AGEICULTURAL EDUCATION. 91 



and in all pursuits, value of all farm products; value of farm land, buildings, 

 and implements; and acreage of farm land." 



Imports of farm and forest products, 1907-1909 {U. 8. Dept. Agr., Bar. 

 Statis. Bui. 82, pp. 74).— Statistical data of farm and forest products, in- 

 cluding the countries from which consigned, are reported. The value of farm 

 products imported for the fiscal year ended June 30, 1909, was $638,612,692, and 

 the value of forest products. $123,920,126, as compared with $539,690,121 and 

 $97,783,092, respectively, in 1908 (E. S. R., 22, p. 293). 



Crop Keporter {TJ. S. Dept. Agr., Bur. Stat is. Crop Reporter, 12 (1910), No. 

 10, pp. 73-80). — Notes and statistics are given on the condition of crops in the 

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

 prices of agricultural pi-oducts, the crop export movement in 1910, and the 

 monthly marketings by farmers for 1908 and 1909 in the United States, with an 

 estimate of the percentage of the rice area of the United States devoted to the 

 different varieties. 



AGRICULTURAL EDUCATION. 



Bural Life Conference (Alumni Bui. Univ. Va., 3. ser., 3 {1910), No. 3, pp. 

 225-335, pis. 2).— At this, the third Rural Life Conference to be held at the 

 University of Virginia, July 13-15, 1910, the papers presented included the 

 following : 



The outlook to rural progress, L. H. Bailey (pp. 229-240). — The subject Is 

 presented under the general heads of (1) some relations of the city and country, 

 (2) the country-life movement, (3) the outcome of our industrial civilization, 

 and (4) the call to leadership. The author holds that the fundamental weak- 

 ness of our civilization lies in the antagonism of country and city forces, and 

 the development of urban influence far beyond that of the country. The first 

 remedy is to send broadly trained men into the open country, and the second 

 to give rural representation on equal terms with the city on all great public 

 questions. "Rural teachers, librarians, clergymen, editors, physicians, and 

 others may well unite with farmers in studying and discussing the rural ques- 

 tion in all its aspects." The call to leadership should appeal particularly to the 

 new profession of the rural teacher. 



The aim in teaching agriculture, J. F. Duggar (pp. 240-246). — The author 

 considers the aim in agricultural teaching to be twofold — (1) to develop or 

 educate the individual, and thereby (2) to promote the material prosperity of 

 the community. State, and nation. The study of agriculture by the children 

 In the schools leads to practical improvement by the parents on the farm, and 

 increased profitableness of the farm supports improved work in the schools. 

 As to methods of teaching, the author advises (1) teaching the great principles 

 that underlie agriculture rather than giving instruction in the details of farm- 

 ing, (2) securing the sympathetic cooperation of parents on the basis of "a 

 declaration of dependence," and (3) avoiding the attitude of authority and dog- 

 matism. 



Community -work in the one-teacher rural school, B. H. Crocheron (pp. 280- 

 284).— The fundamental thought in this address appears In the following 

 quotation: "The rural school must feel that its work lies above and beyond 

 the children; that the education of the whole community is its sphere: and 

 that the building in which the day classes meet is fulfilling but a small part of 

 its use if its windows remain dark every night while the people suffer for a 

 common place of meeting and a common plane of thought on which to meet." 

 Among the usable forms of school community work are suggestetl seed, plant, 

 and milk testing, children's clubs, women's meetings, farmers' meetings, literary 



