1020] AGRICULTURAL EDUCATIOIT. 897 



culture obtained by residence on a farm during a complete year of farm 

 operations. 



As regards the necessary improvements, it is suggested that a degree of differ- 

 entiation of courses is necessary as between students who are to be practical 

 farmers or planters or are to occupy only minor positions in agricultural educa- 

 tion, and those who aim at and by their abilities are fitted for higher positions 

 as lecturers in agricultural colleges or as loaders in agricultural research and 

 organization or as expert consultants and advisers. The latter, besides com- 

 pleting the curriculum for the degree of B. S. in agriculture, should study for 

 the degree of bachelor of (pure) science with distinction in one or other of its 

 departments. For those who are to be farmers a scientific training is abso- 

 lutely necessary. 



In the author's opinion agricultural education in Scotland needs, above all, 

 the close association of the colleges with institutes for research, and in addition 

 to this the teachers themselves should have some time and opportunities for 

 sharing in r(>search as a means to familiarize even ordinary students with the 

 methods and value of research. The practical farmer requires fuller instruc- 

 tion in economic principles as applied to agriculture and in bookkeeping and 

 modern business methods. The colleges need additions to their staffs, both 

 teaching and research, increased funds, adilitional scholarships for agricultural 

 students, both for study and research, enlarged demonstration areas, and a 

 wider and more thorough system of bringing instruction to the great number of 

 apprentice farmers and farm servants who can not attend the central courses. 



Status of agricultural instruction (Rap. Trien. Min. Agr. et Trav. Pub. 

 [Belfjium-]. 1012-1917. pp. XXVI+Jfl2).— This is a report for the years 1912- 

 1917, inclusive, submitted by the Minister of Agriculture and Public Works to 

 the legislative chambers of Belgiu'n, on the collegiate, secondary, elementary, 

 and extension instruction in agriculture, horticulture, and home economics. In 

 the appendixes more detailed information is given concerning the general or- 

 ganization, curriculum, experimental work, publications, attendance, etc., of the 

 individual institutions under the direction of the department. 



Agricultural instruction in the agricultural high schools and agricul- 

 tural university institutes, O. Lemmermann {Illus. Landw. Ztg., 39 (1919), 

 No. S7-SS, pp. Jf37-439). — This is a discussion in defense of the agricultural high 

 schools in Prussia against criticisms by university instructors which, the 

 author states, have been called forth b^ a rumor that the Minister of Agricul- 

 ture was pursuing a plan of discontinuing the university agricultural institutes 

 and establishing instead a number of independent agricultural high schools. A 

 brief statement is included of the changes that have taken place in the organiza- 

 tion of higher agricultural instruction in Germany since its inception in the 

 first half of the eighteenth century. 



The function and organization of the high school course of study in 

 agriculture, W. G. Hummel (^Fc.s•7^. Bd. Vocat. Ed., Bui. 2 (1920), pp. 22).— 

 This is a discussion, from a social qnd economic as well as an academic view- 

 point, of the objectives and function of the high school course in agriculture ; 

 extra-agricultural subjects of the course; agricultural subjects; the importanct 

 of balance and breadth in agricultural training; the nature and sequence of 

 agricultural subjects in a four-year high school course; special factors influenc- 

 ing materials, method, and sequence of instruction ; the relation of practice 

 work to systematic instruction ; the nature, purpose, and organization of prac- 

 tice work ; the necessity for, value, utilization, and nature of definite outlines, 

 plans, etc., needed as guides In conducting high school agricultural instruction ; 

 the relationships between agricultural courses; and the results of systematic 

 organization of agricultural work. 



