of the hands and the^-training of the intellect. It is therefore not 

 only a source of practical gain in dollars and cents to the farmers, 

 but it is a great educational feature which has had a very whole- 

 some influence, not only on the agriculture of the Province, but 

 also on the agriculturists themselves. (Ex. Univ. Ontario, Can.) 



Secondary Education. It was fully 30 years after the first 

 State Agricultural College was opened in this country before the 

 first successful agricultural high school was established in connec- 

 tion with the College of Agriculture of the University of Minnesota- 

 but the success of that school was so pronounced that within 22 years 

 at least 80 agricultural high schools of different types have been 

 established and, together with 29 public high schools, are receiving 

 State aid for agriculture, while no less than 24 privately endowed 

 colleges and schools are giving instruction in agriculture. Further- 

 more, over 150 State and county normal scnools are preparing 

 young people to teach agriculture, and over 400 public and private 

 high schools and academies are giving some instruction in agri- 

 culture. 



The Minnesota School of Agriculture was established in 1888. 

 Similar schools of agriculture or two-year or three-year preparatory 

 or practical courses intended to serve the same purpose of training 

 young men for the farm without insisting that they first complete 

 a large amount of work in language, mathematics, and the primary 

 sciences, are now maintained in connection with the colleges of 

 agriculture in Alabama, California, Colorado, Connecticut, Florida, 

 Idaho, Louisiana, Maine, Maryland, Minnesota, Montana, Ne- 

 braska, Nevada, New Hampshire, New Mexico, North Dakota, Okla- 

 homa, Oregon, Khode Island, South Dakota, Virginia, Washington, 

 and West Virginia. 



Of the separate agricultural high schools receiving State aid 

 there are several types, chief among which may be mentioned the 

 congressional district agricultural high schools and the county agri- 

 cultural high schools. Alabama was the first State to establish an 

 agricultural school in each congressional district. Each school has 

 a branch experiment station connected with it, is provided with land 

 for experimental and instructional purposes, receives $4,500 annu- 

 ally from the State for maintenance, and has an equipment of 

 buildings, animals, and machinery more or less complete. The 

 course of study in each school extends over four years and corre- 

 sponds in grade to that of other high schools in the State. Usually 

 these schools are connected with local public schools and resident 

 pupils predominate, but there are also quite a number of pupils en- 

 rolled from the towns adjoining each school. Georgia has 11 con- 

 gressional district agricultural schools. 



County agricultural high schools which are now in operation 

 in a number of States were first established in Wisconsin in 1902. 

 These schools have been equipped at the expense of the counties 

 where they are located, but the State aids each school to the extent 

 of $4,000 a year to be applied to the running expenses. The course 

 of study in each school extends over two years, and the work in- 



