AGRICULTURAL EDUCATION. 795 



Some principles of agriculture {Hartford, Conn.: Bd. Ed., 10 IS, pp. 29, figs. 

 15). — This is a collection of 23 cxperimonts, gathenxl from vanous sources, iu 

 plant production, the porosity of au egg. and the length of time required for a 

 hen to molt, followed by au article on Judging Dairy Cows by E. B. Fitts. 



Farm animals and farm crops, W. L. Nida {Chicago, 191Jt, pp. Vl-\-2SH-\- 

 Yll-GLXIX, pi. 1, figs. llJf). — This is the same text as the author's Elementary 

 Agriculture previously noted (E. S. 11., 30, p. 598), with the exception of the 

 addition of a chapter on boys' and girls' clubs and the substitution of 1,000 

 qtiestious in agriculture and the answers for questions relating to each chapter 

 of the text. 



Bulbs: Their selection and best method for planting, Mauy T. Konan 

 (Rural Educator, S {1014), No. 2, p. 27). — The anthor describes the f)lanting of 

 250 hyacinth bulbs in boxes by each class of her school. 



The story of wool, Saba W. Bassett {Philadelphia, 1013, pp. 21S, pi. 1, figs. 

 5). — An account is given of the procedure oji a sheep farm told in the form of 

 juvenile fiction. 



Farm machinery laboratory manual, D. Scoates {Agricultural College, 

 Miss., 1913, pp. Jf8). — Laboratory exercises in studying farm machinery in use 

 at l:he Mississippi College are outlined. 



Libby's road primer, H. W. Libby {Eugene, Orcg., 1013, pp. 16, figs. ff). — 

 This primer gives directions for preparing a map and rer)ort on a piece of road 

 to be improved, treating earth and sand roads, draining, surfacing, and leveling 

 roads. 



A suggestive outline for the study of agricultural or rural economics and 

 rural sociolog-y, C. P. Cary {Madison, WL^.: State Supt. Pub. Schools, 1013, 

 pp. 31). — This outline was prepared especially for use in training teachers for 

 country school work, rural economics being one of the subjects In which teach- 

 ers must be examined in Wisconsin. Methods of teaching the following sub- 

 jects are suggested : Agriculture as au occupation, the importance of agricul- 

 ture, history of agriculture, development of the factory system, farming as a 

 business, factors essential to producing the necessities of life, people's needs 

 and wants, transportation, value, marketing of products and prices, agricul- 

 tural problems, organization of the farm business, farm insurance, the farmer 

 and the State, and country life. 



Farm accounts, C. W. Smith and S. M. Thomas {Philadelphia, Chicago, and 

 DCS Moines, 1913, pp. 82). — The purpose of this book is to present simple meth- 

 ods of keeping accounts which the pupils of rural schools will be able to learn 

 and also acquire the habit of using. Each exercise is followed by review ques- 

 tions. It is suggested that instead of being an extra study farm accounts may 

 be substituted for some of the less imi)ortant topics usually found in the ordi- 

 n.iry text-books on arithmetic. 



Ag-ricultural supplement to Milne's progressive arithmetic — second book, 

 E. C. Brooks and I. O. Schaub {New York, Cincinnati, and Chicago, [191Jt\, 

 pp. 305-320). — In this agricultural supplement, compiled for the schools of 

 North Carolina, the authors call special attention to the business side and 

 value of good farming, the advantage of spraying orchards, the cost of keeping 

 domestic animals, the use of fertilizer, land measurements, the cost and value 

 of good schools and roads, and general farm statistics. 



School district agricultural data, S. A. Minear {Rural Educator, 3 {191 Jf), 

 No. 2, pp. 28, 29). — Directions are given for preparing and using a chart repre- 

 senting an outline map of the school district, on which are shown outlines of 

 the farms of the pupils' parents and data collected by the pupils concerniug the 

 acreage, yield, and value of the various farm crops, and the number and value 

 of the live stock. 



