AGRICULTUEAL EDUCATION. 595 



[Production statistics in Australia], G. H. Knibbs (Commonwealtli Bur. 

 Census and ^tatis. Melbourne Prod. Bui. 5, 1912, pp. 9-48). — This bulletin pre- 

 sents notes and tables dealing with production statistics of Australia and con- 

 tains particulars relative to land settlement ; number and area of private hold- 

 ings; acreage, yield, and value of each of the principal crops in the several 

 States for a period of years; value of implements and machinery employed in 

 agriculture, dairying, and pastoral holdings; quantity and value of agricultural 

 products imported and exix>rted, 1901-1910 inclusive; number of live stocis, 

 estimated production, and value; and quantity and value of principal farmyard 

 and dairy products, bee and poultry products, etc. 



Prerequisites for the agricultural development of TJgogo in German East 

 Africa, P. Vageleb (Tropenpflanzcr, Bcihefte, 13 (1912), No. 1-2, pp. VI I +121, 

 pi 1, figs. 18). — This is an account of studies of the topographical, climatic, 

 hydrographic, soil, and agricultural conditions of Ugogo, a small district near 

 the central part of German East Africa. 



The soils of the region naturally group themselves into red and gray types, 

 the latter covering about 94 per cent of the area. The residual red soils occupy 

 the more broken ridges, and the alluvial formations the small stream bottoms. 

 The red soils are said to be rich in lime, potash, and humus, but poor in phos- 

 phoric acid and nitrogen. The residual gray soils occupy the higher level hill- 

 tops and the plateaus. The alluvial gray soil is found in the swampy regiocfs. 

 The gray soils of the plateaus constitute the most widely distributed tyj)e. They 

 are poor in plant food constituents. The gray alluvial is much more fertile 

 than the residual type. 



Grain and live stock production constitute the principal agricultural indus- 

 tries. The author believes that this region offers opportunities for colonial 

 development, and recommends the utilization of underground waters, a thorough 

 study of the climatic conditions, the establishment of an agricultural experi- 

 ment station, and the breeding of animals adapted to the climatic conditions. 



AGRICULTURAI EDUCATION. 



Agricultural college and economic aspects of fanning, J. W. Pincus ( [Am- 

 herst, Mass.. 1912], pp. //). — In this address, delivered before the students of the 

 Massachusetts Agricultural College, May 20, 1912, the author points out the 

 importance to the farmer of the problems of cooperation, improvement of agri- 

 cultural credit, and social life, and suggests how the agricultural college and its 

 graduates may become potent factors in the rejuvenation of country life. 



The commercial side of farm education, A. M. Loomis {Tribune Farmer 

 [N. Y.], 11 (1912), No. 5Jf6, p. 18).— It is brought out in this article that the lack 

 of money to carry out and put into practice the ideas and methods advocated at 

 agricultural schools and colleges for increasing the fertility of the farm and 

 growing better crops emphasizes the need of special instruction for financing 

 and marketing crops. It is necessary to teach the farmer how to increase the 

 yield of his land, but it is equally important for him to know how to make his 

 farm products yield the greatest possible profits. 



Education for the Iowa farm boy, H. C. Wallace (Des Moines, Iowa, 

 [1911], pp. 28). — In this paper, read before the Prairie Club of Des Moines on 

 December 17, 1910, the author outlines the agricultural conditions leading to the 

 need for better farming and larger crops, and in consequence the importance to 

 the Nation of the education of the farmer. The paper considers what has been 

 :;ud is now being done to educate the future farmers; compares general methods 

 of education followed in Germany, France, and England with those followed in 

 America ; deals with secondary agricultural education in foreign countries and 

 the United States; and reviews agricultural education conditions in Iowa. 



