AGRICULTURAL EDUCATION, 395 



No. S-4, pp. 206-210). — The author suggests a plan for the introduction of 

 of instruction in fire extinguishing into the lower agricultural schools of Austria 

 and outlines a course in this subject. 



Expedients in giving instruction in plant protection, G. KocK (Land a. 

 Forstw. Unterrichts Ztg., 27 (1913), No. 3-^, pp. 175-181, figs. If).— In this dis- 

 cussion of the use of illustrative material in instruction in modem plant protec- 

 tion, the author points out the requisites of an efficient wall chart, and describes 

 and illustrates a phytopathological chart showing the injuries by the grape leaf 

 roller (Cochylis amhigucUa) and methods of combating it, issued by L. Fulmek. 

 Attention is called to the importance of the use of the sciopticon and of biologi- 

 cal exhibits illustrating the progress of diseases or injury and of different 

 stages of development of the pest. Seventeen cases of such exhibits have been 

 prepared in recent years by K. Kafka of the Biological Institute of Vienna. 



High school entomology (Agr. Student, 20 (1914), No. 7, pp. 529-531, figs. 

 2). — The author calls attention to the economic importance of insects to the 

 farmer, gives directions for making collections, and recommends classifying 

 and studying the insects not according to scientific orders but according to their 

 characteristics, such as parasitic, predacious, beneficial, injurious, herbivorous, 

 etc. 



Exercises in farm dairying, C. Laesen (New York, [1913], pp. [75], fig. 1). — 

 This is an elementary loose leaf field and laborotary manual for agricultural 

 high schools and colleges and a practical guide for fanners and dairymen. 



Educational school gardening and handwork, G. W. S. Brewer (Cambridge, 

 England, 1913, pp. XI +192, figs. 71). — The author considers the aims and ideas 

 that should underlie school gardening, and outlines a method of teaching the 

 subject by which the pupil takes up the suggestions of the teacher, but develops 

 ideas, discovers facts, and forms judgments for himself. The object of the 

 author seems to be the promotion of character building by training boys in 

 habits of industry, cooperation, and broad scientific outlook. Directions are 

 given for making school gardens; correlating the work with drawing, composi- 

 tion, nature study, cookery, arithmetic, and wood and metal work; keeping 

 records ; making a school museum ; experimental work in the garden ; beautify- 

 ing school buildings and grounds; caring for tools; preparing exhibits; and 

 teaching gardening in evening continuation schools.. Lists of suggestive ques- 

 tions and helpful books are added. 



Suggestions for teaching nature study, M. J. Abbey (W. Ya. School Agr., 

 4 (1913), No. 11, pp. 32, figs. 7). — These suggestions are intended, as a guide to 

 the selection of subject matter and methods of presenting it. Type lessons on 

 a study of the cow, the weather, preparation of nature for winter, clothing, the 

 heavens, insects, and fur bearing animals are included. 



Nature study in secondary schools, C. Drieberg (Trop. Agr. [Ceylon], 42 

 (1914), No. 1, pp. 79-82). — The author discusses the objects of nature study, the 

 style of teaching it, the object of the school garden as a field for nature study, 

 and the range of general knowledge it is best to gain by nature study in associa- 

 tion with the school garden. He recommends that a syllabus dealing with the 

 facts and phenomena of common experience, adapted to the seasons and con- 

 forming to local conditions for a junior as well as a senior course of nature 

 study, be prepared for the use of teachers, and that pupils complete this course 

 at about the age of 12 years, go on to a 3-year course of experimental science 

 proper in chemistry, physics, and biology, and then specialize in any one or 

 two branches of scieTice according to the future career decided upon. 



Arbor and Bird Day manual for use in West Virginia public schools 

 (W. Ya. School Agr.. 4 (1914). ^o. 3, pp. 58. figs. 28). — Programs, lessons, and 



