doctrine to be held in the intellect and tested by reason. The former is a discipline of the soul and rests on faith; the latter is a science and is created by the mind. The first is life and love, the second is thought and interpretation." (p. 13.)

"The cross of Christ occupies a central place in the Gospels of the New Testament." (p. 67.) "All interpretations of the cross which view the death of Christ as having any objective influence on God and the means of procuring favor for mankind must be repudiated. Theories that propitiate the divine wrath, that satisfy the divine honor, that furnish the innocent in place of the guilty, that reconcile God to man-all such theories stand in the way of a just appreciation of Calvary and must be abandoned." (p. 93.)

"Christ's sufferings and crucifixion must be regarded as of a piece with His life work. Through His entire career, His whole work, there runs one central, unifying purpose. 'Jesus was never off the cross.' The cross was the consummation of His life of love and self-denial and the practical demonstration of His complete devotion to the will of God for the sake of the world. Thus the purpose of Calvary was no new thing; it was no new departure. It was no isolated fact, but the inevitable climax of a life-long sacrifice, it was the culminating point of a life filled with loving deeds and lowly service. It was the completion of our Lord's redeeming work which began with His birth and was the consuming passion of His whole career." (p. 95.)

Pastor of Congregational Church,

Grand Forks, North Dakota

W. H. ELFRING

AGRICULTURAL EDUCATION FOR TEACHERS: GARLAND ARMOR BRICKER, Assistant Professor of Agricultural Education, Ohio State University. American Book Company, New York, Cincinnati, Chicago, 1914. 172 pp. Price, 8oc.

Professor Bricker is an enthusiastic advocate of this relatively new phase of educational activity, and wishes to assist the movement. While the interest in agricultural education is of very recent birth the idea has been so quickly grasped and so widely adopted that we have not yet had time to get our bearings. The author of this little book, realizing the magnitude of the task thus suddenly thrown upon the schools, comes to their assistance with suggestions as to methods of procedure.

The situation is chaotic. Practically within a period of two decades a new and difficult subject has been added to the curriculum of the schools of a great country emphasizing universal and compulsory education. The subject has been added before any adequate preparation had been made for its handling. It is as new to the teaching force os to anybody else. Just how much and what portions of the science, just how many and what phases of the art of agriculture should be presented, has not yet been definitely worked out. Indeed I am not sure that anyone wants to risk his reputation by stating that the science of agriculture itself has as yet received a definite limitation-just how much of physics, of chemistry, of botany, of zoology it contains, and where the boundary line should be drawn. It is still in the making. Nor has the methodology of the presentation of this new subject in the schools been any more clearly grasped.

And yet, we are teaching it-or pretending to-to the various classes of our country schools and in the grades and high schools of our towns and cities. Verily we are a bold people. Trying to do the thing for which we have no preparation-blundering here and, either by accident or profiting by our faliures, succeeding there. Clearly something is needed-someone to go ahead and map out the way-someone to lay down broad principles upon which the work can be organized-someone to suggest what should be taught, how it should be presented, and to indicate what should be done, and when, and how. Mr. Bricker is attempting to perform this service. He is one of the small number, relatively speaking, who, because of a broader knowledge of the field, a deeper insight into the needs of the times and the possibilities of development, and clearer vision as to practicable methods of procedure, have stept out from the ranks and assumed positions of leadership. They are pioneers and are doing pioneer service. Some of it is crude, of course, as is true of all pioneer work. Some of the positions taken will later have to be abandoned. Some of the suggestions made will later be seen to be unwise. Some of the hopes and aspirations will later be shown. to have been born of rosy enthusiasm. But the service is a worthy one and the men performing it are to be commended.

In the case of the present work, however, one can but regret the seeming haste with which it has been performed. I say "seeming haste," for in no other way can I account for several unfortunate features. In the first place, the material is not well organized. It impresses the critical reader as having been "thrown together" in response to a hurried call for "copy." The paragraphing is often poor and the punctuation quite unsatisfactory. There is a little

too much loud talking done, too much cock-suredness manifested, as the writer wanders in the new field. It is far from being a scholarly piece of work, and presents none of the evidences of literary excellence. In my judgment it would have been much better had the author withheld publication for a few months and given the manuscript a very careful revision. The cause would not have suffered seriously by the delay (indeed, in the end, would have been better served), and the writer would have profited greatly in the estimation of his readers. He has risked too much. But this note of adverse criticism should not detract from a proper appreciation of the service rendered. The book will serve a good purpose; it will be very useful to anyone, not an expert, laboring in the new field. It will be a veritable godsend to thousands of teachers who, in spite of their unpreparedness, must, nevertheless, in some way, handle the subject, if only it could get into their hands.

The author justifies the interest in the teaching of agriculture by saying, among other things, "One reason why agriculture should be taught in the public schools is that, as a nation, we must begin to work out the solution of intensive agriculture." "In the past we have been exploiting our soil; from henceforth we must endeavor to conserve its fertility to the end that the conditions of life may be ameliorated for the multitude of our race who shall inhabit this land after us." (p. 10.) "The American people of the future must either learn the lesson of intensive agriculture, or starve, or fight." (p. 12.) And the only way this can be learned, he thinks, is thru the use of the public schools.

Note that the book is called "Agricultural Education for Teachers." Primarily he has the teacher in mind, trying to tell him how to get ready and what to do. In beginning this instruction the author gives a very brief chapter on "The Qualifications of a Teacher of Agriculture." As the most important factors he names rural-mindedness, enthusiasm, harmonious adjustment, and professional knowledge. But he has omitted the absolutely essential factor. These four are important, of course, but must be accompanied by a thorogoing knowledge of the subject itself, or failure stares one in the face. The author recognizes this fact since, later on, he says, "They must know the things they teach. Scholarship is the first requisite to the true success of the master teacher." But he calls this knowledge of subject matter professional whereas it is merely academic. Knowledge of the way of handling it, the matter of presentation, is professional. Then follows a rather long chapter on "Agencies for Preparation" in which one gets a pretty fair idea of the working of these various agencies.

So much, about a third of the book, deals with the preparation of the teacher of agriculture. The author now takes up the subject matter to be taught and, distinguishing between nature study, elementary agriculture, and secondary agriculture, discusses each at some length. He gives the aim, or purpose, of each, assigns each to its appropriate place in the curriculum, and also touches upon some of the pedagogical problems involved. Discussion of the subject matter is followed by a consideration of administration looked at from many points of view. Here are found many good suggestions that cannot fail to be very helful, especially to the inexperienced teacher. The book closes with a chapter on "Boys' and Girls' Agricultural Clubs" which again is practical and interesting.

The book as a whole is a serious effort to render service in a field in which service of the kind is greatly needed. It should meet with a hearty welcome and find a home for itself and a sphere of usefulness in many parts of the country.

Department of Education,
University of North Dakota

A. J. LADD

OUTLINES OF INTERNATIONAL LAW: ARNOLD BENNETT HALL, Assistant Professor of Political Science, University of Wisconsin. LaSalle Extension University, Chicago, 1915. VI+256 pp. This is a reprint of an article which appeared, three of four years ago, in a popular encyclopedia of law, "American Law and Procedure," published by the LaSalle Extension University of Chicago, as the foundation of its correspondence courses in law. The title selected for the reprint is very apt. It is a very bare outline of the subject. The 106 pages of text contain only bald statements of fundamental, undisputed principles of International Law, with but few illustrations of the rules thus stated, and apparently no attempt to correlate them with the great problems arising out of the present European war and our relations with Mexico. The rights of neutrals receive attention to the extent of 11 pages, while the right of intervention is treated in the chapter on "Independence and Equality of States"-the whole chapter covering only eight pages. The only valuable feature of the book is to be found in the appendix which contains the conventions agreed to at the Second Hague Conference in 1907.

School of Law,

University of North Dakota

ROGER W. COOLEY

Faculty Changes

and Promotions

Fewer changes than usual are to be noted in the personnel of the University Faculty for the coming year. At the June meeting of the Trustees four resignations were accepted. Mr. Sveinbjorn Johnson, M.A., LL.B., of the department of Economics and Political Science, resigned to engage in the practise of law. He will continue with the department, however, as Lecturer in Political Science. Dr. F. C. English, Director of the Extension Division, re-enters the ministry after a year at the University. Of the staff of the Public Health Laboratory, Dr. C. F. Raver, B.S., M.D., Assistant Professor of Bacteriology and Chemist in the main laboratory at the University, will take up advanced work at the University of Michigan, and Mr. Alfred Larson, Bacteriologist in charge of the Bismarck Branch, will take up post graduate studies in the East. Another resignation was that of Mr. Harry Wells, Secretary for the past two years of the University Y. M. C. A., who has accepted a similar position at Northwestern University.

These places have been filled by the following appointments: Dr. H. B. Whaling of Austin, Texas, has been appointed Instructor in Economics. Dr. Whaling comes with high commendations as gentleman, student, and teacher from the University of Texas and the University of Wisconsin. He received his doctorate at the latter institution, where he has also held a place in the department of Economics for the past two years. Dr. Raver will be succeeded by Mr. W. W. Hanford, a graduate of Wesleyan University of Connecticut and of the University of Illinois. Mr. Hanford has served in the Connecticut State Laboratory and for the past year has been teaching bacteriology in the University of Illinois and serving as Chemist for the Illinois State Water Survey. Mr. Larson's place in the Bismarck Laboratory will be filled by Mr. J. C. Winslow, who received his preparation at the University of Wisconsin, and for the past year has been teaching in the University of Illinois and doing the Public Health Laboratory work for the cities of Champaign and Urbana, Illinois. Both of these men come highly recommended as bacterialogists and chemists.

The new Secretary of the University Y. M. C. A. is Mr. Roy Meyers, B.A., Washburn College, 1914, who last year had charge of the Engineering group in the work of the Y. M. C. A. at the