898 EXPEEIMENT STATION EECOED. 



general application are presented. A supplement contains 11 suggestive ques- 

 tions for the teacher in orchard management. 



Elementary entomology, E. D. Sanderson and C. F. Jackson {New YorJc, 

 Chicago and London, 1912, pp. V+372, figs. Jj96). — This work has been pre- 

 pared as a text-boolc for beginners in euromology. Parts 1 (pp. 5-66) and 2 

 (pp. 67-274), by the senior author, deal with the structure and growth of 

 insects and with the classes of insects. Part 3 (pp. 275-358), by the junior 

 author, is devoted to laboratory exercises. 



Notes in agricultural arithmetic, C. A. Wheeleb {Storrs, Conn., 1912, 

 pp. 77, figs. 10 If). — In the development of this subject, the author has made 

 use of grades to give practice in percentage; of scales and free-hand lettering 

 forms to encourage neatness in tiie students' worli ; and of isometric projec- 

 tion. The contents include chapters on foods, fertilizers, and painting. 



Cement silo construction, G. S. Hine and G. C. Wheeleb {Agr. Ed. [Kans. 

 Agr. Col], 4 (.1912), No. 6, pp. 79, figs. 29).— This publication gives data on 

 building solid-wall and metal-lath silos. 



Civic improvement in village and country, F. A. Waugh (Facts for 

 Farmers [Mass. Agr. Col.], 2 (1912), No. 12, pp. 4). — ^A suggestive outline of 

 work foV those interested in connnunity betterment. 



Public schools and community life, E. L. Holton (Vocational Ed., 1 (1912), 

 No. 5, pp. 351-35 'f). — The author points out the necessity for the redirection of 

 schools toward the home, farm, shop, and higher levels of community life, not 

 theoretically but practicallj', and cites what is being done in Kansas through 

 improvement clubs in several hundred rural neighborhoods, the teaching of 

 agriculture in more than 7,000 rural schools and about 450 city and village 

 schools, and of home economics in about 700 rural schools and 200 village and 

 city schools, one-day agricultural fairs in I'ural and village schools, and short 

 winter courses for farmers and farmers' wives in several county high schools 

 and one or two city schools. The progi'am of a rural school improvement meet- 

 ing is given, as is also an outline of a 2-year course followed in a high school 

 in Wisconsin. 



The text-book of agricultural education and rural life: Boys' and girls' 

 agricultural clubs, T. W. Hokton (Columhtis: Ohio Assoc. Adv. Agr. Ed. 

 [1912], pp. 20, figs. 6). — The author states that boys' and girls' agricultural and 

 domestic science clubs offer a most useful means of solving the problem of 

 giving boys and girls an opportunity to put into actual practice in the soil or in 

 the house the lessons learned in the school, and also giving useful vacation 

 work to connect the school and home life. An account is given of a club 

 organized in March, 1911, in Scioto Township, Pike County, Ohio. 



The school-home garden, E. C. Bishop (Natiirr-Stiidy Rev., S (1912), No. 

 5, pp. 169-172). — According to the authoi", in schools where vacation work is 

 not practicable, the mission of the school garden should be (1) as an experi- 

 mental plat for the study of germination of seeds and root and stem development 

 so far as is possible when school is in session; (2) for the growing of vines and 

 shrubs, which may help to cover or shield the view of outbuildings and form 

 a part of the schoolground landscape work; (3) for the growing of such other 

 plants as may be given a start in the spring, and by mulching or other pre- 

 arranged care during the summer, blossom or bear results at the fall opening 

 of school; and (4) as an experimental or demonstration garden on a small 

 scale, to create an interest that will impel pupils to plant gardens of their own 

 at home. 



West Virginia Arbor and Bird Day manual (Charleston, W. Va.: Dept. of 

 Schools, 1912, pp. 78, pis. 16, figs. 15). — This contains suggestions and material 

 for the observance of the day. 



