Today the tendency is to give the question a broader outlook and to place the work in the hands of a specialist who offers a number of courses. The philosophy of vocational education is so radically different from that of liberal education that there is a real need for something more than mere training in the technique of teaching. Manual training has not lost prestige because the teachers did not know how to teach the manual arts, but because the did not see the educational value of their subject. If their aim had been to train cabinet makers, the work would have been admirable, but educationally it often had little value. It is the duty of the department of agricultural education to prement a similar development of agricultural education.

Special methods of teaching agriculture will continue to occupy a large place in courses of agricultural education as they now do. It is here that the student learns what to teach, what of the large field of agriculture is adapted to secondary students.

Laboratory instruction has received the emphasis so far, partly because it is so important in the teaching of agriculture, partly because in a subject only partly organized the teacher must largely depend upon his own resources in assembling illus – trative materials and laboratory equipment.

Until a short time ago, there were no texts on agricultural education, A few texts have now appeared and others will most probable follow. These together with the numerous bulletins and circulars issued by the Office of Experiment Stations should provide ample material for a course, and it is hoped that in the near future the prevalent method of teaching by lectures will be replaced by other methods.

ably be developed.

The text book methods will prob

It will remain to be seen which of these is the

Both are bad if used exclusively.

It is a hopeful sign

that some instructors in agricultural education are making a beginning to develop the subject by exercises. Too often they have made the error of assuming that information was identical with training. Hence, it is to be hoped that in a few years a tabulation of of the courses in agricultural education, similar to the following, will show a smaller use of lectures.

The following pages give the courses in agricultural pedagogy as announced in the latest (1914-15) catalogs of the various agricultural colleges. In case the course of affered by a member of the regular agricultural faculty, a statement is made to that effect. Where no such mention is made the course is offered by the department of agricultural education, which may or may not also give other courses.

Finally there

is appended a table which will show the relative amount of time and the number of courses required in general and agricultural education respectively. Since the elective system is very general, it is often difficult to make an exact statement of the requirements.

Courses in education dealing primarily with the teaching of agriculture.

Alabama:

"Methods of teaching agriculture. This is a course of lectures and laboratory and field exercises intended to meet the needs of those who expect to teach agriculture or nature study in the common schools, and agriculture in the high schools. Special attention is given to plans for school gardens and the selection of material for illustrating the principles of agriculture, and practice will be given in conducting a number of simple demonstrations. Teachers and those preparing to teach are advised to take as many courses in agriculture as their time permits. Lectures and laboratory. 1 hour each. Prof. Duggar ( of the agricultural staff" "In horticulture and school gardening. This course embraces instruction in nature study, school gardens, and elementary landscape gardening, and deals with methods of teaching elementary horticulture, the use of textbooks, and experiments suitable for elementary and high-school grades. Hours to be arranged. Prof. Walker (of the horticultural staff.)"

Arkansas:

"Public school agriculture designed to prepare students to teach the subject in public schools of the state. This course includes both lectures and laboratory work. 1 lecture and 1 laboratory period a week"

California:

3 hours,

"Agriculture in elementary schools: supervisors' course. Lectures, laboratory and garden work, together with practice teaching. The course is especially designed to meet the needs of prospective teachers and supervisors of nature-study, school gardens and elementary agriculture. 5hhrs., throughout the year."

"High school farms and gardens.

Lectures, reports and conferences on the place and the function of the high school farm and garden as an adjunct to the agricultural course. Practice in planning and executing problems and demonstrations out-of-doors to supplement indoor textbokk and laboratory work in agriculture. Planning and planting of demonstration plots designed to be of practical benefir to the community supporting a school. lhr., lecture or report; 3 hrs., practice, 2 units."

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 adaption of the general science work of a beginning agriculture course in which plant study forms the basis of continuity. The materials and methods suited to such a course in the high school will be fully discussed. The nature and amount of practical work needed in the course, including field trips and excursions, outdoor and laboratory exercises, will be considered in detail, together with the equipment for the same. - 3 hrs., 3 units.