21 



III. 



THE SYSTEM OF AGRICULTURAL SCHOOLS RECOM- 

 MENDED FOR MASSACHUSETTS. 



It was pointed out in the previous chapter that the condi- 

 tion and prospects of farming in Massachusetts seem to justify 

 a system of agricultural schools. The question arises as to 

 what types of schools are desirable for this Commonwealth. 

 Two promise to be effective. These are the separate or inde- 

 pendent agricultural school, and the agricultural department in 

 the public high school. 



1. SEPARATE AGRICULTURAL SCHOOL. 



(1) Definition and Examples. The separate agricultural 

 school aims to promote, by education, economic farming. Its 

 location, plant, staff and courses of training are determined by 

 this object. Such a school may, or may not, be on the same 

 site with an institution of different grade or type. Whatever 

 its proximity to other kinds of institutions, it requires a dis- 

 tinctly agricultural atmosphere and a farming environment. 



Instances of this type are: Minnesota Agricultural School, 

 St. Anthony Park ; the secondary agricultural courses at Guelph, 

 Ont, and Storrs, Conn. ; and Smith's Agricultural School, 

 Northampton, Mass. 



(2) Minimum Standards. Present experience seems to 

 show that schools designed to give vocational education must 

 meet certain minimum requirements in order to do effective 

 work. The following may be given as examples of such re- 

 quirements for the separate agricultural schools : 



A. Location and Plant. a. Accessibility. The eco- 

 nomic operation of a separate agricultural school and its use- 

 fulness to the State depend upon a considerable enrollment of 

 students. Experience demonstrates that an attendance of less 

 than 100 means either an excessive per capita cost or inferior 

 teaching. The spot selected for it, therefore, should be easily 

 reached from a considerable farming area. 



