By Lester S. Ivins

AGRICULTURAL Education has made great progress within the past few years. It had been formerly looked upon as a technical study, but today it is reaching its true place in the curriculum of the elementary schools. It is surprising that while the plan of education is that the person be trained in efficiency, subjects have been employed that have little relation to this condition. Most subjects used for educating the pupil are foreign to his experience. With Elementary Agriculture it is found that the subject matter is better understood than that of any other subject of school work, because it teaches that which is the daily life of a large per cent of

those taking the work. It is not thought wise that the old subjects be banished, but for the public school to do its duty its subjects must be made to reach all people in terms of their daily experience. The larger per cent of our people are interested in industrial and agricultural pursuits, because by means of these they live. This is not only true, but it is also an acknowledged fact that greater numbers of people should be interested in agriculture than are now found engaged in the pursuit. Certainly a great field for development and an opportunity for service is within the reach of the teachers of our nation. Every teacher, both country and city, should be interested, for many rural children are found in our cities; and our city children should be given an opportunity to become acquainted with this interesting and profitable subject. It requires time to bring about the proper attitude in our schools, yet it can be hastened if each teacher will try to do his best.

Primary Division

The work outlined for the Primary Division is taught in connection with language and alternated with oral geography and oral physiology. It is also taught in connection with general exercises in the morning and on Friday afternoons. The teacher should teach the equivalent of at least two ten-minute recitations per week in the Primary Division. This division includes pupils below the second grade.

First Division

The work outlined for the First Division is taught in the same manner as that under the Primary Division. The teacher should teach the equivalent of at least two fifteen-minute recitations per week in the First Division. In schools where the teacher has several grades it is advisable to combine the work of the Primary and First L visions (first four grades) and have them take the work together. This division includes pupils in the second, third and fourth grades.

Second Division

The work outlined in the Second Division is taught in connection with language and geography and alternated with lessons in physiology, history and reading. Work can also be done in connection with the general exercises

in the mornings and on Friday afternoons. The work in this division is a continuation of that given in the First Division. In this division the teacher should teach the equivalent of two fifteen-minute recitations per week. This division includes pupils in the fifth and sixth grades.

Third Division

The work outlined in this division is used to supplement the material found in elementary text books on agriculture. This is the first division in which the text book is used, as the former divisions require oral work. Lessons from the text book on agriculture are alternated with those of reading, physiology, etc. Regular recitation work should cover at least two twenty-minute periods per week in this division. This division includes pupils in the seventh and eighth grades.

The work for each division is divided into three parts as follows: Fall Work, Winter Work and Spring Work.

Part V

This part includes suggestions on the teaching of Elementary Agriculture by the Holding of Exhibits; by Exercises in Elementary Agriculture; by Agricultural Clubs and by Experimental Plots and Gardens.