348 BOARD OF AGRICULTURE. 



ment of felled trees and standing timber, cubic increase 

 of wood by annual growth, forest financial reckoning, 

 forest economy and technology, forest management and 

 administration, police, game laws. 



Complemenial Sciences. — Science of finance, law and juris- 

 prudence, rural economy, meadow culture, fruit culture.* 



Last in the system, but not least, come the control stations, 

 of which there are, in Germany alone, seventy-two. The im- 

 mediate outcome of the teachings of Liebig was to awaken a 

 demand for the investigation of nature, and in 1852 the first 

 experiment station was established at Mockern. The im- 

 portance of its work was quickly recognized, and the estab- 

 lishment of others followed in such rapid succession that 

 there are to-day in Europe one hundred and forty-eight in 

 successful operation. In them, nature is carefully observed 

 and studied in all the fields of agricultural inquiry. They 

 are, then, in reality, the crowning schools of the German agri- 

 cultural education. But there is another phase of their work, 

 of the utmost importance to the farming community. They 

 furnish the purchaser of artificial manures with a guarantee 

 of their composition at the expense of the seller. Hence 

 some of these stations are supported by associations of 

 dealers, while others are under the direction of the agri- 

 cultural societies. 



The French system of agricultural education is, like the 

 German, a graded one, and in like manner offers as a premium 

 to the student in the higher departments a short voluntary 

 service in the army instead of the usual compulsory five 

 years. But it difiers from the German in several important 

 particulars. In the first place, it is based upon the union 

 of theory with practice. In the second place, attendance in 

 all grades is compulsory, while in the German, as we have 

 seen, it is voluntary in the higher; and in the third place, it 

 directly encourages its system of instruction by oflering 

 prizes, not to the pupils, but to those teachers whose schol- 

 ars have passed the best examinations. In addition to this, 

 the pupils themselves are stimulated to work by the offering 

 of scholarships and rewards to those who successfully com- 

 plete their course. Thus, at the Institut National Agronom- 

 * Brown — " Schools of Forestry in Germany." 



