PROGRESS IN AGRICULTURAL EDUCATION. 301 



the extension man to be a true teacher and not an entertamer was 

 emphasized. He should study the special needs of each community 

 and visit a wide range of regions. Importance was also placed on 

 studying the art of public speaking as well as pedagogics. 



W. H. French maintained that agricultural extension is a part of 

 our public education and should not be regarded or used as a means 

 of advertising the college. The establishment of a system of consoli- 

 dated rural schools, township high schools, and the introduction of 

 agricultural courses in these and in the high schools already in 

 existence he regarded as the greatest field for agricultural education 

 extension at the present time. The extension instructor in these 

 schools should also give regular instruction to the adult farmers in 

 the neighborhood and conduct demonstration plats. A plea was 

 made for the establishment in the agricultural colleges of courses 

 especially planned to meet the needs of extension workers. 



The necessity for extension workers to be true teachers and not 

 entertainers was also emphasized by P. G. Holden. They should be 

 consecrated to their work and they must know their people. The 

 plan of cooperating with the public-school system in agricultural 

 extension work in Iowa was discussed in detail. 



C, H. Tuck, in discussing the relation of extension work to rural 

 schools in New York, recognized extension work as a part of the sys- 

 tem of public education, and the rural-school problem as the greatest 

 of the many that present themselves in the extension field, opening 

 up the way for cooperating with all agencies, educators, societies, and 

 State organizations, and the people as a whole. 



D. J. Crosby, of this office, pointed out the necessity for extension 

 workers to encourage other agencies to pursue similar lines of work 

 as local centers, and he illustrated the point by citing a concrete case 

 in connection with the agricultural school of Baltimore County, Md. 



WORK OF THE NATIONAL EDUCATION ASSOCIATION. 

 SAN FRANCISCO MEETING. 



At the San Francisco meeting of the National Education Associa- 

 tion, July 8-14, 1911, considerable attention was given to agricul- 

 tural education, home economics, nature study, and school gardens. 



On Tuesday forenoon the department of rural and agricultural 

 education met in joint session with the American Nature-Study 

 Society and the School Garden Association of America, and the follow- 

 ing topics were discussed: "Agricultural nature study," paper by J. B. 

 Lillard, principal of the Gardena Agricultural High School, Los 

 Angeles, and discussion by E. D. Ressler, professor of industrial 

 pedagogy at the Oregon Agricultural College; "School gardening in 

 Hawaii," by Vaughan MacCaughey, College of Hawaii; and the "Poten- 

 tiality of the school garden," by C. A. Stebbins, department of agri- 



