THE PROBLEMS OF PROGRESS 31 



the primary school is to secure properly equipped 

 teachers. 



Perhaps the most stupendous undertaking in 

 agricultural education is the adequate develop- 

 ment of secondary education in agriculture. 

 The overwhelming majority of young people who 

 secure any agricultural schooling whatever 

 must get it in institutions that academically are 

 of secondary grade. This is a huge task. If 

 developed to supply existing needs, it will call 

 for an enormous expenditure of money and for 

 the most careful planning. From the teaching 

 view-point it is a difficult problem. Modern 

 agriculture is based upon the sciences; it will 

 not do, therefore, to establish schools in the 

 mere art of farming. But these agricultural 

 high schools must deal with pupils who are 

 comparatively immature, and who almost in- 

 variably have had no preparation in science. 

 Nor should the courses at these schools be ultra- 

 technical. They are to prepare men and women 

 for life on the farm — men and women who are 

 to lead in rural development, and who must 

 get some inkling at least of the real farm question 

 and its solution. The agricultural school, 

 therefore, presents a problem of great difficulty. 



A perennial question in agricultural education 



