196 EXPERIMENT STATION RECORD. I Vol. 40 



Report of Committee on Undergraduate Work, by B. S. Pickett (pp. 130- 

 132). — The committee finds a growing endeavor to improve the pedagogy of 

 horticultural instruction. In connection with the presentation of horticultural 

 courses attention is called to the relative value of equipment and instructor. It 

 is especially in the laboratory that progress has been marked in horticultural 

 instruction in recent years, and some of the difficulties of the instructor in 

 field laboratory work are pointed out. The lack of instruction on the plant 

 materials of horticulture is deplored. 



Methods of Providing Practical Work in Horticultural Courses, by S. W. 

 Fletcher (pp. 133, 134). — The author brielly discusses some of the methods 

 employed in providing practice work in horticultural cours 



Courses in Pomology at Cornell University, by W. II. ('handler (pp. 135- 

 137). — These courses are briefly described, including the farm-practice require- 

 ments. 



Pomologieal Field Laboratories, by B. W. Bailey (pp. 138-140). — A Bys 

 of field laboratories conducted at the University of Illinois is di I. with 



special reference to instructional work in field practice and a plan for a field 

 laboratory for advanced pomologieal students. This laboratory contemplati 

 series of annual deciduous tree fruit plantings for a period of years, each suc- 

 cessive planting being a duplication of the previous year's planting in the 

 closest possible detail. It is thought that such a system of poi al field 



laboratories might, after a period of years, offer ideal material for graduate 

 students. 



Report of Committee on OraduaU Work, by M. J. Dorsey (pp. 140-147). — 

 This report deals with the place of the thesis in graduate training in horticul- 

 ture. 



Report of the Committer on Score Cards for Vegetables, by W. W. Tracy, sr.. 

 (pp. 178-180). — A few sample score cards for vegetables are given. 



Agricultural education, T. H. Eaton ( i'i>t. Proc. Conn. Dairymen's 1 

 86 {1917), pp. 137-145). — In discussing the educational needs of the farm boy. 

 the author Buggests certain considerations for guidance In determining what 

 the farmer should know because he is a producer and because he lives on the 

 farm. 



Vocational education, compiled by Emiiv RoBlSOH [New York: The H. W. 

 Wilson Co., 1918, pp. XUX+803). — This is source book for teachers and stu- 

 dents, in which the author attempts to represent the leading points of view in 

 the discussion of both vocational education in general and the teaching in the 

 public schools of industrial, commercial, agricultural, and household arts 

 subjects. 



The selections dealing with agricultural education are as follows; Agricul- 

 ture Enlarges Consciousness and Helps Adjustment, by A. D. Cromwell; Gen- 

 eral Instruction in Agriculture, by W. A. McKeever; Agricultural Education, by 

 H. J. Waters, previously noted ( E. S. R., 30, p. 193) : Agricultural High Schools 

 in Ontario, by J. B. Dandeno ; Flathead Rich School. Kalispell. Mont., by Flor- 

 ence Clark: student Creamery at Dulutb Central High School, by B. P. Gibson; 

 What the County Agricultural High School is Doing for Mississippi Boys and 

 Girls, by W. H. Smith; and The Massachusetts Home Projecl Plan of Vo 

 tional Agricultural Education, by R. W. Stimson. The statements on household 

 arts include the following: A Bavarian School of Housekeeping, by Mary Par- 

 kinson; Educating the Consumer, by Martha B. Bruere ; and Business of Home- 

 making, by Mrs. II. M. Hlckok. 



A very comprehensive bibliography on the different phases of vocational edu- 

 cation considered is included. 



