2 2 Agricultural Instruction in tlie Public High ScJtools 



agement was given during the early stages. In Nebraska, where 

 agriculture is taught in a larger number of first grade high 

 schools than in any other state, much of the later influences can 

 be traced to the demand for well trained rural school teachers, 

 who come in no small degree from the city high-school training 

 classes. 



The spread of agriculture in Ohio, where it is now taught in 

 more of the strictly rural high schools than in most of the other 

 states considered, is due to the earnest and sympathetic cam- 

 paign carried on by the State University through its agricultural 

 extension officer. Professor A. B. Graham. 



Because of the expense of hiring a competent instructor, of 

 getting apparatus, and of maintaining an experimental plat, 

 many leaders in the movement for agricultural instruction assume 

 that its success depends on the establishment of high schools in 

 the larger units, as the township, county, or even larger units, 

 such as the congressional or judicial district. They feel that a 

 township and village together will be better able to furnish 

 the needed funds than either township or village alone, and that 

 a county high school will be more sympathetic toward the move- 

 ment than a high school supported by the city alone. 



Legal provisions exist for the establishment and maintenance 

 of county high schools in Alabama, California, Iowa, Kansas, 

 Louisiana, Mississippi, Montana, Nebraska, Oregon, and Ten- 

 nessee. High schools for entire townships, parts of the same, 

 or for contiguous parts of adjoining townships, may be estab- 

 lished in Illinois, Indiana, New Jersey, New York, North Caro- 

 lina, North Dakota, Ohio, Pennsylvania, South Dakota, Wis- 

 consin, and by the New England " towns." Other states have 

 also various forms of " special districts." 



Statistics of Schools Teaching Agriculture as a Sep.\rate 



Study 



Tables i, 2, 3, and 4 give a conservative statement of the 

 schools that are probably doing the agricultural work they 

 claim to do, whether it is for half a year or for the entire 



