DEPARTMENT OF Ti-E INTERIOR 
 BUREAU OF EDUCATION 
 
 BULLETIN, 1917, NO. 4 
 
 SECONDARY AGRICULTURAL SCHO0LS 
 IN RUSSIA 
 
 By W. S. JESIEN 
 
 BUREAU OF EDUCATION 
 
 WASHINGTON 
 
 GOVERNMENT PRINTING OFRCE 
 
 1917 
 
 .*(iXV. ,; 
 
BULLETIN OF THE BUREAU OF EDUCATION. 
 
 (For numbers prior to 1916 see leaflet. "List of Available Publications, Bureau of Edu- 
 cation," which may be had on application.) 
 
 1916. 
 
 No. 1. Eclucttion exhil)lts at tlie I'anaiua-Pacilic luteniatianal Exposition. 
 
 W. Car.sou Ryan, jr. 
 No, 2. Agritultiu-al and rural education at the Panama-Pacific International 
 
 Exposition. H. W. Foght. 
 No. 3. Placement of chiklren in the elementary grades. K. .T. Hoke. 
 No. 4. Monthly record of current educatiomil pulilicatioas, January, 1916. 
 No. .5. Kindergarten training schools. 
 
 No. C. .Stati.stics of State universities ;iud .State colleges, 1915. 
 No. 7. Monthly record of current educational publications, February, 1916. 
 No. 8. Reorganization of the pulilic-school .system.- F. F. Bunker. 
 No. 9. Monthly record of current educational publications, March, 1916. 
 No. 10, Needed cliauges in .secondary edm-ation. Charles W. Eliot and Ernesto 
 
 Nelson. 
 No. 11. Monthly record of current educational publications. April, 1916. 
 No. 12. Problems involved in standardizin;.;- State normal schools. C. H. Judd 
 
 and S. C. Parker. 
 No. 13. Monthly record of current educational publications, May, 1916. 5 ct3. 
 No. 14. State peiLsioa sy.stenis for public-school teachers. W. Carson Ryan, jr., 
 
 and Roberta King. 
 No. 15. Monthly record of current educational publications — Index. February, 
 
 1915-.Iauuary, 1916. 5 cts. 
 No. 16. Ueorsanizing a county system of rural schools. J. Harold Williams. 
 No. 17. The Wisconsin county training schools for teachers in rural schools. 
 
 W. E. Larson. 
 No. 18. Public facilities for educating th.e alien. F. E. Farrington. 
 No. 19. State higher educational institutions of Iowa. 
 
 No. 20. Accredited secondary schools in the United .States. Samuel P. I'apeu. 
 No. 21. Vocational secondary education. 
 
 No. 22. Monthly record of current educational publications, September, 1916. 
 No. 23. Open-air schools. S. P. Kingsley ami F. B. Dresslar: 
 No. 24, Monthly record of current educational publications, October, 1916. 
 No. 25. Commercial education. Glen Levin Swiggett. 
 
 No. 26. A survey of the oduL'a.Uonal institutions of the State of Wasbiugton. 
 No,iJ7. State higher educational institutions of North Dakota. 
 No. 2.S, The social studies in secondar.v education. Arthur W. Dunn. 
 No. 29. Educational survey of Wyoming. A. C. Monahan and Katherine M. 
 
 Oook. 
 No. 30. University training for puhlii' service. 
 
 No. 31. Montldy record of curr.'ut cilii.ational publications. November, 1916. 
 iVo. 32. Some facts coiic-crniu:.; nriiui ;1 arts and home-making subjects la 156 
 
 cities. .1. C. P.-irk ;iad C. H. Harlan. 
 No. 33. Registration ;uk1 student records for smaller colleges. B. F. Andrews. 
 No. 34. Service instruction of American corporations, Leonhard F. Fuld. 
 No. .35. Adult illiteracy, Winthrop Talbot. 
 
 No. 36. Monthly record of current educational publications. December, 1916. 
 No. 37. Cooperative system of education. C. W. Park. 
 No. 38. Negro education. Volume 1. Thomas .Te.sse Jones. 
 No. 39. Negro education. Volume 2. Thomas .Te.sse Jones. 
 No. 40. Gardening in elementary city schools. C. D. Jarvis. 
 No. 41. Agricultural and rural extension schools in Ireland. A. C. Monahan. 
 No. 42. Minimum school term regulations. J. C. Muerman. 
 No. 43. Educational directory, 1916-17. 
 No. 44. The district agricultural schools of Georgia. C. H. Lnne and D. J. 
 
 Crosby. 
 No. 45. Kindergarten legislation. Louise Schofleld. 
 No. 46. Recent movements in college and imivei'Sity administration. S. P. 
 
 Capen. 
 No. 47. Work of the Bureau of Education for natives of Alaska. 
 No. 48. Rural school suiiervision. Katherine M. Cook and A. C. Monahan. 
 No. 49. Medical inspection In Great Britain. B. L. Roberts. 
 No. !50, Statistics of State universities and State colleges, 1916. 
 [Continued on page 3 of cover.] 
 
DEPARTMENT OF THE INTERIOR 
 
 BUREAU OF EDUCATION 
 
 BULLETIN, 1917, NO. 4 
 
 SECONDARY AGRICULTURAL SCHOOLS 
 IN RUSSIA 
 
 By W. S. JESiEN 
 
 BUREAU OF EDUCATION 
 
 WASHINGTON 
 GOVERNMENT PRINTING OFFICE 
 
7 o -|- 
 
 ADDITIONAL COPIES 
 
 ' THIS PUBLICATION MAT BE PROCURED FROM 
 
 THE EUrERINTENDENT OF DOCUMENTS 
 
 GOVERNMENT PRINTING OFFICE 
 
 ■WASHINGTON, D. C. 
 
 AT 
 
 6 CENTS PER COPY 
 
 D« Of D. 
 APR f3 19t7 
 
CONTHXTS 
 
 I,pt((M- cif tnmsiuitlMl 5 
 
 Iiitr<icliii-(ioii 7 
 
 I.egisliiliiiii for afn-jcultural schools 8 
 
 Maintenance of airricultnral si-liools 10 
 
 Secondary agricnltura! education : 
 
 Admission of students 10 
 
 Social class of students 11 
 
 Free scliolarsUips 11 
 
 Statistics 12 
 
 Programs: 
 
 ('ourses of study 12 
 
 Practical training 13 
 
 Excursions 15 
 
 Training of teachers 16 
 
 Bessarabian school of viticulture and wine making 19 
 
 Opportunities for higher agricultural education 20 
 
 Recent opinions regarding agricultural schools 20 
 
 Bibliography 21 
 
 3 
 
LliTTI-K OV rKANSMITTAL 
 
 Department ok thk Interioh, 
 
 Bureau or Education, 
 Washington, January 12, 1916. 
 Sii;: Tlu' I'xtt'nsion of agricultural education in this country and 
 the desire to make instruction in ai^riculture at tlie same time more 
 practical and also more cultural give special interest to accounts of 
 the organization, courses of stud.y, and methods of instruction in 
 agricultural schools in other countries. I therefore recommend that 
 the accompanying brief account of secondary agricultural schools in 
 Russia be published as a bulletin of the Bureau of Education. This 
 account has been ]jre]iare(l by W. S. Jesien, translator of Slavic 
 languages in this bureau. 
 Respectfully submitted. 
 
 P. P. Cla.xton, 
 
 Commissioner. 
 'J'lie SiccKKrAKY 01' the Interior. 
 
SECONDARY AGRICULTURAL SCHOOLS IN RUSSIA, 
 
 INTRODUCTION. 
 
 In a countiy wliere SO per cent of the people ;ue eng;iged in farm- 
 ing it is but natural to expect that the agricultural schools should 
 pla}' an important part in the general system of education. The 
 methods of farming employed by the Russian peasant are very 
 primitive, and one of the gravest concerns of the Russian Govern- 
 ment is the low pi'oductivity of farming, owing to the cj-ude metliods 
 of cultivation generally in use. 
 
 The Russian peasant, contrary to what might be expected from the 
 enormous area and sparse population of the Empire, is generally a, 
 small farmer. All the farming land in European Russia is already 
 either in private hands or under Government reservation, and the 
 only part open to settlement is in distant Siberia, famous for blind- 
 ing snowstorms, howling wohes, and fierce Mongolian tribes, but 
 comprising very fertile areas. 
 
 In order to subsist on his small farm the jx-asant must employ 
 the modern methods of intensive farming. The urgency of this 
 ([uestion is emphasized by terrible famines that affect one or several 
 agricultural districts of Russia almost every year. 
 
 To promote the adoption of modern methods of farming by the 
 peasants the Government, aided by provincial authorities, com- 
 munal organizations, and educational societies, exeirises ever in- 
 creasing activitj-. Agricultural banks, offering the small farmers an 
 easy and low interest credit, have been established in all the farm- 
 ing districts. Agricultural machines are rented to th(^ peasants, 
 and grain elevators and agricultural stores are supplied in all parts 
 of the country. 
 
 Experimental fields where the peasants can observe the results ob- 
 tained by belter methods of culti\ation are maintained in numerous 
 districts of the Empire, and agricultural experts are stationed 
 throughout the country to advise the peasants in all matters pertain- 
 ing to cultivation. Popular lectures on agriculture and related sub- 
 jects are also arranged in villages, and the lecturers often tra\el over 
 a wide stretch of country. As a distinctive factor in the technical de- 
 velopment of agriculture in Russia should be mention(>(l the lai-ge 
 
g SKCdXliAliV ACKUTI.rriiAl. SCIKUILS jx kussia. 
 
 jiio<Km-ii t'ariiiini'- i'st;ttfs. whdst' iiictliods ;ire extensively imitated liy 
 the peasants. 
 
 In tins movement an important part i^ perfoi'med hy tiie "/enis- 
 tvos," liodies exercising- local sclf-irovenunent. The zenistvo--- are 
 eomposed almost exclnsively of rei)iesentatives of land-owninii- no- 
 hility and i)easants. They impose local taxes not to exceed '■'> jwi- 
 t-ent of the annnal value of the real propeiiy in the district, and. 
 having- very small administrative expenses, turn l)ack to the popula- 
 tion most of the money received in the form of educational and wel- 
 fare activity. The total sum expended liy the zemstvos for agricul- 
 tural development in 1911 was 11,400.000 ruliles.^ A considerable 
 part of this amount was sjient for aijfricidtural (>ducation. both ele- 
 mentary and secondary. The zcnistMis are \ cry acti\-e in this work, 
 the number of schools foundeil and maintaiued by them rixalinji'tliat 
 of the no\ernment schools. 
 
 LEGISLATION FOR AGRICULTURAL SCHOOLS. 
 
 The act of 1904 on aiiricultural education constitutes the basis of 
 the organization of the agricultural schools. This act places all 
 })rivate schools of this kind under the supervision of the ministry of 
 agriculture and imjierial domains." providing at the same time for 
 the maintenance of schools controlled directly l)y that mini.stry. and 
 for a considerable jiart of the support of pri\at(> schools, the zemstvo 
 schools being included in the latter class. 
 
 The .'lit contains some sjjecial inducemcMits for the encouragement 
 of prixate initiative in the esta'ilishment of new .schools. It de- 
 flares: ■ 
 
 To ;i;;riciilliii-:il srlmnls, iiKlrpcnilrril l\ of ilicir siiurcrs of iii.-i intoiiauce, nia.v 
 he leascil. Ircc of i-li.-irp-, fariHiiiy and forest fiovernmeut Ijuid.s necessary for 
 I'.ou.siii^ llic students and for llic cduddrt of experimental farming. * * s 
 
 The act pro\ ides further: 
 
 The siiid .schools nia.v lie furnished, free of ehary'e. with Innihor from Rov- 
 ernnieiU forests for the erection of tlieir l]|iil<liii.i;s and for the repair of tlie 
 same, as well as for heatin.s. accordiiiij to ri"julations established l)y the minis- 
 ter of Jiiiricultnrc and imperial domains. 
 
 Agricultural schools, ministeritil ;is well as jn'iviite. ;tre exempted 
 by the act from import duty on any books or educational material im- 
 ported from tibroad, and they are granted free use of mails within 
 the ICmpire. 
 
 The agricultural schools are di\ided by the act into three clas-ses. 
 lower or primary, middle or secondary, and higher schools. The 
 
 ' The exchange value of the ruble is .^l.."> cents. 
 
 - Now called ■' general office of land niaiiaseincnt and .ijri'ir nlunc." , 
 
 ■■■Collection of data on agricultural education. Hth issue; sec llililii.Kr.iph.v. 
 
SF.C0ND.4RV AGRICULTURAL SCHOOLS IN RITSSIA. 9 
 
 higher schools are subject to special regulations, not included in the 
 act. The secondary schools ai'e defined by the act as " having for 
 their object the furnishing to students of a practical agricultural edu- 
 cation, based on scientific principles, in order to prepare them for 
 agricultural work." The higher primary schools are described as 
 "established for preparation for practical farming," and the ele- 
 mentary schools as having for their object the " preparati(m. mainly 
 l»y practical instruction, of men informed and skilled in respect to 
 farm work." 
 
 In the elementary division are also included "practirai agricul- 
 tural schools," limited to certain special agricultural lu-anches, such 
 as gardening, \ ine culture, wine making, butter nuiking, and caring 
 lor cattle. These practical schools are intended to prepare trained 
 laborers in the branches enumerated. 
 
 The primary schools ai'e naturally limited in scope by (heir sliDPt 
 course and by the necessity of gi\ing the students general elementary 
 education. These schools are \ery numerous and aic an excellent 
 means <d' ])()i)ular education, since they attract more peasant chil- 
 dien than any other [irimary schools. l>"rom dilfei-ent reports and 
 opinions it ap|iears. howe\er. that the primary agricultural st-licjols 
 of Kussia are in the e.\|ierimental stage, and tlieii' usefulness is still 
 a matter of ((uestion. 
 
 The secondary schools re[)resent the uornuil type of technical 
 schools, like those established in Germany and other western P2uro- 
 pean countries. They are organized and managed admirably. Some 
 of them have existed a long time; the Moscow school, for example, 
 was founded in 18-2-2. These schools have a curriculum of wider 
 scope than is necessarj' for the purely practical instruction of peasant 
 youths in modern farming. Onlj' a small part of their graduates ever 
 return to farming on a small scale, while many become managers of 
 larger estates, government officials, teachers, etc. Still, these schools 
 help to diffuse the new ideas in agriculture among the population in 
 an indirect wa}'. Located in the country, often in the immediate 
 neighborhood of a number of small peasant farms, they attract the 
 attention of the peasantry to their experimental fields, the imported 
 breeds of cattle and horses, the u.se of modern machinery and scien- 
 tific methods. The Russian '■moiijik" has keen observation and is 
 imitative. He therefore readily adopts the methods whose suc- 
 cessful application strikes his eye. In many cases the schools main- 
 tain breeding centers for the improvement of the local breeds of 
 cattle. 
 
 Another impoitant function of the secondary schools is that of 
 fuinishing teachers to the primary schools, which multiply very 
 rapidly. 
 
 TG717— 17 2 
 
10 
 
 SECONDARY AUK IC'ULTU HAL SCHOOLS IX RUSSIA. 
 
 MAINTENANCE OF AGRICULTURAL SCHOOLS. 
 
 Tlie most important government activity in agricultural educa- 
 tion is that developed through the channels of the department of 
 agriculture. A glance at the figures representing the annual dis- 
 bursements of the State for this purpose gi^ es a suggestion of the 
 importance attached to agricultural education in Russia. The fol- 
 lowing table shows that the increase in the government provision 
 for agricultural schools controlled by the department was 2,010,880 
 rubles within the period liH)7-1911. and lliat it progressed yearly as 
 follows: 
 
 Years. 
 
 Annual 
 appropria- 
 tion. 
 
 Annual 
 increa.<;e. 
 
 
 Rubles. 
 1,87:!, 471 
 2, 0.52, 330 
 2,261,907 
 2, 926. 834 
 
 RiMcx. 
 
 19()S 
 
 178,859 
 209,577 
 664, 927 
 
 
 1911) 
 
 
 3,884,351 
 
 
 
 
 The fe«' agriciilliii-:il scliools coming within the pro\ince of the 
 ministry of ])ublic iustriu-tidii -.wr cla.ssified as technical. With the 
 exccp'tion of sonic Hc-anty rclcrcnccs. no sejiarate data for them can 
 be gathered from the official reports. It will be interesting, however, 
 to note the relative iniportaiicc of tlic eduratioiial activity of the de- 
 partiiK'Ht of ;igriculture as .shown by the I'ollowing comparison: The 
 entire aiiioinit contribiiliMl hy tlu' Ireasiiry towai'd the maintenance 
 of the lechni<';il schools iiiider the siipei'x ision of the ministry of 
 public iiistriirtion aiiioiiniiMl lo L.'.r,s!i.;)0T.(;7 rubles in 1912.^ This 
 total included nearly one am! a half million riil)les expended on 
 higher technological Institutes: it also included a certain amount 
 corres])oii(liiig to the e.xpeiidif hit for several agricultural schools. 
 The departinent of agriculture in l!)ll expended .'l.ss4,;i,"')l rubles 
 for agricultural schools aloiic. 
 
 SECONDARY AGRICULTURAL EDUCATION. 
 
 .\<! mission i,f stiiih'iilx. — Tiu^re arc at the present time 15 second- 
 ar\' agricultural schools in Kussia. This number appeal's far too 
 siiiall to meet the popular (li'iu:iiid. .\t the beginning of every year 
 there is ail euoruioiis iiuinlicr of applii.'auts. exceeding the number 
 of \ acaiicies, so that piijiils must be aci.'epted by competitive examina- 
 tion. The lu'eiiaratioii ic(|niied of these competitors is equal to the 
 
 IMll.li 
 
 r.ililio'4r:i|.li 
 
SIXOXDARY ACRICULTTRAL SCnOOLS J N RUSSIA. 
 
 11 
 
 first two years ot gymtiasiiiiu di- a full course of primary (wo-elass 
 schools. 
 
 Social chi-i^s of sfuilcitfs. — Because of lower tuition fees tliese 
 schools attract the children of peasants and other poor classes in a 
 laifivr 231'oportion than the other .secondary schools. By the latest 
 available statistics, the percentage of pupils, according to social 
 clas.ses in the several agricultural schools is as follows: 
 
 
 .Socitil cl 
 
 t'is of parents. 
 
 Kherson 
 
 .\gric-iil- 
 
 tiiral 
 
 School. 
 
 
 
 
 
 Burghers . ... 
 
 22 
 
 
 12 
 
 Nobilitv 
 
 
 
 7 
 
 
 
 
 
 Schooi. I""' 
 
 Ka/.an 
 
 -\gricul- 
 
 tiiral 
 
 School. 
 
 It must be e.xplained that the percentage of chikhen of peasants 
 and working classes in other secondary schools in Russia is com- 
 paratively low. According to official figui-es, (]uoted by the minister 
 of public instruction in his report for IDlii. 3-J.T per cent or nearly 
 one-third of the g_ymnasiuin juipils are .scions of the nobility, while 
 another third is composed of the sons of men ranking high in the 
 social scale. Only 27.1 per cent of the pupils are children of burghers 
 and artisans. 
 
 This tends to show how really democratic is tlu> agricultural school 
 in Russia in comparison with other divisions (d' M'coudary education. 
 
 Free- scholarships. — While as a ride the pujiils of the secondary 
 schools are required to pay nominal tuition fees, the ])oorer children 
 are aided by scholarshi]is from various private foundations and from 
 government provisions for that jjurpnse. The niuuber of beneficiaries 
 is naturally limited by the amount of a\ailal>le funds. Those who 
 desire to obtain a free education must imt only pnixc that they are 
 poor, but also show by their good bcliaxioi' and excellcnl pingrcss in 
 studies that they are deserving. 
 
 In the four secondary agricultural schools whose printed I'cports 
 are avaihible the I'elation of the number of students with scholar- 
 ships to the total number of students is as follows: 
 
 Cori-i 
 
 .\gri.ol- 
 
 turol 
 
 Number of stuilent;^. . . 
 Xuml>er of scholarships 
 
12 
 
 ^IX;oXl)Ain ACKU'l'I.TUKAL SCH00L8 IN" lUJSSIA. 
 
 Stiitisth's. — I'rcliiuinai-y to coiisidiM-iiii;' the ojiei'Mtioiis of this iiii- 
 lHirf:m( (hiss (jf M<j;riciiltiii'al schools it will he well to ha\e in iiiiinl 
 cei'taiii salient facts reaai'diiii;- them which may hest he shown iiv the 
 latest olMcial statistics a> snmmarizeil in the t'ollowino- tahles; 
 
 SECONDARY AGRICULTURAL SCHOOLS. 
 
 [I'onipilt'J from statist!. -s ..f tlm 1 ii'iiaiinii'iit of Af,'riiuUiiii' I'm- 19(1!). ] 
 
 1 )at(> of 
 foun- 
 dation. 
 
 1S71 
 liWH 
 1902 
 
 Niiiu- 
 bcr of 
 instruc- 
 tors. 
 
 Numlwr 
 of stu- 
 
 Annual 
 
 Value of 
 
 dents 
 
 expendi- 
 
 .school 
 
 (.Ian. 1, 
 
 ture. 
 
 property. 
 
 1910). 
 
 
 
 
 Rubles. 
 
 Kiibha. 
 
 149 
 
 m.mu 
 
 286,118 
 
 ll.s 
 
 .->2.9in 
 
 199, 409 
 
 139 
 
 B7.227 
 
 179, S«9 
 
 l."il 
 
 s.n.tn.i 
 
 21,S,n82 
 
 19-t 
 
 1(1.5,922 
 
 1 1,161,940 
 
 277 
 
 7(i. S(il 
 
 132,41,1 
 
 12S 
 
 73, 172 
 
 114,294 
 
 l.'« 
 
 ()3,2t>-l 
 
 96,76,S 
 
 19.-I 
 
 71, inn 
 
 193, 796 
 
 :f.5 
 
 .■«.192 
 
 .■!22,214 
 
 U.i 
 
 .> 1 . 7s,s 
 
 119,060 
 
 li:( 
 
 -17.177 
 
 121,1.54 
 
 'I'he rollowinji' tal)le gives a (_letaile(.l \ iew of the (litl'eieiit sources 
 eontrihiitinj;' to the maintenance of secondarv aiiricultiiral schools in 
 Kiissia : 
 
 SOURCES OF MAINTENANCE OF SECONDARY AGRICULTURAL 
 SCHOOLS IN RUSSIA. 
 
 {(■(iTupilfd fiom offloial fit;itistics of the Dcpartmeot of Agriculture, 1009.) 
 
 Bessarahian School ol \"iti- 
 eultiire 
 
 Bohoroilitskove -\gricultural 
 Sctionl '. 
 
 fJorki .Vtiricullural School... 
 
 Pen .Vfiriciiltural gnhool 
 
 Kazan Agi-ifultunil .^inlinol . . 
 Marviii-k \fn.nltnr:ilS-ho.,| 
 Morrow \LT,'-i:llurnl S.lii.ol. 
 
 Samara Am irull ura'l SclKOTl ! 
 
 Uman Agricullural S'-]iool... 
 K)iark()lT .Agricultural School 
 
 Kherson Agricultural School. 
 Total 
 
 41,i:« 
 ,')9,0.S9 
 127, 92,S 
 23, 129 
 77., 341 
 44,700 
 
 Zems- 
 
 tvo and 
 
 other 
 
 taxes. 
 
 I'uViIic 
 institu- 
 t ions. 
 
 from 
 capi- 
 
 l.s.oon 
 
 712 
 
 Income 
 
 from ' Tui- 
 
 school tion 
 
 proper-] foes. 
 
 19,369 I lis 
 
 I ' 372 in,22S 
 
 i 1 3S0 1 28.1,So 
 
 11,498 I : ! 
 
 .8,000 45 I 8,834 
 
 22..-in0 1 1 ' I 9,567 
 
 16,730 
 
 7,8:i2 
 
 41,190 
 
 42, 125 I 
 2,192 
 26, S43 
 
 9, 146 
 
 106,577 
 113,068 
 
 101,810 
 7S, 836 
 
 156,493 
 76,804 
 96,412 
 
 103,610 
 
 271,299 
 68, 627 
 
 80,452 
 
 PROGRAMS. 
 
 Courses of study. — The course of study for the secondary aixrieul- 
 tural schools covers six vears, the sixth year beiiiii silinost ciitireiv 
 
■il-X'()>;i)AHV ACKRTI/i I'liAL SCHOOLS IN lil'SSIA. 
 
 i;5 
 
 <]t'\()li'(l to pructifiil oe'cii]);itions and work in experimental tields. 
 The following is a typical j)rof>iain. that of the Don Agricultural 
 iSchool, as printed in the re()ort ol' the school I'or the vear 1911 : 
 
 1 yiMi- : 
 Hi-liKion 
 
 Hours 
 wwkly. 
 
 Svroiid var : 
 Itrli^-iou 
 
 weekly 
 
 HuKsinii lauKuagi- 
 
 <:<_'rman laiiKuase 
 
 (;,>c>i,'i-apli.v of Europe 
 
 Histoi-v. universal 
 
 ■> 
 
 liussian lauKuagf 
 
 Ornuan language 
 
 Oroyrapliy of Uussia 
 
 I uivorsal history. - 
 
 
 Arilhnu'tic .- 
 
 History of Uussia 
 
 Algfhra 
 
 l;raS?::::::::::::::::::: 
 
 iM.urlli var: 
 
 II.liL'ion _. 
 
 Itussiau languag.- 
 
 Oorniaii language 
 
 
 AlKi'bra -- ^ - _.- :i 
 
 r 
 
 r>'ia\vius "IIIIIIIIIIIIII 
 
 •<i ycai- : 
 Kelision 
 
 :; 
 
 Hours 
 wci'kiy. 
 
 Hours 
 
 weekly 
 
 1 
 
 Oennan language i; 
 
 liiiversal history-- - 1 
 
 
 History of Russia ..- - .- _ 1 
 
 Oiauiiij , i 
 
 Ali;ol>ni - 
 
 1 
 
 /,„ol,,..-v ' 
 
 
 1 
 
 AiKiI.uuv aud physiology of 
 
 ni 
 
 Zoolouv ■> 
 
 
 
 Kotanv-- 
 
 
 i'h\sio|,,gv of plants 
 
 
 <*hemistrv - 
 
 \ - is 
 
 I'hriuislrv - _ _ 
 
 
 riiysics - - -- 
 
 rhwi.'.s 
 
 MiniM-alogy and uenlo?,'y 
 
 
 Miu.T .1 and geology 1 
 
 S.ie ■ ,,l s.uls - - : 
 
 
 .Maih.'i i.al geography 1 
 
 Hiuti.ullure -- - 2 
 
 uage_ 
 
 uaehines and general 
 
 lieligion 
 
 iJerman lang 
 
 Drawing 
 
 Chemistry 
 
 Meteorology 
 
 Ceneral agrieulture 
 
 c.eneral zootechny 
 
 l-'ai-iu economy 
 
 Agricultural technology 
 
 Agricultural machines and general 
 
 mechanics 
 
 I Jeodesy 
 
 Survey of farming industry 
 
 Tlie <reneral subjects taught in the secoiidarv agricultural schools 
 have nearly the same scope as in the gymnasia. Ahsence of Latin 
 and Greek is a noteworthy feature. Much stress is laid on the Ger- 
 man language which, owing to the scarcity of Russian scientific and 
 techni(;al literatui-e. is an indispensalile means of thorough technical 
 education in any liranch. 
 
 I'mctlcdl tr(i)nlii(i.~-'V\w most interesting subjects are those relat- 
 ing to the special or practical occujiations of the students. Some of 
 the schools have issued \('ry com])lete and coherent ie|)orts. and fidin 
 
 )nstriict the ajrricultiiral school lift 
 
 all it^ 
 
 these it is po.~silile t 
 ]ihases. 
 
 Almost all these institutions belong to the ty|)c of boarding schools, 
 and the occujiations oi students throughout the day are determined 
 by school rules. P>ven the vacation time is utili/('<j f'oi- different farm 
 occn])ations which meet the natural inclination of growing boys 
 toward activity and pliysical exercise and are in no way oppressive. 
 
14 si".r(iMiAi;v AcKicri/rrKAL schools in iu'ssia. 
 
 The report of the Kherson Agricultiiial School for 1911 gives the 
 following information on the practical occupations of students dur- 
 ing the yea r : 
 
 Duriiiy- tlic \t-AV the pi-aetical occuinilidiis of the sitiilenis i-nrisislt'd of work 
 in till' field ami about the farm witli a view to ai-quiriii,u skill in tlio work am) in 
 hanillini; a;;ricultural niaeliincs ami iiniiU'nionts. 
 
 Dnrinj:; tlie year the students peitornied the following; work: flowing, har- 
 rowing, sowing by machines, and oiierating liarvesters and niaehine raises. 
 They also cut hay and grain witli scythes, carted it olf, and stored it. They 
 worked at thresliiug machines, sorteil grain, cultivated crops by lioeing, inter- 
 plowing, and nudching, attended to young forest plantings, cleaned the cattle 
 yard twice d:iily .-ind c\irrie<1 the i-ows, pre|i.-ired feed .ind fed it to the .-inimals. 
 Tliey ;dso .iilended in lurns to (he business ;ifr;iirs of (be fai-ni .-ind to raising 
 live stock. 
 
 During the school year, thai is, from September 1 to llie date of Ihe examin.n- 
 tions for promotion, the grades took tlieir daily tin-ns in field work by the fol- 
 lowing scheme : Monday, sixth grade ; Tuesday, fifth grade ; Wednesday, fourth 
 grade; Thursday, third grade; Friday, second grade; Satiu-day, first grade. 
 
 From the date of the examination, May Ii, the students w<irked on the plan 
 of practical occupations, usually two or three grades at a time. The students of 
 the remaining grades studied geodesy, botany, zoology, entomology, agricultural 
 mechanics, and other subjects, or they worked in (he orclianl. Ir((ck garden, 
 or iipiary. 
 
 'J'lie sdidenls of the sixth grade do not (ake pari in the suiiuLier occnpations, 
 bec;inse inuLieilia tclv aflei- Ihe examinations they depart to different model 
 farms for practice. 
 
 The jieriod of summer occap.ations lasted until Ihe conipletion of thrashing. 
 The students were reh'ased for summer vacations on .Inly 20. 
 
 During the school year the farm occupations of the students begin at S.30 a. m. 
 aiul continue until l.'^O p.m., with a 40-minnte interval for Imicli. from 11.20 
 to 12 o'clock, .^fter di[mer (he students work from S p. m. to 5 or p. m., ac- 
 cording to the lime of the sunset. In the summer the work is carried on ac- 
 cording to thi> following plan : 
 
 Rising in the mor(ung .5.80 a.m. 
 
 Morning jirayer anil tea 6.00 a. m. 
 
 Beginning \\"\-k 6..30 a.m. 
 
 Breakfast 0.00 a. m. 
 
 AVork O.lll a.m. lo l^.^O n. m. 
 
 Diiinei- and rest M:M) a.m. to :^.?,^■) ]i. m. 
 
 Worl; 4.00 p. 111. to T..".!! p. m. 
 
 Eveiung tea and supper S.OO p.m. 
 
 Assignment of work for the next day 8.30 p. m. 
 
 I'rajer O.lii p. m. 
 
 The supervision of Ihe students' work and rating it belongs to the farm man- 
 ager .-ind his aid — the farmer. Every niglit the farm manager ai>portions the 
 worlc among the students whose turn it is to work the next day. In this he is 
 guided liy (lie following considerations: (It That students assigned for the 
 s,-ime kind of work be equal in age and physical ilevelo]inienf : (2) the number of 
 students to do a given work must be large enough to complete the work assigned 
 to tliem in one day without excessive fatigue; (3) the individual groups of 
 students should uot be scattered in tlie tielil, but wm-k in proximity to one 
 
SKtldNJJARY ACKR'in.I ritAl, SriKKil.S IN KISSIA. 15 
 
 iiiKitlier, in lliis wny l';icilit:itin,u- llie inspt'rUoii ; (-1) tlio students slioulil, us 
 fill- ns pracliculUe, take turns in the performance of different tasks, so that each 
 of them niii,\' pass through all phases of farm work ; (:">) if the students have to 
 perform a given work for the first time or have had liltle experience in it, all 
 attention is directed toward the work itself witli (lie view of ileveloping in the 
 students skill in the particular tasks required. 
 
 In fall, wiiiler, and eai'ly spring, when there is liltle work to do in the 
 lield, the current work can usually be done by the students, who take their turns 
 liy grades; but in the rush of the spring i)lantiiig. and especially in the suni- 
 mor, there is often an accumulation of work that requires the hire of additional 
 day or piece laborers. In the sunmier the hardest work is assigned to the 
 students of higher grades, while the youngtT boys are engaged in occujiations of 
 easier kinds. 
 
 EXCURSIONS. 
 
 Excursions are made by students to large farms which offer oijpcir- 
 tunities for observing the application to jiractical farming of tlie 
 scientific methods taught in the school. These excursions form an 
 interesting feature of the program of the secondary agricultural 
 schools, and are designed to give the fiuishing touches to the lioy.s' 
 education. TheA^ are usually arranged for tlie higher grades. 
 
 One such trip is descrilied as follows in the report of the Kherson 
 Agricultiu'al School : 
 
 This exciu-sion, led by the manager of (he sclmnl farm, was iiarticipalcil in 
 by the students of the fifth grade, 1.'* Iji numlier. who went b.\' slcainer 
 up the Dnieper liiver. Ity a prearniuged |ilan, llie lirsl phne visited was lh<' 
 '•Cossack estate" of Prince I', X. 'l'roulielsk(i\ . Tlu' exc-ursionists began tlieir 
 .iourney at II a. m., .Tune 9, and at I-! o'<'lock in the afternoon arrived at tlie 
 '• Kozatskoye." After a repast and a little rest they visited the farm builil- 
 ings, vineyards, and wine pressing and fermentation i)lant connected with large 
 wine cellars. The manager of the plant, a specialist in wine production, gave 
 Ihe students a very interesting lecture on this subject. The next day the 
 manager of the estate conducted the excursionists about the farm givmnds, 
 covering an area of 27,000 desiatinex (72,000 .-icres). The inspection of this 
 vast territory occupied the entire day. At 2 o'clock the next morning tliey 
 started on a further journey up the river. The next place visited was the estate 
 of Grand Duke Nicholas Mikhaylovitsh. covering an area of over 7o.(t00 
 drsidliurs (1.S9.000 acres) of land loraleil in Ihe Provinces of Tavrichesky, 
 Yekalerinoslav, and Kherson. 
 
 -Miout 11 a. ni. the excursionists landed in the harbor of Uolshaya LepicMikha. 
 where a innnber of carriages, sent from the estate, were already waiting for 
 them. They covered the distance of 30 rn:-t.'< (I'O miles) to Kogatshilskaya, 
 where the administration of the property is centered, in lour hours, arriving 
 (here at 3 p. m. The remaining part of the day was utilized Cor a tour .■irouml 
 the adnunistration gromids and shojis. .\inoiig tlie iniplcnicnls of the estate 
 attention was atti'acted to a i)low di-awn by a steam Ir-actor. wliich tlu' students 
 saw for the first time. The next morning they visited the great horse-breeding 
 establishments of (he estate, which presented nuuiy interesting features. At 
 noon the excursionists were transported to (iroushevskaya. the home of the 
 central luanagemeiU of the estate. P.efore the night set in they had I'nough 
 lime to see some cultivated fields, jiarl icularl\' the experimental grounds, which 
 were very interesting. Tlie follnwing day the students looked r)vei- (lie remain- 
 
10 SKCON'DARV A( IKU'U r.Tl'RAL SCHOOLS IN RUSSIA. 
 
 illg piirt (if Iho estate. Tliey visited the <listiller.v wliicli imiiluees ale.ilinl 
 mainly iroiii eoni. ot wliicli a ;:reat (Hiantity was raised on tlie jilai-e. Tlie\ 
 inspected the sheep-lu-eeiling establislinients. wliicli were in a iiei-rert slate ef 
 management. They also viewed the experimental m-ounds ot Hie Velcnterinoslav 
 provincial " zemstvo," established mainly fer Hie imrpose nl' iryiiiLj mit dilTcrent 
 kinds of corn and sorghnm. 
 
 The following day the exc iirsieiiisis \isileil Ainicivka, the |ii(iperly of I'imnt 
 Kotcbnbey, Incaled in rp|ie|- I iiiie|jer County nf llie I'vuvince (if VekaleriiK.shM . 
 
 This estate is famiins for its tlKirouglibred ;j;i-ay I'krainiau cattle. .Much 
 attention is given to raising corn, alfalfa, and hay grasses. The inspect ien 
 of the Annovka estate was c<impleted before the end of tlie day, and (in the 
 day following the students set out for Uiaddvaya station, where they bdarded 
 a train for Ononfrievka, a lar,ge place bclmmiim tn I'mnil .M. M. Tdlstey. ( iii 
 this estate the excursionists spent twe da.\s. They saw tlic iierfcctly cnlti- 
 vated farm grounds, forest plantings, brick ^vnrks with a Ilnlfiiiaii fui-nace. 
 and the horse-breeding establishments. Tlie next place visited was Tni.si ianet/.. 
 located in the province of Kbarkuff. A delay n( seven linurs lietwi^en trains 
 was utilized fur ,a sight-seeint; Imir in KliaikdlT. L'o n r.sl.s dislaiil frinii the 
 Ijiubotin st.-iliou. 
 
 The Trostianetz estate is located in Akhtyrsky Cdunly. I'roviuce nf Khar- 
 koff, close to the Smorodino Station of the SdUthcrn Railway. It is a large 
 place, cdN-ering an area (if iJJ.PiM) ilr.^inliiics (."il),4P(i acres i. Tlie ludst im- 
 portant ci-iip ciiltivalt'd is sugai- 1 ts. The el her cniiis were alsn in a line 
 
 conditidii. especially the winter wheat .and hay-pniduciii^r fjrasscs. In Trd-.tia- 
 netz tlie e::(airsi(inists stayed fdi- (Hie day .ind a half, visiting the sugar lacldi-y. 
 lumber null, parquetry mill, and a large forest estate with niddel artilicial 
 lilantings. They ;ilso inspected tlie dairy, where llier(> .are d\er mil kiws of 
 Swedish breed. 
 
 (In .Tune HO the excursionists started from Trosliaiietz for their lidiiie in 
 Klierson, where they arrived at It) a. ni., .Tune 21. 
 
 The excursions reported by other agrieiiltiiriil scliools were 
 arranged in a way closely similar to that just described. They .seem 
 to be a part of a strictly defined demonstration system, supple- 
 mentary to the school instruction, and, like everything else, are 
 carried out with precision. 
 
 TRAININCj OF TEACHERS. 
 
 In connection w ith some secondary tigricuitural sdiools there have 
 been establishetl pedagogical courses whose object is to prepare 
 teachers for primary agricultural schools. 
 
 A very interesting report, wliich incidentally throws light (ni the 
 origin of these courses, is couttiined in a pul)lication entitled. "' lu- 
 fonnation on the Establishment and Subsequent Reforms of Peda- 
 gogical Courses at the Kharkolf Agricultural School." ' It appears 
 that the initiative in this movement belonged to the ministry of 
 agriculture and imperial domains, which is so prominently identi- 
 fied with agricultural education in Russia. * 
 
 See liiblii^gr.ipliy. 
 
8KCO^'DARV AGKICULTURAL SCHOOLS IX KUSSIA. 17 
 
 The report explains tlie conditions tliat gave rise to the iiedagdsieal 
 courses as follows: 
 
 I'iM|.i-,,::ic:il coiii-scs ill llic Kli;irkiit'l' Am-icull ui-;il Scliool were esoiblislieil 
 ill Ilic ye:ir ISln; fur tlie iiurpiise (if L^iviii;; ili<l nicl ion in s|ieci;il siilijecrs and 
 iinliinil liislDi-y (i> tenciiers of in-iiiiary a,icriciillural scliools. 
 
 Tile r:i|iiil {jrowtli of these primary schools caused a deiiiaiid for instructors 
 li:i\iiiu ^ullicleut preparation to teach aj;ri(ail(ural subjects in theni. As 
 ilieii- «.is no institution for tlie preparation of such teachers, the ministry of 
 .■i^riciiltiire and imperial doniains found it advisalile to establish temporary 
 coiiise-i of short duration for the purpose of preparin;;- fjraduates of the 
 si'conilarx asriciillural schools for the work of leachers. With this object in 
 \ic\\, in 1SII4, the minister issued a circular to all the aijriciiltiiral schools, jiro- 
 posiii;;, ill a ti'iilalive way, to establish pe<IaKo.i:i<'aI courses in c-onnection with 
 -:niiic ni' I lie Secondary agricultural .schools. 
 
 ■flic |.c.|.mo-ic ccamcil of Ihe Kharkoff Auriciilliiral S<-liool. bavin- coiisbU'red 
 
 Ihc |iro|iose<l plan fnun the lechnical as well as Ironi tbc ecoi lical p<iiiil of 
 
 xicu, ]ii-csiMile(l ils opinion lo the ileparl iiicnl of apriciill lire in Oclober of the 
 same \cai-. 
 
 In .laniiar.w 1MI.">, Ibe plan of or.nanization of pedagogical courses had already 
 been woikcil out and. together witli other circumstances |iertaining to the local 
 condifioiw ,,f llie KharkolT School, it was subjected to full deliber.-ition. Tlie 
 direcioi- ot till' school was reipiested lo preseni to the de|>arl iiieiil of agriculture 
 a sl.-ii.Miicnl regarding tlie foundations on which the courses wniild be b.-ised, as 
 ucll a> csiiniaP's of the initial and subseipient annual expeiis("s that would be 
 nccc-.-.ai-.\ for Hie esialilislinient and mainleiiance of such courses. Direi'led liy 
 ibe insiriiclions of the ministry and by the conclusions of Ihe iiedagogic council 
 and having himself gathered iinicb infornialion pertaining to tlie siilijeci, the 
 director presented to the depaiiiiient in .June, ixii.'i. his ]iroject and estimales 
 covering fully not only the organi/.ation of pedagogical courses, liut also of a 
 primary agricultural school in coimection willi il oiiises. 
 
 On December 20, IS!*."!, the ministry acceptd the ]iroj,.,i and issued a set of 
 regulations Utv the jiroiiosed courses. 
 
 Tliev were defined as '' Conrses for the iii-e|iaiation of teachei's 
 for lower agricidtiiral schools," and were placed under tlie control 
 of the niinistrv of agriculture and imperial doniains. The duration 
 of the courses was to be one year, the niiniber of students was limited 
 to 10. and the preparatory education required was covered by higher 
 or s^econdary agricultural schools, including the additional year of 
 practiciil employment on ])rivate farms. Persons who had had three 
 years of actual teaching in one of the special subjects in primary 
 agricultural .schofils were also acce])ted. without regard to their 
 ])revious education. 
 
 'Ihe students weie obliged to sign a jiiedge to ser\e at least three 
 years as teachers after the completion of the courses, or to return the 
 amount that the (liovernment had spent for their education. The 
 courses were managed by the director of the Kharkoff Agricultural 
 School, aided by the pedagogic coiini-il. composed of tiie teachers of 
 tlic coiiises and presided over bv tlie director. 
 
18 SECONDARY AGRICULTURAL SCHOOLS IN RUSSIA. 
 
 In accordance with these reguhitions the students are examined by 
 a commission of teachers under the presidency of the director. The 
 practical examination consists of two trial lessons, one on a subject 
 selected by the student and another on a subject selected by the com- 
 mission. Some of tlie students who have passed the examination 
 may be assigned by the ministry to the best elementary agricultural 
 schools for additional practical training. 
 
 The following subjects compose the curriculum of the pedagogical 
 coui'.ses: (1) General pedagogy, didactics, and methods of teaching 
 agricultural subjects and natural history in application to farming; 
 (2) agriculture and animal industry in a wider scope; and (3) prac- 
 tical occupations. The.se practical occupations consist of : (a) Tutor- 
 ing individual students of an agricultural school or any other special 
 school selected for this purpose; (b) participation in practical occu- 
 pations in agriculture and its branches; (c) experimental lessons on 
 natural science and agriculture under the supervision of the teachers; 
 ((/) discussions following the lessons, participated in by all the stu- 
 dents present, under the direction of the teacher; and (e) making 
 collections of illustrative material. The students also make excur- 
 sions to private farms and perfoi'm tasks in agricultural economies. 
 
 The courses were established in January, 1896, and wei-e continued 
 up to 1900 on a temi>orary basis. Their usefiilness having been 
 demonstrated l\y actual experience and indorsed by numerous educa- 
 tional institutions, associations, and congresses, the ministry of agri- 
 culture and imperial domains decided to make them permanent. 
 The minister submitted to the council of state (cabinet of ministers) 
 his project for placing the curricula on a permanent basis. The 
 council of state, by a resolution passed on November '27, 1900, adopted 
 the proposal and provided for the maintenance of the courses already 
 in existence at the Kliarkoff Agi-icultui-al School to the amount of 
 .5,800 rubles annually. 
 
 In the year 191'2 an imjiortant reform wa.s instituted in the ^leda- 
 gogical courses. Review courses in zoology, i^otanj', mineralogy, 
 chemistry, and physics were introduced; farm economy was included 
 in the number of regular .subjects; and the scope of the practical 
 occupations was extended. For the purpose of giving the students 
 better and more complete practical training there was also established, 
 in connection with the courses, a primary agricultural school, in which 
 all teaching and direction of practical tasks was to be done by the 
 student.s. 
 
 The system of stipends was modified .so tiiat, instead of merely 
 cash, the students received room and board and a smaller amount of 
 money than formerly. 
 
 Owing to these important changes, the expenses of the courses were 
 almost doubled, and accordingly the annual grant of the ministry 
 was raised, starting with the ycai' 191-2. to ILCiOO i-nlilos. 
 
Sl-X'OXDAliV AURICUL irKSI. SCHOOLS IX KL'!>rtlA. 19 
 
 BESSARABIAN SCHOOL OF VITICULTURE AND WINE 
 MAKING.' 
 
 The Bessara'bian School of Viticulture and Wine Making, tliough 
 classed as a secondary agricultural school, has a distinct organization 
 and a special purpose, and therefore is well worth a separate study. 
 It has for its aim, as the name suggests, the preparation of specialists 
 and managers for vinej'ards. wine factories, and wine cellars. 
 
 The school is located in Kisliinev. in the Province of Bessarabia. 
 It was established in 1894 ami reorganized in 1911 in conformity with 
 tlie act of 1901 on agricidtural education. In January, 1910, the 
 total number of its students was 40. 
 
 The course of instruction covers five years, the tirst year being 
 devoted to general subjects and the remaining four to special sub- 
 jects pertaining to fruit farming and viticulture. The following sub • 
 jects are taught: Religion; physics and meteorology; natural history; 
 geodesy and drawing; chemistry: science Of soils; knowledge of 
 machines and implements used in horticulture, viticulture, and wine 
 making; fruit farming; viticulture: wine making and manufacture 
 of by-products; wine-cellar keeping; organization of vine and fruit 
 farming; bookkeeping; and law. 
 
 The preparation required of new students corresponds to the course 
 of ■' two-class ■' county schools or other schools of similar scoiie, 
 including the primary agricultural schools. The high age limit Icr 
 applicants for the first grade is -20 years for those subject to military 
 duty, but for those exempt from military service there is no age limit. 
 The minimum age limit is IG years. Graduation takes place in the 
 month of August, and new students are enrolled at the same time. 
 
 The tuition fee is fixed at 20 ruldes annually. Boarding .students 
 pay •200 rubles annually. Fifteen scholarships are offered by tlie 
 school, of which 10 are provided by the Government and 5 have been 
 founded by the zemstvo. 
 
 The graduates of the Bessaraliian Scliool recei\e certificates upon 
 completion of studies. To olitain the degree of viticulturist tiiey are 
 required to pa.ss through three years of practice in vineyards or in 
 wine-producing plants, and at tlie end of this term they must submit 
 a certificate and a report of their occupations. Those receiving the 
 degree of viticulturLst acquire also the rights of personal honorary 
 citizenship. Practice for a period of 10 years conveys the rights of 
 hereditary honorary citizenship. 
 
 The holders of the degree of viticulturist may occupy Government 
 positions as teachers of viticulture and wine making in primary 
 schools of this kind, as practical instructors in viticultui-e, as wine 
 experts, cellar managers, etc. 
 
 ■ From the •' Collection of data on agricnltui'al odiicatin 
 
20 SKCUXDARV AGKICULTURAL SCHOOLS IN KUS.SIA. 
 
 Tlie scliool is provided with laboratories, a luuseum. a wine cellar, 
 vineyards, a frnit orchard, an experimental farm, and two libraries. 
 Its territory covers 73 acres, divided into plots, as follows: Buildings, 
 13 acres; park, 8 acres; vineyard. 37 acres; fruit orchard, 8 acres; 
 truck garden, 1.3 acres: tree school, 0.7 acre; and waste land, 5 acres. 
 The value of the school property was estimated in 1911 at 327,122 
 rubles, including the land, which was valued at 13,0(>2 rubles. 
 
 OPPORTUNITIES FOR HIGHER AGRICULTURAL EDUCATION. 
 
 (iraduates of secondary agricultural schools may continue their 
 education in higher agricultural schools, where they are accepted 
 without examination. Whenever, owing to an unusual influx of 
 candidateB, there is an entrance examination, the graduates of agri- 
 cultural schools are given preference over the graduates of other 
 secondary schools. 
 
 Graduates of the Viticultural School are given an opportunity to 
 continue studies in their special branch by entering the higher viti- 
 cultural courses in Yalta, Crimea. 
 
 The agricultural education act of 1904 gives the agricultural stu- 
 dents certain privileges relating to military service. They are per 
 mitted to continne their s-tudies after the}' have passed the age of 
 conscription, wliich is 21 years, until the completion of the school 
 program, but not after 24 years of age. 
 
 RECENT OPINIONS REGARDING .AGRICULTURAL SCHOOLS. 
 
 Complaint has been made in Russia that the agricultural school has 
 failed to accomplish its original purpose — to educate the peasant class 
 in progressive methods of farming. It has been charged that the 
 .schools are filled mostlj' with the children of nonagricultural classes, 
 and that, instead of applying the knowledge acquired in improving 
 native farming, these students, or at least a majority of them, later 
 engage in other pursuits in no way connected with agriculture. 
 Hence some doubt has been aroused regarding the advisal)ility of 
 burdening the State and local communities any longer with heavy ex- 
 penditures for agricultural education for children wlio would receive 
 as much benefit from general schools and at less expense. 
 
 Similar complaints were heard in other European countries, as well 
 as in the United States, during the experimental stage of this move- 
 ment. They reached an acute stage in Russia in 1908, when certain 
 .statesmen and educators went so far as to advise that the schools be 
 closed unless some way of improving conditions was found. As a 
 consequence of this agitation D. M. Bodisko was delegated by the 
 ministry of agriculture and imperial donuiins to investigate the ag- 
 
SECONDARY AGRICULTURAL SCHOOLS IX RUSSL\. 21 
 
 riciiltiiral ^^cliools. After liis tour of investigntioii lie siilniiitti'tl ;i re- 
 port, in which he said : ^ 
 
 It is eviilcnt tli;it there ;irc ilelii-icmies in ilie iii.-iiKiuniiriit ot :ii;ri(uliiir:il 
 schools. Tlie eoimuon people — the peiisniits — do not iii< lo s.honl, consiMiucnlly 
 tlie institutions of learning are filled b.v luilt'-edu rated pei-son-^, who sw:irni \<i lo 
 take advantage of free tuition an<l to receive diplomas. 
 
 Fonnerl.v these students filled, to some extent, iiosiiions on largo estates. 
 Biit at the present time, when the large estates are im tlio \oig(' of (>\iin(t ion. 
 t!u> graduates of agrii-ultural si-hnoN try to engage in oiIht .iri\i|ialiiiiis that 
 have nothing in common with a;;riinlture. 
 
 Even tlie |iriiiiary aoriciiltiiral scliouls were, in the opinion of Mr. 
 Bodisko. far from .suceessfiil in pea.sant education. The most im- 
 portant obstiicle with which these scliools had to cope \\as the custom 
 of the peasants to use their children for farm work in the snnnner. 
 Natni'ally. this pre\ented their uttendaiK'e tit school diiritip- the most 
 useful period. 
 
 Xotwithstaiulino- these conditions, this e\pi-rt inxestio-ator 
 declared: 
 
 The State can not do without L'ni.d agricidtnral srhonjs .-in,! witliout practical 
 teaching of agriculture. .Sncli scIukpIs will, fcir a hai- time, he iiisullicicat to 
 meet the needs of the peasant cla^s and the (pintas ,i{ students will he com- 
 posed of various nonagricultural classes. While it is true tliat these students 
 will never worlc their own farms, still, in one way or anotlier. they will dis- 
 seminate agricultural science among the people. 
 
 More recent discussions and reports show tliat douiits of the actual 
 value of agricultural schools were more in tlie nature of transient 
 disappointment than of serious disstitisfaction. The \ iew of ^Ir. 
 Bodisko that these schools, itotwithsttiiidine' their <lefccts. will for a 
 long time to come "disseminate agricultural science among the peo- 
 ide in one way or another "' has been shared by the Russian authori- 
 ties in charge of the work. This is indicated by the ftict thtit the 
 niunber of agricultural schools inci'eased from I'l:! at the time ol' the 
 investigation to -JSl in IOIl'. 
 
 BIBLIOGRAPHY. 
 
 [All imblicaliriii.s cuumeratcd below arc in tlin liiissian lansiiaf-'p. Tlmir tilhs an- ^iv.'ii 
 in r.nglish translation for the convenience of tbe reader. The titles marked witli an 
 asterisk (•) are of books included In the Library of Cont-'ress collect i.m. 'I'liosi- witbinit 
 any mark arc in the Library of the Bureau of Education.) 
 
 A.ericulturtil School of Kazan. Keport. T.""». Kazan. I'.iiiL i:!!t p. s". 
 Agricultural School of Moscow. Keport for the s.-li,,ol yrar I'.iiis !l. .Mos.-ow, 
 
 1910. '.■',."> p. S°. (Accompanied hy statistictil tal.les. .11 |i.i 
 An extract from the report upon tln> condition and ai-tiviiics of educaliomil 
 
 institutions of <iorl<i. 1!)07. (lorki. n, .1, 14.1 ji. 8°. 
 
 ' Cdllectiou of data .ui .isricuUural education, lltli is-;ii,\ 
 
22 SECONDARY AGKK'ULTURAL SCHOOLS IN RUSSIA. 
 
 * CfiieiMl ollicc of liiiiil iiKiu.-igeuicnt :uul aiiiiiultiire. 1 •e[i;irluieiit uf agriculture. 
 A <-olk'ctiou of data pertaining to agricultural education. Lower winter 
 .schools of agriculture and farm niauageiueut in Germany. I'y W. A. 
 Begetov. 5th issue. St. Petersburg, 1900. vi, 162 p. 8°. 
 
 * . Agricultural educational institution.s. I lata uii to .Janu- 
 
 ary 1, 1903. Sth issue. St. Petersburg, 1905. 308+90 p. S". 
 . Material relating to the condition of exiierinicutal farms 
 
 in connection with some lower agricultural .schools, lltli issue. St. 
 Petersburg, 1908. G4 p. 8°. 
 . St.-itutes relating to agricultural education in force to 
 
 3908 inclusive. 14th issue. St. Peter.sburg, 1909. xxiii, 436 p. 8°. 
 * . Regulations regarding agricultural schools in force to 
 
 3910. 15th issue. St. Petersburg. 1910. 797 p. 8°. 
 * . Agricullur.al educational institutions in 1910. 10th 
 
 i.ssue. St. Petersburg, 1911. xxvii, 395 p. 8°. 
 * . Yearboolc, 1!»(I7. St. IVtersliurg. liidS. lix. S:;7 p. 8°. (For 
 
 departments of agriculture and forestry.) 
 Kharkoff Agricultural School. Data concerning the establishment of. and sub- 
 sequent reforms in, ijedagogical cour.«es for lower agricultural schools. 
 
 H(>port, 1009-1910. Kharkoff, 1912. 87 p. 8°. 
 Kherson Agricultural School of Emperor .\lexander II. Report, 1911. FKlier- 
 
 son, 1912?] 75+37 p. 8°. 
 Ministry of public instruction. Report for the year 1912. Petrograd. 1015. 
 
 xiii. 251 p. 8°. 
 Secondary Agricultural School of the Don. Report, 1909. Novotcherkassk. 
 
 1911. 123 p. 8°. 
 
 Aside from thr aljove fiuimpratciJ origin.-il sources, .some standard statistical pulilica- 
 tions were consulted in preparing tills work, sucb as: Statesman's Year Booli. ]015; 
 Russian Year Book, 1914; eto. 
 
 o 
 
[Continued from page 2 of cover, 
 
 1917. 
 
 No. 1. Monthly record of current educational publications, January, 1917. 
 
 No. 3. Pine-needJe basketry In schools. William C. A, Hammel. 
 
 No. 4. Secondary agricultural schools in Eussia. W, S. Jesien. 
 
 No. 5. Report of an inquiry Into the administration and support of the Oolorado 
 
 school system. 
 No. 6. Educative and economic possibilities of school-directed home gardening 
 
 in Eichmond, Ind. J. L. Randall. 
 No. 7. Monthly record of current educational publications, February, 1917. 
 
LIBRARY OF CONGRESS 
 
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