194 EXPERIMENT STATION" EECOED. 



Agricultural statistics {Statis. Ahs. Prin. and Other For. Countries [Gt. 

 Brit.'], 37 {1899-1910), j>p. 310-331). — A statistical abstract showing the acreage 

 under crops, yields, number of live stock, etc., in each year from 1899 to 1910 

 in the following countries : Russia, Norway, Sweden, Denmark, Germany, Nether- 

 lands, Belgium, France, Spain, Italy, Austria. Hungary, Bulgaria, Roumania, 

 Algeria, Argentina, Uruguay, Japan, Great Britian, and the United States. 



Foreign crops, March, 1912, C. M. Daugherty (U. S. Dept. Agr., Bur. 

 Btatis. Circ. 30, pp. 12). — Notes and statistics showing area, production, ex- 

 ports, and price of the principal agi'icultural crops and livestock in Argentina 

 for a number of years are here presented. Wheat being the principal crop, it is 

 of interest to note that the area has increased from 2,970,656 acres in 1890-91 

 to 17,037,545 acres in 1911-12, and the yield from 31,048,117 bu. to 170,562,553 bu. 

 The other leading crops are alfalfa, com, and flaxseed, Argentina being the 

 principal producer of flaxseed. 



AGRICULTURAL EDUCATION. 



Education for agriculture, F. B. Mumford {Ann. Amer. Acad. Polit. and 

 8oc. 8ci., J/O {1912), ^'0. 129, pp. 19, 20).— This ai'ticle emphasizes the importance 

 of those types of education which demonstrate their efliciency in training men 

 and women for the social, economic, and political duties of the rural communi- 

 ties and the State at large. It further notes that the opportunity for giving 

 such training in schools teaching agriculture is demonstrated by the increasing 

 demand for farm managers, teachers, investigators, various gricultural ex- 

 perts, and other men and women who ax'e to be in a position to make large con- 

 tributions toward the solution of these problems. 



The country school, H. W. Foght {Ann. Amer. Acad. Polit. and Soc. 8ci., J^O 

 (1912), No. 129, pp. I.'f9-157). — In discussing the vitalizing influence of the 

 ideal country school as a factor entering into the socialization of the new rural 

 life, and as the form of education which is to reflect the daily life and interests 

 of the rural community, the author points out that such a school must give 

 expression to at least two things: (1) Good scientiflc farming, rendering ample 

 returns for the labor expended, and (2) a niral social life satisfactory to those 

 living in it. It must further require at least three things of the teacher: (1) 

 He must be strong enough to establish himself as a leader in the community 

 where he lives and labors; (2) he must have a good grasp on the organization 

 and management of the new kind of farm schools; and (3) he must show expert 

 ability in dealing with the redirected school curriculum. 



Referring to the charges frequently made against the rural school, that it 

 has drawn too much of its substance from sources foreign to rural needs, and 

 that it has failed in other ways to keep pace with the demands of our rapidly 

 developing agricultural life, the author suggests that, in order to check this 

 tendency and so redirect the work that the rural school may become rooted to 

 the soil in such a way as to become the chief agency in the social and economic 

 reconstruction of rural life, there be: (1) A thorough redirection of the subject 

 matter taught in the schools; (2) a general reorganization of the entire working 

 staff of administrators, supervisors, and instructors; and (3) the rebuilding in 

 many instances of the entire school plant. 



Rules, regulations, and laws relating to high and graded schools {Minn. 

 [Dept. Put). In.-itr.] Bui. 35, 1912, pp. 50+3). — This bulletin includes, among 

 others, rules of the department applying to high and graded schools main- 

 taining departments of agriculture and home economics or manual training, 

 laws relating to the teaching of agricultural and industrial work, required 

 equipment, etc. 



