19201 AGRICULTURAL EDUCATION. 695 



trade, and prices of wool during the past 10 years. No. 5 includes articles on 

 melon .sliipun'nts for July, tlie crimson clover seed harvested and imported, and 

 the produce market at Cliicago. The leading articles in No. 6 relate to fresh 

 meat prices during July, honey prices for July, and the grain situation in south- 

 eastern Europe, 1919-20. 



AGRICULTURAL EDUCATION. 



I'roceedings of tl>e high school conference of November 20, 21, and 22, 

 I«1J> (Univ. 111. Bui., n (1919), No. IS, pp. 5/3). — These proceedings include 

 among others the following reports and addresses relating to instruction in 

 agriculture and home economics: Report of the Working of the Smith-Hughes 

 Law in Illinois, by A. W. Nolan; The Point of View of the Teacher of Voca- 

 tional .'Vgriculture (abstract), by G. A. Works; Report of Progress in Vocational 

 Agriculture in Illinois, by J. E. Hill, noted below; Equipping the School Plant 

 for Vocational Agriculture, by C. G. Turner; Connecting the Agriculture of the 

 High School with the Farm Interests of the Community, by E. B. Henderson; 

 An Experiment on Profit from City Bred Pigs, by R. W. Sutherland ; The High 

 School Agricultural Teacher and Junior Extension Work, by J. H. Greene; and 

 The Budget as a Basis for the Clothing Work, by H. C. Good.speed. 



Report of progress in vocational agriculture in Illinois, J. E. Hill (Univ. 

 111. liul., n (1919), No. IS, pp. 94-97).— This report shows that the number of 

 schools teuciiing vocational agriculture in Illinois increased from 15 in 1918 to 

 70 in 1920, and the number of students in these courses from 323 to 1,618. 



The major part of the report is devoted to a discussion of the degree of success 

 of the project method in the training of boys to be practical farmers in those 

 communities now teaching vocational agriculture, based on the re.sults of a 

 questionnaire sent to all the teachers of vocational agriculture in the State. 

 As regards the opinion of farmers concerning the home project and supervised 

 farm practice, of 3.j replies received, 25 state that the communities are in favor 

 of the work as it is being taught in the Smith-Hughes high schools. Two in- 

 dicated that the communities were opposed to this method of agricultural in- 

 struction. With reference to the project that proved most interesting and 

 profitable among the boys, 28 out of 33 replies named live stock and 19 of 

 these the raising of hogs. Live stock, dairying, hogs, alfalfa, soil improvement, 

 com, or any otlier project where the boy solves his own problems and meets 

 competition, farm practice, and account books, were some of the projects which 

 22 teachers thought gave the boys good training for efficient farming. The 

 greatest difficulties in teaching vocational agriculture mentioned by the teachers 

 are summarized by the author, with suggested solutions. 



Vocational education (1917-18) (Ind. Dept. Pub. Instr. Rpt., 1918, pp. 

 25-38). — This is a report on vocational education in Indiana for 1917-18, in- 

 cluding statistical data. Important provisions of the Indiana vocational educa- 

 tion law enacted in 1913 are given. 



In 1917-18 forty-eight schools were approved for instructi(m in vocational 

 agriculture as compared with 7 in 1914-15. The number of schools approved 

 for vocntioniil home economics increased from 18 in 1914-15 to 3G in 1917-18. 

 Evening classes were conducted in 21 cities and towns with a total enrollment 

 of 6.200 women. Short unit courses were outlined and so planned that a 

 limited number of lessons in each subject satisfied a specific need of a par- 

 ticular group. More than 00,000 young people in the State received instruction 

 and direction in siipervised practice on the farm. 



Vocational education, McH. Rhoads {Ky. Supt. Pub. Iiifttr. Ricn. Rpt., 

 1917-1919. pp. /7/-/«//).— This is the report of the State Director of Vocational 

 Education for the year ended June 30, 1918, giving a brief account of the 



