AGRICULTURAL EDUCATION. 1093 



The established principles of nature study, M. A. Bigei.ow {Xaturc-Htiulu 

 Rev., 3 (1907), \o. J, pp. 1-7). — The writer oonteuds that there is now general 

 agreement among authorities and leading teachers concerning (1) the working 

 definition of nature study, (2) its differentiation from science in the strict 

 sense, (3) the aims of nature study for elementary education, (4) the funda- 

 mental nature of the observational method, (5) the principle governing selec- 

 tion of materials for nature study, and (G) the dependence of nature study on 

 child study. 



Nature study is defined as " the simple observational study of common natural 

 oljjects and processes for the sake of personal acipiaintance witli the things 

 wliicli api>eal to human interest directly," and the author proceeds to harmonize 

 this definition with tlie views of Professors Hodge and Bailey on this sul)ject. 

 Contrasting nature study with elementary science, tlie writer takes the position 

 that tlie former is for the sake of personal acquaintance with the things which 

 appt^al to human interest directly and independently of tlieir relations to 

 organized science, while the latter is the "close analytical and synthetical 

 study of natural objects and processes primarily for the sake of obtaining 

 knowledge of the general principles which constitute the foundations of modern 

 science." Nature study should lead up to and into the study of science. 



The values of nature study are said to be in discipline and information.. 

 The aims are to give general acquaintance with and interest in common objects 

 and processes in nature, to give first training in accurate observing, and to give 

 pupils useful knowledge concerning natural objects and processes as they 

 directly affect human life and interests. Concerning the "dependence of 

 nature study on child study," the writer contends that we must recognize the 

 fact that there is a difference between nature study for children and nature 

 study for adult minds. 



Suggestions for conducting community gardens, Susan B. Sipe (Atlantic 

 Ed. Jour., 2 (1907), A'o. 9, pp. 22-2Jt, fig-'i. 5). — These are suggestions based on 

 the experience of the writer in conducting children's gardens in Washington, 

 D. C, and include answers to many troublesome little problems that have 

 hitherto confronted the teacher of school gardening, such, for example, as the 

 size of plats, the nature of the preliminary instruction, the plan of the gardens, 

 and the correlation of gardening with other subjects and its adaptation to 

 country school c-onditions. 



Course in fruit growing for movable schools of agriculture, S. B. Greex 

 (F. S. Dept. Ai/r.. Office Expt. 8tas. Bui. 178, pp. 100). — This is the second in 

 tlie series of liulletins for movable schools of agriculture. It includes general 

 suggestions to teachers and a syllabus of 15 lectures, each of which is supple- 

 mented by suggestions for experiment and practice work. The lectures cover 

 general discussions on the factors that make up a good fruit-growing section, 

 cultivation and cover crops, the use of fertilizers, varieties, planting, pruning, 

 orchard protection, harvesting, marketing, storing, botany of cultivated fruit 

 r)lants, propagation of fruit plants, and specific cultural directions for the apple, 

 pear, quince, peach, nectarine, plum, apricot, cherry, grape, and several small 

 fruits. Lists df references, apparatus, and material are a]»iiended. 



Organization lists of the agricultural colleges and experiment stations in 

 the United States (C. N. tfept. Afir.. Office E.rpt. Sttis. Bui. 17(1 pp. 100). 



University of Tennessee. Relations of the University to the State (Univ. 

 Teiin. Rec. 10 (1907). Yo. 2. pp. 6-5). — This is a report by a special committee 

 of the l)<)ard of trustees of the University of Tennessee appointed to inquire 

 into the exact relationship under its charter of the l^niversity of Tennessee to 



