72 AGRICULTURAL EDUCATION IN PUBLIC SCHOOLS 



schools will have to sink into relative insignificance compared with schools 

 which will teach the masses how to make a living as well as how to live. 

 .... We need as never before many-sided men and women, but men and 

 women who will put how to live and how to make a living first, and how 

 to use one's leisure second (97, p. 199). 



At present the importance of the problem suggested in the 

 foregoing discussion is being appreciated, and all the more 

 because agricultural high schools continue to be established. 

 Besides general discussions of the whole question of industrial 

 education as related to elementary and secondary schools two 

 plans for agricultural education in existing high schools are pro- 

 posed and are being considered. For example, one writer believes 

 in the correlation of high-school science and agriculture and gives 

 numerous illustrations to show that "the benefit of correlation 

 inures as well to the fundamental sciences as to their application 

 in agriculture" (98). Another thinks that agriculture should 

 be taught as a separate science. He says : 



"Educators are coming to see more and more clearly that 

 agriculture is both a science and an art, and as a result it is being 

 taught in ways which are not strictly applicable to the teaching 

 of other sciences." He sums up fifty-six replies to a question- 

 naire sent out to secondary-school men and college professors 

 and concludes that a "majority who have had actual experience 

 in teaching the subject advocate its being taught separately" (99). 



Among the periodicals of the second group two are devoted 

 to special phases of education that include agriculture. One is 

 School Science and Mathematics and the other is the Nature- 

 Study Review. The former is published in the interest of sec- 

 ondary education and the latter of elementary education. The 

 editors and associate editors of both periodicals are well-known 

 schoolmen who are actively interested in the various problems 

 of education of their own special lines of work. 



In a recent number of School Science and Mathematics we 

 find among the introductory sentences of an article on biologic 

 science in secondary schools the following: 



