The more prominent teachers in the late 1860's and 1870's included Mudge, Riley, and Popenoe in Kansas, Cook in Michigan, Burrill and Forbes in Illinois, C. H. Fernald in Maine and Massachusetts, Comstock at Cornell, and Osborn at Iowa, all at agricultural colleges. H. A. Hagen, educated in Germany, was brought to Harvard in 1870 as professor of entomology and was probably the first regular teacher of entomology in America.

In the beginning there was little demand or incentive for trained entomologists and few students majored in entomology. In fact there were few if any colleges or universities which provided complete curricula in the subject. For the most part the courses were prepared for those majoring in production fields, such as horticulture and agronomy.

With the establishment of experiment stations in most States and the increasing demand for trained entomologists in these stations and in agricultural colleges, one school after another in rapid succession provided special curricula. With the further demand for men in regulatory work, museums, extension, industry, and commercial pest-control work, the training of entomologists became an important phase of instruction in the State colleges. For the most part, the training of entomologists is now largely confined to the State agricultural colleges and universities.

As the importance of entomology as a science became increasingly evident, as the problem of profitable farm production became more and more dependent on preventing insect losses, and as the need for technical studies became apparent, the field of teaching became a major factor in entomological progress. With special curricula for those majoring in entomology, more technical subjects were introduced specialized courses in morphology, physiology, taxonomy, chemistry of insecticides, and beekeeping. Entomological curricula have provided courses in general education and supporting courses in entomology and related subjects, such as plant pathology. These equip the graduate with a basic knowledge of entomology, which permits him to carry on advanced study. In a few colleges, special 4-year curricula have been provided, such as for commercial pest-control operators who not only need a good basic knowledge of insects but also practical experience in control and certain business fundamentals.

The technical advances in entomology and in all the other agricultural sciences have demanded greater research facilities and a marked expansion in advanced study. Advanced or graduate study is a continuation of the undergraduate professional school, but it is somewhat more concerned with discovering new facts and training students to search for and understand new things.

THE FIRST STATE LEGISLATION to prevent the introduction of plant pests was enacted by the California State Legislature in 1881. This action was taken because the agricultural interests became alarmed by the introduction of such pests as granary weevils, black scale, cottony-cushion scale, grape phylloxera, codling moth, and the San Jose scale, and the fear of introducing other destructive insects. During the next 15 years a few other States enacted similar laws. During the late 1890's many State laws, commonly referred to as nursery inspection laws, were adopted because of the recognition of the seriousness of the San Jose scale and its spread to many States.

From the beginning the State regulatory officer was referred to as State Entomologist. Now the title refers almost exclusively to the plant or nursery inspector, who is sometimes also a quarantine officer; the office is quite different from that of the early entomologists of Illinois, Missouri, and New York, who headed research organizations that were not regulatory.

In the beginning, when only insects were involved, the regulatory officer was usually the State experiment station entomologist. As new plant pests, both insects and plant diseases, appeared and presented a menace, they were added to the list of pests under regulation. Gradually the regulatory operations were transferred to State organizations other than the educational institutions, and the enforcement officer is now more often known as the State nursery inspector, and may be connected with the horticultural board, plant board, department of agriculture, department of conservation, or crop pest commissioner of a State. While the regulatory officer is primarily concerned with the inspection and certification of nursery stock, in most States he also handles greenhouse and other propagation stock and apiaries, as well as handling the enforcement of intrastate quarantines.

In the early years of State nursery inspection, each State enacted regulations without much consideration for the regulations of other States. There was little uniformity of laws. Eventually this resulted in the formation of a joint committee from the American Nurserymen's Association and the American Association of Economic Entomologists, which formulated a so-called model law. This, in turn, brought changes in State laws, until most State regulations now are uniform and reciprocal one with another.

Another major development was the formation of the National Plant Board and regional plant boards, a direct result of a conference of State and Federal nursery inspection officials in Washington, D. C., in April 1924. The purpose was to promote uniformity and efficiency in horticultural and quarantine regulations and State inspection services. The National Plant Board prepared a statement, "Principles of Quarantines," which has had an important part in the history of regulatory organizations.

J. J. DAVIS has been head of the department of entomology in Purdue University, the Purdue University Agricultural Experiment Station, and Indiana Agricultural Extension since 1920. He is past President of the American Association of Economic Entomologists, the Entomological Society of America, and the Indiana Academy of Science.