thus be taught properly and after proper drill supplant less effective methods.

Pupils should be held as responsible afterwards for active and accurate thinking during this teaching process as they would be in any other. The illusion that because learning through the film and screen is easy it is to be a passive procedure on the part of the pupil

FIG. 202.-Make a chart of the ground-floor plan of a good machine shed, giving room for winter repair work and painting. A shed for the storing of machinery is a valuable asset on every farm. When properly cared for and well housed the life of machinery is considerably lengthened. It is said that more farm machinery rusts out than wears out. Proper storage prevents rusting out.

must be dispelled early if the greatest value is to be obtained from the lantern and the moving picture as educational adjuncts.

Filing and Storing.-Visual instruction materials should be very carefully filed and stored if they are to be ready when wanted and are to be preserved for long use. A record should be kept of all charts, maps, photographs, views, slides, and films based upon the library filing system in use in that school. Card indexes properly numbered with the same numbers on the articles should be em

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FILING AND STORING

361

ployed. Charts and large maps should be neatly rolled or suspended at full length in a space where they will be free from dirt and injury. Small maps, photographs and views should be in vertical filing cases or in pasteboard boxes according to the system in use locally. These should be properly numbered and labeled so they can be found readily.

Films should be kept in a cool place slightly moist, and if inflammable, in metal containers in a fireproof storage space.

Slides may be kept in a regular slide cabinet with drawers con

FIG. 203. Plan of a simple hot and cold water system where the supply is to be pumped as needed. Make a chart like this for your shop-room. (After Cornell Countryman.)

taining separate slots for individual slides. If the slides are given a file number corresponding to the system in use, this number can be placed on the side of the drawer opposite the proper slide space. Each drawer can show on the outside the number limits of the slides therein. Or if they are arranged in topical groups, as orcharding, gardening, etc., these topics may be on the drawer labels. Slides may also be filed in a regular vertical filing drawer with a suitable follow-up block and a reference system by means of which any slide may be found easily.

Storing Slides in Visible Form.-Where many slides are owned by one school they may be arranged in large panels which slide into and out of a cabinet and which are quickly visible to the eye. These panels may contain from fifty to one hundred slides each and are quickly drawn out to be examined by any one planning a lesson or lecture. The cabinet containing these panels should be near a window so that the operator may look through them toward the light. A translucent screen may be used, if desired, between the light and the picture, thus enabling the operator to see the details more clearly, perhaps recognizing the slide more quickly. The arrangement of slides by the panel system may be either topical or numerical.

A revolving slide holder, such as that shown in figure 199, is useful at all times in showing slides to students and visitors. From it slides can be quickly selected for use in lectures.

EXERCISES AND QUESTIONS

1. Find the price of slated cloth blackboards of different sizes and where they can be obtained. What size is best adapted to your school?

2. Where in your vicinity can "glued up" chart boards be obtained? What will one cost that is 5 x 5 feet?

3. Draw a sketch of a frame that would support a chart board firmly against the wall; an easel that would support it; a movable frame on rollers.

4. Prepare the exact wording and arrangement you would use for a chart on improving the dairy herd or a similar topic of your own selection.

5. Discuss charts you can obtain as to wording, arrangement, spacing, style of type, graphs, forcefulness, clearness, and general appearance. Suggest improvements.

6. What are the objections to three-dimension graphs? To comparison by circles? Pyramids?

7. Make a chart on each of the subjects shown in Figs. 200, 201, 202, and 203.

8. Why not expose your most important chart to the audience while it is assembling?

9. In talking from charts how would you dispose of irrelevant questions? Impertinent ones?

10. Compare different samples of colored paper obtainable as to their values for chart use.

11. Find where slated cloth outline maps can be obtained most economically; also small paper outline maps of the United States and of your state.

12. Compare five different types of lanterns as to (a) illuminants; (b) portability; (c) convenience of setting up; (d) ease of operation; (e) adjustability; (f) slide shifting; (g) quality of illumination (when possible); (h) lenses.

13. Make a list of practical, portable stereopticons for the high school department of agriculture, with types of illuminants and cost of each.

14. Prepare a list of the names and addresses of dealers in stereopticon slides.

15. Make a list of stereoscopic views practicable to have as a part of the agriculture equipment.

16. Make a list of subjects of twenty slides you would like to have to illustrate a certain topic chosen by yourself.

17. State the advantages and disadvantages of glass plates for taking agricultural photographs; of films.

18. Make a list of motion picture machines using standard films; of those using special non-inflammable films and the names and addresses of dealers. 19. Obtain agricultural pictures and criticize them from the standpoint of teaching value.

20. Select five pictures, tables, or diagrams found in books or bulletins you would recommend to be made into slides. Give reasons.

21. Does your local paper use many cuts of local agricultural subjects? Could it use more to advantage? If so, find out the reason for not doing so. 22. Describe the latest improvements in slides to reduce weight and breakage.

23. Practice writing on a ground-glass slide until you can obtain a neat, clear result.

24. Practice with the gelatine sheet in the same manner.

25. Try the same upon a balsam-treated plain glass.

26. Obtain the names and addresses of educational film exchanges. 27. Prepare a list of five educational films adapted to the class in agriculture and state when you would introduce each into the class work.

28. What are the best types of incandescent lamps now available for use in lanterns? In motion projectors?

29. What current is available in your school? What lanterns and motion projectors can be adapted to it? How?

30. Are there any individual electric lighting plants in residences near your school? What kind? How much of such a plant would need to be transported to a place not having electric lights to operate a lantern or motion projector?

31. Does the Agricultural College of your state maintain a slide-loaning service? A film-loaning service?

32. What are some of the weaknesses of teaching by slides? By moving pictures?

33. Make a sketch of a cabinet suitable for holding medium-size maps, charts, and blue prints. What would it cost if made locally?

34. Are the photographs in your school so filed that they are well preserved and quickly obtainable? Do you think the system could be improved? If so, how?

35. Write to your State Agricultural College and see if plans have been made or are soon to be made for a state or inter-state exchange of lantern slides or films. When an exchange is started, join it if you can.

REFERENCES

"The Moving Picture Age."

"The Educational Film Magazine."

"Visual Education Magazine," Chicago.

"A, B, C of Exhibit Planning," Evartz G. and Mary Swain Routzahn. COLEMAN, G. A.: M. P. in Educ. Jr. Ec. Entom. 10: 371, 373, June, 1917. "Use of Illustrative Material in Teaching Agriculture in Rural Schools," U. S. D. A. Year Book, 1905.

"Motion Pictures an Aid to Education," Vol. 1, U. S. Bur. Ed., 1910, 587–597. American Assn. of Col. and Exp. Stations, Bul. O. E. S. 49, 1897.

Classification Scheme for Pictures and Lantern Slides, N. Y. State Dept. of Education.

"Use of Illustrative Material in Teaching of Agriculture," U. S. D. A. "List of Films and Their Uses," U. S. D. A.

LEAKE: "Means and Methods in Agricultural Education," Houghton-Mifflin.

CHAPTER XVII

HOW TO ORGANIZE AN AGRICULTURAL LIBRARY

Importance of the Library.—The last quarter of a century has seen discovered and made available more scientific truth about agriculture than was ever known in all the preceding ages of man. No person can hope to get the most out of farming who is not acquainted with the best and most usable of this body of scientific agricultural truth. The teaching of agriculture contemplates not only that what is taught shall be practically sound but also that it shall be scientifically correct. While vocational agriculture must see that the pupil follows the best farm practices in his practical work, that is not enough. It must give him an understanding of the scientific bases for those practices and also give such a knowledge of the fundamental truths and principles of scientific agriculture and their relationships as to enable him to adapt them to varying conditions.

In the project system of teaching, every step in his practical work must be carefully determined after most thorough and thoughtful consideration has been given not only to the practical conditions which surround him but also to what the best scientific authorities say about that particular type of agricultural enterprise and those particular limiting conditions. These authorities must be found in the agricultural library of the school.

Even if each pupil owns a copy of the text used in the class work there will be need for the school library to furnish a large supply of other reference materials, because even the best text gives all too meager a treatment of any subject to be sufficient for practical purposes. Books, bulletins, papers, periodicals, special documents, reports, year books, circulars, catalogues, maps, charts, pictures, and many other forms of publications are needed to enable the pupil to obtain a thorough understanding of the subject and to prepare him for successfully practicing the farming operation involved.

What to Select.-There is almost no limit to the supply of good material available for the agricultural library. The two limiting factors are the demand of the curriculum to be taught and the supply of funds with which to purchase. With these in mind the teacher should discriminate carefully, in order that the money