694 EXPERIMENT STATION RECORD. 



Class-room methods of teaching pomology, C. S. Wii.sox (Proc. Soe. Hort. 

 Bci., 8 {1911). pp- ./J-o5).— The subjects discussed in this paper are (1) the 

 field of the subject, (2) the class-room methods of presentation, and (3) th*> 

 character of instruction. A syllabus of courses at Cornell University is given. 



Ill the research courses the student is assigned a topic for investigation. He 

 prepares a bibliography, reviews the literature, collects and arranges the infor- 

 mation, and writes up the subject in thesis form. At the seminary meeting's 

 the research problems are presented and discussed. 



The class-room methods consist of lectures and in a few cases recitations, 

 together with laboratory worli. The author believes that with "more recita- 

 tions and fewer lectures ... the character of instruction would be higher." 



It is customary to give preliminary and final examinations during the term 

 and to supplement the lecture and laboratoiy worlc by assigning collateral read- 

 ing. Problems to be worked out by the student are suggested. It is believed 

 that the instruction now given in the different colleges lacks greatly in unity 

 and that the question of teaching is a very important one. 



Teaching pomological laboratory work, W. Paddock {Proc. Soc. Hort. Set., 

 8 {1911). pp. 60-66).— General complaint is made in this article as to tbe 

 scarcity of Information on teaching methods in pomology. The discussion is 

 confined to the year's work in pomology at the Ohio State University. This is 

 largely a laboratory course. The first 2-hour periods are given to a visit to tbe 

 commission houses of the city, each student being provided with a syllabus and 

 furnishing a description of the work. When the weather is unsuitable describ- 

 ing, identifying, and judging fruits is substituted. 



The instruction in systematic pomology extends over a period of about 3 

 months, when the work of orchard management begins. Usually the first 

 topic to be considered is a study of buds. This work Is varied with inspections 

 of the fruit plants themselves. 



Four periods are devoted to practical work in pruning. At some time during 

 the course several laboratoi-y periods on propagation are given. Under spray- 

 ing 4 or 5 laboratory periods are devoted to the making and applying of spray- 

 ing materials. Two periods are given to the gas engine, and 1 each to the 

 inspection and pruning of nursery stock, planting trees in an orchard, and frost 

 protection. 



One or more visits are made to the market districts of the city during the 

 .spring, and at least 1 trip to a well handled orchard, preferably during the 

 spraying season. The students also prune neglected orchards. 



The author states that this flexible outline fills in the year fully and appar- 

 ently fits into the special conditions very well. 



The agricultural college and rural economics, C. W. Pugsley {Off. Yearbook 

 Kchr. Farmers Cong.. 1913, pp. .',3-57 ) .—In this address the author describevS 

 briefly the establishment and work of the agricultural colleges and experiment 

 stations, showing the possibility and necessity of research work along economic 

 lines and the introduction of instruction courses in rural economics. 



Outlines for secondary courses in agriculture {Minn. [Dept. Pub. Instr.^ 

 Bui. 38, 1912, pp. 93). — Agricultural conditions vary so much in Minnesota that, 

 instead of recommending a course of study for general adoption by the schools 

 receiving state aid for industrial work, the state superintendent of public in- 

 struction appointed a committee of 7 members to prepare suggestive courses of 

 study in agriculture. As a result of this committee's work the state department 

 of public instruction has issued in this bulletin form several standard courses 

 from which each school may choose or fit together a course adapted to local 

 conditions. 



