58 

 607. -HONEY. 



The experiments in Beekeeping have been continued at the St 

 Clair Experiment Station. Honey was scarce during the latter part 

 of 190?!. and Colonies became somewhat weak, but with the flowering 

 of the logwood in January. February and March, a marked improve- 

 ment set in and honey of excellent quality was produced. The 

 Colonies are now fully Italianized, and it is found that this class of 

 bee can withstand the attack of the Bee moth much better than the 

 ordinary bee. One Colony, however, succumbed to the worst attack 

 ever seen. It may be mentioned, however, that this was a Queenly- 

 hive which was unable to compete with the invaders. From one 

 colony during March, a super was taken giving over 201bs. of 

 "•maiden honey." 



In the early months honey collected by the bees was very inferior, 

 and some supers contained honey which fermented in the comb. It 

 has not yet been ascertained to what cause this occurrence is to 

 be attributed. 



608.-AGRICULTURE IN OUR COMMON SCHOOLS. 



This is the text of a paper read by an American professor at Long 

 Beach, U.S.A. All over the United States of America it is recognised 

 that agriculture in all its branches, including stock-raising, fruitgrow- 

 ing, dairying, etc., is the mainstay of the great republic, and hence the 

 constant cry for the teaching of agriculture in the State schools. 



Professor J. H. Reed said : — 



" In seeking for the reasons of this slow progress among the agri- 

 cultural masses, I think a valuable hint may be had from some of the 

 more progressive agricultural countries of Europe, where they com- 

 mence their agricultural education in the common schools. In the 

 little country of France, less than halt as large again as California 

 alone, agriculture is taught in over 3,000 primary schools. Sevenlv- 

 seven experiment stations are maintained, besides the nine National 

 schools of agriculture. Doubtless the high condition in which farming 

 is found in all the principal agricultural districts of that country i- 

 largely the result of these agricultural schools and experiment 

 stations, but the interest in them was first aroused in the common 

 schools. 



•' Provision for technical education in our grammar andhitjh schools 

 is rapidly, and deservedly so, becoming popular all over our country. 

 Large sums are allowed for equipment. Thousands of children 

 become familiar with the nature of materials and expert in handling 

 tools, greatly to the advantage oi those who choose mechanical trades 

 later on, while practically no attention is given to the occupation in 

 which one-half or more of our people, sooner or later, find their life 

 work, till a scattering few make their way to (lie agricultural college. 

 It is as practical to teach children the character of soils, of plant life 

 and growth, and to equip lor the illustration of these, as to teach and 

 equip lor illustrating the mechanical trade- or domestic arts. This 

 primary training in our public schools would not only result in 



