AGRICULTURAL EDUCATION. 493 



Uni/v.}, 1 (1914), No. S, pp. 81-85). — Calling attention to the need of establishing 

 a higher plane of veterinai-y training and education by raising entrance require- 

 ments, lengthening the course, and strengthening the curriculum, the author 

 takes up the subject of physiology as it is usually presented in the various 

 veterinary curricula and attempts to show wherein it is often underestimated, 

 neglected, or very feebly offered as a major integral in the course. 



Nature study in the public schools, T. W. Turner (South. Workman, 42 

 (1913), No. 9, pp. 497-503). — The author enumerates as the advantages of in- 

 struction in school gardening and nature study the bringing of the pupil and 

 his parents into closer understanding, the aiding of the preservation of health, 

 its considerable economic importance, in that it enables the pupil to aid the 

 community in increasing its resources and in getting rid of noxious plants and 

 animals, and its value as ethical training. 



School gardens in America, V. E. Kilpatrick (Anier. School Bd. Jour., 48 

 (1914), No. 5, pp. 12, 13, 79, figs. 7). — The author discusses the history, support, 

 forms, management, value, and location of some of the best organized school 

 gardens. 



The rural high school as a community center, E. W. Gage (Hoard's Dairy- 

 man, ^7 (1914), No. 12, pp. 444, 450, figs. 3). — Some of the common forms of 

 community work in practice in agricultural high schools are enumerated, and 

 as an illustration of this type of in.struction a description is given of the organ- 

 ization, equipment, and work of the Agricultural High School of Baltimore 

 County at Philopolis. Md. 



Agricultural instruction (Min. Agr. Argentina, Mem. Cong. Nac., 1912, pp. 

 29-36). — An account is given of the organization of the practical and special or 

 technical schools of agriculture and the agricultural extension service in Ar- 

 gentina, which are under the administration of the ministry of agriculture. 



[Progress in instruction in agriculture and home economics for farm, 

 women in France], Countess de Keeanflech-Kernezne (BuL Sac. Agr. France, 

 1914, Apr. 1, Sup., pp. 250-268). — In this address at the convention of the 

 Agricultural Society of France, February 17-21, 1914, the president of the 

 women's section of the society reports on the progress made in agriculture and 

 home economics instruction for farm women in France, including a brief review 

 of the work of the section, an outline of the object and organization of the 

 farm women's institute (cercle de fermieres) and of the itinerant home eco- 

 nomics school, and a description of two typical institutes and an itinerant 

 agricultural home economics school. As a result of 18 months' work. 10 

 women's sections, 5 itinerant schools, and 25 institutes were established by 

 private initiative under the impetus of the Agricultural Society of France and 

 the Central Union. 



The Agricultural Institute of the University of Gottingen (Das landwirt- 

 schaftliche Institut an der Universitdt Gottingen. Neudamm, 1914, pp. [191, 

 figs. 8). — An account is given of the organization, equipment, and work of the 

 institute. 



An agricultural school in Austria (Jour. Bd. Agr. [Londoti], 20 (1914), 

 No. 10, pp. 898-900). — A description of the curriculum and notes on the organ- 

 ization and finances of the Francisco Josephinum Agricultural School at Mod- 

 ling are given. 



Courses of study in agriculture for the high schools of Illinois (Agr. Col. 

 Ext. Univ. III. [Circ.], 1914, Jan., pp. 62). — This circular contains outlines of a 

 course in agriculture for a well equipped 4-year high school and a 1-year agri- 

 cultural course, as compiled and recommended by the agricultural section of the 

 state high school conference. The general outline of the four agricultural units 

 recommended covers (1) elementary principles of plant life and farm crops, 



