94 EXPERIMENT STATION" EECOED. 



The third gi'onp deals with bread making, canning, and sewing. An outline 

 record of the work, cultural directions, instructions to judges, and rules for con- 

 testants accompany each contest. 



Bean growing contest, F. L. Griffin {California Sta. Circ. 93, pp. 8). — 

 This circular outlines the nature of the boys' and girls' bean growing contest, 

 and gives general directions for growing beans and a suggested score card. 



Suggestions regarding the teaching of vegetable gardening, J. W. Lloyd 

 (Proc. Soc. Hort. Sci., 1912, pp. 93-96). — According to this paper, there are at 

 least six generally recognized means of instruction available in the teaching 

 of vegetable gardening: (1) Textbook work, (2) assigned reference readings. 

 (3) practical exercises, (4) lectures, (5) laboratory work, and (6) examination 

 of the literature. In an elementary course preference is expressed for using 

 almost exclusively the first 3 of these, with predominance given to the textbook 

 work, and with practical exercises as an important, though secondary, feature, 

 and reference readings employed only occasionally as a means of supplementing 

 the text. A garden of at least 20 by 40 ft. in area should be assigned to each 

 student. If the class is large the students' gardens should be exactly alike as 

 to the assortment and arrangement of vegetables. 



In a course in market gardening, practical garden work under competent 

 supervision should be the predominating feature. This should be supplemented 

 by assigned reference readings and occasional lectures, especially on the dis- 

 tinctly commercial aspects of the subject. " For the practical instruction in 

 market gardening the ideal plan would be to have sufficient land and equipment 

 to operate a vegetable garden on a commercial basis, having the students do as 

 much of the work as possible." 



An advanced course in special phases of problems of vegetable gardening 

 should he quite flexible and should consist of laboratory and field experiments as 

 contrasted with practical garden exercises, and of research into the literature 

 of a given subject rather than the reading of assigned references. Personal 

 conferences with individual students at regular intervals are desirable. For 

 advanced work on special problems greenhouse space is essential. 



" Laboratory equipment of a botanical nature is necessary for many phases 

 of the work. Chemical apparatus and supplies might also be needed. Sufficient 

 land should be available for conducting field tests." 



The demonstration orchard as a factor in horticultural education, R. W. 

 ItiKS (I'roc. Soc. Hort. S<:n., 1912, pp. 75-SO). — Two types of demonstration 

 orchards used by the Massachusetts Agricultural College in its extension work 

 are described. 



In the establishment of new orchards, a 15-year contract is signed between 

 the college and the owner of the land. The latter furnishes, free of cost or 

 rent, 4 acres of land selected by the college, performs all labor according to 

 directions, and supplies the fertilizers, spraying materials, etc. He keeps a 

 record of the expense incident to the production and marketing of the crops 

 and the value of the fruit and produce sold or used on the place. 



The work is usually initiated by holding a horticultural institute in the com- 

 munity where it is desired to establish an orchard. Applications for the orchard 

 are received at the time and the most desirable location selected. 



The demonstration orchard is made an educational center for the locality. 

 Mailing lists are kept of all within reach of the orchard interested in horticul- 

 tural subjects, and utilized to give notice of demonstrations or visits. 



" The renovation orchards are handled on a 5-years' contract, the college 

 taking general supervision of fertilizing, pruning, spraying, and cultivating; 

 the owner buying the materials needed, and furnishing the labor. As a com- 



