PROGRESS IN AGRICULTURAL EDUCATION. 341 



Labor income of 573 farmers in New York, arranged in capital groups. 



Dr. Warren recognized two ways of providing secondary instruc- 

 tion in agriculture, one through separate agricultural high schools 

 and the other through the introduction of agriculture into the preser.t 

 high schools. He believed that a few special agricultural high 

 schools might be desirable, but thought it would be unfortunate to 

 segregate students in that way. He preferred the introduction of 

 agricultural courses into existing schools, to be studied to some extent 

 at least by all students. He argued that agriculture would be a 

 valuable cultural subject to the boy who was to become a preacher,' 

 or doctor, or teacher, and a vocational subject to the boy who would 

 become a farmer. 



As to who should teach agriculture. Dr. Warren was strongly in 

 favor of a special teacher of the subject. He recognized the fact that 

 many of the principles of agi'iculture could be taught by the teachers 

 of botany, physics, chemistry, and other sciences, but showed that 

 even if all of the science teachers were to teach the relations of their 

 subjects to agriculture the result would not be agricultural instruc- 

 tion. To illustrate this he asked : 



How would the teaching of a crop rotation proceed if there were no special 

 teacher of agricultiu-e? Crops are rotated to control weeds, to control insects, 

 to control fungi, to keep up the humus supply, to secure the benefits of growing 

 grasses and legumes on each field, for convenience in working, and for control 

 of toxic substances. Possibly the botany teacher might mention weeds, fungi, 

 legumes, and grasses in this connection, and might even discuss toxic sub- 

 stances; the teacher of zoology might mention crop rotation as a means of 

 controlling insects; but to have these points mentioned at various times and 

 in a disconnected way would not teach the importance of crop rotation. 



D. J. Crosby read a paper on The Place of the Agricultural High 

 School in the System of Public Education. He pointed out two 

 essentials in a system of universal public education, namely, (1) a 

 standard graded course of instruction leading from the kindergarten 

 through the university to the learned, technical, and business profes- 

 sions, and (2) adequate provision for those who can not pursue the 

 whole course or who for any reason whatever have got out of the 



