296 EXPERIMENT STATION EECORD. 



Report of the commission upon the plans for the extension of industrial 

 and agricultural training (Madison, Wis., 1911, pp. 135). — The report of the 

 commission on education submitted to the Wisconsin legislature of 1911 con- 

 sists of a direct study of the x'elation of industry to education. The section on 

 agricultural education deals with the part that the various classes of schools 

 from the district school to the university should play in the development of 

 rural education. Under each heading is to be found a brief analysis of the 

 facts that obtain in each class of schools, with suggestions as to the possi- 

 bilities of future development and specific recommendations for constructive 

 legislation. 



How we cooperate with the public schools (Col. Agr. Univ. Calif., Spec. 

 Circ. [lOll], pp. 4)- — The purpose of this circular is to indicate briefly the 

 different ways in which the College of Agricultux-e of the University of Cali- 

 fornia is cooperating with the high schools and public schools of the State. 



Second annual report of the Congressional district agricultural schools 

 of Georgia, J. S. Stewart (Bui. Univ. Ga., 1911, No. 11,9, pp. 31, figs. 15).— 

 Among other matters this report gives a condensed statement of a tentative 

 course of study for each school, the number of students in each school by years, 

 a financial statement regarding the crops grown, and data as to the equipment 

 and financial standing. 



Outline of requirements for the common schools of Oklahoma, R. H. Wil- 

 son and E. F. Proffitt (Oklahoma City: State Bd. Ed., 1911, pp. 32). — A de- 

 tailed course in agriculture has been arranged for the sixth, seventh, and 

 eighth grades, and suggestions are made for its adjustment to the other work 

 of the schools. 



School gardening in Hawaii as related to agricultural education, V. Mac- 

 Caxjghey (Ilaicaii. Forester and Agr., 8 (1911). No. 8, pp. 2^0-2 '{5).— In this 

 paper, which was read at the convention of the National Education Associatioii 

 in San Francisco, in 1911, the author discusses the general conditions of life in 

 Hawaii and outlines a system of industrial education with which school garden 

 enterprises will be closely articulated. The plan proposed is the establishment 

 on each of the 4 islands of Kauai, Oahu, Maui, and Hawaii, of schools con- 

 tiguous to important industrial centers, these schools give to practical instruc- 

 tion in agriculture, home economics, trades, and industries. 



In describing the present condition of school gardens, the author quotes from 

 a recent report of the school-fund commission showing that 9,309 pupils are 

 engaged in gardening, and more than 125 schools are actively engaged in agri- 

 cultural work, 2 schools planting sugar cane on a commercial basis. The 

 work consists of clearing and preparing land, keeping grounds in order, vege- 

 table and flower gardening, and tree planting. 



The practical aspects of science in secondary education: The pedagogical 

 viewpoint, W. R. Hart (Addresses and Proc. Nat. Ed. Assoc., 48 (1910), pp. 

 466-472; Mass. Agr. Col., Dept. Agr. Ed. Circ. 9, 1910, pp. 466-41 1) .—In this 

 discussion of the pedagogical viewpoint in the practical application of the 

 sciences in secondary education, the author considers such matters as utility, 

 interest, and correlation. He contends that tbe concrete should precede the 

 abstract, this meaning not merely the objective or sensible but the economic and 

 sociological, in other words the vocational. 



Introduction to general science, P. E. Rowell (New York, 1911, pp. XNTX-\- 

 S02). — This is an outline for a course in general science which includes among 

 other agricultural topics the soil and its management, fertilizers, humus, irriga- 

 tion, drainage, the function of roots and leaves, and the propagation and breed- 

 ing of plants. Experiments and references for collateral reading are found 

 throughout the book. 



