^®^^J AGRICULrURAL EDUCATION. 897 



in growing, harvesting, and marketing the crop. Each lesson Includ-s class- 

 room work, practical exercises, references to literature, and suggestions for 

 correlations with other school work. Directions are given for organizing 

 tomato clubs and preparing community exhibits. 



The structure of the common woods of New York and the wood collection, 

 distributed by the College of Forestry, R. P. Phichard (Syracuse Univ. 

 [Pubs.}, 15 {1015), No. S, pp. SI, figs. ^).— This bulletin, which has been pre- 

 pared for high school pupils especially, contains a description of the structure 

 of the common woods of the State of New York, followed by a key to the 

 species, together with Information concerning the characteristic purpo.se and 

 uses of the woods contained in a collection of 31 different woods in the form of 

 hand specimens which in size are the same as the ordinary card Index card. 

 This collection has been prepared and is distributed by the New York State 

 CJollege of Forestry at Syracuse University for use by teachers and pupils 

 interested in biology, nature study, and forestry. 



The boy scout's forest book, R. Black (Ottawa, Canada: The Canadian 

 Forestry Association [1916]. pp. SI, figs. 25).— This book is one of a series which 

 the Canadian Forestry Association will present to the boy scouts of Canada to 

 acquaint them with the economic importance of forest conservation and methods 

 of preventing and fighting forest fires. 



Tlie teaching of entomology in public schools, L. A. Dewolfe (Proc. Ent. 

 8oc. Nova Scotia, No. 1 (1915), pp. 98, 99).— The author gives reasons for the 

 teaching of entomology as a nature study topic in the public schools, and eUiX- 

 gestions for teaching the subject. 



Development in animal husbandry instruction, C. S. Plumb (Agr. Student, 

 22 (1916), No. 9, pp. 612-615, figs. 7).— The author gives a brief account of how 

 live stock ideas were introduced into the agricultural colleges of Massachusetts, 

 Michigan, Ontario, and Wisconsin. He believes that the first attempt In 

 America to teach animal husbandry subjects in a systematic manner, accom- 

 panied by laboratory practice, was made by the Ontario Agricultural College, 

 and that the first distinctive animal husbandry courses In the United States 

 were given in 1890 at the University of Wisconsin by the late Prof. John A. 

 (Yaig. 



Home economics instruction (Cong. Intemat. Enseig. Manager, i (1915), 

 Go-mpt. Rend., pp. 258; Raps. Sects. 1. pp. 115; 2, pp. Ill, figs. S; S, pp. 75; 

 4, pp. S19). — This is a report of the proceedings of the general session and of 

 the meetings of the four sections of the Second International Congress of Home 

 Economics Instruction, held at Ghent, June 15-19, 1913. It includes the papers 

 presented at the section meetings dealing with the follovdng subjects: (1) Home 

 Economics Instruction in the Family and the Elementary School, (2) Home 

 Economics Instruction for Adults or In Connection With Secondary Instruction. 

 (3) The Training of Teachers of Home Economics, and (4) The Progress of 

 Home Economics Instruction in the Different Countries and the Importance of 

 this Instruction from the Individudal, Family, National, and Social Standpoints. 



High school food work, what besides manipulation? Emma Conley (Proc. 

 Cent. Assoc. Sci. and Math. Teachers, 14 (19U), pp. 167-171).— In this discus- 

 sion the author holds that the art of simple cookery could and should be attained 

 in the grades, or if not given in the grades, in the first few months of the fresh- 

 man high-school year ; in addition to this, food work should be taken up from the 

 standpoint of its relation to the actual conditions which prevail in 85 per cent 

 of the homes of the country, and the cost, digestibility, and nutritive value of the 

 food prepared should form an important part of tlie lesson to .supplement the 

 practical work and thus give it educational value for high school popils. 



