134 Agricultural Instruction in the Public High Schools 



culture, who outlined the industrial work, and Prof. J. S. Stewart, 

 of the department of secondary education, in the University, who 

 planned the non-industrial part. This plan was referred to a 

 committee, and, on June 19th, was accepted as modified by the 

 committee and recommended to the several local boards. 



Modern languages were included in the original plan but 

 were eliminated by the committee. It will be noted that as much 

 mathematics is included as is usually found in secondary schools. 

 These schools must offer it as they prepare for the State Agri- 

 cultural College. The catalogues of the schools show local 

 variations from the model course of study. Most of the changes 

 are minor, usually changes in relative position. Agricultural 

 arithmetic does not seem particularly agricultural so far as the 

 text would indicate, though texts are written on this basis. The 

 industrial trend is more evident from the texts used in the course 

 in bookkeeping. In some instances plane trigonometry and sur- 

 veying appear. Standard texts in botany appear to be used as 

 guides for the class-room work in first-year agriculture. This 

 can not be avoided in the present condition of the text-books, 

 although some recent texts in " elementary agriculture " include 

 a large proportion of technical botany. Physical geography 

 occasionally appears as a second-year study, as does also chem- 

 istry. 



An examination of the course of study given above shows that 

 not only does it provide that a very large proportion of the 

 total time of the student shall be spent in industrial work, but 

 that a very considerable amount of the class-room work is also 

 of this nature, counting agricultural arithmetic and the sciences. 



Table 45 

 Time Given to Agriculture in Proportion to Other School Work 



