AGRICULTURAL EDUCATION. 191 



culture in the schools has usually been its immense economic significance, the 

 author believes that the successful teaching of agriculture in the schools, along 

 with the traditional courses, depends, like all the rest, upon its being regarded 

 and developed as a humanistic subject as well, and that it will have to " make 

 good " pedagogically if it is to have a permanent place. 



The close relation of the sciences to agriculture makes the problem of the 

 adjustment of all a single problem, and the thesis here maintained is that the 

 child's mind and body, rather than the materials, should be the controlling 

 factors that determine all courses of study, and that in the high school these 

 must tirst, in this case, determine the organization of the sciences. 



The educational values of the vocational side of the agricultural course are 

 also discussed. 



Agricultural education: Elementary and secondary schools, B. M. DaviS 

 (El. School Teacher, 11 (1911), No. 9, pp. //69-//84).— In this review of the 

 progress of agricultural education in elementary and secondary schools, the 

 author holds that about all that may reasonably be expected of agriculture in 

 the elementary schools is to interest the children in country-life subjects, so 

 that they may know the common birds, insects, trees, weeds, the meaning of 

 some of the best farm practices, such as selecting and testing seed, how the 

 soil holds water and means of preventing its loss, care of milk and value of 

 its fat content, etc., and through such studies to lead the children to appre- 

 ciate the fact that there is something worth while in the immediate world 

 in whichjthey live. 



It is sfated that secondary agricultural education has developed along sev- 

 eral lines, giving rise to as many as 8 more or less distinct types, viz, agricul- 

 tural-college, district, county, village-township, city, state-aided, technical, and 

 normal. Each type is con.sidered briefly. 



References cited throughout the text are included in an annotated bibli- 

 ography. 



Agricultural advance in rural schools, G. W. Brown (Jour. Ed. [Boston], 

 7-i (1911), No. 8, pp. 200. 201, 2i-'/).— Industrial education is here divided into 

 2 distinct classes : First, that phase in which the youth and the adult overcome, 

 shape, and fashion for use and beauty the products of the mineral kingdom and 

 inanimate portion of the vegetable and animal world; and second, that phase 

 of human endeavor that works with and directs the evolutionary development 

 of plants and animals that they may be more serviceable and beautiful. The 

 discussion centers about the second division. 



Elementary school agriculture, E. B. Babcock and C. A. Stebbins (New 

 York, 1911, pp. 65, figs. 7) — This is a teacher's manual to accompany Hilgard 

 and Osterhout's Agriculture for Schools of the Pacific Slope (E. S. R., 25, pp. 

 297). The 11 lessons given are only suggestive as to the use of the text, which 

 should be used to supplement the lessons. They may be used in any grade from 

 the fifth to the eighth inclusive, and the authors state that they have found it 

 best to begin agriculture in the fifth or sixth grade. 



In the appendixes may be found (1) an outline of agricultural nature study 

 by groups, (2) a list of vegetables, and annual and perennial flowers, with 

 cultural suggestions, and (3) lists of reference books, reference bulletins, and 

 circulars. 



A course in agriculture for the high schools of Michigan, "W. H. French 

 (Mich. Agr. Col., Dept. Agr. Ed. Bui. 7, 1911, pp. 64).— This bulletin is intended 

 as a guide to superintendents and teachers in introducing the subject of agri- 

 culture into high schools. It also presents suggestions to school officers and 

 contains the rfegular high school course of study, an elementary coui'se for the 



