1017] AGRICULTURAL EDUCATION. 895 



Agricultural and live stock statistics of Finland {Statis. Arshok Finland, 

 n. ser., 13 {1915), pp. llS-lJfS). — These pages coutiaue the data previously 

 noted (E. S. R., 35, p. 497). 



Annual report of the department of agriculture, Uganda, 1916 {Ann. Rpt. 

 Dept. Agr. Uganda, 1916, pp. 62). — This report continues information previously 

 noted (E. S. R., 34, p. 291), adding data for the year ended March 31, 1916. 



AGEICULTUEAL EDUCATION. 



[The teaching of agriculture in high schools throughout the United 

 States] {Quart. Alpha Zeta, 14 {1916), No. 5, pp. 82, figs. 30).— This issue is 

 devoted to articles showing along what lines secondary agricultuuQl education 

 has been developed in the different States, especially with reference to method 

 of organization of instruction, the school plant and the political area to be 

 served by the different types of schools as follows : Agriculture in Alabama 

 High Schools, by W. C. Blasingame ; Agriculture in California High Schools, 

 by W. G. Hummel ; Agricultural Education in Indiana, by Z. M. Smith ; Agri- 

 cultural Education in Maryland, by J. B. Metfsger ; The Massachusetts Home- 

 project Plan of Vocational Agricultural Education, by R. W. Stimson ; Agri- 

 culture in the Secondary Schools of Michigan, by W. H. French ; Agriculture 

 in the Public High Schools of Minnesota, by A. V. Storm ; Agriculture in Mon- 

 tana High Schools, by C. A. Bush ; Agricultural Education in the State of 

 New York, by L. S. Hawkins; Agriculture in the Secondary Schools of North 

 Dakota, by W. A. Broyles ; Agriculture in New Hampshire High Schools, by 

 G. H. Whitcher ; Vocational Agricultural Education in Pennsylvania, by L. H. 

 Dennis; Development and Present Status of Agriculture in Secondary Schools 

 of Texas, by J. D. Blackwell ; Agricultural Education in the State of Vermont, 

 by F. B. Jenks; Agriculture in the High School of Wisconsin, by H. N. God- 

 dard; and Development of Special Agricultural Schools in the United States, 

 by C. H. Lane. 



Agricultural education in Argentina, W. Dawson, Jr. {U. 8. Dcpt. Com., 

 Com. Rpts., No. l.i {1917), pp. 201-204) .—A brief review is given of the present 

 status of agricultural education facilities in Argentina since the foundation 

 of the first school of agriculture and stock raising at Santa Catalina on August 

 6, 1883. The instruction is classified as follows: (1) Higher — colleges of 

 agriculture and veterinary science at the universities of Buenos Aires and La 

 Plata; (2) that dependent on the Direction General of Agricultural Education, 

 including four special schools for vine culture and wine making, agriculture 

 and zootechnics, rural administrator, and agriculture and sugar making, re- 

 spectively ; seven practical schools of agriculture ; 5 agronomic and 9 experi- 

 ment stations, as well as 4 substations ; district agronomists ; and a farm school 

 for women at Tandil, Buenos Aires; and (3) other miscellaneous national, 

 provincial, and private institutions. The 1916 budget for the Direction General 

 of Agricultural Education contained an appropriation of $917,591, devoted 

 almost exclusively to curx-ent expenses, salaries, etc. To encourage the maxi- 

 mum production in farm schools for educational and financial reasons the 

 institutions are now authorized to distribute 50 per cent of the net profits 

 among their staff and pupils, the remaining 50 per cent being devoted to 

 improving the establishment. 



[Agricultural and forestry instruction in Austria and Denmark], edited 

 by R. MiLTNER and E. Vital {Land u. Forstw. Unterrichts Ztg., 30 {1916), No. 

 1-2, pp. IV+II4+LXII). — In addition to several articles noted elsewhere, this 

 issue contains an article on The Reform of the Final Examination at the Agri- 

 cultural Intermediate Schools [in Austria], by E. Vital; statistics and organi- 



