592 EXPERIMENT STATION RECORD. [Vol.35 



glass-house areas for teaching at the Illinois and Cornell universities, (2) the 

 strengthening of courses and the marked improvement in the nature of the 

 work given, and (3) the publication by the chairman of the committee of a 

 text entitled Principles of Floriculture to meet the needs of smaller institutions 

 where only a general course in flpriculture is given in connection with other 

 horticultural courses. 



In institutions where there are special courses in floriculture the committee 

 considers the lecture system, supplemented by required outside reading, the 

 best method of instruction. It emphasizes the importance of requiring stu- 

 dents intending to specialize first to have a knowledge of chemistry, soils, and 

 fertilizers, and also botany in all its phases, especially in plant physiology and 

 pathology. It considers business training an essential and a certain amount of 

 farm practice as leading to greater efficiency, and is of the opinion that prac- 

 tical experience in floriculture can be secured nowhere better than in an up-to- 

 date commercial range under the supervision of a broad-minded practical flori- 

 culturist. 



Organization and methods for pomology extension work, R. W. Rees {Proc. 

 Soc. Hort. Sci., 12 (1915), pp. C-j-68). — The author outlines the development of 

 pomology extension work and methods that have proved successful at the 

 Massachusetts College. He believes that the " principle of close relationship 

 and mutual understanding between the extension service, the experiment sta- 

 tion, and the college is necessary for successful development. All extension 

 work should be outlined in form of definite projects so efforts may be concen- 

 trated on the most essential problems. With the rapid development of the 

 agricultural county farm bureaus the extension work in each county should 

 be conducted in cooperation with the agricultural agents. In counties which 

 have a pomologist, the work should be largely carried on by him under general 

 supervision of the extension pomologist at the college." 



Agricultural instruction in Prussia, E. Vital [Wieiier Lanclw. Ztg., 65 

 (1915), Nos. 93, p. 688; 94, pp. 693, 694).— This is a review of the development 

 and present status of agricultural instruction in Prussia. 



Yearbook of the Department of Agriculture, Industries, and Commerce in 

 the Dutch East Indies, 1914 (Jaarb. Dept. Landb. Nijv. en Ilandel Nederland. 

 Indie, 1914, pp. VI-\-331, pis. 16). — This is a report of the Department of Agri- 

 culture, Industries, and Commerce, including its activities in promoting agri- 

 cultural instruction and research in 1914, in the Dutch East Indies. 



Preliminary suggestions for agriculture, domestic science, and manual 

 training for elementary grades and high schools (Des Moines: Dept. Pub. 

 Instr., 1915, 2. ed., pp. 21). — This bulletin outlines the minimum requirements 

 cf the Iowa law as to the amount of agriculture, domestic science, and manual 

 training that must be taught, the grades in which the subjects shall be offered, 

 the teaching force needed, the preparation in these subjects required of teachers, 

 and the special rooms, apparatus, and equipment necessary. 



Helps for teachers of agriculture, January- April (Dept. Pub. Instr. [Ind.'i, 

 Ed. Pubs., Bui. 12 (1915), pp. 30). — This portion of the bulletin outlines the 

 second four months' woi'k in soils and poultry, horticulture and dairying, and 

 animal husbandry and farm crops, continuing previous work (E. S. R., 32, 

 p 597). 



Correspondence courses in agriculture for teachers. Course I, farm plants 

 and soils (Corresp. Courses Teachers [loiva^, Agr. Ext. Dept., Course I, Farm 

 Plants and Soils, Assigns. 5, pp. 21, figs. 15; 6, pp. 23, figs. 8; 7, pp. 24, figs. 4> 

 8, pp. 22, figs. 7; 9, pp. 23, figs. 4; 10, pp. 24, figs. 4; 11, pp. 24, figs. 8; 12, pp. 

 24, figs. 9; 13, pp. 24, figs. 9; 14, PP- 24, fig. 1; 15, pp. 28, figs. 14; 16, pp. 35, 



