Title Class ,^ s5_54::.. Book .!lMJu^51.. nr3 fniprint University ol the State of New York Bulletin Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., under the act of August 34, 1912 Published fortnightly No. 543 ALBANY, N. Y. May 15, 1913 Division of Vocational Schools SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING PREPARED BY LAYTON S. HAWKINS Specialist in Agricultural Education PACE Purpose of bulletin 3 Schools of agriculture a part of the public school system 3 Qualifications of teachers 4 Rooms and equipment 5 Advisory board 6 Types of schools of agriculture, mechanic arts and homemaking 6 Courses of study 7 Home project work in agricul- ture II PACE High school agriculture (dia- gram) 14 Special pupils and short courses. 16 Summer work of teacher of agriculture 16 Procedure in organizing schools of agriculture, mechanic arts and homemaking 17 Reference books 19 ALBANY UNIVERSITY OF THE STATE OF NEW YORK 1913 Tl4r.Jli3-30OO (7-7579) Monopiniph UNIVERSITY OF THE STATE OF NEW YORK Regents of the University With years when terms expire CSeptember i, 1913} 1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D. Chancellor Brooklyn 1914 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palmyra 1915 AlbertVanderVeerM.D. M.A. Ph.D. LL.D. Albany 1922 Chester S. Lord M.A. LL.D. ----- New York 1918 William Nottingham M.A. Ph.D. LL.D. - -Syracuse 1921 Francis M. Carpenter ------- Mount Kisco 1923 Abram L Elkus LL.B. D.C.L. ----- New York 1916 Lucius N. Littauer B.A. ------ Gloversville 1924 Adelbert Moot --------- Buffalo 1925 CharlesB. Alexander M.A. LL.B. LL.D. Lit. D. Tuxedo 19 19 John Moore ---------- Elmira 1920 Andrew J. Shipman M.A. LL.B. LL.D. - - New York President of the University and Commissioner of Education John Huston Finley M.A. LL.D. Assistant Commissioners Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education Charles F. Wheelock B.S. LL.D. For Secondary Education Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education Director of State Library James L Wyer, Jr, M.L.S. Director of Science and State Museum John M. Clarke Ph.D. D.Sc. LL.D. Chiefs of Divisions Administration, George M. Wiley M.A. Attendance, James D. Sullivan Educational Extension, William R. Watson B.S. Examinations, Harlan H. Horner B.A. History, James A, Holden B.A. Inspections, Frank H. Woou M.A. Law, Frank B. Gilbert B.A. Library School, Frank K. Walter M.A. M.L.S. Public Records, Thomas C. Quinn School Libraries, Sherman Williams Pd.D. Statistics, Hiram C. Case Visual Instruction, Alfred W. Abrams Ph.B. Vocational Schools, Arthur D. Dean D.Sc. s^|A^.^^ University of tlie State ol New Yorli Bulletin ter August 2, 1913, at the Post O the act of August 24, 1912 Published fortnightly ^ Entered as second-class matter August 2, 1913, at the Post Office at Albany, K. Y., under the act of August 24, 1912 No. 543 ALBANY, N. Y. May 15, 1913 'SCHOOLS OF AGRICULTURE, MECHANIC ARTS ' AND HOMEMAKING PURPOSE OF THIS BULLETIN This bulletin is intended to supplement Bulletin 542, entitled Vocational Schools, in which are discussed the fundamental principles of state-aided vocational education and plans for the organization and conduct of schools giving such instruction. As the study of agricultural subjects in our public schools has been amply justified by experience in this and other states, there is no necessity of including herein arguments concerning the value of such instruc- tion. This bulletin furnishes information which will assist local authorities in establishing and maintaining schools of agriculture, mechanic arts and homemaking in accordance with the Education Law and the rules and regulations of the Commissioner of Education. SCHOOLS OF AGRICULTURE A PART OF THE PUBLIC SCHOOL SYSTEM The study of agriculture in the public schools should mean some- thing more than an inducement to keep boys on the farm or children in school. It suggests a plan of education which includes something more than schoolroom information. It is based on a recognition of the dignity of labor and the necessity for practical information, ex- perience and industry in the attainment of a well-rounded education. It means an education not only along lines of general information and individual development but also in the direction of social efficiency. In few kinds of work has there been greater progress during the past twenty years than in the science of agriculture. Improved methods of tillage, breeding, feeding, management etc. have made modern farming a complex as well as a profitable business. The successful farmer today must be as well prepared for his business as is a successful doctor or lawyer. 4 UNIVERSITY OF THE STATE OF NEW YORK The interests of economy demand that the functions of established educational centers should not be duplicated, but that such centers should be utilized. If boys could be taught on the farm all that it is necessary for a successful farmer to know about agriculture, it would be a waste of time to duplicate this work in school. But since this can not be done, or at least is not, the school of the neighborhood should supply what is lacking. The school should, however, in the interests of education as well as of economy, make wise use of the educational opportunities of the farm. .Schools of agriculture, mechanic arts and honiemaking are so organized that they fit into the existing school system and at the same time make use of ,home opportunities for education. These schools are not special schools in any sense other than that they have an especially definite purpose and a course of study suited to this purpose. They are to be considered as a regular part of the public school system and subject to the same management. QUALIFICATIONS OF TEACHERS Only teachers who are specially prepared for such work can be licensed to give instruction in vocational' subjects. It is expected that boards of education will carefully consider the qualifications of a candidate before offering a contract. Since the State pays two-thirds of the salary of the first teacher and one- third of the salary of each additional teacher of vocational subjects, it is incumbent upon the State educational authorities to insist that only the best available teachers be engaged. It is especially desir- able that the same teacher be retained for several years as the expe- rience gained each year, the knowledge of community conditions, and the touch with the home projects make the work increasingly effective. If teachers change frequently it is hardly possible to make the most of this work. The following points concerning teachers of agriculture should be kept in mind: 1 All teachers are expected to have a good general education, at least the equivalent of high school graduation. 2 A teacher of agriculture in a secondary school is not to be a specialist in one or two agricultural subjects but should have a good general knowledge of the entire field, including soils, animal husbandry, dairy husbandry, poultry husbandry, farm crops, fruit growing, plant diseases, farm machinery, etc. 3 A teacher of agriculture should have some knowledge of the science and art of teaching, gained either through special study or OCT 1; '^ SCHOOLS OF AGRICULTURE 5 from teaching experience. A thorough knowledge of agriculture may be of little use unless the teacher has also some knowledge of how to direct the activities of pupils. 4 A teacher of agriculture should understand the intent of voca- tional agriculture, should be familiar with the farm home and should understand the problem of connecting the school work and the home activities of the pupils. 5 A teacher of agriculture should be thoroughly conversant with farm life, either through his home life or extended experience working on a farm. This experience has great bearing also on the foregoing qualifications. 6 A teacher of agriculture should have some knowledge of mechanical drawing, woodworking and elementary blacksmithing. ROOMS AND EQUIPMENT The rooms and equipment provided for the departments of agri- culture and homemaking should be as modern and convenient as for any other part of the school. Rooms are not to be used for this work unless they are well heated, lighted, ventilated, and perfectly sanitary. Provision should be made for the following divisions of the work in agriculture : 1 Shop. The shop should be so located that the noise will not interfere with other work of the school. This will usually be in the basement or in a separate building. It is not necessary to make provision for more than fifteen pupils as this is all one teacher can manage in a single division. The list of minimum equipment for ten pupils will be found on pages 26 and 27 of Education Department Bulletin 500. 2 Laboratory. It is advisable that each school of agriculture should have one laboratory which may be used exclusively by pupils in agriculture classes. If possible, this room should have a southern or eastern exposure and should be provided with gas and running water. There should be flat-topped tables of writing desk height with surface enough to aiTord five square feet to each pupil. Wall cases should be provided for apparatus. It is not necessary at the beginning to provide apparatus for the full course. Enough to carry on the current year's work is suffi- cient and preparation should be made for this. Provision should be made for a reasonable annual addition to the equipment as the work develops. The special teacher and the principal should be O UNIVERSITY OF THE STATE OF NEW YORK qualified to advise concerning the kind and amount needed. The tools and implements regularly used in agriculture are recommended for school use and illustration. They will be of material aid in convincing patrons that these courses are designed to be practical and efficient. Some of the apparatus needed can be designed and made by the pupils themselves. An appropriation of from three to five hundred dollars has been found sufficient in many cases for the equipment and apparatus necessary the first year. The amount depends somewhat upon the laboratory facilities and the equipment already in the school. It is advisable to have a small laboratory which can be used exclusively for the work in dairying. 3 Recitation room. The recitation room may be any room ordinarily used for such purpose. It is advisable, however, when possible either to have the recitation room near the laboratory or to have the laboratory large enough to serve also as a recitation room. ADVISORY BOARD While the law does not require advisory boards in connection with the organization and management of schools of agriculture, mechanic arts and homemaking, it is necessary that the functions of such a board be performed. Unless local school authorities can give the advice and technical aid necessary in organizing the school and have the expert knowledge necessary to determine the voca- tional efficiency of this instruction, a separate advisory board should be appointed by them. The membership of this board need not be fixed in number, but it should include men who are cooperating with the school by contributing material, giving demonstrations and lectures, carrying on experiments or in any other manner directly promoting the interests of the school. TYPES OF SCHOOLS OF AGRICULTURE, MECHANIC ARTS AND HOMEMAKING Two general types of agricultural schools are recognized by the Department. I Intermediate schools of agriculture, mechanic arts and homemaking. These are small schools of distinctly rural type offer- ing four years of vocational work based upon six years of elementary school work. This type of school is not to be maintained in con- nection with any other secondary school course or department. These schools are planned for districts which do not at present SCHOOLS OF AGRICULTURE 7 maintain an academic department. Districts now maintaining an academic department of junior or middle grade may reorganize and establish an intermediate school. The course is so organized that pupils who are graduated from the intermediate school may prepare for agricultural courses in college by two years of additional work in an approved high school. In addition to the elementary teaching staff there should be three vocational teachers: (i) a principal qualified to teach agriculture; (2) a woman qualified to teach homemaking subjects; (3) a teacher qualified to teach the English, history etc. Each of these teachers should hold a special vocational certificate for the particular work in which he or she is engaged. 2 High schools of agriculture, mechanic arts and homemak- ing. These are vocational departments of high schools located in villages and rural communities. Pupils in these departments recite English, history etc. in common with pupils in other departments of the school. It is therefore assumed that the principal of the school is also principal of the school of agriculture, mechanic arts and homemaking. Ofiicial communication should come from and be directed to him. In case a qualified teacher of agriculture is serving as principal, he may be considered as the first teacher of agriculture under the following conditions, namely, that (a) all his teaching is of voca- tional subjects; (b) he teaches at least fifteen hours each week, each double laboratory period counting as one hour; (c) an assist- ant is provided. Cities and large villages may, under the law, establish and main- tain schools or departments of agriculture but should be careful to keep the work strictly vocational. COURSES OF STUDY The classroom and laboratory instruction in these schools and departments is to be based upon the practical experience gained on the farm, at home, or elsewhere. It is therefore impossible to pre- scribe courses of study or to prepare adequate outlines for par- ticular svibjects. This does not mean that the course of study is to be changed to suit the whims of pupils who do not know exactly what they want or need. A definite course of study should be formulated at the beginning and followed until there is urgent need for a changfe. A well-balanced general knowledge of the whole 5 UNIVERSITY OF THE STATE OF NEW YORK field of agricultural science and practice shovild be represented in the course. The following courses are not prescribed but it is expected that any school desiring to make any change will secure the approval of the Commissioner of Education before doing so. Other subjects may, after approval, be substituted for those indicated below. It is expected that the arrangement of subjects and the content of those subjects will be suited to the community in which the school is located. A SUGGESTED COURSE IN AGRICULTURE FOR INTERMEDIATE SCHOOLS OF AGRICULTURE Hours a week First year [Seienth school yta ] English 5 Arithmetic 5 American history 2 Mechanical drawing and shop work 3 Commercial and industrial geography 5 General as^riculture ^ Second year Hours a week English 5 Mathematics 5 American history 3 Mechanical drawing and shop work 5 Plant husbandry (Growing clubs in the line of home projects with plants) .... 5 23 23 Third year English 3 Mathematics including book- keeping 5 Biology 5 Soils and fertilizers 5 Fourth year English 3 Agricultural physics and agricultural chemistry. . . 5 Animal husbandr}^ and dairying 5 Special agriculture to suit local conditions Fruit growing "j Grape culture | Market gardening .... 1 ^ Poultry etc j 18 SCHOOLS OF AGRICULTURE 9 A SUGGESTED COURSE IN HOMEMAKING FOR INTERMEDIATE SCHOOLS OF AGRICULTURE First year ^week^ Second year ^°^^^^ [Sei'enth school year] T^tlP'lish C English 5 ^ ^ ^, " ; ^ . .fi ,• Mathematics S Arithmetic K . . ,. ^ . . , . ^ American history t, American history 2_^. , -^ . ^ r- . 1 J • 1 ^ • 1 Design and representation. . 4 Commercial and industrial „ . 1 bewing S geography 5 ° 1 Cooking 5 ■^^ 22 Third year Fourth year English 3 English 3 Mathematics including book- Household physics and keeping 5 household chemistry 5 Biology 5 Homemaking subjects 10 Homemaking subjects 5 or ^ Homemaking 5 Agriculture 5 > 10 English 4 Algebra 5 Biology 5 ^ *^ Ci^i1ir>«^*T/-l -r /^r-fi li-v^nt-c r* I A SUGGESTED COURSE IN AGRICULTURE FOR HIGH SCHOOLS OF AGRICULTURE First year ^week^ Second year '^week^ [ Ninth school year] Eufflisll . '\ Plane geometry 5 Soils and fertilizers. . . 5 T- , . ., and \ 10 rarm mechanics.... c ) ^^ , -, Farm crops S and \ 7^ "^ -T^ Poultry husbandry. . 2I J Third year Fourth year English 3 English 3 History 3 ] American history with Economics 2 [ civics 5 or 1 Chemistry or physics 5 History 5 j Farm management 5 Animal husbandry in- 1 18 eluding dairying 5 |> 10 Fruit growing 5 J ~78 lO UNIVERSITY OF THE STATE OF NEW YORK A SUGGESTED COURSE IN First year English Algebra Biology Homemaking subjects Third year English Elementary bookkeeping. History Homemaking subjects lo or Homemaking 5 Agriculture 5 HOMEMAKING FOR HIGH SCHOOLS OF AGRICULTURE Hours a Second year Hours a week -^ week 4 English 3 5 Geometry 5 5 Homemaking subjects 10 j Homemakmg 5 [ 2ii Agriculture 5 J 18 Fourth year 3 English 3 3 American history with civics 5 3 Chemistry or physics 5 1 Homemaking subjects 5 19 Notes concerning the courses of study 1 In arranging the course of study and the program of the teacher of agriculture, vocational pupils are the ones to be primarily considered. 2 Only pupils following the course of study (in agricultural sub- jects) are considered in planning work for the class; that is, in the proposed course on page 9 all pupils in the class in poultry husbandry are supposed to be in the farm mechanics class and vice versa, or all pupils in the class in soils and fertilizers are also in the class in farm crops and vice versa. The work of these two years may alternate where there is but one teacher of agriculture in the school. 3 Postgraduate pupils, pupils who intend to spend but one or two years in school, and those who are in school for a short time or for a part of each day, may, at the discretion of the principal and the teacher of agriculture, elect their work largely from the special agricultural subjects. 4 Pupils registered in other departments should not be allowed to enter any class in agriculture unless the teacher of agriculture is SCHOOLS OF AGRICULTURE II fully satisfied that such pupils have had sufficient pvevious training to enable them to carry on the work in a satisfactory manner. Such pupils are the first to be eliminated in case the classes are too large. 5 There must be provision for two weekly laboratory exercises of ninety minutes each in each class taught by the agriculture teacher. The school program for each semester must be definitely arranged for this and reported on blanks furnished by the Division of Vocational Schools. 6 In all cases it is highly desirable that a general elementary course in agriculture should be taught in the seventh and eighth grades of all schools maintaining or preparing for a vocational course in agriculture in the high school. In small schools the sub- ject taught once in two years and open to pupils of both seventh and eighth grades has accomplished the purpose, which is to ofifer each pupil an opportunity to study this subject before entering the high school. HOME PROJECT WORK IN AGRICULTURE The school is but one of several educational institutions; the home and its occupational work contribute largely to the education of many children. The school, however, is the institution of formal and organized education while the others educate incidentally. Recent developments have radically modified the educational pos- sibilities of some of these institutions. Moreover, the rapid increase in the amount of knowledge in the possession of the human race along all lines of endeavor has made necessary an extension of organized education. This has resulted in greatly increased de- mands upon the schools. In some instances an attempt has been made to organize the home education and the school education as an effective unit. The home project is a partial expression of such an aim. Farming is becoming so complex that today it is almost impos- sible for a boy to secure at home sufficient training and knowledge of farming to give him a working education. Certainly the school alone would be no more efficient than the home alone. The ideal is to get these two institutions working in harmony. The first step in this direction is the presence in the school of a teacher who, both from theory and practice, knows the principles of good farming. This teacher should know the business of the immediate community in which he is working and particularly the conditions under which the boys of his classes are securing their 12 UNIVERSITY OF THE STATE OF NEW YORK home training. It is expected that the special teachers of agricul- ture will get this information both by inquiry and by visiting the home farms. It is suggested that each teacher secure either a soil survey map or a geological survey map of the community which his school serves and locate upon it the home farm of each boy in the school who is doing any work in agriculture. The teacher should make, in the case of each boy in his classes, a survey, as it were, of the conditions for home education. The next step is the selection by the boy, with the advice of the teacher and the father, of a problem or problems to be worked out by him at home under the direction of the teacher of agriculture and with the cooperation of the father. In order that this work may be effective, it has been deemed best to make it an integral part of the formal and organized instruction carried on in the school. Each year's work in agriculture is to have as its conclusion a num- ber of individual or group projects which have grown out of the classroom instruction and previous experience of the pupils. No credit is to be given for any subject in agriculture until a satis- factory project for that year has been carried out by the pupil seeking such credit. While it is advisable and preferable to have the project carried on at the home of the pupil, it may be worked out on school land or elsewhere. Project study records. It is of the utmost importance that proj- ect study records be kept by each pupil. This record should include : 1 Notes on all reference reading with the reference included. 2 All plans, drawings etc. 3 Results of laboratory experiments performed in relation to the project. 4 Accurate accounts of all expenditures and receipts. Ele- mentary instruction in cost accounting should accompany the first project. Regents credit for projects. In cases where the project is of sufficient importance, additional credit may be given. If ad- ditional credit is desired the pupil's home project work for a year or part of a year, usually including a summer vacation, is to be summed up in a carefully written thesis which presents a com- plete discussion of the problem or experiment undertaken, the scientific facts and principles involved, and the practical results ac- complished. There are many of these problems which will arise in the discussion of the special subjects of agriculture. Construction SCHOOLS OF AGRICULTURE I3 problems in farm mechanics, feeding problems in animal husbandry, spraying and pruning problems in fruit growing, etc. No definite number of credits can be assigned for any particular project until it is completed. Arrangements for project work. That this work may be thus carried on, it is necessary that the teacher of agriculture serve the community during the greater part of the entire year and especially during the summer. When the school is closed and formal in- struction ceases, it is expected that the teacher will devote his time to making effective this home instruction. It is hoped that by this means not only will the boys have an opportunity to make their home work effective, but also that the teacher may get a thorough knowledge of the business conditions of the community and make it reflect itself in the instruction in school during the following years. Furthermore, before a pupil is registered in agriculture there should be a definite understanding with the parents concerning op- portunity to do project work. Some days during the planting season it may mean absence from other classes to get the project properly under way. Formal class work in the agriculture subjects will gradually be replaced by the individual work on the projects. The diagram and accompanying explanation on the following pages will make clear the relation of the project to the class instruction. Explanation of diagram I J'ocational subjects. A department of agriculture is estab- lished in a high school with the assumption that nearly all pupils enrolling in the agricultural course have had some farm experi- ence. It is further assumed that each pupil has definitely decided upon farming as his vocation. These facts should be considered in determining the method of instruction. Previous and current farm experience supplemented by laboratory (including field) ex- perience should be the basis of the vocational work. During all the first and part of the second term of each year the time allotted in the schedule to vocational subjects should be used to give the pupils a good general knowledge of the particular subject studied. This instruction should include the best known practices and the science underlying them. Regular textbook assignments or read- ings should form a part of this work, but should always be re- lated to the laboratory, field or farm experiences of the pupils. This general study of the subject should be continued until about March ist when the amount of time given to it will vary inversely with the amount given to project work. 14 UNIVERSITY OF THE STATE OF NEW YORK • HIGH • SCHOOL- A6l2ICULTaGE: NOVJiT MAYiJr CZZD RECCErATION • ^m NON -TECHNICAL. 5TUDIE:S nmD vocATionAL • ^ubJ'ecx- mm VOCATION Au • ^a b j &ct « PROFe55IOhAL- IMPROVE: - MErST- FOG- 1 M.3TR.UCTOR^ • HOME-PROJECT- WOCK • SCHOOLS OF AGRICULTURE 1 5 2 Project ivoi'k (see page ii). At the beginning of each school year the teacher of agriculture should call the attention of pupils in his classes to the fact that before March ist each one is expected to have selected some project or problem along the line of one of the vocational subjects which he is to study that year. (Usually a pupil's first or second year project does not begin until April or May, but third and fourth year projects may begin at any time.) After March ist a part or all of the time set aside for laboratory and possibly some of the recitation time will be devoted to projects. Part of the time is spent in school reading references, drawing plans, constructing appliances, testing soil, or whatever else may be necessary in connection with a particular project. Some of the time is used at home to start and carry on the project properly. This work is essentially individual and there- fore requires much time and patience on the part of both parent and teacher. In extreme cases when the pupil is unable to carry on a proj- ect at home, because of distance or lack of room, arrangements may be made by the school authorities or others interested for him to carry on the work elsewhere. Group projects are sometimes worked out on school land or in a school plant. 3 Nontechnical studies. Vocational pupils are to have not more than seven-twelfths of their work along nontechnical lines, that is, history, English, mathematics, and science. Vocational teachers in departments of agriculture in high schools are not to teach agri- cultural biology, agricultural chemistry, and agricultural physics as separate subjects but are to include the elements of such instruction as a part of the agricultural subjects in which any particular element naturally appears. Thus a pupil's first instruction in chemistry might be in a class in soils and fertilizers. Biology, physics and chemistry are then classed as nontechnical studies and vocational pupils together with pupils from other departments will study these subjects in classes taught by nonvocational teachers. 4 Professional improvement for the instructor. If the teacher of agriculture is employed for the summer work he should also be retained for the spring vacation in case it occurs at a time when projects may be started. If a teacher is so retained, there is little time left for him in which to keep in touch with higher institutions. It is suggested that the teacher of agriculture be given a vacation extending from the beginning of the Christmas recess to the be- l6 UNIVERSITY OF THE STATE OF NEW YORK ginning of the second term of school, or the close of the January- Regents examinations. A part of this time should be spent by him in study. The vocational pupils during this period might well devote their time to the nontechnical subjects. SPECIAL PUPILS AND SHORT COURSES When possible, arrangements should be made to accommodate pupils who can attend school but a part of the year. If each sub- ject is divided into short units such pupils may be taken care of without interfering with the work of full-time pupils. These pupils especially should be encouraged to undertake home projects. SUMMER WORK OF TEACHER OF AGRICULTURE When a teacher is employed for the entire year it is necessary for the board of education or trustees to determine the educational services to be rendered by this teacher during the time the school is not open (the summer vacation). This plan is to be submitted to the Commissioner of Education. If the plan is approved and the work is satisfactorily done, additional apportionment will be made. The following suggestions will be of assistance to boards pf edu- cation in planning this work. 1 The year should begin in September rather than in June or July. 2 Plans for the summer work of the teacher and the detailed plans of the pupils' home project work must be submitted to the Division of Vocational Schools before May ist. 3 Arrangements should be made concerning transportation for the teacher during the spring, summer and fall. It should be definitely understood whether he or the board is to provide means of transportation. 4 The following are some phases of summer work suggested for the teacher of agriculture: (a) supervision of home proj- ect work carried on by boys who are enrolled in the school; (b) supervision of experiments or projects undertaken by boys or young men not in school but who may be interested : some of these boys may decide to enter school later; (c) collecting material for classroom and laboratory use the following year; (d) locating objective points and making arrangements for field trips to be taken the following year; (e) assisting local farmers to solve some of their troublesome problems when these farmers request such aid. Duplicate plans for home project work should be made, one to SCHOOLS OF AGRICULTURE 1 7 be kept on file in the school records and extended as the work progresses, the other to be sent to the Division of Vocational Schools. Blanks for recording this work may be had on applica- tion to the Division of Vocational Schools. PROCEDURE IN ORGANIZING SCHOOLS OF AGRI- CULTURE, MECHANIC ARTS AND HOMEMAKING Preliminary to a more direct understanding with the Commis- sioner of Education the following suggestions are offered to per- sons interested in the establishment and maintenance of one or more courses of vocational instruction : 1 Understand the purpose and requirements of vocational agri- culture. (See Bulletin 542.) 2 Find out if the community is prepared to meet these require- ments, especially in regard to (a) cooperation of farmers; (b) number of pupils who have the consent and cooperation of parents in carrying on the work including home projects; (c) schoolroom and equipment for carrying on the work satisfactorily; (d) arrange- ments for the project work of pupils who do not live on farms. 3 Secure a vote of the district to determine if the community wants the school. Whenever it is proposed to establish and maintain a school of agriculture, mechanic arts and homemaking in a union free school district or a common school district, the question must be sub- mitted to an annual or special district meeting. The resolution should be voted upon either by ballot or by taking and recording the ayes and noes. The resolution to be submitted at such meeting may be in the following form : „ , , ^, , f trustee or board of trustees of 1 , ,■>•.• ^ Resolved: That the i ^ , , , . , . , ) school district 1 board of education of union free J no , town of county of , establish and maintain as a part of the public school system of such district a " school of agricul- ture, mechanic arts and homemaking " for the school year beginning Au- gust I, 19.., and provide the necessary equipment and instruction therefor. After the resolution is adopted, provision should be made in the annual tax budget for the raising of such sum as may be necessary to carry out the provisions of the resolution. 4 Investigate the record of some man who is competent to teach agriculture. The qualifications of teachers on page 4 furnish an idea of what is required. Find out from the Division of Vo- 1 8 UNIVERSITY OF THE STATE OF NEW YORK cational Schools whether his record of training and experience is adequate, 5 Lay out the proposed course of study. 6 Submit the course of study together with data secured in ac- cordance with (2) to the Commissioner of Education. Division of Vocational Schools As a division of the University, a special " Division of Voca- tional Schools " has been created charged with the general super- vision of vocational instruction and with the duty of gathering and making known all obtainable helpful information upon the subject. Whenever the establishment of any form of vocational instruction is contemplated in any locality in this State, applica- tion for preliminary advice and guidance should be freely made to the Chief of the Division of Vocational Schools. SCHOOLS OF AGRICULTURE I9 GENERAL REFERENCE BOOKS RELATING TO AGRI- CULTURE AND RURAL LIFE Bailey, L. H. The State and the Farmer. New York. 1908. Macmillan. Contains an interesting chapter on the developing of applicable education. The author pleads for educational facilities for all people and for educa- tion that has significance for life work. The Training of Farmers. New York. 1909. Century. Deals chiefly with the part which farmers themselves must bear in improving educational and social conditions in rural life. Bricker, George A. Teaching Agriculture in the High School. New York. 1910. Macmillan. Gives some special attention to the pedagogy of the subject. Butterfield, K. L. Chapters in Rural Progress. University of Chicago Press. Presents some of the more significant phases of the rural problem. The outlook, agencies of progress and forward steps. Davis, B. M. Agricultural Education in the Public Schools. University of Chicago Press. "An efifort to canvass the whole field of agricultural education and to give a detailed exposition of the agencies that are now at work in building up a rational course of agricultural education." Davenport, Eugene, Education for Efficiency. Boston. 1909. Heath. Part I deals with general consideration in improving the efficiency of public school instruction. Part 2 discusses agricultural teaching in high schools, elementary schools and normal schools, with a chapter on the rational development of American agriculture. Fiske, George Walter. The Challenge of the Country. New York. 1912. Association Press, 124 E. 28th st. A survey of the problems and opportunities of the country. Uses results of thirteenth United States census. A study of country life opportunity. Foght, H. W. The American Rural School. New York. Mac- millan. Organization, administration and supervision of rural schools. Training of rural school teachers. Buildings and furnishings. Nature study, school gardens, school clubs and libraries. Hunt, Thomas F. The Young Farmer. New York. 1912. Orange Judd Co. A general treatment of the business of farming. Some things every young farmer should know. 20 UNIVERSITY OF THE STATE OF NEW YORK Kern, O. J. Among Country Schools. New York. 1906. Ginn. An extremely interesting and suggestive treatment of the problem of school and home decoration and their educational relationships. McDonald, W. Agriculture in America. New York. 1909, Knickerbocker Press. A general survey of the United States Department of Agriculture, the endowments of the land-grant colleges, farmers institutes, and agricultural instruction in Minnesota. Plunkett, Sir Horace. The Rural Life Problem of the United States. New York. 1911. Macmillan. An analysis of American rural life and economy. Suggestions concern- ing possible redirection. An explanation of the country life institute. Robinson, C. H. Agricultural Instruction in the Public High Schools of the United States. New York. 19 11. Teachers College, Columbia University. A statistical survey of agricultural schools, courses of study, etc. An examination of the present status of instruction in agriculture in our public high schools. Brown, H. A. The Readjustment of a. Rural High School to the Needs of the Community. U. S. Bureau of Education, Bulletin 20. 1912. An account of the organization and equipment of a school of agriculture, mechanic arts and homemaking. Gives courses of study, lists of equipment and reference books. This bulletin should be read by every principal and teacher in the smaller high schools. Crocheron, B. H. A Very Real Country School. Worlds Work: 23:318-26, January, 1912. An account of the establishment of a rural secondary school which meets the needs of the community. Gives a fair idea of some of the possibilities of such a school as well as some of the things expected of the teacher. Mutchler & Craig. A Course of Study for the Preparation of Rural School Teachers. U. S. Bureau of Education, Bulletin i. 1912. Outlines subjects of nature study, elementary agriculture, sanitary science and applied chemistry. Gives a good outline for soil study.