AGRICULTURAL EDUCATION, 797 



seventh, eighth, and ninth grades is offered, including 1* years of German, 

 agriculture, and domestic science. The last 3 years' work in the high school 

 "may be made college iireparatory. vocational, or both, as conditions seem to 

 require." 



The carrying out of this plan involves securing a competent instructor for 

 agriculture to be in service 11 months in the year. He should conduct the class 

 work in that subject, manage an experimental school farm of 5 to 25 acres, 

 give a winter course for older students, and carry on the following forms of 

 extension work: (1) Rural acquaintance, (2) rural school visitation and work, 

 (3) rural school-house meetings and farmers' clubs, (4) industrial contests, 

 and (5) local farmers' institutes. 



Agricultural education: State normal schools, B. M. Davis (El. School 

 Teacher, 10 (IDIO), A'o. 8, pp. 370-387). — This article reviews the work already 

 done by various state normal schools in establishing training courses in agri- 

 culture, calls attention to the scarcity of prepared teachers and the difficulties in 

 the way of preparing them, and continues the bibliograiihy of helpful publica- 

 tions begun' in earlier articles of this series. 



The College of Hawaii, J. W. Gilmore {Hawaii. Almanac and Ann., 36 

 {1910), pp. l.'/S-l.j.j.). — This article consists of a brief reference to the steps 

 leading up to the establishment of the college, followed by a description of its 

 courses of study and field of service. 



The curriculum in forestry education, F. Koth {Forestry Quart., ,S {iUlO), 

 No. 1, pp. 17-2-)). — The author of this paper compares the course of study irt 

 forestry with that In law, agriculture, and other professions, and believes that 

 the length of time spent in such study is determined largely by the student 

 himself. He states that the old empirical basis for the professional course in 

 forestry was established over 100 years ago and has been enlarged by study,^ 

 comparison, compilation, and controversy to as great a length as students at 

 the present time are willing to devote themselves to such study. 



The author calls particular attention to the value of those " parts of the 

 curriculum not guaranteed by the printed circular, but which are the essentials 

 which the name of the school and its teachers must vouch for ; " namely, 

 the particular relation or attitude of the teacher, student, and school to the 

 subject studied. He holds that the problems in the forestry course still unset- 

 tled may be summarized as follows: (1) Whether the course should be given 

 at a university or a technical college; (2) the length of the course; (3) the 

 secondary preparation required; (4) the proper proportion of time to be given 

 to technical forestry studies; (5) the proportion of time to be given to acces- 

 sory studies; (6) the proper balance of technical forestry studies in reference 

 to each other; (7) the proper amount of practice or field work, and the con- 

 ditions of securing it; (8) to what extent the curriculum should be repre- 

 sented in Civil Service examinations; and (9) what minimum progi'am of 

 studies should be required for admission to such examinations. 



Syllabus of illustrated lecture on wheat culture, J. I. Schulte {U. 8. Dept. 

 Agr.. Office E.cpt. Stas.. Farmers' Inst. Lecture 11, pp. 22). — This lecture, for 

 which 45 lantern slides have been prei«ared, covers the history, botany, composi- 

 tion, improvement, distribution, cultivation, harvesting, and storage of wheat, 

 arranged for use in farmers' institutes. A list of 45 references is appended. 



Essentials of successful field experimentation, C. E. Thorne {Ohio Sta. 

 Circ. 96, pp. 38, figs. 21). — This iniblication is in the main a reprint of the 

 syllabus of an illustrated lecture prepared for the Farmers' Institute Specialist 

 of this Office, and previously noted (E. S. R. 17, p. 819), 



