the air, are all marvelous, interesting, educative and practical. The study of wheat, oats, clover, weeds, the apple tree are as interesting and as disciplinary, and certainly more useful, than the study of rare plants and hothouse flowers, or of the mythical heroes of mythology and romanticism. A study of the common birds and bees will arouse more interest, if properly presented, than a study of the bird of paradise or of the zebra, or of the labors of Hercules. A farm is truly the "greatest of all laboratories," and yet we are only beginning to realize its possibilities.

Dr. True of the department of agriculture divides secondary agricultural education into five classes: "(1) high schools connected with agricultural colleges, as in Minnesota and Nebraska; (2) separate agricultural high schools endowed by the State, as in Wisconsin, Alabama, and California; (3) private agricultural schools, as in New York, New Jersey, Pennsylvania, and Indiana; (4) agricultural courses in normal schools, as in Missouri; (5) agricultural courses in public high schools." The first agricultural high school was organized in Minnesota. In that state one third of the studies given are of an academic nature; one third, of work in the sciences upon which agriculture rests, personal investigation by the student rather than mere book study being aimed at; and one third relates to the practical affairs of the farm and household. The Minnesota high-school course covers three years of approximately six months each. Six months are therefore available for practical work upon the

farm. It is in reality a winter continuation school, made practical and feasible on account of the seasonal character of farm work. The different subjects which are included in the curriculum are as follows: First year, music, gymnastics, English, drawing, farm arithmetic, agricultural botany, comparative physiology, agronomy, carpentry, blacksmithing and military drill. Second year, music, gymnastics, algebra, agricultural chemistry, agricultural physics, agronomy, animal husbandry, dairying, horticulture and military drill. Third year, music, gymnastics, home economy, geometry or civics, entomology, zoölogy, agricultural chemistry, agronomy, poultry culture, animal husbandry, dressing and curing meats, forestry, and veterinary science. Instead of shopwork and a portion of the work in agriculture, the girls are given courses in domestic science. The school "offers a practical course of study designed to fit young men and young women for successful farm life, and it serves as a preparatory shool for the college of agriculture." It is estimated that nearly all the graduates remain upon the farm.

In 1901 the state legislature of Wisconsin, acting upon the advice of State Superintendent L. D. Harvey, passed a law authorizing county boards of education to establish and maintain county schools of agriculture and domestic science. It was provided that "instruction shall be given in the elements of agriculture, including instruction concerning the soil, the plant life and the animal life of the farm. A system of farm accounts shall be taught. Instruc

tion shall also be given in manual training and domestic economy and such other subjects as may be prescribed." Each school was also required to have connected with it a tract of land of at least three acres in area. This land is utilized for experimentation and demonstration. Provision ought also to be made for older students who may wish to attend for short periods during the winter. Normal training should be carried on in connection with the county agricultural high schools in order that suitable teachers may be provided for the county schools,-teachers who are in sympathy with the movement to extend nature study and elementary agricultural training into the elementary schools. Normal training is provided for in the Dunn County schools, located at Menomonie, Wisconsin. The lack of properly trained teachers is now one of the most serious difficulties standing in the way of the introduction of nature study and the elements of agriculture into the primary and secondary schools of the rural districts. Manual training and domestic science had to contend, and in fact are still contending, with the same problem; but the crust of tradition and prejudice is being broken through, and the farmers and the manual workers are beginning to realize that education can be of concrete, practical value to them and to their children. If these two classes strenuously demand the work which they need, teachers and schools will be forthcoming to supply the demand. The agricultural high school and college, farmers' institutes, agricultural experiment stations, and the United

States Department of Agriculture are the chief agencies which are now educating the farmers of this country as to the importance of science and nature study for the successful farmer of to-day and of the future.

The Farmers' Institute.-Farmers' institutesadult farmers' schools-are now held in practically all of the states. Since there is as yet no central organization, great diversity is found in the methods employed and in the form of organization. The total sum appropriated by all the states and territories for this purpose was, in 1903, $187,226. The maximum appropriation, $20,000, was allowed by New York. In 1904 this total was increased to over $210,000. During the year ending June 30, 1903, 3,179 institutes were held. The total number of daily sessions amounted to 9,570, with a total attendance of about 900,000. These institutes "have been an outgrowth or extension of the 'open' or 'public' meeting held by the state or local agricultural societies."

The purpose of the farmers' institute is "to carry valuable agricultural information to farming people at their homes"; oral instruction by expert agricultural scientists is the method used. In recent years some attention has been given to the needs of the farmer's wife. One or more lectures on domestic science and kindred topics of interest to the wives are usually included in the program. In Illinois the plan of devoting a half-day session to the interests of the boys has been tried. Sometimes premiums are offered for the best samples of corn

grown by a boy, or for the best report upon the methods of growing some crop.

The "Hysperia movement," which originated in Hysperia, Michigan, was an attempt to bring the farmers and the rural teachers together for mutual improvement, social enjoyment, and "to unite the farmers who pay the taxes that support the schools, the home makers, the teachers, the pupils, into a coöperative work for better rural schools." The meetings were held on Saturday evenings during the winter term, in the different school buildings. "Programs were arranged so that the participants in discussions and in reading of papers were about equally divided between teachers and patrons." This plan has since been adopted in other townships in Michigan. Such a scheme fills the gap between institutes, offers opportunities for social gatherings in rural communities, and interests the farmers in the welfare and progress of rural education. To get the parents to come to the school building and to meet and discuss school affairs with the teachers is a long stride in advance in either urban or rural districts.

The United States Department of Agriculture.— The first separate appropriation for agricultural purposes amounted to $35,000, and was made in the year 1854. The department was separately organized in 1862, but did not become an executive department until 1889. Since that time the head of the department has been a member of the Cabinet. The duties of the department were outlined in the act of 1862 as follows: "To acquire and diffuse