SEVENTEENTH ANNUAL MEETING. 215 



I need cite but one more illustration in support of my position. Since en- 

 gaging in the work of horticultural journalism, I have never neglected to 

 have a garden of my own, or else pay frequent visits to plantations of others 

 near me. True, I have a good library, read all the new horticultural books 

 that are issued, attend horticultural meetings and have the benefit of ex- 

 change with nearly every agricultural and horticultural journal published in 

 America, and some from Europe. For all this, without my work in the 

 garden among fruits and vegetables, testing new varieties, experimenting, 

 etc., I should grow rusty. Now, am I alone in this opinion? Dr. Hexamer 

 of the American Agriculturist, Mr. Carman of Rural New Yorker, Judge 

 Miller of Rural World, Secretary Reynolds of Rural Home and many other 

 prominent and authoritative writers on horticultural subjects have access to' 

 fields and gardens where they may see the practical work going on. And 

 need I say that they take advantage of their opportunities? 



I would not be understood as uttering a general condemnation of books,, 

 etc., relating to the subjects in which we are interested, for I am a faithful 

 believer in their efficacy; but in the study of horticulture and kindred work, 

 actual work in the field must occupy the primary position. 



In the shop, we learn the mysteries of mechanism ; in the mills, the 

 methods of manufacturing, and so, to the field where the work is being done, 

 theories demonstrated and facts practiced, must we turn for solid, useful 

 and practical instruction in horticulture. 



Prof. Bailey spoke against this ide*a. To do away with books is impossible. 

 If but two or three students are to be instructed the work may be success- 

 fully done by experiment and demonstration, but a large class cannot be so 

 managed. Yet all important points in the books may be illustrated in the 

 field, and this actual practice is chief in importance. It is not practicable to 

 instruct all students in all field operations, but sometimes it is best to give 

 the out-door work first and give the science of it afterward. In common 

 schools pupils should be encouraged to carry on simple experiments by them- 

 selves, giving formative instruction later. 



W. K. Gibson — Boys should know some of these things before they go to 

 the Agricultural College, and thereby much time saved. The morals and 

 esthetics of the matter should be considered and instruction begin in the 

 common schools. We should gain more knowledge of the objects about us 

 and spend less time with abstract principles. The moral effect of these 

 studies is very great and desirable. Land should have been set apart for a 

 garden in connection with each school. 



To these sentiments Prof. Bailey assented warmly. At the college there 

 is great waste of time in teaching boys the elements, and most of them are 

 farm boys, too. In a class of sixty there were two who had seen budding 

 done, but none had himself performed the operation. Mr. Bailey illustrated 

 the difficulties in the way of large classes through practical work in all 

 branches by instancing cross-fertilization, in which only two or three can be 

 instructed at a time. 



Prof. Ragan commended Prof. Bailey and his ideas, and thought Michigan 

 very fortunate in having him in her Agricultural College. 



Secretary Garfield said the society had tried to get the State Superintend- 

 ent of Public Instruction to have some requirement of horticultural know- 

 ledge to be made of teachers, but with no effect. We should exert ourselves 

 to make the teachers understand that interesting pupils in horticulture 



