both helpful and refreshing to
Production
Utility in
to
and
in
Draft
Perfection
of
Beef
and
Perfection
of
in
Sheep
Perfection
in
and
of
(2)
(3)
(4)
(5)
(6)
penmanship for the Summer
by Mr. Bedinger, will be es-
for those desiring to prepare
(8)
(9)
(io)
Teachers completing this course will receive
credit for same on teachers’ certilicates.
2. Animal Husbandry—The following is a list
of the lectures that will be given in Animal Hus-
bandry. Practical demonstrations will be given
in connection with these lectures:
(1)  The Relation of Live Stock
to Successful Agriculture.
(2)  The Relation of Form
Farm Animals.
(3)  Standard
Light Horses.
(4)  Standard
Dairy Cattle.
(5)  Standard
Swine.
(6)  Classification of the Improved Breeds of
Live Stock.
(7)  Principles of Live Stock Feeding.
in physics to attempt a review of the entire sub-
ject. At the suggestion of a large number of
teachers this plan has been abandoned in the Ag-
ricultural and Mechanical College, and the Sum-
mer Normal course gives a comparatively thor-
ough treatment of a limited portion of the sub-
ject. This year the portion covered will be Sound
and Heat. The work will follow in general the
outline given in the official Course of Study for
Oklahoma Normal Institutes and includes (1)
Sound, (2) Heat, (3) Music.
Teachers completing this course will receive
credit for same on teachers’ certificates.
PENMANSHIP.
Muscular-movement penmanship having been
adopted by practically all of the large schools of
this country, special attention will be given to
arm-movement exercises, and to the methods of
conducting classes. At times, different members
of the class will be asked to assist, also to take
charge of the recitation. Students will be re-
quired to do a certain amount of blackboard
writing.
The instruction is out of the ordinary, and we
are sure it will be
the teacher.
The course in
School, as taught
pecially arranged                    _     . .
themselves as teachers of this subject. Special
attention will be given to fundamental drills and
blackboard writing, both of which are essential
to the requirements of a successful teacher of
penmanship.
Teachers completing this course will receive
credit for same on teachers’ certificates.
DRAWING.
This course deals with the teaching of drawing
in the eighth
grades of the ele-
mentary schools.
The following di-
visions of work
will be studied:
1, Technique; 2,
Selection of ma-
terials and sub-
jects for the
grades; 3, The
special purpose of
teaching drawing,
and general meth-
ods of presenta-
tion.
AGRICULTURE
Agriculture as
an art antedates
the Christian Era,
while agriculture
as a science has
been evolved
within modern
times. Successful
agriculture comes
not only as a re-
sult of c a r e f u 1
practice, but it is
also directly re-
lated to a knowl-
edge of plant and
animal life, and
throughout the
entire Nation the
importance of ag-
ricultural educa-
tion is now rec-
ognized. Finan-
ciers and econo-
mists of national
reputation have
repeatedly stated
that the Nation’s
grow'th will come
of the farmer, and
One of the Four Sections of the Freshman Class in English, Oklahoma A. & M. College.
largely through the prosperity
ui me lamivi, recently the Nation's executive
has deemed it advisable to appoint a Country
Life Commission to inquire into ways and means
of improving the social life of the rural popu-
lation.
Inasmuch as 95 per cent of the population of
the State of Oklahoma follow agriculture as a vo-
cation, the future development of the State is
largely dependent upon the education of its citi-
zens in this science. Recognizing this, the First
Legislature of Oklahoma enacted laws which have
for their object the better training of the boys
and girls of the farm, and made provision for the
teaching of agriculture in the public schools as
well as in the secondary schools of the State. It
is just as essential that the pupils in the public
schools of the State be taught the fundamental
principles underlying the proper tillage of the
soil, the growth of plants, and the raising of live
stock as that they receive training in English,
history, geography, arithmetic, or similar subjects.
The’ primary object of agricultural education
should be to stimulate an interest in, and a love
for, nature study and to teach improved methods
of production. The public school teacher who is
prepared for this field and is qualified to teach
agriculture will have iw difficulty in making a
success of the work. The Agricultural and Me-
chanical College with its thousand-acre farm, its
orchards, its green house, its live stock, its barns,
its laboratories, and its corps of specialists, pos-
sesses the very best equipment for training teach-
ers in agriculture.
Agriculture is taught in three divisions:
(1)  Agronomy, which is restricted to those
topics that have a direct bearing upon the pro-
duction of farm crops.
(2)  Animal Husbandry, which treats of live
stock production.                         .      .
(3)  Horticulture, which has to do with fruit
and vegetable production.
In the Summer Normal lectures and practical
work will be given daily in these branches. Ap-
proximately two weeks will be devoted to each of
these three divisions. The public school teacher tak-
ing our Summer Normal work in agriculture will
receive credit for the required work in this subject.
I. Agronomy—Lectures in this section will be
as follows:
(1) Physical properties of the Soil.
Conservation of Soil Moisture.
Alkali Soils and Their Treatment.
Methods of Controlling Soil Erosion.
Feeding the Plant.
The Selection of Improved Seeds.
Judging Corn.
A Study of Cereal Crops.
Legumes: Their Place in Agriculture.
The Fiber Crops of the Southwest.
(8)  Method of Valuating Feeds and Compil-
ing Rations.
(9)  Methods of Live Stock Improvement.
(10) Comparisons of Milk and Meat-Produc-
ing Animals from the Standpoint of Profitable
Production.
Teachers completing this course will receive
credit for same on teachers’ certificates.
3.  Horticulture—The instruction in this course
will be given in lectures and assigned readings.
The following subjects will be treated: Seed ger-
mination, seed testing, seed planting, care and
management of hot beds; planting, cultivation,
care and management of the vegetable garden,
propagation of plants by layering, cuttings, bud-
ding, grafting; nursery practice, planting, care and
cultivation of orchard trees and small fruit plants.
Teachers completing this course will receive
credit for same on teachers' certilicates.
4.  Agricultural Pedagogy—In connection with
the three courses mentioned above there will be
given a course in Agricultural Pedagogy. How
to impart agricultural information, the scientific
and practical facts bearing on the work of Animal
Husbandry, field crops and horticulture will be
given careful consideration in lectures by each of
the departments involved in the work of instruct-
ing teachers present at the Summer Normal.
These lectures will in all cases follow the strictly
agricultural lectures and will have to do with
methods of teaching agriculture, simple class-
room equipment, suggestive books and bulletins
and other “teacher helps.’’
DOMESTIC SCIENCE AND ARTS.
Domestic Science—As the State law requires
that the elements of domestic Science be taught
in the public schools, the Summer Normal work
in this subject is planned especially to meet the
needs of those who have had little or no previous
training 111 this branch. Th s course will em-
brace a study of food materia.s—their history,
production, manufacture, composition, digesti-
bility and methods of cooking; also, a study of
the house—its location, plan, furnishing, cleaning,
etc.
Teachers completing this course will receive
credit for same on teachers’ certificates.
Domestic Arts—In the domestic arts, there will
be systematic study of the principles of elemen-
tary sewing, including work in cord, raffia, bas-
ketry and weaving. Methods of teaching and the
arrangement of courses of study in handwork for
various grades will also be given.
Teachers completing this course will receive
credit for same on teachers’ certificates.
EDUCATION.
1.  Methods and Management—The aim of this
course is to present the general methods of learn-
ing and of teaching, followed by the special meth-
ods of teaching the different school subjects. The
further aim is to study the problems of school
gradation, classification, organization, and gov-
ernment: also that of securing the cooperation of
the community, making conditions favorable for
intellectual development and promoting the gen-
eral welfare of the school.
Students will prepare for the class discussions
by reading assignments from such books as Bag-
ely’s Educative Process, O'Shea’s Education as
Adjustment, McMurry’s General Method, etc.
Teachers completing this course will receive
credit for same on teachers’ certificates. .
2.  Theory and Practice of Teaching—The
theoretical part of this course deals with such
topics as, the teacher before the class; conduct-
ing the recitation; training pupils to study and to
think; teaching pupils the art of securing, retain-
ing and express-
“          ing useful knowl-
edge; and the va-
rious means of
developing the
several school
subjects. As far
as possible the
work of this
practice course is
planned to suit
the needs and pro-
mote the welfare
of the individual
student-teacher.
In theory, the
reading is done
from such books
as M c M u r r y’s
How to Study,
Hinsdale’s Art of
Study, Schaeffer’s
Thinking and
Learning to
Think, Arnold’s
How to Teach
Reading, White’s
Art of Teaching.
Thorndike’s Prin-
ciples of Teach-
ing.
3. School Su-
pervision — The
work in this
course is devoted
to the practical
problems of pub-
lic school organi-
zation and ad-
mi n i s t r a t i o n.
Some of the top-
icsare: The
course of study,
teachers’ meet-
ings, securing of
harmony and cooperation, the relation of the sev-
eral school factors,—directors, principals, teach-
ers and students, school buildings, equipment and
general educational interests.
The books used are Chancellor’s Our Schools,
Their Administration and Supervision, Roark’s
Economy in Education, Gilbert’s The School and
its Life, Shaw’s School Hygiene, Burrag and
Bailey’s School Sanitation and Decoration.
Whenever there is a call for work in Rural
School Supervision, such work will be offered.
4.  History of Education—The purpose of this
course is to arrive at correct notions of what
ought to be done in the light of what has been
done. The diversity of educational ideals in dif-
ferent countries and in different ages is studied
to understand present conditions and the best
methods for future advancement. The further
aim is to create a deep interest in the lives and
works of great educators as a source of inspira-
tion and guidance.
5.  Psychology—The primary purpose of this
course is to teach the conditions, processes and
laws of mental development; and to understand
the motives and forces that give rise to human
conduct. The psychology of childhood and of
adolescence is presented in its practical phases
for the benefit of teachers. Other topics arc:
The relation of the body to mental activity and
development, fatigue, temperament, imitation,
suggestion, apperception, attention, association of
ideas, imagination, memory, emotion, will, think-
ing, the laws of expression, and the relation of
ideals to conduct.
Students will prepare for, and verify the class
discussions by readings from a number of au-
thorities, including the following: James, Dewey,
Angell, Baldwin, Tichener, Thorndike,. Bowne,
Judd, Wundt and Stout.
6.  Philosophy of Education—This course deals
with such problems as the philosophy of the