1918.) AGRICULTURAL EDUCATION. 599 



ciples of soil physics and omits the details of practice except where necessary 

 for purposes of illustration. It treats of soil material and its origin and 

 placing, weathering, classification of soils, constituents, physical properties, 

 control of moisture and irrigation, alkaU lands and their reclamation, tempera- 

 ture, soil air and soil aeration, soil organisms, tillage, erosion, and rotation. 

 Each chapter is followed by review questions and references to literature. 

 Three appendixes deal respectively with soil fertility including some of the 

 underlying principle-s, data with reference to tlie average yields of crops, the 

 value of farm land and property, and crop acreage production, by means of 

 maps. 



Home economics in the Detroit schools, Charloite Keen (Jour. Home 

 Econ., 8 {1916), No. 9, pp. 479-4S7).— This is an account of the present status 

 of home economics instruction in the elementary, secondary, junior high, and 

 trade schools of Detroit, Mich. 



The first classes in home economics in the Detroit public schools were formed 

 on December 4. 1899. Instruction is now compulsory in the grades, the junior 

 high schools, and in one year of the high schools. 



Instruction in hand sewing is given in the fourth and fifth grades and in 

 simple dressmaking in the eighth grade. Domestic science is taught in the 

 sixth and seventh grades. The aim of the domestic science work in the grades 

 is to teach dexterity in the handling of utensils and the manipulation of food 

 stuffs. Simple experiments with carbon dioxid, water, starch, albumin, gluten, 

 baking powder, and yeast are performed. About one-half of the kitchens 

 have individual equipments and in the others the group-of-two method is em- 

 ployed. The equipment is for 24 or 32 pupils, and special effort is made to 

 make tiie work as much like home processes as possible. In most of the grade 

 schools one period of 90 minutes a week is given to domestic science, but La 

 some, two or more 90-minute periods are devoted in the grades to this work. 



In tlie secondary schools the various textiles in relation to production, manu- 

 facture, and cost are studied, and taste and judgment are developed in the 

 selection and use of materials. Sufficient constructive skill is cultivated to 

 enable the student to make her own clothes. Sewing is usually given four 

 periods a week with two hours' credit. The course in domestic science in- 

 cludes insti-uction in infant and invalid diet, household management, the 

 household budget, the cost and purchasing of food, housewifery and laundering. 

 One year of either sewing or cooking is reqxiired for credit. 



Sugg-ested plans for the serving of lunches in centralized schools of Ohio, 

 Teeva E. Kauitman {Agr. Col. Ext. Bui. [Ohio State Univ.}, IS (1917-18), No. 

 5, pp. 4S, figs. 5). — ^The work suggested is intended to be a part of the regular 

 home economics course in the school with full credit and laboratory time. 

 The plan includes the assignment of committees for each of the various proc- 

 esses. Receipts and Lists of equipment and supplies, foods grouped according 

 to their predominant food nutrient to facilitate having a well balanced meal, 

 data on cost of lunches, and references to the literature are given; also sug- 

 gestions for general management, making calculations, reducing costs, and 

 keeping accounts when either a complete or supplementary lunch is served. 



Schoolboys on farms: A war time experiment, W. I. Hamilton (Amer. 

 School Bd. Jour.. 56 (1918), No. 1, pp. 21-23, 76-78).— The author discusses the 

 principles of mobilization of schoolboys for farm work in Massachusetts, co- 

 operation, oflSce administration, camps, sites and equipment, camp manage- 

 ment, evaluation of the movement, and plans for the future. 



