AGRICULTURAL EDUCATION. 1173 



conrso must hnve a reference library on professional sulijeets and must teaoh ele- 

 mentary iiKrienlture. Ontlinos are «iven to show the ])l;in iuul scope of the work 

 in the common branches and the professional traiuinj^, inclndini^ a,t?ricultnre. 



The work in agricnltnre is intended to cover 2 semesters or 1 year. The work 

 of the first semester includes farm animals, class work ."{2 periods and labora- 

 tory work 8 double periods; milk and its products, 20 periods and 5 periods, 

 respectively ; and soils, 12 periods and 3 periods, respectively. lu the second 

 semester 12 class periods and 8 double laboratory periods are devoted to 

 soils, 18 class periods and 12 double laboratory periods to held crops, and 18 

 class periods and 12 double laboratory periods to orchard and j;arden crops. 

 The subjiH'ts for the different laboratory exercises are f?iven, and also lists of 

 (Miuipment needed for laborator.y work and of referenct> books for the library. 



For schools not e(iui]>ped to carry the 2-semester course a briefer 1-semester 

 course is outlined. 



Outlines in agriculture for Nebraska State junior normal schools (Lijicoln: 

 Dept. Puh. Iii-str., 1906, pp. 55, figs. 5). — These are outlines prepared by the 

 instructors in agriculture in the Nebraska State junior normal schools under 

 the direction of the University of Nebraska. They include detailed suggestions 

 for the study of field crops (cereals and forage crops), soils, and horticulture. 

 Nineteen experiments in soils are described. Under the subject of horticul- 

 ture the following topics are treated : Selection of site for gardens and orchards, 

 propagation, transplanting, pruning and training, treatment of insects and dis- 

 eases, school grounds, tillage of gardens and orchards, and the school garden. 

 There is also a syllabus for the study of farm animals. 



The home economics movement, I, Isabel Bevier and Susannah Usher 

 {Boston: Whitcoiith d- Barroirs, JDOG, pp. 67). — This is a brief historical account 

 of the development of education for women in the United States, the origin of 

 instruction in home economics in agricultural colleges and State universities, 

 the development of special cooking schools, and the origin and development of 

 home economics in public schools. 



Agriculture in public schools, W. C. Latta {Nature-Study Rev., 3 (1D07), 

 \(). 2, pp. Jf3-.'i9). — This is a discussion of what should be included in the course 

 in agriculture for public schools, why agriculture should be taught in public 

 schools, and how it should be introduced. Among the things to be included are 

 the phenomena and forces of nature, considering first the most familiar and 

 later those less known, the relations of cause and effect, the effec-t of environ- 

 ment on the life of the child, on all life, and on the practice and products of 

 the farm, and the story of nature as a whole so far as it comes within the 

 scope of the child's mind and affects him. 



Nature studies on the farm. Soils and plants, C. A. Keffer {New York, 

 Cinciiiiiati, (Did Chicago: American Book Co.. 1901, pp. 15.',. figs. 59). — This is 

 a series of reading lessons for children dealing in a simple and popular way 

 with soils and their relation to plant life, the relation of the forest to the soil, 

 weeds, " the plant's business," buds and seeds, sowing the seed, rotations, cul- 

 tivation, the hoed- crops, cereals and grasses, hotbeds, cuttings, transplanting, 

 the garden, the orchard, and other subjects of the country home. The last few 

 pages of the book are devoted to suggestions to teachers, including some infor- 

 mation concerning each lesson, and suggestions for exercises to be conducted 

 in connection with the readings. 



Practical suggestions for improving and beautifying rural school grounds, 

 . T. H. Scheffer {Industrialist, 33 {1907), No. 15, pp. 227-235, dgm. i).— This 

 article gives specific suggestions concerning many matters related to the plan- 

 ning, planting, and using of grounds surrounding rural schools. The topics 

 considered are the selection of a site, size of grounds, the plan and location of 



