1017] AGRICULTURAL EDUCATION. 393 



Prices and supplies of corn, live stock, and other agricultural produce in 

 Eng-land and Wales, It. H. Kew (Bil. Ayr. and Fislivries [London], Ayr. Htalis., 

 50 {J9J5}, No. .3, pp. 10^-151). — This bulletin continues data previously noted 

 (E. S. R., 34, p. 491), adding statistics for 19L5. 



Agricultural statistics of Ireland, with detailed report for the year 1914 

 {Dept. Agr. and Tech. Instr. Ireland, Agr. Statis. 1914, pp. XXI +143). —This 

 report continues the information previously noted (E. S. R., 31, p. 895) by add- 

 ing data for 1914, and contains a special report comparing the acreage devoted 

 to crops, the number of live stock, and number of agricultural holdings as 

 found in 1914, with a series of years extending back to 1867. 



[Agricultural statistics for the Netherlands] {.laarc. Konink. Nederlanden, 

 Rijk Europa 1914. PP- 203-228). — These pages continue information previously 

 noted (E. S. R., 33, p. 894), adding data for 1914. 



[Agricultural statistics in Switzerland] {Statis. Jahrb. Schtveis, 24 (1915), 

 pp. 74-82). — These pages continue data previously noted (E. S. R., 35, p. 590). 



A B C of Queensland statistics, 1916, compiled by N. J. MacLeod {Brisbane: 

 Govt., 1916, pp. 42).— This continues data previously noted (E. S. R., 34, p. 792). 



[Agriculture in Ceylon] {Ceylon Blue Boole, 1915, pp. V 1-V 11). — These 

 pages of this volume contain data regarding the area, production, and prices of 

 crops, number of live stock, and wages of agricultural labor by provinces and 

 districts. 



Agriculture in Portuguese Angola, D. Tabuffi {Agr. Colon. [Italy], 10 

 {1916), No. 8-9, pp. 385-431, pis. 12). — In this article are discussed the topogra- 

 phy, climate, extent of agricultural development, types of crops, and live stock 

 produced in this region. 



International yearbook of agricultural legislation {Inst. Intermit. Agr. 

 [Rome], Ann. Internat. Leg. Agr., 5 {1915), pp. XCIl +1460). — This volume 

 continues the information previously noted (E. S. R., 34, p. 91) by adding the 

 most recent laws and regulations. 



AGRICULTURAL EDUCATION. 



The change of stress in making the curriculum from, subject-matter to the 

 individual, A. C. True {High School Quart. [Ga.], 4, {1916), No. 4, pp. 261- 

 267). — In the author's opinion, the general tendency to give all vocations the 

 professional basis and attitude is reflected in secondary and higher educa- 

 tional institutions in the broadening of courses and the constantly increasing 

 number of subjects taught, resulting in a demand for expert guidance and par- 

 ticularly for vocational guidance. This state of things is putting a tremendous 

 burden, financially and morally, on both public and private schools and colleges. 



" Studies in the science of pedagogy are bringing out facts regarding the 

 development of the mind through childhood and adolescence, the actual con- 

 ditions with reference to the effect of memory studies, observation, manual 

 exercises, etc., on the student's mind as related to his inclinations, interests, 

 and aptitudes. These studies show the great variety of factors which enter 

 into the effective education of the individual and the reaction of the different 

 factors on the peculiar type of mind which the individual is endowed with. 

 Therefore, while there are certain things which all children should be taught 

 there must be increasing differentiation of subject-matter and methods of in- 

 struction as the individual mind develops and becomes more definitely related 

 to the world of nature and vocations in which the fully developed man or 

 woman is to work." 



The individual youth nmst choose the subjects that he will study and it is 

 the duty of educational institutions to study the individual student and give 



