128 Agricultural Instruction in the Public High Schools 



of the student from proceeding along too narrow lines and 

 to remedy deficiencies in general culture usually quite obvious. 

 Rural high schools, instituting industrial work under special 

 legislative authority, and some of those schools doing so in the 

 absence of special legislation, show a tendency to follow the 

 same plan. 



The Alabama Congressional District Schools 



The congressional district agricultural schools of Alabama 

 have been greatly benefited by a standardization made possible 

 by the Association of Presidents and Agriculturists of the nine 

 district schools, organized in 1907. One result of their labors 

 is the course of study here given, which went into operation in 

 the fall of 1909. Before that time there had been no uniformity 

 as to the requirement or election of Latin, agriculture, or the 

 amount of time for the latter. Nor were the entrance require- 

 ments the same. In 1909 five schools reported that the sixth 

 grade was the highest that all of their students had completed. 

 Other schools reported the requirements then in effect as being 

 as high as the completion of the eighth grade. The course here 

 given is based on seven years of elementary work. 



The percentages given below show what proportion the class- 

 room work in agriculture and related sciences is of the total 

 class-room work, and what proportion all the agricultural work, 

 including the two hours a week on the experiment station, is 

 of the total time required of the student in the class rooin, labora- 

 tory, and in the field. 



Table 43 

 Time Given to Agriculture in Proportion to Other School Work 



Proportion of class work 



Proportion of all time including 

 farm work 



Fourth 

 year 



Per cent 

 25 



32 



