1917] AGRICULTUBAL EDUCATION. 793 



Graduates of secondary agricultural schools may continue their education in 

 higher agricultural schools where they are accepted without examination, while 

 graduates of the viticultural school may continue their studies in the higher 

 viticultural courses in Yalta, Crimea. The act of 1904 permits agricultural 

 students to continue their studies after they have passed the age of conscrip- 

 tion, which is 21 years, until the completion of the school program, but not after 

 24 years of age. 



A bibliography of publications in the Russian language is included 



Twenty-third annual report of the inspector of State high schools, E. M. 

 Phillips (A7tn. Rpt. Insp. State High ScJiools Minn., 23 {1916), pp. 13, pis. 2). — 

 This is a report on the progress in the work of the Minnesota State high 

 schools in 1915-16. It includes statistical data on the location of State-aided 

 departments of agriculture, the number of pupils, agricultural subjects in each 

 yeai" of the course of each school, number of short courses, salary of instructors, 

 etc. Simihir information is given with reference to State-aided departments of 

 home training. 



A description is given of a community school building erected at Wheaton, 

 Minn., believed to be the first building of its kind in this country. It houses 

 among other departments those of agriculture and home training, the county 

 agricultural agent, and the Traverse County farm bureau. 



The rei>ort indicates that of a total of 230 State high schools, 152 maintained 

 departments of agriculture and received a total of $142,992 State aid ; 185 had 

 departments of home training with a total of $108,855 State aid. The total 

 enrollment in the grades in agriculture was 5,013 and in home training 7,438. 

 as compared with 3,992 in agriculture and 6,708 in home training in the previ- 

 ous year. The total enrollment in the high schools in agriculture was 4,643 

 and in home training 9,813, as compared with 4,527 in agriculture and 5,853 in 

 home training in 1914-15. 



Introduction of agriculture into public schools (Ann. Rpt. Dept. Agr. Prince 

 Edward Island, 1916, pp. 46-51, fig. 1). — A brief account is given of the progress 

 in the work of the rural science department of the Prince of Wales College in 

 training teachers to give instruction in nature study and agriculture in the 

 rural schools. 



The education of the farmers by the regional agronomes, F. P. Marotta 

 (Min. Agr. Nac. [Buenos Aires], Dir. Gen. Ensenatiza e Invest. Agr. [Pub.] No. 

 62 {1916), pp. 5-19). — The author describes various phases of the work of the 

 20 regional agronomes in Argentina, including itinerant chairs, consultations 

 and information, temporary courses, cooperative experiment fields, competitions 

 and expositions, and rural cooperation. This extension service was created in 

 1908. 



E,eport of the work of the school garden association in 1915 and 1916 

 {Ber. For. Skolehav. Virks. [Den7nark], 1915-1916, pp. 47, figs. 22).— A brief 

 summary is given of the school garden work in 1915 and 1916, followed by 

 reports on the work of individual gardens in Denmark. Reports are also in- 

 cluded on the instruction in school gardening given by the training schools or 

 seminars for teachers at Vaxj0, Lund, and G0teborg for men, and at Kalmar 

 for women, and on the work of seven school gardens for children in Norway, 

 including five in Christiania, and nine in Sweden. 



Chronicle of the woman movement in German Switzerland in 1915-16, 

 Elisa Strub {Jahrb. Schweizerfrauen, 2 {1916), pp. 9-89). — The author reports 

 on the progress in home economics, professional, social, and civic training of 

 women, the activities of women's associations, and the professional and public 

 life of women. 



