1917] KOTES. 199 



studied, the study to coincide with the operations on tlie farm, (2) provision 

 for field and hiboratory work, and (3) the use of tlie home project properly 

 planned, accounted, summarized, and supervised. 



C. H. Lane, in a paper on The Content of High School Courses in Agricul- 

 ture, said that it is not merely a question of what is worth teaching and study- 

 ing, but what is best considering all local conditions, equipment, time, teacher, 

 community interests, adaptations, etc. Thus, the determination of the content 

 and arrangement of a course in agriculture becomes a local problem and no 

 genenil solution can be given that will apply equally well to all localities. The 

 following outline of work was, however, suggested : First year, practical work 

 on how plants grow, soils and fertilizers, and field crops or fruits and vege- 

 tables, the choice depending upon local conditions as regards available mate- 

 rial and interest in home project work. The second year should be given to 

 the study of live stock. After such general courses the student is prepared for 

 more special work. In sections where horticulture is important the third year 

 may well be spent in such specialized branches of plant production as fruit 

 growing, practical work on soils and fertilizers, cover crops, etc., as relate to 

 the production of fruit, or market or vegetable gardening^ and one-third of a 

 unit on improvement of home groimds and ornamental planting. 



Similar specialized courses should be provided in districts where one or more 

 field crops, dairying, or some other special phase of animal husbandry pro- 

 dominates. In districts having broad interests in agriculture the school should 

 be equipped to offer a number of special courses during the third and fourth 

 years. While the subject of tools, implements, and machinery is necessarily 

 considered in connection with crop production, the subject of farm mechanics 

 is deemed sufficiently important to receive special attention during the fourth 

 year. A half unit in rural economics and farm management should not pre- 

 clude careful accounting in connection with the projects of each of the previous 

 years nor the study of simple methods of accounting in connection therewith. 



The officers elected for the ensuing year are W. H. French, Michigan Agri- 

 cultural College, president ; A. C. Monahan, U. S. Bureau of Education, vice- 

 president ; and C. H. Lane, U. S. Department of Agriculture, secretary-treas- 

 urer. 



Agricultural Education at the Fourteenth International Live Stock Exposition. — 

 After a lapse of three years, occasioned by the foot-and-mouth disease situa- 

 tion, the Fourteenth International Live Stock Exposition was held at Chicago 

 in December, 1916. The agricultural colleges were again strongly in evidence, 

 both the grand champion and the reserve champion in the bullock section 

 coming from the University of California. 



A new feature of the show is to be a special exhibit each year from some one 

 agricultural college. The institution selected to initiate this practice was the 

 University of Illinois, which depicted in miniature its campus and buildings and 

 likewise a model farm divided into fields supporting a profitable and soil build- 

 ing rotation as well as much other illustrative material. A number of domestic 

 science demonstrations were also given by the Iowa College, while the U. S. 

 Department of Agricultui-e showed moving pictures of agricultural interest. 



At the students' stock-judging contest, 16 institutions were represented, three 

 for the first time. The first place was awarded to the team from Purdue Uni- 

 versity, second to the Iowa State College, and third to the Ohio State 

 University. 



Colonization of Ex- soldiers aad Sailors in England. — An estate of 2,363 acres, 

 near Patrington in Yorkshire, has been acquired for a land settlement colony 

 of ex-service men. When fully developed the colony will comprise a central 



