities of Siberia of higher educational institutions with different specialties. At the present moment, however, when the region is gripped by feverishly active activity, accompanied by the breaking up of the old, primitive structure of agriculture and by the transition to new forms of economic life, the direct tasks and purposes of a higher agricultural school acquire a role of first-rank importance, a role that would respond to neither the needs of the region nor the general state tasks of the present time. Siberia now needs not cultural centers, but the possibly rapid, complete, and careful study of natural riches, the organization of productive forces, and their direction toward those forms of agricultural activity which until now have remained in the shadows and for whose development all the data are present. For those persons upon whom this difficult and responsible task will be laid, a cultural environment is needed from the very first steps of their acti—

of activity, so that their work might proceed under the most favorable conditions for this purpose; and in no case should they be cast into such corners, even if these are deprived of a whole series of conveniences. The fact that a Secondary Agricultural Institute is opened in a city will not cause the city to cease drowning in mud or choking in dust; there will not appear in it, as if by magic, a water-supply system, sewerage, or electric lighting; the houses will not disappear in which, in the winter cold, out of five rooms one can use only two, and so forth. All these features characteristic of a remote backwater will disappear, and these manifestations of a lower level of culture will appear, only when the notion of better and more cultured conditions penetrates the consciousness of the urban population. For this, not one or two years are needed, but decades. Therefore, in Siberia, just as in European Russia, for the opening of a higher school one must choose already existing cultural centers; throughout the entire territory of Western Siberia, only one such center can be indicated—Tomsk. On the other hand, from people who have devoted themselves to scholarly laboratory work one cannot demand broad participation in the life of cities in order to bring them to a cultured condition, since this would distract them from their direct duties and tasks and would be to the detriment of the principal aim of a higher educational institution—to be a center for the scientific investigation and study of the region. Such participation, close and direct, is, under the modern structure of municipal public administration, not at all accessible to the professorial collegium. It is easy to express the idea of establishing cultural centers by means of higher schools, but it is not so simple to put it into practice. If a higher educational institution is opened in a remote town or in a lively but uncultured commercial center, in whose population there are few elements capable of quickly responding to the influence of the professorial family, few elements upon which the influence of the higher school could quickly make itself felt, then decades will pass before the beneficial cultural influence of the school manifests itself, before there appears the cultural setting necessary for life-giving activity. Given the general shortage of scientific personnel, it is difficult to expect that it will be easy to attract the necessary body of professors and instructors to serve in such a city, where there is neither interest in science and literature nor love and aspiration for knowledge and art. Even increased salaries and the privileges of service in the borderlands did not attract scientific personnel in the required numbers for teaching at Tomsk University and the Technological Instit—

here, and their chairs remain vacant for a number of years, or are filled temporarily by instructors; it will be all the more difficult to achieve this by offering service in cities that count only on becoming cultural centers in the future. Special attention must be paid to this in view of the proposed equalization of professorial salaries in Siberia and Russia. Therefore, it may be said with complete confidence that, if the new Institute is opened not in Tomsk, it will be doomed to vegetate for many years. Its teaching staff will be continually changing, which will have a disastrous effect on the new school, both scientifically and educationally. What has been said can be confirmed by examples. Thus, for instance, New Alexandria, despite the many decades during which the Agricultural Institute has been located there, has still not been transformed from a remote settlement into a cultural city. From the Council of this Institute there are continual complaints that an acute need is felt there for professors and instructors, who leave the service because of the impossible living conditions and, at the first opportunity, transfer to other educational institutions. An even more striking example is presented by the Institute of Oriental Languages in Vladivostok, opened with the aim of creating a reliable stronghold and cultural center on the outskirts. In the latter sense its significance has been reduced to zero, and the Institute itself is in such a state that the question has already been raised of transferring it to another city.

The idea of establishing cultural centers by opening higher schools in various places must be set aside for another reason as well. It is necessary to take into account the influence of the surrounding environment on the future pupils of the school. Siberia is poor in cultural workers from among its own sons because, for a long series of years, its best young energies were forced to seek knowledge in a foreign land. Becoming accustomed there to an environment of cultural life, and becoming bound up with the interests of those cities and localities to which they had had to leave their homeland in order to obtain higher education, they returned only in rare cases. A large part of the youth remained far from home, giving their knowledge and strength to service in those initially accidental places of residence with whose interests they had become connected during their years of study. This may be regretted, but in this case there was not, and is not, any ruin of young energies. Something else must be expected when a higher school is opened in an uncultured center. In order that the school may successfully fulfill its ...

appointment and to give the region energetic, vigorous, and efficient workers, it must be established in a cultural center, where public life is already sufficiently developed, where social and scientific questions arise. Only in such a center can a student find the impulses necessary for an interest in science, for striving toward broad self-education, for understanding the needs and requirements of the region—for everything that would help prepare him for socially fruitful activity. In Tomsk such impulses can be provided by a whole series of scientific societies and organizations, whose fruitful activity is also indicated in the brochure by Gl. Upr. Z. i Z. Very little in this respect will be found by the student youth in other towns.

Will Tomsk, however, retain in the future the significance of the cultural center which it has acquired in recent years? To this question the answer can only be affirmative. This is indicated also by the higher educational institutions that are now to be found there, including the Siberian Higher Courses for Women and the People’s University, which will shortly open its doors to the popular masses; and likewise by the future of the region, which undoubtedly belongs to the north, and not to the south and the waterless steppes of Western Siberia.

A whole further series of objections is raised against Tomsk. Opponents of opening an agricultural educational institution there say that “its situation with regard to agriculture is unsatisfactory,” that it “is located far from the agricultural districts with the greatest economic development,” that “its district is typical of the northern taiga expanses, whose future is not near,” that it “has remained aside from commercial and industrial development.” In order to show how little all these arguments are substantiated and how far they are from indisputable, it is enough briefly to characterize Tomsk and its district as they are portrayed by people living and working there, and by local figures engaged in land management, resettlement, and agronomic assistance to the population.

Before the construction of the Siberian Railway, Tomsk was the center of Siberian trade. It distributed imported goods among the consumer markets of Siberia and served as a collection point for all the raw materials with which Siberia conducted trade with Moscow and at the fairs in Irbit and Nizhny Novgorod. Its significance as a commercial center was based on its geographical position: every route south of Tomsk leads to difficult-to-traverse—

through rocky mountains; north of it lies, through the taiga, a road that is little accessible and inconvenient. By bypassing Tomsk and leaving it aside, the Siberian Railway inflicted great, though temporary, harm on the city. It will lose only its significance as an all-Siberian trading center; its significance as a regional center, however, has not disappeared. Had it lain on the main line as well, what has occurred under present conditions would inevitably have occurred: at certain points along the railway line there would have had to arise—as indeed they did arise in practice—new trading centers for the collection of export raw materials and for warehouses of imported goods. Therefore, even if the railway had been directed through Tomsk, a considerable part of the freight would have been diverted from it. By making the old trade route unnecessary, the Siberian Railway also made the old commercial order superfluous. It gave impetus to a commercial evolution in the region which has not yet assumed definite forms and is far from complete. As a result, the position of Tomsk at the present moment may be considered stronger and more solid than that of the newly arisen trading centers, which have not yet developed, in their importance, to the level of Tomsk. In its present position, Tomsk is not threatened with any undermining of its importance either by the Altai Railway, whose construction is being begun, or by the Southern main line, whose construction will begin in the near future, since these roads in the Tomsk region will not give rise to new trading centers capable of exerting an unfavorable influence on its freight turnover and on the development of industrial life. Much else must be expected with respect to Novo-Nikolaevsk and Omsk. For this reason, it would hardly be correct, under the present conditions, to make use, in choosing the site for the new educational institution, of that picture of the commercial life of the region which is drawn for the characterization of the cities in the brochure of the Main Administration of Land Management and Agriculture. In it there is not so much that is positive and established for this purpose and, on the contrary, there is very much that is temporary and accidental.

From the standpoint of local conditions, Barnaul is well situated, and it might perhaps have deserved preference over Omsk and Nikolaevsk if the question concerned the needs of a small area rather than the requirements of the entire vast region. The district adjoining it, according to the testimony of agricultural specialists, is the least in need of study and agronomic assistance, since the entire organization of agriculture there is easier and more conventional than its organization on northern soils under the climatic conditions found here. The fertile soil of its district, given a sufficient quantity of atmospheric precipitation, with an excess of

for the present rewards the farmer for his comparatively easy labor. The Barnaul district is so untypical of Siberia, as is its soil, that for its needs it would be possible to limit oneself to the establishment of experimental fields and a secondary agricultural school with a number of lower ones, using those funds which would be freed in the event of opening an agricultural department at the Technological Institute in Tomsk. As for butter-making in this district and the animal husbandry connected with it, with the ploughing-up of lands increasing from year to year it is moving away, as may be judged from statistical data, to the south, into the mountains, and chiefly to the north, toward Tomsk and beyond Tomsk, where, for the development of livestock breeding and dairy farming, there are rich lands of floodplain meadows and grasses of the forest region. Confirmation of this may be found in the figures given below, which characterize Tomsk in its commercial aspect.

Krasnoyarsk has so far in no way manifested itself, either in the past or in the present; its public life is still sustained by the ever-thinning circle of gold-mine owners selling their mines to large gold-mining companies. Its climatic conditions are very unfavorable. Constant winds, raising clouds of dust in summer and sweeping away the meager snow cover in winter, and the insignificance of atmospheric precipitation, can hardly allow proper use of the 200 desyatinas of land which the city grants for setting broad tasks of acclimatization and selection of cereal and industrial plants suitable for cultivation in the north.

Has Tomsk really remained apart from commercial and industrial development? The figures cited below may answer this question¹, and at the same time correct the data on the commercial-industrial significance of Tomsk given in the brochure of the Main Administration of Land Management and Agriculture. The total freight turnover of all three urban stations of the Siberian Railway in 1909 amounted to 8,473 thousand poods; grain freights exported amounted to 1,000 thousand poods; butter and Russian butter, 95,724 poods.

Meat and game were dispatched:

Year	Meat	Game
in 1908	15,813 poods	1,942 poods
in 1909	43,445 poods	1,172 poods
in 1910	61,367 poods	34,488 poods

Hides and poultry were exported:

Year	Quantity
in 1908	2863
in 1909	9124
in 1910	28207

Fish was delivered by water:

Year	Quantity
in 1908	32000
in 1909	63000
in 1910	72000

The value of goods produced only by urban commercial and industrial enterprises amounted to:

Year	Value
in 1909	5984115 rubles
in 1910	6402920 rubles

The freight turnover of the waterways was:

Year	Freight turnover
in 1908	7043 thousand poods
in 1909	6816 thousand poods
in 1910	8247 thousand poods

In total, the freight turnover of the waterways together with the freight turnover of the Siberian railway was:

Year	Freight turnover
in 1908	14936 thousand poods
in 1909	15289 thousand poods
in 1910	16612 thousand poods

To these figures one must add from 4 to 5 million poods of cargo arriving in Tomsk on rafts. All these figures indicate that Tomsk has not lost, and is not losing, its significance as a commercial and industrial center for the northern region gravitating toward it; on the contrary, its position in this respect is growing stronger and will undoubtedly continue to develop further as the center of the region’s economic development shifts northward—and this is inevitable. Therefore, to say that Tomsk has remained outside trade and industry, that the impetus given to Siberian cattle breeding has had no influence on the district nearest to it in so categorical a form as is done in the brochure of the Main Administration of Land Management and Agriculture, is not warranted.

The growth of its trade and industry may, perhaps, not proceed as rapidly as one would wish, but slowly; yet this depends on the small increase of population in the north, whose colonization

will only just begin. On the other hand, the rapidly growing export of meat, lard, hides, butter, and poultry indicates that the economic upswing in its region has manifested itself not in the development of field cultivation—which would only worsen the position of the grain market by increasing supply—but in the development of those branches of agriculture for which there are favorable conditions in the steppe belt, and in whose development the future wealth of the North lies. Tomsk, in the very near future rather than in some remote time, faces the great and important task of culturally conquering that taiga which until now still frightens the imagination of people who have not seen or studied it. The Tomsk region is by no means hopeless for grain farming, as is commonly thought and said. It has a brilliant future for flax cultivation; it has all the data necessary for the development of enterprises for processing fibrous plants and livestock products; its abundant floodplain meadows and hayfields, entirely suitable for the development of meadow cultivation and grass sowing, present such favorable conditions for the development of cattle breeding and dairy farming as cannot be found in southern and western Siberia. This region, as typical of the enormous territory of Siberia, needs above all study, assistance, and support from specialists, through the work of an instructional and demonstration experimental field, a breeding and zootechnical station, and so forth.

Is the position of Tomsk in agricultural respects really so unsatisfactory that no broad tasks, no important and major questions for elaboration and study can be set for a higher agricultural school there? If, in choosing the location for an agricultural educational institution, one is to be guided by the interests of small regions—for example, the steppe belt—then an agronomic institute with a predominant study of field cultivation should be established in the south, but not in Barnaul: rather, near Kamen, where there are better climatic and soil conditions for field cultivation than anywhere else. If, however, the question is posed more broadly, and it must be resolved from the point of view of the interests of the whole territory, then in Siberia one cannot find a place that would be central and suitable for experiments with all crops. In order to determine more precisely where the establishment of a higher agricultural school would be most expedient, it is necessary to consider separately the principal branches of agriculture.

With respect to the scientific and experimental organization of forestry, Tomsk, with its region, is situated in exceptionally favorable condi—

regions of this kind are not to be found anywhere in the entire territory of Western Siberia. The assignment of Omsk to the forest-steppe region is simply some kind of misunderstanding. The forest cover of that desert which extends west of Omsk as far as the Kokchetav–Tyukalinsk line, to the south takes in the north of Semipalatinsk Province, and to the east reaches Kainsk Uyezd of Tomsk Province, amounts in all to 2–3%. The study and establishment of the forest question in the north deserves the most serious attention. The forest of Tomsk Uyezd is very little inferior in its qualities to that of Perm; it is dry and light, which, even under existing tariffs, makes it possible for it to withstand long-distance transport. Its good qualities have already been appreciated by timber merchants, and the demand for it exceeds many times what can be offered to the market at the present moment. Alongside questions of working up standing timber, there arise here questions of draining the waterlogged soils under the forests, of moving forests onto soils of inferior quality, of the expedient use of soils freed from under them, and so forth.

From the standpoint of soil science, the Tomsk region is extremely important. Tomsk lies in a belt of podzolized soils, which in Siberia constitute about 84% of the entire area suitable for settlement. These soils present the greatest difficulties for agricultural cultivation, and the closest and most attentive study of them is needed in order to obtain practical conclusions of important regional significance; in comparison with this, the study of the steppe belt of the south, with such a quantity of atmospheric precipitation as fluctuates around the minimum possible for agricultural cultivation, cannot stand.

With respect to livestock raising and the dairy farming connected with it, the advantages are likewise on the side of the north, whither it has recently been moving in a natural way. Periodically recurring poor harvests and failures of fodder crops in the south undermine farms there that rely on these branches of agricultural activity. For five or six years peasant farms develop and grow stronger; often they number 10–15 head of cattle, and all this suddenly, during drought and lack of rain, is rapidly sold off because of a shortage of fodder. In the north such farms are better secured by an abundance of grass and hay and have favorable conditions for continuous development and growth. To this must be added the possibility of using vast flood meadows, reaching along the Ob a width of fifty versts, ...

... lowlands, for the development of meadow cultivation, and vast lands for the development of grass sowing.

Beekeeping is also typical for the Tomsk region and is gradually spreading northward.

With respect to field husbandry, the Tomsk region also has important advantages. The idea that Tomsk lies on the boundary of possible cereal cultivation is extremely erroneous. Even at the present time, on all sides from Tomsk, there are considerable plantings of cereals. The districts nearest to it are, above all, supply points for the Tomsk flour mills. The export of flour from Tomsk by rail and by water in 1910 amounted to 1,179 thousand poods, and all this flour, together with that which went to satisfy the needs of the population of Tomsk and its environs, was obtained chiefly from grain delivered by settlements to the northeast of it and by the Shegarka district of the left bank of the Ob. At present, cereal cultivation is also found in the Narym region, occurs in various places of the enormous forest belt, and is moving very vigorously ever farther north. As was indicated by members of the local agronomic organization at a joint meeting with the Council commission, everything that is cultivated in Barnaul can be cultivated in Tomsk as well, but not conversely. By virtue of this, an Agricultural Institute in Tomsk can serve the interests of the south; but such a task is beyond the capacity of an institute opened in Barnaul. In the Tomsk region, even at the present time, rye, oats, wheat, and barley are sown, the latter even of lower varieties suitable for brewing purposes. Its climatic and soil conditions are also favorable for the cultivation of flax, for fodder crops and grass sowing, and in this respect it is incomparably more convenient than the south. A higher educational institution of agricultural specialization in the Tomsk region will face more serious and important tasks than an Agricultural Institute in the south. As one of such tasks, one may point to the creation, by means of selection and acclimatization, of varieties that would be adapted to the podzolic soils and climatic conditions of the northern region. On the other hand, it is precisely the population of the northern districts, the only ones remaining free for further colonization, that will be in greatest need of agronomic assistance and the advice of competent specialists, and not the population of the southern areas, where agriculture, as was already noted above, is more routine and easy and requires neither great knowledge nor special skill. Thus, the Tomsk region is in very favorable ...

conditions for the scientific-experimental posing and development of questions of field husbandry, forestry, and animal husbandry. In this respect, hardly any of the regions contending with each other among the towns can compare with it. It is important to note, in addition to what has been said, that the southern region, for the purposes of colonization and resettlement, must already be regarded as exhausted, unless one embarks upon a further crowding of land use by both old settlers and newcomers. The only and natural reserve for the further colonization of the territory and the formation of settlements in it remains the forest, northern belt. There is no need to speak in the present memorandum of what the organization for the successful colonization of the north should be; but it is necessary to note that the Resettlement Administration, having almost exhausted the land reserves of the south, has turned to the investigation of the northern, forest belt. Those soil and botanical expeditions which last summer were sent to this region, those questions of clearing and experiments with the machines proposed for this purpose, experiments in burning out, grubbing, and so forth, which were carried out in the summer, indicate quite clearly that the time has come for the colonization of the northern belt. Without any special strain or exaggeration it may be said that these expeditions and experiments have already laid the beginning for an agricultural educational institution in the northern region. Among its direct and immediate tasks should be included the questions of preparing this region for agricultural cultivation, questions of clearing, drainage, the establishment of a system of field husbandry, the selection of suitable and hardy crops, the acclimatization of especially valuable crops, the study of local breeds of livestock, and the indication of measures for introducing improved breeds of beef cattle in one case, dairy cattle in another, and so on.

The tasks of the future agricultural school, called upon to serve the interests of the entire enormous territory, are so broad and great in scope that the question of organizing, in connection with it, educational-demonstration and experimental institutions acquires especially important significance. Insofar as it proved possible to clarify and illuminate this question at the conference with representatives of local interested institutions, the most expedient and desirable arrangement for them appears to be the following. In the immediate vicinity of the city, as close to it as possible, so that students may be able to visit and have practice as often as possible, there should be an experimental field and a farm. The City Administration of Tomsk is granting a plot of 500 desiatinas in the event of an independent Institute, and 30 desiatinas in the event of the establishment of an agricultural department at the Technological Institute. It cannot be doubted, however, that the City—

administration, if this is deemed necessary, and in the latter case to allot a plot of 500 desyatinas for the establishment of experimental fields and a farm; in general, however, to speak of the size of the plot is as yet premature, since this will depend on the number and variety of crops with which experiments are to be conducted.

It is necessary, then, to have a plot for an experimental field south of Tomsk. Among the plots fully suitable for this purpose, which could be granted by the Main Administration of Land Management and Agriculture, or by the Cabinet of HIS MAJESTY THE EMPEROR, or by the Resettlement Administration, the following may be indicated:

1). A plot of 200 desyatinas, situated 40 versts south of Tomsk and 10–12 versts from Mezheninovka station, in the North Altai dacha, constituting a quitrent holding of the Administration of Land Management and Agriculture. The plot is fully suitable for field cultivation.

2). A plot near Kamen, of 500 desyatinas, from the lands of the Cabinet of HIS MAJESTY, for the establishment of an instructional-demonstration field in the chernozem belt.

3). A plot in Mariinsk uezd, on the border with Yenisei province, in the so-called Zaduetsk steppe, intended for allotment to private horse breeding. It is located 210–220 versts from Tomsk and 40 versts from the railway, contains 4,800 desyatinas of land, of which up to 4,000 desyatinas are suitable. From it a suitable plot could be cut out for an experimental-demonstration field. The plot is under the authority of the Resettlement Administration.

4). A plot in the same region, in Yenisei province, on its border with Mariinsk uezd, the so-called Dvornikovsky plot, of 4,000 desyatinas, from which a plot could be cut out for an experimental field. The insignificant distance of these plots from Tomsk cannot present difficulties for summer practical exercises.

The indicated organization of instructional-experimental institutions for the Agricultural Institute is necessary because, given the almost complete absence of privately owned farms in Siberia, all students would have to travel outside its limits for practical work, i.e., to other soils, to other climatic conditions, to farms with other crops, and so forth.

Of the estates that could be used within Siberia itself, with the consent of their owners, very few may be named, namely: the estates of Chevelev in Mariinsk uezd, Gorokhov near Berck, and Alekseev in Yenisei province on the border with Mariinsk uezd.

As plots for experimental fields there could also be used the plots prepared for them by the Resettlement Administration, of 180 desyatinas each; on one of such plots the Kulunda experimental field has already been organized.

In the foregoing it has been necessary more than once, albeit in passing, to say that, in the event of the opening of an agricultural department at the Technological Institute in Tomsk, a considerable saving of funds for the State Treasury may be obtained, and in one place even an approximate sum was indicated—2.8 million rubles. All such arguments, if they are not supported by figures, always seem of little probability, insufficiently substantiated, and built on unknown data. In order to exclude the possibility of doubt concerning such economy, and to emphasize still more sharply the advantages of such a project, the following have been drawn up:

a) an approximate curriculum for the new department;
b) a preliminary estimate for the establishment and equipment of the educational and auxiliary institutions needed for it;
c) a preliminary estimate of the regular appropriation of sums necessary for the educational and economic needs of the department.

In drawing up the curriculum of the agricultural department with a forestry subdepartment, the curricula and programs of the Novo-Alexandria Institute of Agriculture and Forestry, the Moscow Agricultural Institute, and the Forestry Institute in Petersburg were taken into account.

Before proceeding to indicate the list of subjects of instruction and to determine the number of professors and teachers, it is necessary to make the following remark. The number of professorial chairs may appear exaggerated. This has been done not by chance, but with the aim of not overburdening them exclusively with teaching work; the significance of this measure has already been discussed above. Siberia, with its riches and manifestations of economic life, has hardly been studied and has not been investigated. Almost every year brings discoveries—accidental, at times perhaps incorrect, but they either cast one into despondency or give rise to a swarm of bright hopes for the future of the region. The flourishing of the region depends on the study of its soils, climate, vegetation, animal kingdom, and mineral riches, in which the professors of the future department will have to play the foremost role. But if broad tasks in this direction are not assigned to the professorial collegium, then it goes without saying that the amount of the regular appropriation for the personnel may be somewhat reduced.

List of Subjects of the Agricultural Division of the Agronomic Subdepartment

1. Theology.

Taught by a University professor and an Institute instructor. Students of the agricultural division will attend the general course.

2. Fundamentals of Mathematics and Mechanics.

In the course, the fundamentals of mathematical analysis, analytic geometry, mechanics of a point, and of an invariable system must be set forth briefly and concisely. The teaching may be entrusted to one of the available professors or instructors of the Institute. Counting 3 hours of lectures and 1.5 hours of practical exercises, payment for instruction will require \(3 \times 300 + 1.5 \times 200\) ..... 1200 rubles.

3. Inorganic Chemistry.

There are two courses. Either one may be introduced into the curriculum. For the supervision of practical exercises it is necessary to invite one laboratory assistant with a salary of ...... 1200 rubles.
(There are three laboratory assistants.)

4. Physics.

Taught by a professor of the Institute; students of the agricultural division will attend the general course. For the supervision of practical exercises it is necessary to invite one laboratory assistant with a salary of ... 1200 rubles.
(There are two laboratory assistants.)

5. Lower Geodesy.

There are two courses. Either one may be introduced into the curriculum. For the supervision of practical exercises in the cabinet it is necessary to invite one laboratory assistant, with a salary of 1200 rubles.
(There are two laboratory assistants.)

6. Zoology.

For the teaching of zoology one chair is established, with two professorships. The professors will be charged with lecturing in zoology, entomology, applied zoology, animal physiology, anatomy and histology of domestic animals. 2 professorships.

For the supervision of practical exercises in the cabinets it is necessary to invite two assistants, with salaries of 1500 and 1200 rubles. ........................................ 2700 rubles.

7. Botany.

For the teaching of botany, one department is to be established with two professorships. The professors will be charged with lecturing on plant anatomy, morphology and systematics, plant physiology, phytopathology, and bacteriology. 2 professorships.

For the supervision of practical classes it is necessary to invite one laboratory assistant with a salary of .................... 1500 rubles.

(The second assistant is already available.)

8. Jurisprudence.

The course is taught by a hired instructor, a professor of the University.

9. Political Economy and Statistics.

At the Institute the course is taught with 2 annual hours. An expansion of the course to 4 annual hours will be required. Additional remuneration (2×300) .............................. 600 rubles.

10. Geology and Mineralogy.

There are three professorships at the Institute. Courses in these subjects, taught for students of the chemical department (3.5 annual hours), may be introduced into the curriculum of the agricultural department. For the conduct of practical classes it is necessary to invite one laboratory assistant with a salary of ............... 1200 rubles.

(There are three laboratory assistants.)

11. Analytical Chemistry.

For the supervision of practical classes it is necessary to invite one laboratory assistant with a salary of .................... 1500 rubles.

(There are two laboratory assistants.)

12. Meteorology with Climatology.

The course may be entrusted to one of the existing instructors of the Institute. For remuneration for lecturing (1 annual hour) and for supervision of practical classes (1 hour per semester) (300+100) ........................................ 400 rubles.

13. Encyclopedia of Applied Mechanics.

The aim of the course is to give basic information on the strength of materials, the simplest parts, mechanisms, and engines as applied to agricultural machine construction. Lecturing—

of the course may be entrusted to one of the five available professors, or to one of the instructors, with remuneration
\((4 \times 300)\) ........................................ 1200 rubles.

For payment of supervisors of graphical work in the drawing rooms
\((4 \times 200)\) ........................................ 800 rubles.

14. Soil Science in Connection with Agronomic Chemistry and the Study of Fertilizers.

For the teaching of soil science, a chair—a professorship—is established.
1 professor.

For the supervision of practical classes it is necessary to invite one laboratory assistant with a salary of ................ 1500 rubles.

15. Construction Art.

Two courses are taught. Students of the agricultural department will attend the general course together with students of the chemical department (3 year-hours).

16. Hydraulic Engineering.

The course is taught and will be attended jointly with students of the chemical department (1 year-hour). For remuneration for supervising graphical work in the drawing room there will be required
\((2 \times 200)\). ........................................ 400 rubles.

17. Agriculture

For the teaching of agriculture, 1 chair is established with two professorships: general and special agriculture.
2 professors.

For the supervision of practical classes it is necessary to invite two assistants
\((1500 + 1200)\) ........................................ 2700 rubles.

18. Zootechnics.

For the teaching of zootechnics, 1 chair is established with two professorships.
2 professors.

For the supervision of practical classes it is necessary to invite two assistants
\((1500 + 1200)\) ........................................ 2700 rubles.

19. Bacteriology.

The reading of this course will be assigned to one of the professors of the department.

20. Fruit Growing and Vegetable Gardening.

The teaching of this subject may be assigned to one of the instructors of the future department, with remuneration

this by the number of hours of lectures and practical classes \((2\times300+2\times200)\) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1000 rubles.

21. History of agricultural culture and forestry.

The teaching may be entrusted to one of the junior instructors of the future department, with remuneration according to the number of lecture hours \((1\times300)\) . . . . . . . . . . . . . . . . 300 rubles.

22. Social agronomy.

The reading of such a course for Siberia, with its distinctive structure of rural economy, is highly desirable. It may be entrusted to one of the instructors of the future department, with remuneration according to the number of lecture hours \((1\times300)\) . . . . . . . . . . . . . . 300 rubles.

23. Veterinary medicine and zoohygiene.

For the teaching, a chair-professorship is established. The proper organization of this subject for Siberia has especially important significance, which explains the establishment of a professorial position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 professor.

For the supervision of classes it is necessary to invite one assistant, with a salary of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1200 rubles.

24. Encyclopedia of forestry.

For the teaching of forestry, specifically in the agricultural department, a chair—professorship is established. 1 prof.

For the supervision of practical classes it is necessary to invite one assistant, with a salary of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1500 rubles.

25. Meadow science.

The teaching of this subject may be entrusted to one of the instructors of the future department, with remuneration according to the number of class hours \((1\times300+1\times200)\) . . . . . . . . . . . . . . 500 rubles.

26. Agricultural technology.

Sections of this course will be attended jointly with the students of the chemical department.

27. Agricultural economics and statistics and agricultural legislation.

For the teaching of this subject, a chair—professorship is established. 1 professor.

1. The Study of Agricultural Machines and Implements.

For the teaching of this subject a chair-professorship is established: 1 professor.

For the direction of practical classes it is necessary to invite one assistant with a salary of ................. 1200 rub.

1. Dairy Science

The course may be attended together with the students of the chemical department. In the future, however, it may become necessary to entrust this course to a special person engaged specifically in this field. In Tomsk this is quite feasible, given the existence of a dairy-economy laboratory. To remunerate such a person there will be required \((1 \times 300 + 1 \times 200)\) 500 rub.

1. Flour-Milling Science.

The reading of this brief course may be entrusted to one of the instructors of the mechanical department, with remuneration according to the number of lecture hours \((1 \times 300)\). ................. 300 rub.

1. Refrigeration Science.

An optional course is taught at the Institute. For students of the agricultural department it should be included in the curriculum as a compulsory course, with remuneration of the instructor according to the number of lecture hours \((2 \times 300)\) ............. 600 rub.

1. Fishery and Fish Breeding.

The communication of basic information on this branch of the national economy, which is of great importance for Siberia, appears highly desirable. The teaching may be entrusted to one of the instructors of the future department, with remuneration according to the number of lecture hours \((1\) annual hour\() \) .......... 300 rub.

1. Industrial Poultry Farming.

The reading of this course may be entrusted to one of the instructors of the department, with remuneration \((1 \times 300)\) .... 300 rub.

1. Beekeeping.

This branch of zootechny plays a prominent role in the economy of the population. Its teaching may be entrusted to one of the instructors of the future department, with remuneration for a half-year hour of ............................ 150 rub.

35. Sericulture.

The teaching of this subject may be entrusted to one of the instructors of the department. Natives of Transcaucasia and Turkestan have the right to enter the Institute without competition, and their study of this branch may be of great interest.

1 semester part ........................................ 150 rubles.

36. Drawing in Agricultural Machine-Building.

For remuneration of those supervising graphic work in the drawing room, the following will be required \((4 \times 200)\) ................ 800 rubles.

37. Modern Languages.

Teachers of modern languages are available.

In the above list are enumerated all the subjects which must enter into the curriculum of the agricultural department for the agronomic subdivision. To provide instruction in this subdivision, it will be necessary to establish 13 professorial positions and 16 positions of laboratory assistants and assistants.

For the forestry subdivision, it will be necessary to establish a further 3 professorial positions and 3 assistant positions; in all, for the department with two subdivisions, 16 professors and 19 assistants will be needed. The Moscow Agricultural Institute has, with two departments, 22 professors, 4 instructors, 3 lecturers, and 40 assistants.

The Novo-Alexandria Institute of Agriculture and Forestry, having tasks quite analogous to those of the projected department, has 23 professors, 5 instructors, and 21 assistants.

Counting among the 13 professors 8 ordinary professors \((8 \times 4500)\) and 5 extraordinary professors \((5 \times 3000)\), the necessary allocation of funds is determined at ................ 51000 rubles.

For payment of salaries to 8 laboratory assistants of the higher grade \((8 \times 1500)\) and 8 of the lower grade \((8 \times 1200)\), the following will be required .... 21600 rubles.

For remuneration of instructors according to the number of lecture hours and for supervision of graphic work ............... 9800 rubles.

Total required for the instructional personnel of the agronomic subdivision .................... 82400 rubles.

Forestry Subdepartment

Students of this subdepartment will attend lectures in a number of subjects together with the students of the agronomic subdepartment.

These are: theology, mathematics and mechanics, inorganic chemistry, physics, elementary geodesy, zoology, botany, general jurisprudence, political economy and statistics, mineralogy and geology, organic chemistry, meteorology, bacteriology, public agronomy, soil science, the art of construction, hydraulic engineering, fruit-growing and market gardening, meadow science, the history of agricultural culture and forestry, encyclopedia of applied mechanics, applied zoology, modern languages.

In addition, special courses.

38. Forestry.

For instruction it will be necessary to establish a chair with two professors. The professors will be charged with teaching the science of the forest; the science of the cultivation and renewal of the forest; the science of forestry-cultural material and special cultures; steppe afforestation and artificial forest propagation; forest protection—2 professors.

For the supervision of practical exercises it is necessary to invite 2 assistants, with salaries: 1 at 1,500 rubles and 1 at 1,200 rubles—2,700 rubles.

39. Forest Management and Forest Valuation.

For the teaching of this course a professorial chair is established—1 professor.

For the conduct of practical exercises it is necessary to invite 1 assistant . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,500 rubles.

40. Forest Administration and Forest Laws.

The teaching of this course may be assigned to one of the professors of the department.

41. Encyclopedia of Agriculture.

The teaching of this course, in which the basic information on private farming and zootechnics will be set forth, may be assigned to one of the professors of the department.

42. Forest Statistics.

The teaching of this subject may be entrusted to one of the professors of the department.

43. Forest Chemical Technology.

This division of the technology of organic substances may be attended jointly with the students of the chemical department.

44. Forest Mechanical Technology

This course is given under the title “technology of wood” and may be attended jointly with the students of the existing departments.

45. Geographical Distribution of Forest Species.

The reading of this course may be entrusted to one of the instructors of the subdepartment, with remuneration according to the number of hours:

(2×300) ........................................ 600 rubles.

46. Biology of Forest Animals and Birds in Connection with Game Management.

The reading of this course may be entrusted to one of the instructors of the subdepartment. The teaching of such a course for the Siberian forest subdepartment must be recognized as not only desirable, but also necessary. For remuneration there will be required (2×300)—600 rubles.

47. Engineering Art.

The reading of this subject, the principal parts of which are drainage and irrigation, may be entrusted to one of the instructors of the Institute, with remuneration according to the number of lecture hours:

(2×300) ........................................ 600 rubles.

48. Graphic Work.

For remuneration of the supervisors of graphic work there will be required:

(8×200) ........................................ 1600 rubles.

Thus, for the forest subdepartment, for the maintenance of the personnel in the instructional part, there will be required:

Item	Amount
2 positions of ordinary professor	9000 rubles
1 position of extraordinary professor	3000 rubles
2 positions of assistants of the higher salary	3000 rubles
1 position of assistant of the lower salary	1200 rubles
For remuneration of instructors according to the number of hours of lectures and supervision of graphic work	3400 rubles
Total	19600 rubles

The teaching staff for the educational part of the entire department with both subdivisions will require ................. 102000 rubles.

In addition,

Item	Amount
To the Dean of the department	900 rubles
To the Secretary of the department	300 rubles
To the meteorologist-observer (quarters in kind)	1200 rubles
For the maintenance of 2 scholarship students	2400 rubles
Additional payments to professors for supervision of the experimental field, farm, and forest dacha	1500 rubles
To assistants of the managers	3600 rubles
To the gardener	1200 rubles
For remuneration of professors and instructors for supervision of summer practice	3000 rubles
To the assistant librarian	600 rubles
For strengthening the staff of the office with clerks	600 rubles
Total for the educational and administrative parts	11730 rubles

Economic expenses.

Item	Amount
For increasing the regular appropriation to the laboratories (inorganic and organic chemistry, physics, mineralogy with geology, agricultural technology, and the geodetic cabinet)	3000 rubles
For maintenance of the department’s cabinets	12000 rubles
For maintenance of the laboratory of qualitative analysis and physical chemistry	4000 rubles
For maintenance of the experimental farm, field, and dacha	10000 rubles
For the library	3000 rubles
For teaching aids	250 rubles
For summer classes and practice	4000 rubles
For heating, lighting, and water supply of the building	8000 rubles
For servants at the cabinets and laboratories	4000 rubles
For repair of the building and furniture	1000 rubles
For cleanliness	250 rubles
For printing reports and publications	1000 rubles
For scholarly trips in Siberia	1500 rubles
For scholarships to students	3000 rubles
Total for the economic part	55000 rubles

To be additionally requested toward the existing appropriation.

For professors and assistants it is proposed to construct a residential building with apartments. Excluding apartment allowances in the amount of \((10 \times 1050 + 6 \times 700 + 19 \times 300) = 20400\) rubles, we find that the annual appropriation for the maintenance of the Agricultural Department with forestry and agronomic subdepartments will require ........................................ 151900 rub.

For comparison, and in order to judge that the maintenance of the agricultural department at the Technological Institute will cost less than that of a separate institute, the following data may be cited.

In 1909 the maintenance of the Forestry Institute cost 231623 r. 53 kop., of which 191397 rub. 70 kop. came from the regular appropriation and 40225 rub. 83 kop. from special funds.

In 1911 the maintenance of the Moscow Agricultural Institute cost 304546 rub. 91 kop., of which 198617 rub. came from the regular appropriation, 100797 rub. 33 kop. from special funds, and 5132 rub. 58 kop. from balances of previous years.

In 1910 the maintenance of the Novo-Alexandria Institute of Agriculture and Forestry cost about 228000 rub., of which 186964 rub. 56 kop. came from the regular appropriation, over 11000 rub. from balances of estimates of previous years, and up to 30000 r. from special funds.

Under the new staffs of the Moscow Agricultural Institute, beginning in 1913, an appropriation for the maintenance of its two departments was proposed in the amount of 277530 rubles.

The data cited speak quite definitely to the fact that, if an Agricultural Department is opened at the Technological Institute in Tomsk, the annual appropriation of funds for its maintenance will be, on average, 100 thousand less than in the case of establishing an independent educational institution.

It would be more convenient to compare the cost of maintaining the department with the cost of maintaining the newly organized Voronezh Agricultural Institute.

Such a comparison, however, is not feasible at the present time, since the temporary staffs of the Voronezh Institute do not include an entire series of operating expenses, of which the largest are for heating, lighting, and water supply, for maintenance of the gas plant, for repair of buildings, etc. The regular appropriation for its maintenance will in any case be no less than 250,000 rubles after the inclusion of the indicated items of expenditure, which still further confirms the advantage of opening the department at the Technological Institute rather than an independent Agricultural Institute.

Preliminary approximate estimate for construction and equipment.

For the agricultural department, the construction of a new agronomic building will be required. For convenience, such a building must be constructed in the immediate vicinity of the Technological Institute. The adjoining plot of land is available for this and can be acquired for 85,000 rubles.

The plot offered by the city may in that case be sold, and the proceeds will be returned to the Treasury.

In the educational agronomic building it is necessary to arrange:

Premises	Area
1 auditorium of	50 sq. sazh.
2 auditoriums of 25 sq. sazh. each	50 sq. sazh.
Drafting rooms, three, with a total area of	100 sq. sazh.
Professors’ room	7 sq. sazh.
Dean’s office	4 sq. sazh.
Hall for departmental meetings	15 sq. sazh.
Special agronomic library	24 sq. sazh.
Reading rooms attached to it	20 sq. sazh.
Store-room for boards and drawings	10 sq. sazh.
Botany cabinets (offices of professors and assistants, workrooms, photographic room, preparatory room, a small auditorium of 20 sq., room for work with the microscope)	80 sq. sazh.
Zoology cabinets (museum, laboratory, preparatory room, offices of professors and assistants, workrooms, a small professors’ laboratory)	80 sq. sazh.
Bacteriology cabinet	15 sq. sazh.
Agricultural cabinets (offices of professors and assistants, weighing room, workrooms, collection room, hall for diploma work, seed room, rough-work rooms)	120 sq. sazh.
Cabinet of soil science and agronomic chemistry (with approximately the same distribution of space as above)	160 sq. sazh.
Zootechnics cabinets	160 sq. sazh.
Veterinary cabinet	20 sq. sazh.
Cabinets of forestry, forest taxation, forest management, encyclopedia of forestry	180 sq. sazh.
Cabinets of agricultural economy and statistics, fruit growing and market gardening, etc.	40 sq. sazh.

Physico-chemical laboratory ............ 50 sq. sazhens.
Laboratory for qualitative analysis ............ 120 sq. sazhens.
Hall for agricultural analysis ............ 60 sq. sazhens.

Total ........ 1275 sq. sazhens.

Adding to the obtained area 30% of it for walls, corridors, vestibule, changing room, etc., we find the total area to be ............ 1650 sq. sazhens.

With a height of 2 sazhens, the total cubage of the building will be 3300 cubic sazhens, and at a price of 85 rubles per cubic sazhen the cost of the building will be 280,500 rubles.

For apartments for professors and assistants, the construction of a residential building will be required.

Counting 50 sq. sazhens for each professor’s apartment and 30 for each assistant’s apartment, the total usable area of this building is determined as \((16 \times 50 + 19 \times 30)\) ............ 1370 sq. sazhens.

After adding 30% of the usable area for stairways, walls, etc., the total area will be ........ 1780 sq. sazhens.

With the rooms 5 arshins high, the total cubage will be ............ 3000 cubic sazhens,

and at a price of 85 rubles per cubic sazhen the cost of the building will be ............ 255000 rubles.

In addition, the following structures are needed:

Station of agricultural machinery and implements, with a cabinet attached to it ........ 30000 rubles.

Zootechnical house with premises for animals ........ 8000 rubles.

Experimental farm and breeding station (house for employees and workers, office, cattle yard, dairy, stables, threshing shed, barns, etc.) ............ 120000 rubles.

Educational-demonstration forest nursery and dendrological system ............ 10000 rubles.

Horticultural establishments (orangeries, greenhouses, house for the gardener and workers, etc.) ............ 25000 rubles.

Meteorological station, with an observer’s apartment attached to it ............ 20000 rubles.

Utility structures (icehouses, sheds, sidewalks, fences, and barracks for attendants) ............ 50000 rubles.

Institute of refrigeration engineering ............ 15000 rubles.

Total ..... 813500 rubles.

4% remuneration to the architect for drawing up the designs and technical supervision ........................ 32,540 rubles.
To the supervising official during construction ............ 1,800 rubles.
For the office of the Construction Committee ............. 4,160 rubles.
For the installation of water supply and sewerage ......... 10,000 rubles.
For strengthening the electric station with a steam turbine and a current generator, and for the installation of electric lighting ........................................ 13,000 rubles.

total..... 875,000 rubles.

and with the cost of the plot of land for the buildings..... 960,000 rubles.

From this sum one should exclude the 100,000 rubles assigned by the city at one time, and for the plot of land allotted for the buildings, measuring 5,000 sq. sazhens at 12 rubles, a total of 160,000 rubles.

Thus, all the buildings will cost 800,000 rubles.

For equipping the educational building and the educational-auxiliary institutions, a one-time appropriation will be required:

for the library ........................................ 5,000 rubles.
” the cabinet of agriculture ............................ 20,000 rubles.
” ” ” zootechnics ....................................... 15,000 rubles.
” ” ” botany ............................................ 5,000 rubles.
” ” ” zoology ........................................... 5,000 rubles.
” ” ” bacteriology ...................................... 3,000 rubles.
” ” ” soil science ...................................... 6,000 rubles.
” ” ” forestry .......................................... 6,000 rubles.
” ” ” meteorology ....................................... 4,000 rubles.
” ” ” veterinary medicine ............................... 2,000 rubles.

For equipping the laboratories:

qualitative analysis .................................... 15,000 rubles.
physical chemistry ...................................... 5,000 rubles.
agricultural analysis ................................... 10,000 rubles.

For equipping:

the station of agricultural machines .................... 10,000 rubles.
the institute for refrigeration .......................... 10,000 rubles.
the experimental field and farm .......................... 20,000 rubles.
the auditoriums, drafting rooms, professors’ rooms, the dean’s office, the meeting hall for the department, the spinnel room, etc. ........................................ 5,000 rubles.

Total........ 146,000 rubles.

Thus, the construction and equipment of educational and auxiliary educational institutions, in the event of the opening of an Agricultural Department at the Technological Institute, will cost the State Treasury ................. 946,000 rubles.

According to the approved estimate, the cost of constructing and equipping the Voronezh Agricultural Institute is set at 3,744,289 rubles, i.e., four times as much.

By opening an Agricultural Department at the Tomsk Technological Institute, the Government will have the opportunity to save about .......... 2,800,000 rubles.

The presence in the curriculum of the departments currently existing at the Technological Institute of a number of courses in the fundamental scientific disciplines makes it possible to begin instruction at the Agricultural Department as early as the autumn of 1913. Students of this department can begin attending lectures in inorganic chemistry, physics, lower geodesy, crystallography, and general jurisprudence. Instruction in these subjects is already being conducted and will not require any additional expenditures.

With instructors invited from the University, courses in zoology, anatomy, morphology, and the systematics of plants may be begun. Under their guidance, practical classes in these subjects could also begin. There is no shortage of auditoriums. For the zoology and botany rooms, the premises of the laboratory for testing machine parts—so far unused for its intended purpose because of a lack of funds for equipment—may be temporarily made available.

A course in the foundations of mathematical analysis and mechanics may be begun by one of the Institute’s instructors.

The beginning of classes in the new department in the autumn of 1913 will require the allocation of a small sum according to the following estimate:

For remuneration of instructors in botany and zoology for lectures, \(6 \tfrac{1}{2} \times 300\) ................. 1,950 rubles.

For remuneration of the instructor in mathematics and mechanics ................. \(3 \times 300\) .... 900 rubles.

For expansion of the course in political economy and statistics ................. \(2 \times 300\) .... 600 rubles.

For payment of instructors for practical classes (in botany, zoology, mathematics with mechanics, crystallography, physics, and chemistry) and graphic work (drafting technique) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $20 \times 200$ . . . . 4000 rub.

For the initial equipment of the botany and zoology laboratories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2500 rub.

To the person temporarily performing the duties of dean of the department and to the secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1200 rub.

For expenses for office work and stationery . . . 150 rub.

11300 rub.

In addition to establishing agricultural and forestry departments, the question of hydrotechnical and veterinary departments should be raised at the present time. It goes without saying that there can be no question of opening a veterinary department at the Technological Institute. As for a hydrotechnical department, however, a number of arguments can be adduced in favor of establishing it at the Institute itself.

If an agricultural department is to become part of the Technological Institute, which already has mechanical and civil-engineering departments, it would be quite timely and rational to organize an Engineering-Agricultural Department with two subdepartments: hydrotechnical and agricultural machine-building.

The special education of an agronomist-hydrotechnician and an engineer-agronomist must be based on agricultural knowledge, training in which, during the first years of study, should not differ from the training of persons devoting their energies exclusively to agricultural activity, but not to engineering in this field. In view of this, the curriculum of the engineering-agricultural department will include a large part of the subjects taught in the agricultural department. At the same time, instruction in mathematics and mechanics is strengthened, in connection with the need for a broader education in applied mechanics, the art of construction, and structural mechanics. Among the special subjects of the hydrotechnical subdepartment there may be introduced certain courses of the existing civil-engineering department, such as water supply and sewerage. Finally, it will be necessary to organize several new courses, such as hydrogeology, agronomic hydrotechnics, water technology, and others.

For the organization of instruction in the hydrotechnical subdivision it will be necessary to establish only one new chair, in agronomic hydrotechnics. The teaching of the remaining subjects can be distributed in the appropriate manner among the instructors and professors of the mining, mechanical, and civil-engineering departments.

As special subjects of the subdivision of agricultural machine-building, whose study is based on agronomic sciences and general applied mechanics, courses may be introduced on the construction of machines that have exclusive application in agriculture and in industries engaged in processing its raw products. In Russian educational institutions this branch of machine-building has somehow remained aside from study. For Siberia, a country exclusively agricultural not only at present but also for many years to come, great attention ought to be paid to it. The production of machines used in agriculture is not so complex, and the equipment of plants and factories for this purpose is not so expensive as that of machine-building works in the sense in which this term is usually used. It may prove within the power of not very large capitalists, whereby the beginning of factory industry in the region will be laid and the continuously growing importation of agricultural machines and apparatus from America, Sweden, Germany, Denmark, and England will be limited.

Below is given an approximate and preliminary curriculum of the engineering-agricultural department with its subdivisions.

SUBJECTS COMMON TO BOTH SUBDIVISIONS.

The students of the engineering-agricultural department take general courses together with the students of the agricultural department (if, of course, such a department is opened at the Institute):

meteorology, zoology, botany, plant physiology, entomology, general agriculture, soil science, general zootechnics, special agriculture, meadow cultivation, fruit growing and vegetable gardening, political economy with statistics, agricultural economics with statistics, encyclopedia of forestry, general legislation, refrigeration.

Together with students of the existing departments: theology, analytical geometry, higher mathematics (the course of the chemical department), physics, inorganic chemistry, organic chemistry, lower geodesy, mechanics I, descriptive geometry, strength of materials, mineralogy with geology, hydraulics, architecture.

Hydrotechnical Subdepartment.

The students of the subdepartment attend courses together with the students of:

the engineering-construction department—building art, water supply, sewerage, hydraulic installations, ordinary roads, agricultural architecture (agricultural services, slaughterhouses, cattle-driving yards, etc.);

the chemical department—technology of metals and technology of building materials;

the agricultural department—encyclopedia of applied mechanics.

Hydrogeology

The teaching of this course may be entrusted to one of the instructors of the mining department, with remuneration for 1 annual hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 rubles.

Land Surveying and Land Management.

For the teaching of the course an instructor will be invited, with remuneration for 1 annual hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 rubles.

Agronomic Hydrotechnics.

For the teaching of this course, which must include the economics and rules of irrigation, irrigation structures, drainage, irrigation, pumps and water-lifting machines, one professorship is established . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 professor.

Water Technology.

The teaching of the course may be entrusted to one of the existing instructors, with remuneration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 rubles.

Graphic Works.

In the technique of drawing, épures, applied mechanics, architecture, construction works, agricultural architecture, water supply, sewerage, and agronomic hydrotechnics, graphic works will be carried out under the supervision of the corresponding instructors of the Institute. For their remuneration, according to the number of hours and groups (approximately)
\(20 \times 200 + 15 \times 300\) 8500 rubles.

Subdepartment of Agricultural Machine Building

The students of this subdepartment attend courses together with the students of:

the mechanical department—graphic statics, construction art, lifting mechanisms, hydraulic engineering;

the chemical department—steam boilers, applied mechanics I, applied mechanics II, technology of metals;

the agricultural department—forest technology, departments of agricultural technology, agricultural implements and machines.

Elevators.

The teaching of this course may be assigned to one of the available instructors, with remuneration for 1½ annual hours ........................................ 450 rubles.

Flour-Milling Work.

The teaching of this course will be entrusted to a professor. The chair exists, but is vacant.

Agricultural Machine Building.

The teaching of this course, covering machines and apparatus of the dairy, oil-milling business and agricultural technologies, may be assigned to one of the instructors of the Institute, with remuneration for 2½ annual hours................ 750 rubles.

Motoculture.

The teaching of this course, whose purpose is to acquaint students with the use of engines for tillage and harvesting, may be assigned to the instructor of agricultural mechanics, with remuneration for 2 half-year hours............. 300 rubles.

Graphic Work.

For payment of supervisors of graphic work in the technique of drawing, epures, technical drawing, design in applied mechanics, lifting mechanisms, architecture, agricultural machines, there will be required, according to the number of hours and groups (approximately) ............ 20×200 + 20×300 .... 10000 rubles.

In addition to the indicated expenses, it will be necessary to strengthen the staff of supervisors of practical exercises in the laboratories and cabinets by 10 laboratory assistants and assistants, of whom 6 with the higher salary and 4 with the lower. Thus, for teaching in this department an appropriation of funds is needed:

Item	Amount
for remuneration according to the number of hours	20,750 rub.
1 ordinary professor	4,500 rub.
Laboratory assistants and assistants \((6 \times 1500 + 4 \times 1200)\)	13,800 rub.
To the dean of the department	900 rub.
To the secretary	300 rub.
Two scholarship holders	2,400 rub.
Total	42,650 rub.

For increasing funds for economic needs:

Item	Amount
additionally for existing laboratories and cabinets	3,000 rub.
ditto, for summer classes and practice	2,000 rub.
ditto, for heating, lighting, and water supply	1,000 rub.
ditto, for service personnel	500 rub.
ditto, for repair of furniture and buildings	500 rub.
ditto, for printing reports and publications	500 rub.
ditto, for scholarly trips in Siberia	500 rub.
ditto, for scholarships to students	3,000 rub.
Total	11,000 rub.

Likewise, the appropriation for the construction and equipment of the agronomic building must be increased.

The area of the building will increase from the construction of

Addition	Area
one auditorium by	40 sq. sazhen
two drawing halls by	100 sq. sazhen
the cabinet of the dean of the department by	4 sq. sazhen
a professorial room (instead of 7 sq. sazhen, 10) by	3 sq. sazhen
the reading room of the library (enlarged) by	10 sq. sazhen
storage for drawings and boards by	10 sq. sazhen
cabinet of agronomic hydrotechnics by	20 sq. sazhen
Total	187 sq. sazhen

Item	Amount
After adding 30% of the useful area for walls, corridors, etc.	240 sq. sazhen
With a height of 2 sazhen there will be added	480 cubic sazhen

which will require the sum of \(480 \times 85\) ............ 40800 rubles
4% for the architect’s remuneration ............ 1632 rubles

42432 rubles.

For equipment:
The office of agronomic hydraulic engineering .... 3000 rubles
Lecture rooms, drawing rooms, the dean’s office ... 1000 rubles

Total 46432 rubles.

Summing up the amounts calculated for the needs of arranging and equipping both departments with four subdepartments, it is seen that 992432 rubles will be required as a one-time expenditure.
The annual regular appropriation for maintenance, including the educational, administrative, and economic parts.... 205550 rubles.

The engineering-agricultural department may likewise be opened from the autumn of 1913 with an appropriation for this of 12000 rubles.

For comparison of the cost of arranging and equipping the above-mentioned two departments with 4 subdepartments with the cost of arranging and equipping an Institute of the type indicated in the brochure of the Main Administration of Land Management and Agriculture, there are no data. One can only say that the arrangement and equipment of the buildings for these departments will cost more than \(3 \tfrac{1}{2}\) times less than was appropriated for the Voronezh Agricultural Institute.

With respect to the regular appropriation of funds for maintenance, comparing it with the regular appropriations for the Voronezh and Moscow Agricultural Institutes, it is also evident that it is smaller by several tens of thousands of rubles.

In conclusion, one may briefly indicate the advantages that Tomsk has for being chosen for the opening of a new agricultural educational institution.

1). The arrangement and equipment of an agricultural department with a forestry subdepartment at the Technological Institute will cost 4 times less than the arrangement and equipment of an independent educational institution of the type of the Voronezh Agricultural Institute.

2). The maintenance of the personnel for the educational and administrative parts, and expenses for economic needs, are on average 100 thousand less than in the case of an independent educational institution.

3). With an appropriation of 11,300 rubles, classes in the new department may be begun as early as the autumn of 1913.

4). At the Technological Institute, an Engineering-Agricultural Department, with subdivisions in hydraulic engineering and agricultural machine construction, can easily be organized.

5). The construction and equipment of buildings and laboratories for this department will require an additional 46,342 rubles as a one-time expenditure, and 53,650 rubles annually for instructional and administrative needs.

6). Instruction in the Engineering-Agricultural Department may likewise be begun in the autumn of 1913, provided that 12,000 rubles are appropriated for this purpose.

1. The City of Tomsk. Published by the Siberian Society of Printing. Article by I. G. Freidin and I. P. Gavronsky, “Trade and Industry.” ↩