1920] AGRICULTURAL EDUCATION. 97 



hachelor's degree should be required, aud that if the scientific character which 

 they should have were given to the courses in the Agricultural Institute of 

 Santiago they would meet perfectly the objects of agricultural instruction. The 

 professor of agriculture should be divested of all other functions aud should be 

 a scientific investigator, since at the moment when he abandons investigation 

 for teaching he is transformed into a simple advocate of theories which become 

 antiquated and very soon the instruction becomes routine, resulting in retro- 

 gression. In Chile, in his opinion, all national education should depend on the 

 department of public instruction as a medium of linking together all programs 

 of instruction on a uniform peilagogical basis. 



[Schools of agriculture in Brazil] {Almanak Agr. Brazil., 1919, pp. ^3-^5, 

 59, 78, 87, 88, 241, 2^2, figs. 8).— Brief accounts are given of the instruction and 

 equipment of the "Sao Bento" higher schools of agriculture and veterinary medi- 

 cine in Pernambuco, located, respectively, in the municipality of S. Lourenco 

 da Matta and Olinda ; the Agricultural Institute of the State of Sao Paulo at 

 Campinas ; the Agricultural School of Parana at Curitiba ; the Campineira 

 Agricultural School at Campinas, Sao Paulo; and the Agricultural School of 

 Pernambuco in the municipality of Jaboatao. 



The one-hundredth anniversary of the agricultural high school of Hohen- 

 heim, A. Morgen {Fiihling's Landw. Ztg., 67 {1918), No. 21-22, pp. 398-403). — 

 An account is given of the present status of the Agricultural High School and 

 Agricultural Experiment Station at Hohenheim, together with brief statements 

 concerning their historical development. 



Field trips for classes in vocational agriculture, W. F. Bruce (Agr. 

 Student, 26 (1920), No. 5, pp. 201-204, figs. 2).— The author discusses the field 

 trip as the basis rather than the accessory of instriiction in vocational agri- 

 culture. He suggests taking a field trip whenever the class can learn more of 

 value out on the farms than in the classroom. Each field trip should be pre- 

 ceded by a period of preparation, short and to the point, in which the class 

 studies the problem for that trip in such a way as to make its solution on the 

 trip possible. The class discussions following the trip should be reduced to as 

 definite conclusions as practicable. Calculations of profits attained by the 

 methods observed give the most decided conclusion. 



The teaching of food values in the elementary schools, R. Biery {Jour. 

 Home Econ., 10 {1918), No. 8, pp. 353-357). — The author describes a series of 

 lessons on food values and the selection of food given as an experiment to both 

 boys and girls of the sixth grade of the University of Chicago elementary 

 school. The results showed, it is stated, that this kind of subject matter can 

 l)e taught to pupils of that age providing all technical information is reduced to 

 terms comprehensible to them, and providing, also, that the work be vitalized 

 by constant association with their outside interests. If these two requirements 

 are met it should be possible to give a usable concept of food values in about 34 

 lessons. 



Home project work in vocational home economics in secondary schools, 

 AL G. Adams {Jour. Borne Econ., 10 {1918), No. 8, i)p. 558-362).— Instructions 

 are given for conducting home project work in vocational home economics in 

 secondary schools, including preliminary steps to be taken by the teacher, 

 suggested projects possible for the four years of the course, and two types of 

 first-year projects in the study of foods and of textiles and clothing, respectively, 

 worked out in greater detail. 



