MISCELLANEOUS. 407 



Twelfth Annual Report of Utah Station, 1901 ( Utah Sta. lipt. 1901, pp. 

 LI]'). — This contains the (Organization Hst of the station, a report of the director 

 reviewing the work of the station during tlie year and outlining proposed work, 

 departmental reports, a list of bulletins issued by the station, acknowledgments, and 

 a financial statement for the fiscal year ended June 30, 1901. The report of the 

 agronomist reviews the work done during the year, especially in irrigation, culture 

 experiments, and the destruction of dodder. The report of the horticulturist gives 

 a detailed outline of exiieriments in progress. The report of the irrigation engineer 

 contains observations on seepage and evaporation. 



Twelfth Annual Report of Wyoming' Station, 1902 {Wyoming Na. lipi. 1902, 

 ])/>. Go). — Tliis includes the organization list of the station, a report of the director, 

 abstracts of Bulletins 50-53 of the station issued during the year, reprints of press 

 bulletins noted elsewhere, a list of acknowledgments, a financial statement for the 

 fiscal year ended June 30, 1902, and reports of the heads of departments. 



Crop Reporter (['. aS'. Dept. Agr., Division of Statistics Crop Reporter, 4 {1903), Nos. 

 4-6, pp. 8 each). — These numbers contain reports upon the condition of crops in the 

 different States and Territories on August 1, September 1, and October 1, 1902, and 

 information of a statistical nature concerning particular crops in the United States 

 and crop conditions in foreign countries. 



Yearbook of the Department of Ag-riculture, 1901 ( U. S. l\'pt. Agr. Year- 

 bool- 1901, pp. S46, pis. 90, Jigs. 52). — The Yearbook for 1901 has been jorepared on 

 the same general jilan as in the past. It includes a report of the Secretary, giving a 

 general review of the operations of the Department during the year, 33 miscella- 

 neous articles noted elsewhere, and an appendix containing the usual statistical 

 matter and other information of interest to farmers. 



Agriculture in the tropical islands of the United States, 0. F. Cook ( U. S. 

 Dept. Agr. Yearbook 1901, pp. 349-368, pis. 6) . — The more important crops that can 

 be successfully grown in the Tropics are mentioned and briefly de.scribed, sugges- 

 tions being given as to their nature, the regions where they are most likely to be 

 .successful, and the possibility of their commercial success. 



Ag-ricultural investigations in the island possessions of the United States, 

 W. H. Evans ( f^. S. Dept. Agr. Yearbook 1901, pp. 503-526). — A historical review is 

 given of the various attempts that have been made in promoting agricultural investi- 

 gations and agricultural instruction in Porto Rico, Hawaii, and the Philijipine Islands. 



The future demand for American cotton, J. L. VVatkins ( U. S. Dept. Agr. 

 Yearbook 1901, pp. 193-206). — The comparative use of cotton, wool, flax, and silk is 

 discussed, and statistics are given on the production and consumption of cotton in 

 different countries. 



The cotton-seed industry, C. ]\I. Daugherty ( U. S. Dept. Agr. Yearbook 1901, 

 pp. 285-298) .—This is an account of the growth and jiresent status of the cotton-seed 

 industry in the United States. 



Wheat ports of the Pacific Coast, E. S. Holmes ( U. S. Dept. Agr. Yearbook 

 1901, pp. 667-580, j)ls. 5). — The author describes the ports of San Francisco, Port- 

 land, Seattle, and Tacoma, and also the grain fleet of the Pacific Coast, and gives 

 statistics on the exports of wheat andflour and on ocean freight rates. 



Some problems in the rural common school, A. C. True ( U. S. Dept. Agr. 

 Yearbook 1901, j>p. 133-154, pi- 1, Jig'^- 4). — The author points out some of the weak- 

 nesses of the rural common schools in our present system of education and shows 

 how some of these defects are being overcome in a number of States by erecting or 

 utilizing central schools and bringing the children in public conveyances to them, 

 grading up the central school and introducing studies in the curriculum more closely 

 related to the practical business of the farm, securing teachers in sympathy with 

 farm life, making the schools more largely the center of the intellectual life of the 

 community, and by the cooperation of the farmer and his family with the teachers 

 and pupils through institutes and like agencies. 



