AGRICULTURAL EDUCATION. 789 



by iiiidiro. nnd Hint <m tliis account the cost of production of agricultural prod- 

 uces i-an not lie dctinitcly determined. lie maintains, therefore, that the double- 

 entry system of bookkeeping employed in industrial pursuits, where all economic 

 lactors which enter into the cost of manufactured articles are definitely known, 

 is not suitabh' for keeping agricultural accounts. 



Bookkeeping for farmers, T. C. Atkeson, edited l)y II. Myrick {yciv York: 

 Onnii/c JiKhl Co.. HXll. pi>. J/O). — In this volume a comprehensive system 

 of keeping accounts by Professor Atkeson is supplemented by a practical »putline 

 of the Stockbridge system. The two methods are believed to offer to the farmer 

 a system of bookkeeping that will enable him to know at any time "bow the 

 business of the whole farm, or any part of it, stands." 



AGRICULTURAL EDUCATION. 



The education of the farmer, D. Kinley (111. Agr., 11 {1906), No. 3, pp. 

 (,/_f,7y)._in this paper thi' dean of the graduate school of the University of 

 Illinois discusses the education of the farmer from the three considerations of 

 success, happiness, and highest social service. In order to be successful it is 

 important that he shall l)e trained along the technical lines now receiving atten- 

 tion in the agricultural colleges and also in the commercial side of farming — 

 the education which treats of farming as a business and is concerned with the 

 j)riuciples of prices, market organizations, transportation routes and rates, com- 

 lietitive sources of supply, farm organization, and similar subjects. To this end 

 he should study among other things economics and industrial history. 



The farmer should also be taught the cultural studies — history, literature, lan- 

 guage, mathematics, and the like " for the training and the pleasure and the 

 recreation that they bring," and he should be educated for citizenship in order 

 to have an intelligent comprehension of matters of public policy, such as the 

 tariff, the trusts, railroad rates, and the banking problem. KnowR^dge and right 

 Ihinking along these lines come largely with the study of history, home eco- 

 iionncs, and political economy. 



The w^riter recognizes the possibility of educating away from the farm, but 

 thinks that this will be only a temporary effect, that gradually, as more educated 

 men take up farming and social life in the country becomes more agreeable to 

 educated men, there will be less tendency to leave the country on account of 

 the intellectual and social attractions- of the city. 



The education of the farm boy, G. L. Bishop (Bieu. Ifpt. Okla. Bd. Agr., 2 

 (l!)05-(>), pp. 2H.'>-2!)0, fig. 1) . — An argument for an agricultural education for 

 all farm boys, in which the ways of getting such an education an* pointed out 

 and attention is called to its advantages. 



Agriculture in public schools, A. M. Soule (U. P. I. Agr. .Jour.. 1 il!)06). 

 .No. 7, pp. n-19). — A plea for nature study in the smaller public schools, 

 agricultural subjects in consolidated rural schools, and regular courses in 

 elementary agriculture and the sciences pertaining thereto in all high schools, 

 'inie writer considers that the main difficulty in carrying out such a program 

 is not inability on the part of teachers to teach agriculture, but, indifference 

 toward the subject. He favors the development of suitable courses in agri- 

 cidture in the secondary schools of the State rather than the establishment 

 of se]>arate agricultural school.s. 



Agricultural education, A. C. Scott (Bleu. Rpt. Okla. Bd. Agr., 2 (190-5-6), 

 l>p. 261-211).— .\\\ address before the Oklahoma Board of Agriculture com- 

 IM-ising a discussion of (1i the education of the man who stays on the farm — 

 elementary agriculture in all public schools, college short courses, the agri- 

 cultural papers. e.Kiierimenl station bulU-tins and other literature, and (2) "the 



