792 EXPEEIMENT STATION RECORD. 



tempting field and laboratory work in an agi'icultural high school. These diffi- 

 culties are (1) lack of available information as to the best exercises, (2) lack 

 of materials, (3) lack of time in which to prepare exercises for i)resentation, and 

 (4) the dillicnlty in preserving the projjcr sequence so as to articulate with the 

 text-book work. The community work which the Agricultural High School of 

 Baltimore County, Md., is doing (E. S. R., 25, p. 598) is also described. 



The place of agriculture m the public high schools, G. F. Warren (pp. 1094- 

 1103). — The author discusses the question of how much education a farmer 

 needs, citing the results obtained in the farm-management investigations in 

 four New York townships previously noted (E. S. R., 25, p. 594), concluding 

 that a high school education is worth more to these farmers than an endowment 

 of .$6,000 in 5 per cent bonds. Other subjects discussed are what schools and 

 instructors should teach secondary agriculture, the place of agriculture in the 

 high school course, and the object in so teaching it. 



The place of the agricultural high school in the system of public education, 

 D. J. Crosby (pp. 1103-1107). — This paper consists chiefly of a discussion of 

 two things which seem to the author to be essential in a system of universal 

 public education, viz: (1) A standard graded course of instruction leading 

 from the kindergarten through the university to the learned, technical, and 

 business professions, and (2) adequate provision for those who can not pursue 

 the whole course, or who, for any reason whatever, have gotten out of the direct 

 line of the standard course. A brief summary is given as to the influence of 

 agricultural high schools and their place in a system of public secondary 

 education. 



Uow the schools and the United States Department of Agriculture can co- 

 operate, W. M. Hays (pp. 1108-1113). — The major portion of this paper con- 

 sists of an analysis of the existing secondary educational situation in order 

 to give a viewpoint of the complex relationship of this Department to other 

 educational institutions. There is also a brief review of what the Department 

 is already doing along economic and educational lines. 



Opportunities for graduate study in agriculture in the United States, A. C. 

 MONAHAN (Bur. of Ed. [U. »S'.] Bui. 2, 1911, pp. 16).— This bulletin has been 

 noted editorially (E, S. R. 25, p. 705). 



[Agricultural and forestry education in Austria] (Land u. Forstw. TJn- 

 terrichts Ztg., 2Jf (1910), A'o. 1-2, pp. V+147+LXIII).—TMs report includes 

 special articles on The Didactic and Pedagogical Trend of Natural Science In- 

 struction in Agi'icultural Schools, by .Josef Rosch ; Commercial Instruction in 

 Agricultural and Forestry Schools: The Present Social Pedagogical Agencies, 

 by Ludwig Fleischner ; This Year's Course of Study for Itinerant Agricultural 

 Instructors in Eisenach, by Hans Albrecht ; and statistical tables and other 

 data relative to the organization, curriculum, attendance, graduates, etc., of the 

 agricultural and forestry educational institutions in Austria. 



The statistics show that in March, 1910, there were 214 agricultural and for- 

 estry educational institutions in Austria, an increase over 1909 of 1 farm 

 school. 3 agricultural winter schools, and 4 domestic science schools. The 214 

 institutions include 1 agricultural high school, 2 agricultural high school sec- 

 tions, 3 agricultural academies, 1 brewing academy. 9 agricultural and 5 for- 

 estry high schools, 2 high schools for viticulture, fruit culture and horticulture, 

 42 farm schools or elementary agricultural schools with a one-year course, 85 

 agricultural winter schools, 11 elementary forestry schools, 21 dairy and house- 

 keeping schools, 28 elementary special schools for horticulture, viticulture, fruit, 

 vegetable, flax, hop, meadow, and alpine culture, and apiculture, and 2 brewing 

 and 2 distillery schools. 



