PROGRESS IN AGRICULTURAL EDUCATION. 313 



is "woll that the friends of agricultural education in this country 

 should he informed of the general drift of ()i)inion on the topics 

 discussed at the congresses. This is largely crystallized in the reso- 

 lutions adopted, and in order that the relation between the views of 

 the congresses thus far held may he seen a summary of these resolu- 

 tions is given herewith. 



HIGHEB EDUCATION. 



Second International Congress of AgrienJture^ the Hague, 1S91. — 

 It is desirable to establish in schools of agriculture bacteriological 

 laboratories, and to give instruction in bacteriology as applied to 

 agriculture. 



There should be established at the National Agricultural Institute 

 of France, and in the capital cities of other countries, laboratories of 

 zoology for the students similar to those existing in the United States 

 for the study of injurious animals. 



Third International Congress of Agricidtiirej Brussels, 1895. — It is 

 indispensable for students graduating from the higher agricultural 

 institutions to receive, for the purpose of completing their education, 

 an especially practical course of instruction by means of an appren- 

 ticeship (stage) of one or two years, either on an up-to-date farm, in 

 a well-conducted agricultural industry; or if they are j)reparing for 

 research and laboratory work, in the laboratories directed b}' the 

 highest authorities in the different lines of work. 



Post-graduate students in agriculture, especially those preparing 

 to teach, should have more intellectual than manual practice. 



The congress deems it of great utility to give in the higher schools 

 of agriculture a special course to train the pupils for lecturing. 



Fifth International Congress of Agriculture, Lausanne, 1898. — That 

 in all instituti<ms of agricultural instruction practical experiments in 

 feeding be carried on. 



Si.rth International Congress of Agriculture, Paris, 1900. — All in- 

 stitutions of higher agricultural instruction should be provided with 

 farms for the purpose of demonstrating agricultural practice to the 

 students and giving the teachers an opportunity for conducting re- 

 search work; stables and yards for experimental feeding and demon- 

 stration: well-established laboratories of chemistry, botany, zoology, 

 microbiologA', agriculture, etc.; a botanical garden; collections of 

 soils, plants, etc.; and a library. 



It is necessary to supply these means of instruction and research to 

 the institutions which are as yet without them, to develoj) them where 

 they have already l)een introduced, and to appropriate the necessary 

 funds for their maintenance and use. 



It would be desirable to have all institutions of higher agricultural 



