PROGRESS IN AGRICULTURAL EDUCATION. 339 



the establishment of colleges in accordance with them as " the democ- 

 ratization of the courses of study in colleges and universities," and be- 

 lieved that it was inevitable that a demand for a similar democratiza- 

 tion of the work in the public schools should be brought about by the 

 teaching of vocational subjects in these schools. He pointed out that 

 every man needs and should be provided two sorts of education, one 

 to fit him to work and the other to fit him to live, and that the two 

 sorts should be combined in the same system of schools. He expressed 

 the opinion that it would be " a fatal blunder to permit in our system 

 of American education the establishment and maintenance of entirely 

 separate systems of vocational or trades schools." 



H. L. Russell, dean of the college of agriculture of the University 

 of Wisconsin, gave an illustrated address on The Value of Demon- 

 strative Methods in the Agricultural Education of the Rural Popu- 

 lation, in which he described the short courses held at the University 

 of Wisconsin, the extension courses conducted at county agricultural 

 schools and elsewhere, and the demonstration work conducted 

 throughout the State on county demonstration farms and elsewhere. 



The former president of Harvard University, Dr. C. W. Eliot, gave 

 a notable address on The Value During Education of the Life-Career 

 Motive. This motive he believed should be present even in the ele- 

 mentary schools, and particularly should it be apparent in schools 

 attended by boys from 16 to 20 years of age. He called attention to 

 the difficulty of sustaining the interest of all the pupils in a single 

 course of study, especially the old classical or college preparatory 

 course; developed the fact that in the rural districts and in small 

 towns where there are only one or two important industries a large 

 percentage of the pupils adopt the vocation of their parents, a voca- 

 tion which is usually agricultural or industrial, and argued from this 

 that certainly in such communities, if not in others, the elements of 

 the arts applicable in ordinary households " and in various trades or 

 callings ought to be carefully taught in all schools, public, endowed, 

 or private, such as drawing and designing, domestic science and art, 

 and home economics, carpentry, and joinery, and in rural communi- 

 ties, agriculture." The importance of providing various forms of 

 training which children between the ages of 12 and 16 will see the 

 future use of was emphasized. 



The department of rural and agi'icultural education held two inde- 

 pendent section meetings and one joint session with the departments 

 of secondary education and science instruction. At the first session 

 the problems of field laboratory work for courses in agriculture and 

 horticulture were considered. R. L. Watts, of Pennsylvania, dis- 

 cussed Field Laboratory Work Accompanying College Courses in 

 Horticulture, and described the various types of such work as (1) 

 resident work, including craft work, such as sowing seeds, trans- 



