AGRICULTUKAL EDUCATION. 191 



culture; the second has to do with the possible outcoiae of any form of educa- 

 tion that makes a strong appeal to economic motives; and the third, the possi- 

 bility that, in the emphasis necessarily placed upon the economic factor, the 

 broader " cultural " values of the study of science may be lost to view. 



The book deals with the nature of secondary agriculture, the rise and develop- 

 ment of secondary education in agriculture in the United States, and the social 

 results of secondary agriculture, claiming that " the adolescent boy or girl 

 should live in an elementary way the life that he expects to live more intensely 

 later; and the more nearly the high school approaches this ideal condition, the 

 better is the school." It is argued that secondary agriculture should be taught 

 as a separate science. Other subjects disfussed are the psychological deter- 

 mination of sequence, the seasonal determination of sequence, the organization 

 of the course, alms and methods of presentation, and the organization of the 

 laboratory and field work. An illustrative list of classified exercises is given, 

 and a rough classification of recent textbooks on general agriculture Is arranged 

 in an appendix. Dr. W. C. Bagley states in the introduction that " if the 

 essence of true culture is to see the fundamental and eternal shining out 

 through the seemingly trivial and transitory, there is no subject better adapted 

 to provide culture than the subject of agi-iculture." 



General agricultural chemistry, E. B. IIakt and W. E. Tottingham (Mad- 

 ison, Wis., I'.IJO. I,],, .j.l'i, ftg.'i. .i2).—[rhe authors of this book give a survey of 

 the general field of chemistry applied to agriculture. It treats of such sub- 

 jects as the soil, crops and their essential food requirements, commercial fer- 

 tilizers and their ingredients, the part played by the atmosphere and natural 

 waters in making available plant food, a study of the animal bo<^ly, feeding 

 standards, food requirements of animals, and milk and its products. An ap- 

 pendix containing tables for reference is a feature of the book. 



Laboratory exercises in farm manag'ement, G. F. Warken and K. C. Liveb- 

 MORE (Xciv York, I DIG, pp. XII+J58). — This is a laboratory guide devoted 

 almost entirely to exercises and problems in the various phases of farm man- 

 agement. They deal with the business of farming, the selection and purchase 

 of the farm, its management under different systems, and such questions as 

 marketing and keeping farm records. Twenty-two pages are devoted to refer- 

 ences to the literature. 



The accredited farm system, D. H. Otis (Wis. Country Mag., 5 (1911), 

 No. Jf, pp. 129-132). — The author describes a system of instruction of an ad- 

 vanced nature in farm practice recently inaugurated by the college of agi'i- 

 culture of the University of Wisconsin on 12 accredited farms in Wisconsin, 

 as previously noted (E. S. R., 24, p. 497), and gives details concerning the 

 factors that are considered essential in the selection of accredited farms and 

 the prerequisites for students seeking positions on these farms. 



Judg'ing and testing' com, D. W. Working (IF. Va. School Agr., 1 (1911), 

 No. h-.5, pp. 66-S8, figs. 11). — Twelve lessons are outlined for schools on the 

 method and purpose of judging and testing seed corn. Each lesson is accom- 

 panied by a laboratory exercise and one or more references to helpful literature. 



Studies of aquatic insects, L. S. Hawkins (Natiirc-I:^iu(lij Rev., 7 (1911), 

 No. If, pp. 91-96). — ^A suggestive outline for the study of aquatic insects in the 

 grades is given for the fall and spring. It is suggested that this work may 

 be correlated with art and English. The first lesson should be occupied with 

 a study of the insects. Following this may be the drawing lessons, and then 

 the study of the literature of the subject. 



Lessons from the forest, E. R. Jackson (Amer. Forestry, 11 (1911), No. 1, 

 pp. 3-1 S, figs. l.'i). — The author discusses in a general way the place of forestry 

 in pu))lic school education, and then takes up more specifically the relations of 



