The course in agricultural journalism was outlined in detail. The purposes of the course were—

1. To apply to agriculture the news style of writing-unexcelled in clearness, conciseness, interest.

2. To make all trained agriculturists contributors to the press, thereby multiplying their usefulness.

3. To give some technical training to students who plan to enter agricultural journalism.

4. To suggest ways of increasing business among farmers.

5. To demonstrate methods for getting better printing results. 6. To conduct a newspaper make up and printing contest.

7. To present a country newspaper and printing exhibit.

The section on dairying contained suggestive photographs of dairy activities in the State. The dairy short course at the college was attended by 143 butter makers, representing 13 States; 804 students pursued work in dairying subjects during the past year.

The section on agricultural extension contained a graphic exhibit in the form of a map showing that the State college had held 955 farmers' institutes and other meetings during the past year and 44 farm investigation tours. The remarkable extension work through boys' and girls' clubs was also presented in a State map giving the club membership in the different counties at 18,000. The activities included in the club work were corn clubs, garden and canning clubs, baby beef clubs, baby pork clubs, manual-training, and domestic-science clubs. The extension activities of the State college carried on among the school children and others beyond ordinary school age are quite remarkable.

The section on farm management contained a graphic chart giving five excellent reasons for renting Iowa farms on the stock share plan instead of on the old cash basis.

The section on farm crops, animal husbandry, and soils gave interesting sectional views of how this work is done at the State college.

III. RURAL EDUCATION IN THE TERRITORIES AND INSU= LAR POSSESSIONS.

It is regrettable that all the Territories and insular possessions of the United States were not represented at the exposition through typical school exhibits. The work among the natives of Alaska was shown graphically in an exhibit collected by the United States Bureau of Education, while the Philippine Islands had a very complete exhibit prepared by the director of education in the Philippines and his assistants.

The Territory of Hawaii reported a school enrollment of 33,288 pupils in all its schools in 1913-14, distributed among natives and residents of foreign origin, with a teaching force of 713 instructors, of whom 200 are American. During the school year of 1914 $742,310 was expended for education, or about $30.36 per pupil. Recently the Hawaiian school system has begun to emphasize the preparation of its pupils for the various life vocations in the islands. The insular department of instruction is using all its wisdom and effort to organize this new system of industrial education. Under these circumstances it is unfortunate that this interesting experiment in school reorganization in the insular possessions should not have had an educational exhibit to show the evolution of the new from the old system prevailing before the islands became annexed to the United States.

Porto Rico also has valuable lessons to teach in the remarkable progress that it has made in recent years in modifying its rural school system to meet the needs of its rapidly increasing population. During the year 1914-15, $2,498,585 was expended for school education of all kinds. The school enrollment was 270,000, being slightly more than 50 per cent of the school population. These pupils were instructed by 2,564 teachers, in 4,330 schools. The evolution of the Porto Rican rural schools is of particular interest to educators of the United States. Since the time of the American occupation in 1908 all the school buildings have been practically renewed. Frame and concrete one and two teacher buildings have replaced most of the former dilapidated, usually rented, structures. The agricultural phases of education, particularly, have received much attention. Forty-one special teachers have recently been appointed-one for

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every supervision district-to have charge of the organization of agriculture, home and school gardening, and industrial club work of all kinds. This makes one such special teacher for every supervision district of the islands. Under the direction of these specialists home and school gardens are making much advance. School fairs and agricultural exhibits are frequent in connection with rural schools. These fairs have awakened much interest in communities formerly untouched by such phases of school education. Porto Rico, like Hawaii, unfortunately was not represented educationally at the exposition.

ALASKA.

The exhibit of Alaskan education was limited to activities of the United States Bureau of Education among the natives, all of which

FIG. 59.-School gardens and garden products from the Alaska educational exhibit. may be classed as rural. The schools in Alaska, other than native schools, are under the control of the Territorial governor, who issues certificates to teach and in other ways oversees the educational affairs. These schools are of two kinds-the so-called Nelson schools outside of incorporated towns, for white children and children of mixed blood leading a civilized life; and the schools for whites within incorporated towns.

Wide scope of the schools for natives under United States Bureau of Education control.-The natives of Alaska number approximately 25,000 people, distributed among numerous small villages scattered along thousands of miles of coast line and the great rivers. These

villages are isolated from one another and the outside world for fully eight months of the year, on account of the extreme severity of climatic conditions. But in spite of these almost insurmountable difficulties, United States schools have been established in 77 such native villages. The work of the Bureau of Education among the natives is very comprehensive and may be classified as—

School education for children and school extension work for adults. Social economic activities dealing with personal hygiene, home sanitation, and morality; household arts, social intercourse, and promotion of native industries. Medical work and the stamping out of disease.

Reindeer service, primarily to provide a source for supply of food and elothing to the Eskimos living in the vicinity of Bering Strait.

The Alaska service is administered by a special division of the Bureau of Education headed by (1) a superintendent of education, who works immediately under the direction of the United States Commissioner of Education; (2) five district superintendents; (3) an official force in Washington; (4) employees of the supply and disbursing office at Seattle; (5) 12 physicians and 12 nurses and teachers of sanitation; (6) 109 teachers, a few of whom are native. Character of the school work as disclosed by the exhibit. The Alaska educational exhibit emphasized the practical character of the

schools among the natives. It included a large variety of activities showing how the teachers, physicians, and nurses strive to promote the physical, moral, and industrial welfare of the people-adults and children.

The regular school work includes elementary subjects, such as the rudiments of English, writing, and drawing, practical forms of arithmetic, some geography and history in story form, physiology, and personal hygiene. The industrial work of the schools is varied to suit the needs of particular sections of the territory, the purpose being to impart such instruction as shall enable the children when they grow up to live comfortable and independent lives in their

own community. In general, the industrial work includes carpentry, cooking, and sewing, and agriculture in the form of school and home gardening.

The schoolhouses, all of them erected at Government expense, are planned as social centers. In addition to the customary classroom and quarters for the teacher, many of the schoolhouses have well-equipped quarters for industrial work of various kinds, a school kitchen and laundry and baths for the use of the entire community. The classroom is available for public meetings and for occasional social gatherings.