have had some direct connection with the vocational schools, either as full time, part time, lecture course, or short course students. General demonstrations are held, where there are two or more persons present, on some fixed line of agricultural activity. General demonstrations are announced in advance and are held for the general instruction of the neighborhood

CLUB WORK.

During the summer of 1915 the vocational school staff assisted the county superintendent of schools in the supervision of the boys' and girls' agricultural and home making clubs. In 1916 the vocational school staff practically took over the entire supervision of this work. This year the scope of the work has been broadened until the club work now includes corn, potato, sweet potato, and girls' tomato growing and canning clubs. Improved seed corn was secured and furnished to the boys at cost; so the boys are the foundation of improving the standard of corn in the county. Buttons signifying that the boys and girls were members of the club movement were given all contestants. Frequent meetings of the contestants are held in the various school districts to keep up the interest and to instruct the boys in their work. The domestic science teacher held frequent demonstrations in canning of fruits and vegetables for the girls who are members of the girls' clubs. Mothers are also invited, so that the work has a broader influence. The enrollment in the various clubs of the county is as follows: Yellow Dent corn, 118; White Dent corn, 26; acre corn contest, 13; pop corn, 31; white potatoes, 49; sweet potatoes, 42; tomato growing and canning, 177; total, 456.

COOPERATIVE AGRICULTURAL CLUB WORK.

Until recently all the attention of agricultural experts has been directed toward the production of larger and better crops, without giving due consideration to the question of buying and selling or in any way endeavoring to help the farmer dispose of his produce systematically and economically. The vocational staff, however, has felt this need to balance production and has been able to inaugurate both buying and selling organizations among groups or clubs composed of farmers.

Where organizations were formed, prior to the advent of the vocational schools, every effort has been put forth to cooperate with them, but where none existed, efforts have been directed toward organizing such an association, conforming to the needs of the community. There is now established one or more such associations in each of the vocational school districts.

VOCATIONAL SCHOOL LABEL.

Never in the history of agricultural extension work has a public organization issued any method or means of guaranteeing the farmers' products. This action evolved from the belief that education in grading, packing, and marketing was incomplete without the money measure of that education.

The vocational schools, therefore, designed a label which is given free of charge to the students for their use, providing they implicitly follow rules prescribed. The label states that the goods are "Graded and packed under direction of Atlantic County Vocational Schools." Space is provided for the marks of the grades and types of products. Furthermore, each user has a serial number which the schools place upon the label. This serial number is for the use of buyer or consumer who has objection to the quality of produce in package, and by stating that number in correspondence with this system of schools the matter is investigated, and if the farmer fails to conform with the rules of grading and packing, adjustment is made and the farmer forfeits the privilege to further use of the label.

That it is a guarantee and efficient in its purpose is exemplified by the fact that an additional $1 per crate has been continuously received for strawberries, and other produce has brought proportionate additional returns.

IMPROVEMENT OF RURAL SCHOOL GROUNDS.

In cooperation with the local school boards the members of the staff have assisted in helping to improve the appearance of several schools and their surroundings. The most decided work was performed at Bargaintown and Minotola, where plans for the improvement of the grounds were first drawn and then the work done according to the specifications. This work has only commenced, as several requests have since been made for assistance, which indicates the interest that has been aroused in this activity. The time is rapidly approaching when public-spirited men and women will realize the importance of keeping the school grounds neat and attractive. Already the lessons learned in this work at school are being applied at home.

LIBRARIES.

The library in the vocational schools is equipped with 433 books covering problems on fruit and vegetable growing, insect pests and diseases, fertilizers, general farm crops, farm management, poultry husbandry, general animal husbandry, and general farm life, together with a full list of available bulletins and reports from the New Jersey Experiment Station and the United States Department of Agriculture at Washington, also many bulletins from State experi

ment stations throughout the United States. All the books, bulletins, circulars, pamphlets, and news letters belonging to the vocational schools and pertaining directly to the science and art of agriculture are at the disposal of all patrons of the vocational schools. Few of the above books are used as textbooks, though most of them are used strictly as references in working out project outlines. The vocational schools are also equipped with a full set of project outlines compiled and written by the vocational school staff. The library in each school is open special evenings for the use of those who wish to come in and read, as well as to get books for home reading. A few agricultural periodicals are kept at the various centers. Weekly news letters from the State experiment station and Federal Government are posted where they are accessible at all times. The use of agricultural reading matter, especially agricultural literature, has been stimulated in the farm home. Nearly 50 per cent of the books owned by the vocational schools are in circulation throughout the year. Many bulletins have been ordered and books purchased through the instrumentality of the vocational school staff.

AGRICULTURAL MEETINGS.

The vocational school staff has exerted its influence in the development of social and economic betterment of farm life. The members of the staff are members and officers and are frequently in attendance at the meetings of all agricultural associations of the county. They have also been instrumental in assisting in the organization of poultry associations, subordinate granges, and Pomona Grange and agricultural clubs. This activity is no small part of the work of the vocational school staff, as there is many a week in which the instructor attends four or five meetings. The attendance in agricultural meetings is practically always accompanied by a talk and a roundtable discussion.

FARMERS' WEEKS.

Farmers' week consisted of a series of five evening meetings, each meeting being devoted to a distinct branch of agricultural work, as fruit growing. One night of each series was always devoted to the ladies with special attention given to general rural improvement. Two and three lectures were given each night, after which a general round-table discussion followed. The meetings were presided over by prominent farmers of the community, who always lead the discussions. In Hammonton and Cologne a committee of the farmers has been appointed to assist in the perpetuation of the movement.

Five series or farmers' weeks have been held since the inauguration of the vocational schools; two at Minotola, two at Hammonton, and one at Cologne.

NEW YORK.1

SCHOOLS OF AGRICULTURE, MECHANIC ARTS, AND HOME MAKING. State aid. For many years the New York State Education Department has recognized agriculture as a proper subject for school study, and 10 years have passed since the first outline of a course in agriculture was included in the courses of study for secondary schools. Not until 1910, however, was there any provision made for instruction of a vocational nature. At this time the legislature enacted a law authorizing the commissioner of education to apportion public money for the partial support of schools of agriculture, mechanic arts, and home making. In 1913 this law was amended to its present form. The following indicates the main provisions of the present law and amendments.

1. Such schools may be established in union free school districts or in commonschool districts when authorized by a district meeting.

Practically all village schools are in union free school districts, while nearly all the small country schools are in common-school districts. This permits any public school in the State to undertake the work, even though it does not maintain a high-school department. It should be noted, however, that the school may be authorized only by a vote of the district.

2. Such schools are to be under the direction of the authorities that have charge of other public schools of the district..

This is to insure the incorporation of the vocational work as an integral part of the established school system.

3. The commissioner of education shall annually apportion a sum equal to twothirds the salary of the first teacher and one-third the salary of each additional teacher, also $200 additional if such teacher is employed for the full year (includes summer vacation), provided—

(a) No change of teacher is made.

(b) Such school may be a department or course of instruction established and maintained in a public school.

(c) Such school has an enrollment of at least 15 pupils.

(d) Such school maintains an organization and a course of study and is con

ducted in a manner approved by him.

The most important factor in successful school work is the teacher. The apportionment of a fractional part of the teacher's salary instead of a lump sum tends both to secure better salaried teachers and to warrant a yearly increase sufficient to retain competent teachers. The provision for summer employment makes possible an effective teaching plan.

4. All money so apportioned is to be used exclusively for the payment of the

salaries of the teacher.

1 The author is under obligation to Mr. L. S. Hawkins, of the State department of education, for valuable assistance and material found in this report of New York schools.

METHODS OF ADMINISTRATION.

The administrative and educational work of the State education department is performed by the commissioner of education, 3 assistant commissioners of education (1 of whom is deputy commissioner), and 14 divisions or bureaus.

The division of agricultural and industrial education has charge of State-aided vocational instruction and general supervision of courses of study and projects of a vocational nature.

QUALIFICATIONS OF TEACHERS.

No teacher may legally be engaged for vocational work who has not a special certificate, which requires, generally, evidence of graduation from an approved high school or the equivalent, and also from an approved professional institution wherein the candidate completed a four-year course of study in the subjects to be taught. 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 division of agricultural and industrial education to insist that only the best available teachers be engaged. Boards of education are, therefore, advised to consult with this division before contracting with their vocational teachers.

The following points are brought to the attention of boards of education as to what is to be kept in mind in selecting a teacher of agriculture:

1. A teacher of agriculture should be thoroughly conversant with farm life, either through his home life or extended experience working on a farm.

2. A teacher of agriculture in a secondary school should not 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 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 vocational 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 have some knowledge of mechanical drawing, woodworking, and elementary blacksmithing.