192 EXPERIMENT STATION RECORD. 



torical and geographical material of local interest. The composition should deal 

 with nature-study work and manual training. Arithmetic should include the 

 measurement of land, crops, stacks, cisterns, etc., the weighing of cereals and 

 other crops, and problems in home accounts, marketing, profit and loss in the 

 school garden, cost of cultivation, etc. Drawing should include freehand and 

 color work with plants, as well as geometrical and scale drawing of fields, garden 

 plats, buildings, boxes, and other objects. For the manual training work it is 

 suggested that gardening be carried on for the purpose of studying the growth 

 of crops in relation to the soil and to obtain skill in the operations of gardening, 

 that there also be given opportunities for woodwork in making hencoops, gar- 

 den frames, beehives, and other useful articles, and where possible, exercises 

 in making baskets, nets, mats, etc. For the girls, needlework, cooking, house- 

 hold management, and elementary hygiene are reconnnended. 



The committee emphasizes the imiwrtance of instruction in nature study and 

 rural economy for all children, of school gardens in connection with elementary 

 schools and continuation schools, of facilities for training teachers in rui'al 

 subjects, of the organization of boys' agricultural clubs, gardening clubs, and 

 junior naturalist societies corresponding to similar societies in this country, 

 - of making collections for school museums, and of organizing local fairs ' or 

 exhibitions for the selection of appropriate material for larger agricultural 

 .shows. 



Shall agriculture be taught in the secondary schools of the United States? 

 S. A. Knapp (South. Ed. Rci\, 4 {1901), Xo. 1-2, pp. .3J-6V/).— A paper pre- 

 sented at the conference on secondary education in the South. Charlottes- 

 ville, Va., November 22-24, 1000, in which a rather pessimistic view is taken 

 of the possibilities for agricultural instruction in the pul)lic schools as at pres- 

 ent organized. The speaker held that in these schools agriculture taught by the 

 text-book method alone would be more injurious than beneficial, taught by 

 object lessons solely the advantages would be very slight, but " taught by dem- 

 onstration, each pupil being the demonstrator and working out the problems 

 on a little farm under his exclusive control, rewarded by the success and the 

 sale of the proceeds, would be of great value." 



Agricultural education in secondary schools, W. Lochhead (f^oxtJi. Ed. 

 Rev., Jf (1907), No. 1-2, pp. Ji3-53). — An address at the conference noted above, 

 in which the agricultural work of secondary schools in Canada is described, with 

 special reference to the Macdonald rural school movement. 



Agriculture in high schools, D. J. Crosby (South. Ed. Rev., 4 (1907), No. 

 1-2, pp. 37-43). — A steuograi)hic report of another address before the conference 

 noted_ above. A description is given of some of the agricultural work now in 

 progress in high schools, and .sources of information and assistance for teachers 

 are pointed out. 



Pre-text-book work in agriculture for the common schools, 'SI. A. BussE- 

 wiTz (Wis. Jour. Ed., 39 (1907), No. 4. pp. 142, i//.3).— Suggestions for work in 

 elementary agriculture in the years preceding the introduction of tlie text-book. 



School training for the home duties of women. I, The teaching of domestic 

 science in the United States of America. II, Belgium, Sweden, Norway, Den- 

 mark, Switzerland, and France (Bd. Ed. [London], Spec. Rpts. Ed. Subjects, 

 15 (1905), pp. 374 + NV; 16 (1906), pp. 352 + XV I). —Fart 1 of this report 

 includes an introduction devoted to the discussion of the scheme oif public 

 education In America, and the history and development of domestic science 

 teaching. Following this are chapters devoted to the different phases of 

 domestic science teaching in State institutions (primary and secondary schools, 

 colleges, and normal schools), private institutions (elementary and secondary 

 schools, institutions for training teachers in domestic science, technical iusti- 



