for an acre of celery on peaty soil where nitrogen can be neglected.

4. A farmer has applied enough floats to his land to furnish a permanent supply of phosphate when released by the action of farmyard manure. What quantities of this manure supplemented with sulfate of potash are needed for raising onions?

5. A gardener has plowed 5,000 lb. farmyard manure under an acre of tomato land. How much dried ferns and wood ashes would complete the fertilization?

6. Work out a balanced fertilizer of acid bone and sulfate of ammonia for an acre of cabbage on clay land where potash can be omitted.

7. In what quantities would you apply marsh hay supplemented with soot and a 18:0 fertilizer for .01 acre patch of lettuce?

8. Work out a balanced fertilizer of fish guano and a mixture of equal weights of bone meal and superphosphate for an acre of turnips where potash can be neglected.

9. In what ratio would you mix acid bone and fish tankage to make a 2: 80 complete fertilizer?

10. In what proportion can a man growing celery on land poor in potash afford to exchange barnyard manure for wood ashes?

POUNDS OF NITROGEN, PHOSPHORIC ACID AND POTASH PER ACRE. (Minimum requirement. Double the figures for maximum.) Cereals: barley, 12:20:25; buckwheat, 15:30:35; corn and sorghum, 10:35:30; oats and rye, 12:20:30; wheat, 12:20:12.

Garden crops: asparagus, 20:30:35; cabbage and cauliflower, 40:70:90; celery, 40:50:65; cucumbers, muskmelon, pumpkin, squash, watermelon, 30:50:65; egg plant, 40:50:90; lettuce, 40:50:75; onions, 45:55:80; radishes, 15:35:45; spinach, 15:55:40; tomatoes, 25:35:40.

Grasses: lawns, 20:25:30; meadows and millet, 15:30:35; pasture, 15:30:40.

Legumes: alfalfa and clover, 5:30:40; beans and peas, 5:30:35. Orchards and small fruits: apples, pears and quinces, 8:30:50; blackberries, 15:30:40; cherries and plums, 10:35:45; currants and gooseberries, 10:25:40; grapes, 8:30:45; nursery stock, 10:25:30; peaches, 15:40:55; strawberries, 25:55:70.

Root crops:

beets and turnips, 20:25:35; carrots, 15:35:40; horse radish, 15:25:35; parsnips, 20:55:50; potatoes, 30:40:65.

PERCENTAGE OF NITROGEN, PHOSPHORIC ACID AND POTASH IN COMMON FERTILIZING MATERIALS.

(Analyses vary considerably. Figures given represent rather high grade material. Commercial fertilizers are required by law to state formulas on the package.)

Nitrogenous: dried blood, 13:0:0; nitrate of soda (sodium nitrate), 15:0:0; sulfate of ammonia (ammonium sulfate), 20:0:0. In analyses and guarantees: ammonia = .82 nitrogen.

Phosphatic: acid phosphate (superphosphate, dissolved stone, acid stone), 0:16:0; basic slag (Thomas slag, iron phosphate), 0:15:0; floats (raw rock, raw phosphate, calcium phosphate, phosphate of lime), 0:12:0; acid bone black (dissolved bone black), 0:15:0.

Combined nitrogenous and phosphatic: acid bone (dissolved bone), 2:20:0; bone meal (ground bone, bone dust), 3:24:0; fish scrap (fish guano, fish tankage), 8:7:0; ground tankage (slaughter house refuse, meat guano), 7:9:0; steamed bone (degelatinized bone), 2:26:0; manure cake (rape cake, castor cake), 4:4:0.

Potash: muriate of potash (potassium chlorid), 0:0:50; kainit, 0:0:12; sulfate of potash (potassium sulfate), 0:0:45.

Combined phosphatic and potash: Wood ashes, 0:1:5; dry ferns, 0:3/8:1.8.

Combined nitrogenous, phosphatic and potash: corn stalks, 1/2:1/3:1 2/3; guano (peruvian guano), 5:18:3; cottonseed cake (cottonseed cake), 7:2 1/2: 1 1/2; farmyard manure, 1/2: 1/2:1/2; hen manure, dry, 2:2:1; leaves, .7.15:3; marsh hay, .8:5:2.7; sheep manure, 2:1 1/2:1 1/2; straw, oat, .7:2:1.1; straw, pea, 1:.3:1; soot, 2:1:1/4; compound manures (artificial fertilizers, complete fertilizers) various formulas: 1:8:0; 2:8:0; 2:8:1; 2:8:2; 4:8:2; 4:9:5; 11:5:1; 6:10:0, etc.

PIG IRON OUTPUT VALUED AT MORE THAN A BILLION DOLLARS.

The quantity of pig iron, exclusive of ferro-alloys, shipped or used by the producers in 1917, according to reports to the United States Geological Survey, amounted to 38,612,546 gross tons, valued at $1,053,785,975, compared with 39,126,324 gross tons, valued at $663,478,118 in 1916, a decrease of 1.32 per cent in quantity and an increase of 59 per cent in value. The average price per ton at furnaces in 1917, as reported to the Survey, was $27.29, compared with $16.96 in 1916, an increase of 61 per cent. The production of pig iron, including ferroalloys, was 38,647,397 gross tons in 1917, compared with 39,434,797 gross tons in 1916, a decrease of 4.5 per cent, according to figures published by the American Iron and Steel Institute, March 18, 1918.

AGRICULTURE AS PRESENTED BY SOME OF THE STATE NORMAL SCHOOLS.

BY OREN E. FRAZEE,

Biology Department, State Normal School, St. Cloud, Minn.

This summarized report is based upon information received from eighty state normal schools in response to a questionnaire addressed to one hundred three Presidents of such schools. State normal schools from each of the following geographical divisions of states were included in the mailing list:

North Atlantic North Central South Atlantic South Central Western

Me.

N. Hamp.

Ohio
Ind.

Del.
Md.

Ky.
Tenn.

Mont.
Wyo.

Vt.

Ill.

D. C.

Ala.

Colo.

The eighty replies are believed to reflect the situation with respect to agricultural courses in the state normal schools of the country as covered by the questionnaire, since practically every state is included in the list of replies.

QUESTIONNAIRE.

The department of biology of the St. Cloud Normal School desires as accurate a statement to the following questions as is possible to make in a limited space. We shall be glad to send a copy of the summary of replies to those who desire it:

1. In what courses is Agriculture required?

Number of weeks required?

In what year or years of the course?

2. What are the courses in Agriculture offered for six weeks or more? 3. What courses in other departments are prerequisites?

4. Check the types of schools in which your graduates are eligible to

teach Agriculture.

High School

5. Are graduates of other state schools offering Agriculture given preference by law in appointments to positions?

6. Do you believe that the Normal School should attempt to train teachers in both the art and the science of Agriculture?

7.

What is the approximate value of your material equipment for Agriculture?

8. What coordination exists between your school and the community agriculturally?

9. Please make constructive suggestions concerning Agriculture in the Normal School:

In answer to "In what courses of the normal school is Agri

culture required?" the data show that twenty-two schools (27 per cent) require agriculture in all courses (six describe the required work as Agricultural Nature Study, or Gardening). An observation of interest is that only four of the twenty-two normal schools requiring agriculture in all their courses are east of the Mississippi River. The eighteen remaining schools which require agriculture in all courses are widely scattered over the South Central and Western division of states. No schools from the North Atlantic division report agriculture in all of their courses. There are only four schools in the North Central and South Atlantic divisions which indicate in the replies that agriculture is required in all courses. Agricultural Nature Study, or Gardening, is required in all courses by six normal schools, four of which are located in the North Atlantic division, the remaining two are located in the North Central division.

In support of the plan to require agricultural training for the preparation of all teachers by normal schools, an instructor in a middle western normal school writes: "Every teacher should know something of this greatest of American industries, and certainly teachers of the rural and graded schools, besides the teachers of the biological sciences in the high schools, should be thus prepared."

The president of a normal school in the extreme west says: "I think it probable that all of our science work in the normal school will ultimately be tied up with agriculture and household economics. I believe its importance will be recognized more and more until it will become one of the most vital subjects in the curriculum."

An additional point of interest is that these twenty-two western normal schools, reporting that agriculture is required in all their courses, also indicate that normal schools should train students both in the art and science of agriculture.

"If the teacher of agriculture is to be of any value to the high schools of the state, or even rural schools," said one writer, from the North Central division, "he must be trained in the art and science of agriculture by the normal school." Another of the North Central division said, "I regret that our normal schools have not felt free to train teachers for any phase of public school work including agriculture." A president of a western normal wrote: "Rural, graded, and high school teachers of agriculture must come from the normal schools. Graduates from agricultural colleges are entirely taken up with

other lines of work. With a little more equipment the normal schools can prepare teachers of agriculture better than the colleges." From very few was there corroboration of t! is view: "I firmly believe a normal school should stick to the job of preparing teachers for elementary school work. . . I see no use trying to compete with and duplicate the plant of the state college." From the North Atlantic division, however, came a number of replies adverse to placing agriculture in the normal curriculum. These replies are epitomized by the following quotations: "It is foolish to teach agriculture (even as a science) in city schools. We have more important things to do than teach appreciation of the farmer's service to the country. One can form no adequate idea of the farm from a study of farm life in the city. I doubt the wisdom, even the possibility, of accomplishing much in the field so long as practically all of our students are young women."

Twenty-four schools (30 per cent) require agriculture in rural and graded school courses. The twenty-four schools requiring agriculture in the rural and graded school courses only are, with four exceptions, situated in the North Central division and in all cases, save two, their students are eligible to teach agriculture in the high schools. If we examine the total number of schools which may prepare teachers of agriculture for high school positions (see data on question 4) it is found that these thirtyeight schools are situated mainly in the North Central, South Central, and Western divisions. In some of these cases, however, it is stated that preference is given, though not necessarily through legal enactment, to the college trained teacher of agriculture. It works out in some instances after the situation in Illinois as stated by President W. P. Morgan of the Macomb State Normal. He says, "Graduates of other state schools are given preference to a degree, due to the fact that high schools to be accredited at the University must have a certain number of college graduates on their faculty."

Five schools (6 per cent) require agriculture in the regular course (possibly these should be included with the twenty-two above); three schools require it in agriculture and advanced courses only; two in science and household arts only; while it is reported as elective in two schools; and not required for any course in eighteen schools (22 per cent). One of these, however, makes it a requirement for admission. These eighteen schools are scattered over the entire country but more than 50 per cent