107 
the best 200-acre farms of Pennsylvania fifty years ago, the full value of which 
was $73.50. The equipmenl on such .1 farm to-day would be worth from $1,000 
to $3,000. 
In those early days students were given almost the same work as offered by 
the scientific department of - » 1 1 1« • i- colleges. The Instruction in agriculture was 
given in the field, largely i>.\ performing the ordinary tasks of < - 1 « * .- 1 1 ■ i 1 1 ir . ditch 
ing, fencing, and tilling the soil. 
Prom this chaotic condition agricultural knowledge, by the arduous efforts of 
a few able men, began to expand and develop, certain subjects became promi 
tient, and information relating to these subjects was systematized and gradually 
worked into such form as to be readily adapted to class Instruction. This fund 
of information, both practical and theoretical, has been added to and enriched 
year by year. Under scientific, painstaking instructors it has been worked Into 
pedagogical form, and courses of study with science as a hasis have been de 
veioped. until at present the agricultural side of technical education can pre 
sent a respectable appearance in the educational world. 
More has been accomplished during the last decade than was accomplished 
during the four preceding. Until very recently technical courses in agriculture 
could not rightfully claim equal standing with technical courses in medicine, 
law. or engineering. At present, however, many institutions have placed cer- 
tain courses in agriculture on a par with technical courses in the subjects jusl 
mentioned. 
It is not claimed that all courses in technical agriculture should be of this 
grade, but if they are offered as four-year courses leading to a degree they must 
give the equivalent amount of work for that degree or lose the confidence and 
support of educated people in other callings and professions. 
The agricultural side of technical education to become popular and meet with 
success must have the support of the most intelligent and best people of all 
classes. It is of the first importance that public school teachers, professional 
men, and the leaders in all lines of learning and industry shall have a favor- 
able opinion of the work offered in these courses. They can know but little in 
detail of the work offered, but they can and do know, in a general way, whether 
the institution or department is turning out men who are prepared to rank witli 
other college men in general training and development, and who are able to fill 
well the positions intrusted to their care. 
To gain and maintain the confidence of the public technical courses in agri- 
culture should be clearly outlined. No work should be placed in a course 
which the institution is not prepared and ready to give. It is pernicious and 
dishonest to outline subjects and courses in a catalogue or yearbook which the 
professor in charge knows will not be called for or the department is not pre- 
pared to give, however great and pressing the demand. The public can not be 
long misled by printed outlines. 
The object of each course should be clearly stated. There is a useful and 
legitimate field for short courses and special courses from one week to four 
years in length, but let the object be so definitely stated and the work so 
clearly outlined that no one will be misled thereby. If the course is to lead 
to a bachelor's degree, let the requirements for entrance and the time and work 
required be such as to compare favorably with other technical courses lead- 
ing to the same degree. One of the quickest and surest ways of discrediting 
a good thing is to make it cheap — cheap in the sense that it can be secured 
for a less amount of time or labor than is required elsewhere for the same 
article. The demand for a cheap article in education comes from those who 
usually are of little credit to an institution after their course is completed. 
The good students are not looking for soft snaps. They do not desire to enter 
the course which requires least for entrance and the minimum amount of work 
for a degree. Many good men have been lost to agriculture because they were 
too proud to enter upon a course of study tabooed and laughed at by students 
in other departments, largely on account of the inferiority of the work, both 
in quantity and quality, as compared with that offered in other departments. 
Happily these days in most institutions are past. 
Courses must be technical. Their object is to impart specific information 
for definite ends. General culture is a laudable acquirement, but it must play 
a secondary part in technical courses. In the early stages of agricultural 
education courses of study embraced many subjects which, while good in them- 
selves, bear no close relation to either the science or art of agriculture. They 
must give way to subjects which are more specific and technical in character. 
