1'.'-"] AGRICULTURAL EDUCATION. ' 295 



and (lata relating to the farm and market value of important products, crop 

 conditions, and tlie current United States crop sunnnary. There are shown 

 also statistics for the condition of farm animals May 1, and estimated losses 

 (luring the year ended April 30, with yearly comparisons for the United States 

 and changes in live stock on farms. Brief notes on the reduced potato and 

 bean acreage indicated by ALny 1 reports and on leading breeds of live stock 

 in the United States are included. 



Agricultural statistics of Chile (A7i. Estadis. Chile, 1917-18, Sect. VII, pp. 

 [5] +133). —Data, previously noted (K. S. R., 40, p. 894) are continued for the 

 later year. 



[Agricultural statistics for Denmark] (S!tatis. Aarhofj nanmark, 2// (1919), 

 pp. .'/O-G-'i). — In these pages are given statistics for later years, continuing in- 

 formation previously note<l (E. S. 11. 41, p. 94). 



AGRICULTURAL EDUCATION. 



4 



[The reorganization of agricultural education in Belgium] (Anyi. Gein- 

 bloux, 26 (1920), A'o. 2. pp. 00, 91).— The text is given of a law of November 15, 

 1919, relating to agricultural education in Belgium, which takes the place of 

 the act of April 4, 1890. It provides that agricultural education in Belgium 

 shall comprise (1) two higher agricultural education institutions in which the 

 language of instruction shall be French and Flemish, respectively, and including 

 departments in agronomy, streams and forests, horticulture, agricultural in- 

 dustries, rural engineering, and colonial agriculture; (2) pr(3fessional schools 

 of agriculture and special schools of horticulture, floriculture, dairying, agri- 

 cultural mechanics, agricultural housekeeping, etc.; (3) professional .schools of 

 elementary agriculture or of local specnal sul)jects ; and (4) courses and Ic^ctures 

 for the promotion of agricultural instruction and special subjects. Government 

 Aid may be given to schools offering agricultural courses or lectures, estab- 

 lished by the communes or provinces or by both in accordance with the govern- 

 ment-program, submitting to official ins'pection, and, except in exceptional 

 cases, attended by at least 15 pupils. A report on the status of agricultural 

 education must be submitted every three years by the Government to the 

 Legislative Chambers. 



Education in French West Africa: Preapprenticeship and apprentice- 

 ship, G. H.VRDY {Bill. Soc. Encour. Indus. Natl. [Paris], 131 (1919), No. 6, pp. 

 814-334, fifis. 6). — This is an account of the organij^ation and some results of 

 preapprenticeship and apprenticeship instruction of the natives in French 

 West Africa by the director of education. 



Preapprenticeship instruction is given in the village primary scho(jls and in 

 the elementary clas.ses of urban schools. Its object is to teach general culture 

 and useful living by developing the child's powers of observation and judgnuwit 

 and directing his mind along useful channels. In consequence of the adapta- 

 tion of these cour.ses to local needs these .schools are diffi'rentiati^d as primary 

 pastoral, agricultural, silvicultural, maritime, url)an, or industrial schools, etc. 

 Practical instruction is given daily, the agricultural work predominating be- 

 cause of the agricultural nature of this country. The prejudice of the natives 

 against instruction in nuinual work Ikis been overcome. 



Apprenticeship instruction comprises professional schools, wholly specialized, 

 and technical schools. There are eight such schools and two sections of agri- 

 culture in the experiment stations. A .school of tropical agriculture and silvi- 

 culture is soon to be established at Bingerville, Ivory Coast. These schools 

 are residential schools and the Government furnishes students lodj;iug, board. 



