One striking evidence of the growing interest in agricultural education in elementary and secondary schools is the number of textbooks on agriculture that have appeared in recent years.' Of the seventy-five or more textbooks on this subject nearly forty have been published since 1900oo. An excellent account of the textbooks of agriculture, including historical aspects, was written by L. H. Bailey in 1903 (146).2 The present discussion will therefore be confined chiefly to the textbooks published since 1903. In this period of seven years at least twenty-seven textbooks of various kinds have been written. Emphasis should be put on various, for the diversity of plan and treatment of the subject in these books makes it difficult to find a basis of classification. They will be considered in this discussion as three types: for elementary schools, for secondary schools, and for teachers. Most elementary textbooks are informational in character. The subject is generally presented in clear and simple language easily within the grasp of the pupil. It is assumed that the pupil has had sufficient concrete experiences with agricultural matters, and that the text will help him to interpret these experiences. There is a minimum of effort required of the pupil to find out things for himself. Questions are often given at