192 EXPEKIMENT STATION EECOED. 



grades or for the rural schools, and suggestions to teachers as to means and 

 methods, text-books, apparatus, and reference works. 



Agricultural education in Michigan, W. H. French (Moderator-Topics, 32 

 (19J1), No. 6, pp. 107-109). — Among the means which have already been used 

 and will continue to be employed in connection with the 15 high schools iu 

 Michigan which are presenting regular courses in agriculture, are (1) the 

 establishment of a school garden or school farm in which are grown not only 

 the usual grains and vegetables but also those which are rare or new in Michi- 

 gan, (2) the culture and breeding of corn, potatoes, and other farm crops on the 

 home farm, (3) the construction and use of silos, and (4) pruning and spraying 

 orchards. The author sees no reason why the schools, especially in townships 

 and villages, should not systematically set about introducing such courses as 

 will attract the mature farmers and farmers' wives. 



Report of agriculture in the high schools of Michigan, W. H. French 

 (Mich. Agr. Col, Dept. Agr. Ed. Bui. 6. 1011. pp. 23, figs. 13, dgms. //).— This 

 report is intended to show the plans and purposes of the work of introducing 

 the subject of agriculture into Michigan high school courses and what has been 

 accomplished during the past three years. The statistical material shows, in 

 tabulated form, the population of the school districts, school attendance, enroll- 

 ment iu agricultural classes, expenses for instruction and character of exten- 

 sion work. 



Development of secondary scliool agriculture in California, E. B. Babcock, 

 C. J. Booth, H. Lee, and F. H. Bolster (California Sta. Circ. 67, pp. 3-53).-— 

 Among other subjects included in this circular are: (1) A brief chronological 

 outline which summarizes the development of high school agriculture iu Califor- 

 nia ; (2) a report on the status of agriculture in California high schools, covering 

 such data as the reasons for the establishment of special courses in agriculture, 

 cost of the course in salary and equipment, relation of the agricultural courses 

 to the other science courses, methods of the teacher as regards use of garden, 

 experimental plat, etc., and the attitude of the community; (3) status of the 

 course of study; and (4) a detailed report of what has been done in agricultural 

 education at the Oxnard Union High School. 



In the appendixes may be found (1) a list of equipment for agricultural 

 sciences and special subjects, and (2) a recommended list of books for the high 

 school agricultural library. 



Cooperation between the schools and the college of agriculture, E. B, 

 Babcock (Reprint from Univ. Cal. Chron., 13 (1911), No. 3 pp. 10). — Some of 

 the methods by which the California College of Agriculture has aimed to help 

 the teachers are considered in this lecture under the following heads: (1) 

 Organizing and conducting school garden work, (2) organizing for encourag- 

 ing nature study in the public schools, (3) university instruction for teachers, 

 (4) visiting, teaching, and supervising, (5) publishing circulars and leaflets, 

 (6) assisting at teachers' meetings, (7) organizing excursions of teachers to 

 university stations, (8) organizing boys' and girls' clubs, and (9) assisting with 

 the demonstration train. 



Schools of agriculture, mechanic arts, and homemaking (N. Y. State Ed. 

 Dept. Bill. 494, 1911, pp. 32). — This bulletin furnishes information couceruing 

 (1) the education law of 1910, providing for the establishment and maintenance 

 of schools of agriculture, mechanic arts, and homemaking, the relations of this 

 type of school to the general public schools, and the responsibilities of the divi- 

 sion of vocational schools iu respect to it; (2) suggested courses of study; (3) 

 brief descriptions of some ts^ical schools teaching agriculture, mechanic arts, 



