STATKS RELATIONS SEnVICE. 357 



tlic otlier in Maryliind, illustrating cooperative extension work and 

 organization in relation to improving n]elhods of apple production. 

 Several mimeographed circulars explaining how to make good 

 photographs, lantern slides, and charts for extension and school use 

 were issued. 



INVESTIGATIONS ON AGRICULTURAL INSTRUCTION IN SCHOOLS. 



Alvin Dii.i.E. In cliai-ffe. 



Particular attention was given during the year to the preparation 

 of subject matter in form for use in teaching vocational agriculture 

 in secondary schools, and to plans for training teachers for these 

 schools. At the same time the elementary rural school studies were 

 not neglected. 



Pre\ ious to the signmg of the armistice there was cooperation with 

 other divisions and bureaus in promoting instruction relating to prob- 

 lems of food production and conservation. Studies Avere made of 

 the training of unskilled farm labor and of city boys to do farm work. 

 Studies of the educational work of the colleges with the Students' 

 Army Training Corps, especially the instruction in agriculture being 

 given to these men, were also begun. Sets of lantern slides, charts, 

 and reference material were supplied to instructors in agriculture at 

 various army camps. The signing of the armistice brought a sudden 

 end to this special war Avork, and after that time attention was turned 

 to problems of readjustment in agricultural teaching. 



The preparation of material in the form of bulletins, circulars, 

 leaflets, etc., for the use of teachers of agriculture continued to receive 

 a large amount of attention. Lessons in dairying and on potatoes 

 for rural elementary schools were published in bulletins Avhich were 

 widely distributed. Twelve leaflets on how teachers may use certain 

 Farmers" Bulletins were also printed and distributed. Owing to an 

 increased demand for material for use in schools teaching agriculture 

 a number of earlier bulletins were reprinted. 



The preparation of a two years' course of study for negro voca- 

 tional schools Avas undertaken in cooperation Avith the Federal Board 

 for Vocational Education. The first year's course, lessons in crop 

 production, Avas completed and turned over to the Federal Board, 

 and the preparation of the second-year course, lessons in animal pro- 

 duction. Avas Avell advanced. A conference Avas conducted at Hamp- 

 ton Institute Avith negro teacher trainers and supervisors of agricul- 

 ture, at Avhich the first course was carefully revicAved and explained. 



"While the Avar checked in some measure the development of instruc- 

 tion in agriculture, the interest in agriculture was greatly increased 

 by the emphasis placed on food production and conservation. With 

 the close of the war State authorities began to turn their atten- 

 tion to the development of the agricultural schools, more especialh^ 

 those teaching vocational agriculture. This Avas shoAvn by the in- 

 ci-eased demand for material that Avould help in the solutions of their 

 teaching problems. 



The demand for help in visual instruction was in excess of the 

 supply of material available. During the year there Avere prepared 

 the foHoAving lantern-slide sets Avith mimeographed syllabi: Lessons 

 in planning and planting a garden; lessons on dairying; a six weeks' 



