490 EXPERIMENT STATION KECOED, 



Agriculture in rural schools, D. J. Croshy (Fanners Voice, J/'f (1906) Xo. 

 20, pp. 7, 8, figs. 3). — The ^Yriter discusses the trend in modern education toward 

 conci'eteness in the primary and secondary schools, and the feasibility of 

 teaching agriculture in rural schools, giving examples of successful work along 

 this line and reviewing briefly the present status of school work in agriculture. 



Report of the committee on industrial education: School gardens (Puh. 

 Ed. Assoc. Pliiia.. Ann. Rpt., 25 (1906). pp. Si, 33). — A summary of the school 

 garden work under the control of the Board of Public Education in Philadel- 

 l)hia in 1005. 



During the year the number of school garden centers was increased from 2 to 

 10 and a training class for teachers was conducted. Most of the gax'denwork 

 was done outside of school hours, and it thus gave the children " an adequate 

 substitute for the alluring but demoralizing street life that is their only alter- 

 native until they are fourteen years old and able to go to work." The garden 

 work was in some cases closely correlated with the schoolroom work. 



Each garden had 250 individual plats averaging 4* by 12 ft., and a play- 

 ground open to all children in the neighborhood. Pupils in primary grades 

 visited the gardens with their teachers for nature study lessons and garden 

 ]»roducts were sent to the schools for study. 



Status of veterinary and agricultural instruction, Van der Bruggen 

 (lUtpport Tricnnai sur i'Eiisei(/iie))ieiit Vetcriiiaife et sur I'Enseignenient A(/ri- 

 colc. Bnisseis: J. Goeinaoe, 1906, pp. XXXII + 216). — This is a triennial i"e- 

 port on veterinary and agricultural instruction in Belgium. 



The report includes detailed information concerning collegiate, secondary, 

 primary, and itinerant instruction in veterinary science, agriculture, and horti- 

 culture throughout the Kingdom ; also the educational features of expositions, 

 the publications of the department of agriculture, and the inspection of agricul- 

 tural institutions. In the appendixes reports on courses of study, attendance, 

 income, and other important matters are given for each institution under the 

 direction of the department. 



Agricultural education in Denmark and Sweden, J. Saeland (TidssiiT. 

 Xorslc Laiidhr.. 13 (1906). Xu. 6. pp. 2 ',3-262). 



Twenty-five years of Tuskegee, B. T. Washington (World's Work, 11 

 {1906). Xo. 6. pp. 7.'/33-7-'i50. figs. 23). — A review of the work at the Tuskegee 

 Normal and Agricultural Institute since it was started, and an account of the 

 influence of the school upon the negroes of the South, with a list of similar in- 

 stitutions started and conducted by graduates of Tuskegee. 



What Hampton means by education, A. Shaw (Amer. Mo. Rev. of Rcvieus. 

 S.'i (1906), Xo. 3. pp. 303-31-'/, figs. 17). — After discussing the educational prob- 

 lem in the South, the writer takes up the kind of education given at Hampton, 

 dwelling especially upon the training of teachers for negro schools and the 

 undergraduate agricultural course. 



The army training schools at Fort Riley, C. S. West (World To-Dug, 11 

 (1906), Xo. .'/, pp. 1052-1058, figs. 7). — This is a description of the training school 

 for bakers and cooks, and of the training school for farriers and horseshoers. 

 established by the War Department in coiniection with the School of Applic;;- 

 tion for Cavalry and Field Artillery, at Fort Riley. Kans. 



The school for bakers and cooks extends over a period of 4 months and in- 

 cludes instruction in the various processes of baking and cooking with a variety 

 of apparatus and utensils, such as would be found in garrison service or in the 

 field. 



The school for farriers and horseshoers consists of 2 terms of 4 mouths each, 

 and is composed of classes of especially recommended enlisted men. who are 

 instructed in the anatomy and physiology of the horse, causes and treatment of 



