694 EXPERIMENT STATION EECORD. 



The 2 general methods employed in presenting; agriculture to pupils of second- 

 ary grade, viz, in the special and in the regular schools, are considered closely. 



New York agricultural schools, II. E. Cook (Ann. Rpt. Comr. Agr. Vt., 2 

 {1910), pp. 15d-J58). — An account is here given of the work accomplished 

 during the first three years of existence of the school of agriculture of St. 

 Lawrence University. 



The 60 acres of land connected with the school grew about enough grain 

 and forage the first year to ke^p 3 horses, but the third j^ear saw $041 left 

 after paying every dollar that went into seed, fertilizers, and labor. This 

 increase, according to the dean of the school, has had more to do with putting 

 the institution on its feet than all the talking he could do. 



A year of agriculture in a rural Vermont liigh school, H. A. Fakrar 

 iMiddlchury [Vt.] Col. Bui. 5 {1911), No. 5, pp. //'/). — The exercises which 

 have formed the basis of the first year in agriculture in a typical rural Ver- 

 mont high school are here presented. There are 22 exercises on soils and 

 fertilizers with one or more references after each. The major portion of 

 the volume is taken up with an annotated bibliography of agricultural education 

 literature. 



[Agricultural and forestry education in Australia] {Land u. Forstw Unter- 

 UcJits Ztg., 23 (1909), No. 3~J,, pp. IV +167-310). —This report contains (1) 

 special papers as follows: The Importance of Commercial Instruction at the 

 Agricultural and Forestry Schools; Modern Agriculture in its Relation to 

 Natural Science and Technology, by Franz Schindler; Fracticums in the Sec- 

 ondary Agricultural School Course, by Rudolf Wessely; Preliminary Practical 

 Work in Forestry and Practical Instruction in the Lower Forest Schools, by 

 Karl Pusch; Instruction in Political Science at Technical Educational Institu- 

 tions, by Ludwig Fleischner; Training our Girls in Housekeeping, by PYanz 

 Brosch ; Present Status and Organization of Agricultural and Forestry Schools 

 in Germany; Regulating the System of Agricultural Apprenticeship in Ger- 

 many; and Report on Rural Continuation Schools in Prussia; (2) a review of 

 agricultural literature and book notices; (3) a summary of the annual reports 

 of the agricultural and forestry schools for 190S-9 ; and (4) miscellaneous notes. 



The organization and development of agricultural, industrial, and com- 

 mercial instruction in Egypt, S. H. Wells {Egypte Contemporaine, 1911, No. 

 7, pp. 3-'i4-3G9, dgins. 4). — This is a study, prepared at the request of the presi- 

 dent of the Khedivial Society of Political Economy, Statistics, and Legislation 

 with the sanction of the minister of public instruction, to show particularly 

 how agricultural, industrial, and commercial instruction is administered, its 

 aim, recent progress, and future development. 



The only schools in Egypt giving instruction in agriculture at present are 

 the school of agriculture at Ghizeh and 3 industrial schools with agricultural 

 sections at Damanhour, Tough, and Luxor, but local contributions to the amount 

 of $289,165 have been made for the erection and equipment of industrial and 

 agricultural schools. All of these schools are under the control of the minister 

 of public instruction, who received for the department of agricultural and tech- 

 nical education an api)ropriation for the current year of about $450,000, of 

 which $41,521 was for schools. 



Agricultural winter schools, J. B. Guillon (Bui. Mens. Off. Renseig. Agr. 

 [Paris], 10 (1911), No. //, pp. J,19-Jt32). — This report on the organization and 

 services rendered by the agricultural winter schools in France was made in 

 response to a request from the minister of agriculture before authorizing an in- 

 crease in the number of such schools. The author gives a general outline of the 

 aim and definition of agricultural winter schools, brief notes on those in Ger- 



