896 EXPERIMENT STATION RECORD. 



AGEICIJLTURAL EDUCATION. 



The relation of the agricultural college to the state normal school, A. V. 

 Storm (Addresses and Proc. Nat. Ed. Assoc, 51 {1913), pp. 516-521). — Thi^ 

 paper deals with the relation between the agricultural college and the state 

 normal school in the preparation of teachers mainly as an administrative and 

 only incidentally as a pedagogical subject. The conclusion is reached that 

 rural and elementary grade teachers should receive their preparation in agri- 

 culture in the state normal school, while all other teachers giving instruction 

 in agriculture should be prepared in the college of agriculture. The reasons 

 given for this conclusion are based on the fundamental conditions inherent in 

 the two classes of institutions in most of the States. 



How the adoption of a course of study in agriculture and related subjects 

 would help the public schools, J. Main (Addresses and Proc. Nat. Ed. Assoc., 

 51 (1913), pp. 808-812). — In this discussion the author shows how the adoption 

 of a uniform high school course in agriculture would make possible the train- 

 ing of teachers in secondary agricultural pedagogy ; would enhance the utili- 

 tarian value of high school agriculture by the elimination of " freak courses " 

 and valueless exercises and the inclusion of essentials duly proportioned ; would 

 make possible the accrediting of schools and the evaluation of agriculture as a 

 preparatory training, and permit the student of agriculture to carry to distant 

 schools an intelligible report of work completed just as he now may in Latin 

 or algebra ; and would save the sciences and the scientific methods to the high 

 school from which they are in danger of being lost. 



Report of the committee on courses of study in agriculture, E. C. Bishop 

 (Addresses and Proc. Nat. Ed. Assoc, 51 (1913), pp. 80 Jf-SO'T).— Among the 

 topics reported on are a unified course of study, development of project work, 

 home and school gardening, farm management, farm mechanics, agricultural 

 booklet, community survey, and boys' and girls' club work, preparation of 

 teachers, use of text-books, made-up-text and theme-book, credit for home work, 

 and personal, home, and community hygiene. 



Agriculture and gardening in the public schools, C. F. Palmer (Addresses 

 and Proc. Nat. Ed. Assoc, 51 (1913), pp. 812-818). — In this discussion the 

 author contends that agriculture is as important a subject in the city schools 

 as in the country schools, the differences lying more in the opportunities for 

 carrying on the work and the outside experience that the jDupils bring to it than 

 in any innate differences between country and city youths. The work in school 

 gardening in Los Angeles, one of the few large cities of this countiy conducting 

 the work as a definite part of their educational system, is described in detail 

 from the author's personal experience as supervisor of agriculture in the 

 public schools. Gardening has been in operation in a number of schools with 

 varying degrees of success for several years but has demonstrated its value, and 

 over a year ago led to the establishment of a department of agriculture con- 

 sisting of a supervisor, assistant supervisor, and three special teachers. Each 

 of the four assistants was assigned a definite section of the city to develop. 

 Headquarters for conferences with teachers and the distribution of seeds, 

 plants, cuttings, etc., have been provided. Weel^ly classes in agriculture for 

 teachers have been conducted under the auspices of the state university which 

 through this department established its first extension course in agricultural 

 teaching. 



In what way can the nature-study movement be of assistance to agri- 

 cultural teaching and social center work for rural communities, J. H. Paul 

 (Addresses and Proc Nat. Ed. Assoc, 51 (1913), pp. 803, S0>4).— The author 



