special Secondary Schools of Agriculture 127 



by the legislature. The first appropriation was made in 1905, 

 $15,000. In 1907, $65,000 was appropriated for a dormitory, 

 dining hall, and an industrial building. The fees are : matricula- 

 tion, $5, book rent for those not desiring to buy books, $2, 

 depreciation of room furnishings, $2, board and room, $15 a 

 month. 



New York established its first " school of agriculture " in 

 July, 1906 at St. Lawrence University, Canton. Eighty thousand 

 dollars was appropriated for a building. While the school is 

 maintained by the state, its affairs are administered by the trus- 

 tees of the university. The charter under which it operates has 

 been amended to restrict the agricultural instruction to element- 

 ary and practical courses. 



A like amount was appropriated in 1908 for a similar school 

 at Alfred University, at Alfred. Five thousand dollars of this 

 was available for the first year's maintenance, after which the 

 annual maintenance fund is to be $10,000. 



The amount granted the same year for the establishment of 

 the agricultural school at Morrisville was $20,000. In 1910 

 the state appropriated $59,275, and the title to a group of former 

 county-seat buildings has been transferred to the state. The 

 school opened in October, 1910. 



As these are isolated schools that cannot be advantageously 

 grouped for consideration according to a general plan, they will 

 not be treated at length. The schools of Alabama, Georgia, Okla- 

 homa, Wisconsin, and Michigan, however, do admit of com- 

 prehensive treatment on the group plan. The description here 

 given will enable the reader to make some comparison of the 

 plan, scope, and work of these types of agricultural schools, 

 representing different local conditions of wealth and culture. 



Organization, Curriculum, and Equipment 



In their most complete development, the special agricultural 

 schools have as the most prominent feature of organization, a 

 three-fold division of the industrial work, namely, departments 

 of agriculture, manual training, and home economics, with the 

 academic studies forming a subsidiary part of the school curricu- 

 lum. The latter studies are designed to prevent the education 



