1919] AGRICULTUKAL EDUCATION. 595 



Area, classification of area, area under crops, live stock, land revenue as- 

 sessment, and transfers of land in British India [and in certain native 

 States], G. F. Shirras {Agr. Statis. India, 33 (1916-17), I, pp. XVI+321, pis. 

 6; II, pp. IX +116, pi. 1). — The first vohime of this report continues statistics 

 previously noted (E. S. R., 39, p. 896), with some additional maps and charts 

 relating to cropped areas, rainfall, etc. The second volume continues other 

 statistical information (E. S. R., 40. p. 793). 



AGRICULTURAL EDUCATION. 



Proceedings of the thirty-second annual convention of the Association of 

 American Agricultural Colleges and Experiment Stations, 1919, edited by 

 J. L. Hills (Proc. Assoc. Amer. Agr. Cols, and Expt. Stas., 32 {1919), pp. 272). — 

 These proceedings have been previously noted (E. S. R., 39, p. 701). 



First and second annual reports of the Department of Vocational Educa- 

 tion, 1917-1919, I. CoLODNY (Bui. State Dd. Control Vocat. Ed. [Ariz.^, No. 4, 

 {1919), pp. 19). — According to this report three high schools and one normal 

 school qualified and participated in Smith-Hughes funds for instruction in 

 agriculture in 1917-18. Of the 30 high schools in the State, only 5 made any 

 effort to teach agriculture. The total number of pupils attending Smith-Hughes 

 classes in agriculture was 112, or only about 20 per cent of the boys attending 

 high schools in strictly agricultural communities. 



Approval was given to 5 day schools in home economics. The number of 

 students enrolled in Smith-Hughes classes in home economics was 215 out 

 of a total enrollment of 2,09G in schools approved for home economics. 



The University of Arizona enrolled teacher-training classes in the home 

 economics department in 1917-18 and 1918-19, but no students in agriculture. 



In 1918-19 seven schools qualified in agi'icultural instruction under the 

 Smith-Hughes Act, with an enrollment of 129. Two conferences of agricultural 

 teachers were held, at which home-project work and the distinctive features of 

 vocational agriculture were discussed. Five high schools with an enrollment 

 of 128 pupils were subsidized for hqme-economics instruction. An opportunity 

 school was organized April .5, 1919, by the Department of Vocational Education, 

 in conjunction with the city schools of Phoenix. The most satisfactory work 

 in home economics was done in the evening schools. 



Regulations and suggestions concerning county agricultural high schools 

 of Mississippi (State Bd. Ed. Miss. Bui. 12 (1919), pp. 5^). — This publication 

 contains an outline of the course of study of the Mississippi county agricultural 

 high schools, and of the regulations which become effective in the 1919-20 

 school session ; a list of adopted textbooks ; questions and answers relating 

 to the establishment and administration of these schools ; agricultural high 

 school laws in Mississippi ; and suggestions concerning the course of study in 

 home economics to meet the need of a more uniform and better standard of 

 work in the schools. 



It is suggested that three units of home economics, given in either a 3 or 4 

 year course, be the minimum for graduation. The minimum time required 

 for the ordinary high school unit, viz, five 40-minute recitations a week for 32 

 weeks, is acceptable, but it is urged that five 45-minute recitations for 36 

 weeks be adopted. The consensus of opinion seems to be that the strongest 

 arguments are in favor of putting home economics instruction in the first, 

 second, and fourth year of the agricultural high school course. An outline is 

 given of the suggested course. 



Agricultural education, H. W. Potts (Rlclmio-nd, N. 8. Wales: Ilawkcsburj/ 

 Agr. Col., [191S], pp. 8). — The author describes the facilities for agricultural 



