PROGRESS IN AGRICULTURAL EDUCATION. 337 



of teaching will now be required, as well as better equipment for 

 research. He believed that the resources of the experiment station 

 should be utilized in developing graduate work and gave illustra- 

 tions of how this had been done in his own college. The paper closed 

 with the suggestion that the Department of Agriculture demand 

 graduate preparation for its employees, in order elfectively to en- 

 courage graduate study in the colleges. 



In discussing this paper L. H. Bailey emphasized the thought that 

 careful discrimination must be used in determining what men should 

 be permitted to take graduate work, so as to eliminate those who have 

 a history of failure or inefficiency. He would allow no station 

 workers employed on Hatch or Adams funds to have any stated part 

 in undergraduate instruction, but would use their abilities in gradu- 

 ate teaching germane to the lines of their own research work. 



The second division of this topic. The Function of the Land-Grant 

 College in Promoting Agricultural Education in Secondary Schools, 

 was presented by E. A. Burnett. He maintained that the college 

 can not escape the responsibility of directing the lines along which 

 progress is made. Of the two methods so far proposed for meeting 

 the recognized demand for secondary industrial work, namely, the 

 addition of agricultural courses in ordinary high schools and the 

 establishment of distinctive agricultural high schools serving an' 

 area of several counties the first method, as so far illustrated in cer- 

 tain Nebraska high schools, he did not consider at all adequate to the 

 requirements. The agricultural high school he believed likely to 

 be deficient on the cultural side, unless it duplicates much of the lit- 

 erary work of the ordinary high school. To avoid this undesirable 

 duplication, he favored the institution of strong secondary agricul- 

 tural courses and equipment in connection with existing high schools 

 favorably situated for serving a large country constituency. Where 

 such courses are located in connection with agricultural colleges the 

 speaker believed they should take over a considerable part of the 

 technical agricultural work of secondary grade, thus permitting 

 the strengthening of the purely collegiate work in agriculture; but 

 he did not regard such schools as the proper type for isolated agri- 

 cultural high schools. He believed that the distributed establish- 

 ment of secondary agricultural schools would ultimately strengthen 

 the support given to the colleges. 



In discussing this paper, Dean Davenport contended that there is 

 no need for the establishment of distinctive agricultural schools for 

 secondary work. He described the public-school men as ready and 

 anxious to introduce agricultural courses in order to hold the boys 

 who are deserting the ordinary high schools for work which appeals 

 more strongly to their interests. He illustrated his remarks by sev- 

 eral successful examples in his own State, and cited the case of Min- 



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