AGRICULTURAL. EDUCATION. 691 



information is also given on itinerant courses in agriculture and horticulture; 

 courses for agricultural and horticultural teachers; agricultural instruction in 

 the army; special courses in animal husbandry, horse breeding, and horseshoe- 

 ing; work of the agricultural, horticultural, and dairy instructors and of state 

 subsidized associations; and agricultural instruction for women and girls on 

 the farm. 



Agricultural instruction in the Netherlands, S. R. v. Ramult (Land it. 

 ForsHv. Unterrichts Ztg., 25 {1911), No. 2, pp. 1^8-192). — This article gives a 

 detailed account of the system of agricultural instruction in the Netherlands. 



Education for rural life, O. H. Benson (Proc. Conf. Ed. Soutli, 11, (1911), 

 pp. 171-189). — In 1907, before any attention had been given to rural life educa 

 tion in the Wright County, Iowa, schools, the author selected 34 rural schoo i 

 in the county and inquired of the boys and girls above the fourth grade as ,o 

 their intentions as to farm life when grown up. Of the 164 boys, 157 repl.ad 

 that they would have nothing whatever to do with farming, and 163 of the 174 

 girls made a similar reply. 



After 3 years of instruction in elementary agriculture and home economics by 

 effective correlation, organizing rural life clubs, and eventually by the teaching 

 of elementary agriculture and home economics in regular and daily class work, 

 the questionnaire was repeated in the same schools. Out of 174 boys, 162 of 

 them answered that they intended to be farmers, and 161 of the 178 girls an- 

 swered that they planned to be home-keepers, farmers, etc. Of the remaining 

 boys and girls all but 4 were in advanced grades, and from 13 to 15 years of age. 



Problems in the experimental pedagogy of elementary agriculture, G. A. 

 Bricker (Jour. Ed. Psychol., 3 (1912), No. 1, pp. 29^.'i). — The pedagogical 

 problems discussed are (1) the portions of agriculture adaptable for use in the 

 elementary school, (2) the grades in which it may be taught, (3) the applica- 

 bility of prevailing pedagogical principles to the efficient teaching of elemen- 

 tary agriculture, (4) shall experience in practical agricultural methods pre- 

 cede the study of the scientific principles involved, (5) the pure science vs. the 

 economic-applied science method of approach, and (6) the feasibility of or- 

 ganizing and teaching a series of " agricultural " habits in the elementary 

 school. 



Agriculture, J. T. Johnson (Normal School Quart. [Macomb, III.], 1910, 

 No. 8, pp. 38, pis. 12, flffs. 18). — This number outlines an advanced course in 

 {igriculture at the Western Illinois State Normal School, which requires from 

 2 to 3 double laboratory periods each week, and recitations alternating with 

 the laboratory work. The laboratory work provides for the study of the 

 physical and chemical properties of the soil ; soil fertility, including fertilizers, 

 the manner of mixing fertilizers for crop production, and experimental prac- 

 tice on the soil experiment field, which is located on the campus; dairying; 

 poultry and farm animals ; feeding and mixing rations ; and farm manage- 

 ment. One year each of physics, chemistry, and biology are prerequisites to 

 this course. 



Productive farming, K. C. Davis (Philadelphia and London, [1911], pp. 

 VIII +357, pi. 1. figs. 22^). — It has been the author's aim to furnish a book 

 which would interest the children in both rural schools and graded village and 

 city schools in farming. In an elementary way he introduces the reader to 

 the fundamentals of plant and animal production and farm management. It is 

 also shown how useful Farmers' Bulletins are when used in the proper way. 

 The book is gotten up in the form of a text-book with review questions at the 

 end of each chapter. The appendixes contain tables and formulas to be used 

 in farming. 



