In this paper, a part of the realities of the renaissance of geography education which progressed from the analysis of the spread activity at the state level in the United States was clarified.
Basic of the spread activity of Pennsylvania can be brought together as follows.
The Pennsylvania Geographic Alliance workshop program offers a variety of content topics and related strategies for the classroom.
The geographic education spread activity of PGA assumes a center object from the kindergarten to the high school student. Not only the teacher in the high school but also the teacher of the geography of a primary level and the university includes the kernel of the activity.
The center of the activity of PGA is holding the workshop in various places in the state, and the teacher in local from the elementary school to the university which took central training of National Geographic Society takes charge of the lecturer.
Not only the content of the central training which NGS did but also training to which the geography teacher in the state has been mainly done the course and so far at the time of made the best use of each lecturer's peculiar characteristic is continuously done.
The harmony of the organization of old and new is seen in Pennsylvania though there was a criticism which is the renaissance of geography education is destrution of a conventional organization.

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This research, which used Ibaraki Prefecture as the research area, was aimed at clarifying the kind of agricultural education conducted at Japan Fork High School (Nihon-Kokumin-Koto-Gakko) for the children of the settlers of land reclaimed after the war.
The Japan Fork High School, whose first principal was agricultural leader, Kanji Kato, was established in Tomobe, Ibaraki Prefecture in 1926, and modeled on the Fork High School of Denmark. Kato tried to teach his students how to master methods of independent agricultural management, and methods of improving productivity in areas with poor land conditions, and how to become the ideal Japanese farmer through mind discipline.
In regards to the details of education in Japan Fork High Schools following the end of World War II, only those students who chose to took classes in mind discipline. However, practical agricultural training and fieldwork made up over 40% of the entire curriculum, continuing the focus of education on practical learning.
In the agricultural training, students were taught how to respond to postwar changes in Japanese agriculture, how to handle techniques to transform ill-drained paddy fields into a well drained fields and increase the yield, how to deal with tractor and combine and increase farming scale, and how to employ sustainable cultivation methods without using large amounts of pesticides and chemical fertilizers. Instruction of such new postwar agricultural techniques and farming methods to students was conducted by part-time instructors who had graduated from the Agricultural Department of the Japan Fork High School or agricultural trial research workers.
Prior to World War II, graduates from the Japan Fork High School were dispersed throughout the country, but in postwar time the graduates came to be concentrated in Ibaraki Prefecture.
Ibaraki Prefecture, which has the largest number of graduates, dispersed graduates around the Joban Line area prior to the war. After the war ended, graduates came to be concentrated in the southern part of the prefecture, with an especially marked increase in the various towns on the diluvial upland around Lake Kasumigaura and Lake Kitaura, areas with a great amount of postwar reclaimed land construction.
It was in this postwar reclaimed land that settlers, who were directly instructed by Kanji Kato, recommended their children to attend the Japan Fork High School. The children of these settlers learned not only theory at the Japan Fork High School, but also came to comprehend practical knowledge and techniques, and acquired the ability to respond to postwar agricultural change, thereby making a success of agricultural business upon reclaimed land.

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