1018 



SUCCESSFUL FARMING 



in institutions of higher learning, was slow. During the past ten years 

 however, it has gained a wonderful momentum, and has exceeded in devel- 

 opment and support any other branch of vocational training in an equal 

 length of time. According to the annual report of Director Claxton, of the 

 United States Bureau of Education, for the year 1914, there were in the 

 United States 1792 secondary schools teaching agriculture to 53,367 pupils. 

 At the present time the greatest need in these secondary schools is for 

 teachers with suitable agricultural training. To meet this demand, many 

 of the normal schools have established courses in general agriculture, and 



School AYagons Returning Pupils to their Homes. 1 



the agricultural colleges have introduced courses in agricultural education, 

 running parallel with the courses in agronomy, animal husbandry, horti- 

 culture, etc. 



Teachers of agriculture in secondary schools should have a liberal 

 education in the general cultural subjects and in the physical and natural 

 sciences, particularly as related to agriculture. They should also have 

 sufficient training in psychology and pedagogy to make them efficient 

 teachers. It is also essential that they have the technical and practical 

 knowledge needed on the farm. Familiarity with farm life, acquired by 

 having lived on a farm, strengthens the sympathy between teacher and 

 pupils, and makes possible the most effective teaching. 



There is a large field of service for young men and young women trained 



Courtesy of U. S. Dept. of Agriculture. 



