1916] AGRICULTURAL EDUCATION. 695 



other contests, earninss of agricultural pupils from farm and other work for 

 tlie years 1912-1915, inclusive, and project work. 



Short courses (Agr. Gaz. Canada, 3 {1916), No. Jf, pp. 310-324, figs. 4).— This 

 is a review of the short courses in agriculture and home economics offered in 

 the Provinces of Prince Edward Island, Nova Scotia, Quebec, Manitoba, and 

 Saskatchewan. 



School garden plans for 1916 (Agr. Gaz. Canada, S (1916), No. 4, pp. 355- 

 361). — The plans for .school garden work for 1916 in the Provinces of Prince 

 Edward Island, Nova Scotia, Ontario, Manitoba, Saskatchewan, and British 

 Columbia, are outlined. 



A school garden organization, F. W. Bates {Agr. Gaz. Canada, 3 {1916), No. 

 5, pp. 459-462, figs. 4)- — A sketch of the organization and development of the 

 work of the Lost River Municipal School Garden Association in Saskatchewan 

 as an illustration of the success of school gardening organized as a community 

 project. 



Report of the Minister of Agriculture, Industry, and Commerce for 1914, 

 M. E. De Queiroz Vieika {Relat. Min. Agr. Indus, e Com., Brazil, No. 1 {1914), 

 pp. XXXIV -\-204, pis. 41)- — This report includes an account of the progress in 

 1914 of agricultural education and reearch institutions in Brazil, comprising 

 the Higher School of Agriculture and Veterinary Medicine at Rio de Janeiro, 

 a secondary or theoretical-practical school of agriculture, 8 agricultural ap- 

 prentice schools, 1 permanent dairy school, 5 experiment stations, of which 2 

 are in process of organization ; 5 demonstration fields, 2 .sericultural stations, 

 8 zootechnical stations, 4 model stock-breeding farms, and the botanical garden, 

 national museum, and forest nursery, and of agricultural extension work. 



The Danish people's high school including a general account of the edu- 

 cational system of Denmark, M. Hegland {JJ. S. Bur. Ed. Bui. 45 {1915), 

 pp. 182). — Part I of this bulletin gives a general account of the educational 

 system of Denmark. Part II deals with the origin, growth, life, aims, curricula, 

 methods, influence, and results of the people's high schools in Denmark, gives 

 brief accounts of similar schools in Norway, Sweden, Finland, Germany, Eng- 

 land, and the United States, and discusses the adaptation of these schools to 

 American conditions. Tables, giving statistics of students, teachers, and number 

 of hours of instruction devoted to each subject in a five months' course in the 

 people's high schools and agricultural schools in Denmark, and a bibliography 

 are appended. 



Activities of the Italian Colonial Agricultural Institute, G. B. Gioli {Agr. 

 Colon [Italy}, 10 {1916), No. 1-2, pp. 94-104) .—This is a report, by the director, 

 on the regulations, staff, curriculum, experimental work, and finances for 

 1914-15 of the Italian Colonial Agricultural Institute at Florence. 



The Bavarian forestry schools, Esslinger {Ztschr. Forst. u. Jagdw., 41 

 {1915), No. 9, pp. 568-572). — The author discusses the training required for 

 admission to the forest management and forest protection service, including 

 the new regulations requiring a four-year course in a forest school after the 

 completion of the seven-year Bavarian public school course. 



Regulations for the training of teachers of agricultural home economics 

 {Min. Bl. K. Preuss. Verwalt. Landw., Domdnen u. Forsten, 10 {1914), No. 5, 

 pp. 80-109). — Detailed information is given concerning the training of agricul- 

 tural housekeeping teachers in Prussia, including (1) the admission require- 

 ments; (2) an outline of the one-year course of instruction in cooking, baking, 

 preserving, housekeeping, laundering, sewing, physics, chemistry, botany, the 

 origin, nutritive and economic value, utilization, and adulteration of foodstuffs, 

 marketing, hygiene and sanitation, psychology and pedagogy, civics and rural 

 welfare, household accounts and bookkeeping, animal husbandry, including pig 



