SCIENCE IX SECONDARY SCHOOLS 165 



that they should receive attention in this report, and these are 

 domestic science and agriculture. First, then, we shall consider 

 the case of the courses in domestic science. For data I shall 

 use a paper which I read to this body at its meeting in 1910. in 

 which I made a comparative study of fort}'-three Illinois high 

 schools. 



Of the forty-three schools listed in this report — schools taken 

 at random — 44 per cent have courses in domestic science. Of the 

 nineteen schools having domestic science in their curricula, seven- 

 teen have these courses in the first t«o years of the course with 

 no science preceding which could serve to prepare the way for 

 such courses. One school has its domestic science courses in the 

 third and fourth, where it is possible that there might be corre- 

 lation with the pure sciences. One other school has general sci- 

 ence in the first year, with domestic science in the first three years 

 of the course; there might be correlation here. A few schools 

 have domestic science running through the entire four years. 

 There might be some correlation in these schools, but probably 

 not, since there could be no correlation in the first two years. 

 From the above, it must be concluded that there is practically 

 no attempt at correlation of domestic science courses with other 

 science courses. 



In discussing the correlation of agriculture with other sciences 

 in the ordinary- high schools. I am compelled to use data for the 

 most part collected by others, since there was too little time for 

 me to get data from original sources when I took over this topic. 

 My principal source of information is a report made by C. H. 

 Robison. entitled "Agricultural Instruction in the Public High 

 Schools in the United States." This is a ver\- extensive study 

 of the subject and a verc- valuable one (made in 1910). 



However, before analyzing the data to be gathered from Mr. 

 Robison's report, it will be well to give some attention to the 

 schools of this State which have courses in agriculture. At De- 

 Kalb a year's work in agriculture is given in the first year, thus 

 treating it as an introductor}* science. At Princeton, agriculture 

 is offered in the second year as an alternative for botany and 

 zoology. It is preceded in the first year by physiography. At 

 Freeport, agriculture is ottered as an extra study — called the 

 "agricultural club" — during the first tvs'O years. A note adds 

 that "the work in botany, zoolog}", physics and chemistn.' is made 

 practical for the study of agriculture."" At La Salle an elaborate 

 four-year course is offered in which agriculture and manual train- 



