AGRICULTUKAL EDUCATION. 193 



The story of the C. W. S., P. Redfebn (Manchester: Coop. Wholesale Soc. 

 Ltd. [1013], pp. Vlll+.'tSU, pis. S3, figs. 9).— This book contains a vei-y com- 

 plete description and history of the Cooperative Wholesale Society Limited be- 

 ginning with 1S63. 



The organization and present status of the Prussian Chamber of Agri- 

 culture, A. Oberg (Uber die Organisation und Zust<indigkcit der Preussischen 

 Lnudirirtschnftslcammcni. Inaug. Diss., Univ. Greifswald, 1913, pp. 116). — The 

 author discusses the history, establishment, organization, and efficiency of the 

 Prussian Chamber of Agriculture. 



AGEICULTTJRAL EDUCATION. 



Rural life and education, E. P. Cubberley (Boston, New York, Chieago, 

 [191^], pp. X/F+367 pis. 22, figs. 8i).— The first part of this book sets forth 

 the rural life problem in its historical development and shows the origin and 

 present status of the rural school problem. The second part sets forth more 

 specifically the present rural school problem and points out the fundamental 

 remedies which must be applied for its solution. 



Among the legitimate functions prescribed for the redirected school are the 

 conservation of soil fertility, the improvement of farm methods, the dissemina- 

 tion of agricultural and general knowledge, the improvement of home life, etc. 

 There should be added to the course of study of every rural school, in place of 

 much that has been and often still is taught, instruction in nature study, SK^hool 

 gardening, agriculture, manual training, domestic science, music, and play. 

 The v.^ork in agriculture, home economics, and manual training should be ex- 

 tended and carried on in the high school and rural teachers should be trained 

 in agriculture. Appended to each chapter is a list of questions for discussion, 

 and to the end of the book a bibliography of SO titles of recent literature bear- 

 ing on the rural problem. 



Educational resources of village and rural communities, J. K. Hart (tJevi 

 Yorlc, 1913, pp. J+277'). — This book discusses the great main lines of com- 

 munity interest, activity, and resource and their part in the education of the 

 child and the community. Two chapters are devoted to the sort of school that 

 is needed to meet the changed needs of our times. 



" Since agriculture is our chief primary industry, the redirected education for 

 the open country must be agricultural in its nature . . . must aim to make 

 better farmers and better helpmeets for these farmers, must make the occupa- 

 tion more remunerative, and the whole life more satisfactory and free from 

 city domination." 



" Nature study should form the background for the greater part of the rural 

 school curriculum." It is suggested that nature study in the first 5 years be 

 followed in the last 3 years with nature study and agriculture. " The entire 8 

 years' course may be considered as an accumulative growth unmarked by any 

 break to shov/ where nature study ends and agriculture begins." 



Each sub.iect is followed by questions directing students to specific phases of 

 the subject which should be looked for and thoroughly studied in each local 

 community, and by a brief bibliography. 



Rules and regulations [governing the instruction in agriculture and 

 domestic science], T. H. Harhis (Baton Rouge, La.: State Sitpt. Pub. Ed., 1913, 

 pp. 11). — This pamphlet contains the rules and regulations adopted by the 

 state board of education to govern departments of agriculture and domestic 

 science, and suggestive lists of implements, equipment, etc., to be used in such 

 departments. 



