AGRICULTURAL EDUCATION. 597 



dent and nonresident pupils, under the supervision of competent instructors, are 

 favorably commented upon. Tables are given showing reimbursements as to 

 salary, tuition, etc., of state-aided agricultural departments in selected high 

 schools, together with examples of the income of pupils from farm work per- 

 formed during attendance at school. 



Agricultural instruction in h.ig'h schools, C. H. Robison and F. B. Jenks 

 (U. 8. Bur. Ed. Bui, 1913, No. 6, pp. 80, figs. 7).— This bulletin gives a brief 

 historical sketch of the growth of agricultural training in the schools and col- 

 leges of the United States; describes the organization of secondary schools in 

 relation to the teaching of agriculture, with special reference to county, district, 

 and state agricultural schools; pi-esents data as to the training, experience, and 

 salaries of the teachers of agriculture, showing that teachers as a rule who are 

 able to teach agriculture receive better salaries than those who are unable to 

 do so; gives the name, location, etc., of agricultural colleges offering special 

 opportunities for preparing teachers of secondary-school agriculture; discusses 

 the relation of agriculture to the other sciences, and its relation in the high 

 school to that in the elementary school ; points out and suggests ways of over- 

 coming difficulties of instruction with reference to time, equipment, teacher, 

 text-book, method's, attitude of students, patrons, etc. ; briefly summarizes the 

 provisions of state aid to agriculture in the public schools as made by the 

 various state legislatures; and illustrates the possibilities of agricultural train- 

 ing by showing what is actually being done in a number of typical high schools 

 teaching agriculture. 



Evolution of the high-school course in agriculture, J. Main (School Scd. 

 and Math., IS {1913), No. 6, pp. 508-516, figs. 5). — This article discusses various 

 pedagogical methods of introducing agi'iculture into high schools and correlating 

 it with other subjects, holding that such a course should grow not up from 

 nature study or down from college agriculture but laterally from the formal 

 side, whose pedagogical landmarks are too well established to be ignored. A 

 number of diagrams are given graphically illustrating this method of approach. 



Consolidation of school districts, F. A. Cotton, M. V. O'Shea, and W. E. 

 Larson ([Wis. State Supt. Pub. Instr.] Bui. 17, pp. 93, pi. 1, figs. 25).— This bul- 

 letin represents a report prepared by a committee authorized to investigate the 

 educational situation in Wisconsin, particularly in country districts. The com- 

 mittee directed its attention primarily to a study of rural education with refer- 

 ence to consolidation of district schools, and aims to show in this report just 

 what consolidation means, why it is desirable, and how it can be accomplished 

 under typical conditions existing in various sections of the State. The different 

 phases of consolidation are treated in a simple, concrete, and practical way, and 

 it is pointed out what has been accomplished along this line in Wisconsin and 

 other States, what are the advantages of consolidation, and how any com- 

 munity may proceed to secure a consolidated school. 



Report on agricultural and housekeeping schools in Norway for 1911—12 

 (Aarsber. Offentl. Foranst. Landbr. Fremm-e, 1912, II, pp. 352). — Reports on the 

 faculty, students, finances, and work of the agricultural and housekeeping 

 schools in Norway for 1911-12 are presented. 



The Hanoverian Veterinary High School from the first director to the first 

 president, 1778-1913, H. Meisznee (Deut. TieriirzU. Wchschr., 21 (1913), 

 No. 25, pp. 385-^tl6, figs. 45). — A detailed account is given of the development, 

 buildings and equipment, organization of instruction, admission requirements, 

 and the inauguration of the first president, Dr. Bernard Malkmus, on June 

 16, 1913. 



