AGRICULTURAL EDUCATION. 493 



ing of the American Econoniie Association held at Atlantic City, X. J., December 

 28-31, 1908. 



The natnre and importance of agricnltnral prodnce are emphasized in tlieir 

 relation to social welfare, and the necessity of improving tlie economies in the 

 prodnction, mannfactnre, grading, packing, and transportation of such goods is 

 discussed, together witli tlie economic limitations of the cooperative movement 

 in the marl<eting of agricultural produce as regards (1) the improvement in 

 the quality of the products; (2) the elimination of tlie middleman; and (3) the 

 benefits to consumers. 



Crop Reporter (U. 8. Dcpt. Agr., Bur. Statu. Crop Reporter. 11 {1909), No. 

 8, pp. -'i9-5G). — Statistics on the condition, value, and prices of principal crops 

 in the United States and notes on foreign crop conditions are reported. 



AGRICULTURAL EDUCATION. 



The farmers' institute with, relation to agricultural high schools, F. L. 

 Stevens (f/. -S. Dept. Agr., Office E.rpt. S^fl.s. But. 213, pp. 53-57).— The author 

 treats the subject under two main heads, (1) the duty of the agricultural high 

 school to the individual pupil, and (2) its duty to the community as a whole. 



He holds that under the first requirement the school should surround the 

 pupil with an agricultural atmosphere, and that agriculture must be the domi- 

 nating thought of such a school, standing out " as clearly as theology in a school 

 for the ministry, law in the law school, or medicine in the medical college." 

 He believes that the desired results can not be secured in a " dual purpose " 

 high school unless large funds are available to provide elective courses. 



Under the second head he summarizes the benefits of the agricutural school 

 to its community as follows: Demonstration farming, with the overseer 

 (teacher) present at least 9 months in the year'; the publication of bulletins of 

 local interest; monthly institutes; continuous systematic aid to neighI)oring 

 teachers in rural schools; testing of seeds, butter fat. fungicides, insecticides, 

 fertilizers, and new tools; training of future teachers for the rural schools, and 

 the general awakening of the people to the possibilities of larger success in 

 agricultural work. 



The author sums up his recommendations as the following: "A dominant 

 agricultural atmosphere to ennoble and dignify agriculture, to make the pupil 

 realize that agriculture is worth the while; a proper recognition of agriculture 

 in our text-books of history, arithmetic, geography, literature, science; a school 

 curriculum broad enough to give culture, but special enough to bear upon the 

 lives of the pupils and adapted to the majority, not to the minority, of the 

 graduates; a competent teacher secured by whatever salary is necessary; a 

 cooi)eration between the agricultural high school and the agricultural colleges 

 and the normal schools of the State." 



School agriculture in its relation to the community, F. W. Howe (Rural 

 Life Conference, 1909. Charlottcsvilte, Va., 1909, pp. 66-71). — Specific sugges- 

 tions are given for connecting agriculture, as taught in public high schools hav- 

 ing a special teacher of agriculture, with the various agricultural activities of 

 the community. 



The agricultural revolution, and the teacher's part in it, C. II. Poe {Rural 

 Life Conference, 1909. Charlottesville, Va., 1909, pp. 7'2-.SJ).— A review of the 

 development of agriculture, an api)eal for teaching the i)rinciples of agriculture 

 in the public schools, and an argument to show that women can teach agri- 

 culture. 



Practical agriculture in rural schools, F. B, Jenks {Jour. Ed. [Boston], 70 

 (1909), No. Jf, pp. 93, 9'f). — A review is given of the progress in introducing 



