AGBICULTURAL EDUCATION. 11U9 



and veterinary Bcience. The remainder of the time is taken ap with English, math- 

 ematics, chemistry, botany, bacteriology, and drawing. 



Course in cheese making for movable schools of agriculture, 1.. I.. Van 

 Slykb l U. S. Dept, Agr., Offia Expt. Stas. Bui. 166, pp. 63). This is the first of a 

 scries of courses designed to give more extended and Bpecific instruction in agricul- 

 ture outside of regularl) organized bcI Is than ie now being given in the farmers' 



institutes. A brief statemenl concerning the plan for the movable schools is given 

 in a prefatory uote by the farmers' institute Bpecialisl of this Office. The course 

 outlined in this bulletin <•« .n^i>ts «.!' l I lectures accompanied by 1 I practicums. The 

 I mi I let in also contains a list of apparatus needed in giving the course in cheese making 

 and lists of references t<> the literature of the subject. 



Syllabus for a four-year course in horticulture, U. I'. Hedrk k [Rpt. Mich. 

 Acad. Sci. t ? {1905), p. I//). — This is a syllabus of a course in horticulture Buitable 



for graduates of ag 1 high school. Required horticultural subjects occupy 65 oul 



of a total of 420 hours, and this number may be increased to I lo hours by choosing 

 senior electives in horticulture. 



Teaching- horticulture in high schools {Agriculture [Nebr.], 5 {1906), No. P, 

 pp. £-6). — Reasons for teaching horticulture and topics besi suited for horticulture 

 in high schools are given, a Ism some items of necessary equipment, the mosl impor- 



tant of which is the school garden. 



Topics in horticulture for common schools, U. P. Hedrk k i Rpt. Mich. Acad. 

 Sci., 7 I 1905), j>. 140). — Horticultural topics suitable for common Bchoolsare arranged 

 under the three heads propagation of plants, vegetable gardening, and pomology. 



Outline for a brief course in agricultural economics, K. L. I'.i i 11:1:11 1 : 1 1 > 

 ( Rpt. Mich. Acad. Sci. } 7 ( 1905), pp. 149, 150). 



Outline for a brief course in rural sociology, K. J.. Butterfield {Rpt. Mich. 

 Acad. Sci., 7 {IDOo), pp. 150, 151). 



Courses in some phases of rural economy. Outline for a course in farm 

 management, F. W. Card | Rpt. Mich. Acad. Sci., 7 1 1905), pp. 148, 149). 



Teaching agricultural economics in the agricultural high schools, E. 

 Vliebekoii {Reo. Gen. Agron., 14 1 1905), Nos. 10-11, pp. 444-452). — The author states 

 that agricultural economics might be held to include studies of agricultural practice 

 and also studies of economic, social, political, and legal conditions, bul confines his 

 discussion to the latter. A complete course of instruction is outlined. It includes 

 property rights in land; rents; statistics; land taxes: tariff: public regulations; >i/e 

 of land holdings; succession; subdivision of holdings; credit; capital; labor; insur- 

 ance; agricultural associations; teaching of agriculture; sanitary regulations, etc. It 

 is recommended that class work he supplemented by the preparation of monographs, 

 students studying conditions in their home communities and by seminar work. 



How to determine what to teach in nature study, J.. A. II \n 11 Nature- 

 Study Rev., .' {1906), No. 1, pp. 13-17). — An argumeni in favor of teaching nature 

 study with a clearly defined objeel in view. The writer holds that in planning a 

 course in nature study " (1 ) A vital human relation should he found in all the work 

 undertaken; (2) the course should contain within itself a rich content that i- worth 

 studying; (3) there should exist an intimate relation anion- the part-, holding the 



Same together in such a manner that the work coveted from year to year will he 



progressive and united." 



Nature study in its practical bearings, .1. 1'. >nw \i:r {Nature-Study /.' .. 

 {1906), No. .'. />/). 65-66; reprinted from \ HL] Normal School Quart. ). A discussion 

 of the reason for teaching nature Btudy, its relation to agricultural teaching, what it 

 should include, the principles that should guide in its organization and presentation, 

 and the place where it should he taught The writer's answer to the last question is 

 " The all-important place for nature study is in the country school." The two prob- 



