C)22 KKPORT OF ofkicp: ok experiment stations. 



Ami, linally, tlu're are the suinnier Hchools for teachers and the one-year and two- 

 year normal eourseH, in all of which nature ntudy and elementary agri('ulttire are 

 iinjiortant features. At least ei<j;ht colle^'eH have organized conrseH of this kind, and 

 have found teacher.s jironijit and eager to take advantage of the opportunities thus 

 afforded them for prejiaring to bring tlie children committed to their charge into 

 more intimate and 8ym]>athetit' relations with their natural environment. Some of 

 tlie States now rc()uire that instruction in the elements of agriculture he given in the 

 public schools, and the agricultural colleges in tlKJse States are aiding to prei)are the 

 teachers for this work. More work of this kind needs to be done in order that 

 country children may learn to know and appreciate the beauties and advantages of 

 rural life, and that city children may be enabled to make use of their more limited 

 opportunities for the employment of trees, shrubs, flowers, and other nature material 

 in making the city more wholesome and beautiful, and may have their attention 

 turned to the advantages and opportunities of rural life. 



SUMMER SCHOOLS. 



Increasing attention is given on the part of the ag-ricultural colleges 

 to the holding of siiininer schools, one purpose of which is to prepare 

 teachers for giving instruction in nature stud}' and elementary agri- 

 culture in the common schools. During the summer the Connecticut 

 Agricultural College has held a summer school for teachers, having 

 an enrollment of over 60; the North Carolina College of Agriculture 

 and Mechanic Arts a summer school, with an enrollment of 361 

 teachers, IttO of whom took work in agriculture and nature study; the 

 University of Nebraska a summer school, with an enrollment of 45 

 teachers; the University of Tennessee a summer school, in which 180 

 teachers took w^ork in agriculture, horticulture, and nature study, and 

 the Hampton (Va.) Normal and Agricultui'al Institute a sunnner school, 

 with an enrollment of nearly .500 teachers, all of whom took instruc- 

 tion in either nature study or agriculture. The interest in work of 

 this kind is especially strong in the South at this time, as is shown by 

 the large enrollment of teachers in the southern institutions. 



The University of California holds annually a summer session, in 

 which the College of Agriculture offers several courses. In 1903 

 courses were given in amateur horticulture, entomolog}-, and human 

 foods. 



Among the courses annually otiered at the summer session of the 

 University of Missouri is one in agriculture for teachers, with special 

 reference to nature study and agriculture in the public schools. 



SECONDARY COTJRSES. 



Following the lead of the successful secondary schools of agricul- 

 ture in connection with the agricultural colleges in Minnesota and 

 Nebraska, similar schools having a two-year course of high-school 

 grade have been organized at the colleges in Maine, Rhode Island, and 

 Oklahoma, and in Washington a three-j^ear course is given. 



