92 EXPERIMENT STATION RECORD. • 



wliicli attention is called to some of the difficulties arising from the lack of 

 central direction to agricultural education in England. 



Agricultural education of collegiate grade is said to be fairly well provided 

 for, but that of secondary and elementary grade, as carried on by the different 

 county councils, is not symmetrically developed. Answers are given to some of 

 the objections offered to agricultural education, notably to the one that success- 

 ful farming can not be taught in the college. It is stated that with many men 

 successful farming consists not in clever management of land or stock, but in 

 continually getting the better of their neighbors in a bargain, and if money 

 making is to be the test of good farming, a strong will and a tough conscience 

 are far better equipments than any education or science. The thing most 

 needed " is not so much the actual knowledge acquired during a college train- 

 ing as the scientific habit of mind and the training in exact thinking. . . . 

 This habit of mind shortens the time required to gain experience ; the scientific- 

 ally educated man has his observation quickened and fits the facts he sees into 

 a rational system, so that he makes use of experience much more rapidly than 

 the untrained man." 



The methods of teaching are discussed, and in this connection the writer 

 recommends that the courses be made more technical, that less time be spent 

 upon the pure sciences and more upon the science of agriculture. In chemistry, 

 for example, " reduce the range of the-curriculum to the minimum necessary for 

 the comprehension of the technical course that follows, but that minimum 

 should be taught with such thoroughness and with such a mixture of practical 

 work on the pupil's part as will give him a feeling for scientific method and a 

 respect for accuracy of working." The teachers of agriculture should not 

 depend so much upon text-books, most of which are antiquated, but should do 

 some research work and come into contact with improved methods of farming. 

 A plea is also made for more attention to a rational system of bookkeeping 

 and for instruction dealing with agricultural implements and machines. 



Attention is called to the danger of leading students to dabble in so many 

 related sciences that they lose sight of the more important features of agricul- 

 tural education. This is largely due, in his opinion, to the general examination 

 for the national diploma, which he characterizes as " the most serious hindrance 

 to the progress of agricultural education our colleges are faced with to-day." 



Country life and rural education, C. S. Plumb (Breeder's Gaz., 51 (1907), 

 No. IJf, pp. 789, 790, fig. 1). — The difficulty of keeping children on the farm is 

 attributed largely to the kind of training they receive in rural schools. The 

 remedies suggested are instruction in nature study and elementary agriculture. 

 The work along this line of A. B. Graham, in Clark Co., Ohio, is described. 



How to interest district school pupils in the study of agriculture, Gustt 

 VAN Roy (Wis. Jour. Ed., 39 {1907), No. Jf, pp. 129-131).— An account of a 

 teacher's experience in teaching elementary agriculture by the nature-study 

 method. 



The Home Gardening Association (Ann. Rpt. Home Gard. Assoc, 7 (1906), 

 pp. 32, figs. 27). — A i-eport upon the various activities of this association for 

 1906, including seed distribution, lectures, school gardens and grounds, flower 

 shows, the exchange garden, neighborhood and ward gardens, the use of vacant 

 lots, and training for gardening. 



[Report of] the professor of nature study, S. P.. McCready (Ann. Rpt. On- 

 tario Agr. Col and Expt. Farm, 32 (1906), pv. 228-236) .—Thxa report shows 

 satisfactory progress in nature-study work, there having been a total attendance 

 of 78 teachers at the spring, summer, and fall sessions. Special equipment is 

 described. 



