1919] AGRICULTURAL EDUCATION. 195 



The material resources of Burma, II. Adam son (Bui. Imp. Inst. [flfo. S 

 ton], 16 (1918), No. 1, pp. 40-79, fig. 1).— This article discuss. m the problem of 

 attracting British capital to Burma. It discusses the SOU fertility, rainfall, 

 forests, fisheries, and mineral resources as a field for commercial enterprise. 

 It points out that deficiency in transportation facilities and scanl population, 

 with consequent dearness of lahor, are causes of former failures to exploit 

 Burma, and it includes statistics with respect to land holdings, crops, rubber, 

 and forestry, including timber and teak. 



[Land tenure and settlement: Agriculture and live stock in New Zealand, 

 10i7| (New Zeal. Off. Yearbook 1917, pp. 424-493, pis. 2, figs. 2).— These pages 

 continue the data previously noted (E. S. R., 37, p. 791). 



AGRICULTURAL EDUCATION. 



The land grant of 1862 and the land-grant colleges, B. F. Andbews (U. S. 

 Bur. Ed. Bui IS (1918), pp. 63).— This bulletin gives a brief history of the 

 management of the land grant of 1S62, together with the text of the Morrill 

 Act and amendments thereto. 



It is found that under the act and supplementary legislation 28 States were 

 allotted 8,160,000 acres of land in scrip and 20 received 2,890,000 acres in 

 place, making a total allotment of 11,050,000 acres, of which 10,929,215 acres 

 actually passed to the States. In 1914 there were 1,209,837 acres still unsold, 

 part of which were leased, and 451,850 acres unlocated. 



The scrip and lands have been sold for $12,043,309.43, of which $119,1' 

 was used in four States to purchase land. The remaining capital increased 

 during 52 years of existence (1862-1914) until it amounted to $13,621,712.07. 

 Of this amount $2,205,4S9.0S in 10 States draws interest at less than 5 per 

 cent, but only four States fail to make up the deficit in some way. Every 

 State now applies all the income for the support of the agricultural and 

 mechanical college, with no diminution or diversion to other uses. 



[Papers on horticultural instruction] (Proc. Amer. Soc. Hort. Sci., 14 

 (1917). pp. 23-30, 128-147, 178-180).— The papers presented at the meetings of 

 this society previously noted (E. S. R., 39, p. 541) include the following relating 

 to instruction In horticulture: 



A Plan for Cooperative College Training in Practical Horticulture, by B. S. 

 Brown (pp. 23-30). — This is a discussion of the problem of the need of greater 

 efficiency in horticultural skill, which involves not only the practical training 

 for the regular students but also the short courses and the students from the 

 cities, who in some cases comprise over 50 per cent of the total enrollment. 

 Present methods to increase skill in practical work and their defects are noted, 

 and a list of prerequisites in horticultural practice work, applying to New Eng- 

 land conditions, is suggested. A cooperative plan is presented for the agricultural 

 colleges of several States or groups of States, under which a series of special- 

 ized farms would be acquired in accredited centers of production, preferably 

 scattered through 10 or 12 States. Students could then be passed from farm to 

 farm, thus permitting of a considerable diversity of experience witbout exces- 

 sive cost. The plan would also permit of a uniform training for the students 

 through the several States cooperating and tend to give the smaller colleges 

 the same advantages as the large universities. It would tend to standardize 

 methods and practices, and assist the colleges to obtain a better hold upon 

 the rural people and take a larger part in shaping farm policies. 



Experiments in Horticultural Teaching, by W. L. Howard (pp. 128-130). — 

 Experiments in practical training in horticultural teaching which the University 

 of California has tried out or is planning to try out are briefly described. 



