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freshman year, and 160 hours for agricultural chemistry in the sophomore year. 
After a mastery of the elements of botany, at least two additional courses will be 
necessary. Before considering secondary courses in botany, attention should be 
called to the necessity of a fundamental training in chemistry and physics as a basis 
for further work in plant morphology and physiology. These courses should be 
required of all students. It should also be borne in mind that ability to read German 
and French, especially the former, is a necessary requirement for all who expect to 
equip themselves as teachers or investigators in the fields of plant industry. A lack 
of this knowledge is often a handicap to many students otherwise well prepared. 
In the formulation of second courses in botany for agricultural colleges the aim should 
be to furnish the proper foundation for applied work in agronomy, horticulture, and 
forestry. 
GENERAL SPECIFICATIONS OF SECOND COFRSE. 
At least 2 hours of lecture and 4 hours of laboratory work per week for one-half year 
should be given to an extension of the work on the physiology of the higher plants, 
monocotyledons and dicotyledons. Special stress should be laid in this course on 
the response of the plant to varying conditions and combinations of cond : tions in its 
environment. It should include a more special study of plants with regard to 
temperature, light, and moisture relations, and tne effects on the plant of variations 
in soil and nutrition. This work should include not only normal but also abnormal 
physiological reaction, and should therefore serve also as an introduction to those 
phases of plant pathology which deal with the effect on the plant of its nonliving 
environment. In connection with this course and as a part of it, there should be a 
sufficient extension of morphological and histological work to make clear the physi- 
ological processes not only of the plant as a whole, but of its various organs and 
tissues, and the course should include the ordinary technology of such work. The 
general topical arrangement of this course might be as follows: 
Resume and extension of the work on root, stem, and leaf structure of the 
elementary course. 
Secondary growth in stems and roots. 
Seed and fruit structure. 
Minute study of cell structure and cell contents. 
Cell division (the various kinds in detail). 
The morphological and histological work should not be conducted separately, but 
coordinated with the following physiological work: 
Nutrition. — Constituents of plants: essential elements; accessory elements and their 
effects; nature of soil solution; degree of concentration of same in relation to 
plants; effect of soil and atmospheric moisture in varying quantity; photo- 
synthesis; chemosynthesis; translocation; and storage. 
(This will involve water, sand, soil, and air culture experiments with varying 
combinations of nutritive elements and conditions. Field experiments are also 
desirable. ) 
Respiration. — Aerobic and anaerobic; energy liberated; products of destructive 
metabolism and their fate; movements of gases; respiration of roots under 
varying soil conditions, favorable and unfavorable; respiration of fruits, etc. 
Fermentation. — Ferments: enzyms (the chief kinds, their distribution and mode of 
action). 
Growth. — Seat and conditions of growth; periodicity and grand period; rate of 
growth under varying conditions. 
Ieritarilitv. — Movements of protoplasm and plant parts; geotropism; hydrotropism; 
heliotropism; nyctotropism; response of plants to various stimuli. 
Reproduction. — Pollination (close and cross); cleistogamy; dichogamy, etc. ; fertili- 
zation; hybridization — methods, results, cytology; variation — general rules and 
theories; plant breeding. 
Following the half year above outlined, another course of a half year (2 hours of 
lecture, 4 hours of laboratory) should be devoted to a special, broad study of the 
physiology and classification of fungi and bacteria, with special reference to bene- 
ficial and injurious species. This course should include some culture and infection 
work and practical work in methods of controlling plant disea-es. As a general 
outline the ground covered in Diseases of Plants, by Tubeuf and Smith, is to be 
recommended, but other text and reference books will In- necessary. 
Referring again to the agricultural course prepared by the committee on teaching 
agriculture, we find <>() hours devoted to botany in the junior year. This is, of 
course, insufficient time for either one of the courses above suggested and believed to 
