AGRICULTURAL EDUCATION IN THE SCHOOLS. 

 By Pres. Kexyon L. Butterfield, Amherst, Mass. 



Given before the Society, March 7, 190S. 



I like the word "vocational" as applied to a system of training 

 for one's life work. While it suggests that one is preparing for an 

 occupation, it seems to imply that technical skill is not all of voca- 

 tion, and that the man himself as well as the work he has to do are 

 to be considered in preparation for vocation. This is so because if 

 vou show a man what he ought to know about his calling; in life 

 you must indicate to him not merely how he may become a skilful 

 worker, but you must tell him how his particular calling is related 

 to other callings, how it is bound up with the welfare of the state 

 and nation, what bearing it has upon the development of civilization, 

 and indeed you must show him also its moral aspects. Conse- 

 cjuently while a vocational training pre{)ares men and women for 

 work, it is far from blind to the fact that mere individual skill and 

 efficiency are not sufficient. 



It may be objected of course that vocation is not all of life, and 

 consecpiently that a vocational education is not a liberal training. 

 But I contend that for most people vocation is the larger proportion 

 of life, when you take into consideration all these industrial, political, 

 social and moral relationships. The areas of the two circles are 

 substantially the same. At any rate, this may be said, that for 

 most people vocation is the key to the most of life. 



We have several great divisions of vocation, namely, — agri- 

 culture, manufacturing, transportation and commerce, home- 

 making and other work for women, and the so-called professions _ 

 With respect to the last it may be said that gradually new pro- 

 fessions are arising out of the old vocations. It is becoming 

 increasingly evident that education for all these vocations is neces- 

 sary. In the past we have emphasized the professions and have 



