896 EXPERIMENT STATION RECORD. [Vol. 40 



prominence. This plan is most definitely typified in Indiana, and is to a con- 

 siderable extent followed in New York and Pennsylvania. There is some effort, 

 however, to correlate the work between the general course and the vocational 

 department, and the tendency has been to require about one-half of the pupils' 

 time to be devoted to distinctly vocational work. Outdoor and inside laboratory 

 work, school plat work, school and home or individual projects, manual training 

 or construction projects, contests and exhibits, and extension work are also dis- 

 cussed. 



The rural school and the community: A study of the methods and appli- 

 cation of the social survey, H. T. Lewis (Boston: Richard O. Badger, 1918, 

 pp. 91, figs. S). — The author discusses the function of the survey, the need of a 

 social survey in every community, and the teacher's part in conducting it and 

 in adapting the curriculum of the rural school to local conditions, methods of 

 conducting the survey, the problem of the adult or the social center aud the 

 teacher's function in this movement, and the training of the teacher. A sug- 

 gestive bibliography Is included. 



Plan for the administration of the Smith-Hughes Act in the State of Ari- 

 zona for the school year 1918-19 (Bui. State Bd. Control Vocat. Bd. [.In:.], 

 No. 2 (1919), pp. 33). — This is an outline of the plans for vocational education 

 for 1918-19, corresponding to that noted for the preceding year (E. S. R., 40, 

 p. 394). The requirements for teacher training in agriculture, trades and 

 industries, and homo economics .-re sot forth. The proposed use of the allot- 

 ment of vocational funds for teacher training is 15 per cent each for agricul- 

 tural and trade and industrial BUbjects and 25 per cent for home economics, 

 and 45 per cent for supervision, divided equally between the three subjects. 



Vocational education in Maryland (Baltimore, Mil.: State Bd. Ed.. 1918. pp. 

 61, pte. 2). — This outlines the plans for 191^-19 under the Smith-Hughes Act. 



According to these plans, the agricultural curriculum should be organized on 

 a 16-unlt basis, ball devoted to vocational agriculture and related subjects 

 and half to liberal education. The agricultural Instruction should be continu- 

 ous throughout the year. It is held that teachers of vocational agriculture in 

 high school departments should carry on two or more less distinct yet related 

 lines of work, viz, Instruction In agricultural subjects, such as animal and 

 plant production, and instruction in subjects related to agriculture, such as 

 biology, chemistry, and physics. 



Instruction in vocational agriculture Is to be given in departments of voca- 

 tional agriculture attached to day high schools having a term of at least nine 

 months a year. Two four-year type courses in vocational agriculture are 

 outlined. 



Vocational home economics Instruction may be given in evening, part-time, 

 and day schools or classes. Type courses in home economics ai atllned. 



A tentative budget provides 25 per cent respectively for teacher training in 

 agricultural, trade ami industrial, and home economics subjects and 25 per 

 cent for the supervision of all these subjects. Not more than 16 per cent of the 

 fund may be used for supervision in any one line. Vocational teachers of 

 agriculture and home economics arc to be trained in the Maryland State Col- 

 lege of Agriculture. Agricultural and home economics education courses are 

 outlined, and the texts of the Federal and State vocational education laws are 

 included. 



[Cooperative cheese schools in England and Wnlesl (Jour. Bd. \<ir. [Ion- 

 don], 25 (J91S). No. 9, pp. 1087-10X9, 1091-1099 ).— During the cheese-making 

 season of 1916 the Poard of Agriculture in conjunction With the Cornwall 

 County education authorities established a cooperative cheese school at Lost- 



