Annual Report of the Office of Experiment Stations, June 30, 1910 Page: 341
512 p. ; ill. ; 23 cm.View a full description of this book.
Extracted Text
The following text was automatically extracted from the image on this page using optical character recognition software:
PROGRESS IN AGRICULTTJRAL EDUCATION. 341
Labor income of 5~3 farmers in New York, arranged in capital groups.
ApaAverage Average
labor income
of farmers
Capital. farmers tmore
---___ -with more
with dis -than district-school
trict-school
education. ..I.
education.
$2,000 and under ............................................. ........... ........ $187 $286
$2,001-$4,000 ............................. .......... .... . .. ... 241 275
$4,001-$6,000 ...........................-......-............. ..................... 398 466
$6,001-$8,000... . . - - - - 395 709
$8,001-$10,000 ....................1................ ........... ..... ....... .... .. .. 618 796
$10,000-$15,000 ............ ................................... ..... ............ .. . 525 1,091
Over $15,000 .................. ..... .....i.................. 1,054 1,272
Dr. Warren recognized two ways of providing secondary instruction
in agriculture, one through separate agricultural high schools
and the other through the introduction of agriculture into the prese-t
high schools. He believed that a few special agricultural high
schools might be desirable, but thought it would be unfortunate to
segregate students in that way. lHe preferred the introduction of
agricultural courses into existing schools, to be studied to some extent
at least by all students. He argued that agriculture would be a
valuable cultural subject to the boy who was to become a preacher,
or doctor, or teacher, and a vocational subject to the boy who would
become a farmer.
As to who should teach agriculture, Dr. Warren was strongly in
favor of a special teacher of the subject. Hie recognized the fact that
many of the principles of agriculture could be taught by the teachers
of botany, physics, chemistry, and other sciences, but showed that.
even if all of the science teachers were to teach the relations of their
subjects to agriculture the result would not be agricultural instruction.
To illustrate this he asked:
How would the teaching of a crop rotation proceed if there were no special
teacher of agriculture? Crops are rotated to control weeds, to control insects,
to control fungi, to keep up the humus supply, to secure the benefits of growing
grasses and legumes on each field, for convenience in working, and for control
of toxic substances. Possibly the botany teacher might mention weeds, fungi,
legumes, and grasses in this connection, and might even discuss toxic substances;
the teacher of zoology might mention crop rotation as a means of
controlling insects; but to have these points mentioned at various times and
in a disconnected way would not teach the importance of crop rotation.
D. J. Crosby read a paper on The Place of the Agricultural High
School in the System of Public Education. He pointed out two
essentials in a system of universal public education, namely, (1) a
standard graded course of instruction leading from the kindergarten
through the university to the learned, technical, and business professions,
and (2) adequate provision for those who can not pursue the
whole course or who for any reason whatever have got out of the
Upcoming Pages
Here’s what’s next.
Search Inside
This book can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Book.
United States. Office of Experiment Stations. Annual Report of the Office of Experiment Stations, June 30, 1910, book, September 14, 1911; Washington D.C.. (https://digital.library.unt.edu/ark:/67531/metadc5000/m1/352/: accessed May 7, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; crediting UNT Libraries Government Documents Department.