1917] AGEICULTUKAL EDUCATION. 393 



According to the report, 2,175 high schools are teaching agriculture to a 

 total of 41,055 boys and girls. Of these schools, 19 were established before 

 1901, 33 from 1901 to 1905, 413 from 19Q6 to 1910, and the remainder since 

 1910. The teaching of agriculture as an informational subject is reported by 

 1,521 high schools, and as a vocational subject by 506. Of 2,254 persons teach- 

 ing agriculture, 1,021 have special training in the subject, varying from a four- 

 year agricultural course to a summer coui'se. School land for instructional 

 I)urposes is used by 392 schools, 337 schools are teaching through the home- 

 project method, 416 give classroom instruction only, and 1,064 give classroom 

 instruction with laboratory exercises and observation of neighboring farms. 



There are also 68 special secondary schools supported in whole or in part by 

 the State, with a total cost of maintenance of $766,000, and a total of 416 

 teachers, and 1,079 elementary and 6,301 secondary pupils. Special schools 

 of agriculture are maintained in connection with ten of the State colleges of 

 agriculture on the college campus, and agricultural courses of secondary grade' 

 are given to special students in 20 other State colleges of agriculture. 



Rural and agricultural education at the Panama-Pacific International 

 Exposition, H. W. Foght (U. S. Bur. Ed. Bui. 2 (1916), pp. 112, figs. 82).— This 

 bulletin deals with the educational exhibits at the Panama-Pacific Exposition 

 of 1915, which were prepared to indicate recent progress in rural life and edu- 

 cation. It discusses (1) government exhibits illustrating the organization and 

 worli of the U. S. Bureau of Education, the proposed plan of Federal aid for 

 vocational education, progress in negro education, the promotion of school 

 health, rural school progress by means of miniatures of school grounds and 

 buildings, organization of agricultural education in the United States, and the 

 activities of State agricultural colleges and experiment stations; (2) State 

 educational exhibits, illustrating the improvement of the one-teacher school 

 through standardization and vitalization of school activities by means of in- 

 dustrial club work, the establishment of effective farm community schools by 

 means of school consolidation and organization of rural high schools, and the 

 organization of State wide. State aided agricultural extension work through 

 special schools and special agricultural projects; (3) rural education in the 

 territories and Insular possessions; and (4) exhibits of public and private 

 agencies. The exhibit material consisted of mounted graphic charts, maps, 

 photographs, transparencies, samples, specimens, miniature models, publica- 

 tions, stereomotographs, moving pictures, and moving hexagonal cylinders. 



Report on the work of the Bureau of Education for the natives of Alaska, 

 1914-15 (XJ. S. Bur. Ed. Bui. 1ft (1916), pp. 85, pis. iS).— -This bulletin con- 

 tains, among other material, reports by teachers in the public schools under 

 the control of the Federal Government, including notes on instruction in gar- 

 dening, cooking, sewing, laundering, hygiene, sanitation, etc. 



Home economics, Henisietta W. Calvin and Caeeie A. Lyfoed {Rpt. Comr. 

 Ed. [U. S.], 1915-16, I, pp. 271-288) .—This annual review deals with the im- 

 portance of home economics in recent educational surveys, home economics in- 

 struction in colleges, universities, normal schools, and public schools, the con- 

 ference of home economics teachers employed in land-grant colleges, cafeterias 

 and lunch rooms, hot lunches in rural schools, practice cottages, home economics 

 in colored schools, home economics associations, and extension teaching. 



The authors find that while there has been a steady increase in the number 

 of schools offering instruction in home economics and in the length of courses, 

 the most marked advance has been in the type of course offered, in the stand- 

 ards of instruction that have been established, and in the effort to relate the 

 instruction to home life and conditions. In their opinion, schools of education 



