224 NATURE-STUDY REVIEW [11:5— May, 1915 



4. Use the agricultural experiences and discoveries in composi- 

 tion, dictation, literature, supplementary reading, arithmetic, 

 geography and drawing. 



5. Use all available outside help to encourage the children. 

 Have friends of the school talk to the children on such topics as 

 the settlement of the district, the farming in the pioneer days, how- 

 to improve the land, how to raise com, how to handle a dairy herd, 

 how to care for an orchard, etc. 



6. Direct their reading to books, bulletins and agricultural 

 papers so that their interest may be aroused in agricultural matters. 



7. Have the children, in at least the senior classes, keep 

 Agricultural Note Books, preferably of the loose-leaf kind, record- 

 ing their lessons, garden experiments, and inserting government 

 bulletins. 



Report by Teachers on Instruction Given 



The Department of Education requires teachers to send in 

 a report in December showing what instruction has been given 

 during the year, how it has been given and what garden work has 

 been carried on. These reports are endorsed by the Inspectors, 

 (i. e. Superintendents) and submitted to the Department, along 

 with the trustees' statement of expenditures. Besides the general 

 oversight of the Inspectors, for the past two years Field Agents in 

 Agricultural Education have visited the schools during the simimer 

 and inspected the work. The Field Agents are young men who 

 have had successful experience in teaching in rural schools and 

 who are in attendance at the Agricultural College taking the 

 B.S.A. course. Besides visiting schools in which Agriculture is 

 being taught under the departmental regulations, they visit other 

 schools, confer with school trustees, address Women's Institutes, 

 and carry on a propaganda generally for agricultural education. 



The form used for the teacher's report, altered to fit these pages, 

 and with blank spaces omitted, is printed below. It will show 

 more clearly than any description could the nature of the instruc- 

 tion and the methods followed in elementary agriculture in the 

 schools of Ontario: 



