596 EXPERIMENT STATION RECORD. [Vol.37 



AGRICTJLTUPvAL EDUCATION. 



[Agricultural and hoine economics instruction at the National Education 

 Association in 1916] {Addresses and Proc. Nat. Ed. Assoc, 54 (1916), pp. 

 XII +1112, figs. 10). — This report contains the papers presented at the 1916 

 meeting previously noted (E. S. R., 35, p. 197), and in addition tlie following 

 papers relating to agriculture and home economics: First Aid to the Country 

 Teacher — A Suggestion as to Vitalizing the Country Schools through Our 

 Present Teachers [by means of instruction in gardening, poultry raising, and 

 domestic science for girls], by J. D. Eggleston (pp. 58-63) ; Mass Instruction 

 through Group Training [illustrated by the home-demonstration work in the 

 Southern States], by O. B. Martin (pp. 97-101) ; Preparing Teachers for 

 Leadership in All Special Education, J. W. Crabtree (pp. 122-127) ; Thrift in 

 Its Relation to Country Life, by R. H. Wilson (pp. 201-205) ; The Conserva- 

 tion of Natural Resources through Education, by L. W. Goldricli (pp. 722-726) ; 

 The Teaching of Home Nursing and the Care of Children to Elementary and 

 High-school Pupils, by Isabel M. Stewart (pp. 767-771) ; and Vacation-club 

 Work, by J. H. Beveridge (pp. 1060-1063). 



State higher educational institutions of North Dakota ( U. S. Bur. Ed. Bui. 

 27 (1916), pp. 204, figs- 26).— This is a report to the North Dakota State Board 

 of Regents of a survey made under the direction of the U. S. Commissioner of 

 Education. A very detailed report is given on the legal provisions for the 

 establishment of the North Dakota Agricultural College, Its organization, 

 functions, finances, etc. Among the recommendations of the survey committee 

 are the following: 



The agricultural college should devote its energies and means to instruction 

 in agriculture and its immediate allied subjects, offer courses in liberal art.s 

 and sciences only as service courses, and give no degrees therein. Agricul- 

 tural, industrial, and chemical engineering courses should be given only at the 

 agricultural college, and degree courses in other forms of engineering only at 

 the university. 



While the university should prepare high school teachers, school superintend- 

 ents, supervisors for both elementary and high schools, and expert special 

 teachers, the agricultural college only should prepare special teachers of agri- 

 culture, home economics, and industrial subjects. The latter should offer 

 both major and normal courses in home economics, while the university should 

 give sufficient instruction in this subject and in methods of teaching it to fit 

 young women for the duties of intelligent home making, and to enable them to 

 combine the teaching of home economics with other subjects in the high school. 



The agricultural high school at the agricultural college should be discon- 

 tinued as a preparatory school, and the 22-week courses strengthened and or- 

 ganized into a school of agriculture, elementary mechanic arts and home 

 economics, with 3-year winter sessions of five and one-half or six months each, 

 for young men and women who do not expect to attend cllege or to become 

 teachers. The short winter courses in extension work for farmers and farmers' 

 wives are to be commended, but those attending these courses should not be 

 taught in the regular classes of the college, the agricultural high school, or the 

 22-week courses. 



In view of the liberal Federal and State provision for extension work in 

 agriculture and home economics under the direction of the agricultural college. 

 no other institution in the State should undertake extension work in these sub- 

 jects. Any extension work done by instructors in agricultural schools in the 

 State should be under the direction of the college. 



Graduate work at the university and the agricultural college should for the 

 present continue to be limited to the requirements for the master's degree, 



