1917] AGRICULTURAL EDUCATION. 691 



contains a brief history of these schools, the text of the county training school 

 law, and a report, including statistical data, on the provisions for buildings, 

 courses of study, experience and preparation of teachers, preparation of 

 students, the worls done by graduates of these schools, the work of these 

 schools outside of training of teachers, advantages of the training school as an 

 institution for training country teachers, suggestions for improving the work 

 of these schools, and other institutions in Wisconsin preparing teacliers for 

 country school work. 



There are now 30 county training schools in Wisconsin, in which country 

 school conditions are kept constantly in mind. Every school gives at least 20 

 weeks to the study of agriculture and some give as much as a year ; nature 

 study is emphasized throughout the course, practically all of the schools have 

 introduced in some form the study of rural sociology and rural economics, and 

 many give domestic science and manual training; seven have actual practice 

 departments in connection with their institutions, while the remainder secure 

 practice work in the public schools of the village or city in which they are 

 located. 



The training' of teachers for agricultural instruction {Agr. Oas. Canada, 

 S (1916), No. 10, pp. 9 16-92J^).— This is an account of the present status of the 

 training of teachers for agricultural instruction in the Provinces of Prince 

 Edward Island, Nova Scotia, New Brunswick, Ontario, Manitoba, Saskatche- 

 wan, Alberta, and British Columbia. 



Summer school for teachers (Agr. Gaz. Canada, 3 {1916), No. 10, pp. 925- 

 932, figs. 2). — A report is given on the summer schools for teachers of agricul- 

 ture held in 1916 in the Provinces of Prince Edward Island, New Brunswick, 

 Ontario, and Saskatchewan. 



Information relating' to the establishment and administration of county 

 agricultural schools and agricultural departments (Bui. Bd. Ed. Mass., No. 

 23 (1916), pp. SO). — This bulletin contains comparative statements, aided in 

 several instances by parallel columns, with reference to the authorization, 

 control, organization, location, equipment, courses of study, qualifications of 

 teachers, methods of instruction, conditions of admission, employment of pupils, 

 expenditures of money, and digest of the pi-ocedure required for state approval 

 and reimbursement, of county agricultural schools and agricultural depart- 

 ments in high schools, to indicate the requirements and advantages of both. 

 The text of an act to provide for the establishment and maintenance of an inde- 

 pendent agi-icultural school, an example of a farm bureau memorandum of 

 agreement, a memorandum regarding the classification of expenditures of state- 

 aided vocational agricultural schools, and an example of per capita cost returns, 

 are appended. 



Agricultural education in secondary schools, L. S. Hawkins (Univ. State 

 N. Y. Bui. 62Jt (1916), pp. 87, pis. 29, fig. i).— This is an account of agricul- 

 tural education in secondary schools in New York. It deals with (1) labora- 

 tory and field instruction, including poultry class projects at the Hamburg 

 and Highland high schools, a farm crops class project at the Le Roy High 

 School, a dairy class project at the Perry High School, a joint project by the 

 agricultural and home making departments at Lowville, and stock judging at 

 Canton and Alfred; (2) home projects, (3) summer work of the teachers of 

 agriculture, (4) the summer conference of teachers of vocational agriculture 

 at the New York State College of Agriculture, including an outline of a four- 

 year course in agriculture being tried out; (5) apprentice teacher training 

 by the New York State College of Agriculture (E. S. R., 33, p. 795) ; (6) 

 courses in home making; (7) extension work; and (8) the growth and devel- 

 opment of agricultural instruction in a small high school. 



