1022 EXPERIMENT STATION RECORD. 



What a university farm is for, L. H. Bailey (California Sta. Cire. 15, pp. 4) .— 

 An excerpt from an address previously referred to editorially in this journal 

 (E.S.R.,17,p,216). 



The prospect for education in horticulture, L. H. Bailey ( Reprinted from West. 

 X. Y. Hurt. Soc. Proc, 51 (1906), pp. 7). — A paper presented before the Society at 

 its annual meeting in January, and published as a separate from the proceedings. 



The author holds that at present our colleges are trifling with the subject of horti- 

 culture and teaching those things that are easily demonstrable rather than entering 

 into the core of the matter. The college department of horticulture should have at 

 least three strong divisions — pomology, floriculture, and the nursery business. The 

 laboratory work in each of these departments should cover the whole theory and 

 process of the given art. The pomological division should be a laboratory of perhaps 

 50 acres of actual orchards, in which every phase of the work from start to finish 

 might be in natural operation. Floriculture as well as the nursery business should 

 be taught by men not only thoroughly grounded in the principles of these subjects, 

 but skilled on the craft side as well. 



The manufacturing side of horticulture, such as canning, preserving, and evaporat- 

 ing vegetables and fruits, making jellies, juices, and other secondary products, is not 

 yet taught in any institution, and sooner or later must form a part of the instruction 

 in the department of horticulture. The higher institutions of learning, it is held, 

 should teach the trades, or teach in preparation for them, as well as the professions, 

 providing, always, that the method be such as to educate broadly at the same time. 



Farmers' institutes (Ohio Sta. Circ. 44, PP- 4).— A list of station officers and the 

 subjects each is prepared to discuss at farmers' institutes. 



Why the friends of agricultural progress believe that agriculture should 

 and will be taught in the public schools, A. C. True (California Sta. Cire. 17, pp. 

 14 |. — A paper read at the joint session of the California Teachers' Association and 

 the State Farmers' Institute at the University of California, December 26-29, 1905. 



The subject is discussed from two points of view: (1) The economic, social, and 

 educational needs of agriculture and agricultural people as related to the present civ- 

 ilization, and (2) the pedagogical requirements of a school system which shall be 

 adapted to the masses of people in a democratic and industrial State and to the sym- 

 metrical culture of the mind and body of the human child. 



Agriculture in the common schools, J. H. Bluford (South. Workman, 35(1906), 

 No. 2, pp. 107-111). — An address delivered before the North Carolina Teachers' Asso- 

 ciation at Greensboro. 



Elementary agriculture, A. B. Graham (Normal Instr. awl Teachers' World, 15 

 (1906), Xo.4,j)p. 9-11, figs. 5). — This is a plea for nature study and agriculture in the 

 rural school. It includes a discussion of the nature of work to be undertaken, sug- 

 gestions for correlating agricultural work with geography, arithmetic, language, 

 drawing, and the social life of the pupils, and hints concerning the training of teach- 

 ers for such work. 



Teaching of agriculture in public schools, T. L. Lyon ( Univ. [Xebr.] Jour., 

 2 (1906), Xo. 5, pp. 6, 7).— After commenting briefly on the lack of instruction in 

 rural schools relating to the lives and occupations of the pupils, the writer gives two 

 reasons why agriculture should be taught in high schools. "First, it contains the 

 material with which to build a course of study second to none in educative and esthetic 

 value; and, second, it may treat of a line of work vastly more practical and tangible 

 than any other to the agricultural people of our State." 



Instruction concerning soil and soil moisture is mentioned as of the greatest impor- 

 tance for Nebraska conditions, this to be followed by some attention to field crops, 

 stock raising, dairying, and horticulture, keeping in mind that special emphasis 

 should be given to those phases of agriculture most in vogue in the homes of the 

 particular parts of the State in which the students live. Well-directed laboratory 



