TYPES OF SCHOOLS.

Two general types of agricultural schools in New York are recognized by the education department, namely:

1. Intermediate schools of agriculture, mechanic arts, and home making. These are small schools of distinctly rural type offering four years of vocational work based upon six years of elementary school work. This type of school is not maintained in connection. with any other secondary school course or department. These

schools are planned for districts which do not at present 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 complete an approved high-school course by two years of additional work.

In addition to the elementary teaching staff, there are three vocational teachers: (1) A principal qualified to teach agriculture, (2) & woman qualified to teach home-making subjects, (3) a teacher

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qualified to teach English, history, etc. Each of these teachers holds a special vocational certificate for the particular work in which he or she is engaged.

CURRICULUM OF AN INTERMEDIATE SCHOOL OF AGRICULture.

2. High schools of agriculture, mechanic arts, and home making.— 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 home making. Official communication comes from and is directed to him. CURRICULUM OF A HIGH SCHOOL OF AGRiculture.

In New York State the number of public high schools teaching agriculture, mechanic arts, and home making increased 300 per cent in five years, as follows: 16 in 1911-12; 25 in 1912-13; 34 in 1913-14; 47 in 1914-15; 64 in 1915-16.

CURRICULUMS AND COURSES OF STUDY.

The classroom and laboratory instruction is based upon the prac tical experience gained on the farm, at home, or elsewhere. It is,

1 Seventh school year.

therefore, impossible to prescribe uniform courses of study or to prepare adequate outlines for particular subjects. This does not mean that the courses of study of a school are changed to suit the whims of pupils who do not know exactly what they want or need. Definite courses of study are formulated at the beginning and are followed until there is urgent need for a change. A well-balanced general knowledge of the entire field of agricultural science and practice is represented in each curriculum.

The foregoing curriculums are not prescribed, but any school desiring to make any change secures the approval of the division of agricultural and industrial education before doing so. Other subjects, after approval, are substituted for those indicated above. The arrangement of subjects and the content of those subjects are suited to the community in which the school is located.

ROOMS AND EQUIPMENT.

Since agriculture deals with concrete material and is to a great extent objective, much of the time occupied in this study is spent in the field and laboratory, connecting in as many ways as possible everyday objects and occurrences with the general principles of science. For this purpose the barns, machinery, herds, flocks, fields, and crops of neighboring farmers are usually accessible and available. This means that the cost of material equipment at the school is low. Five hundred dollars is the amount advised to be included for equipment in the budget of a school starting the work. It is required that the rooms and equipment provided for this department shall be as modern and convenient as for any other part of the school. Rooms are not used for this work unless they are well heated, lighted, ventilated, and perfectly sanitary.

THE LABORATORY.

The purpose of the laboratory and its equipment is supplementary to that of the field. It furnishes a means for demonstrating various phases of agriculture and affords an opportunity for securing individual experience. One large room properly equipped to serve as a combination recitation room and laboratory has been found most satisfactory. It frequently happens that an exercise may be part recitation and part laboratory. Material and apparatus commonly used in the laboratory are also usually necessary for classroom demonstration. Centering all work and materials in one room saves time and trouble. A chair with a drop arm makes the best seat for such a room. When the arm is lowered, the chair may be used at the side table. For any demonstration exercise, such as butter or cheese making, the center of the room may be cleared and plenty

of space provided for the work. When any great amount of dairy work is indicated in the course of study, a special cement-floor room is provided and properly equipped with the necessary appliances

FIG. 2.-Plan of combination laboratory and recitation room for agriculture recommended by the New York

State Educational Department.

of a home dairy. These rooms have running water, and gas when possible. When gas is inaccessible, alcohol, or other burners, are

FFG. 3.-Elevations of cases for books, demonstration material, apparatus, and supplies shown in the plan.

provided. The agriculture room is near the ground, with easy access to the outside of the building, so that classes may readily pass in and out without disturbing others in the building.

Ample case room is provided for apparatus, laboratory supplies, and demonstration material. The upper doors are of glass, so that material may be readily located. The lower doors are of wood, since glass so low down is frequently broken.

FIG. 4.-Elevation of blackboard and drawers for supplies. Racks for drawing boards could be substituted for two rows of drawers. The blackboard should be of slate.

The laboratory contains plenty of drawer space. Cases are mouse proof, so that grains and other edible material may be safely stored. The side tables are at least 2 feet wide and 30 inches high. There is a drawer for each 2 feet of length. The tops are smooth matched

C

Drawers 18"

LABORATORY · TABLES •

FIG. 3.—Elevation of laboratory tables. To insure good lighting, curtains should roll from the bottom of the windows rather than from the top.

and finished in such a way that they may be protected from damage and kept clean and smooth.

EQUIPMENT.

Agriculture requires a definite, special equipment; and adequate provision for agriculture teaching requires an expenditure greater than for any of the other sciences. Outdoor as well as indoor Work must be considered. Some of the materials and ap

paratus used in the physical, chemical, or biological laboratories may also be used by the teacher of agriculture, but in no case is such equipment alone sufficient. A list of the kinds and amount of materials needed is made out at least once a year by the teacher of agriculture.