AGEICULTUEAL EDUCATION. 597 



It is stated that the school garden further offers opportunities for forming 

 a correct social personality early in life. " Early in their garden life the chil- 

 dren learn to respect those things that belong to their neighbors ; to realize 

 that community i)roperty belongs to the whole, not to a part, but that each 

 must offer his support ; to understand that the polioj^ which is the best for the 

 majority must be supported ... to feel, in general, that each represents but 

 one small part of a great whole and that each must do his best to fit in 

 smoothly." 



City congestion and farm desolation, J. Krauskopf {[Doylestoicn, Pa.: Nat, 

 Farm School, J911], pp. 20, figs. 2). — In this address the Ghetto conditions in 

 New York City are described and the need of more institutions lilie the Na- 

 tional Farm School at Doylestowu, Pa., to help prepare immigrants for life on 

 the farm is emphasized. 



Popular farm education in Canada, A. Fullerton (Country Gent., 77 (1912), 

 No. 22, pp. 3, SI, figs. 3). — The author describes some of the work of the Ontario 

 Agricultural College, particularly those features relating to the education of 

 adult farmers, including excursions to the college, short courses, and the 

 appointment of graduates of the college as farm advisers. lu 1911, 20 counties 

 were supplied with farm advisers. 



Agricultural education in Trinidad — past, present, and future, A. Fred- 

 holm (/'roc. Agr. Sac. Trinidad and Tobago, 12 {1912), 'So. //, pp. 96-103). — An 

 account is given of the development of agricultural instruction in Trinidad. 

 Instruction in agriculture is included in the curriculum of the public schools, 

 with school gardens for practical demonstrations, and a system of apprentice- 

 ships. 



Eleventh annual general report of the Department of Agricultural and 

 Technical Instruction for Ireland {Dcpt. Ayr. and Tech. Instr., Ireland, Ann. 

 Gen. Rpt., 11 (1910-11), pp. VI +518). — This is a reix)rt on the department's 

 administration and funds and on the details of its work during 1910-11, includ- 

 ing agricultural and technical instruction, and presents data corresponding to 

 the reix)rt for the previous j-ear (E. S. R., 25, p. 494). 



Itinerant schools of agriculture for young women (home economics) and 

 for young men, J. M. Guillon (Bui. Mens. Off. Renseig. Agr. {Paris], 10 

 (1911), No. 6, pp. 711-736). — The author discusses in detail the origin, aim, 

 organization, instruction, and budget of these schools. 



Agricultural schools, U. Brander (Fennia: Bui. Soc. Geogr. Finlande, 30 

 (1910), pt. 2, Carte 33, pp. 14-25). — This is a historical review of the estab- 

 lishment of agricultural schools in Finland. It shows that in 1910 the follow- 

 ing 129 institutions received government aid for agricultural instruction : A sec- 

 tion of agriculture at the University of Helsiugfors; an agricultural institute 

 at Mustiala ; an agricultural high school at Kronoborg ; an agricultural lyceum 

 at Helsingfors; 9 agricultural schools with 2-year courses, 1 with a 1^-year 

 course, and 1 with a 1-year course; 2 farm schools with 2 winter courses, and 

 16 with 1 winter course; 6 itinerant farm schools extending through 2 months; 

 12 public high schools offering agricultural instruction; 5 gardening schools; 

 10 horticultural and home economics schools; 8 home economics schools; 4 

 theoretical animal husbandly schools; 4 animal husbandry and dairy schools: 

 3 2-year, 31 1-year and 1 itinerant animal husbandry schools, 3 theoretical 

 dairy schools ; 1 1-year dairy school ; 2 schools for grooms ; 5 farriery schools ; 

 and 1 school of apiculture. A brief bibliography is appended. 



Agricultural education [in Victoria], A. M. Laughton (Victorian Yearbook, 

 31 (1910-11). pp. 623-639). — A brief summary of the work and progress of 

 each of the agricultural colleges, schools, and experiment stations in Victoria 

 is here presented. 



