150 The State and the Farmer 



(3) Special agricultural schools. 



I speak now of the separating of educa- 

 tion in agriculture. My readers know that 

 many years ago^there was long-continued agita- 

 tion for agricultural and other industrial 

 education. Necessarily the discussion took 

 issue with the existing order of education. 

 The movement was essentially a revolt. This 

 long-fought revolution culminated in the 

 Land-Grant Act of 1862. The collegiate grade 

 or phase of agricultural education was estab- 

 lished forever. This new education was so 

 unlike the old education in spirit that new col- 

 leges were established independently of the 

 old. The new education was isolated. In 

 some instances, the new education was made a 

 department in old institutions, but in such 

 conditions it did not thrive. The separate col- 

 leges led the way. Being free, they could do 

 as they chose. They did not need to conform 

 to old customs and methods ; yet it is worthy 

 of comment that, although being free they 

 were nevertheless bound, for they carried the 

 new work as a recitation-subject and book- 



