196 EXPERIMENT STATION RECORD. 



R., 21, p. 91), considenibly enlarged to make a fairly comprehensive treatment 

 of the general field of elementary agriculture. Sections on farm crop manage- 

 ment, dairy management, and farm management, have been added, and the 

 work is illustrated for the first time. 



A course in agriculture for the high schools of Michigan, W. H. French 

 (Mich. Agr. Col., Dept. Agr. Ed. Bill. 11, 1913, pp. 73). — This course is outlined 

 in detail, together with suggestions and syllabi on the several subjects to be 

 taught. Lists of agricultural reference books, Michigan Station bulletins, sam- 

 ple score cards, and an outline or work in nature study and elementary agri- 

 culture, with suggested exercises and experiments that should be undertaken 

 with pupils in the sixth and seventh grades by the high school teacher of 

 agriculture in cooperation with the grade teachers are appended. 



The principles of agriculture through the school and the home garden, 

 C. A. Stebbins (New York, 1913, pp. XXVIII+380, figs. 199).— This text has 

 been planned for use in the upper four grades. The features of the book are 

 the " problem questions " and " home studies," information as to profitable 

 marketmg, instructions concerning the forming of agricultural clubs, and data 

 on the plan and purposes of the Boys' and Girls' Junior Garden Club. 



The method of the book is far removed from merely dogmatic instruction, the 

 pupils being challenged to test and reason. The apparatus required is limited 

 and inexpensive. The language is direct and very evidently has the children 

 in mind. 



Practicunis for pupils in the chemical laboratory of agricultural inter- 

 mediate schools, A. KwisDA (Land ii. Forstw. Unterrichts Ztg., 27 {1913), No. 

 1-2, pp. 12-17). — The author discusses the object and character of chemical 

 laboratory practicums for pupils in intermediate agricultural scliools and out- 

 lines such work for a 3-year course. 



An old and well-known child's plaything' as an expedient in forestry 

 instruction (CentU. Gesam. Forstw., 39 (1913), No. 7, pp. 327-332) .—BetSiUed 

 directions are given for making a miniature model forest for use in forestry 

 instruction. 



The story of our trees, Margaret M. Gregson {Caiiibridge: University Press, 



1912, pp. XII-j-160, figs. 7Jf). — This book is arranged in 24 lessons, each com- 

 plete with its own practical work. The lessons are fitted into the natural cycle 

 of seasons, and are also adapted to the school year. A list of reference books 

 and information concerning diagrams and lantern slides, material, and revision 

 questions are appended. 



Common trees: How to know them by their leaves, V. M. Hillyer {Balti- 

 more, Aid.: Calvert School [1913], pp. 30, figs. 37). — This manual is arranged 

 with a descriptive text of each tree family and its members, together with their 

 leaf silhouettes. 



The planting of home grounds, Y. H. Davis {Agr. Col. Ext. Bui. [Ohio 

 State Univ.'], 8 {1913), No. 9, pp. 16, figs. 25).- — The author discusses the extent 

 of grounds, lawns, style, fences, trees, shrubs, and flowers, and points out a 

 number of common errors in treatment. A list of trees, shrubs, etc., that are 

 deirable for Ohio and other States of similar climate is included. 



Wisconsin Arbor and Bird Day annual, 1913 {Madison, Wis.: State Supt. 

 Put). Instr., 1913, pp. 109, pis. 5, figs. 27). — The governor's proclamation of 

 May 2, 1913, as Arbor Day is followed by material on forestry, bird life, wild 

 animal life, fire prevention, and good roads, with suggestions on how consider- 

 able of this material may be used throughout the year in connection with the 

 regular school branches. 



Illinois Arbor and Bird days, F. G. Blair {III. Dept. Put). Instr. Circ. 68, 



1913, pp. 71, figs. 54)' — ^A collection of nature lessons on trees and birds, to- 



