AGRICULTUKAL EDUCATION. 493 



highest quality, such courses to be offered in the state college and as many 

 other institutions of higher learning as will honestly undertake to serve agri- 

 culture in a large way; (2) courses in technical agriculture, to be added to all 

 high schools and other institutions of secondary grade that have an agricultural 

 constituency, and which should occupy one-fourth of the students' time and be 

 taught from the professional basis; and (3) nature study, to be so taught in the 

 grades and in the country schools that agriculture may be developed naturally 

 out of the undifferentiated field, and that this development should begin when 

 economic sense commences to appear in the child, and develop as he develops. 



The opportunity of the California hig'h school, E. Hyatt {Sacramento: 

 Dept. Ed., 1910, pp. 21). — This pamphlet includes brief statements concerning 

 boys' and girls' clubs and the educational opportunity of the California high 

 school with reference to the development of the leading agricultural interests 

 of California, a description of the Stockton high school plan for agricultural 

 education, and a bibliography of considerable length containing references to 

 books and discussions concerning industrial education in general, industrial 

 education in high schools, trade schools, and elementary schools, and agri- 

 culture in high schools and elementary schools. 



The Stockton high school plan, which goes into operation in 1910-11, in- 

 cludes a twc-year course in agriculture, to meet the needs of the prospective 

 farmer, and a four-year course to include not only basic studies on the various 

 phases of agriculture, but also considerable work leading directly to the local 

 agricultural problems. There will also be courses in home economics for girls 

 and short courses for farmers. The director in charge of this work will teach 

 not more than one-third of his time and devote the remainder to a study of 

 the agricultural problems in the farming area tributary to Stockton, He is 

 expected to become a sort of traveling teacher and advisor for the farmers, 

 hold county and district institutes of teachers, farmers, and students, have 

 charge of work in nature study, elementary agriculture, and school gardening 

 in the elementary schools of Stockton, engage in experimental work in coopera- 

 tion with other agricultural agencies, and make arrangements with farmers 

 for field studies to be made by students of the high school. Leaflets bearing 

 on the agricultural problems of the district will be published and distributed. 



Agricultural schools, D. J. Crosby {If. Y. Dept. Agr. Bui. i//, pp. ISdOr- 

 169a). — The author traces the development of secondary instruction in agri- 

 culture in the United States, describes the different types of schools teach- 

 ing secondary agriculture, and discusses the function of agriculture in public 

 high schools and the functions of the special agricultural school, these being 

 briefly outlined as follows : To stimulate the general introduction of agriculture 

 into the ordinary high schools, to aid in the preparation of teachers for the 

 rural schools, to serve as educational connecting schools between the public 

 elementary schools and the agricultural colleges, to serve as schools to which 

 boys who have chosen to become farmers may elect to go for thorough and 

 effective preparation for their life work, to relieve the agricultural colleges of 

 much of the secondary work they are now compelled to do, and to serve the 

 farming community more intimately and sympathetically than the agricultural 

 colleges can do and more effectively than the public high schools can do. 



Experiments with plants and soils in laboratory, garden, and fi.eld, F. E. 

 Edwards {California Sta. Circ. 58, pp. 35). — The author of this series of 50 

 exercises is instructor in agricultural chemistry in the California Polytechnic 

 School, and has taught elementary agriculture in the way that he here de- 

 scribes it to students coming to his classes from the eighth grade. The exer- 

 cises are intended for the first year of agriculture in high schools. They are 

 arranged in two general groups, the first dealing with the plant and its work, 



