N->. 6. DEPARTMENT OF AGRICULTURE. 387 



population of the several states. That we may better understand 

 the full significance of such apportionment it may be pointed out 

 that the people of Pennsylvania, assuming they are average people 

 in their consuming power, are contributing to the support of the 

 national government about |80,000,000 annually. Pennsylvania con- 

 tributes annually about |15,000,000 to the support of the Army and 

 Navy, or more than half as much as the cost of the whole State 

 government and twice as much as the State appropriation to the 

 public schools. Twice as much for national welfare as for State 

 education. 



This bill differs from the Morrill Acts in another way. The first 

 Morrill Act provides for the teaching of scientific and classical 

 studies and military science. The second Morrill Act provides for 

 instruction in the English language and the various branches of 

 mathematical, physical, natural and economic science. The r(^ort 

 of the Commissioner of Education for year ending June 30, 1905, 

 shows the expenditure of the federal funds of the Land Grant 

 Colleges to be as follows: 



Agriculture, 16.8, 

 Mechanic Arts, 29.6, 

 English Language, 12,4. 

 Mathematical Science, 11.8. 

 Natural and Physical Science, 23.2. 

 Economic Science, 6.2. 



The Davis Bill provides, as previously stated, that the federal 

 funds appropriated for secondary education shall be used only for 

 instruction in agriculture, mechanic arts and home economics, while 

 the instruction in all general studies required to make well-rounded 

 high school courses of study must be provided from other funds. 



While this movement has been going on for specialized secondary 

 agricultural or industrial schools, another movement has been in 

 progress looking to the introduction of agriculture into high schools 

 substantially as they exist to-day. The persons who are agitating 

 for secondary education in agriculture may be divided into three 

 classes: (1) those who favor the specialized industrial or agricultural 

 high schools as above-mentioned; (2) those who do not believe in 

 agricultural high schools any more than they believe in Algebraic 

 High Schools or Botanical High Schools, but who believe that agri- 

 culture is a subject which may be taught in any high school to any 

 student, just as Latin, or geometry, or physics may be taught; (3) 

 the third class are those who favor both classes of schools, namely, 

 the specialized agricultural high school with a trained fnculty of 

 experts, and the ordinary high school with agriculture taking its 

 place with other subjects. 



The argument with some is that the specialized high school is a 

 phase of our educational development and is necessary for the pur- 

 pose of creating interest and enthusiasm and for the purpose of 

 working out satisfactory systems of instruction; that when these 

 special schools have demonstrated their usefulness and place in the 

 educational system, then 'the ordinary high schools of the country 

 will adopt such form of instruction as has been proved best adapted 

 to their needs. 



