AGRICULTURAL EDUCATION. 297 



him an undue estimate of bis own importance, and (4) the children are liable 

 to be exploited, used in the making of political or other public reputation, or 

 in accomplishing advertising and propaganda for institutions, organizations, 

 publications, commercial concerns, and other enterprises, or to exploit the 

 resources of the State or the agriculture of a region. 



As safeguards against such dangers the author suggests the recognition of 

 the essential nature and function of such contests. " The fundamental con- 

 sideration is that all this kind of work is educational. It is not primarily- 

 agricultural work, not undertaken directly to improve the farming of a region. 

 The primary consideration is its effect on the child." He thinks that this work 

 should be a part of the public school system with laboratory work at home 

 under the direction of the teachers. 



Elementary agriculture, A. W. Nolan {Nature-Study Rev., 11 (1915), No. 1, 

 pp. 27-29. fig. 1). — The author suggests some points to emphasize in teaching 

 boys and girls in an elementary course in agriculture to work out practical 

 and profitable ways of improving farm animals. 



Outlines in agriculture, domestic science, and manual training for twelve 

 weeks of normal training {Des Moines, Iowa: State Dept. Puh. Instr., 1915, 

 pp. 1^). — Work is outlined under the following topics: Farm crops, soils; horses, 

 cattle, swine, sheep, poultry; and food, clothing, house sanitation, personal 

 hygiene, and manual training. The examinations for state and uniform county 

 ••ertificates in Iowa have been based upon these outlines since July 1, 1915. 



Laboratory exercises in principles of agriculture, E. Hopt and R. R. Spaf- 

 roRD (Chieago: W. M. Weleh Manufaeturing Co., 191^, pp. 192, figs. 97). — Lab- 

 oratory exercises in soils, plants, farm animals, and general farm prot)lems, 

 including seasonal fluctuation in the price of farm products, the cost of living, 

 and an illustration of farm plans and crop rotation, are outlined to cover at 

 least 36 weeks. It is suggested that three single periods a week devoted to 

 classroom work and two double periods a week to laboratory work will probably 

 fit most schools. A list of laboratory supplies for the complete course based 

 upon the needs of a laboratory section of 12 students is appended. 



Hotbeds: Their construction and use, S. A. Minear (Rural Educator, 5 

 (1915), No. 2, pp. 37-39, figs. 5). — The author points out the uses and location 

 of school hotbeds, gives directions for the construction and management of 

 temporary school hotbeds and for growing cabbage under glass, and suggests 

 other vegetables and flowers that may be similarly grown. 



Peppers, Ola Powell, Mary E. Cseswell, and W. W. Tracy (U. 8. Dept. 

 Agr., Bur. Plant Indus. Doc. 782 (1915), pp. 8). — Instructions are given to the 

 canning-club girls of the South on the cultivation, growing, canning, and some 

 ways of using fresh and canned Spanish peppers. 



Identification of potato varieties, C. L. Fitch (Off. Pub. Iowa State Col. 

 Agr., 12 (1914), No. S3, pp. 32, figs. 25).— This subject is considered under the 

 headings of varieties of interest to Iowa growers, the influence of conditions on 

 shape and color, and varieties described and identified by the tuber form and 

 color markings. 



Studies of trees, J. J. Levison (New York: John Wiley d- Sons, 1914, pp. X-\- 

 253, pi. 1, figs. 155). — ^This book for the beginner, "which gives in a brief and 

 not too technical way the most important facts concerning the identification, 

 structure, and uses of our more common trees, and which considers their 

 habits, enemies, and care both when growing alone and when gi'owing in 

 groups or forests." has been previously noted as a loose-leaf manual (E. S. R., 

 31, p. 494), with the exception of the chapters on the identification, properties, 

 and uses of our common woods, and an out-door lesson on trees. 



