894 EXPERIMENT STATION RECORD. [Vol.35 



[Agricultural statistics of Sweden] (Statis. Arsbok Sverige, 1916, pp. 60- 

 76). — This continues data previously noted (E. S. R., 33, p. 395), adding sta- 

 tistics for later years. 



Agricultural stp<,Ustics of Roumania (Alin. Agr., Stotis. Agr. Romdniei, 1915. 

 pp. S5). — This report contains statistical data showing for 1915 the acreage, 

 average yield, and total production of the principal agricultural crops by Prov- 

 inces, with comparative data for 1909-1914 for Rouraania as a whole. 



[Agriculture in Egypt] (Ann. Statis. Egypte, 6 {19U), pp. 319-371; 7 {1915), 

 pp. 107-181).— This continues data previously noted (E. S. R., 32, p. 894), 

 giving statistics for later years. 



AGUICTTLTTJIIAI EDUCATION. 



The Cook County system of rural education, E. J. Tobin (//./. Agr., 20 {1916), 

 'No. 8, pp. 705, 706). — The Cook (bounty (111.) cour.«e in school-home projects is 

 briefly described. Tlie course comprises field and garden, poultry, cow testing, 

 music, sewing and cooking, and business projects. 



To provide a close supervision of Ihe work the county is divided into five 

 division.s, each in charge of a country life director whose duty it is to supervise 

 and direct all school-home projects, recreation, and school work in his division. 

 He must see that all pupils over 10 years of age take at least one school-home 

 project as a part of their regular school work. Each director had charge of 

 about 25 schools with a total attendance of 500 pupils in 1915. Additional 

 supervision was found neces.sary for the summer vacation, and the county pro- 

 vided $2,800. which allowed each country life director $5G0 for additional 

 supervision of school-home projects in his division. Fifteen " wandering " 

 supervisors were selected for their efficiency in this work by the directors from 

 among their own teachers, so that each pupil's project was visited about once 

 a week. 



The author, who is county superintendent, finds this supervision of great 

 value in that it takes the teacher directly into the homes, makes the school a 

 force in the community by linking the pupil's work with the family life and 

 the rural business of the farm, and directs the pupils' energy in a proper way 

 during the summer vacation months. By this method the school period is 

 extended, the rural school is placed on a basis of efiiciency, and the parents 

 become interested and willing to cooperate. 



The net profits from the school-home project belong to tlie pupil and must be 

 banked, loaned, or wisely expended. Each pupil is obliged to keep an itemized 

 account of his receipts and expenditures. All pupils who successfully carry 

 through a school-home project are publicly grafted an achievement emblem, 

 consisting of a four-pointed star, and year after year silver stars are welded 

 in the emblem as a recognition for completion of further projects. A maga- 

 zine, Achievement, devoted to the interests of pupils carrying on school-home 

 projects, is published annually. 



[Agricultural education in New Brvmswick in 1915], R. P. Steeves, R. 

 Newton, and Hazel E. Wintee {Rpt. Agr. New Brunsiinck, 1915, pp. 6-24, 

 91-96, pis. 6). — Included in this report of the department of agriculture of New 

 Brunswick for 1915 are the reports of the director of elementary agricultural 

 education, the director of agricultural schools, and the supervisor of women's 

 institutes. 



Instruction in nature study and agriculture was given to 2,711 pupils (an 

 increase of 1,355 over the previous year) through 48 school gardens, an in- 

 crease of 16 gardens over the previous year. The number of home plats con- 

 ducted by pupils under the supervision of teachers increased from 59 to 378. 



