AGRICULTUBAL EDUCATION". 191 



and mral population and the best way to meet these needs. It Is edited by the 

 International Committee of Yoimg Men's Christian Associations. 



AGRICTJLTtmAL EDUCATION. 



The influence of various educational institutions upon the development 

 of agricultural science, R. W. Thatcher (Science, n. ser., 37 (191S), No. 954, 

 pp. 566, 567). — This is a study made of the de^ees, exclusive of honorary de- 

 grees, granted to the 147 men who are, or who have been during the past 5 

 years, members of the Society for the Promotion of Agricultural Science. 



" It is perhaps of interest to note that the 147 men . ." . have received 128 

 bachelor's, 82 master's, and 51 doctor's degrees earned by undergraduate and 

 graduate study. While statistics as to the scholastic attainments of workers 

 in other etlucational fields are not available for comparison, it appears to the 

 writer that the scholastic training and ability of the men who are actively en- 

 gaged in the promotion of agricultural science is certainly such as to command 

 very high respect." 



Motive of the college of agriculture of the University of California, T. F. 

 Hunt {Univ. Cal. Cliron., 15 (1913), No. 1, pp. 137-151).— TMr is an address de- 

 livered at the dedication of Agricultural Hall, November 20, 1912 (E. S. R.. 27, 

 p. 696), and outlines the tentative organization and scope of the college of 

 agriculture. 



First congress of agricultural education of Sao Paulo (Primeiro Congresso 

 de Emino Ayricola, 1911, Sao Paulo. Sao Paulo, 1912, pp. XXXVII+15S, figs. 

 39, pis. 2). — The proceedings and addresses of the first congress of agricultural 

 education for the State of Sao Paulo held May 24-30, 1911, are given. 



Annual report on the distribution of grants for agricultural education 

 and research in the year 1911-13 (Bd. Agr. and Fisheries [London'\, Ami. 

 Rpt. Agr. Ed. and Research, 1911-12, pp. XV+112). — This is a report on the 

 grants distributed In England and Wales by the Board of Agi-iculture and 

 Fisheries, to which appendixes are added, as to the institutions receiving gi'ants, 

 the provisions made for agricultural education by county councils in England 

 and Wales, a memorandum of revised arrangements between the Board of Agri- 

 culture and Fisheries and the Board of Education, and a memorandum on the 

 scheme for the promotion of agricultural research and advisory work. 



Dairy instruction in foreign countries, G. Ellbeecht (Mwlkeritid., 25 

 (1912), No. Ifi, pp. llJi9-l 180). —The main features of the system of dairy 

 instruction in Norway, Sweden, Finland, Prussia, Holland, Belgium, Switzer- 

 land, France, Great Britain, and Wisconsin are outlined. 



Two kinds of agricultural education (Vocational Ed.. 2 (1913), No. 5, pp. 

 Ji28, Ji29). — At a rural education conference in Massachusetts in February, 

 Dr. David Snedden maintained that " experience now proves conclusively that 

 two distinct types of agricultural education, namely, the general and vocational. 

 are possible with young people from 14 to IS years of age. 



"A course in general agricultural education may be made to resemble and to 

 parallel any other general course in the high school. Recitations and laboratory 

 work may be held for a limited number of periods per week. The instruction 

 in the classroom can be made concrete to some extent by exercises in garden- 

 ing, either on school grounds or at home, and by various laboratory tests. The 

 general objects of such a course are the following: To give more appreciation 

 of agriculture as one of the great fields of human endeavor ; to give insight into 

 the possible applications of various sciences to this great industry; to develop 

 ideals as to country and agricultural life, and finally, to furnish concrete and 

 attractive studies for pupils not caring for the other more abstract studies of 



