PROGRESS IN AGRICULTURAL EDUCATION. 317 



Helena. A sixth school, known as the Panhandle Agricultural Insti- 

 tute, was established and located at Goodwell. Each of the first five 

 schools has an appropriation for the first year of $20,000 for build- 

 ings and $12,000 ftn- maintenance. The sixth school is designed to 

 serve only part of a district and begins its work with a building 

 fund of $12,000 and a maintenance fund of $5,000 the first year and 

 $7,000 for the second year. One-fourth of the maintenance fund for 

 each school must be expended in developing agricultural experiments 

 in the field, barn, orchard, shop, and garden. 



PENNSYLVANIA. 



In addition to the very large appropriations for the Pennsylvania 

 College and Station, noted elsewhere in this review, the legislature 

 appropriated $40,000 for the State Forest Academy at ]Mount Alto 

 and $25,000 for the National Farm School at Doylestown. 



TENNESSEE. 



The University of Tennessee conducted for a part of the year a 

 unique plan of agricultural extension work in 11 high schools of 

 that State. The plan was designed to illustrate in its practical re- 

 sults the cultural value of instruction in agriculture to the students 

 of secondary schools as well as its usefulness to those who may some 

 time follow the business of farming. 



Briefly described, this plan provided for the monthly visitation 

 of these schools by the head of the university department of agri- 

 cultural education who gave at each visit a lesson and a demonstra- 

 tion, accompanied by an outline of work to be done the next month, 

 together with suggested readings and reviews. He also gave occa- 

 sional popular lectures on education in connection w^th these visits. 

 All of the expenses of this supervision and visitation were borne 

 by the university except in cases where the local community provided 

 entertainment, but each school was required to assume responsibilty 

 for the success of the work by giving it a regular place in the school 

 programme, providing for a regular teacher in the classes between 

 visits, and making arrangements to continue the work from year to 

 year, so long as the university offers cooperation, and ultimately to 

 maintain the work independently as soon as financial support and 

 other conditions justify. The expenses for material equipment for 

 the work was estimated from a minimum of $10 to whatever the school 

 chose to provide annually. 



Each lesson given by the visitor presupposes the mastery of all 

 former lessons, thus making the work cumulative and capable of in- 

 creasing technicality. Plans were made to collect a series of lessons 



