596 EXPERIMENT STATION RECORD. 



Foreman; The Villar Settlement Farm School, by W. J. Cushman; The Lum- 

 bayao Settlement Farm School, by G. C. Kindley; The Mailag Agricultural 

 School, by J. C. Scott; The Indang Farm School, by J. A. Cocannouer; The 

 Central Luzon Agricultural School, by K. O. Moe; Food Campaigns Through 

 the Medium of the Philippine Public Schools, by N. H. Foreman; The College 

 of Agriculture, by E. B. Copeland; and Notes on the Work of the Bureau of 

 Agriculture, by W. K. Bachelder. 



A new year in agricultural instruction {Agr. Gaz. Canada, 2 {1915), No. 1, 

 pp. 28-51, figs. 11). — An account is given of the organization and development of 

 agricultural instruction in Prince Edward Island, together with notes of work 

 planned for the coming year in other Canadian Provinces. 



Elementary agricultural instruction (Agr. Gaz. Canada, 2 {1915), No. 2, pp. 

 151-170, figs. 7). — The plans and policies of organization of elementary agri- 

 cultural instruction in the schools of Prince Edward Island, Nova Scotia, New 

 Brunswick, Quebec, Ontario, Manitoba, Saskatchewan, Alberta, and British 

 Columbia, are described. 



Vocational education in Europe, E. G. Cooley {Chicago: Com. Cluh Chicago, 

 1915, vol. 2, pp. 177, pis. 8). — This is a report based on personal visits and 

 studies by the author on the historical development and present status of agri- 

 cultural instruction in Denmark, Ireland, Holland, and Germany, schools of 

 country housekeeping in these countries, vocational guidance in London, and 

 welfare of the working youth in Germany. A resume of the report of the 

 Swedish royal commission on elementary technical instruction is included. 



Regulations for grants in aid of agricultural education and research in 

 England and Wales, 1915-16 {London: Bd. Agr. and Fisheries, 1915, pp. 25). — 

 This pamphlet deals with the conditions under which grants under the De- 

 velopment Act are awarded. See also a previous note (E. S. R., 31, p. 794). A 

 letter authorizing the payment of grants from the Development Fund for agri- 

 cultural research and a memorandum on agricultural education in connection 

 with farm schools and farm institutes are api>ended. 



Agricultural training for women in Holland, S. R. von Ramult {Land u. 

 Forstw. Unterrichts Ztg., 28 {1914), No. 3-4, pp. 225-233) .—This account is 

 similar to but more extensive than the one previously noted (E. S. R., 32, p. 92). 



Education for efficiency, E. Davenport {Boston: D. C. Heath d Co., rev. ed., 



1914, pp. Y+196).—ln this revision of this text (E. S. R., 22, p. 593) the author 

 includes in the preface a series of propositions on vocational education pub- 

 lished in a recent report of the Illinois Educational Commission. He also sub- 

 stitutes for the proposed high-school course in the first edition a more modern 

 course from the report just mentioned, and for the discussion of " agricultural 

 development and public investment " a chapter on The Meaning of Agriculture, 

 including its importance and evolution, the balance of trade, "the ultimate con- 

 dition, the need for a rural credit system, the meaning of land tenure, and 

 the people of the farm. 



The proper preparation and equipment, academic and professional, of 

 teachers in schools of agriculture, C. G. Maphis {[University, Ya.: Author^, 



1915, pp. 13). — The author discusses the need of properly trained agricultural 

 teachers and their qualifications, and refers to the policy of teacher training 

 for secondary schools in Germany and to the joint recommendations of the 

 Committee of Seventeen on the professional preparation of high-school teach- 

 ers. In his opinion teacher training involves broad academic knowledge as a 

 basis, leadership, professional knowledge, and specialized knowledge of the 

 particular subject to be taught. Academic training of teachers in the secondary 

 schools of agriculture should not be less than four years of standard college 



