796 EXPERIMENT STATION RECORD. 



only 2 societies, pigs in 32, and cattle in 23. There are, in addition, 20 societies 

 of a more general character, 11 central cooperative societies, 12 horse-breeding, 

 22 cattle-breeding, 26 sheep-breeding, and 6 pig-breeding societies, and, in addi- 

 tion, 82 poultry and 12 dairy societies." 



Historical resume of -works on agricultural statistics in Spain, J. de Abce 

 (Bol. Agr. Tdc. y Econ., 3 {1911), No. 25, pp. 73-86).— This report gives a history 

 of agricultural statistics in Spain from 1748 to the present time. 



Crop Reporter {U. S. Dept. Agr., Bur. Statis. Crop Reporter, 13 (1911), No. 

 2, pp. 9-16).— This gives statistics of the average value per head of farm 

 animals in the United States, the farm value of important crops, condition of 

 the wheat crop in the United States and foreign countries 1907-1910, the 

 monthly receipts of eggs and poultry in the chief markets of the United States, 

 a summarized statement of the monthly interior movement of farm products,- 

 imports and exports of animals and animal products during 1909 and 1910, and 

 the average farm price of horses and cattle in the United States, 1867-1911. 



Crop Reporter (U. 8. Dept. Agr., Bur. Statis. Crop Reporter, 13 (1911), No. S, 

 pp. i7'-2.i).— Statistics and notes on the condition and acreage of crops in the 

 United States and foreign countries, the farm values and range of prices of 

 agricultural products, the monthly receipts of eggs and poultry in the United 

 States, the average wages of farm labor (male) during the past year, and the 

 tonnage of farm products carried on railways in the United States, 1905-1909 

 are presented. 



AGRICULTTJRAL EDUCATION. 



Agricultural education: National Education Association — State and other 

 teachers' associations, B. M. Davis (El. School Teacher, 10 (1910), No. 9, pp. 

 m-452). — The author deals in a historical way with the development of inter- 

 est in agricultural education in the National Education Association, showing 

 that it was not considered as a separate subject, except in connection with the 

 agricultural colleges, until 1898, when the association held its meeting in con- 

 nection with the International Congress of Education and a paper on agri- 

 cultural education was read by a Russian delegate. Subsequently it appears 

 that interest in this subject has increased rapidly. 



In referring to the work of the state and interstate teachers' associations, 

 the author finds that agricultural education began to receive attention from 

 these associations at about the same time that the National Education Associa- 

 tion became actively interested in it. 



Shall theoretical and practical agriculture and the physical development 

 of childhood he added to the curriculum, of the city public schools? A. B. 

 Stickney (St. Paul, Minn., 1910, pp. 16., pis. 7, dgms. 2). — The author reviews 

 changes in the industrial conditions which have gi-eatly reduced opportunities 

 for the industrial employment of children, and recommends not only industrial 

 courses but also agricultural courses for city children. He believes that these 

 would contribute to the physical development of children. As chairman of a 

 citizens' committee to plan a comprehensive system of parks for the city of 

 St. Paul, he has drawn plans for a " composite agi-icultural school and physical 

 development park," and these plans are illustrated and briefly described. 



Agriculture and nature study for rural schools, H. W. Hochbaxjm (State 

 Norm.. School. Colo. Bui., 10. ser., No. 5, pp. ////, figs. 21t). — This bulletin is de- 

 voted to rural school improvement and discusses why rural schools are often 

 ineflicient, the need of redirecting the work of the rural school, the aims in 

 teaching nature study and agriculture, and the training of rural school-teachers. 

 Outlines are given for teacher-training work in nature study, elementary agri- 



