AGRICULTURAL EDUCATION. 897 



experiment In requiring instruction in agriculture in the public scliools of 

 Mansfield and Lebanon, Conn, The children above the fourth grade are taken 

 into one class for the four-year agricultural work, directed by an agricultural 

 supervisor. About 80 per cent of the children taking agriculture in the schools 

 carry on some directed home work, and corn, potato, garden and canning, 

 poultry, and dairy clubs have been organized. Some of the benefits of the 

 home w^ork are pointed out. 



What the public schools of Indiana are doing in pre-vocational agri- 

 cultural work (Dept. Pub. Instr. llnd.], Ed. Pubs., Bui. 16 {1915), pp. SO, 

 figs. 11). — ^This is a report on the agricultural work that has been done by the 

 public schools in general throughout the State, and on home problem work in 

 several different communities, and its value, continuation work during the sum- 

 mer, agricultural teachers in Indiana, helps from the state department of 

 public instruction, county agricultural agents, short courses and demonstra- 

 tions, colleges and normal schools, and the Purdue University department of 

 education. 



Vocational agriculture, G. A. Works {Agr. Student, 22 (1915), No. 1, pp. 

 49-52, fig. 1). — The author describes the vocational agricultural instruction in 

 the hlgli schools of the State of New York, including individual and group 

 project work. 



Domestic science in the schools (Agr. Oaz. Canada, 2 (1915), No. 4, pp. 

 362-37 1). — Brief reports are given on the present status of instruction in 

 c'omestic science in the public schools of Nova Scotia, New Brunswick, Quebec, 

 Ontario, Manitoba, Saskatchewan, Alberta, and British Columbia. 



Credit for home work, E. B. Whaley (Proc. W. Va. Ed. Assoc, 44 (1914), 

 pp. 101-108). — ^This paper discusses credit for home work as it bears upon (1) 

 the broadening of the curriculum so as to give every pupil a chance to discover 

 his capacities, (2) the adaptation of the rural school to the community, and 



(3) a more vital cooperation between the school and the home. In connection 

 with this paper the author submits the report of a committee on credit for 

 home work which recommends that the farm home be made the laboratory of 

 the rural schools, and suggests lists of laboratory work in agriculture, hygiene, 

 manual training, and domestic science from which the required amount of 

 work might be chosen. 



The model school garden (Agr. Oaz. Canada, 2 (1915), No. 3, pp. 268-283, 

 figs. 8). — Tlais symposium comprises (1) a suggested diagram and planting plan 

 of a school garden prepared by L. A. DeWolfe, director of elementary agricul- 

 tural education for Nova Scotia; (2) a diagram of a school garden with sug- 

 gestions on selection of site, size, fall preparation of soil, planning and cultiva- 

 tion of garden, by R. P. Steeves, director of elementary agricultural education 

 of New Brunswick; (3) a brief account of the progress of schools gardens in 

 Quebec, by J. A. Grenier, secretary of the Quebec Department of Agriculture; 



(4) a discussion of the meaning of school gardening, the relation of nature 

 study and elementary agriculture, and of the chief features of the ideal school 

 garden aimed at for Ontario schools, by S. B. McCready, director of elementary 

 agricultural education of Ontario; (5) a brief statement of the nature and 

 scope of gardening possible in a school, by H. W. Watson, director of elemen- 

 tary agricultural education of Manitoba; and (6) the essentials both as to the 

 purposes or educational value of the school garden and as to the make up of 

 the garden itself and how many of these features might reasonably be included 

 in one garden, by J. W. Gibson, director of elementary agricultural education 

 of British Columbia. 



Why school gardens fail (Agr. Oaz. Canada, 2 (1915), No. 7, pp. 682-686). — 

 Among the reasons given in this series of articles by educational authorities 



