That there exists among the farmers of this state an unusually strong system of coöperation is proved by a bulletin issued by the Agricultural Experiment Station of the University of Wisconsin in July, 1917. The industries that are managed on a coöperative basis in this state do an annual business amounting to more than $62,000,000. The creamery industry leads all the others, and in 1916 those plants that were run on a coöperative plan did business amounting to over $19,000,000. The two organizations that are most instrumental in promoting this spirit of coöperation are the American Society of Equity and the Grange. The former has a membership in Wisconsin now in excess of 12,000, while the Grange societies have over 2,200 names on their rolls. In addition to these two organizations there are sixteen others listed that tend to promote unity among the farmers of the state. The most important ones mentioned are the National Agricultural Organization, the farmers’ mutual insurance companies, the community breeders’ associations, feed and elevator companies, coöperative creameries, packing plants and others. The coöperative organizations are so numerous throughout the state that but few farmers can be found who are not identified with one or more of the agencies. The day of individualism among Wisconsin farmers is fast disappearing. The sixteenth edition of the _Manual for Elementary Course of Study_ in the schools of Wisconsin was issued in July, 1917. The state superintendent of public instruction has rendered a valuable service by discussing many pedagogical questions and in making concrete suggestions to the teachers. The object of the department was to place in the hands of each teacher a brief pedagogical treatise in connection with the subject matter to be taught. This report combines what may rightly be called a textbook on pedagogy with a state manual. More than ever the department of education is emphasizing the importance of bringing about a closer relationship between teacher and pupil, and some very practical and simple suggestions are laid down for promoting this relationship. The method for teaching children how to study properly, the importance of careful assignments of lessons, and the manner in which recitations can be made interesting and spicy are all discussed in a practical way. The policy of reducing the number of daily recitations is suggested, and the combining of classes most closely related is advised, especially in rooms where the work is crowded.