158 The State and the Farmer 



ject here and there to the school curriculum 

 may not be sufficient to put the school into 

 real relationship with its environment. 



I am in sympathy, as I have said, with the es- 

 tablishment of a few secondary special schools 

 for teaching agriculture whenever they can be 

 well organized and the subjects thoroughly 

 well taught. I am also in sympathy with 

 the introducing of agriculture as a special 

 subject in rural schools whenever it can be 

 effectively handled. These two agencies ought 

 to be effective in arousing and crystallizing 

 public sentiment to the need of a new kind of 

 education. However, these cannot meet the 

 problem of rural education. The final inef- 

 fectiveness of merely adding agriculture to 

 the curriculum lies in the fact that it does 

 not constitute of itself a real redirection of 

 the whole point of view of the school, al- 

 though it may be a most useful means of 

 starting a revolution that will bring about 

 that desirable end. 



If we establish special schools for agricul- 

 ture, they should supplement the public 



