AGEICULTUEAL EDUCATION. 899 



School at Wageningen, The Netherlands, and suggestions for its improvement, 

 by an instructor who was a former student at this school. 



Material and methods for teaching' agriculture in the grades below the 

 high school, C. D. Lewis {Proc. Ky. Ed. Assoc, U {1915), pp. 158-160).— The 

 author does not consider agricultural instruction so mucli a new branch to 

 be taught in the elementary schools as a new attitude of mind, a new relation 

 to life, which it is hoped to secure through new ideals and ideas gradually 

 instilled into the lives of children through the medium of the old subjects 

 reorganized around a new center. He discusses the reconstruction of the 

 elementary general school subjects to this end, and recommends that agricul- 

 tural natui'e study material be added and that the science of agriculture be left 

 for secondary and higher institutions. 



Home projects in secondary courses in agriculture, H. P. Bakeows {U. S. 

 Dept. Agr. Bui. 346 {1916), pp. 20). — With the view of making the home farm a 

 more definite factor in agricultural instruction through the home project plan, 

 the author discusses the development of the home project idea and the essentials 

 of a successful project ; outlines potato, pig, alfalfa, orchard, poultry, and 

 farm home projects ; suggests lists of production, demonstration, improvement, 

 and management projects; and calls attention to some project problems now 

 receiving attention. 



Physical geography and soils, R. P. Green {Proc. Ky. Ed. Assoc, 44 {1915), 

 pp. 160, 162-167). — This is a consideration of the problem of so teaching physi- 

 cal geography as to increase the pupils' knowledge of the soils, especially as to 

 their origin and nature, the destructive work of mechanical erosion and its 

 relation to soil fertility and permanent agriculture, etc. 



Home economics instruction, Countess R. de Diesbach {Enseignement 

 menager. Paris: Pierre Tcqui [1914^, PP- XXXII-\-121). — This is a discussion 

 of the need, nature, organization, choice of teacher and her qualifications, and 

 results of home economics instruction in France. 



Extension course in vegetable foods, Anna Barrows {U. S. Dept. Agr. Bid. 

 123 {1916), pp. 78, figs. 4).— This is a revision of Bulletin 245 of the Office of 

 Experiment Stations, previously noted (E. S. R., 26, p. 597). 



Teaching of sewing, Ruby Buckman {Proc. Ky. Ed. Assoc, 44 {1915), pp. 

 96-98). — The author offers suggestions on subject matter and method in teach- 

 ing sewing, and holds that sewing if properly taught possesses cultural value 

 and numerous other advantages. 



Nature-study in the Geneseo schools, 111., Josephine Bailey {Nature- 

 Study Rev., 11 {1915), No. 9, pp. 4I8-42I). — The study of -insects, animals, birds 

 and flowers, and weeds and trees in grades 3, 4, and 5 of the Geneseo, 111., 

 schools is described. 



Intensive gardening, Elizabeth P. Sheppard {Nature-Study Rev., 11 {1915) 

 No. 9, pp. 424-428, fig. 1). — An outline is given of gardening work as conducted 

 in the spring of 1915 at the normal school at Trenton, N. J. Some 200 children 

 of the practice school worked out garden projects, individually or in groups, 

 and about 100 normal school students from the nature study classes assisted in 

 the activities, learning how to plan and conduct this part of nature study. 



Boys' and girls' club work for 1916, C. A. Norcross {Agr. Ext., Univ. Nev. 

 Leaflet 1 {1915), pp. 4)- — This circular outlines the organization and procedure 

 for three state-wide boys' and girls' clubs organized in January, 1916, viz, a 

 girls' home economics club and boys' and girls' animal husbandry and garden- 

 ing clubs. It is proposed to offer 2-year courses in these clubs, those having 

 received an extension certificate for the satisfactory completion of the first-year 

 course being eligible for the second-year advanced work in 1917. 



