1917] AGRTCULTtTRAL EDUCATION. 93 



practice and the lack of capital. He advocates the establishment of experi- 

 mental and agricultural educational institutions, an increase of capital, and a 

 better application of labor. 



[Agriculture and live stock in Sweden] (Sveriges Off. Statis., Jordbr. och 

 Boskapsskotsel, 191S, pp. VIII+160). — This report gives by minor subdivisions 

 data as to the area and production of the principal crops, the number of live 

 stock, and the number of agricultural enterprises. 



[Agricultural statistics of Norway] {Aarsber. Offentl. Foranst. Landbr. 

 Fremme, 1915, I, pp. 90; 1916, I, pp. 88). — These reports continue the data 

 previously noted (E. S. R., 33, p. 193), adding; data for 1915 and 1916. 



[Agricultural statistics of Finland, 1910] {Finlands Off. Statis., Ill, No. 

 9, pt. 1 (1916), pp. S27). — Stati.stical data are given for minor subdivisions 

 showing the area devoted to different agricultural purposes, the classification 

 of farms by the area of cultivated land, and the extent of those farms devoted 

 to the principal crops. The number of agricultural machines are given for all 

 farms and for the farms classified by sizes. 



AGRICTJLTURAL EDTICATION. 



[The teaching of rural sociology], D. Sanderson (Amer. Jour. Sociol., 22 

 (1917), No. 4. PP- -^33-460). — The author has gathered information by means 

 of a questionnaire as to the content of the courses of instruction in rural so- 

 ciology, the relation of the courses to the other departments of the institution, 

 and their extent. 



The value of home economics in our schools, Feances Rat (Proc. and 

 Addresses N. C. Teachers' Assembly, 32 (1915), pp. 205-211). — The author 

 discusses the educational, cultural, social, and vocational values of home eco- 

 nomics and its correlation with other school subjects. 



The school garden as regarded and carried on in the different provinces 

 (Canada Dept. Agr. Pamphlet 4 (1916), pp. 64, figs. 33). — A series of articles 

 on school gardening in Canada, previously noted (E. S. R., 33, p. 897; 34, pp. 92, 

 93; 35. p. 594). 



Proceedings of the [Illinois] high school conference, 1915, edited by H. A. 

 HoLLiSTER (Univ. III. Bui., IS (1916), No. 21, pp. 78-95, 173-193).— The fol- 

 lowing papers presented before the agricultural and domestic science sections 

 of this conference are included : Requirements for University Entrance Units 

 in Agriculture; The Use of the Home Farm as a Laboratory for Secondary 

 School Agriculture ; Vocational Opportunities in Scientific Agriculture ; The 

 Home Course as Taught in the High School ; and Problems in High School 

 Sewing. Reports of the committee on agricultural textbooks and reference 

 libraries and of the executive committee of the domestic science section em- 

 bodying suggestions for teaching various subjects are also given. 



The agricultural section recommended to the faculty of the College of Agri- 

 culture of the University of Illinois that schools be credited in agriculture up 

 to four units for specific subjects, such as agronomy, animal husbandry, horti- 

 culture, etc., providing the work is approved by the high-school visitor. It was 

 the opinion of the section that instead of the one-year general course in agri- 

 culture specific courses of not less than one semester's length in single phases 

 of agricultural work .should be given. 



Notes on agricultural instruction in Spain, H. Gorria (Rev. Inst. Agr. 

 CataJdn San Isidro, 65 (1916), No. 18, pp. 277+282).— This is a brief survey 

 of the facilities for agricultural instruction in Spain, including The School for 

 Agricultural Engineers in Madrid ; the Provincial Higher Agricultural School at 

 Barcelona; schools of agriculture with theoretical and practical instruction, 



