INTRODUCTION. 



"The most significant fact in the educational world to-day is the 

 demand that agriculture be taught in the public schools. * * * I 

 do not believe in that philosophy of education which would establish 

 separate schools for the various industries and occupations of life." : 

 If we accept these statements, the conclusion is obvious: we should 

 teach agriculture in existing high schools and we should do it now. 



We should teach this subject in existing schools because: 



1. We are not ready to establish separate industrial or trade 

 schools in this country. Such schools, if maintained at state expense, 

 smack of European conditions and class distinctions. 



2. We could not meet the expense of a dual system of secondary 

 schools, even if we were willing to do so. Most districts find some 

 difficulty in providing adequately for existing schools. To divide our 

 energies and resources between two systems of high schools, would 

 mean the ultimate failure of both. 



3. The existing high schools can easily be made to fill the de- 

 mand. When agriculture is put on an equal footing with other sub- 

 jects, when teachers are employed who know and can teach the sub- 

 ject, and when they are given time and equipment to teach it, the 

 problem will be solved. 



4. Measured by any standards of educational aims and educa- 

 tional values, courses in agriculture will compare favorably with 

 other courses taught. 



We should introduce this subject immediately, for the very excel- 

 lent reason that the demand must and will be met. Some states have 



* From an address by !>%n E. Davenport, College of Agriculture, Univer- 

 sity of Illinois. 



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