THE COLLEGE AND FARMING 



suits. The first great contest of the agri- 

 cultural college was to convince the public, 

 particularly the agricultural public, that 

 higher education is needed for agriculture. 

 That contest is now merely a memory. The 

 second epoch is now on whether agricul- 

 tural and country-life subjects can be 

 made the means of educating a man 

 broadly, independent of the particular vo- 

 cation that he is to follow. In other words, 

 shall agricultural education be severely 

 technical and professional or shall it be 

 broadly educational? It is evident that 

 these subjects are considered to have ex- 

 cellent training and disciplinary value 

 from the fact that most of the states, ter- 

 ritories, and provinces in North America 

 have now taken some kind of official action 

 looking toward the introduction of agricul- 

 tural subjects into the common schools. 

 The common public schools do not teach the 

 professions and trades. The result of 

 good industrial education is to put the 

 pupil into contact with his own problem, to 

 place him near his work, to develop his cre- 

 ative and constructive instincts, to give his 

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