86 AGRICULTURAL EDUCATION IN PUBLIC SCHOOLS 



In about half the states the administrative officer is chosen 

 by popular vote; in the rest he is appointed by the governor 

 or chosen by the members of the board. Being thus a political 

 office in some instances, the position as secretary or commis- 

 sioner of agriculture is more or less on a political basis, and 

 therefore fails properly to fulfil the purpose for which it was 

 intended, viz., to promote the agricultural interests of the state. 

 It is the purpose of this chapter to sum up the work now 

 being done by the various state departments, and by the state 

 farmers' institutes in promoting agricultural education, particu- 

 larly in elementary and secondary schools. 



In one-half of the states the farmers' institutes are con- 

 ducted under the direct or indirect control of the state organi- 

 zations for agriculture; in the other half they are conducted by 

 the state agricultural colleges. Since the methods and aims of 

 all farmers' institutes are essentially the same in both groups, 

 those under state supervision and those under state agricultural 

 college supervision will be considered in the second part of this 

 discussion. As might be expected, the attitude of the various 

 state organizations for agriculture is favorable toward agricul- 

 tural education in the public schools. In many reports of sec- 

 retaries or commissioners of agriculture much emphasis is placed 

 upon the importance of recognizing agriculture as a school 

 subject. The following extract is typical: 



The Department has continued its efforts to impress upon the people 

 of the state the importance and necessity of agricultural and industrial 

 instruction in the public schools. These schools should fit for vocation. 

 The population of this and other states is continually increasing, and in 

 order for the farms to meet this increase there must be a more intelligent 

 system of agriculture. This can best be brought about by teaching the 

 principles of agriculture in the public schools. The farmer has a business 

 to be studied and learned. It needs a trained mind as much as any oth r 

 occupation. Let us educate our boys who are to be farmers of the future, 

 for that work. Specific training of a practical kind is a necessity for the 

 coming occupants of our farms, as well as those engaged in mechanical 

 industries. The most valuable asset of the state is her children. They 



