Part 4 (1/2)

_Agriculture in the public schools._

Agriculture is now a school subject. It is recognized to be such by state syllabi, in the minds of the people, and in the minds of most school men. It is finding its way into high-schools and other schools here and there.

There is no longer much need to propagate the idea that agriculture is a school subject. It is now our part to define the subject, organize it, and actually to place it in the schools.

We must understand that the introduction of agriculture into the schools is not a concession to farming or to farmers. It is a school subject by right.

It is the obligation of a school to do more than merely to train the minds of its students. The school cannot escape its social responsibilities; it carries these obligations from the very fact that it is a school supported by public money.

The schools, if they are to be really effective, must represent the civilization of their time and place. This does not mean that every school is to introduce all the subjects that engage men's attention, or that are capable of being put into educational form; it means that it must express the main activities, progress, and outlook of its people.

Agriculture is not a technical profession or merely an industry, but a civilization. It is concerned not only with the production of materials, but with the distribution and selling of them, and with the making of homes directly on the land that produces the material. There cannot be effective homes without the development of a social structure.

Agriculture therefore becomes naturally a part of a public-school system when the system meets its obligation. It is introduced into the schools for the good of the schools themselves. It needs no apology and no justification; but it may need explanation in order that the people may understand the situation.

If agriculture represents a civilization, then the home-making phase of country life is as important as the field farming phase (page 93). As is the home, so is the farm; and as is the farm, so is the home. Some of the subjects that are usually included under the current name of home economics, therefore, are by right as much a part of school work as any other subjects; they will be a part of city schools as much as of country schools if the city schools meet their obligations. They are not to be introduced merely as concessions to women or only as a means of satisfying popular demand; they are not to be tolerated: they are essential to a public-school program.

_The American contribution._

The American college-of-agriculture phase of education is now well established. It is the most highly developed agricultural education in the world. It is founded on the democratic principle that the man who actually tills the soil must be reached,--an idea that may not obtain in other countries.

We are now attempting to extend this democratic education by means of agriculture to all ages of our people, and there is promise that we shall go farther in this process than any people has yet gone; and this fact, together with the absence of a peasantry, with the right of personal land-holding, and with a voice in the affairs of government, should give to the people of the United States the best country life that has yet been produced.

America's contribution to the country-life situation is a new purpose and method in education, which is larger and freer than anything that has yet been developed elsewhere, and which it is difficult for the Old World fully to comprehend.

The founding of the great line of public-maintained colleges and experiment stations means the application of science to the reconstruction of a society; and it is probably destined to be the most extensive and important application of the scientific method to social problems that is now anywhere under way.

_The dangers in the situation._

It is not to extol our education experiment that I am making this discussion, but to measure the situation; and I think that there are perils ahead of us, which we should now recognize.

There are two grave dangers in the organization of the present situation: (1) the danger that we shall not develop a harmonious plan, and thereby shall introduce compet.i.tion rather than cooperation between agencies; (2) the danger that the newer agencies will not profit fully by our long experience in agriculture-teaching.

An internal danger is the giving of instruction in colleges of agriculture that is not founded on good preparation of the student or is not organized on a sound educational basis. Winter-course and special students may be admitted, and extension work must be done; but the first responsibility of a college of agriculture is to give a good educational course: it deals with education rather than with agriculture, and its success in the end will depend on the reputation it makes with school men.

There is also danger that new inst.i.tutions will begin their extension work in advance of their academic educational work; whereas, extension and propaganda can really succeed only when there is a good background of real accomplishment at home.

There is necessity that we now reorganize much of our peripatetic teaching. It is no longer sufficient to call persons together and exhort them and talk to them. We have come about to the end of agricultural propaganda. All field and itinerant effort should have a follow-up system with the purpose to set every man to work on his own place with problems that will test him. We have been testing soils and crops and fertilizers and live-stock and machines: it is now time to test the man.

There is also danger that we consolidate too many rural schools in towns. If it is true that the best country life is developed when persons live actually on their farms, then we should be cautious of all movements that tend to centralize their interests too far from home, and particularly to centralize them in a town or in a village. The good things should come to the farm rather than that the farm should be obliged to go to the good things.

_The present educational inst.i.tutions._

We must first understand what our inst.i.tutions of education are. The extension of agriculture-education in inst.i.tutions in the United States (beyond the regular colleges of agriculture) is in four lines: as a part of the regular public-school work; in unattached schools of agriculture publicly maintained; in departments attached to other colleges or universities; in private schools. The last category (the private schools) may be eliminated from the present discussion.

The separate or special-school method is well worked out in Wisconsin (county plan), in Alabama and Georgia (congressional-district plan), Minnesota (regional plan), with other adaptations in Louisiana, Oklahoma, Michigan, Maryland, and elsewhere.

In New York, the movement for special schools has taken an entirely new direction. Two schools are connected with existing inst.i.tutions of higher learning of long-established reputation (being the only schools of this kind, state-maintained, attached to liberal arts universities) and one is unattached; none of them has a defined region or territory.