1916] AGRICULTURAL EDUCATION". 795 



and peas, 10 acres in cotton, 5 in oats, 2 in peanuts, 4 in hay meadow, 2 In 

 orchard and peas, 6 in pasture for cows and horses, 4 in pasture for hogs, and 

 1 acre each in stocli beets, garden and truclc, Irish potatoes, sweet potatoes, 

 strawberries, Sudan gi-ass, and Ribbon sugar cane. 



Instructions are given as to how to prepare the soil for tlie crops mentioned, 

 how to seed, cultivate, and market the crops, and how to handle the pasture, 

 stock, and poultry. 



California resources and possibilities {Aim. Rpt. Cal. Develop. Dd., 26 

 {1915), pp. 64, pis. 2, figs. 5).— This report continues data previously noted 

 (E. S. R., 33, p. 894). 



Tennessee: Facts about soil, climate, and rainfall {Nashville, Tenn.: Dept. 

 Agr., [1916], pp. 68, pi. 1, figs. 53). — Detailed information is given concerning 

 the soil, climate, rainfall, and production of crops and live stock in Tennessee. 



[Agricultural statistics of British Guiana], B. S. Cheistiani {Rpt. Dept 

 Sci. and Agr. Brit. Guiana, 1914-15, App. 6, pp. 18-22). — This report contains 

 data showing the area and production of the principal crops from 1905-6 

 to 1914-15 by counties and districts. 



South African agriculture: An analysis, P. J. du Toit {So. African Jour. 

 Sci., 12 {1915), No. 5, pp. 145-155). — In this analysis the author discusses the 

 following factors affecting the agriculture of South Africa : Population, rainfall, 

 transportation facilities, and types of agriculture based upon the principal 

 products, such as sheep and wool and grain. 



[Agriculture in New Zealand], M. Fkaser {Statis. Dominion Neto Zeal., 3 

 {1914), PP- 1-4^)' — This continues data previously noted (E. S, R., 33, p. 193). 



AGRICULTURAL EDUCATION. 



Practical education — tomorrow's demand, L. W. Scott {Manual Training 

 and Vocational Ed., 17 {1916), No. 9, pp. 665-673).— In this discussion the 

 author attributes the shortcomings of our system of education largely to the 

 failure of our schools to teach practical and utilizable knowledge. He concludes 

 that the paramount issue of the school of to-morrow must not be preparation 

 for college, but practical preparedness of every individual for life. 



The effective use of the school farm: A record of an unfinished experiment, 

 R. J. Tealx {Manual Training and Vocational Ed., 17 {1916), No. 10, pp. 

 762-770, figs. 9). — An account is given of the field work, together with an out- 

 line of the 4-year course of study at the Gardena Agricultural High School, 

 which is a part of the Los Angeles, Cal., city system, and is located 14 miles 

 from the center of the city. In the construction of the course and in the 

 development of plans for the proper utilization of the school farm it has been 

 clearly kept in mind that (1) a boy, especially a city boy, preparing for agri- 

 culture must devote several hours daily to productive manual work; (2) prac- 

 tice and theory, like induction and deduction, must go together; (3) the science 

 teaching of the school must be correlated with the applied courses; and (4) 

 any high school courses, even a vocational course, should be a broad one. 



The school began agricultural work in 1910, has about 15 acres for agricul- 

 tural use, and has 70 boys in the agricultural course, less than 20 of whom 

 are country bred, and few of whom have ground available for home-project 

 work. Six city boys, twelfth-year students, are given their board and lodging 

 on the grounds, and in return do all the miscellaneous work of the farm before 

 and after school hours. Each half year a new set of boys is chosen. 



In the tenth and eleventh years field-practice courses are offered in which 

 the boys do on the farm that particular piece of work which is most urgent. 



