296 EXPERIMENT STATION" EECOED. 



farmers in Ireland has been steadily and satisfactorily maintained. There 

 were 19 cooi^erative creamery societies formed during the year and 14 agricul- 

 tural societies, making a total of 320 of the former and 168 of the lattei'. 

 Cooperative credit banks increased from 234 to 237, and the total of coopera- 

 tive societies from 835 to 905. Data are given showing the work of a number 

 of individual societies. See also a previous note (E. S. R., 23, p. 795). 



Crop Reporter (17. 8. Dept. Agr., Bur. Statis. Crop Reporter, IJ^ {1912), No. 4, 

 pp. 25-32, fig. 1). — This number includes Jiotes and statistics showing the con- 

 dition of winter wheat and rye; the condition of farm animals April 1, and 

 estimated losses for a period, of years and for the year ended March 31, 1912, 

 with comparisons; farm value of crops and products on dates indicated; range 

 of prices of agricultural products at important markets ; monthly receipts and 

 stocks of eggs and poultry in the United States, temperature and precipitation 

 statistics, data as to high prices and crop production, apple shipments for 1911, 

 and a diagram indicating the yearly tread of the per capita production and 

 price of imported farm products. 



It is concluded that the world's production of the stajile food products has 

 been incTeasing at a rate faster than the increase of population, and that " the 

 recent advances in the 'cost of living' are not due to scarcity or lessening of 

 agricultural products." 



Agricultural statistics of Bengal for 1910-11 {Agr. Statis. Bengal, 1910-11, 

 pp. 77). — Tables showing the total acreage, classification of areas, crops, and 

 current fallows in each district of Bengal during the agricultural year ended 

 March 31, 1911, are here presented. 



AGRICULTURAL EDUCATION. 



Provisions in the various Southern States for teaching agriculture, E. R. 

 KONE {South. Ed. Assoc, Jour, of Proc., 22 {1911), pp. ',25-532) .—This article 

 presents data and observations as to provisions made by the federal and state 

 governments for instruction in agriculture in the various Southern States. 



It is noted that a majority of these States make special provisions for teach- 

 ing agriculture either in the ])ublic schools or in special agricultural schools, as 

 well as in the agricultural colleges. Other States have statutory provisions 

 requiring such instruction in elementary or high schools, but make no special 

 appropriations for it. 



What constitutes successful work in agriculture in the high school, L. N. 

 Duncan {South. Ed. .Usoc, Jour, of Proc, 22 {1911), pp. 532-536, pi. i).— The 

 successful teacher in agriculture is here described as one who not only acquaints 

 his pupils with truths and principles of soil formation, soil preparation, seed 

 selection, cultivation, plant propagation, etc., but imbues them with the spirit 

 of the subject and creates a desire for further study. A number of practical 

 suggestions are presented showing the best methods for teaching agriculture 

 and obtaining these desired and more lasting results. 



Training of teachers for secondary courses in agriculture, A. C. Monahan 

 {Yearbook Nat. Soc Study Ed.. 11 {1912), pt. 2. pp 9-21).— In discussing the 

 need and demand for teachers in agriculture and what is being done toward 

 training them, it is noted that in 1910 agi'iculture was taught in over 100 

 special agricultural schools, and as a separate subject in more or less complete 

 courses in 140 private high schools and 1,800 public schools to over 37.000 

 pupils. In 36 of the agricultural colleges opportunities are now offered for 

 students to fit themselves as special teachers of agriculture in secondary 

 school work. They may usually elect courses in general education and agri- 

 cultural pedagogy, or take a prescribed 4-year course offered for teachers of 



