AGRICULTURAL EDUCATION. g95 



The agricultural industry in Bussia (Selsko-Khozialstvcnnuii PromuU<icl v 

 Rossii. Pclrograd: Dept. Agr., 191.',, pp. [rfo.>]. pis. 7, figs. 234).— TMh book 

 contains a description of tlie population, soil, niolhotl.s of cultivation, crops 

 raised, and agricultural instruction and experimentation In Russia. The 

 description is amplified by a large number of graphic representations. 



A statement of the general agricultural conditions in Algeria for the 

 crop year 1913-14 (Bui. Agr. Alg6rie, Tunisir., Maror, 21 (1915), No. 6, pp. 

 1SS-157).—A suumiary is given of the general crop conditions, the extent of the 

 harvest, the foreign trade in the principal agricultural products, the condition of 

 agricultural credit and cooperative associations, and experiments demonstra- 

 tions, and regulations tending toward the improvement of agricultural con- 

 ditions in Algeria. 



Live stock and agriculture {Cetisus Union iS'o, Africa, 1911, pt. 9, pp. 1208- 

 136S).— Thin part of the 1911 Census of the Union of South Africa gives returns 

 regarding live stock, agriculture, and irrigation. 



It was found that there were 5.796,949 head of cattle, of which 1,620.376 

 were oxen; 719,444 horses; 430,641 mules and asses; 746,736 ostriches; 

 30,656,659 sheep ; 11,763,979 goats ; 1,081,600 pigs ; and 10,533,909 poultry. 



The land under cultivation was 3,282,071 morgen (about 7,124,047 acres), 

 that lying fallow 892,929, and that used for grazing 89,945,238, and of the above, 

 34,132.230 morgen were fencetl in. Additional data are given concerning the 

 extent of irrigation, production of various crops, the number of workers, and 

 the different types of agricultural machines and implements used. 



British India, with notes on Ceylon, Afghanistan, and Tibet, H. D. Bakkb 

 ET Ai., {U. S. Dept. Com., Spec. Cons. Rpts., No. 12 {1915), pp. 318-408, figs. 2).— 

 Among the subjects treated in this report are acreage and production of the 

 principal crops; production and trade in dairy products, vegetable oils, fruits, 

 nuts, and forest products ; trade customs and conditions ; and irrigation 

 methods. 



AGEICTJLTTJEAL EDUCATION. 



The relation of the college curriculum to human life and work, A. C. Tbub 

 {Educational Mo. [Ga.1, 1 {1915), No. 5, pp. 157-162; Better Schools, 1 {1915), 

 No. 8, pp. 132-135). — The author pleads for a broader consideration of the 

 industrial element, i. e., agriculture and mechanic arts, commerce, and house- 

 hold arts, in the educational system of this country from the primary school 

 to the university, not for vocational purpose but for general or cultural edu- 

 cation. He suggests that the general college curriculum "be perfectefl not so 

 much by the addition of subjects to give the student a broader range of choice 

 pjs by the reorganization and redirecting of a limited number of fundamental sub- 

 jects to make him a well-educated man prepared to live in tlie day of his own 

 generation." 



See also a previous note (E. S. R., 32, p. 799). 



The importance of agricultural education to the Commonwealth, H. Pns 

 {Rpt. Austral. Assoc. Adv. Sci., 14 {1913), pp. 675-694).— In this address the 

 author discusses the importance of agricultural education to the social, eco- 

 nomic, and political welfare of the people of Australia, the metamorphoses and 

 education of the farmer, the itinerant school of agriculture, the contrast be- 

 tween American and Australian conditions, the existing scheme of agricultural 

 education in Australia, the functions of the elementary school and the agricul- 

 tural high school, the linking of the work of the latter with that of the agri- 

 cultural college, the mission of the agricultural college and the university school 

 of agriculture, the scope and organization of the degree course in agriculture, 



