AERONAUTICS 13 AGASSIZ Tchotagama, near Peribonka, Que., distance coal, iron, lead, rubies, and gold; manufactures, 1171% miles. Düsseldorf II (Germany)-Lieut. Hans Gericke, pilot; S. F. Perkins, aid; landed at Kiskisink, Que., distance 1131 miles. Germania (Germany)-Capt. Hugo von Abereron, pilot; Augustus Blanckertz, aid; landed at Coocoocache, Que., distance 1079 miles. Helvetia (Switzerland)-Col. Theodore Schaeck, pilot; A. Armbruster, aid; landed at Ville Marie, Que., distance 826 miles. Hamburg III (Germany) —Lieut. Vogt, pilot; W. F. Assman, aid; landed in Lake Nipissing, Ont., distance 756 miles. Azurea (Switzerland)--Capt. Emil Messner, pilot; Léon Giraudan, aid; landed near Biscota. Isle de France (French)—Alfred Leblanc, pilot; Walther de Mumm, aid; landed at Pogamasing, Ont., distance 722 miles. St. Louis No. 4 (America)-H. F. Honeywell, pilot; J. W. Tolland, aid; landed at Hillman, Mich., distance 552 miles. Condor (France)-Jacques Faure, pilot; E. G. Schmolek, aid; landed at Two Rivers, Wis., distance 413 miles. Million Population Club (America)-S. Louis Von Phul, pilot; J M. O'Reilly, aid; landed near Racine, Wis., distance 317 miles. PROTESTS. At first it was announced that Messrs. Hawley and Post had made a distance of 1355 miles, thus exceeding that of the record trip of Count de Vaulx made in a flight from Paris to Russia in 1900, when 1193 miles was accomplished. As shown above, this is greater than the corrected distance of 1171% miles of the America II and in 1910 still stood as the record. The Lower Rhine Aeronautic Society protested the award of the cup to Hawley on the ground that his name had not been advertised two months before the race in accordance with the rules of the American Aero Club. Dirigible balloons had their share of fatalities during the year. Oscar Erbsloeh, one of the most practiced balloonists in Germany, who was the winner of the Gordon Bennett race in 1907, held in the United States and starting at St. Louis, was killed near Apladen, Germany, with four companions on July 13th, 1910. He had ascended in the dirigible airship of the non-rigid type built by himself and was the victim of an explosion in the air, the cause of which was never ascertained. The airship was 176 feet in length and 33 feet in diameter, being driven by 125 horse power motors capable of propelling the machine at the speed of 282 miles an hour. For the military uses and progress with aeroplanes and dirigible balloons, see paragraphs under MILITARY PROGRESS. See also NAVAL PROGRESS. AFGHANISTAN. A central Asian monarchy with an area of about 225,000 square miles. The population (estimated at 5,000,000) is made up of the Durranis (the dominant race), the Ghilzais (the most numerous), the Tajiks, Hazaras, Aimaks, and Uzbaks. Kabul (the capital) has about 70,000 inhabitants; Herat, 45,000; Kandahar, 35,000. Steps have been taken to develop education, thus far controlled by the mullahs. The people are industrious and prosperous, engaging mainly in agriculture and stock raising. Wheat (the staple food), barley, lentils, rice, millet, corn, and dal are grown; sheep and transport animals are raised. The mineral products are salt, copper, silk, woolen and hair cloth, and carpets. The trade with India (1909-10) amounted to over £2,261,000; with Russia, imports were valued at 4,000,000 roubles, exports at about the same amount. Russia gives bounties and rebates. The Afghan government levies heavy customs duties. No figures exist for the annual revenues, which consist largely of payments in kind. The Sind-Pishin railway terminates at Chaman, on the frontier, 65 miles from Kandahar. Afganistan, the "buffer state," sustains foreign relations with the British-Indian government alone (from which government it receives a subsidy of £120,000 yearly; commercial relations with India and Russia. It is in all other respects an independent despotism, the ameer (1910, Habib Ullah Khan, son of Abdur Rahman Khan, deceased October 3, 1901), being absolute ruler. A native British agent resides at Kabul. an ARMY. The regular army maintained by conscription and estimated at about 50,000 men or by other critics at between 60,000 and 70,000, is armed with different types of weapons, the state possessing it is said enough rifles to arm army of 100,000. In addition to the regular army in which there are about 9000 cavalry and a considerable number of artillery, there are local levies of horse and foot, the former being simply the retainers of various tribal chiefs, while the foot troops are organized as auxiliary to the regular infantry. There are organizations of field and mountain artillery, 360 guns being possessed by the army in addition to 30 mountain guns and howitzers which were brought into the country from the Krupp works in Essen. It is believed that arms and munitions of war in considerable amounts have been smuggled into the country through Persia. There are maintained at Kabul efficient ordnance works and arsenals under European superintendence and these are engaged in the manufacture of cannon, rifles, and ammunition. The weak point of the army is the officers, few of whom are competent to train or lead troops in serious operations. AFRICA. See ABYSSINIA, ALGERIA, EGYPT, LIBERIA, MOROCCO and other titles of separate divisions; also SOUTH AFRICAN UNION, ANTHROPOLOGY AND ETHNOLOGY, and EXPLORATION. AFRICAN EXPLORATION. See EXPLO RATION. AFRICAN METHODIST EPISCOPAL CHURCH. See COLORED METHODISTS. AFRICAN METHODIST EPISCOPAL UNION CHURCH. See COLORED METHODISTS. AGASSIZ, ALEXANDER. An American scientist, died March 29, 1910. He was born in 1835 in the town of Neuchatel, in Switzerland. His father was the famous naturalist and scientist, Jean Louis Agassiz, while his mother was Cecile Braun, sister of Alexander Braun, the eminent botanist and philosopher. He received his early education in Europe and came to the United States when he was fifteen years old. He entered Harvard College and graduated in 1855. Selecting civil engineering for a profession he entered the Lawrence Scientific School of Harvard College, where he graduated in 1857. In 1859 he went to the State of California where he was appointed an assistant on the United States Coast Survey. He utilized his ability with brush and pencil at this time in drawing specimens of the fishes caught along the boundary. He also began to select specimens for Science of Paris, London, Vienna, Stockholm, BANK. See PHILIP his father and showed himself an adept in their study and preservation. In the winter of 1859-60 he went to Panama and Acapulco, collecting specimens for the Museum of Comparative Zoology of Harvard College. Returning to San Francisco he resumed the study and drawing of fish and then turned his attention to examining the principal mines in the interior of the State. He returned to Cambridge in 1860 and took a full course in zoölogy and geology in the Lawrence Scientific School. During the absence of his father in Brazil in 1865, Agassiz had entire charge of the Museum founded by the former. In the following year he became interested in copper mining and went to the Lake Superior region. He there became treasurer of the Calumet Mining Company and later was engaged in the development of the neighboring property of Hecla. In 1867 he became the superintendent of the combined properties. He returned to Boston in 1869 as president of the Calumet and Hecla Mining Company. These mines were extremely profitable and from them Agassiz made a large fortune. In 1869 he went abroad to study in the museums and examine the collections of Europe. On the death of his father in 1874 he became the curator of the Museum of Comparative Zoology. He was familiar with the vast plans of his father and continued to develop them. His work became known and admired by scientists throughout the world. In 1875 he went to the west coast of South America where he examined the copper mines of Peru and Chile and surveyed Lake Titicaca. From this expedition he brought back for the Peabody Museum of Cambridge an immense collection of Peruvian antiquities. In 1875 he was invited by Sir Wyville Thompson to assist in making up the collection of the English exploring expedition of the ship Challenger. He brought to Cambridge a portion of these collections and there read his celebrated report on the sea urchins. He had previously gained the Walker prize of $1,000 from the Boston Society of Natural History for investigations of the echinoderms. In 1873 he had received the "Prix Serres," awarded only once in ten years by the Académie des Sciences of Paris. He was the first foreigner to gain this distinction. From 1876 to 1881 he spent the winters in deep sea dredging on the steamship Blake which had been placed at his disposal by the superintendent of the Coast Survey. He explored the deep waters of the Gulf of Mexico and of the Caribbean Sea. His ingenuity and special familiarity with hoisting and mining machinery had much to do with the success of this expedition. In 1904 he made an expedition to FOREIGN COUNTRIES. Among European countake deep sea soundings in the Pacific off tries France established an agricultural institute the coast of southern and Lower Califor- at the University of Toulouse, Ireland reported nia and the Central and South American an increase in the number of itinerant instrucstates. The expenses of this expedition, which tors in agriculture and a larger attendance of amounted to $75,000, were paid by him students at winter and summer short courses after he had refused an offer from Andrew in agriculture and domestic economy, and EngCarnegie to provide the funds. This expedition land opened a new $100,000 agricultural was known as "the Agassiz scientific cruise." During all these years Professor Agassiz had remained the president of the Calumet and Hecla Mining Company and from the large sums received from this property he contributed liberally to the Museum of Comparative Zoölogy and other scientific bodies. He was awarded a membership in the Order of Merit by the German Emperor in 1902 and in 1896 was made an officer of the French Legion of Honor. He was also a foreign member of the Academies of This AGRICULTURAL EDUCATION. During 1910 agricultural education was actively promoted in nearly all parts of the world. was accomplished through conventions and congresses for the discussion of ways and means, through the establishment of new institutions, and through the better financial support and larger attendance of students at existing agricultural colleges and schools. The International Scientific Congress at Buenos Ayres, the Third International Congress for Home Education at Brussels, the National Education Association at Boston, the Dry-farming Congress at Spokane, the Second National Conservation Congress at St. Paul, and numerous other scientific and educational conventions held during the year devoted much attention to the problems of educating people for life on the farm. building at Cambridge University, and established at Horsted Keynes a colonial training farm for young men wishing to go to the colonies. The conditions relating to agricultural education and research in England were improved in two ways: (1) By clearly defining the relations between the Board of Agriculture and Fisheries and the Board of Education with reference to the promotion of agricultural education, whereby the former will deal with institutions giving advanced courses in agriculture and those re AGRICULTURAL EDUCATION 15 AGRICULTURAL EDUCATION stricted to one special phase of the subject, such Agriculture; Farmers' Bulletins on Boys' and as forestry, dairying, cider making, etc., the Girls' Agricultural Clubs, School Exercises in main purpose of which is to prepare competent Plant Production, School Exercises on Corn, instructors in that phase of agricultural work, Forest Nurseries for Schools; a syllabus of an and the latter will deal with all other forms of Illustrated Lecture on Wheat Culture; and circuagricultural education; and (2) by the enactment lars on the Free Publications of the Department of the Development and Road Improvement of Agriculture Classified for the Use of Teachers, Funds Act of 1909, which provides, among other How to Test Seed Corn in School, Institutions things, for "aiding and developing agriculture in the United States Giving Instruction in Agriand rural industries by promoting scientific re- culture, Progress in Agricultural Education Exsearch, instruction, and experiments in the tension, Farmers' Institutes for Young People, science, methods, and practice of agricul- and Agriculture as First Year Science. ture." See AGRICULTURE. In Wales the THE GRADUATE SCHOOL OF AGRICULTURE. The first poultry demonstration train in Great fourth session of the Graduate School of AgriBritain was run over the railroads for 8 days culture was held under the auspices of the Assoand was generally received with popular favor. ciation of American Agricultural Colleges and In Australia the University of Melbourne in- Experiment Stations at the Iowa State College, augurated a course in agriculture and elected a Ames, Iowa, during July. The enrollment was dean of the agricultural faculty. The boys in larger than at any previous session and the inthe reformatory-14 to 18 years-were given a terest manifested by the students has never been course in viticulture and general agriculture, surpassed. There were 207 students from 39 along with other work in general educational States and the District of Columbia and 6 lines, at the Rutherglen Agricultural College. foreign countries. Eight general lines of instrucBrazil organized a bureau of agricultural in- tion were given and important conferences on spection to make a special study of agricultural agricultural extension, agricultural journalism, conditions, collect and disseminate useful infor- and elementary and secondary instruction in mation among farmers, promote crop introduc- agriculture were held. The faculty numbered tion and production, compile agricultural statis- 57, in addition to 17 speakers at special contics, make crop estimates, and inspect agri- ferences. The international relations of the cultural schools and experiment stations. (See school were brought out by the very interesting AGRICULTURE). In the Canadian Provinces, and valuable lectures given by Dr. E. von TscherAlberta began developing a university at mak, professor of plant breeding in the Royal Strathcona, which is to include a college of Imperial College of Agriculture of Vienna, Ausagriculture and a department of extension tria; Dr. J. C. Ewart, professor of natural teaching, and will establish a system of secondary agricultural schools in connection with demonstration farms in those sections of the province not coming within the immediate scope of the college itself. The Nova Scotia Agricultural College, at Truro, reported increased attendance at regular and special courses and established a summer school for teachers. The Cuban budget for 1910 included $112,200 for the maintenance of the six agricultural schools authorized for the several provinces by an act passed July 12, 1909. In Italy a monthly journal, Bolletino delle Re. Cattedre Ambulanti d'Agricoltura della Sardegna, was published as the organ of the traveling schools of agriculture. The Madras Agricultural College, at Coimbatore (India) was dedicated and 20 students were admitted in June. The college has a farm of 450 acres. In Santo Domingo a general board of agriculture and immigration was established to have charge of all schools of agriculture, experiment stations (in contemplation), and the dissemmination of agricultural literature. UNITED STATES OFFICE OF EXPERIMENT STATIONS. In its capacity as a clearing house for agricultural education in the United States, the Office of Experiment Stations published statistical and other information concerning colleges and schools of agriculture, extension teaching and farmers' institutes, and also prepared and published a number of circulars and bulletins of a pedagogical nature. According to one of the statistical publications, the number of institutions in the United States giving instruction in agriculture increased from 545 in October, 1908, to 875 in May, 1910, a gain of 330 institutions (60 per cent) in 19 months. Its publications of an educational character included bulletins on Consolidated Rural Schools and Organization of a County System, and College Extension in history at the University of Edinburgh, Scotland; and Prof. G. E. Day, professor of animal husbandry at the Ontario Agricultural College, Guelph, Canada. A AGRICULTURAL COLLEGES. Steps were taken by the Association of American Agricultural Colleges and Experiment Stations to celebrate in 1912 the fiftieth anniversary of the establishment of the United States Department of Agriculture and of the passage of the first Morrill Act for the endowment of State agricultural colleges, and the twenty-fifth anniversary of the passage of the Hatch Act for the establishment of State agricultural experiment stations, by holding in the city of Washington an international congress of agricultural education. college of agriculture was opened June 14 at Los Banos, as a department of the University of the Philippines. At the Michigan Agricultural College a veterinary college was established. The agricultural colleges had a successful year, with a large attendance of students, and the reports concerning enrollment at the opening of the new year in the fall of 1910 showed some remarkable examples of growth in the number of agricultural students. Arkansas reported an increase of 13 per cent., Kentucky 50 per cent., Massachusetts 25 per cent., North Dakota 25 per cent., Minnesota over 42 per cent., and Wisconsin 60 per cent. At the University of Illinois there were 100 more agricultural freshmen than last year, at the Ohio State University more than ever before (over 300 freshmen), and at Cornell the agricultural students had increased from 932 to 1254. There was a notable increase in the number of institutions conducting teacher-training courses in agriculture. The total number of such institutions was 214, including 30 agricultural colleges, 156 State and county normal schools and 28 negro schools. Nineteen of the agricultural colleges announced regular courses for teachers tical Farming (1910); T. Shaw, The Manageand 24 of them conducted summer schools for teachers of agriculture. In Michigan the teachers of agriculture in high schools organized the Society for the Promotion of Agricultural Education in the Public Schools. EDUCATIONAL EXTENSION WORK IN AGRICUL TURE. Farmers' institutes were maintained in every State, with responsible directors in charge and a corps of teachers aggregating over 1000 specialists to give instruction. There was appropriated for carrying on the work about $432,000, an increase of $86,000 over the appropriation of the year before. There were held 5651 regular institute meetings, composed of 16,586 sessions of one-half day each, with a total attendance of 2,395,908. In addition, 99 movable schools of agriculture were held last year, with an attendance of 65,977. There were also many field demonstrations, and 28 agricultural demonstration trains were run over many thousands of miles in 18 different States, which were visited by about 190,000 people. Fifteen States held 444 institutes for women, with an attendance of 4850; and there were 160 sessions of institutes held for young people. SECONDARY AND ELEMENTARY SCHOOLS. In 1910 there were 630 secondary institutionsagricultural high schools and public and private high schools and academies-with students in agriculture. The most notable advance in secondary agricultural education was in the number of departments of agricultural instruction established in public high schools with the aid of State appropriations. Five such departments were established in Alabama high schools, 8 in Louisiana, 10 in Minnesota, 5 in Mississippi, and 10 in Virginia. In Maryland and New York new high school laws providing for State aid to encourage the establishment of courses in agricultural home economics and manual training in public high schools were passed. The boys' and girls' agricultural club movement made rapid progress. In the 11 Southern States in which boys' corn clubs were conducted in coöperation with the United States Department of Agriculture, over 46,000 boys grew one acre of corn each, and to the 11 State winners a free trip was given to Washington. The winner of the sweepstakes prize grew on one acre 228 bushels and 3 pecks of corn at a cost of 43 cents a bushel. Similar contests in growing farm crops or in cooking and sewing were also conducted in nearly all of the States of the North and West. In Kansas an organization known as Rural Life Boy Scouts was started. The first State fair agricultural school encampments were held in Illinois and Oklahoma. Large tents were erected and in them the boys (150 in Oklahoma) slept, ate, and listened to lectures for several days. Educational farm encampments were held in a number of States. ment and Feeding of Cattle (1909); V. M. Shoesmith, The Study of Corn (1910); C. Werner, A Textbook on Tobacco (1909); A. R. Whitson and H. L. Walster, Notes on Soils (1909); J. E. Wing, Alfalfa in America (1909). There were also numerous books relating to poultry husbandry, of which the following are the more important: E. Kellerstrass, The Kellerstrass Way of Raising Poultry (1909); H. H. Lehman, Lehman's Poultry Doctor, (1910); F. R. Lillie, The Development of the Chick (1908); A. T. Johnson, Chickens and How to Raise Them (1909); H. A. Nourse, et al., Turkeys, Ducks, and Geese (1909); M. Purvis, Poultry Breeding (1910); C. S. Valentine, How to Keep Hens for Profit (1910). Among the books on horticulture and forestry the following are worthy of mention: A. C. Apgar, Ornamental Shrubs of the United States, (1910); B. E. Fernow, The Care of Trees in Lawn, Street and Park, with a List of Trees and Shrubs for Decorative Uses (1910); B. E. Fernow, History of Forestry (1909); A. Fron, Silviculture (1909); M. G. Kains, Making Horticulture Pay (1909); T. V. Munson, Foundations of American Grape Culture (1909); Julia E. Rogers, Trees Every Child Should Know (1909); W. S. Rogers, Garden Planning (London and Leipzig, 1910); A. C. Van Velser, Fig Culture (1909). In addition to these there were the following, closely related to agriculture: I. W. Brewer, Rural Hygiene (1909); C. W. Burkett, The Farmer's Veterinarian (1909); W. S. Hall, Nutrition and Dietetics (1910); F. Löhnis, Handbook of Agricultural Bacteriology (Handbuch der landwirtschaftlichen Bakteriologie) (Berlin, 1910); H. L. Russell and E. G. Hastings, Agricultural Bacteriology (1909). In the field of secondary and elementary instruction in agriculture there were two books discussing pedagogical problems: David Sneeden, The Problem of Vocational Education, (1910); and H. W. Focht, The American Rural School: Its Characteristics and Its Future (1910). There was also a large number of elementary text-books of agriculture, nature study, and gardening, of which the following are the more important: D. O. Barto, Manual of Agriculture (1910); Lottie E. Crary, Field Zoölogy (1910); P. Elford and S. Heaton, Practical School Gardening (1909); Lillian C. Flint, Small Gardens for Small Gardeners (1910); F. M. Fultz, The Fly-aways and Other Seed Travelers (1909); M. Louise Greene, Among School Gardens (1910); Myrta M. Higgins, Little Gardens for Boys and Girls Sarah W. Landes, Elementary Domestic Science (1909); H. G. Parsons, Children's Gardens for Pleasure, Health, and Education (1910); S. C. Schmucker, The Study of Nature (1909); H. E. Stockbridge, Land Teaching (1910); A. A. Upham, An Introduction to Agriculture (1910); C. M. Weed, Farm Friends and Farm Foes (1910); A. D. and E. W. Wilson, Agriculture for Young Folks (1910). (1910); TEXT-BOOKS AND MANUALS. A large number of text-books and manuals suitable for use in agricultural courses in colleges and technical agricultural high schools were published in 1909 and 1910. Among the more strictly ag‐ ricultural of these text-books are the following: W. M. Hays, Farm Development (1910); T. L. Lyon and E. O. Fippin, The Principles of AGRICULTURAL EXPERIMENT STAEXTENSION OF THE WORK. Public Soil Management (1909); H. G. Lamb, Farm TIONS. Bookkeeping (1909); P. McConnell, Live interest in broadening the work and influence of Stock: Breeding and Management; W. Mac- the agricultural experiment stations is still donald, Dry Farming: Its Principles and Prac- growing. This is shown by the attention given tice (1909); J. McLennan, A Manual of Prac- to agricultural experimentation in the public |