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cooperation with Columbia University, New York University, 
Brooklyn College, and Hunter College. Also, for the third year, 
with the State Institute of Applied Agriculture on Long Island, 
at Farmingdale, in the maintenance of the Test Garden for Iris. 
In his appended report (p. 41), Dr. Reed, who has charge of the 
Iris project, notes that we have had growing at the Farmingdale 
Garden during 1937 as many as 645 varieties of Iris (Japanese, 
245; Siberian 50; Bearded, 350). 
Nine papers embodying the results of research, including 
Contributions Nos. 75-79, have been published by members of 
the Garden personnel during 1937. 
Special attention is called to the appended report of the Resi- 
dent Investigator for Ferns (p. 96) of the meeting held at the 
Garden in February for the purpose of increasing the interest of 
High School teachers of biology in research and offering the 
cooperation of the Garden in every possible way to facilitate 
advance studies and research by the teachers. 
Pusiic EDUCATION 
Adult Education 
Science and Sciscitation.—We are all familiar, or think we are, 
with the word science and what it connotes; the word sciscitation 
is rarely used, yet both words are from the same Latin root. 
he latter word, or at least the thing itself, should become more 
common, for the word means ‘‘questioning,’’ and without the 
mental attitude of interrogation—the inner urge to seek and to 
find, to know and explain and understand, there could be no 
science. In fact, all efforts at adult education are futile unless 
one is dealing with adults who really want to extend their knowl- 
edge and who wish it earnestly enough to put forth active effort. 
A lecture may serve a useful purpose as a means of stimulating a 
spirit of inquiry and in giving information not readily accessible 
in books and periodicals, but a program of education which in- 
cludes only lectures to more or less passive listeners violates the 
fundamental principles of teaching and learning. 
The Brooklyn Botanic Garden's educational program for adults 
is largely, though not exclusively, of the nature of what is now 
technically designated as ‘“‘adult education.” Its appeal is 
i 
largely to those whose formal ‘‘schooling”’ is over but who wish 
