49'2 Experiment station record. [voi. 43 



(At/r. Slatis. India, 33 {1916-17), II, pp. III+V+116, pi. /).— This volume 

 oontiuue.s statistics previously noted (E. S. R., 41. p. 595). 



Area, classification of area, area iinrler crops, live stock, land revenue 

 assessment, and transfers of land in Britisli India, D. N. Ghosh {Agr. 

 Stuti.s. India, 3/, (1917-18), I, pp. IV+X+321, pin. C).— This volume continues 

 .'Jtiitistics previously noted (E. S. II., 41, p. 595). 



[Agricnltural statistics of British India for the years 1916-17, 

 1917-18], G. F. Shirras {Brit. India Agr. Htatis., Summary Tablen, 1916-17, 

 pp. 2-10; 1917-18, pp. 12). — These reports continue data pi-eviously noted (E. S. 

 R., 37, p. 891). 



Estimates of area and yield of principal crops in India, 1918-19 (Dcpt. 

 Statis. India, Est. Area and Yield Frinc. Cropn hidia, 1018-19, pp. [S]+31, figs. 

 5).— Tabulated estimates of yiojds by provinces, together with St general in- 

 troductory note continue information previously noted (E. S. R., 41, p. 893). 



AGRICULTURAL EDUCATION. 



The project method in education, M. E. Branch (Boston: Richard O. 

 Badger, 1919, pp. 282). — This book, which is intended primarily for the use of 

 teacliers, deals with the nature of the project method, its relation to Instincts, 

 and its social basis ; the evolution of the project as an educational concept ; the 

 significance of motivation ; teaching and learning by projects ; the project ques- 

 tion, exercise, and problem; manual or physical projects; mental projects not 

 involving mnnual activities; the project method in history and geography; the 

 reorganization of t!ie coui-se of study; and the preparation of the teacher. 

 Problem (luestions and lists of references are included. 



The time emphasis in vocational agriculture, J. W. Day (School and Soc, 

 11 (1920), No. 268, pp. 200-202).— Attention is called to two factors on the basis 

 of which the allotment of time in vocational agi'iculture h.as frequently been 

 made, viz, the allotment made by the author of a textbook and that based on 

 the preparation and previous experience of the instructor himself. The author 

 holds, however, that the main factor to be recognized in determining the time 

 emphasis is the farm practice of the community itself. Exception to this prin- 

 ciple, however, may be made in the case of a crop that is practically unknown 

 in the commiuiity but which is peculiarly adapted to it. The attention given 

 to any one plia.se of agriculture will also necessarily be affected by its relative 

 complexity and by the previous knowledge of the students in regard to it, 

 the interest of the students, their ability to grjisp the subject, etc. While this 

 method, at first thought, might seem to result in a narrow type of training by 

 preparing the individual for farming in only one particular locality, it is l.eld 

 that the majority of the students will actually farm in the neighborhood in 

 which they receive their training, and that even those who move to other sec- 

 tions will there derive more benefit from their definite and practical course of 

 instruction than would be the case if they had been given a vague and theoreti- 

 cal smattering of all the agricultural practices of the nation. 



The reorganization of the country school, A. Dille (U. S. Dept. Agr. 

 Yearbootc 1919, pp. 289-306, figs. 5). — The author discusses the reorganization 

 of the rural schools along educational and administrative lines to meet the , 

 needs of present and future conditions of rural life." 



The necessary educational redirection of the school, it is suggested, would 

 involve the teaching of the basic subjects that belong to all culture, and in addi- 

 tion the subjects that give to the pupil the knowledge, the attitude, and the 

 technique belonging to the life on the farm, sucli as agriculture, home eco- 

 nomics, and farm shopwork. This broadening of the curriculum p re.su ppo.'^es 



I 

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