4 NATL RE STUDY REVIEW [9:1— Jan., 1913 



The answers to the third question, however, showed that many 

 of these fifty-seven teachers found some topics more successful 

 than others.' In order to determine whether the answers were 

 colctred hv local conditions a tabulation of answers from the 

 leading ai,^ricultural states was made. The result showed ap- 

 proxiniate\v the same ratio. This ratio holds for states requiring 

 instruction' in agriculture as well as for those that do not. The 

 following are some typical answers representing both points of 

 view : 



"I should question giving much time to study of animal husbandrv 

 or an>-thing that would not tend to vitalize the other subjects in the 

 curriculum." 



"A compromise of Plans 1 and 2 would be most desirable." 



"I think only the simplest forms of agriculture can be satisfactorily 

 taught in grammar school." 



"Yes. with the exception of some technical subjects. Nature-study 

 organized so as to present phases all through the grades would take care 

 of much of it. If handled properly, any important agricultural subject 

 may be presented intelligently in its essentials to grade pupils." 



"Make it as complete as possible, yet elementary. So many of our 

 pupils never see a high school. They need more than a mere smattering." 



"I think it is all right if there is sufficient time. But I find that in 

 a school with from forty to fifty pupils certain topics are more profitably 

 used, such as live-stock, corn, .wheat, sugar cane, etc." 



"I believe to treat in an elementary way would be more profitable 

 as the pupil docs not know what he is best fitted for at this age, and the 

 wider the scope the better the chance for the pupil." 



"I do not think so, because the subject is too extensive, neither is it 

 practicable or practically useful." 



I think certain topics like those suggested in question No. 2 should 

 pTm the course of study, but it would be well to have the pupils read 

 some Ixiok or books that cover the whole subject." 



"Depends upon the number later attending rural high schools with 

 courses in agriculture, and degree of specialization. Danger in repeti- 

 tion causing some bad results already seen in physiology." 



"I think type studies will have to be developed for both the elemen- 

 tary school and those high schools that can give only one or two vears 

 work." 



"Xo, 1 d(3 not; I believe the average pupil will gain more when certain 

 units are emphasized." 



"Xo, I do not for the reason that the minor and more nnportant 

 facts are slighted on the work." 



The third question was intended to determine what units were 

 regarded as the most successful. Xearly all phases of agriculture 

 ;irc represented in the lists of topics given in the answers. The 

 tollc.wing topics are mentioned in order of frequency in answers: 

 tK-l«l crops, including corn, wheat, potatoes, alfalfa, clover, bar- 



