1020] AGRICULTURAL EDUCATION. 195 



Siiporvisod Iiome project and club work, F. L. Kem {Ind. State Bd. Ed., 

 Lit. llul. 39 [1918], pp. 61, fuju. J,G).—\X is shown that in 1918 27,1 r.2 Indiana 

 boys and girls (17,923 projects) produced $3(53,833 worth of products at a 

 net profit of $227,908. Of the total reported results of project work as based 

 on net profits, 98 per cent, it is held, were secured by those directly or indi- 

 rectly paid for their services as club leaders. ^Those indirectly paid include 

 the county agents, home demonstration agents, and vocational teachers. At- 

 tention is called to the close relationship between club work and the schools, 

 conditions under which school credit is given for home project work, demon- 

 stration teams, and the social aspects of club work. 



The Indiana State Board of Education this year officially recognized the 

 vocational work of the State as being on a par with the high-school courses as 

 commonly adniinistered. The number of vocational agricultural departments 

 decreased during the year to 33 because of the impossiljility of securing trained 

 teaclu-rs who could moet the reiiuircmcnts of the vocati<mal law. Sununarios 

 of the boys' State corn contest in 1918, of pig club records for January, 1919, 

 and of results secured by four club supervisors and by vocational teacliers, are 

 Included. 



Boys' and girls' club work in the United States {Bui. Pan Amer. Union, 

 50 (1920). Xo. 3, pp. 300S11, fifjs. 11). — This is an account of the development, 

 present organization, and results of boys' and girls' club work in the United 

 States. 



Regulations for grants in aid of agricultural education and research in 



England and AVales [1919-20] (London: Bd. Afjr. and Fisheries {1919), pp. 



11). — This pamphlet sets forth the conditions under which the Government 



grants were awarded for the fiscal year beginning April 1, 3919, for agricultural 



education and research to universities, university colleges, agricultural colleges, 



and local education authorities in England and Wales. As a result of changes 



In these regulations, grants made to the councils have been more than doubled 



In the aggregate. The grant is now a definite proportion of the approved ex- 



■ penditure, and includes four-fifths of the salaries and expenses of the principal 



1 administrative officers in charge of agricultural and horticultural education 



and two-thirds of all other expenditures for agricultural education and its ad- 



1 ministration. 



Developing the fruit industry, J. A'ercieb {Vic Agr. et Rurale, 16 {1920), 

 No. 10, pp. 157, 158).— It appears that thus far the principal aim of instruction 

 in fruit culture in the schools of agriculture, horticulture, and arboriculture 

 In France has been to give .their students a general knowledge of the subject, 

 with almost no attention to the conmiercial or industrial aim. It is stated that 

 experiments in drying fruits have b(H'n attempted for a long time in the 

 National School of Horticulture of Versailles, and also at some other agricul- 

 tural institutions, but without results. The cider industry is said to be the 

 only one in which real progress has been made. The author offers suggestions 

 f'T the organization of special schools for the commercial and industrial 

 irltoricultural and fruit Industries, but to begin with would establish only 

 "lie such school, centralizing in it all the chances for success rather than 

 ' reatlng a number of such institutions, perhaps insufficiently endowed. This 

 school should cooperate with a strong research laboratory where questions 

 of i^reserving could be carefully studied and made the object of instructive 

 lectures and reports. Attention is called to a large German preserve manu- 

 facturing establishment at Lyon in a fruit production center, which has been 

 sequestered and could be converted into such a school. 



Hural science reader, S. B. McCbeady {Boston: D. C. Heath d Co., 1920, pp. 

 V/l-i-SiO, pis. 28, figs. 105). — This is the first book of a rural education series. 



II 



