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of the future for our schools. Agriculture, as the occupation of 

 half the American population and an important portion of the 

 people of Massachusetts, is an especially inviting field. 



10. Motives of Liberal Education now Dominant. The 

 above types of agricultural education are all controlled by the 

 motives dominant in liberal education. It is not intended that 

 they shall be determined by the conditions and necessities of 

 vocational education. It is desirable that, when the ends of 

 liberal education are being sought, only incidental consideration 

 should be given to the industrial significance of the means em- 

 ployed. Nevertheless, it must be apparent that all the above 

 methods of instruction, even when based solely on the text- 

 book, have some influence on vocational skill. 



Success in one's calling depends on something more than 

 skill, and capacity to apply science and art to productive ends ; 

 it involves social outlook, wider sympathies and the ideals which 

 actuate life. While the above forms of education cannot be 

 called vocational, they nevertheless should contribute ideals 

 and appreciation, important elements in the success of those 

 youths who ultimately turn to agriculture as an occupation. 



The study of agriculture above described should, so far as 

 State encouragement and support are concerned, stand in the 

 same position as the study of foreign languages, history, mathe- 

 matics, science and all subjects traditionally associated with 

 liberal education. It should not be aided by the State, as though 

 it were part of a system of vocational education. 



