394 EXPERIMENT STATION RECORD. 



Utilization of land by high schools teaching agriculture. — I, The school 

 farm; II, Home projects, W. G. HriiMEi. (Univ. Cal. Chron., 16 iWL)). So. J,, 

 pp. 431-4.'f2; n {1915), No. 3, pp. 309-S 19). —This is a discussion of the func- 

 tion of land in connection with public-school agricultural instruction, referring 

 briefly to present approved ideas as to agriculture in the public schools, the size, 

 equipment, care, and management of the school farm, and home projects. 



The author concludes that every high school offering agricultural courses 

 should own a limited amount of land. 2 or 4 acres in the present consensus 

 of opinion, to provide laboratory material for class use and to serve as an 

 out-door agricultural laboratory. The school training should be supplemented 

 by home-project work, which provides opportunities for a greater variety and 

 amount of practical agricultural work than could be carried on on a small 

 school farm, and for practice in agricultural operations under actual farm con- 

 ditions; quickens the sense of personal responsibility; emphasizes the impor- 

 tance of results in agricultural operations ; and is an aid to the agricultural 

 instructor in becoming acquainted with farming conditions and with the boys 

 and adult farmers. The pn)jects may be production, demonstration, or im- 

 provement projects, the production project being deemed truly vocational and 

 more important than the other two. As a secondary function the school farm 

 may also serve as an entering wedge to introduce better farming Into each com- 

 munity. " The function of land in connection with the agricultural nature study 

 of the first six grades Is to give opportunity for observation and acquaintance- 

 ship with agricultural facts, under careful guidance," and in the seventh and 

 eighth grades to give the youth an opportunity for doing practical work in 

 agriculture in simple selectefl projects. 



See also a previous note (K. S. K.. 3.3. p. 797). 



First annual report on boys' and girls' club work, 1914, \V. R. Hart (Agr. 

 of Mass., 62 (1914), pp. 455-4711, pls- 4)- — This Is a review of the progress In 

 boy.s' and girls' agricultural club work in Ma.s.sachusetts In 1914. The work 

 included home economics, poultry, hay, market garden, canning, corn, and potato 

 dubs. 



Report of the ministry of industries [of Uruguay] for 1913 (Mem. Min. 

 Indus. [Montevideo], 1913, pp. 1035, figs. 69). — This is a report on the progress 

 made in 1913 by agencies for the promotion of agriculture and otlier industries 

 In Uruguay. 



Annual report of the education branch on the distribution of grants for 

 agricultural education and research in the year 1914—1915 (Bd. Agr. and 

 Fisheries [London], Ann. Kpt. Ed. Branch, 1914-15, pp. X+154)- — This report 

 contains a summary of the year's progress in agricultural education and re- 

 search, notes on the various phases of agricultural instruction in each of the 11 

 agricultural provinces of England and Wales, work at the research institutes, 

 Investigations aided by special research grants, work for which grants are paid 

 Irom the development fund through the board, and publications. Appendixes 

 contain tabulated information concerning grants awarded for agricultural 

 education and research in 1914-15, research scholarships in agricultural science, 

 organization lists, and other statistics. 



The celebration of the fiftieth anniversary of the founding of the Agri- 

 cultural Institute of the University of Halle. June 15 and 16. 1914. F. 

 WoHLTMANN (KUhn Arch.. 6 (1915), pt. 1, pp. 1-32). — This account includes a 

 historical review, by the director of the institute, of the development of agri- 

 cultural instruction in Germany up to and including the establishment of this 

 institute, and of animal husbandry work in Germany in connection with the 

 dedication of the new building of the anlmal-breedlng institute. 



