AGRICULTURAL EDUCATION. 897 



"Agriculture, as a school cour.se, had hetter never he taught if it fosters an 

 aim of specialized competition among men rather than a united effort in direct- 

 ing the forces of nature for the benefit of mankind." 



Vocational training' and liberal culture, C. C. Schmidt (Proc. N. Dak. Ed. 

 Assoc, 2S (1914), pp. 180-187). — The author gives the definitions of the term ■ 

 " culture '■ of a number of leading educational authorities and discusses 

 the cultural value of vocational education, taking agricultural and home 

 economics courses as examples. 



Work for the improvement of rural education, C. P. Colegrove et al. {BuI. 

 Iowa State Teachers Col, 15 {1915), No. 3, pp. 83, figs. 116).— This is a report on 

 the work of the Iowa State Teachers College in the improvement of rural edu- 

 cation by means of rural demonstration schools ; the introduction of agricul- 

 ture, domestic science, and manual training, which are required subjects in 

 the rural schools of Iowa since July 1, 1915 ; the organization of community 

 centers ; extension work for the improvement of teachers in service, including 

 teaclier study centers, county institutes, lectures, and entertainments; and 

 training teachers for rural schools. 



Recommendations and regulations for the establishment, org'anization, 

 and management of agricultural and household science departments in con- 

 tinuation and high schools and collegiate institutes (Toronto, Canada: Ont. 

 Dcpt. Ed., 1915, pp. 45). — The requirements as to accommodations, equipment, 

 qualifications of staffs, and courses of study for the approval of the establish- 

 ment of an agricultural or household science department, or both, and the 

 distribution of the annual government grant of $150 for each year of the 

 courses in agriculture and household science, respectively, under the industrial 

 education act, are outlined. 



It is provided that the school board must appoint an advisory agricultural 

 committee, consisting of four members of the board and four rate payers 

 actually engaged in agricultural pursuits, and that for a beginning an area for 

 experimental plats of 8 or 10 square rods of land within the school grounds 

 or adjoining them may be found sufficient. The courses at present cover only 

 two years but a third year will be added as soon as required. The agricultural 

 subjects include farm mechanics, science, fruit growing, floriculture, landscape 

 and vegetable gardening, beekeeping, poultry husbandry, field crops, animal 

 linsbandry, dairying, farm management, rural economics and arithmetic; and the 

 household science subjects include cleaning, cookery, foods, the house, laundej-- 

 ing, sewing, marketing, entertaining, household accounts, home nursing, and 

 emergencies, beekeeping, poultry and dairy husbandry, fruit gi'owing, floricul- 

 ture, landscape and vegetable gardening, entomology, bacteriology, and rural 

 economics. Lists of suggested home projects in agriculture and household 

 science are included. An outline of a seasonal course in the special agricultural 

 subjects and price lists of equipment for the agricultural and household science 

 departments are appended. 



The best type of agricultural high school, C. J. N. Nelson (Proc. N. Dal-. 

 Ed. Assoc., 28 {1914), pp. 81-84). — This discussion is intended to bring out 

 the relative economy and efficiency of the two types of agricultural high 

 schools in the State of North Dakota, viz, the state schools and the county 

 or Gibbens schools. 



The state agricultural high school is a city school receiving $2,500 annual 

 state aid for agricultural instruction, the agricultural department of which is 

 under local direction and supervision. The county agricultural school is a 

 separate institution with a separate building, faculty, and administration, under 

 the direction of a county board, and receiving $3,000 annually from the State 

 for maintenance. 



