494 . EXPERIMENT STATION RECORD. 



AGRICULTURAL EDUCATION. 



Higher agricultural instruction in Austria and Hungary, H. J. B. v. 

 Rouen (Cult lira, 21 {1909), No. 256, pp. (166-67}).— A brief review of the 

 establisbuieut and organization of tbe Agricultural High School at Vienna, and 

 of the agricultural academies at Altenburg, Debreczen, Kassa, Kesztheley, and 

 Klausenburg. is followed by a comparison of these institutions with the 

 Wageniugen Agricultural High School as regards the number ^of hours devoted 

 to theoretical and practical instruction in the various studies taught, the cost 

 of attendance, and the number in the faculty. 



French traveling agricultural domestic science schools, A. Ducloux (S. 

 Cong. Nat. Indus. Lait., J908, Raps, ct Coin])!. Rend., pp.. 160-187) . — Previously 

 noted from another source (E. S. R.. 20, p. 92). 



First annual report of the Congressional district agricultural schools of 

 Georgia, J. S. Stewart (,Bu1. Univ. Ga., No. 11 Jf, pp. //8, figs. 22, map 1). — The 

 letter of transmittal of this bulletin summarizes the first year's work of the 

 Georgia district agricultural schools as follows: Total attendance, 1.001; acres 

 under cultivation, 7.38; gross receipts from farms. $10,050; value of buildings 

 and grounds, $732,000. The bulletin itself furnishes a complete list of the 

 trustees and teaching staffs of each school, a history of their establishment, and 

 a description of the several buildings, farms, equipment, student activities, daily 

 program, and the 4-year course of study. 



Agriculture in the high schools, L. Anderson {California Sta. Circ. 1(7, pp. 

 8-18). — A survey of the present status of agricultural instruction in certain 

 public high schools of California, the courses offered in the State Polytechnic 

 School at San Luis Obispo and the University Farm School at Davis, and a 

 suggested 4-year course in agriculture adapted to correlation with the first 

 2 years of the usual high-school course and to specialized study in the last 2 

 years. A partial list of bulletins, circulars, and books on agricultui'e is 

 appended. 



The correlation of high-school science and agriculture, J. Main {Addresses 

 and Proc. Nat. Ed. Assoc., Jp' (HJ09), pp. 983-987). — A carefully elaborated plan 

 for correlating school science and agriculture to the end of securing greater 

 pedagogical economy iu the teaching of both, furnishing the pupil a broad, 

 scientific basis for further vocational study, and the integrating of agricultural 

 instruction with the usual public school curriculum, is iiresented. 



The present status of agricultural education in the public schools, E. C 

 Bishop {Addresses and Proc. Nat. Ed. Assoc., J,7 {1909). pp. 976-982).— A 

 comprehensive review from the origin of the school-garden movement in Ger- 

 many to the present status of school agriculture in the various States of this 

 country in respect to legislation, public sentiment, and the educational results 

 and advantages, is given. 



Agriculture for the elementary schools, R. O. Johnson {Addresses and 

 Proc. Nat. Ed. Assoc. J,7 {1909). pp. 9S7-992).—This paper is based upon a 

 recognition of the necessity of furnishing teachers a definite course and method 

 for school agriculture. It proposes a "rotation" course of nature study and 

 agriculture for the first G grades and an advanced course for grades 7 and 8. 

 One-sixth of the lower course is given each year to all of the 6 grades working 

 together as one section, and the entire course is thus covered in 6 years. The 

 advanced course is similarly covered in 2 years by the combined seA-enth and 

 eighth grades. 



The advantages suggested for this plan are that it limits the amount of new 

 work which the teacher must do each year, permits a detailed outline of the 

 work to be furnished by some State educational authority, and is adapted to 



