1916] AGRICULTURAL EDUCATION. 193 



in 1910 as $32.40, and in 1900 as $15.57 pe-r acre. It is stated that the percent- 

 age increases in farm-laud values since 1912 are as follows : North Atlantic 

 States, 17 per cent ; eastern part of North Central States, 20 per cent ; western 

 part of North Central States, 28 per cent ; South Atlantic States, 23 per cent ; 

 South Central States, 25 per cent ; far Western States, 34 per cent ; entire 

 United States, 25.7 per cent. 



The production of durum wheat in Minnesota, North Dakota, and South 

 Dakota, the States producing about 95 per cent of the entire crop of durum 

 wheat, was 37,900,000 bu., with an average yield of 19.3 bu. per acre, and an 

 average value per acre of $20.77. The average yield for other types of wheat in 

 the same States was 17.4 bu., and the average value, $20.04. 



AGRICTJLTTJaAL EDUCATI02T. 



The development of the Philippine Islands, H. J. Watees {Manila: Bureau 

 of Printing, 1915, pp. 45). — This is a summary of the results of a personal study 

 of the natural resources of the country, the development and work of the 

 schools, and the agricultural practices of the people of the Philippine Islands. 



The author briefly outlines the work of the six governmental agencies that 

 are giving instruction in agriculture or engaged in agricultural development, 

 viz, the bureaus of agriculture, education, forestry, and science, and the col- 

 leges of agriculture and veterinary medicine, indicating extensive duplication, 

 some of which is deemed economical and justifiable and some unnecessary and 

 wasteful. Recommendations are made for combining the work of these various 

 agricultural agencies and correlating with it the work of the bureau of educa- 

 tion, not so much upon the grounds of economy of administration as upon the 

 broader grounds of greater efficiency. 



He suggests that while the bureau of education conducts elaborate crop tests 

 in all the provinces and is accunmlating valuable data regarding the behavior 

 of these crops under diiYerent conditions of soil and climate, this work should be 

 inspected or studied by a representative of the agricultural institutions, not 

 with any idea of controlling it bat with a view of making it successful and most 

 helpful to the school children and farmers. It is his opinion, on the other 

 hand, that the bureau of education should not assume that knowledge of agri- 

 culture which would justify its officers in recommending a practice for any 

 region or in putting such practice into effect through its schools and school 

 gardens, as it is the function of the bureau and college of agriculture to shape 

 the agricultural policies of the islands as definitely as it is that of the bureau 

 cf education to shape their educational policies. 



As regards the college of agriculture the author finds the departments of 

 botany and chemistry exceptionally well organized and officered and compar- 

 ing favorably with those of the better colleges of the United States, but that 

 in the practical subjects the college is not so far advanced. He believes that 

 by adding two years of agriculture, viz, a strong and closely supervised course 

 of five hours in farm practice in the first year of the curriculum and a full 

 course in agriculture, dealing with the staple crops and laying emphasis upon 

 plant judging and selection in the second year, and by giving three courses 

 instead of two in animal husbandry, the course would be fairly well balanced 

 for the present. He holds that no matter what is finally done regarding the 

 merging of a part of the work of the college of agriculture with that of the 

 bureau of agriculture, the duty of the college to do research work must be 

 clearly recognized and the necessai-y funds provided. 



Agricultural instruction in Surinam, J. J. Leys (Jour. Bd. Agr. Brit. 

 Guiana, 9 (1915), No. 1, pp. 11-14).— This is a description of two-year agricul- 



