AGRICULTURAL EDUCATION". 693 



securing seed and fertilizing niaierials for farmers and in tlie organization of 

 apple-growers' associations and cow-testing associations. Taking tlae county 

 us a wliole it is asserted that a 20 per cent saving in tbe cost of fertilizers has 

 been effected this year through the efforts of the bureau. The work of the 

 bureau I'elative to cow-testing associations is described at length. 



Commercial and agricultural organizations of the United States (17. S. 

 Senate, 62. Gong., 3. 8ess., Doc. 1109, 1913, pp. i25).— This document gives the 

 name, addres.s. membersliip, income, etc., of the various agricultural and com- 

 mercial organizations of the United States, 



Cooperation among agriculturists in Holland, S. Listoe {Daily Cons, and 

 Trade Rpts. [U. S.], 16 {1913), No. 115, pp. 574, 575).— According to this report 

 there are 735 cooperative credit and loan banks in the Netherlands, 1,436 coop- 

 erative agricultural societies, about 700 cooperative creameries, 1,543 mutual 

 live stock insurance societies, and about 100 cooperative societies for the 

 disposal of fniit and vegetables. Only market gardeners and fruit gi'owers can 

 become members of the latter class. The method of selling is for the members 

 to elect from their number a council which buys land; erects buildings, and 

 sells at auction the produce raised by the members. Data are given for a 

 period of years showing the success of the system. 



A short survey of the Danish agriculture, H. Hansen, V. Madsen, et al. 

 (Copenhagen, 1913, pp. 64)- — This booklet was written by Danish agricultural 

 experts and published by the Royal Danish Agricultural Society for the benefit 

 of foreigners who visit Denmark with a view to studying her agricultural con- 

 ditions. " It presents in a highly condensed form the most impoitant informa- 

 tion about agriculture, forestry, horticulture, and other branches of agricultural 

 industries, and about the conditions under which these work." 



AGRICULTURAL EDUCATION. 



The sequence and development of courses in horticultural instruction, 

 A. T. Eewin {Proc. Soc. Hort. Sci., 8 {1911), pp. 5.5-55).— As an applied science 

 the author believes that horticulture '• should clearly have its foundation in 

 the fundamental sciences, particularly botany, chemistry, zoology, and physics." 

 Although theoretically this would imply its postponement till graduate work, 

 it is believed to be possible to lay stress on the fundamental sciences during 

 the first two years and yet introduce with them a limited amount of vocational 

 work along the student's chosen line. Greater and earlier attention to physio- 

 logical botany is also advocated. 



The selection of the beginning course in horticulture must be made from two 

 points of view, one that of the general agricultural student and the other that 

 of the student specializing in horticulture. The author believes that the 

 beginning course should be shaped out primarily for the general agricultural 

 student. He suggests pomology as the introductory course, particularly the 

 factors relating to the establishment of the orchard, and with the accompanying 

 laboratory work largely along the line of systematic pomology. A special 

 cour.se should follow for the students specializing in horticulture along the line 

 of field practice. 



The sequence of horticultural courses will be affected somewhat by climatic 

 conditions. Since the esthetic side of landscape gardening should be empha.sized 

 the work will be more fully appreciated by upper classmen, and the author 

 believes that the subject might well be required in the senior year in all agri 

 cultural courses. 



