AGEICULTURAL EDUCATION. 193 



and homemaking; and (4) a list of books, periodicals, and national and state 

 publications dealing with agriculture, farm mechanics, and home economics. 



County schools of agriculture and domestic economy in Wisconsin, A. A. 

 Johnson (U. 8. Dept. Agr., Office Expt. Stas. Bill. 2Ji2, pp. 2h, pls- 5). — This 

 bulletin is an extension of an article previously noted (E. S. R., 17, p. 411), 

 and deals with the origin, equipment, organization, and work of these schools. 

 It also contains statistical data concerning their students, graduates, and 

 income, and a reprint of the law providing for their establishment. 



Agricultural education and culture in Bavaria at the agricultural cen- 

 tennial in Munich, in 1910, Maier-Bode (Landw. Jahrb. Bayern, 1 (1911), 

 No. 11, pp. 159-185). — This is a description of the exhibitions made by the 

 Bavarian agi'icultural education service. It includes tables showing how the 

 various appropriations for agricultural instruction in Bavaria are being ex- 

 pended, the occupations chosen by graduates of the various schools, statistics 

 as to the attendance at the agricultural winter schools, and other data. 



Forestry in nature study, E. R. Jackson ^Nature-Study Rev., 1 (1911), 

 No. 6. pp. lJf9-15'f). — Some of the lines along which studies in forestry may be 

 pursued in nature study are indicated, such as (1) the identification of the 

 common trees; (2) simple facts as to life processes of the tree; (3) stories 

 relating to seed distribution and the struggle for existence: and (4) the use- 

 fulness of the forest to mankind. Suggestions are also given regarding the 

 best ways to secure material for study and to increase the interest of the pupils. 



Teaching' forestry by pictures (Amer. Forestry, 11 (1911), No. 9, pp. 5^6- 

 5-J8. fiffs. 2). — This article describes a traveling exhibit of 44 photographs, 

 prepared by the Forest Service of this Department, for circulation among 

 schools and libraries. 



[School gardening at the] State University of Utah, A. E. Winship (Jour. 

 Ed. [Boston], 77, (1911). No. 9, p. 231).— The author of this article describes the 

 extensive school garden of the training school of the teachers' college connected 

 with the State University of Utah. Since there are 10 acres in the garden 

 every pupil has an opportunity to do some real gardening, raise for commercial 

 purposes everything that is raised in Utah, actually try dry farming, and raise 

 crops without irrigation by the side of crops on well-irrigated lands. The sev- 

 enth grade takes bookkeeping, has a bank equipment, and keeps track of each 

 plat of ground, each crop, each class, and the garden and school as a whole. 

 The garden pays a handsome profit each year, and this is duly appropriated 

 either to the purchase of a horse, wagon, implements, or, as last year, to the 

 equipment of a playground. 



Every child in the higher grades of the training school must have a home 

 garden, planted and cared for by himself and supervised by the head of the 

 nature study department. 



A brief account is also given of the work that is accomplishe<l by the school 

 fair and by the second, third, fourth, and fifth grades in manual arts. 



