AGRICULTURAL EDUCATION. 391 



ble into all of the high schools of the S*tate, and that the courses are in a large 

 measure independent of articulation with the state college of agriculture as prob- 

 ably four-fifths of the pupils who take agriculture will not attend college. It is 

 maintained that there is a special place for a limited number of special schools of 

 agriculture, but that they should not be considered local in their nature but 

 should be state-wide in scope. The author's ideal system thus would be to insist 

 that in general the pupil first attend the high school for a period, where he will 

 come in touch with academic training and other vocations. If, after a certain 

 time in the high school, he decides that agriculture is the profession he desires, 

 he should then be sent to the special school of agriculture or to the college of 

 agriculture, according to circumstances. 



State aid to vocational education in Minnesota, D. D. Mayne (Minn. [Dept. 

 Pub. Instr.] Bui. 29, 1911, pp. 50, figs. 11). — This bulletin is made up chiefly of 

 reports of each of the 10 schools receiving state aid under the Putnam act, and 

 contains data as to courses of instruction, the school farm, extension work, 

 manual training, and home economics, the text of laws relating to the teaching 

 of agriculture and industrial work passed by the legislature of 1911, and a 

 discussion of the general educational policy of the State with reference to 

 vocational subjects. 



Annual report of the inspector of state high schools of Minnesota, G. B. 

 AiTON {Ann. Rpt. Insp. State High Schools Minn., IS {1911), pp. 60). — Accord- 

 ing to this report there are 73 high schools offering work in agriculture, besides 

 the 10 under the Putnam act. Statistics are given concerning the latter 

 schools covering such matters as expenditures and enrollment for agriculture, 

 home economics, and manual training. It is stated that the weakest school 

 has done good in the community, justifying its establishment, while the stronger 

 schools have exerted an influence that almost deserves the terhi collegiate. 



Extension work, 1911-12 (Announcer Col. Agr. [Cornell Univ.], 1 {1911), 

 No. 3, pp. 9-15). — A detailed account of the extension work of the New York 

 State College of Agriculture. 



Teaching' the farmer how to farm, D. G. French {Canad. Mag., 33 (1911), 

 No. 5, pp. Ji20-.'/29). — This is an account of the evolution of a practical system 

 of agricultural education for the Canadian Provinces, beginning with the prep- 

 aration of text-books, followed by the establishment of 2-year agricultural 

 courses in connection with high schools in charge of graduates of the Ontario 

 Agricultural College, and the present solution of the problem of agricultural 

 education for the Provinces by the establishment of 14 district oflBces of the 

 department, each in charge of a trained agriculturist whose entire services 

 are available for the benefit of his district. The duties of these representatives 

 are outlined and some of the work carried on in the past 3 years is described. 



Farm and forest, edited by L. H. Bailey (Boston, 1911, pp. XXV III +381, 

 pis. 10). — This is the third volume of the Young Folks Library, and comprises 

 articles by different authors, most of which have previously appeared in farm 

 journals, magazines, etc. The introduction is by L. H. Bailey and deals with 

 the vocation of farming, and other subjects discussed include (1) Leadership on 

 the Farm, by Kenyon L. Butterfield, (2) The Coming Boy of the Farm, by 

 W. M. Hays, (3) The Farmer's Outlook, by Henry Wallace, (4) Practical For- 

 estry, by Gifford Pinchot, (5) Growing Crops under Glass, by B. T. Galloway, 

 and (6) The Advantages of a Vegetable Garden, by Eben E. Rexford. 



The corn lady, Jessie Field (Chicago, 1911, pp. 107, pi. 1, figs. 2//). — The 

 major portion of the book is devoted to letters written by the author to her 

 father while she was a country teacher, and includes an account of her method 

 of teaching agriculture in a rural school, farm arithmetic problems, language 



