394 EXPERIMENT STATION RECOED. [Vol. 3T 



and systems of city supervision are going to be the most potent factors in the 

 development of educational methods in home economics, while colleges and uni- 

 versities are developing the subject matter in its scientific and economic rela- 

 tionship, strengthening their teacher-training courses, and installing courses 

 for the preparation of extension teachers. 



Elementary agricultural instruction, M. B. Smits (Teysmannia, 27 (1916), 

 No. 9-10, pp. 524-549). — The author briefly discusses the organization of agi'i- 

 cultural instruction in Holland, Hungary, South Africa. Argentina, Ceylon, 

 German East Africa, the Philippines, and the Dutch East Indies, with sugges- 

 tions for the improvement of that in the country last named. 



Report of the commissioner of Industrial and vocational education, E. R. 

 Snydeb ([Bien] Rpt. Comr. Indus, and Vocational Ed. Cal., 1915-16. pp. 98). — 

 This report contains statistical data with reference to courses in manual and 

 industrial arts, household arts, commercial training, and agriculture. This 

 includes the date of introduction of the course, its length, and the grades to 

 which it is open, the experience and certification of the teachers, practical 

 work, subjects of instruction, and the character of the course (whether pre- 

 vocational, preparatory, cultural or disciplinary, vocational, or strictly supple- 

 mentary to a vocation) in California day high schools, intermediate day schools 

 with a ninth grade, secondary evening schools, elementary city schools with 

 grades above the sixth, and elementary rural schools with six or more teachers. 

 The statistics are discussed, and suggestions and recommendations presented. 



Schools of agriculture, mechanic arts, and home making, L. S. Hawkins 

 {Vniv. State N. Y. Bui. 626 (1916), pp. 27. pis. 5. flys. 6).— Information is given 

 with reference to the two types of schools of agriculture, mechanic arts, and 

 home making, in New York, including the procedure in organizing them, quali- 

 fications of teachers, curriculums and courses of study, summer work for the 

 teacher of agriculture, the u.se of land (including project work), and rooms 

 and equipment, in accordance with the vocational education law, the text of 

 which is given, and the rules and regulations of the University of the State 

 of New York. 



Rural education associations and their activities (Saskatchewan Drpt. Ed., 

 School Agr. Cirr. 7 (1917), pp. 16). — This circular contains a history of the 

 movement, the chief object of which is to arose public interest in rural life 

 generally and agricultural education particularly; suggestions for work of an 

 association, including the organization of boys' and girls" agricultural and home 

 economics clubs, of projects for school garden work and competitions, of boy 

 Bcout troops and girl guide troops who undertake nature study work, and of 

 school fairs and social service work ; a constitution for the organization of an 

 association; and a list of associations, with a summary of their activities. 

 There are at present 40 rural education associations In Saskatchewan. 



Some problems in the organization and administration of a department 

 of poultry husbandry at a secondary school of agriculture. L. Banta (Jour. 

 Avxer. Assoc. Instr. and Invest. Poultry 7/«.t6.. S (1917), No. 6, pp. 4^-4.5). — 

 The author points out a few of the problems that have come up for solution 

 during a year of instruction in poultry husbandry at a secondary school. Thoy 

 include the task of defining the scope and limitations of this work, the equip- 

 ment, the extent of experimentation and of elective, specializotl counses in addi- 

 tion to the u.«:ual fundamental and elementary ones, pedagogical training of 

 college-trained instructors, lack of interest in some localities, lack of sufiicient 

 fundamental scientific preparation on the part of students, the pedagogical 

 Importance of the lecture and recitation, entrance requirements, practical ex- 

 perience of students, college entrance credit, etc. 





