504 EXPEKIMENT STATION RECORD. 



pletely this differentiation is made the better it will be for American 

 agricultural institutions and for American agriculture and people. 



A widespread and lively interest in the development of secondary 

 instruction in agriculture was evident from the character of the dis- 

 cussion of this subject in the Portland convention. The dominant 

 note in all of this discussion was the necessity of coordinating and 

 harmonizing agricultural instruction, as far as possible, with the 

 present educational systems and methods of the country. 



This Avas made evident by formal action of the convention in 

 indorsing the view that "(1) agriculture, including horticulture and 

 forestry, should be a regular part of public secondary education; (2) 

 the unity of our educational system should be maintained, but there 

 should be sufficient elasticity of curriculum to meet the various needs 

 of our people ; (3) the standard of the curriculum of secondary schools 

 having agricultural courses should conform in a general way to those 

 adopted for the general school system of the State; (4) the standard 

 agricultural courses, whether in the ordinary high schools or in spe- 

 cial schools, should not be narrowly vocational, but should aim to fit 

 the pupils for life as progressive, broad-minded, and intelligent men 

 and women, citizens and homemakers, as well as farmers and horti- 

 culturists." 



In connection with this discussion the fact was also brought out 

 that it is clearly the prevailing sentiment in the association that 

 secondary work should be definitely differentiated from college work 

 in our agricultural colleges. This involves the establishment of 

 standard requirements for entrance to and graduation from these 

 institutions, and the definite organization of secondary schools or 

 courses for those students who are not qualified to enter the college. 

 While our agricultural colleges can not at once give up all secondary 

 instruction, they can definitely recognize it as a distinct branch of 

 work, and by aiding in the establishment of separate secondary 

 schools and courses can hasten the day when all secondary instruc- 

 tion in agriculture will be given outside the agricultural college. 



On the other hand, the association by formal resolution indorsed 

 the maintenance in everj^ State receiving the benefits of the land- 

 grant act of 1862 of an institution of distinctly collegiate grade in 

 which agriculture should be a leading subject of instruction. The 

 meaning of this action is that the friends of agricultural education 

 believe that pedagogically agriculture should be developed in strong 

 and broad courses of college grade in the land-grant institutions, 

 under whatever name these may have been organized. In some 

 States this will make it necessary for these institutions to advance 

 entrance requirements and broaden and strengthen agricultural 

 courses for candidates for the bachelor's -degree. But whatever needs 



