AGRICULTUKAL EDUCATION. 393 



agricultural experiment stations, chemical, seed, and milk control stations, 

 liorticultural and dairj'^ schools, itinerant instructors, etc. 



Agriculture in New Zealand high schools {Agr. Gaz. Canada, 1 (lOlff), 

 No. 6, pp. 50-i, 505). — A brief account is given of the instruction in agriculture, 

 incUuiiug experimental work, in New Zealand high schools. 



Agricultural commerce as a subject of instruction in the various grades 

 of agricultural education, A. Ostermayer (Land u. Forstw. Unlerrichts Ztg., 

 28 (1914), -Vo. 2, pp. 103-112).— lu view of the fact that farming has developed 

 into a commercial enterprise, the author discusses the necessity of introducing 

 commercial instruction into the various grades of agricultural education, and 

 outlines the subject-matter for collegiate instruction in this subject. In the 

 Agricultural High School of Vienna the last semester of the course is devoted 

 to agricultural commerce, including lectures 3 hours a week and seminars 2 

 hours, or a total of GO hours, which the author considers a mininmm i-equire- 

 ment. Adaptation of this subject-matter to secondary and elementary agricul- 

 tural schools is also discussed. In the author's opinion 2 hours a week during 

 one semester or about 40 hours in the secondary school and 1 hour a week dur- 

 ing a semester or during a course in the winter school, a total of about 20 

 hours, would be sufficient. He suggests that special attention be given to prac- 

 tical instruction, that instructors keep in close touch with commercial practice 

 by participating in cooperative organizations, etc., and that a course of in- 

 struction in agricultural commerce be organized at the Agricultural High School 

 of Vienna for the training of instructors in farm management in this subject 

 to comprise from 36 to 40 hours of instruction. 



Farm management, A. E. B. Fielding (London, [1914], pp. VIII+IOS). — 

 The object of this book is to give farm pupils, farmers' sons, and others com- 

 mencing the study of agriculture a clear conception of the manner in which a 

 farm is organized. It discusses the different systems of farming, the selection 

 of a farm on which to learn and how to gain experience, the different crops 

 and their relation to the live stock kept, cultural methods, care of live stock, 

 and feeds and feeding. 



Practicums for farm students, A. Kosam (Land u. Forstw. Untcrrichts Ztg., 

 28 (1914), No. 2, pp. 113-120, fig. 1). — The author describes practical exercises 

 in judging dairy cows, computing rations, seed selection and collection, prep- 

 aration of a pocket herbarium, modeling plants and animals, and the prepara- 

 tion of diagrams showing the composition of tpods. feeding stuffs, raw materials 

 used in commerce, and commercial fertilizers and their rational application, 

 which have given satisfactory results at the Farm and Dairy School in Pilsen, 

 Austria. 



Botany in the agricultural college, E. B. Copeland (Scien-cc, n. ser., 40 

 (1914), No. 1029, pp. 401-405). — The author describes the year's course in 

 physiology required of all students in the college of agriculture of the Uni- 

 versity of the Philippines before they are admitted to the study of agriculture 

 itself, and discusses the teaching of botany in American agricultural colleges, 

 as noted editorially (E. S. R., 31, p. 701). 



Crop production, C. M. Weed and W. E. Riley (Boston, New York, and 

 Chicago, 1914, PP- VI +246, figs. 129). — This school text, which gives essential 

 facts concerning the characteristics, history, culture, varieties, and enemies of 

 vegetable, flower, fruit, and farm crops, is an application of the project method 

 to the study of crop production. It furnishes a series of simple outlines for 

 each pupil to work out before taking up the study of the text, thus enabling 

 the pupil to visualize the latter. An appendix contains suggestions for the 

 teacher on starting see<ls indoors, making flower borders, home vegetable 

 gardens, seed testing apparatus, planting in the schoolroom, and identification 

 of specimens. 



