AGKICULTUKAL EDUCATION. 195 



needed. Several suggestions are offered in the way of specific direction for such 

 worlv. 



The course in agriculture for training teachers in normal training high schools, 

 3. L. McBrien (pp. 890-895). — In this symposium by educators interested in this 

 subject the following suggestions stand out prominently: (1) The elimination 

 of some subjects from the old traditional high-school course in order to give 

 sufficient time in which to teach manual training, domestic science, and agricul- 

 ture to the prospective rural teachers in normal training high schools; (2) 

 in order to give agricultural education and rural economics proper dignity in 

 the high-school course, colleges and universities must give due entrance credit 

 therefor when properly taught in the high school; (3) the most available agen- 

 cies for training teachers for the rural schools are the public high schools that 

 are qualified to give normal training; (4) the proper agencies for training the 

 directors of normal training work in high schools, including the work in agri- 

 cultural education, are the state normal schools; and (5) the greatest problem 

 in agricultural education is the training of a suflicient number of teachers 

 qualified to give such instruction in rural schools. 



The course in agriculture for training teachers in normal training high 

 schools, A. V. Storm (pp. 895-898). — Having reached the conclusion that because 

 of the inability of the normal schools to furnish an adequate supply of 

 teachers for the rural schools, such teachers must be largely prepared by the 

 local high schools, the author discusses the difference in organization of the 

 high-school normal course In various States and the methods of agricultural 

 instruction for rural teachers. 



The federated hoys' and girls' club work, O. H. Benson (pp. 898-905). — 

 Leadership in country life, club work and its objects, essentials, requirements, 

 and results, evidences of good club work, school extension, school credit for 

 club work, point of view and team work, local organization, club policies, school 

 and home gardens, the need of club leaders, the importance of follow-up work, 

 and the club and the consumer, are considered. 



What recognition should 6e given vacation and other out-of -school work, 

 J. W. Crabtree (pp. 905-907). — The author gives brief statements of the 

 results of school credit for vacation and other out-of-school work and of the 

 reasons justifying such credit. He also describes some of the work for which 

 credit has been given at the State Normal School, River Falls, Wis., including 

 a course of self-boarding, requiring 3 hours each semester In the home eco- 

 nomics department, and from 3 to 5 hours' credit on farm practice to boys 

 who spend the vacation at work on the farm, in the dairy, creamery, canning 

 factory, etc. 



The use of land in teaching agriculture in secondary schools, E. Mebeitt 

 {U. S. Dept. Agr. Bui. 213 {1915), pp. 12).— This bulletin is based on ques- 

 tionnaires sent out on the use of land in the teaching of agriculture in the 

 secondary schools, including the advantages and disadvantages and management 

 of the school farm. The data have been previously noted from another source 

 (E. S. R., 31, p. 799). 



Suggestions and requirements for teaching of agriculture, manual train- 

 ing, cooking, and sewing in state graded schools, C. P. Caey (Madison, Wis.: 

 State Dept. Pub. Instr., pp. 48, figs. 10). — This bulletin contains outlines of 

 work in agriculture, manual training, cooking, and sewing, together with lists 

 of the equipment, reference books, etc., necessary to meet the requirements of 

 the legislative act of 1913 providing $100 additional state aid for instruction in 

 these subjects in state graded schools in Wisconsin. 



Agricultural course for rural high schools (In A Manual Containing 

 Courses of Study For the High Schools of West Virginia. Charleston, W. Va.: 



