Federal appropriation for the land-grant colleges and provided that "said colleges may use a portion of this money for providing courses for the special preparation of instructors for teaching the elements of agriculture and the mechanic arts." Some of the institutions have used these funds in establishing departments of agricultural education, others have used them in a general way in their work of aiding teachers of elementary agriculture, while a large number have done nothing until very recently in the way of agricultural education. Many of the agricultural men have taken the attitude that if the prospective teacher knew his subject he could teach it and that no professional training is needed. In institutions having schools or departments of education, agricultural students who expected to teach have been encouraged or required to take general courses in education, especially in States where such training was required for certification. The student in such cases was expected to make his own application of education to agriculture.

Placing agriculture upon a vocational basis in the secondary schools is doing a great deal to strengthen the demand for special courses in agricultural education. The Smith-Hughes Act not only raises the standard for teachers so that special training is required but also provides funds for that training. By 1921 there will be $1,000,000 of Federal funds available for teacher training, 60 per cent of which may be used for training teachers of agriculture, this sum to be duplicated from State funds. Since the Federal act was passed most of the States have either organized separate departments of agricultural education or have extended those already organized. In nearly every case some kinds of courses in special methods of teaching agriculture have been established. There has been considerable difficulty in securing men capable of handling such courses. To do justice to the work given, those in charge should have not only technical and practical training in both agriculture and education but also have practical experience in farming and in the supervision and teaching of agriculture in secondary schools. Some of the men giving teacher training work are agricultural men who have worked into educational lines since graduation, while others are men of training and experience in general education who have taken up agriculture in recent years. As the line of work which they are directing is new, it is not to be expected that the older men have special training for it.

Typical departments of agricultural education.-Every department of agricultural education is organized along lines somewhat different and has different conditions to meet within the institution: most of them, however, may be grouped into one of the following classes: (1) Departments in universities having schools or departments of education; (2) departments in independent agricultural

colleges which do not train teachers for general subjects. The departments described at this time are fairly typical of these classes.

DIVISION OF AGRICULTURAL EDUCATION: UNIVERSITY OF CALIFORNIA.

Organization and scope.-Agricultural education in the University of California is organized as a division in the college of agriculture. Because of the fact that the university maintains a college of letters and science in which general subjects are taught, and a school of education which gives professional training, the division of agricultural education gives only special training in the teaching of agriculture and closely related general science, nature-study, and rural education. Inasmuch as the division also has charge of correspondence courses in agriculture with related extension courses, a comparatively large staff is maintained, although the teacher training has been conducted mostly by two men. Recently the university has entered into cooperation with the State Board for Vocational Education to train teachers at the University Farm School at Davis and at other points in the State and to conduct itinerant teacher training among teachers in service.

Facilities for teaching.-In times past the division gave more attention to training for elementary work with school gardens, nature study, and boys' and girls' club work. School gardens are still maintained in Berkeley at the university and used in elementary teacher training, especially during the summer session. Prospective teachers of agriculture in the secondary schools up to the present time have been taken to the university farm at Davis, where a six-weeks' course in farm practice has been given in various farm operations that all teachers may become familiar with ordinary farm practice. High schools in the State are selected for a fiveweeks' course in practice teaching.

Courses of study.-Students who desire to secure a recommendation from the division as teachers of agriculture in high schools of the State are expected to take a four-year course in agriculture, with agricultural education as a major. The work of the first two years is the same as for other students in agriculture. Although the work of the junior and senior years is largely elective, the student is expected to have completed, in addition to three stipulated courses in agricultural education, at least one course in each of the following agricultural divisions: Agronomy, pomology, plant pathology, entomology, farm management, animal husbandry, dairy industry, poultry husbandry, and veterinary science.

In addition to opportunity for special studies and individual work in agricultural education, the following courses were given in 1917-18.

(a) Agencies for rural progress: Country life problems, agencies for rural progress, and the best means of utilizing these agencies for the improvement of rural communities. Lectures, assigned readings, and reports.

(b) Elements of agriculture, nature study, and school gardens: Aims, material, and methods used in agricultural instruction in the elementary and grade schools; teaching plans; educational value of the school garden; the home garden and the value of the school garden; the home garden and the value of home project work in agricultural education. Practical garden work on the campus.

(c) High school farms, gardens and community work: Lectures, reports, and conferences on the utilization of land in connection with agricultural teaching; means by which the facilities of a school can be brought into intimate and helpful relation with the agricultural interests and home life of the community supporting the school; practice in planning and executing school farm problems and demonstrations.

(d) General science and first-year agriculture: The aims and values of a general science course in the high school; comparative study of typical courses and exposition of the peculiar adaptations to the general science work of an elementary agricultural course in which plant study forms the basis of continuity; the equipment, nature, and amount of practical work needed in the course, including field trips and excursions. Outdoor and laboratory exercises are considered in detail.

(e) Agriculture in secondary schools: Agricultural teaching, including its history; the teaching methods to be employed, and the equipment needed. A general consideration of the educational aims and values of the work and the organization of the course is followed by a detailed study of materials and methods involved in the teaching of elementary agriculture, dairying, animal husbandry, horticulture, etc. Lectures, readings, and assigned practicums.

(f) Rural school administration: Readings and classroom discussions of the fundamentals of rural school organization, management, and improvement.

(g) The practice of teaching agriculture: A five-weeks' practice course in selected high schools of the State. Making of lesson plans, practice teaching reports and conferences with supervising teacher and instructor. Supervised practice teaching; the observation of methods; and management of class and laboratory instruction by the local teacher. By arrangement with the department of education properly prepared students may satisfy the requirements in practice teaching for the teachers' recommendation by taking this course instead of Education 201 (The practice of teaching).

As a rule several of the above courses are given in the summer session. No work was given for elementary teachers during the summer of 1918. Usually large classes of public-school teachers register for this work.

Students. In 1916-17 there were 37 men and 5 women registered, with a major in agricultural education. In 1916 there were 20 graduates in agricultural education, 13 of whom secured positions to teach or supervise agriculture.

DEPARTMENT OF RURAL EDUCATION: CORNELL UNIVERSITY.

Organization and scope.-For a number of years the New York State College of Agriculture has been doing a great deal to aid teachers in service with their problems of elementary agriculture and nature study. This work is now continued by the department of rural education, organized in 1914, although the main function of this department is to train teachers of agriculture for the secondary schools. Although the university maintains a school of education, the department of rural education in the college of agriculture is mostly independent, giving its general methods courses within the department. In addition to a force of workers who take care of the extension work in the State, three men are employed for the training of teachers of agriculture in secondary schools, one for general methods and two for special methods in agricultural education.

Agricultural education is offered as an option to agricultural students in the junior and senior years. In common with other agricultural students, considerable latitude is allowed for election of subjects to students preparing to teach agriculture. For graduation there is required, however, approximately the following: Cultural subjects, 14 hours; science, 38 hours; psychology and education, 14 hours; elective, 54 hours; making a total of 120 hours. The electives are selected with the advice of the department.

Facilities for teaching.-For practice teaching, seniors are placed as apprentices to some of the best teachers in the high schools of the State for half a year. Near-by schools and departments are used for practice by the classes in agricultural education. For example, at a time when the author visited a vocational department at Interlaken a class in agricultural education from the college at Ithaca had just been there to study the planning and equipment of the building used for vocational agriculture. One of the students of the college came to the school regularly to give the high-school students instruction in forge work.

The department is well equipped for practice in collecting, making, and using teaching materials, especially along the lines of visual instruction.

Courses of study.-The following courses were offered in the third term, beginning June 3 and ending September 28, 1918:

(a) Principles of teaching and practice-topics considered: The application of principles of educational psychology and the philosophy of education to the problem of school practice; the nature of study and its principal factors; the teacher's relation to the learning process, motivation, psychological versus logical thinking, interest and attention, motor control; the problem and the project as basis for the organization of materials; the use of first-hand sensory materials; the selection and arrangement of subject matter; teaching methods, lecture, textbook, development, recitation; assignment of lessons, questioning, practice; and classroom management.

(b) Agriculture in the high school: A study of the purposes of vocational agriculture, organization and presentation of subject matter, textbooks, and home project and extension activities of the high school. A one-day excursion is a part of the course.

(c) Principles of method: A detailed study of the principles underlying method with special reference to the teaching of vocational agriculture and home economics. Topics considered: The aims of education; education as essentially a dynamic process, illustrated in growth changes, hereditary expression, habit formation, play and manual activities, and in the expenditure of energy; the laws of learning, particularly those related to the organization of ideas; the function and structure of subject matter; the principles underlying various school practices, for instance, the project; interest in relation to learning; the basis for the organization of knowledge; the tests of teaching methods; how we think.

(d) Administration and supervision of agricultural education: This course treats: Administrative phases of agricultural education of secondary and college grade; Federal acts relating to agricultural education; comparative study of types of schools of agriculture; State systems of supervision. Visits to schools in New York and adjacent States is a required part of the course.

During the summer school, which extended from July 8 to August 16, 1918, the following additional courses were offered:

(a) Agriculture in the high school: A course for consideration of curricula, courses of study, school plot, home project, extension work, and the preparation of material as they relate to secondary school conditions. The work will be planned for those who have had technical preparation in agriculture. Lectures may be taken without laboratory work by special permission.

(b) Organization of college departments of agricultural education: This course is designed for those preparing for teaching training work in college departments of agricultural education. It deals with the study of agricultural college and high school curricula in