Excerpt from A History of Agricultural Education in the United States, 1785-1925 Part 7. Secondary education in agriculture, 1862 - 1925 Disappearance of agriculture from secondary schools, 1862 - 1880 Beginning of a new movement for agriculture in secondary schools. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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Excerpt from Agricultural Education: Historically Considered It is a long step from the scholastic education of the Middle Ages to the practical education attempted in the scientific and technical schools of to-day; but it is natural that the rebellion against the former should end in the establishment of the latter. Bacon himself probably never had a conception of such a result, yet it has been the logical outcome of his philosophy. Since that philosophy produced an entire series of new sciences, his disciples could not consistently do otherwise than introduce these sciences in their plan of education, even at the expense of the studies most honored by Bacon himself. To the oft-repeated assertion, that he tried to make thought practical, may be added the other assertion, that this century threatens to exclude from education everything but the practical. In carrying out the plans for practical education, scientific and technical schools have been founded, apparently with very modest intentions, and have then been pushed into positions which sometimes must seem as surprising to their founders as to their competitors. At first thought, it would seem that a training for a special occupation would never enter the plane of a liberal education in a college with a long-established course. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Monographs on Education in the United States, Vol. 12: Agricultural Education The first agricultural college to be actually established and put in operation was that of the state of Michigan. Article 13, section 11 Of the constitution of the state of Michigan adopted in 1850, says: The legislature shall encourage the promotion of intellectual, scientific, and agri cultural improvement; and shall as soon as practicable, pro vide for the establishment Of an agricultural school. This was the first state constitution to provide for the establish ment of an agricultural school. It is noteworthy, also, that it was the first one to provide that all instruction in the dis trict schools should be conducted in the English language. The act establishing the state agricultural college of Michi gan was passed on February 12, 1855. The college was located upon a farm of some 500 acres, situated about four miles east of the city of Lansing; buildings were erected, and the college was formally opened in May, 1847. The legislature of Maryland incorporated the next agri cultural college in 1856, which was, however, in part a pri vate institution. Some five hundred citizens of Maryland, and of the District of Columbia, together with a few from adjacent states, subscribed to a certain amount of stock, which the legislature required should be provided. The stockholders elected a board of trustees, and this body located the college upon the estate of Charles B. Calvert, situated in Prince George County, about nine miles east of the city Of Washington. The institution was opened for students in September, 1859, when Professor Joseph Henry of the Smithsonian institution, delivered a handsome oration. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Country Life Education Success had hardly been attained in collegiate courses in agriculture when secondary schools for agricultural education began successfully to develop. In 1888 the University of Minnesota began an experiment at developing an agricultural high-school course. This experiment is of none the less value anal of all the greater interest because it was an outgrowth of the failure of agricultural courses of collegiate grade to gain a foothold in a State university. Just as Congress by its landgrant act forced colleges of agriculture upon the State, this agricultural high-school movement was injected into the school system upon the initiative of farmers and business men. At present between thirty and forty agricultural high schools have been established in the United States. In one line of country-lit'e education school men and nonschool men have together taken up the practical in school work. Farmers and educators together have entered upon the development of rural schools so as to have them cover agriculture and home economics as well as the Three R's. Thus the school people are especially championing the consolidation of rural schools, and the farmers are laying stress upon the introduction of agriculture into all rural schools. Both classes are rap idly coming to favor both propositions. The farmers are coming to see that agriculture can not be successfully introduced into the one-room rural schools, and the teachers are coming to see that agriculture and home economies are to have very strong positions in the primary country school curriculum alongside the Three R's. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.