AGRICULTURAL EDUCATION. 393 



school as not an isolated fact, but an essential pliase in the upbuilding of the 

 rural community. The importance of the new rural school as an expressioQ 

 of a new movement in rural life is emphasized. 



Decree of July 15, 1913, reorg-anizing the higher council of agriculture 

 in France {Rev. Vit., 20 {I'JlS), No. 102G, pp. 21S-215).—T\ie organization and 

 functions of the higher council of agriculture are outlined. 



Statistics of education in the Kingdom of Wurttemberg for 1912 {Statu. 

 Untcrr. u. Ercichung.'^w. Kyr. Wurltcmb., HU2, pp. C}). — Statistics are presented 

 for the agricultural institutions in the Kingdom of Wurttemberg. 



[Agricultural education under the direction of the chamber of agriculture] 

 {Jahrcaher. Landw. Kammcr Rhcinprov. 1D12, pp. 71-03). — This is the annual 

 report of progress in agricultural education under the direction of the chamber 

 of agriculture of the Khine Province, including the work of scientific and etlu- 

 cational institutions, agricultural winter schools, special courses, and itinerant 

 agricultural instruction. 



Agricultural winter schools of the chamber of agriculture {Ztschr. Landw. 

 Kamiiicr Schlcsien, 17 {1913), No. Jfl, pp. 1512-1514) ■ — The object, organization, 

 and admission requirements of the agricultural winter schools under the direc- 

 tion of the chamber of agriculture of the Province of Silesia are outlined. 



How may agricultural instruction be adapted to present needs, M. Arthold 

 (Wiener Landw. Ztg., 63 {1913), Xo. 83, pp. 939-941). — The author outlines 

 briefly the facilities for agricultural instruction in Lower Austria below the 

 agricultural intermediae school at Modling, including agricultural technical 

 schools with 1 and 2-year theoretical-practical courses, agricultural winter schools, 

 and housekeeping schools, and discusses the following suggested improvements : 

 (1) That the course of study of these technical schools be revised by represen- 

 tatives of the different kinds of schools, (2) that uniform instruction be issued 

 to teachers, (3) that all schools receive resident students and possess a 

 farm, (4) that the attendance be limited to from 20 to 30 sudents, (5) that a 

 minimum admission age of 15 years for the 1-year schools and 17 years for the 

 winter schools be required, (6) that a number of stipends of about $81 be 

 awarded annually for the further training of agricultural technical instruc- 

 tors, and (7) that agricultural teachers who can show more than the required 

 2 years of practical experience be credited with half of such time when 

 appointed in the state service. 



Agricultural education and research {Rpt. Scot. Agr, Com. Aust., 1910-11, 

 pp. 153-172). — This report is not a detailed description of the Austnilian 

 system, but records the impressions of the Scottish Agricultural Commission for 

 1810-11 concerning the efforts being made by the various Australian States to 

 develop agricultural education and research. 



The high school course in agriculture, J. :Main {Addresses and Proe. Xat. 

 Ed. Assoc., 50 {1912), pp. 1393-1398) .—Thi^ paper presents the report of a com- 

 mittee of the National Education Association in which is included a carefully 

 worked out plan for determining the high school course in agriculture in accord- 

 ance wnth the requirements of seasonal sequence in relation to the high school 

 sciences. The committee has evidently kept in mind the psychological develop- 

 ment of the child, the motive of agriculture in the high school and its correla- 

 tion with the sciences, the motive of high-school science, the sequences of the 

 sciences and agriculture, and other correlated subjects. 



A discussion of the subject follows the report with some suggestions relating 

 to courses of study in agriculture. 



Agriculture in the rural schools.— Course of study, B. M. Davis {Addresses 

 and Proe. Xat. Ed. Assoc, 50 {1912), pp. 1398-1401).— This report points out 



