1917] AGEICULTUEAL EDUCATION. 897 



la his opinion the school farm should be conducted as a model farm, but 

 need not provide everything that is desirable, this resulting in what may be 

 called a " museum farm " which is occasionally seen. One type of farming, 

 adapted to local conditions, should be pursued, the variations in which to suit 

 different local conditions can be explained in the theoretical instruction. The 

 farm should be organized for profit and should be under the direction of the 

 instructor in farm management and bookkeeping. 



The extent of the farm practice should be confined to the aims of the in- 

 struction of the school with which it is connected. These aims should be to 

 gain (1) manual skill in farm operations. (2) a survey of the individual 

 branches of the farm, i. e., of soil and animal production, and (3) a survey 

 of the whole farm — its organization and management, together with the funda- 

 mental reasons and conditions for success. These objects can be accomplished 

 more thoroughly on a school farm than on a private farm. The methods of 

 farm practice adapted to the farm schools and the agricultural intermediate 

 schools in Austria are briefly discussed. 



School fairs (Agr. Gaz. Canada, 4 (1911), No. 1, pp. 48-73, figs, il).— This is 

 a report for the past year on the progress of school fairs in the Provinces of 

 Prince Edward Island, Nova Scotia, New Brunswick, Quebec, Ontario, Mani- 

 toba, Alberta, and British Columbia. 



Nature in farming', J. W. Patekson (Melbourne, Aust.: Lothian Book Pub- 

 lishing Co., 1916, pp. XVI +221, figs. i37).— This book, adapted for the use of 

 •schools and colleges and of the farmer as a source of reference, discusses 

 scientific principles in their relation to farm practice, including plant growth, 

 climate, soils, manures, drainage, irrigation, cereal, leguminous, root, and other 

 crops, rotation of citips, insect enemies and fungus diseases, farm animals, feeds 

 and feeding, wool and other fibers, milk and its products, and micro-organisms 

 and decay. 



Field crops for the cotton-belt, J. O. Morgan (Ne^o York: The Macmillan 

 Co., 1911, pp. XXVI +456. figs. 75). — This book presents the science and art of 

 field crop production in the South and has been written primarily to meet the 

 needs of the college student and also to be of service to the farmer and the 

 general reader. It treats in considerable detail of cotton and corn, as regards 

 classification, description, and physiology of plant, principal species, varieties, 

 breeding, soils, climatic adaptations, fertilizers, manures and rotations, tillage, 

 harvesting and marketing, and insect enemies and diseases. In less detail oats, 

 wheat, rye, barley, rice, sorghums, sugar cane, and the peanut are similarly 

 considered. Each crop is taken up separately. 



[Tree study] (Davcy Inst. Tree Surgery Instr. Book, 1914, Xo. 13, pp. 24, 

 figs. 7; 1915, Nos. 14, pp. 23, figs. 11; 16, pp. 19, figs. 15; 17, pp. 19, figs. 21; 18, 

 pp. 32, figs. 31; 19, pp. 23. figs. 19; 20, pp. 20, figs. 20; 21, pp. 24, figs. 26; 22, 

 pp. 22, figs. 25). — This series of lessons includes studies in landscape forestry, 

 fruit growing, and tree surgery. 



The science and art of home making, Cakrie A. Lyford (Ann. Anier. Acad. 

 Polit. and Soc. Sci., 67 (1916), No. 156, pp. 40-46).— The author briefly dis- 

 cusses the school in the study of home making, the home cottage or apartment 

 as a laboratory, points of empliasis in the curriculum, the development of a 

 unified curriculum, and the growth of the movement. 



" To-day home economics is taught in all of our state agricultural colleges to 

 which women are admitted ; in practically all of our state normal schools, and 

 in more than 3,000 high and grade schools. It has become a popular course in 

 private schools but is not yet included in the curricula of the leading women's 

 colleges. Correspondence courses of collegiate grade are carried on by four 



