896 EXPERIMENT STATIOISr KECOED. [Vol.36 



zation lists of the faculties of the agricultural and forestry education iastitu- 

 tions in Austria in 1915-16 ; and a review of agricultural literature. 



Agricultural instruction in Denmark, S. R. von Ramult (Land u. Forstto. 

 Unterrichts Ztg., 30 {1916), No. 1-2, pp. 84-88).— This is an account of the 

 pi-esent status of agricultural instruction in Denmark. 



Report of the department of agriculture of Norway for 1915 {Aarsber. 

 Offentl. Foran.it. Lundhr. Fretnme, 1915, III, Statsforanst., pp. LX-^819, pis. 

 3. figs. 82). — This is the annual report on the work of the various government 

 agencies for the promotion of Norwegian agriculture, including chemical, seed, 

 and milk control stations, experimental farms, sheep farms, daii'y and horti- 

 cultural schools, the school of home economics for training teachers, itinerant 

 instructors, etc. 



Technical education in tropical agriculture (Trans. 3. Internat. Cong. Trop. 

 Agr., 1914. vol. 1, pp. 1-56). — These transactions include the papers in full 

 on technical education in tropical agriculture, among others Agricultural Edu- 

 cation in the Punjab, and A Note on Six Years' Experience in Teaching Agri- 

 cultural Science in Northern India, by J. H. Barnes ; and Agricultural Educa- 

 tion in the Gold Coast, by W. H. Patterson. 



Education through farm demonstration, B. Knapp (Ann. Artier. Acad. Polit. 

 and Soc ScL, 61 (1916), No. 156, pp. 224-2^0) .—The author traces briefly the 

 origin and history of the development of the sy.stem of farm demonstration 

 teaching through men and women county agents. 



The home demonstration work, Mary E. Ceeswell (Ann. Amer. Acad. Polit. 

 and Soc. Sci., 67 (1916), No. 156, pp. 241-249).— An account is given of the 

 organization and development of the home demonstration work conducted in 

 the 15 Southern States under cooperative agreement between the several state 

 colleges of agriculture and the States Relations Service of this Department. 

 A systematic 4-year program of work has been adopted. 



The junior home project work, F. L. Griffin (Cornell Countryman, 14 

 (1917), No. 4, pp. 283-286, figs. 2). — The author describes the junior home pro- 

 ject work just being introduced into the rural and graded schools of the State 

 of New York. 



The work is organized and developed by the state department of education 

 and is directed and supervised locally by the superintendents of schools. The 

 New York State College of Agriculture is supplying the necessary directions 

 and subject matter to the project students and their teachers. The projects — 

 potato and corn growing, vegetable gardening, poultry raising, dairy herd 

 record keeping, foods and clothing — may be undertaken by boys and girls in 

 the seventh and eighth grades, or by those twelve years of age and over whether 

 attending school or not. 



A complete junior project consists of a definite amount of school study, at 

 least 45 minutes a week or its equivalent, and supervised home work which 

 must be visited at least three times during the season by the superintendent of 

 schools or by some qualified person designated by him. A project notebook 

 nmst be kept and a final report filed with the superintendent of schools. A 

 pupil who successfully completes a junior home project and is recommended by 

 the superintendent of schools will receive one regent's count toward high 

 school graduation. An agricultural project requires a calendar year for its 

 completion, and a pupil may receive only one credit each year for two years 

 for doing junior project work. 



The organization of the school farm, A. Ostekmayeb (Land u. Forstw. 

 Unterrichts Ztg., SO (1916), No. 1-2, pp. 1-17).— The author discusses the func- 

 tions of the school farm, i. e., instruction primarily, demonstration, and in- 

 vestigation. 



