Summer School ccv 



attention being given to the relation of the plants of the garden to their 

 insect visitors ; observations on the character, the habitat, and the fruit of common 

 trees, especially fruit and nut trees, evergreens, and shade trees. 



III. Lectures, tirst three weeks, to supplement and elucidate the field work 

 in part I, including also the use of this material in the school, and the building 

 and maintaining of breeding cages and aquaria. 



IW Lectures, second three weeks, on the habits, life histories, and uses 

 of the plants and trees studied in part II, and the literature concerning them. 



E. Training Course in Natural History Method. More careful and ex- 

 tended work in a few selected natural-history subjects. The work of the 

 lirst three weeks will center about pond life; that of the second three weeks, 

 about the relations between flowers and insects. The students will gather 

 their own material, and a considerable part of the work will be done by each 

 one individually and alone. Results will be rigidly graded, and university 

 credit will be given for satisfactory completion of the course. Each student 

 will provide himself with a good pocket lens, air and water nets, and the 

 book containing outlines of the practical exercises. Membership in the class 

 will be limited to twenty persons. 



C. Elementary Agriculture and Nature-Study. Pedagogical work in ele- 

 mentary agriculture and nature-studj- as outlined in the New York State 

 Syllabus. This course is designed for district superintendents, training-class 

 teachers, and all other teachers interested in rural education. The Cornell 

 Rural School Leaflet, in which is published subject-matter on the topics out- 

 lined in the New York State Syllabus, will furnish the text for this course. 

 Subject-matter will be presented and schoolroom methods of conducting the 

 lessons demonstrated. Professors in the College of Agriculture who have 

 prepared the articles for the leaflet will give lectures and demonstrations. 

 The fundamental educational value, as well as the economic importance, of 

 school work in soils, animal husbandry, farm crops, gardening, fruit-growing, 

 poultry, forestry, bird stud}% and the like will be discussed. Simple apparatus 

 suitable for use in schools will be considered; also books for the school 

 library. The Rural Schoolhouse will be made a center for working out some 

 of the problems relating to school work in elementary agriculture and nature- 

 study. 



Excursions, i. An afternoon on the farm with a naturalist and an agri- 

 culturist. 2. A night trip to the woods. 



D. Rural School Education. This course will consider rural school con- 

 ditions; the field of agriculture in education; the relations of school and 

 community; teachers' associations; farmers' institutes; extension work; the 

 relation of rural schools ; the rural schoolhouse and grounds ; the rural teacher ; 

 the rural library ; and other topics of importance in rural education. 



E. School Gardening. This course will include several lectures on school 

 gardens in cit}- and country; practical work on soils; preparing the ground; 

 planting; caring for the garden; harvesting; exercises in judging garden 

 plats; discussion of trees, vines, shrubs, and herbaceous plants suitable for 

 the school garden; a child's home garden; discussion of window-boxes; the nature- 

 study of the garden ; literature. 



F. Textbook Work in Agriculture. Designed to help teachers to use in- 

 telligently a textbook in agriculture in high schools or in the seventh and 

 eighth grades. Demonstrations in connection with the lectures. Model 

 lessons will be given with classes of girls and boys. 



