AGRICULTURAL EDUCATION. (>9o 



The development of secondary agricultural schools, F. Staudacher {Land 

 u. Forstw. Untcrrichts Ztg., 20 {1906), No. 3-4, pp. 191-198).— A discussion of 

 the functious of the school farm and other equipment in instruction work and 

 of the relation between the school-room instruction and the field practicums, 

 with suggestions concerning the part that should be taken by the principal of 

 the school, the teacher of agriculture, and the farm superintendent i:i this in- 

 struction. The article also takes up matters relating to other subjects in the 

 i-egular curriculum of the secondary schools, as well as the instruction in sup- 

 plementary courses. Attention is given to difficulties arising from lack of uni- 

 formity in salaries, period of employment of teachers, and "stipends" to 

 enable teachers to go on trips of observation to other schools and important 

 agricultural institutions and enterprises. 



Demonstrations and practicums on agricultural secondary school farms, 

 F. ScHiNDLEU {Land u. Forstw. Untcrrichts Ztg., 20 (1906), Ao. 3--'/, pp. 190- 

 20S). — Arguments are presented in favor of supplementing theoretical instruc- 

 tion with practicums and demonstrations. The qualifications of the successful 

 teacher are discussed, and suggestions are given for developing practicums and 

 demonstrations on the school farm. 



The development of meadow culture schools in Bohemia {Land ii. Forstw. 

 Unterrichts Ztg., 20 {1906), Ao. 3~J,, pp. 236-243).— The article deals with the 

 origin of the movement for instruction in meadow culture, tlie opening of two 

 schools at Eger and at Hohenmauth in 1906-7, and the rules and regulations 

 governing them. The course of study extends over two years with two se- 

 mesters each year. This course is given in detail, and the importance of this 

 cjass of schools is discussed. 



Begulations for dairy apprentice instruction in the Rhine Province 

 {Landw. Ztschr. Rhciiiprorinz, S {1907), No. 38, pp. 536-538). — These are regu- 

 lations recently promulgated by the Chamber of Agriculture of the Rhine 

 Province, under which dairies subscribing to the regulations will be allowed 

 to give apprentice work in dairying. 



Provisional schedule of studies for forest apprentice schools {ilin. Bl. K. 

 Preuss. Vertvalt. Landic, Domdncn u. Forstcn. 3 {1907), No. 10, Anz. Beitagc, 

 pp. 331-335). — Suggestions in detail from the Prussian Ministry of Agricul- 

 ture, Domains, and Forests for courses of instruction in forest apprentice 

 schools. 



Certain uses of the school garden, Anne Witiiington {Trans. Mass. Hort. 

 JSoc, 1907, I, pp. 79-87). — ^An address delivered before the IVIassachusetts Hor- 

 ticultural Society, February 16, 1907. 



The school garden is considered in its educative rather than its economic as- 

 pects. It is considered one of the best of school agencies to awaken the latent 

 faculties of. the child, to develop such habits of doing and habits of thinking 

 that any vocation to which the gifts of the pupil justify his aspirations may be 

 worthily filled, and to furnish training for the motor faculties and knowledge 

 of useful operations which were formerly acquired in the home but which now. 

 "save for the knowledge country children acquire on the farm . . . has i)asse(l 

 from the ken of school children." 



Attention is called to the modern trend in education as indicated by the 

 changed attitude on the part of the older educational institutions toward the 

 kind of scientific knowledge demanded by modern industry, notably as indicated 

 by the I'staiilishnient of a chair of agricultiu-al science in Oxford University. 



The school garden serves a purpose not only in the education of the school 

 children but also in the bringing about of improvements of economic and esthetic 

 value throughout the whole community, such, for example, as an increase in 



