19171 AGRICULTURAL EDUCATION. 295 



and receipts and expenditures of the agricultural and housekeeping schools in 

 Norway. 



Report of the Department of Agriculture [of Finland] for 1914 {Landtbr. 

 Styr. Meddel. [Finland], No. 105 (1914), pp. 165). — This is a comprehensive 

 report on the activities of the department, through its education and research 

 institutions, societies, and experts, for the advancement of Finnish agriculture. 



Agricultural yearbook for 1917, edited by H. C. Labsen (Landokonotn. 

 Aarbog [Copenhagen], 18 {1911), pp. 135). — This is the annual directory of 

 public institutions and associations for the advancement of Danish agriculture 

 in its various branches. A list of periodicals published in Denmark is appended. 



Bulletin relating to instruction in agriculture and gardening in ele- 

 mentary schools (Edmonton, Alberta: Dept. Ed., pp. 125, pi. 1, figs. 30). — This 

 bulletin contains a schedule of grants to the school board and teacher for 

 instruction in science, agriculture, and school gardening, an outline of the 

 course In agriculture and gardening required in the seventh and eighth grades, 

 and detailed suggestions to teachers regarding the method of teaching the 

 subjects of soils and plants, including textbook work, practical exercises, and 

 school and home gardening. Nature study and elementary gardening are 

 required in grades 1 to 6, inclusive, in all schools, and agriculture is an 

 examination subject in grade 11. 



Course in agriculture for grade XI (Edmonton, Alberta: Dept. Ed., 1915, 

 pp. 9). — This is an outline of a course in agriculture for grade 11 of the 

 Alberta high schools, on which the 1916 examination was based. 



Instructions to teachers and school boards with reference to school and 

 home gardening (Brit. Columbia Dept. Ed. Circ. 4 (rev. and enl.) (1911), pp. 

 15). — This circular contains instructions to teachers and school boards with 

 reference to school and home-garden plans ; projects involving experimental 

 work in the variety and condition of seed, prevention of disease, selection, 

 iiK'thods of seeding and cultivation, and fertilizers; supplementary home pro- 

 jects where pupils find it difficult or impo.ssible to have home gardens ; and 

 competitions and care of school gardens during the summer holidays. A 

 statement concerning grants to school boards toward approved school gardens 

 and home gardening or related home projects, as well as teachers' bonus grants, 

 is incluiled. 



Home and school gardening, J. E. McLarty et al. (Agr. Gaz. Canada, 4 

 (1911), No. 3, pp. 220-231, figs. 3).— Th;s is a series of articles on the relative 

 educational value of school and home gardens, based on the experience with 

 these two forms of gardens of the officials in charge of this work in Prince 

 Edward Island, Nova Scotia, New Brunswick, Quebec, Ontario, Manitoba, Sas- 

 katchewan, Alberta, and British Columbia. 



In Prince Edward Island it is agreed that under ideal conditions the location 

 of the garden at the school is the more satisfactory. However, the Department 

 of Education is encouraging home gardens at least until a system of consoli- 

 dated schools is established. In Nova Scotia school gardens are a failure, but 

 home gardens are popular. In New Brunswick, Quebec, southern Saskatche- 

 wan, and Alberta it is found that class-room instruction, the observation, 

 demonstration and investigation of the school garden (as the laboratory), and 

 the home garden or project (the practical field) which is the natural outgrowth 

 of these two features, ai-e all necessary in an adequate plan for effective 

 instruction in practical agriculture. In northern Saskatchewan the relative 

 value of the two kinds of gardens has not been demonstrated, but the director 

 of school agriculture is of the opinion that for the earlier grades, school 

 gardening, and for the higher grades, a combination of school and home gardens 



