107 



tliP best 2nO-acTe fnrms of Pennsylvania fifty yenrs apro, the fnll value of wliich 

 was $78.50. Tlie eciuipnient on sneli a farm to-day wouM lie worth from .$1,00(1 

 to $;!.(« »0. 



In those early days students wei-e ,i;i\-en almost the same work as offered by 

 the scientific department of other colleges. The instruction in agriculture was 

 given in the field, largely by jierforming the ordinai-y tasks of clearing, ditch- 

 ing, fencing, and tilling the soil. 



From this chaotic condition agricultural knowledge, by the arduous efforts of 

 a few able men, began to exitand and develop, certain sul).iects became promi- 

 nent, and information relating to these subjects was systematized and gradually 

 worked into such foi-m as to be readily adapted to class instruction. This fund" 

 of information, both practical and theoretical, has been added to and enriched 

 year by year. Under scientific, jiainstaking instructors it has been worked into 

 l»edagogical form, and courses of study with science as a basis have been de- 

 veloped, until at present the; agricultural side of technical education can pre- 

 sent a respectable api)earance in the educational world. 



More has been accomplished during the last decade than was accomplished 

 (luring the four preceding, t'ntil very recently technical courses in agriculture 

 could not rightfully claiui equal standing with technical courses in medicine, 

 law, or engineering. At present, however, many institutions have placed cer- 

 tain courses in agriculture on a par with technical courses in the subjects just 

 mentioned. 



It is not claimed that all covirses in technical agriculture should be of this 

 grade, but if they are offered as four-year courses leading to a degree they must 

 give the equivalent amount of vrork for that degree or lose the confidence and 

 support of educated people in other callings and professions. 



The agricultural side of technical education to become i»opular and meet with 

 success must have the support of the most intelligent and best people of all 

 classes. It is of the first importance that public school teachers, professional 

 men, and the leaders in all lines of learning and industry shall have a favor- 

 able opinion of the work offered in these courses. They can know but little in 

 detail of the work offered, but they can and do know, in a general way, whether 

 the Institution or department is turning out men who are prepared to rank with 

 other college men in general training and development, and who are able to fill 

 well the positions intrusted to their care. 



To gain and maintain the confidence of the public technical courses in agri- 

 culture should be clearly outlined. No work should be placed in a course 

 which the institution is not prepared and ready to give. It is pernicious and 

 dishonest to outline subjects and courses in a catalogue or yearbook which the 

 professor in charge knows will not be called for or the department is not pre- 

 pared to give, however great and pressing the demand. The public can not be 

 long misled by printed outlines. 



The object of each course should be clearly stated. There is a useful and 

 legitimate field for short courses and special courses from one w'eek to four 

 years in length, but let the oI»ject be so definitely stated and the work so 

 clearly outlined that no one will be misled thereby. If the course is to lead 

 to a bachelor's degree, let the requirements for entrance and the time and work 

 required be such as to compare favorably with other technical courses lead- 

 ing to the same degree. One of the quickest and surest ways of discrediting 

 a good thing is to make it cheap — cheap in the sense that it can be secured 

 for a less amount of time or labor than is required elsewhere for the same 

 article. The demand for a cheap article in education comes from those who 

 usually are of little credit to an institution after their course is completed. 

 The good students are not looking for soft snaps. They do not desire to enter 

 the course which requires least for entrance and the minimum amount of work 

 for a degree. Many good men have been lost to agriculture because they were 

 too proud to enter upon a course of study tabooed and laughed at by students 

 in other departments, largely on account of the inferiority of the work, both 

 in quantity and quality, as compared with that offered in other departments. 

 Happily these days in most institutions are past. 



Courses must be technical. Their object is to impart specific information 

 for definite ends. General culture is a laudable acquirement, but it must play 

 a secondary part in technical courses. In the early stages of agricultural 

 education courses of study embraced many subjects which, while good in them- 

 selves, bear no close relation to either the science or art of agriculture. They 

 must give way to subjects which are more specific and technical in character. 



