AGRICULTURAL EDUCATION. 493- 



The Danish folk high schools, II. W. Fogiit {U. S. Bur. Ed. Rut. 22 (IDUf), 

 pp. iiS+J\\ jilx. C\. — 111 this bulletin, which is an aniplifieation of that previously 

 noted (E. y. K.. 31, p. 598), the author discusses recent agricultural evolution, 

 tLe evolution of the folk high school in Denmark, how the school is organized 

 and administered, and the subject-matter and its presentation. He also de- 

 scribes some typical folk high schools, local agricultural schools and their work, 

 special agricultural schools for small holders, rural schools of household 

 economics, and the folk high school transplanted to other countries. In dis- 

 cussing the feasibility of adapting the folk high schools to Amei'ican conditions 

 he considers the need of agricultural reorganization in this country, the inability 

 of the old rural schools to cope with the situation, the coming of the centralized 

 farmers" schools, bow the reorganized schools may profit by the Danish system, 

 why there is need of schools for grown-ups in the United States, the South At- 

 lantic Highlands as a good place to begin, the "moonlight" schools of Kentucky, 

 Imw the schools which should receive all who are not now looked after by the 

 ]uiblic schools might be organized, and schools in which to train the teachers. 



Agricultural education in the State of Victoria, Australia, E. Handley 

 (Rural Educator, J, (19U), No. 1, pp. 17, 16). — A topical outline of the course 

 in agriculture in the third and fourth years in the agricultural high schools. 



[Nature study and elementary agriculture for the New York public 

 schools] (CorncU Rural School Leaflet, 8 {1914), No. 1, pp. 216, pi. 1, figs. Jf6).— 

 This consists of two parts, as follows: (1) Subject matter of help in teaching 

 nature study and elementary agriculture as outlined in the New York state 

 syllabus for 10"li-15, comprising articles by specialists on birds, animals, plants, 

 insects, and trees; and (2) suggestive material for rural teachers especially in- 

 terested in out-door study, including seA-eral special articles and rural teachers' 

 reports on the teaching of nature study and elementary agriculture. 



Nature study and agriculture course for use in the public schools of New 

 Brunswick, R. P. Steeves ( Frcdcrictoii, N(ir Brunsiricl,-: lUl. Ed., 191.'/. pp. 

 32). — This contains a syllabus of a course of instruction in nature study and 

 agriculture for grades 1 to 8, inclusive, approved by the board of education 

 April 23. 1914; suggestions on methods of teaching; subject-matter classified 

 under the headings of plants, animals, physical nature, and environment, and 

 arranged by months for each of the first five grades; a list of books recommended 

 as helpful in teaching nature study and agriculture ; and the board's regula- 

 tions governing the instruction in elementary agriculture with school gardening. 



Agricultural education (Dcpt. Agr. New Brunswick Bui. 2 (1914), PP- 13, 

 figs. -'/). — Suggestions to teachers concerning subject-matter in agriculture and 

 school gardening for the months of January to June, inclusive, and methods of 

 teaching these subjects. 



[Agricultural instruction for the teachers of Porto Rico] {Agr. Col. 

 Weekly [P. R.], 2 (1914), Nos. 71, pp. 353-356; 72, pp. 357-362, figs. 3; 73, pp. 

 363-366; 74, pp. 367-370; 75, pp. 371-376; 76, pp. 377-380; 77, pp. 381-384; 78, 

 pp. 385-388; 79. pp. 389-393, figs 3; 80, pp. 394-399).— These bulletins consist 

 of studies cif poultry growing in the Tropics, the prunning of trees, coffee grow- 

 ing. i»hysics as a p-actical study, ginger and its cultivation, diversified farming, 

 coconut culture, patterns and models, and some problems in feeding poultry. 



The natural history of the farm, J. G. NEEnnAM (Ithaca. X. Y., 1913, pp. 

 348. figs. 140 ). — This bfiok on the .sources of agriculture offers a series of studies 

 for the entire year, each dealing with a different phase of life on the farm and 

 each made pedagogically iiractical by a definite program of work. A definite 

 fonn of record is suggested for each i»ractical exercise illustrating field work 

 methods. Individual exercises which the student may pursue independently, as 



