AGEICULTURAL EDUCATION. 195 



of land used for different agricultural purposes by Provinces, the area devoted to 

 different crops and average yields, number of live stock, number of agricultural 

 exploitations by sizes, extent of cooperative organizations, number and business 

 transactions of cooperative creameries, transactions of rural credit institutions, 

 and prices and imports and exports of the principal agricultural products. 



Germany's imports and requirements of agricultural products from, foreign 

 countries, F. Wohltmann {Kuhn Arch., 6 {1815), pt. 1, pp. 239-295).— In this 

 article the autlior has given for 1902-1905, 1907-1910, 1911, 1912, and 1913 data 

 as to the imports, exports, and trade surplus and deficits for practically all kinds 

 of agricultural produce and fertilizing materials used in Germany, as well as 

 estimates for the per capita trade surplus or deficits for the principal items. 



Prices and wages in India (Dept. Statis. India, Prices and Wages India, 

 1915, pp. yi+226). — This report contains wholesale prices for 1912-13 at the 

 principal markets, average annual prices from 1897 to 1913, import and export 

 prices, and a comparison of tlie average price in India and the United Kingdom 

 in 1873 and 1889-1913 of the principal agricultural pi'oducts and live stock. 



AGRICULTURAL EDUCATION. 



The value and methods of teaching the fundamental subjects in the 

 veterinary curriculum, H. S. Murphey (Cornell Vet., 5 (1915), No. 3, pp. 117- 

 130). — In this paper, presented at the meeting of the American Veterinary 

 Medical Association, at Oakland, Cal., in September, 1915, the author discusses 

 some of the things that he thinks should be considered in outlining and teaching 

 a course in veterinary medicine at the present time. 



" Based on the assumption that the end in view is the training of men to 

 practice or to do other work in the treatment and control of disease in animals, 

 in other words, the foundation for special surgery, obstetrics, medicine, food 

 inspection, and sanitation," he would include physics, chemistry, zoology, 

 botany, anatomy, physiology, bacteriology, parasitology, pathology, and clinical 

 diagnosis — both physical and so-called laboratory diagnosis. He concludes, 

 among other things, that the fundamental subjects should be taught from a 

 veterinary standpoint, that the objective method of teaching is the best, that 

 special surgery, medicine, etc., can not be properly taught to students who do 

 not know the fundamental facts and principles of the foundation subjects, that 

 college courses need readjusting so that each subject will receive its just share 

 of time and material, that more time and money must be spent in training the 

 student than at present, that use should be made of increased knowledge from 

 all sources, etc. 



The importance of anatomy and physiology in animal breeding, R. Dis- 

 SELHORST (Kilhn Arch., 6 (1915), pt. 1, pp. .3.3-49). — The author discusses the 

 importance of a knowledge of anatomy and physiology in the study of animal 

 breeding. 



Teaching animal husbandry in high schools, W. W. Smith (Pnrdue Agr., 

 10 (1915), No. 1, pp. 12, 43, fig. 1). — The author briefly outlines the necessary 

 qualifications of the teacher of animal husbandry and the method of teaching 

 subjects best suited for high-school instruction, viz., types and breeds of farm 

 animals and fe^ds and feeding, in a standard high-school coiu'se of 18 weeks. 



The rural school system of Minnesota: A study in school efficiency, H. W. 

 FoGHT (U. S. Bur. Ed. Bui. 647 (1915), pp. 56, pis. 10, figs. 4).— This study of the 

 efficiency of rural schools in Minnesota includes a discussion of the progress in 

 industrial education in, the state high schools, Holmberg consolidated schools, 

 and associated schools. It is shown that the attendance of students on the agri- 



