490 EXPEEIMENT STATION KECOKD. 



cultural products at important markets; temperature and precipitation sta- 

 tistics ; the production of fruit and nuts in continental United States ; and the 

 causes and extent of crop damage in 1912 by States are here presented. 



History of the Minnesota State Agricultural Society from its organiza- 

 tion in 1854 to the annual meeting of 1910, D. S. Hall and R, I. Holcombb 

 (St. Paul, Minn., 1910, pp. 405+ XXI II, figs. IJfO). 



AGRICULTURAL EDUCATION. 



The interrelationship of agricultural colleges and experiment stations, B. 

 YouNGBLOOD {College Station, Tex., 1912, pp. 15). — This paper, presented at the 

 Conference for the Advancement of Agriculture of the Agricultural and Me- 

 chanical College at College Station, Tex., on April 29, 1912, comments briefly 

 " upon the histoiy and development of the agricultural colleges of this country 

 with a view to understanding the scope and functions of their various divisions "' 

 as a working basis upon which to develop satisfactory relationships within these 

 Institutions. 



Agricultural education in secondary schools ( TJ. S. Bur. Ed. Bui., 1912, No. 

 6, pp. 53). — ^This bulletin is made up of the following papers read and dis- 

 cussed at the annual meeting of the American Association for the Advancement 

 of Agricultural Teaching, Columbus, Ohio, November 14, 1911 : Essentials in a 

 State System of Agricultural Education, by F. W. Howe; The Need for Re- 

 liable Scientific Data Regarding Social and Economic Conditions in the Rural 

 Communities, by E. C. Higbie; The Proper Equipment of an Agricultural High 

 School, by D. O. Barto and D. J. Crosby ; The Smith's Agricultural School and 

 Agricultural Education in ^Massachusetts, by R. W. Stimson ; The Unprepared 

 Teacher of Agriculture in High Schools and Colleges, by A. V. Storm; and 

 What is Being Done to Prepare Teachers of Secondary School Agriculture, by 

 A. C. Monahan. A list of other recent publications of the Bureau of Education 

 on agricultural education is also given. 



The proper equipment of an agricultural high school, D. O. Babto and D. J. 

 Crosby ( L^ -S. Bur. Ed. Bui., 1912, No. 6, pp. 20-27).— For the proper study of 

 soils suitable provisions for collecting, drying, and determining their essential 

 constituents are necessary. A laboratory should be well stocked with carefully 

 selected, prepared, and labelled specimens of farm crops, weeds, seeds, etc. 

 Samples of various commercial fertilizers on the market should be kept labelled 

 to show their chemical composition. There should be a glass house properly 

 heated, where plants may be gi'own and studied during the winter. Too much 

 land should be avoided as small plats worked with care and accuracy are 

 deemed of much more educational value than larger areas where part of the 

 work is done by some one not connected with the school. Arrangements should 

 be provided for pruning, budding, grafting, spraying, etc. A milk tester, sepa- 

 rator, and churn should be provided for instruction in dairying, and the classes 

 should visit the farms of the vicinity to study typical animals, birds, flocks, 

 and up-to-date equipment. 



The unprepared teacher of agriculture in high schools and colleges of 

 education, A. V. Stoem {U. S. Bur. Ed. BuL, 1912, No. 6, ^j. S3-40).—The 

 author believes that the standard of preparation for a teacher of agriculture 

 should contain the same elements whether he is to teach agriculture in a country 

 school, high school, normal school, or college, and would differ only in the pro- 

 portionate amount of each and the special adaptation to the particular kind of 

 school. The proper preparation for one who is to teach agriculture in a high 

 school would be, besides moral and natural fitness, a general education con- 

 sisting of actual experience on the farm, elementary training in reading, arith- 



