AGRICULTURAL EDUCATION. 297 



equipped, enroll non-Christian pupils nu]y. These schools are boarding schools 

 where pupils are maintained by the government. They had a total area of 984 

 hectares (2.430 acres) of which 131 hectares were under cultivation. There were 

 also 6 farm schools of intermediate grade (grades 5 to 7, inclusive) with a total 

 enrollment of 633 pupils. Schools of this type must have at least 10 hectares 

 of laud and the maintenance of pupils is not provided for. Statistics are also 

 given of the animals and value of products at these schools, as well as of the 

 number of pupils in farming, housekeeping and household arts, settlement farm 

 schools, school and home gardens, school nurseries, and corn contests in the 

 various elementary and intermediate grades of the Philippine schools. 



The tropical agricultural college, C. F. Baker {Philippine Agr. and For- 

 ester, 2 {1912), No. Jf-6, pp. 9S-103). — The author discusses the development of 

 tropical agriculture and the organization and mission of the agricultural college 

 in this direction. 



Twentieth annual report of the inspector of state high schools of Minne- 

 sota {Ann. Rpt. Insp. State High Schools Minn., 20 {1913), pp. 67, figs. 3).— 

 This reiwrt for the year ending July 31, 1913, shows that there were 94 state 

 high schools which received a total state aid of $133,640 for instruction in agri- 

 culture. Agriculture was taught in 123 high schools to 3,631 students, cooking 

 in 130 high schools to 4,795 students, sewing in 154 high schools to 5,637 

 students. The total expenditure for agricultural equipment was $37,016 and 

 for cooking and sewing equipment $45,020. An outline is given of the home 

 economics instruction, as well as notes on agricultural instruction and statisti- 

 cal tables of enrollment in agriculture and home economics in regular and short 

 courses, expenditures for salaries, real estate, agriculture, home economics, etc., 

 for the high schools receiving state aid for agriculture. 



The usual course in agriculture consists of general agriculture taught from 

 an elementary text-book once a week in the seventh and eighth grades, a fresh- 

 man class in farm crops, and a sophomore class in live stock. A few of the 

 stronger schools have a third and fourth year's work in soils and farm manage- 

 ment. 



Con*espondence courses, O. H. Sellers {Tex. Agr. and Mech. Col. Ext. Bnl. 

 9 {1913), pp. 15). — This is an announcement of general information concerning 

 correspondence courses in agriculture offered by the Texas College. 



Report of the bureau of children's school farms for 1912 {Rpt. Bui. Chil- 

 dren's School Farms [X. Y. City]. 1912. pp. 20, pis. i2).— This is a report of the 

 work and influence of the Thomas Jefferson and DeWitt Clinton Park children's 

 school farms in New York City for 1912. 



The school as a social center, G. H. Edwards, jr. {Bui. Univ. S. C, No. 35, 

 pt. 2 {1913), pp. 73). — This is a dissertation on what this movement is, its rela- 

 tion to other social movements, its value and extent in South Carolina, and 

 what should be done in the State. A bibliography is api>ended. 



How can the girls' industrial club work be made a part of the rural 

 school work? Susie V. Powell {Proc. Conf. Ed. South, 16 {1913), pp. 78-81).— 

 The following methods are suggested : Examination questions for teacherji 

 based on club activities, instruction at normal colleges and summer normals 

 and institutes, demonstration and club meetings at the school, as well as in 

 the homes, cooperation of the county superintendent and his teachers, correla- 

 tion of the common school studies with club activities as centers of interest, and 

 careful choice of a county supervisor who can procure the cooperation of the 

 rural school teachers. 



Boys' agricultural clubs, W. H. Kendrick {W. Va. Univ. Agr. Ext. Dept. 

 Clrc. S {1914), PP- H' fiffS- 4)- — The purpose and present status of agricultural 



