1200 EXPERIMENT STATION RECORD. 



lems for discussion in reaching the country school are (1) how to reach the teacher 

 and (2) what to do in these schools, and how. 



The relation of nature study to manual training-, W. A. Baldwin (Nature- 

 Study Juv., 2 (1906), No. 2, pp. 41-48, figs. 2). — The writer discusses the relationships 

 between these two subjects from 2 standpoints, that of the subject taught and that of 

 the child. In the first case he shows that while nature study and manual training 

 were once wide apart, they have been modified until they come very near together. 

 Secondly, from the standpoint of the child, "the only true line of approach," he 

 finds that it is difficult to distinguish between the two — that with the child at home 

 on the farm most of nature study is also manual training, and vice versa. 



Experiences in school gardening, J. B. Dandeno (Rpt. Mich. Acad. Set, 7 (1905), 

 l>l>. 1-56-160). — An argument against the feasibility and desirability of conducting 

 school gardens in rural schools based on the experience of the writer in growing 

 plants and trees in a country school, and against teaching elementary agriculture in 

 such schools based on the premise that "agriculture is purely and necessarily an 

 art," and that in order to teach it the sciences botany, zoology, chemistry, physics, 

 mineralogy, and geology would have to be taught. 



The school garden at Bowesville, Canada, E. A. Howes (Nature-Study Rev., 2 

 (1906), No. 2, pp. 48-55, figs. 2, dgm. 1). — An interesting account is given of a suc- 

 cessful experiment "to determine what might be accomplished along the line of 

 nature study by means of a school garden in a large ungraded rural school, under 

 stable conditions, by a trained teacher supposed to be interested in the work." 

 While the work in the lower grades did not differ materially from other school 

 garden work, that in the upper grade consisted largely of cultural and spraying 

 experiments with potatoes, this crop being one of the leading staples of the region. 



The preparation of teachers for the rural common schools, E. Burnham 

 (Rpt. Mich. Acad. Sci., 7 (1905), pp. 152-155). — After discussing some of the essentials 

 of training for rural school teachers, the author considers the county normal train- 

 ing classes now in vogue in Michigan and the courses for rural teachers in the State 

 normal schools. 



The school garden and the country school, G. D. Fuller (Ottawa Ned., 19 

 (1906), No. 12, p. 235-246, dgm. 1). — An account of school garden work in connec- 

 tion with a Macdonald rural school at Brome, Quebec, giving particulars regarding 

 the conduct of the garden work during the winter and spring terms, and in the sum- 

 mer vacation. 



True nature study: Its fundamentals and its relation to some other sub- 

 jects, J. V. Crone (Nature-Study Rev., 2 (1906), No. 5, pp. 177-184). 



Nature study and gardening, Estelle Reel ( Washington: Govt. Printing Office, 

 1905, pp. 27, figs. 4)- — A bulletin giving suggestions to teachers in Indian schools 

 regarding nature study lessons, window boxes, and gardening. 



Education in Indian rural schools. A plea for nature study, F. G. Sly (Agr. 

 Jour. India, 1 (1906), No. 2, pp. 115-122). — An argument for rural school instruction 

 dealing with concrete objects before abstract, proceeding from the known to the 

 unknown, and basing instruction upon the familiar surroundings of the child. 



"The familiar surroundings of the rural school boy are essentially agricultural, so 

 that his education should very largely be based upon agriculture." A distinction is 

 made between teaching agriculture, which is not recommended, and teaching nature 

 study through the use of agricultural material, which is strongly urged. Suggestions 

 are given for training teachers in cooperation between the education and agricul- 

 tural departments of India. 



Royal Hungarian Central Viticultural Institute (V Institut Central Ampelo- 



e Royal Hongrois. Budapest, 1905, pp. 15, figs. 6, dgms. 2).— This is a description 



of the organization, buildings, and other equipment of the Royal Hungarian Central 



Viticultural Institute opened at Budapest in 1904. The institute includes divisions of 



