AGEICULTUEAL EDUCATION. 495 



Agriculture in the public schools, G. A. Bbicker {Ed. Rev., Ifl {1911), No. 

 4, pp. 395-403). — The author considers that agriculture should be taught in the 

 public schools (1) to solve the problem of intensive agriculture and (2) to 

 prepare young men for the business of farming. 



An experiment on methods of teaching zoology, J. P. Gilbert {School Sci. 

 cmd Math., 11 {1911), No. 3, pp. 205-215). — This is a progress report on an 

 experiment in teaching high-school zoology, undertaken in the school of educa- 

 tion at the University of Illinois to determine the relative merits of the pure 

 science and the applied science methods of approach in teaching. 



The experiment was made with two approximately equal sections, under 

 conditions as similar as possible, and extended over one semester. Section A, 

 known as the cultural and disciplinary group, studied insects, birds, frogs, 

 and other zoological specimens for the purpose of learning the functions of the 

 different organs and their significance and their adaptations to the struggle 

 for existence. Section B, known as the economic group, studied the same kinds 

 of specimens, in the same way, and raised the same questions, but did not 

 dwell so long on this phase of the work, thus saving time for an inquiry into 

 the economic importance of the phenomena under observation — their applica- 

 tions to agriculture. The results obtained are summarized as follows: 



" The results are only suggestive, in view of the small number of individuals 

 tested. Even allowing for the probable error, however, the applied science 

 method of approach to the study of secondary school zoology appears to have a 

 slight advantage over the pure science approach, when tested by examination 

 grades (the examination being of the pure science type). When tested by 

 average semester grades, the applied science approach shows a somewhat 

 greater advantage. When tested by the percentage of pupils averaging more 

 than 85 per cent in the semester's work, the applial science approach has a 

 slight but appreciable advantage. 



" When tested by the ability of the pupils to set up experiments and interpret 

 phenomena (a cultural and disciplinary standard), the applied science approach 

 has a decided advantage." 



The teacher believes that the method of investigating classroom problems by 

 comparing the progress of parallel groups of pupils may be made to yield 

 valuable results. 



The animals and man, V. L. Kellogg {New York, 1911, pp. X-\-.'i95, pi. 1, 

 figs. 2Ji3). — The book is an elementary textbook of zoology and human 

 physiology. 



In part 1 the author discusses the parts of animals and how they are used. 

 Part 2 deals with the life history of animals. In part 3 different kinds of 

 animals are classified and their habits and special relations to man given. 

 Human structure and physiology is considered in part 4, prepared by Isabel 

 McCracken, and part 5 has to do with animals in relation to each other, to 

 plants, and to the outside world. There are also appendixes containing 

 information on school equipment, rearing animals, and making collections. 



The use of the score card in rural schools, E. A. Cockefair {Bui. Mo. State 

 Norm. School, Third Dist., 2 {1910), No. 2, pp. 36).— After discussing the func- 

 tions of agriculture in rural school courses, the author gives specific directions 

 for judging corn, horses, and dairy cattle. In each ease a score card is given 

 with detailed explanations of the different points involved in judging. 



Domestic science for schools and homes, Gertrude T. Johnson {Kansas 

 City, Mo., 1911, 2. ed., rev. and enl., pp. 153, pis. 2, figs. 32). — This is a text in 

 cooking and a syllabus in sewing, prepared for use in the Kansas City ele- 

 mentary schools. It contains in untechnical language the fundamental theories 

 of foods and their functions, together with more than 200 recipes. 



