ELEMENTARY AND SECONDARY SCHOOLS 119 



sion of a rural school living up to its possibilities. Referring 

 to the kind of agricultural studies suggested in the above report, 

 he says : 



All such teaching as this will call for a new purpose in the school build- 

 ing. The present country-school building is a structure in which children 

 sit to study books and recite from them. It should also be a place in which 

 the children can work with their hands. Every school building should have 

 a laboratory room, in which there may be a few plants growing in the win- 

 dows, and perhaps an aquarium and terrarium. Here the children will bring 

 flowers and insects and samples of soil, and varieties of corn or cotton in 

 their season, and other objects that interest them, and here they may perform 

 their simple work with tools. Even if the teacher cannot teach these sub- 

 jects, the room itself will teach. The mere bringing of such objects would 

 have a tremendous influence on children : patrons would ask what the room 

 is for; in time a teacher would be found who could handle the subject peda- 

 gogically. Now we see children carrying only books to school; some day 

 they will also carry twigs and potatoes and animals and tools and contrivances 

 and other personal objects (122). 



SECONDARY SCHOOLS 



Previous to 1906 there were but few high schools (except- 

 ing agricultural high schools) giving instruction in agriculture; 

 in 1906-7 there were 75-80; in 1907-8, 240-50; in 1908-9, 

 over 500; in 1909-10, probably 1,000; in 1910-11, incomplete 

 data indicate as many as 1,500. The number of agricultural 

 high schools (those giving two or more years of agricultural 

 instruction) in 1909 was 125; in 1910, 144. Of these there 

 were receiving local support, in 1909, 24; in 1910, 33; receiv- 

 ing state aid in 1909, 29; in 1910, 39; technical schools giving 

 agricultural instruction in 1909, 37; in 1910, 47; connected with 

 agricultural colleges in 1909, 34; in 1910, 35 (149, pp. 333~35; 

 W PP- 23-25). 



Secondary agricultural education has developed along sev- 

 eral lines, giving rise to as many as eight more or less distinct 

 types, viz. (a) agricultural-college, (&) district, (c) county, 

 (d) village-township, (<?) city, (/) state aid, (g} technical, (h) 

 normal. 1 



1 The first four types of this classification are suggested by G. A. Bricker in his Teaching 

 of Agricultural in the High School, chap, ii (151). 



