1919] AGRICULTURAL EDUCATION. 389 



duction, trade, and tariff regulations of certain industrial crops, such as hemp, 

 jute, flax, and sugar beets in Italy. 



Economic and financial resources of Russia, by regions and by govern- 

 ments (Bui. Statis. L6(j. Compar., J,2 (WIS), No. 8, pp. 30Jf-S25).—T\\o tables 

 sliowing the area, population, agriculture, industry, and means of connnunica- 

 tion, and the finances of Russia, by regions and by governments, are repro- 

 duced here from a Statistical Outline of the Economic Geography of Russia, 

 published recently by the Paris Chamber of Russian Commerce. 



The agricultural resources of Morocco, M. Hitieu {Bui. 8oc. Encour. Indus. 

 Nat. [Paris], J IS (tUIH), I, No. 2, pp. 3//cS-56;]).— Brief descriptions of the prin- 

 cipal agricultural products of Morocco and a discussion of the i)ossil)inty of 

 developing new crops there are given. 



Prices and wages in India (Dept. Statls. India, Prices and Wages India, 33 

 {19J8), pp. y.Y-f 278, pi. 3). — This continues information previously noted (E., S. 

 R., 37, p. 792. 



AGRICULTURAL EDUCATION. 



American agricultural colleges: A study of their organization and their 

 requirements for admission and graduation, C. D. Jarvis (U. 8. Bur. Ed. Bui. 

 29 {1918), pp. 125, Jigs. ^).— Part 1 of this bulletin comprises general discussions 

 and tabulations concerning the government and organization and the agri- 

 cultural cui-i-icula of each of the agi-icultural colleges in this country. Parts 

 2 an<l 3 deal respectively with the requirements for admission and graduation. 

 Talmlated outlines, showing the scope and credit value of the graduation re- 

 quirements for the several institutions, are appended. 



The following principles are suggested concerning scholastic requirements for 

 admission : The colleges should exert an infiueuce upon improved secondary 

 schools in such a way as to enable them to pi;epare adequately stiidents for 

 colleges and to maintain their usefulness for the mass of students who may 

 never enter college. Work should be prescribed by the colleges only in such 

 preparatory subjects as are regarded as prerequisite to the freshman work in 

 the college curricidum for which the applicant seeks admission; it being un- 

 derstood that the colleges, in accrediting or passing upf)n the qualitications of 

 high schools, have an opportunity for prescribing the general qualitications for 

 their prospective students. For the guidance of prospective candidates for the 

 degree of bachelor of science in agriculture, each State should publish a state- 

 ment showing what are believed to be appropriate sequences of stiidies and an 

 acceptable amount of coordinated work covering the combined high school and 

 college periods. 



Special attention is called to the necessity for a more uniform basis for col- 

 lege credit. The lack of such uniformity renders difficult the comparison of 

 institutions from the standpoint of the amount of work required for gradiia- 

 tion, and interferes vi'ith the free and just exchange of credit for work done 

 in two or more institutions. 



The great variation among institutions in their quantitative requirements 

 for graduation indicates either a great waste of time in some institutions, or a 

 sacrifice of quality of work for quantity in others. The wide difference of 

 liractice in regard to the relative proportion of prescribed and elective work 

 offered by the institutions shows that the question of freedom of election is still 

 a matter of contention. 



The most conspicuous disagreement in the placement of courses within the 

 4-year schedule is the tendency on the part of some colleges to defer the 

 offering of strictly agricultural courses until the sophomore or even the junior 

 year, while others require such work from the very beginning of the course. 



