CHAPTER III 



STATE DEPARTMENTS OF EDUCATION AND STATE 

 LEGISLATION 



Each state or territory has at the head of its school system a 

 central office. This office is administered in most states by a 

 state superintendent or state commissioner of education, and in 

 some states, as in Connecticut, Delaware, Rhode Island, and 

 Massachusetts, by a state board of education through its secre- 

 tary or commissioner (29). 



These state offices vary in details and plan of organization, 

 and somewhat in authority over educational matters, but are alike 

 in essential respects. But however efficient the departmental 

 organizations, the personality and aggressiveness of those in 

 charge count for much in the influence that these offices exert 

 in the educational welfare of their respective states. 



It is especially true that the introduction of a new subject of 

 instruction like agriculture may be greatly hindered or promoted 

 by the attitude taken by the state office. If favorable, the subject 

 may be recommended for legislation, it may be put in the course 

 of study, a textbook may be adopted, through personal influence 

 on local boards it may be introduced in certain sections of the 

 state, interest may be aroused by making it a reading-circle sub- 

 ject, special publications may be issued to help teachers who wish 

 to teach the subject, by promoting interest through clubs or other 

 organizations. The main facts concerning the efforts of all the 

 states and territories in the promotion of agricultural education 

 in the elementary and secondary schools through their central 

 offices of education and by legislation are indicated in the follow- 

 ing tabulation. 



In Delaware interest in agricultural education has not seemed 

 to warrant any attention from its state department of educa- 

 tion. Kentucky, although it is an agricultural state, has 



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