96 EXPERIMENT STATION KECORD. [Vol.43 



It deals with (1) the necessity for agricultural education, including chapters uu 

 the progress of agriculture, the agricultural situation generally in France, and 

 the history of agricultural education in France from the sixteenth century to 

 1912, inclusive; and (2) a discussion of the present status of agricultural edu- 

 cation and of its reorganization according to schemes proposed since 1S8G by 

 various individuals and commissions, including chapters on higher, secondary^ 

 and continuation instruction for young men, agricultural home economics in- 

 struction for girls, the financial cost of reorganization, its economic results, 

 and an exposition of the motives of a project presented by Jules Pams, to* 

 gether with parallel statements of the texts of this project and that of the 

 Commission of Agriculture of the Chamber of Deputies, showing modifications 

 made by the latter. 



Appendixes give the text of the law of October 3, 1848, on the creation and 

 organization of professional agricultural education, entrance examinations to 

 the National Institute of Agriculture and the National schools of agriculture 

 in 1912, the text of the law of July 30, 1875, providing for practical ele- 

 mentary instruction in agriculture, the report of the Syndical Association of 

 Professors of Agriculture on instruction given in the higher primary schools, 

 statistics of crop and animal production in a number of European countries in 

 1905, 1911, and 1912. etc. 



Agricultural education, H. W. Potts {Sydney: Roy. Agr. Soc. N. S. Wales^ 

 [1918], pp. 8). — The author summarizes briefly the agencies that have been 

 founded from time to time in New South Wales having a direct or indirect 

 bearing on agricultural education. He states that many of these have been 

 dislocated and their activities interfered with by the war. Attention is called 

 to the need of bringing into active and well-organized operation every phase 

 and method of stimulating production, in which the training and specific educa- 

 tion of the rural population is of vital importance. Revision in salaries is 

 recommended to meet the shortage of qualified and trained instructors in order 

 to attract the best men to the long and expensive course of preparation for 

 agricultural teaching. It is suggested further that the agricultural societies 

 select farfners' sons who show an aptitude for the land and send them to col- 

 lege, inasmuch as it has been found that many farmers can not afford to do so. 



The teaching of agriculture in secondary education, H. S. Hill {Pract. 

 Hush. Maine, 9 (1920), No. 1, pp. 1-4. flff- 1). — A brief statement is given by the 

 professor of agricultural education of the University of Maine on the condition 

 of agricultural instruction in secondary schools in Maine under the State indus- 

 trial act up to the passage of the Smith-Hughes Act. In summing up, he 

 states that agricultural courses under the State act "failed to live up to their 

 possibilities because many of the students in the courses were not interested in 

 farming ; because there was a lack of proper equipment ; because the teachers 

 were ovei-loaded with teaching; and because there was no summer employment 

 of teachers; and that the failure to live up to expectations was evidenced by 

 the fact that 12 schools out of 20 abandoned the course after giving it a trial. "^ 



Agricultural education, E. Maldonado {Rev. Agr. [Santiago de Chile], .'f 

 (1919), No. 3, pp. 87-92). — This is a brief discussion of agricultural education, 

 in reply to a questionnaire, in which the author gives his views with reference 

 to the distinction between the educational requirements of the farmer and the 

 agricultural expert or agronomo. 



In his opinion, agricultural instruction should be general, but permitting of 

 specialization in accordance with each student's abilities. Instruction in the 

 art of agriculture should enter not only into all the grades of higher, secondary, 

 and elementary instruction, but also into the training of specialists. He believes 

 that for admission to higher agricultural education institutions in Chile the 



