preparation. The committee does not believe that adequate preparation can be secured generally, except in professional schools maintained for the training of teachers. The state normal schools which train teachers for the country schools are already undertaking this work. It must still be further extended and made not less scientific, but more practical, in that the course of study in this subject shall undertake to make the prospective teacher well informed concerning practical methods and processes based upon scientific principles and adapted to the agricultural needs of the community.

A knowledge of the processes of plant growth and reproduction is important, but it is still more important that the teachers shall know and be able to instruct pupils in practical modes of modifying or developing conditions out of which shall come the best possible results in variety and yield of production.

The question of the proper preparation of the country-school teacher for this industrial work is a part of the larger question of the proper preparation of the country-school teacher for all lines of work in those schools. The committee believes that it is not reasonable to expect the state normal schools whose courses of instruction are sufficiently extended to give the proper training for graded-school teachers in the cities, to furnish an adequate supply of teachers with proper training for the country schools, and especially so when the cities are paying and are likely to continue to pay much higher salaries than the country. For this work of preparing the country-school teacher, a distinct class of training-schools must be organized whose sole function shall be the preparation of this class of teachers. These training-schools must devote themselves to preparing the teachers to teach in the country school. The training will not be broad from the academic standpoint, but it must be intensive and professional in the field covered. Such schools should give the necessary instruction for such phases of industrial education as are adapted to the capacity of children in the rural schools. The teachers in this class of training-schools should be persons of education and refinement, with a knowledge of conditions in the country schools; experience in teaching in such schools; skilled in the application of pedagogic principles in their teaching-processes, and able to so instruct their students as to make them acquainted with fundamental pedagogical principles and capable of applying them in their subsequent work as teachers.

As many of the country-school teachers receive their education in the ordinary high school, it will be argued that instruction in the elementary phases of industrial education must be given in the high schools. The high schools are not professional schools; they are not organized for the training of teachers; they are organized to do academic work secondary in scope. They do not put the emphasis on instruction in subjects taught in the rural schools, and while the students are benefited by a course of instruction in the high school they are not therein properly fitted for teaching any grade of school. After graduating from the high school they must in most cases, study anew the subjects they teach, and as they teach them in the rural schools, and they must learn

to teach by experimenting on the pupils in these schools. The attempt to organize a class in the high school for the training of rural-school teachers has been made in a number of states, and while such an attempt has not been a total failure in every case, it is doubtful if it has been largely successful in any case.

Institutes and summer schools may be organized for the distinct purpose of preparing teachers for the industrial phases of educational work. Such agencies are valuable and accomplish something and should still be employed, but they are not continued long enough to give the preparation necessary for the most successful results. It is believed, therefore, that the agitation for the introduction of industrial work in the rural schools should be accompanied by an effort to secure the establishment of training-schools for the distinct purpose of preparing rural-school teachers for their field of work. They would in no sense be in competition with the state normal schools of higher grade, but would furnish facilities for training a class of teachers not now trained in sufficient numbers by the state normal schools, and would give many a young person an impetus for further training which, after some years of teaching, would be continued in the state normal schools.

In the second class of schools, the consolidated rural school of four departments offering one or more years' work beyond the elementary course, more work of an industrial nature should be introduced into the course of study, because of the greater maturity of pupils and a consequent ability to comprehend and appreciate more advanced instruction.

As in most cases buildings would have to be erected to meet the needs of the consolidated school, provision could be made when the building is planned, for rooms in which work in manual training and domestic art and science could be carried on, and for a small tract of land for experimental purposes. Where four or more teachers are employed in these schools, one should be selected with reference to his ability to instruct in manual training and in the elements of agriculture, and one with reference to her ability to give instruction in domestic art and science. These teachers would need more extended instruction than is required by the teachers in the single-department rural school. The teachers in these schools should have at least the training given in a good state normal school where adequate provision is made for giving instruction in the industrial subjects mentioned. If teachers with sufficient academic training other than in the industrial field are employed for work in the consolidated schools, those needed for the industrial phases of work should be required to make preparation for such work in schools organized specially for giving such instruction. Where consolidated schools have already been organized purely on academic lines, at least two of the teachers should be selected with reference to their ability to introduce the industrial work. Summer courses in domesticscience training-schools or in connection with the schools of agriculture could be taken, which would prepare them to make a beginning and could be continued as the work developed.

In the third class of schools, the academic high school, where instruction

in agriculture and domestic art and science and manual training are given, teachers should be selected who have had special training for this work. Normal schools making a specialty of training teachers of industrial subjects should furnish the proper instruction. The agricultural colleges should offer summer courses which would fit the teachers in these high schools for the work in agriculture. If the teachers in such high schools have not had professional training or considerable experience before taking up this work, they should have the opportunity to secure professional training in connection with the technical work which they may do in the summer schools or elsewhere. It must be borne in mind that a different phase of industrial education is needed for the country boy and girl than for the city boy and girl, and that teachers must adapt their work to the environment of the pupils and that their training should be with reference to these facts.

In the schools of the fourth class, those which are distinctively industrial in character and of secondary grade, a still more extended course of preparation is necessary for efficient work on the part of the teachers. The men who are to organize the work of such schools or give instruction in agriculture and the mechanic arts, should have the training afforded by an agricultural college course, and this course should be something more than a specialized line of work. The man who is to give instruction in agriculture, if the school is small, should be a specialist in some line of agricultural work and should know a great deal of many lines. His training in a special line of work will enable him to prepare himself to give the necessary instruction in any line needed, even tho he may not be fully prepared at the beginning. His knowledge must be so broad and accurate with reference to agricultural conditions of the locality where the school is situated, that it will command the respect and confidence of the students and of the farming population. He must be able to give wise counsel to the farmers of the community in which the school is located with reference to methods and processes applicable to local conditions. He must be able to present in a simple and attractive way the scientific facts and principles underlying agricultural processes, before bodies of farmers which he may have occasion to address. He must know how to win the respect and confidence of the farming population and have a genius for organizing, not only in school affairs but in the larger field of agricultural interests outside the school.

There is not an institution in the United States today seriously undertaking to prepare this class of teachers. The agricultural colleges should take note. of the demand for such a class of teachers and should make immediate preparation to meet the demand by organizing special courses for the training of teachers. Something more is needed than is at present offered in the agricultural colleges of the country. It is not enough to say to those wishing to prepare themselves for this work: "Our courses are open to you, you can get whatever you want." They cannot get it under proper conditions, nor without using an undue amount of time. There is sufficient demand today for such a

body of teachers to warrant a number of the best agricultural colleges in the country in establishing definite courses epecially designed to train teachers for this class of schools. Such courses must not only offer instruction of a scientific and technical nature, but they must offer professional courses which deal with the subjects from an educational standpoint. They must recognize that it is a fiction to assume that because a person knows a subject he can therefore teach it; they must recognize that teaching is an art and that it is based upon certain scientific principles; that these principles can be mastered and that their application in the art of teaching can be made clear, even tho practice in applying them cannot be given to the extent which is necessary for the acquisition of the highest skill. Departments of education in universities having agricultural colleges in connection with them may offer the courses in educational principles needed for such training, but it would be far better if the agricultural college itself could offer such courses in direct connection with the scientific and technical work.

The teachers of domestic art and science in these schools should be prepared in schools which give a thoro training in both the technical and professional sides of the work. As these industrial schools are designed to meet the needs of rural communities, so the instruction in domestic art and science must be adapted to the requirements of people in rural communities living under the conditions which obtain there rather than in the city. The preparation of teachers for this work must be to meet these needs. The economic, social, and industrial conditions of life upon the farm must be taken into consideration in planning the courses of instruction provided for such teachers.

In the matter of the preparation of teachers of industrial subjects in schools for rural communities, the greatest need today is for properly trained teachers for these secondary schools. It is in these schools that the largest results can be soonest secured-results which will attract the attention of the rural population and crystallize sentiment in favor of industrial education to a greater extent than is possible thru the work of any or all the other classes of schools under discussion. The work in them thru experience and experiment will result in the better organization in pedagogic form of the body of knowledge of industrial subjects available for instructional purposes. It will demonstrate what can be undertaken with profit in the other classes of schools and will extend their influence down into the elementary schools and thruout the community in a way to command the largest possible support for and the best possible organization of industrial education thruout all classes of schools in rural communities.

DEPARTMENT OF KINDERGARTEN EDUCATION

SECRETARY'S MINUTES

FIRST SESSION-TUESDAY AFTERNOON, JULY 9, 1907

The Kindergarten Department met in the Immanuel Presbyterian Church. In the absence of the president, Miss Mary C. May, of Salt Lake City, Utah, the vice-president, Elmer E. Brown, of Washington, D. C., presided until Mrs. Holden, of Redlands, Cal., was appointed.

The first address was given by Miss Grace Everett Barnard, of the Kindergarten Training School, of Oakland, Cal., the subject being, "The American Ideal in the Kindergarten."

This was followed by Dr. Margaret E. Schallenberger, principal of Training Department, State Normal School, San Jose, Cal., whose topic was "Motive for Work." Discussions followed these papers.

Committees were appointed as follows:

COMMITTEE ON NOMINATIONS

Miss Anna M. Stovall, San Francisco, Cal.

Miss Grace Wood, Trenton, N. J. Miss Rosalie Pollock, Salt Lake City, Utah.

COMMITTEE ON RESOLUTIONS

Mrs. Nora H. Millspaugh, Los Angeles, Cal. Miss Barbara Greenwood, Pomona, Cal.
Miss Lucy Ellis, Phoenix, Ariz.
Miss Adelaide Randolph, Kansas City, Mo.
Miss Grace Rowell, Pasadena, Cal.

Adjournment.

SECOND SESSION-THURSDAY MORNING, JULY 11

The department met in Immanuel Presbyterian Church; Mrs. Holden, the acting president, presiding.

"Home and School Life in Germany" was the subject of the paper given by Miss Amalie Nix, president of the German Pedagogical Society of Minnesota. After the reading of the paper, many questions were answered by Miss Nix.

The Committee on Nominations reported the following names:

For President-Miss Bertha Payne, Chicago, Ill.

For Vice-President-Miss Barbara Greenwood, Pomona, Cal.

For Secretary-Miss Harriet D. Rockwell, Cleveland, O.

This report was accepted and, on motion, the secretary was ordered to cast the ballot for the election of the nominees. The ballot was so cast and the nominees were declared elected for the ensuing year.

The Committee on Resolutions submitted the following report:

Resolved, That it is the sense of the Kindergarten Department of the National Educational Association that we, as kindergartners, deeply interested in child life, use our influence in such a manner that mothers will demand a higher standard of culture in the nurses or maids intrusted with the home care of children.

Resolved, That a committee of five be appointed to confer with the officers of the International Kindergarten Union for the purpose of bringing about a closer affiliation between the two bodies.

Resolved, That we extend our thanks to the officers of the Ebell Club for the generous offer of their club house for the reception given to visiting kindergartners and educators.