194 EXPEEIMENT STATION RECORD. 



agricultural products for minor divisions for 1913 and for 10-year periods 

 beginning with 1S51, the number of farm animals for 1913 by minor geographic 

 divisions and from 1S04 to date for the country as a wliole, and the production 

 of butter and cheese for 1910 and 1912. Additional information is given re- 

 garding cooperative organizations for credit and the production and sale of 

 agricultural products. 



AGRICULTURAL EDUCATION. 



Proceeding's of the twenty-seventh annual convention of the Association 

 of American Agricultural Colleges and Experiment Stations, edited by J. L. 

 —Hills {Proc. Assoc. Avier. Ayr. Cols, and Expt. Stas., 27 {1913), pp. 298). — 

 This is a detailed account of the proceedings, including the papers submitted, 

 of the convention held at Washington, D. C, November 12-14, 1913 (E. S. R., 

 29, p. 601). In addition to papers noted or abstracted elsewhere in this issue 

 it contains as the report of the bibliographer a bibliography of 12S publications 

 on rural economics and sociology, 1906-1913 (pp. 26-39), a report of the com- 

 mittee on extension organization and policy which includes a statistical sum- 

 mary of agi'icultural extension carried on by the agricultural colleges for the 

 year ended June 30, 1913, other reports, and the following addresses : Address 

 of Welcome, D. F. Houston (pp. 19-23) ; Presidential Address, by E. H. 

 Jenkins (pp. 63-68) ; Rural Credit, by J. L. Coulter (pp. 69-73) ; Agricultural 

 Research in Europe and America, by W. H. Jordan (pp. 74-79) ; Marketing 

 Farm Products, by C. J. Brand (pp. 80-87) ; The Relation of the Rural Organi- 

 zation Service to the Colleges of Agriculture, by T. N. Carver (pp. 87-92) ; 

 The Relations Between the Federal Department of Agriculture and the Agri- 

 cultural Colleges and Experiment Stations, by E. Davenport (pp. 121-133) ; 

 The Status of the Military Department in the Laud-Grant Colleges, by 

 B. Orton, jr., et al. (pp. 172-186) ; How Can We Secure a More Serious Atti- 

 tude on the Part of the Average Student Toward His Work, by E. E. Sparks 

 (pp. 218-222) ; Securing a More Serious Attitude on the Part of Students, 

 by H. C. Price (pp. 222-224) ; Student Character Records, by W. M. Riggs 

 (pp. 224-227) ; The Organization of Station Administration Work, by W. H. 

 Jordan (pp. 242-248) ; and Definitions and Lines of Demarcation in Research, 

 Experiment, and Demonstrations, by J. F. Duggar (pp. 248-251). 



Relation of th.e United States Deiiartment of Agriculture to the agricul- 

 tural colleges and experiment stations, B. T. Galloway (Washingtan: Govt., 

 1913, pp. 6; Proc. Assoc. Amcr. Agr. Cols, and Expt. Stas., 27 {1913), pp. Ill- 

 121). — This discussion has been previously noted (E. S. R., 29, p. 603). 



Report of the committee on instruction in agriculture, A. C. Tblte et al. 

 {Proc. Assoc. Amer. Agr. Cols, and Expt. Stas., 21 {1913), pp. 40-61).— This 

 report deals with the subject of farm practice as a prerequisite to the degree 

 course in agriculture and as a subject of instruction in the agricultural col- 

 leges. Information is given concerning farm practice requirements in agricul- 

 tural colleges in foreign countries and in the United States, followed by a 

 tabulated summary of data on farm practice in 47 agricultural colleges in this 

 count i-y and descriptions of some projects referred to in the discussions. 



Instruction in pure science for agricultural students, C. E. Bessey {Proc. 

 Assoc. Amer. Agr. Cols, and Expt. Stas., 27 {1913), pp. 213-217).— The author 

 discusses the advantages and disadvantages of two somewhat opposing educa- 

 tional theories as to the relation of science to the different phases of agricul- 

 ture. In the first theory " the teacher of agriculture, or any of its subdivisions, 

 while teaching it should make the adjustment of his subject to the underlying 

 sciences, referring to such sciences, but not requiring the student to have puiv 



