THE EXTENT OF INSTRUCTION IN ELEMENTARY AGRI- 

 CULTURE IN INDIANA 



By M. L. FISHER 

 Assistant Professor of Agronomy, Purdue University 



In less than ten years the subject of agriculture as a part of 

 the public school curriculum has risen from being an unheard 

 of subject to one discussed at almost every meeting of educators. 

 Without any compulsory statute this subject is rapidly taking its 

 place as a part of the regular course of study in Indiana schools. 



Reports from county superintendents of instruction indicate 

 that approximately 3,000 schools, or 30 per cent, teach agri- 

 culture in a greater or less degree. Indiana has 92 counties. 

 Of these about one-sixth, or i6-f per cent, report no work at all 

 along the line of elementary agriculture ; 7 per cent report that all 

 the schools in their counties give such instructions; 20 per cent 

 show that 75 per cent and more of their schools are giving such 

 instruction to their pupils; i6-§ per cent have between 50 and 

 75 per cent of their schools doing such work; 20 per cent have 

 work in from 25 to 50 per cent of their schools; while another 

 20 per cent of the counties report that less than 25 per cent of 

 their schools give attention to agriculture. The writer believes 

 that it is safe to assert that there is not a county in Indiana but 

 what in some one or moi'e of its schools the teacher is calling 

 attention to and giving some instruction in the elements of 

 agriculture. 



Of the commissioned and non-commissioned high schools about 

 10 per cent, or 70 in number, are reported as offering work in 

 Agriculture. The indications are that this number will be 

 doubled in the school year now at hand. Many superintendents 

 eport that all of the non-commissioned high schools in their- 

 rounty give such instruction. Since the State Board of Educa- 

 ction has made Agriculture equivalent to Latin, it maybe con 

 fidently expected that the number of schools giving agriculture 

 will greatly increase . 



There have heen about five factors which have contributed to 

 this growth of interest in agriculture as a public school subject: 



I. Teachers' Institutes. Many w4de-awake county super- 

 intendents who realized the necessity for such instruction in 

 the schools have provided lectures on agriculture and related 



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