222 



NA TURE-STUD Y RE VIEW 



:il:r>— May, 1915 



rural problem, shown by governments and press. There is a long 

 way to go before our six thousand rural schools are engaged in 

 the work but the right methods having been found, and leadership 

 having been established in a few hundred representative schools 

 scattered throughout the province, a general acceptance of the 

 work as a proper undertaking for our country schools cannot long 

 be delayed. The numbers given in the list include only those 

 schools which have formally undertaken to meet all the require- 

 ments laid down in order to earn the special grants. There are 

 hundreds of other schools taking up some part of the work but not 

 meeting the gardening requirements or the requirements of the 

 indoor instruction, or not feeling sure about the acceptibility of 

 their undertaking, do not formally notify the Department of 

 Education of their intention to qualify for grants. 



Progress of Agricultural Teaching in Ontario 



Year 



1903 

 1904 

 1905 

 1906 

 1907 

 1908 

 1909 

 I9IO 

 19II 

 I912 



1913 

 I914 



Grants to 

 Teachers 



$120.00 



150.00 



510,00 



900.00 



2203.00 



3131.00 



made yet 



-From Agricultural Education Bulletin No. 10. 



Relation Between Nature Study and Agriculture 

 The course in elementary Agriculture and Horticulture is 

 adapted from the Nature-Study course prescribed for Ontario 

 schools. It is still a Nature-Study course but specifically agricul- 

 turalized. Our most successful teachers distinguish between the 

 two in their teaching and timetables. Usually the Nature-Study 

 so called is confined to observations on birds, flowers, trees, clouds, 

 etc., and a short period will be taken each day to report on these, 

 discuss them and make records. The Agriculture, however, is 



