1918.] AGRICULTURAL EDUCATION-. 795 



Carpenter (pp. 341-3454, a review of the status and further needs of agricul- 

 tural education in Brazil; Agriculture in Secondary Schools with Special Refer- 

 ence to the State of Minnesota. A. V. Storm (pp. 345-353), which deals with 

 the development of State-aided secondary agricultural education in Minnesota ; 

 Agricultural Education in County Schools, by H. L. Russell (pp. 353-357), in 

 which are discussed the efforts that have been made in Wisconsin to establish 

 agricultural education in secondary schools through a system of county agri- 

 cultural schools and county short courses in agriculture ; The American College 

 of Agriculture, by P. B. Mumford (pp. 357-359), which discusses briefly the 

 proper function and purpose of the agricultural college, the author holding 

 that the real function of the undergraduate course in agriculture is and should 

 be to train men thoroughly for agriculture as a' vocation, and that the training 

 of teachers, investigators, and technical experts must be accomplished by grad- 

 uate departments; Agricultural Education, by E. Davenport (pp. 360-363), 

 which treats of the two great objects in agricultural education, viz, to train 

 for farming and to fit for country life; Agricultural Extension Work, by G. I. 

 Christie (pp. 363-369), in which are considered the needs of agriculture and 

 country life, and a few of the mediums and methods employed in extension 

 work to meet these needs; and What Preparation Should be Required of Stu- 

 dents for Admission to National and State Colleges of Agriculture, by B. H. A. 

 Groth (pp. 569-574). 



How school gardens tend to direct a natural course in botany, Genevieve 

 MONSCH {School Sci. and Mat'h., 18 (1918), Nos. 1, pp. 86-42; 2, pp. 124-129). — 

 The author outlines and discusses, by weeks, a 10 weeks' course in botany de- 

 veloped with a class of seventh grade girls and boys. Only 50 hours of class time 

 were given to .the course, but individual members of the class were permitted 

 to work in the garden at odd times. In conclusion, attention is called to the 

 difference in the sequence in a course in botany founded directly and entirely 

 on garden work, as the one described, and the ordinary textbook work. 



School gardens and greater production, L. A. DeWolfe, R. P. Steeves, J. B. 

 Dandeno, R. E'letchek, A. W. Cocks, F. W. Bates, and J. H. Kiteley {Agr. 

 Gas. Canada, 4 (1917), No. 12, pp. 1073-1079, figs. 7).— The aims and methods 

 of school-garden and food-production work in Nova Scotia, New Brunswick, 

 Ontario, Manitoba, and Saskatchewan are outlined and some of the results 

 obtained are noted. 



Rural school fairs, W. J. Reid, L. A. DeWolfe, R. P. Steeves, J. H. McOuat, 

 J. C. Magnan, R. S. Duncan, F. W. Bates, A. W. Cocks, J. McCaiq, and J. C. 

 Readey (Agr. Gaz. Canada, 5 (1918), No. 1, pp. 52-73, figs. 10). — These reports 

 by agricultural education officials deal with the organization and development 

 of rural school fairs in Prince Edward Island, Novp. Scotia, New Brunswick, 

 Quebec, Ontario, Saskatchewan, Alberta, and British Columbia. 



Accomplishments of boys' and girls' clubs in food production and conser- 

 vation, O. H. Benson (Ann. Amer. Acad. PoUt. and Soc. Sci., 74 (1917), No. 163, 

 pp. 147-157). — The author describes the work and some of the results of the 

 boys' and girls' clubs in food production and conservation in 1916. It is stated 

 that it cost the Federal Government, States, and local people 79 cts. per capita 

 to supervise, direct, instruct, and encourage boys and girls in food production 

 work. As a result, it is estimated that they produced an average of $20.96 

 worth of food for the Nation, thus returning $20.17 net profit on the invest- 

 ment. 



Ten lessons on our food supply, W. G. Vinal (Gen. Sci. Quart., 2 (1918), 

 No. 2, pp. 337-344) .—This is a summary of lessons taught in the Rhode Island 

 Normal School, and intended to be merely suggestive as to the method of teach- 

 ing. The lessons deal, respectively, with the organization of the course, com- 



