AGRICULTURAL EDUCATION. 97 



value of club work in Ohio wliicli now includes activities in corn and wheat 

 growing, domestic science, and potato, apple, tobacco, vegetable, back yard gar- 

 den, melon, and better lawn contests. 



Industrial education in Oregon, Alice L. Webb {Rural Educator, 3 {191^), 

 No. 3, pp. JfJf, JfO). — This is an account of industrial education in the public 

 schools of Oregon, in which 2 field men gave their entire time to visiting the 

 schools of every county, thus giving instruction to 41,105 children on the 

 preparation of exhibits for school and state fairs. Three faculty members 

 of the college of agriculture reached 7,035 additional children. The college dis- 

 tributed 4 extension bulletins to aid in this work and also offered lectures and 

 demonstrations on different phases of agriculture and home economics in 21 

 high schools on 25 different occasions. Last year 88 children's fairs were held 

 throughout the State with a total prize list of ."?20,0(K) and 75.000 exhibitors. 

 The recent legislature appropriated .$(5,0(Ki for this field work. 



Mutual forest societies of elementary school children, G. Adam (Vie Agr. 

 et Ruralc, 3 {li)lJf), No. 11, pp. 2t>3-285, figs. 3). — The author describes the ob- 

 jects, work, and results of mutual forest societies of elementary school children 

 in the Department of the Vosges, France. The aim is to give children practical 

 and theoretical instruction in silviculture and grafting, to teach them to love 

 the trees and respect birds' nests, to know the beneficial and injurious insects 

 of the forests, etc. The movement was begun 10 years ago and in 1012-13 there 

 were 39 societies with 1,052 members. The number of societies has subsequently 

 increased to 40. 



Will school-gardening survive? H. M. Benedict (Nature-Study Rev., 9 

 (1913), No. 8, pp. 251-262). — In this discussion the author maintains that the 

 success of the garden depends on the ensurance of the crop, and that, therefore, 

 *' three fundamental necessities must be met by a successful system for the 

 development of the home garden movement in cities, viz, obtaining garden 

 experts; bringing these experts into contact with the children in their homes; 

 welding them into a i>ermauent coherent effective organization for the continu- 

 ous increase of home gardens, a definite factor added to the life of the city for 

 the years to come." Such a system has been originated in Cincinnati \>here 

 both communitj'- and home gardens are being developed with much the larger 

 emphasis upon the home garden. This system which is described is essen- 

 tially a cooperative arrangement between the department of botany of the 

 University of Cincinnati and the public school authorities, the latter paying 

 additional salary to those teachers desiring to become oflicial garden inspectors 

 after school hours and during the summer, while the university offers special 

 garden courses to train such teachers for their work. 



Credit for home work in agriculture (Rural Educator, 3 (1914), No. 3, p. 

 41).—=-A list of projects that may be performed at home by rural school pupils 

 in Sauk County, Wisconsin, is given, together with rating awarded when satis- 

 factorily completed. 



Developing home economics work in Missouri, B^vb Bell (Missouri Bd. Agr. 

 Mo. Bui., 11 (1913), No. 11, pp. 23. figs. 5). — This bulletin discusses home eco- 

 nomics with a view to awakening interest, and sets forth a more definite plan 

 (if work which is to be conducted under the auspices of the state board of agri- 

 culture. A copy of a circular, prei>ared in part by the author, is included for 

 a boys* and girls' corn and home economics contest, containing score cjirds for 

 the different classes of work as well as other data. 



Agricultural home economics instruction in foreign countries, P. SchijMD- 

 LEK (Ami. Sci. Agron., 4. scr., 2 (1913), II, No. 6, pp. 727-742) .—The author dis- 



