AGRICULTURAL EDUCATION. 597 



hood improvement association and an illustration farm for the locality, similar 

 to those arranged for by the committee on lands of the Commission of Con- 

 servation. (4) Resident or traveling district instructresses in housekeeping to 

 meet a class of women arranged for by a women's institute or other similar 

 organization in the locality, one-half day a week for a term of 20 weeks, and to 

 carry on work for the other half of the same day with the girls and teachers in 

 an elementary, intermediate, or high school of the locality, to act in an advisory 

 capacity as coordinators for housekeeping projects carried on at home by 

 pupils of the intermediate rural schools and the rural high schools, and to r»ro- 

 vide demonstration lectures in cooking and housekeeping. (5) County or dis- 

 trict agricultural and housekeeping residential schools for students 17 years and 

 over with 1 or 2-year courses and also short courses of from one to three months 

 in special subjects and industries. The cour.ses should provide for a series of 

 experiences in proper sequence to enable students to acquire a wider knowledge 

 of the principles underlying the systems, methods, ojierations, and processes of 

 their special occupation and a wider range of knowledge and skill in the actual 

 management of soils, crops, live stock, products, and homes, in the use of ma- 

 chines, tools, and utensils, and in the making of things. (6) Young people's 

 social service schools similar to the people's high schools of Denmark. (7) 

 Schools for agricultural apprentices, necessary only in those portions of Canada 

 where settlement is comparatively new, which would pay particular attention 

 to the training of pupils in manual dexterity in the ordinary farm operations, 

 such as plowing, seeding, stacking, threshing, etc. (8) Agricultural and home 

 economics colleges. (9) Correspondence study courses in connection with agri- 

 cultural and housekeeping colleges or other central institutions. 



Vocatioi xl education in Indiana (Dept. Pub. Instr. [Ind.], Ed. Pubs., Bui. 

 6 {li'l-,,, pp. ^8). — The purpose of this bulletin is to give information to super- 

 intendents and local school boards relating to the establishment and administra- 

 tion of state-aided vocational schools. It treats of the problem of vocational 

 education in Indiana, constructive provisions of the vocational education law, 

 the function, work, and kinds of vocational schools, their organization and ad- 

 ministration, and a copy of the Indiana vocational education law of 1913. 



Regulations governing vocational agricultural schools and departments 

 in Indiana {Dept. Pub. Instr. [Ind.], Ed. Pubs., Bui. 7 (1914), PP- i5).— This 

 bulletin gives information concerning the establishment of vocational agricul- 

 tural schools and departments in accordance with the provisions of the Indiana 

 vocational education law of 1913. 



Agriculture and domestic science in the Harlem (111.) Consolidated School, 

 C. C. Burns {Atlantic Ed. Jour., 9 {191J,), No. 8, pp. 300-302).— A detailed de- 

 scription is given of the instruction, following a course in nature study begin- 

 ning in the first grade, including agriculture in this school in the seventh and 

 eighth grades and four years of the high school, and home economics in the 

 seventh and eighth grades and continuing through three years of the high 

 school. 



The Farragut School, A. C. Monahan and A. Phillips ( U. 8. Bur. Ed. Bui., 

 No. 49 {1913), pp. 23, pis. 6). — Following a history of the school the authors 

 describe the buildings, equipment, school grounds, curriculum, community serv- 

 ice, and results of the Farragut High School, at Concord, Tenn., which repre- 

 sents a most successful attempt at adapting the organization, work, and ideas- 

 of the country school to the needs of country life. A list of the agricultural, 

 carpentry, sewing, and cooking equipment of the school is appended. 



School gardens at St. Paul, Minn., B. L. Finney (Rural Educator, 3 (1914), 

 No. 4, PP- 73, 74, figs. 5). — Notes are given by the director of school gardens on 

 the school and home garden work in St. Paul, where school gardens were con- 



