194 EXPERIMENI" S^TATlON RECOIlD. tVol. 36 



same progress in Nova Scotia as in this country. Tlie scliool garden has not 

 proved a success because of tlie vacation problem, but cliildren's gardens on the 

 Iiome grounds have proved popular and school exhibitions are a prominent fea- 

 ture of the work each autumn. More stress is laid on flower culture than on 

 vegetable culture, as the same cultural principles belong to both and the flowers 

 are more interesting. 



The teachers, who are the leaders in this work, take a special training course 

 for two or three summers at Truro, these courses being conducted jointly by the 

 normal and agricultural colleges and leading to a rural science diploma. 

 Teachers receive a small additional salary grant, $25 or $50, for rural science 

 work. 



The efficient country scliool, D. B. Johnson {Addresses and Proc. Nat. Ed. 

 Assoc, 53 {1915), pp. 682-681). — The author discusses the vital need in this 

 country of the efficient country school, with its equipment, curriculum;, and 

 teacher. 



Applied science as the basis of the girl's education, Hazel W. Seveby 

 {Addresses and Proc. Nat. Ed. Assoc., 53 {1915), pp. 1020, 1021).— In this article 

 science courses to meet the general needs of all girls are classified under two 

 heads: (1) Courses for girls who are planning a scientific or technical educa- 

 tion, and (2) courses which make better homes because the sciences are taught 

 in a simple but practical way. The latter are discussed, including a considera- 

 tion of what they should consist and a few of their possibilities. 



Special science for girls in the rural schools, Blanche O. Twiss {Addresses 

 and Proc. Nat. Ed. Assoc., 53 {1915), pp. 1015-1019). — The author emphasizes 

 the need of the teaching of sciences for both boys and girls, and of well- 

 grounded, finely trained women of broad experience to conduct this work in 

 rural communities. In her opinion the science work for girls in the rural 

 schools should be chosen from the fields of chemistry, botany, physiology, and 

 biology, including bacteriology, to be taught in close correlation with cooking 

 and sewing. Correlation and problem exercises or projects are recommended, 

 and some correlations are suggested. 



Home economics applied to life, Martha Van Rensselaeb {Addresses and 

 Proc. Nat. Ed. Assoc., 53 {1915), pp. 821-824). — The author discusses home 

 economics as the medium of carrying into the home the principles of both 

 science and art to establish high standards of living and right community and 

 home ideals. 



Project teaching, J. A. Randall {Addresses and Proc. Nat. Ed. Assoc, 53 

 {1915), pp. 1009-1012). — The chief object of this paper is to propose a techni- 

 cal definition for the word "project," and to expand the idea for which the 

 term seems to stand. Illustrations of individual and community projects are 

 given and their relative advantages discussed. 



Judging the dairy cow as a subject of instruction in secondary schools, 

 H. P. Barbows and 11. P. Davis {U. S. Dept. Agr. Bui. 434 {1916), pp. 20, figs. 

 15). — This bulletin gives specific directions, including classroom disciission and 

 field practice, for the scoring and judging of the dairy cow as a practicum in 

 the teaching of agriculture in secondary schools. 



Proceedings of the twentieth annual meeting of the American Association 

 of Farmers' Institute Workers, edited by L. R. Taft {Proc. Amer. Assoc. 

 Farmers' Inst. Workers, 20' {1915), pp. 155, figs. 3). — A detailed report of the 

 proceedings of the meeting held at the University of California, Berkeley, 

 August 12 to 14, 1915. It includes a report of the Farmers' Institute Work in 

 the United States in 1914-15, by J. M. Stedman, and the following papers: 

 Address of Welcome, by T. F. Hunt; Response, by T. B. Parker; Pi*esideut's 



