AGKICULTURAL EDUCATION. 789 



Acreage and live stock returns of England and Wales (Bd. Agr. and 

 Fisheries ILondon], Agr. Statis., 49 (1914), No. 1, pp. 115).— This report points 

 out the changes in the number of farms by sizes and the areas devoted to 

 specific crops, and gives detailed statistics by counties for 1913 and 1914 for 

 the total acreage under crops and grass, arable land, and permanent grass, and 

 the number of live stock. Comparative data are given for earlier years for the 

 major subdivisions. 



Statistical yearbook of the Union of South Africa, 1912-13 (Statis. Year 

 Book Union So. Africa, No. 1 {1913), pp. XI +383) .—Amons tlie data included 

 in this yearbook are those relating to the population of the urban and rural 

 districts, number of persons employed in agricultural pursuits, extent of land 

 under cultivation, yield of the principal crops, number of live stock, and number 

 of agricultural implements and machines, according to the census of 1911. 



Agricultural statistics of India, 1912-13 (Agr. Statis. India, 29 (1912-13), 

 I, pp. IX +4^5, pis. 4). — This report contains the same items as previously 

 noted (E, S. R., 31, p. 191), and adds data for the 1912-13 crop year. 



AGRICULTURAL EDUCATION. 



Agricultural education and agricultural prosperity, A. C. True (Ann. 

 Amer. Acad. Polit. and Soc. Sci., 59 (1915), No. 148, pp. 51-64). — The author 

 discusses the economic and social conditions of farm life in this country, points 

 out as the fundamental need for their improvement a better system of educa- 

 tion, including industrial and vocational instruction, and briefly surveys the 

 history and pi-esent status of agricultiiral education in this country. At this 

 present stage of development he recommends that special stress be laid on 

 " the provision of suitable means for the scientific and practical training of 

 teachers of agriculture and home economics for the elementary and secondary 

 schools and of the county agents and other extension workers ; adequate super- 

 vision of the teaching of agriculture and home economics in the rural elementary 

 and secondary schools by trained experts connected with the state departments 

 of education who thoroughly understand the problems of country life ; the en- 

 couragement of the consolidation and grading of rural elementary schools with 

 a view to the more efiicient organization and equipment of practical instruction 

 in agriculture and home economics, as well as their general improvement as 

 educational agencies . . . and the use of state funds to aid in the establishment 

 of high schools in rural regions, in which agriculture and home economics 

 shall be taught by teachers trained along these lines, or the introduction of 

 efficient courses in these subjects in general high schools frequented by country 

 boys and girls." In his opinion this system of agricultural education will do 

 much toward making farming more profitable and will also greatly increase 

 agricultural production. 



Requirements for standardized elementary schools (Columbus, Ohio: State 

 Supt. Pub. Instr., 1914, pp- 14)- — This bulletin, which has been prepared by 

 the supervisors of agricultural education of Ohio, contains the recent law 

 on the standardization of elementary schools in Ohio which includes re- 

 quirements for agricultural apparatus to the value of at least $15 for one- 

 room rural schools of the first grade; at least 2 acres of land for play 

 and agricultural experiment, one teacher employed for 10 months a year, 

 giving a part of his time to the teaching of agriculture or domestic science, or 

 both, and to the supervision of agricultural and domestic art work during part 

 of the vacation, and agricultural apparatus to the value of at least $25, for con- 

 solidated elementary schools of the second gi-ade; buildings hereafter con- 

 structed to have at least one acre of land for agricultural and school garden- 



