/ 



694 EXPEEIMEXT STATION RECORD. 



throiigli the preliminary stages of concrete experience, elemental virtues, and 

 active self-expressions." 



Report to the forty-seventh general assembly of the State of Illinois 

 (Springfield: Jll. Ed. Com., 1911, pp. i.^6").— This is a report of the work to 

 date of the Illinois Educational Commission, appointed by the governor in 



/i907 to examine into the need of changes in the school law.s. 

 Among the recommendations of the commission is a comprehensive plan for 

 providing vocational courses in the public schools of the State. It was also 

 recommended that the high-school curriculum distinctly recognize the voca- 

 tional needs of the pupil, to the extent of at least one-fourth of the student's 

 time; that the nature-study work of the grades be of such a character as to 

 prepare the child for an intelligent choice of his vocational course ; and that 

 schools be advised to ascertain to what extent pupils are engaged in duties 

 outside of school, and in case such duties are definite and regular that proper 

 credit should be given. 



Third annual report of the Congressional district agricultural schools of 

 Georgia, J. S, Stewart (Bui. Univ. Ga., 1912, No. 188, pp. 39, figs. 2).— The 

 attendance for 1911 in the 11 schools was 1,338. representing 110 counties. 

 The farm products for the year amounted to $33,818. The schools own live- 

 stock valued at $20,828, and farm tools A'alued at $8,000. 



The majority of the schools now charge less than $10 a month for board, 

 and require from 20 to 3G hours' work without pay. Additional work is paid 

 for at 10 cents an hour. 



Agricultural education in Canada, J. K. Dohekty (Internat. Inst. Agr. 

 [Romc^, Bui. Bin: Agr. Intel, and Plant Diseases, 3 (1912), No. 1, pp. 7/M5).— 

 Brief accounts are given of the object and work of the Ontario Agricultural 

 College, the Manitoba Agricultural College, Macdonald College, Saskatchewan 

 University, Nova Scotia Agricultural College, and the Agricultural Institute of 

 Oka, Quebec, and of the college extension work in Ontario. 



Status of agricultural instruction (Rap. Tricn. Vhonibres Leg. Min. Agr. et 

 Trav. Pub. [Belgium], I90G-1903, pp. A'r7//+J/.7 ).— This is a report for the 

 years 1906, 1907, and 1908, submitted by the 31inister of Agriculture and 

 Public Works to the legislative chambers of Belgium, on the collegiate, second- 

 ary, elementary, and itinerant instruction in agriculture, horticulture, and 

 home economics ; educational value of agricultural expositions ; agricultural 

 libraries; and inspection of agricultural instruction in Belgium. In the ap- 

 pendixes detailed information is given concerning the general organization, 

 curriculum, government aid, experiments, faculty, publications, attendance, 

 etc., of each institution under the direction of the department. 



Agricultural instruction in Denmark, A. M. T. Westermann (Bui. Mens. 

 Off. Nenseig. Agr. [I'ari.s]. 11 (1912), No. //. pp. .)<S3-.'/ 89).— An account is 

 given of the status of agricultural instruction in Denmark in 1909-10, includ- 

 ing agricultural apprenticeships, agricultural instruction in the 58 secondary 

 i^chools, itinerant agricultural instruction, agricultural instruction for soldiers, 

 and higher agricultural instruction at the Royal Agricultural and Veterinary 

 Institute at Copenhagen. 



Report of the Alnai-p Agricultural and Dairy Institute, 1911 (Bcr. Verks. 

 Ahiarps Landthr. ovh Mcjeri Inst., 1911, pp. 32, pi. 1). — This is a report on the 

 work of the institute during the year. 



Horticultural instruction in the Netherlands, K. Scheciiner (Land u. 

 Forstw. Unterriclits. Ztg., 25 (1911), No. 3-4, pp. 316-319).— The author gives 

 an account of the system of horticultural instruction in the Netherlands, 

 including higher instruction at the Royal Agricultural, Horticultural, and 

 Forestry High School at Wageniugeu; secondary instruction at the horticul- 



