122 AGRICULTURAL EDUCATION IN PUBLIC SCHOOLS 



High schools of cities surrounded by agricultural commu- 

 nities enrol a large number of pupils from the country. The 

 special needs of such pupils have recently been recognized by a 

 few city high schools. Thus in the Stockton (Cal.) High School 

 a department of agriculture was organized at the beginning of 

 the present school year. A director who is an agricultural- 

 college graduate, has charge. He is not expected to teach more 

 than one-third of his time; the rest of his time is to be devoted 

 to the "study of agricultural problems at first hand throughout 

 the farm 'area tributary to Stockton." He is to take up any agri- 

 cultural problem at any time, go to the farm, and help find a 

 solution. By this means the farmer is reached directly and 

 made to feel that our school director and teachers are will- 

 ing and able to educate boys and girls for profitable farm 

 life and to cope with economic problems troublesome and burden- 

 some to them. Short courses are also offered to farmers and 

 those interested in agriculture who cannot take the full course. 

 A course is offered to students who expect to be teachers with 

 a view of providing the rural schools with teachers having a 

 knowledge of, and an interest in, farm life. Further aid is given 

 the rural schools by a series of teachers' meetings and confer- 

 ences with the director in charge (159). 



The Gardena High School of Los Angeles has been offering 

 courses in agriculture with particular reference to horticulture, 

 gardening, and poultry raising which are the dominant interests 

 of the community (160). The San Diego (Cal.) High School 

 has also recently established a department of agriculture some- 

 what after the Stockton plan. 



Agriculture in city high schools located in farming re- 

 gions offers a very promising field for further development. 

 These schools have advantages that compensate somewhat for 

 their immediate non-rural surroundings. Their laboratory facili- 

 ties are usually very good, and they are able by means of high 

 salaries to secure experienced and well-equipped teachers. 



In order to encourage the introduction of agriculture into 



