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

Drawers 18"

LABORATORY • TABLES •

FIG. 5.-Elevation of laboratory tables. To insure good lighting, curtains should roll from the bottom of the win-. dows 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.

The board of education sces that funds for such material are provided without delay. Laboratory supplies for the year are, so far as possible, secured before the opening of the school in the fall. In compiling a list of the equipment and material needed, the teacher goes over his outlines of work for the coming year and carefully notes his probable needs. Local material is collected by the teacher and pupils, and some of the apparatus is constructed in the school.

The following is a suggested list which represents the average equipment in the New York schools. Many of the articles listed are made in the shop, some are collected locally, and others donated by commercial firms.

FIRST-YEAR AGRICULTURE-POULTRY HUSBANDRY.

Incubator (50-450 egg), 1.
Killing knives (Krum), 3.

Chart material (sign painter's

cloth), 20 yards.

Stamping outfit, 1 set.

Score cards.

Poultry feeds, 1 set.

Egg tester.

Exhibition coops.

Picking box, 1.

Poultry-carrying crates.
Parcel-post carriers.
Egg preservatives.
Disinfectants.

SECOND-YEAR AGRICULTURE-FARM CROPS, SOILS, AND FERTILIZERS.

THIRD-YEAR AGRICULTURE-FRUIT GROWING, ANIMAL HUSBANDRY, AND

FOURTH-YEAR AGRICULTURE-FARM MANAGEMENT AND FARM MACHINERY

Farm level and outfit, 1.

Cement tools, 1 set.

Farm score cards.

Plane tables, 3.

Farm machines.

REQUIREMENTS FOR STATE AID.

1. That the time of teachers shall be devoted exclusively to vocational work. This precludes the supervision of a general study hall and the teaching of other than vocational pupils.

2. That the school shall have at least 15 enrolled pupils. Pupils registered in the school and carrying on a project in conformity with the rules and regulations governing project work may be counted in the required 15.

3. That such school shall maintain an organization and course of study and shall be conducted in a manner approved by the commissioner of education through the division of agriculture and industrial education.

4. That the teacher of agriculture shall be employed for service during the summer months. 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 submitted to the division of agricultural and industrial education. If the plan is approved and the work is satisfactorily done, additional apportionment is made. The following suggestions are made to boards of education in planning this work: (a) The year should begin in September rather than in June or July.

(b) 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 agricultural and industrial education before April 1.

(c) Arrangements are made concerning transportation for the teacher during the spring, summer, and fall. It is definitely understood whether he or the board is to provide means of transportation.

(d) The following are some phases of summer work suggested for the teacher of agriculture: (1) Supervision of home project work carried on by boys who are enrolled in the school, (2) 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), (3) collecting material for classroom and laboratory use the following year, (4) locating objective points and making arrangements for field trips to be taken the following year, (5) assisting local farmers to solve some of their troublesome problems when these farmers request such aid.

Duplicate plans for home project work are made, one to be kept on file in the school records and extended as the work progresses, the other to be sent to the division of agricultural and industrial education. Blanks for recording this work are furnished by the division.

USE OF LAND.

The school may use a small plat of ground to advantage, but it is not necessary for it to have a farm. The teacher and pupils make

use of the near-by farms and their equipment for much of the laboratory instruction. Pupils make use of their home farms in the required project work.

ARRANGEMENT FOR PROJECT WORK.

When the school is closed and formal instruction ceases, it is expected that the teacher will devote his time to making effective this home instruction. By this means not only do 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 is a definite understanding with the parents concerning opportunity to do project work. Some days during the planting season it means absence from other classes to get the project properly under way. Formal class work in agriculture subjects is gradually replaced by individual work on the projects.

The explanation on the following pages will make clear the relation of the project to the class instruction.

RELATION OF THE PROJECT TO THE CLASS INSTRUCTION.

1. Vocational subjects.—A department of agriculture is established in a high school with the assumption that nearly all pupils enrolling in the agricultural course have had some farm experience. It is further assumed that each pupil has definitely decided upon farming as his vocation. These facts are considered in determining the method of instruction. Previous and current farm experience supplemented by laboratory (including field) experience is 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 is used to give the pupils a good general knowledge of the particular subjects studied. This instruction includes the bestknown practices and the science underlying them. Regular textbook assignments or readings form a part of this work, but are always related to the laboratory, field, or farm experiences of the pupils. This general study of the subject is continued until about March 1, when the amount of time given to it varies inversely with the amount given to project work.

2. Project work.-At the beginning of each school year the teacher of agriculture calls the attention of pupils in his classes to the fact that before March 1 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