1918] AGRICULTUBAL EDUCATION. 395 



demonstrations, a week apart, according to a prescribed syllabus including such 

 subjects as substitutes for meat, wheat flour, sugar, catering for a week, kitchen 

 economies, fuel-saving devices, etc. 



To fill the needs for training in domestic economy for times of peace, the 

 council has provided courses in cookery, laundry work, and housewifery in both 

 day schools and evening institutes. Children between the ages of 5 and 14 

 years are required to attend these schools and the course in domestic science is 

 taken in the last two years of their attendance. One-half day each week is 

 devoted to the subject, although in certain districts pupils are withdrawn, either 

 entirely or at least half the week, from school duties during a period varying 

 from three to six months in their last year at school, so that they may pursue 

 the domestic work imder as realistic conditions as possible. In January, 1917, 

 the 178 cookery centers, 56 laundry centers, 128 combined cookery and laundry 

 centers, and 72 housewifery centers provided places in all for 65,500 children. 

 The evening institutes are attended by persons of all ages from 14 to 60. Their 

 plan of teaching is elastic and the subject is never considered of more value than 

 the development of the economic power of the individual. Special courses of 

 lessons may be arranged for war-time meals. 



Various polytechnic institutes, supported by the authorities and the reasonable 

 tuition fees, supply finishing and advanced courses in all subjects of domestic 

 science. They require for entrance a thorough grounding in the elementary 

 subjects. Special courses of wide range are provided in trade subjects for 

 apprentices or domestics who can attend only at night. 



Scholarships in cookery are provided for candidates between the ages of 17 

 and 35 years who have been in domestic service at least 1 year, providing 12 

 weeks' instruction under a qualified chef, a meal every school day, and about 

 $25 toward traveling expenses. In order that a proper perspective may be 

 maintained through the whole instruction, a free course in experimental science 

 is given in connection with the cookery classes. 



Federal aid for vocational education: A report to the Carneg'le Founda- 

 tion for the Advancement of Teaching, I. L. Kandel (Carnegie Found. Advanc. 

 Teaching Bui. 10 (1917), pp. VI +127). —Fart 1 of this bulletin presents a legis- 

 lative history, based on the discussions in the Congressional Record, of the acts 

 of Congress of 1862, 1890, and 1907, for the establishment and development of 

 colleges of agriculture and the mechanic arts, and of the agricultural experi- 

 ment station appropriations of 1887 and 1906. It is alleged that there was an 

 absence of any serious educational program in this legislation, either on the 

 part of Congress or Senator Morrill himself. 



Part 2 comprises studies of precedents for Federal aid for education and 

 of the constitutional authority of Congress to dispose of public lands for educa- 

 tional purposes, and a brief history of the movement for Federal aid for agri- 

 cultural education in this country and of higher agricultural education in 

 Europe up to 1851. The author contends that (1), "the recognition of the 

 value and importance of agricultural and industrial education was already 

 widespread when Senator Morrill became associated with the movement ; and 

 (2), that the advocacy of Federal aid in support of this type of education had 

 been persistent for a number of years before the act of 1862 was passed." 



Part 3 discusses the subsequent legislative developments, taking up the Agri- 

 cural Extension Act of 1914 and the Federal Aid Vocational Education Act of 

 1917. The author maintains that " the one large experiment in the provision 

 of Federal support for education, the Morrill and supplementary acts, failed 

 for nearly 40 years, and the failure was due to the absence of an educational 

 policy. Only when the States really took up the objects, and only when a 

 general social demand arose, was success possible." 



