190 EXPEEIMENT STATION RECORD. 



estimated losses during the preceding year; cotton production comparisons in 

 tlio T'nitod States; data on tlie cost of produciug corn in 1909; and monthly 

 receipts and stoclis of ef,'irs and ixjuUry in tlie United States. 



Agricultural statistics of India for the years 1904r-5 to 1908-9 (A (jr. 

 ,St(iti.f. India, 2.j {JDO'i-lDOD), I, pp. ///-|-.'/02).— These agricultural statistics of 

 India from 1904-5 to 190S-9 show the area under the various crops in the differ- 

 ent provinces and the average yield of the principal crops, together with tables 

 showing the incidence of the land revenue assessment on the area and popula- 

 tion, and transfers of land. 



Handbook of conservation, Maky L. Tucker (Boston, 1911, pp. VIII+Dl). — 

 The jiutlior. who is chairman of the consc«i-vation department of the Massachu- 

 setts State Federation of Women's Clubs, presents a series of suggeste<^l topics 

 upon the conservation of natural resources as a guide to club and classroom 

 study and furnishes explanatory comments upon many phases of the subject. 



AGRICULTURAL EDUCATION. 



Agricultural education (Farmer's Guide, 23 (1911), No. IG, p. 510).— A 

 brief outline is here given of the e'\olution of agricultural teaching in the 

 United States from 1795 to 1857. The article also contains information con- 

 cerning the growth of agi-icultural schools in Europe from the founding of a 

 school at Hofwyl, Sv^itzerland, in ISOG, to the establishment of the Royal Agri- 

 cultural College of England in 1845. 



Vocational education, A. D. De.\n (X. Y. State Ed. Dept. Bui. J,79, 1910, pp. 

 191-20S). — As an introduction to the review of laws relating to agriculture, 

 manual training, and household economics, passed in 1907 and 1908 by the sev- 

 eral state legislatures, the author discusses and defines the scoi>e and purpose 

 of vocational education. He states clearly that such education should be 

 adapted to the needs and demands of different communities and different classes 

 of people, and that in the beginning, at least until vocational education gets its 

 " bearings, courses of study, textbooks, and some traditions worthy of preserva- 

 tion," special vocational schools will need to be established. 



It is his belief that the whole question of vocational education is one for a 

 state government to consider, that the state and the local communities should 

 share in its exi)enses. and that the control of vocational education should be in 

 the hands of existing state boards of education rather than under the direction 

 of si)ecial commissions established for the purpose. The State needs also to 

 give attention to the training of teachers for such worli. Vocational education 

 should be divided into three phases: (1) Intermediate, for children from 14 to 

 16 years of age, giving a training preparatory to entering occupations in the 

 field of agricultural, trades, and manufacturing industries; (2) secondary, for 

 pupils 16 or more years old, with a more or less direct connection with the 

 intermediate vocational training and highly specialized courses for the develop- 

 ment of skill and knowledge of direct practical value; and (3) advanced voca- 

 tional or technical training which is already provided for in the system of laud- 

 grant colleges. 



Agricultural education, W. H. French (Moderator-Topics, 31 (1911), No. 

 31, pp. 619, 620). — This article mentions the different phases of agricultural 

 work that may be done in a high school and a few problems which have been 

 solved by the young men in some of the Michigan schools. 



The teaching of agriculture in the high school, G. A. Bricker (New York, 

 1911, i}p. XXV +202, pis. 16, figs. ,?).— The author considers in this book three 

 critical problems of vocational education. The first of these concerns itself 

 with the desirability of establishing separate schools for the teaching of agri- 



