AGEICULTUEAL EDUCATION. 793 



AGRICULTURAL EDUCATION. 



Annual report of the state director of industrial education tc the super- 

 intendent of public instruction, 1915, ^Manette A. Myers (Ann. Rpt. State 

 Oh: Indus. Ed. [N. J/c.r.], 2 {WI5), pp. 218, figs. 9i).— This report includes a 

 general survey of industrial education in New Mexico, including instruction 

 in agriculture and home economics, an account of the history and organiza- 

 tion of boys' and girls' club work in the State, and notes on the progress of 

 instruction in agricultui'e, home economics, etc., in the schools of the various 

 counties. 



Agricultural education, J. E. Metzgeb {Md. Agr. Col. Bui., 11 (1914), No. 3, 

 pp. 30, figs. 12). — This bulletin offers suggestions for school officers and instruc- 

 tors as to courses of study, including an outline of a 4-year course, equipment, 

 laboratory and field work, and community work for agricultural high schools, 

 based on observations made by the author on a tour of the agricultural high 

 schools of Maryland. An appendix gives directions for organizing boys' and 

 girls' agricultural clubs. 



[Agricultural instruction in the public schools of New Hampshire], G. H. 

 AVhitchee (iV. H. Dept. Pub. Instr. Inst. Circs. 1913-14, No. 11, pp. 22; 1915-16, 

 Nos. 44, pp. 3; 46, pp. 13, figs. 5; 47, pp. 9, figs. 5). — These circulars outline 

 instruction in home mixed fertilizers, soils, and agriculture extending through 

 two years for the secondary schools of New Hampshire. 



Outlines for high school agriculture, R. K. Farrar, M. H. Hoffman, and 

 ,^]. C. Bishop {Des Moines, loiva: Dept. Pub. Instr., 191.5, pp. 154, figs. 113).— 

 These outlines are for the guidance of superintendents and teachers in organ- 

 izing and conducting agricultural classes in Iowa high schools. 



The one-year course includes studies in farm crops, soils, farm management 

 and rural economics, dairying, horticulture, and farm animals. It com- 

 prises 180 lessons arranged in a sequential order and is planned for three 

 recitations and two laboratory periods a week. A seasonal arrangement is also 

 presented. In a suggested distribution of work for a half-year course it is 

 recommended that farm crops and soils be required subjects, with either dairy- 

 ing, horticulture, or farm animals, according to local conditions, as an elective. 

 A minimum price list of apparatus for high school agriculture and a list of 

 reference literature are appended. 



Syllabus of a course in agriculture for the use of teachers and students 

 ia the high schools of North Dakota, M. C. .Tames, G. W. Randlett, and C. C. 

 Schmidt {Bismarck, N. Dak.: Dept. Pub. Instr., pp. 64). — Part 1 of this pam- 

 phlet offers suggestions to teachers on methods of teaching and equipment of 

 libraries and laboratories. Part 2 consists of an outline of a course of study, 

 with references arranged binder the topics of the plant, special plants or farm 

 crops, horticulture and fore.stry, animal husbandry, animal nutrition, the soil, 

 and the farm home and the farm community. Part 3 is a students' laboratary 

 manual comprising 75 exercises. 



Farm and school problems for high schools and normals, H. L. Gorx 

 {Columbus, Ohio: The Hcer Press, 1915, pp. XV-\-538, figs. 102).— This book 

 contains a scientific discussion of the essential facts in agriculture and an 

 economic study of the factors of greatest influence affecting the various op- 

 erations of the farm. It comprises four parts, dealing respectively with soils, 

 plants, animals, and farm management, including arithmetical problems, exi^eri- 

 ments, reference tables, review questions, and lists of publications for reference. 



Field and laboratory studies of soils, A. G. McCall (Neio York: John Wiley 

 i6 Sons, Inc., 1915, pp. YIII -{-77, pis. 2, figs. .?>3).— This elementary manual con- 



