AGEICULTURAL EDUCATION. 597 



work, the group system should prevail, and several groups of subjects allied 

 with agriculture should be extensively studied. English should not be neglected 

 and a sufficient number of other courses of general culture should be pursued. 

 The theoretical and practical professional training should not be less than si)eci- 

 fied and in addition at least a year in practical experience on a farm should 

 be insisted upon. 



School credit for home work, L. R. Axdebman (Boston: Houghton Mifflin Co., 

 1915, pp. X-\-181, pis. 8). — The author narrates the working out of the school 

 credit for home work idea, including illustrative home credit plans in elemen- 

 tary and high schools. An appendix contains the essential features of a bulletin 

 of the Kansas State Agricultural College entitled, School Credit for Home Work, 

 and a brief report by the California Teachers' Association on credit for work 

 done outside of school. 



Teaching agriculture in rural and graded schools, E. C. Bishop, R. K. 

 Fabear, and M. H. Hoffman (Off. Pub. Iowa State Col. Agr., 13 (1914), No. 20, 

 pp. 175, figs. 30).— In this revision (E. S. R., 31, p. 298) references to literature, 

 etc., have been brought up to date and poultry studies added. 



Lessons in elementary agriculture for Alabama schools, E. A. Miller 

 (U. 8. Dept. Agr. Bui. 258 {1915), pp. 35).— This series of lessons adapte<I to 

 Alabama conditions has been prepared for the use of rural school teachers. A 

 monthly sequence plan is followed and practical and correlation exercises are 

 suggested in conrection with each lesson. References to bulletins of the Ala- 

 bama Polytechnic Institute and to Farmers' Bulletins of this Department are 

 also included to supplement the text-book material and provide a reading course 

 for the teacher. 



Pre-vocational agricultural courses of the public schools of Indiana 

 {Dept. Pub. Instr. [Ind.], Ed, Pubs., Bui. 15 {1915), pp. 223).— Minimum courses 

 in soils, crops, animal husbandry, dairying, poultry, and horticulture, prepared 

 by the state board of education, are outlined, in seasonal sequence, for the 

 seventh and eighth grades 1915-16 and 1916-17, and for high schools, the 

 latter including also vegetable gardening, farm mechanics, civics, and history. 

 Lists of agricultural reference books and of apparatus and equipment are in- 

 cluded. 



Elementary principles of agriculture, A. M. Ferguson and L. L. Lewis 

 {Chicago: Ferguson Publishing Co., 4- ed., 1918, pp. X-f-390, pis. 7, figs. 232). — 

 The fourth revised edition of this text contains as new matter, 10 chapters on 

 crops and an appendix giving the annual rainfall in the United States for the 

 years 1898-1907, inclusive (E. S. R., 29, p. 193). 



Practical lessons in agriculture, L. S. Ivins and F. A. Merrill {New York: 

 American Booh Co., 1915, pp. VI +223, figs. 96).— This is a text-book and labora- 

 tory manual for use from the seventh to the tenth grades. The lessons, most 

 of which are laboratory or field exercises and are arranged in seasonal 

 sequence, treat of sources of food, clothing, and shelter; the atmosphere; 

 seeds; soils; fertilizers; plant production; insects; weeds; field crops; vege- 

 tables; fruits; school and landscape gardening; farm forestry; school grounds; 

 birds; feeding, housing, and care of farm animals; selection of meat animals; 

 milk and its products; poultry; packing and marketing products; farm build- 

 ings and machinery; farm drainage; good roads; a census of neighborhood 

 farm crops, animals, and weeds ; distribution of cotton, corn, hogs, and cattle 

 in the United States ; farm cooperation, etc. 



A study of Indian corn (Zea mays), J. C. Rundles {Philippine Agr. and 

 Forester, 3 {1915), Nos. 9-10, pp. 228-243, fig. 1).—The author describes the 

 method of studying Indian corn in the Philippine College of Agriculture, 



