324 ANNUAL REPORT OF THE Off. Doc. 



We believe that the last named melliod is by far tbe most important 

 and tbe most practicable one. We believe tbat tbe subject sboiild be 

 taugbt iu tbe existing bigb scbools ratber tban in special bigb 

 scbools for tbe reason tbat tbe State would bardly feel able to support 

 two sets of bigb scbools in tbe manner in wbicb tbey sbould be sup- 

 ported to do tbe work well- Anotber reason is tbat tbese special 

 bigb scbools would necessarily be few in number and so far apart 

 tbat tbey would be readily accessible to only a few of tbose wbicb 

 they would be intended to reacb. A furtber reason is tbat special 

 scbools Avould foster tbe class feeling and tend to sbarpen tbe line 

 separating tbe rural from tbe urban classes, wbicb is contrary to tbe 

 spirit of American institutions. AVe believe tbat so far as practical 

 the farmer sbould be educated along side of tbe lawyer, tbe merchant 

 and tbe engineer; in tbe same classes as far as possible. A few 

 special agricultural bigb scbools would be a good tbing but tbey 

 sbould supplement ratber tban take the place in existing bigb schools. 

 We believe that it is more important tbat agriculture be taugbt as a 

 biancb coordinate with other sciences rather than tbat special agri- 

 cultural courses be organized for the reason that a greater number 

 of pupils would be reached as most of the rural high schools are not 

 able to maintain more than one course of study. We believe that it 

 should be required of all as its training value aside from its utility 

 is fully as great as that of any other science. It requires as close 

 observation and as accurate thinking as any of them. It may be tbe 

 first science taught when it will serve as an introduction to the others, 

 or it may come after physical geography and botany. 



A few months ago Ave sent inquiries to all of the county superin- 

 tendents in Pennsylvania asking for a list of the high schools of the 

 first, second and third classes in each county teaching agriculture. 

 Keplies were received from 43 superintendents representing 85 high 

 schools of tbe first class, 154 of the second class, 290 of tbe third, 

 and 29 unclassified, or a total of 558 in all. These superintendents 

 reported in tbe 43 counties there were 12 high schools of the first class, 

 36 of the second class and 107 of tbe third class making a total of 155 

 in which agriculture was being taugbt. Letters of in(iuiry were then 

 sent to each of these 155 high schools asking tbe number of years in 

 the course, the extent to which agriculture was taught, the text-book 

 used, if any, and tbe proportion of time given to recitations and to 

 practicum. Eeplies were received from 89 principals. Of these 53 

 reported that they were teaching agriculture, nine reported that it 

 was being taugbt incidentally along with physical geography or some 

 other branch, and three that it was optional in tbe course but was 

 not being taken. Two schools reported separate agricultural courses. 

 Most of them however seem to devote about one period per day for 

 half a school year to the subject. A few teach it two or three times 

 a week for half a year. 



Twenty-six or exactly half of the schools were using a text-book 

 which is not above tbe eighth grade. Nine more were using a book 

 that is even more elementary. Both of these are attractive books and 

 are put out by very aggressive publishing houses which accounts for 

 their wide introduction. Six schools were using Warren's Elements 

 of Agriculture which is probably the best book we have for tbe pur- 

 pose at present- Two were using Wilkinson's ''Practical Agricul- 

 ture" which may be made of high school rank if the teacher so chooses. 



