AGRICULTUKAL EDUCATION. 595 



keting apples and butter, with a list of the butter and egg dealers who desire 

 quotations on North Carolina butter. The second bulletin criticizes the methods 

 used in marketing North Carolina corn and cotton, and discusses the feasibility 

 of county, state, and national cooperation in grading cotton. Both bulletins con- 

 tain the usual list of products which farmers have for sale. 



AGRICULTURAL EDUCATION. 



First annual report on vocational education in Indiana, W. F. Book {Ann. 

 Rpt. Vocational Ed. Ind., 1 {1914). PP- 169-230, figs. ^).— This report deals with 

 the vocational education law of Indiana, types of vocational schools to be estab- 

 lished, progress made in vocational instruction, instruction in agriculture, do- 

 mestic science, and industrial arts in the regular schools, work of county agents 

 of agriculture, and agricultural clubs, and school and home gardening work. 



The state board requires that at least two regular recitation periods a week 

 in the seventh and eighth grades be devoted to the study of agriculture, indus- 

 trial arts, or domestic science, and that township, town, and city high schools 

 offer at least one year's work of five recitations a week iu domestic science and 

 a full year's work in agriculture or industrial arts. Last year 39,810 students in 

 Indiana studied elementary agriculture and 46,985 domestic science. The 

 amount of time devoted to instruction in these subjects ranged from 50 to 80 

 minutes a week in the grades and from 90 to 450 minutes in the high school. 

 Instruction in agriculture was given by 5,928 teachers, of whom 747 had studied 

 agriculture, and instruction in domestic science by 4,575 teachers, of whom 610 

 had studied the subject for from to 18 weeks. 



Thirty-four township and district supervisors of agriculture were employed 

 last year in 12 counties and 59 township and district supervisors of domestic 

 science in 16 counties. The agricultural extension department of Purdue Uni- 

 versity has contributed the services of 3 men to assist the state superintendent 

 of public instruction in supervising agricultural instruction in the regular 

 schools; 27 county agents prepared special outlines for work in agriculture in 

 the schools, issued bulletins on helps for teachers, gave instruction in agricul- 

 ture at 134 towTiship and county institutes, and visited 935 schools, in some 

 instances directing the field and laboratory exercises and during the summer 

 months supervising the club projects ; and 2,500 boys and girls were enrolled iu 

 club work during the summer of 1914, and a similar number in home projects in 

 corn and potato growing, poultry raising, and gardening and canning. 



State-aided vocational agricultural education in 1914 {Ann. Rpt. Bd. Ed. 

 [Mass.'], 78 {1913-14), pp. 214-312; Bui. Bd. Ed. Mass., No. 49 {1915), pp. 40)-— 

 This is a detailed report on the organization and activities of the vocational 

 agricultural schools and departments in Massachusetts, including statistical 

 tables showing reimbursements as to salaries and tuition, the vocational agricul- 

 tural instructor's preliminary survey for home projects prior to approval of 

 admission of pupils, examples of the income of pupils from farm work during 

 attendance at school, etc. 



Agriculture in the New York state high schools, L. S. Hawkins {Cornell 

 Countryman, 12 {1915), No. 7, pp. 559-562, figs. 3). — The author gives a general 

 description of the agricultural work extending through 4 years in the 48 high 

 schools in New York receiving state aid for agriculture. 



[Agricultural education in the Philippines] {Philippine Craftsman, 2 

 {1914). No. 8, pp. 535-644, figs. 83). — This issue is devoted to a survey of 

 agricultural education in the Philippines given in the following special articles : 

 Spain's Contribution to Philippine Agriculture, by A. Craig ; What the Philippine 

 Public Schools are Doing in Agriculture ; School and Home Gardening, by N. H. 



