AGKICULTUEAL EDUCATION. 791 



demand exceeds the supply of native potatoes by 150 or 200 tons. About 6,000 

 cases of eggs are shipped in annually, the price ranging from $15 a case in 

 siummer to $30 or more in winter. The native eggs usually sell at double these 

 prices, but the market demands imported potatoes in preference to native 

 potatoes regardless of price, kind, or quality. 



Letters from the settlers and reports from the seed distribution (Alaslca 

 Stas. Rpt. 1912. i)p. 82-89, pi. 1). — Extracts from letters from a number of set- 

 tlers, showing the results they haxe obtained in growing a number of crops and 

 pointing out the drawbacks and possibilities of agriculture in Alaska, are here 

 presented. 



AGEICTJLTTJSAL EDUCATION. 



Practical program for agricultural schools, D. Snedden (Jour. Ed. [Bosion], 

 77 (1913), No. 26, pp. 733, 734).— The author maintains that the preparation of 

 boys from 14 to IS years of age for the profitable pursuit of agriculture is the 

 primary aim of the agricultural school, and that its curriculum and admission 

 requirements should be in harmony therewith. Experimental and demonstra- 

 tion work should be merely incidental to the instruction, although some atten- 

 tion may be given to so-called demonstration work with crops and farm in- 

 plements. Some agricultural schools will also become centers for short course 

 instruction for working farmers and serve as a place where exhibits of modern 

 machinery and farm products may be shown. 



County agricultural high schools, with course of study, W. H. Smith et ax. 

 (Miss. Dept. Pul). Ed. Bui. 8, 1913, pp. 61-67).— This deals primarily with the 

 new course of study for these schools as worked out by a committee representing 

 the county high schools in operation and those building. This course covers 4 

 years and includes 4 units of agriculture for boys and 4 units in home eco- 

 iiomics for girls. 



The committee believes that the work of these schools should be county-wide. 

 The schools " should lead in the establishment of cooperative industrial clubs 

 for the raising and marketing of crops suitable to local communities," and 

 " could send out men to do terracing, to check epidemics of disease, to treat 

 sick animals, etc." 



The committee recommends further the desirability of providing a teacher 

 training department, organizing farm demonstration and other community 

 work about each school as a center, and forming short term adult courses each 

 winter. 



Progress in agricultural education in New York State, A. D. Dean (N. Y. 

 Dept. Agr. Bui. 47, pp. 1256-126 't). — The author reiKjrts that in January. 1913, 

 there were in successful operation in New York 27 schools of agriculture, me- 

 chanic arts, and home-making, 11 of these beginning work in the fall of 1912. 

 There were 1,704 boys and girls studying agriculture in the 27 vocational 

 courses in agriculture in high schools, and 268 other pupils studying it in other 

 courses. 



Horticultural education, C. A. McCue (Trans. Peninsula Hort. Soc. [Del.], 

 26 (1913), pp. 48-52). — After briefly describing the essential training necessary 

 to become a successful horticulturist, and also making a plea for a larger de- 

 velopment of the horticultural work at the Delaware College, this paper con- 

 siders some of the ways in which horticultural knowledge is being disseminated 

 in the United States at the present time. 



One year's course in secondary agriculture, A. W. Nolan (School News and 

 Pract. Ed., 26 (1913), No. 10, pp. If37, 438).— The 6 main topics, discussed in 

 their recommended order of sequence, are plants, animals, farm business and 

 life, machinery, soils, and conditions of plant growth. A detailed outline is 

 given. 



I' 



