1918] AGRICtJLTURAL EDUCATION. 495 



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

 England and Wales (Bd. Agr. and Fisheries [London], Agr. Statis. 51 (1916), 

 No. S, pp. 62-93). — This bulletin continues data previously noted (E. S. R., 36, 

 p. 393), by adding statistics for 1916. 



Agricultural statistics of Chile (Statis. Abs. Chile [1916], pp. 78-93).— This 

 report contains data showing by provinces for 1916 the number of farms, area 

 classified as to irrigation or nonirrigation, and the area under the principal 

 crops and their yields, with comparative data for similar items for previous 

 years. 



Agricultural statistics of TJganda Protectorate (Ann. Rpt. Dept. Agr. 

 Uganda, 1917, pp. 42-45). — These pages contain data showing by provinces and 

 districts for 1916-17 the number of live stock by classes and the extent of 

 crops possessed by the natives and by foreigners. 



AGRICULTURAL EDUCATION. 



Departmental organization in agricultural teaching, P. H. Blodgett 

 (School and Soc., 6 (1911), No. 154, PP- 668-672) .—The author calls attention 

 to the lack of correlation between the scientific and practical fields of college 

 subjects, especially noticeable in biology and agriculture. He discusses from 

 the point of view of organization of the teaching force, rather than the relation 

 of the topics taught, the grouping of work into divisions of closely related 

 topics, to include both pure or theoretical and applied phases of the several 

 subjects. In his opinion, this should effect a closer coordination of work and 

 procedure than if the divisions are based only on the final utility of the work. 



The scope and methods of instruction in rural sociology, J. M. Gillette 

 (Pubs. Amer. Social. Soc, 11 (1916), pp. 163-180) .—The author defines rural 

 sociology and discusses the scope of instruction in this subject, including as the 

 more important centers of interest, rural responses to physical interests, popula- 

 tion, production in the economic sense, communication, health, neighborhood 

 institutions and organizations, pathological social conditions of country life, the 

 psychology of the rural social mind, semirural and town-country communities 

 and their problems, the relation of country to city, and investigations and sur- 

 veys. He aLso sketches the more important methods of instruction found 

 profitable in this field, viz, text and lecture work, the study of rural surveys, 

 and investigations. 



The value of a technical education to a forest supervisor (Yale Forest 

 School News, 5 (1917), No. 4, pp. 52-56).— This is a series of articles editecj 

 from letters received in general correspondence with forest supervisors with 

 reference to their opinion as to the value of their forest school training for the 

 work they are now doing. 



There seems to be a general opinion that, inasmuch as at the present time 

 the forest supervisor's duties lie more along the lines of a business manager 

 than a technical forester, so far as direct utilization goes only a little of the 

 forest school training has applied specifically, a little mensuration, a little 

 applied silviculture, a good deal of surveying and engineering— about what 

 could be acquired in a six months' selected course. It is pointed out, however, 

 that the great value in the forest school training is the establishment of a 

 background, the fixing of ideals to work toward. While there are many very 

 valuable men in the service who have never had a forest school training, the 

 demands of the future vsdll be such as to make such training an extremely 

 valuable asset. The forest supervisor should have clearly in mind the broad 

 and basic principles upon which to build a regime and a forest wisely and con- 



