AGRICULTtTRAL EDUCATION. 597 



serieultiiral stations, 3 zooteclmical stations, 2 model breeding farms, a botani- 

 c-al garden, a national museum, and a forest nursery. 



A teacher training school in gardening- and manual training, E. Katz 

 (Mitt. Deut. Landw. GeselL, 28 {1013), No. 25, pp. 367-369 ) .—The autlior de- 

 scribes a private experiment begun in April, 1913, at the A. and F. Simon in- 

 stitution at Hanover, near Peine, in the training of teachers in gardening and 

 manual training. The instruction is given in 2 half-year courses, comprising 

 in the summer practical gardening 20 hours, woodworking 4, paste work 3, 

 drawing 3, horticulture 4, chemistry 2, physics 2, political economy 2, and peda- 

 gogics 4 hours; and in the winter wood and metal work 24 hours, paste work 

 4, gardenng 4, drawing 4, chemistry 2, physics 2, and methods 4 hours. The 

 director is assisted by an experienced horticulturist and manual training in- 

 structor. The school has an area of 50 acres, 44 of which are planted to 

 fruits and vegetables grown for profit. 



The Massachusetts plan of secondary vocational agricultural education, 

 R. W. Stimson {Business America, 14 {1913), No. 0, pp. 451-4^7). — The author 

 of this article is carrying out under the direction of the Massachusetts board 

 of education a plan for the development of agricultural training of the grade 

 below that of the college. The plan has a number of unique features. Princi- 

 pally it insists on a division of time about as follows : For the execution of the 

 home projects, including work during vacations and other out-of-school hours, 

 50 per cent ; and for the related study, 30 per cent The remaining 20 i>er cent 

 of the time of the boy is devoted to general culture and good citizenship in- 

 struction, wherein systematic courses may be provided in such subjects as 

 English, history, civics, current events, and science. 



Agricultural education through home projects: The Massachusetts plan, 

 W. T. Bawden {Vocational Ed., 3 {1913), No. 2, pp. 86-105, figs. ^).— This arti- 

 cle deals with the observations, made by the author, of the work in agricultu- 

 ral education in some of the public high schools of Massachusetts. He considers 

 that although there is a high per capita cost, agricultural education is really 

 an investment, not an expense. The work is deemed practical, and the super- 

 vision of unusual efficiency, so that the outlook is encouraging. 



Enthusing 20,000 young folks in rural life, E. H. Forbush {New England 

 Homestead, 68 {1914), No. 1, pp. 3, 4, fig. i).— This article deals with the 

 growth of the boys' and girls' agricultural club movement in the State of 

 Massachusetts. It is noted that the legislature of 1912 passed a bill appro- 

 priating $200 to each incorporated agricultural society for children's and 

 youth's i)remiums, and the 1913 legislature appropriated $1,000 to be expended 

 through the state board of agriculture for the promotion and development of 

 state exhibits and contests. 



Sixty lessons in agriculture, B. C. Buffum and D, C. Deaver {Neto York, 

 Cincinnati, and Chicago, [1913], pp. 272, pi. 1, figs. 164)- — This book is intendeil 

 for the sixth, seventh, and eighth grades, and as the treatment is not technical, 

 can be used in schools whose teachers have had no special training in school 

 agriculture. Almost every chapter closes with questions, practical exercises, 

 and references to the farmers' bulletins of the U. S. Department of Agriculture. 



A course of study in agriculture for high schools, W. P. Evans {Jefferson 

 City, Mo.: State Dept. Ed., 1913, pp. 48). — This circular, containing a syllabus 

 of a course in agriculture, lists of required equipment in laboratory and library, 

 and general suggestions to teachers, has been pre|>ared by the state depart- 

 ment of education as a means to promote uniformity in equipment and course 

 of study. 



