1919] AGBICULTURAL EDUCATIO 393 



[Agricultural statistics of Australia], G. H. KWIBM (CmmnnirenUh Bur. 

 0* ns us ami stulis. Aust., Prod. Btli. 11 (1918), \>]>. 9-68). — This report con- 

 tinues the information previously noted (B. B. It.. 27, i>. :.'.i. r >). 



AGRICULTURAL EDUCATION. 



Some fundamental problems in forestry education, II \Vinkk.n\vkhi>kk 

 (Jour. Forestry, 16 (1918), No. 6, pp. 641-652).— The principal conclusions in 

 this discussion are summarized by the author as follows: 



"(1) The legitimate field of the forest schools Includes all the work In lum- 

 bering, logging engineering, wood preservation, all phases of products work ; In 

 fact, all work pertaining to trees, forests, and forestry that tfefl in better and 

 can be handled more advantageously in connection with the forest-school cur- 

 riculum than that of other university departments. 



"(2) The colleges of engineering and agriculture and the departments of 

 botany, chemistry, physics, etc. that have tried to enter these fields have made 

 a comparative failure of it unless the work was handled by persons properly 

 trained In forestry." Institutions like Cornell and California universities where 

 the work in forestry, though grouped under the college of agriculture, has been 

 organized as distinct departments or divisions under the direction of foresters 

 of recognized high professional standing are not included in this category. 



"(3) Taken collectively, the forest schools are not properly fulfilling all their 

 functions unless they offer the same opportunities for specialization in the so- 

 called ' allied fields,' under conditions making for the same high standard of 

 instruction, as in silvicultural practice and forest management. 



"(4) If the forest schools will train their students so as to cover the field 

 as outlined in (1) above, there is no danger of overcrowding the profession for 

 many years to come. In fact, there is a crying need for specialists along vari- 

 ous lines which will take many years to fill. 



"(5) The term 'forestry' has been too closely hedged in by its literal mean- 

 ing. The technical specialists of high standard developed in the minor fields 

 by the Forest Service and the forest schools are a distinct product of the de- 

 velopment of forestry in this country and worthy of being recognized as pro- 

 fessional foresters. 



"(6) The graduate schools of forestry have not as yet reached the same 

 standard as those of recognized high standing in other professions, and they 

 will not until a clear differentiation between the undergraduate and graduate 

 work has been established." The author finds some indications of such differ- 

 entiations. Thus, for example, Harvard University is making a specialty of the 

 lumber business, and furthermore has in the Arnold Arboretum no competition 

 in the form of a graduate laboratory for the study of dendrology. Yale Uni- 

 versity has in the past furnished the majority of forest-school teachers, and is 

 now taking up tropical forestry as a specialty. The College of Forestry of the 

 University of Washington has for some time been specializing in logging engi- 

 neering and wood preservation. 



Interdependence of forest conservation and forestry education, J. YV. 

 Toumey (Proc. 2. Pan Amer. Sci. Cong., 1915-16. vol. 3, pp. S50-36D— This 

 address has been previously noted (E. S. R., 34, p. 308; 36. p. 96). 



Agricultural education and research (Rpt. Bd. Agr. Scot., 5 (1916), pp. 

 XII-XriII; 6 (1917), pp. XIV-XIX).— These reports deal, respectively, with 

 the progress in 191fi and 1917 of agricultural education and research work 

 under the control of the Board of Agriculture of Scotland- 



