Our closing glance must be directed to the far Orient. Japan, the newest of kingdoms, has a model brace of institutions for superior education in agriculture. When Japan awoke to the new ideas, to which for ages she was oblivious, her keenest statesmen grasped the thought that her agricultural people needed new light and intellectual quickening along the lines which so vitally affected their daily subsistence. She took the United States into her confidence. She imported for a season our Commissioner of Agriculture (General Capron), in 1871-'72, as "Adviser to the Colonial Office at Hokaido," who, after visiting Japan, advised the Government to organize at once an agricultural college at Sapporo, and still another at Tokio. This advice was cordially received and speedily adopted. American scholars of the highest wisdom and experience were imported to inaugurate the work. The college was inaugurated by Colonel W. S. Clark, LL. D., President of Amherst Agricultural College, in August, 1876, with twenty-four students. Its new location was Sapporo, and its new name was the Sapporo Agricultural College. The Government dealt liberally in grants of land, but these ample acres have since been mostly confiscated, leaving only sufficient for educational purposes. Few can estimate the wonderful uplift which has come to Japan through this efficient school. In 1893 it had sent out from its agricultural course 123 graduates; from the engineering, 4; military, 42; and from the practical department, 114. In 1874 an agricultural department was added to the Imperial University at Tokio, the original location of the Sapporo College. An exhaustive syllabus in the Department of Agriculture provides examination for many profound students of this science, and admits them to the highest university degree. Four courses are open in the university--viz., agriculture, agricultural chemistry, forestry, and veterinary medicine. In 1895 there were 261 students of agriculture in the university. From this extended though by no means exhaustive review of the status of scientific instruction in agriculture throughout the world, it is evident that all the progressive nations have caught the inspiration which attaches to this branch of education, and are swinging into line in their efforts to adopt it. Old ideals are rapidly giving place to the new. Educators are forced to admit that mental culture is as possible under the study of science as by the protracted study of languages and literature; that such study aids vastly more than the latter in the training which prepares men for the active duties of life; and that if the development of husbandry as a pursuit does not keep pace on an intelligent basis with every other technical pursuit, national greatness and permanence will never be achieved. EASTERN OYSTER CULTURE IN OREGON. BY F. L. WASHBURN, A. M., STATE BIOLOGIST AND PROFESSOR OF BIOLOGY IN THE UNIVERSITY OF OREGON.