CHAPTER IV 

 ADMINISTRATION, EQUIPMENT, AND METHODS 



The immediate problems confronting authorities who think of 

 introducing agriculture into their schools are those of expense, 

 of the relation of the new study to the present curriculum, and 

 the problem of the teacher. Some of the more important admin- 

 istrative questions concern the time given to agriculture, its place 

 in the course of study, its relation to the other sciences and to 

 the curriculum as a whole, and the teaching force that is to 

 handle the subject. 



The data given here seem extensive enough to indicate current 

 practice. In some cases the present usage represents the result 

 of several years of experience; in most cases it represents tenta- 

 tive efforts of schools but recently introducing agriculture, or 

 of schools themselves organized but two or three years. It 

 would be difficult in most cases to devise a way to determine 

 the relative merit of the different procedures. 



When data from the Alabama district schools are included in 

 tables the fact will be specially mentioned. 



Time Given to Instruction 



The series of tables under this heading shows in several ways 

 the amount of time given the subject. Owing to the well-known 

 unreliability of the " average " as giving an accurate notion of 

 conditions, a broad distribution is made of the schools in a way 

 to show the general tendencies at a glance. The distribution 

 by weeks shows how extensive the subject is in the respective 

 schools, while the distribution by minutes per week shows how 

 intensive it is. The two of course do not necessarily go together. 



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