598 EXPEKIMENT STATION EECORD. 



Agricultural experimentation and instruction in North America and Ger- 

 many, K. VON liiJMKER (Ztschr. Landw. Kaiitnicr Sciihsicn, 15 {1911), No. 20, 

 pp, 618-621). — In a comparison of agricultural experimentation and instruction 

 in North America and Germany, the author reaches the following conclusions 

 for Germany: (1) That the apportionment of higher educational institutions 

 to two different authorities is not advantageous. (2) that a further clearer 

 specillzatlon in experimentation and instruction is necessary, (3) that the 

 existing grading in agricultural instruction no longer fully meets the present 

 needs of the agricultural youth, and above all that the special or technical 

 training of the small farmer is insufficient, and (4) that the agricultural pub- 

 lication service is inadequate and gives too little consideiation to small 

 farming. 



Agricultural schools, D. J. Crosby (Ann. Rpt. Comr. Agr. Vt., 2 {1910), pp. 

 165-173). — This address includes a discussion of the present status of second- 

 ary instruction in agriculture in the United States, including types of schools 

 teaching secondary agriculture, the fuuction of agriculture in public high 

 schools, and the functions of the special agricultural school. It is concluded 

 that the influence of agricultural high schools is to stimulate rather than to 

 retard the introduction of agriculture into public high school courses, and 

 that they do not reduce the attendance at the colleges of agriculture. 



Agricultural education in the common schools, E. Hyatt (Rpt. Cal. State 

 Agr. Soc, 1910, pp. Jfl-.'/S). — The object of this paper is to call attention to 

 and emphasize the fact that we must find something different fi'om the tra- 

 ditional text-book method of approach if we would really get the genius of 

 agriculture into the public schools. Two or three other methods of approach 

 are mentioned. It is suggested that the best plan for a school to undertake 

 agriculture is by finding ways to cooperate personally with the nearest agri- 

 cultui'al industry, by actually entering into its spirit and its labors. 



Transforming a country school, Mabel Carney {Farmers Voice, 49 (1911), 

 No. 121, pp. 10, 11, 19). — This article describes how a teacher in a one-room 

 country school in Illinois changed the physical surroundings of the school 

 building, remodeled the course of study, and made the school a social center 

 for the people of the community. 



Community work in the rural high school, D. J. Crosei" and B. H. Croche- 

 EON (U. 8. Dept. Agr. Yearl)ook 1910, pp. 177-188, p/.s. //). — Some influences 

 that have a bearing upon the evolution of the rural high school are discussed, 

 a general account of community work in such schools is given, the different 

 forms of community work are outlined, and the details of such work as carried 

 on in the Agricultural High School of Baltimore County, Md., are given. 

 These have included meetings and courses of instruction for rural school 

 teachers, adult farmers, and farmers' wives, and literary meetings, field days, 

 and other exercises for children. 



Cotton growing for rural schools, G. W. Carver (Alabama Tuskcgee Sta. 

 Bui. 20, pp. 5-29, figs. 8). — Considerable information is here given relative to 

 the preparation of the seed bed, fertilization, planting distance, and thinning, 

 cultivation, grading and marketing, the American classification, diseases and 

 insect enemies, products from a ton of cottonseed, how to collect an exhibit, 

 and the various methods of cotton improvement. 



Illustrated corn booklet, O. H. Benson (Jour. Ed. [Boston], 73 (1911), No. 

 20, pp. 5-'i3, 5fi'f). — This article consists of suggestions and directions on the 

 arrangement of a notebook on corn, as well as of the specific material that 

 may be placed on each page. It is suggested at the close that in a general way 

 this corn booklet plan may be used in developing the work in many farm and 



