192 EXPERIMENT STATION RECOED. [Vol. 37 



AGRICULTURAL EDUCATION. 



[Agricultural and home economics instruction] (A^a^ Soc. Prom. Indus. Ed. 

 Bui. 22 {1916), pp. 173-195, 212-225, 271-277, 291-324) .—The following palmers, 

 presented at the 1916 meeting of the National Societj" for the Promotion of In- 

 dustrial Education, are included : Home Economics Training as Related to 

 Vocational Work, by Abby Marlatt and Lilla Frich, respectively ; Vocational 

 Significance of Domestic Art in the Schools, by Carrie L. Wilkerson ; The Train- 

 ing of the Teacher of Household Arts for the Vocational School, by Anna M. 

 Cooley ; Business of Home-Making, by Mrs. Harvey M. Hickok ; Significance of 

 tlie Survey to the Vocational Training of Girls in Minneapolis, by Elizabeth 

 Fish; Shop Methods and the Utilization of Product [at the Manhattan Trade 

 School for Girls], by Violet Coen ; Trade Extension and Part-time Courses for 

 Girls in New York City, by Florence M. Marshall ; Provision for Conmiercial 

 Experience During the Period of Training [by the Womens' Educational and 

 Industrial Union, Boston], by Antoinette Roof; Apprentice Teaclier Training 

 [in Agriculture], by G. A. Works; The Status of Teacher-Training for Agricul- 

 ture in the United States, by A. C. Monahan ; The Home Project as the Center 

 V. the Home Project as the Outgrowth of Agricultural Instruction, by C G. 

 Selvig, previously noted (E. S. R., 35, p. 29S) ; and Plans and Records of Home 

 Project Instruction, by L. S. Hawkins. 



Agriculture and the public schools, L. H. Dennis {Ann. Rpt. Penn. Dept. 

 Agr.. 21 (1915), pp 2^9-263) .—This is an illustrated lecture, in which the 

 author discusses the problem of the agricultural leader and the three different 

 types of secondary schools of agriculture, viz, tlie congressional district and the 

 county agricultural schools and the agricultural department in an existing 

 high school. He finds that the advantages of the latter are chiefly that 

 it is near to the homes of the pupils, and it is not necessary to purchase and 

 operate a school farm. The school farm is objected to mainly because it is 

 very apt to be run under conditions that are not natural, so that the ex- 

 perience gained on such a farm does not always compare favorably with 

 that gained in home-project work. " Descriptive notes are given on work at 

 individual schools in exiilanntion of lantern slides shown. 



Vocational secondary education {U. S. Bur. I'd. Bitl. 21 {1916), pp. 163). — 

 This report was prepared by the committee on vocational education of the 

 National Education Association with the object of assisting the average super- 

 intendent of schools in a community of ordinary size in introducing such 

 work, where needed, into his home school system. The report deals with the 

 history and development, definitions, analysis, and illustrative examples of 

 vocational secondary education, including agricultural and home economics 

 etlucation, types of vocational secondary schools, some ways In which voca- 

 tional education may be introduced, methods of organization, proper methods 

 of financing, problem.s, etc. A digest of laws of States that provide State aid 

 for a more or less State-wide system of etlucation is appended. 



Vocational agricultural education, L. H. Dennis {Ann. Rpt. Pciin. Dept. 

 Agr., 21 {1915), pp. Ii29-Jf43). — Notes accompanying an illustrated lecture to 

 show what Pennsylvania is doing along the lines of vocational etlucation 

 in the secondary schools of the rural districts are jtrosenttvl. 



A special report to the board of visitors of the Virginia Military Institute 

 on the history of agricultural education in Virginia and the Virginia Mili- 

 tary Institute as a school of agriculture, including a sketch of the physical 

 survey of Virginia by the School of Applied Science, J. C. Wise {[I.ering- 

 t(m\, Va.: Author, 1914, pp. 34). — The author reviews the history of agricultural 



