Vol. Yin. Xo. 200. 



THE AGRICULTURAL NEWS. 



113 



STUDENTS' CORNER. 



DECEMBER. 



Skcoxi) Peeiod. 

 Seasonal Notes. 



Eeference has been recently made several times to green 

 dressings, in the Afirifultural JVen's, and much information 

 in connexion ^vith them has been given, ilake notes of this, 

 and consult in the same way other (jublications which deal 

 with the subject; details of useful experiments with these 

 plants will be found in some of the annual reports on the 

 Botanic Stations and Experiment Plots that have been issued 

 for 1908-9, as well as in those of former years. In making 

 the notes, leave room for recording the results of observa- 

 tions, and suggestions for future exiieriments. Take the.se 

 notes into the field, where green dressing crops are raised, and 

 verify, as far as possible, the information which they contain, 

 adding any facts that may be the outcome of your own 

 scrutinj', and placing on record any ideas for future experi- 

 ments that may occur to you. Remember that leguminous 

 plants are not the only ones that are employed for the pur- 

 pose of furnishing green dressings; other plants which do not 

 increase the food value of the soil by simple addition are 

 u.sed as well. If such plants have no effect on the total 

 amount of plant food that is in the soil, why are they used 'I 

 What effect has buried vegetation on part of the plant food 

 that is already in the soil ? 



When green dressings are being turned in, note which 

 of them become incorporated with the soil most (juickly. 

 AVith what kinds of soils does this incorporation take place 

 most rapidly ? In comparing the growth of various green 

 dressings, the amount of head growth provided should not 

 only be considered, but also the mass of decaying matter 

 below. The Bengal bean and the jiurple bonavist bean have 

 much more of the former than either the pigeon pea or the 

 horse bean. What special use has been recently suggested 

 for the Bengal bean, in relation to lime cultivation ! Give any 

 explanation that you can of its action in this connexion. In 

 comparing the growing plants of various kinds of green 

 dressings in the field, it will be noticed that some are not 

 attacked by insects to any extent. Give a simple explana- 

 tion of this. Nurseries for the purpose of providing 

 seed for planting next year's crop of green dressings should 

 be prepared. 



Make careful observations on the beans of fermenting 

 cacao, with the object of ascertaining the more obvious 

 changes that take place. Note how the cacao is dried, 

 and record any precautions that are of special importance 

 in this connexion. A good opportunity will have been 

 recently provided for making thorough inspection of the 

 trees in the cacao plantations, with a view to gaining 

 information as to the diseases and pests by which it is 

 chieHy attacked, liefer to the publications of the Depart- 

 ment for the purpose of identifying these, and in order 

 to obtain information as to the best ways for preventing 

 them from attacking the trees, and as to remedies for them. 

 What are the chief ways in which fungi, when they are 

 deprived of the food that is contained in the tissues of living 

 plants, are enabled to survive until the food supply is 

 restored ? 



Where limes are grown, conduct a .similar examination to 

 that which has just been described for cacao, giving special 

 attention to scale insects. In what ways do these jiests cause 

 damage to the trees which they infest '. What class of poisons is 

 employed for the purpose of reducing their numbers ? Consult 

 the publications of the Department with a view to gaining 



information as to the way in which these and other insecti- 

 cides are made. Why is the practice sometimes adopted of 

 tying branches, on which scale insects or their remains are 

 present, into trees that are already infected by them I 



Questions for Candidates. 



PKELUIIXAEY QUESTIONS. 



(1) Exi>Iain what is .-meant by a well balanced ration 

 for sJ;ock. 



(2) In selecting cotton plants which will provide seed 

 for a future crop, to what points would you pay particular 

 attention '. 



(3) State what you know of any [Ji-ocess in which the 

 nitrogen of the air is used for making manures. 



INTEEJIEDI.\TE QUE.STIONS. 



(1) Why is it preferable to apply fresh manure to light 

 soils than to use it for heavy soils ? 



(2) Describe a method of preparing a AVest Indian 

 starch on a commercial scale. 



(3) How is the nitrogen in sulphate of ammonia ren- 

 ilered available for plants ' 



SCIENCE IN ELEMENTARY SCHOOLS. 

 ST. LUCIA. 



The Code of Rules for the Government of Elementary 

 Schools, which has recently (September 3, 1909) been issued 

 in St. Lucia, shows that Blackie's I'rojyical Feader, Parts 

 I and II, and Natni-e Teaching are chiefly used as aids in 

 teaching science in those schools. Assistance is also afforded, 

 at most of the .schools, through the possession of school 

 gardens (see Annual lie[iort on the Botanic Station, etc., 

 St. Lucia, 1908-9). Instruction is also given in the rules of 

 tropical hygiene. In order to help teachers in the courses of 

 nature study, the following scheme for employing JVafure 

 TtacIiiiKj is given as part of the Code, and as it may be useful 

 to others, it is reproduced here. The numbers refer to pages; 

 those on the left relate to the purely instructional parts of 

 the book, while tho.se on the right give the pages whore the 

 corresponding practical or observational work appears. 



T/ic seed: parts of a seed 1-3 



Plant foods in seeds 4-5 



Raisinij seedlings 1-5-21 



Germination ; pigeon peas, guinea corn, 



castor 5-13 



Gerinination of henn, cum and cotton seeds 21-2.3 



The root; root-hairs: root-caps 27-28; 34-35 



Roots, including growth 29-31 ; 35-36 



The stem; uses of stems 44-47; 56-58 



Stems; structure and uses 47-50; 58-59 



The leaf 71-75; 88-90 



Leaves, structure and uses 75-81; 91-97 



The soil 105-107; 116-117 



Water in soils 107-109 



Vegetable matter in .soil 111-114; 123-125 



Plant food and manures 127-128; 133-136 



Flotrers and fruits 14G-150 ; 164-165 



Parts of a flower 150-157; 165-167 



Weeds 173-175 



Insects ; life-history of a caterpillar 179-181; 187-190 



The schedule states that pupils of Standard IV, or 

 under, will only be examined in the subject-matter in italics, 

 while those in I Standards V and VI must take the whole 

 course, a more thorough knowledge of the whole subject being 

 required of those in Standard VI. It is interesting to note 

 that the collection and preservation of plant specimens is 

 encouraged, and that arrangements for the inspection of these 

 have been made. 



