Page 20 



BETTER FRUIT 



November 



Sub-Central Managers of tie 



h\ E. SICKLES 



Yakima Valley Fniit Growers' 



Association 



W. O. DOW 



uilchee-North Central Fruit 

 Distributors 



M. J. HIGLEY 



!il;iliu-(>reE(iii Fruit Growers' 

 Association 



A. W. STONE 



Apple Growers' Association of 



Hood River, Oregon 



ORRIS DORMAN 



Spokane Fruit Groweis 

 Company 



Colegiate Work in Horticulture 



By R. J. narnctt, Pullman, Washingliin 



DURING the past twenty-five years 

 one of tlie most significant clianges 

 in liiglier education has been the rise in 

 importance and popularity of the agri- 

 cull in al and engineering courses. The 

 leaders in this development, especially 

 along the agricultural lines, have been 

 the so-called land-grant colleges. In the 

 earlier part of the period, those estab- 

 lished as separate institutions were 

 much more effective than were the col- 

 leges of agriculture as a part of a state 

 university. Thus Iowa, Michigan and 

 Kansas, with their independent agricul- 

 tural colleges started the work at an 

 earlier date and developed it much 

 more rapidly than did most of the 

 states which incorporated the college 

 of agriculture as a part of the state 

 university. It is not possible here to 

 trace the evolution of the various lines 

 of instruction — how engineering has 

 been subdivided, and how agriculture 



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is now agronomy, soils, animal hus- 

 bandry, dairying, veterinary science, 

 horticulture, and in some schools, 

 poultrying even, is made the basis of 

 work leading to the bachelor's degree. 



It is natural that among the various 

 courses in agriculture, the agronomy 

 and :'nimal husbandry should have 

 been the earliest to develop and to be 

 offered as the technical portion of a 

 well-rounded liberal education built on 

 university entrance requirements and 

 demanding as great natural ability of 

 those who successfully pursue them as 

 do the arts or engineering courses. 

 Horticulture as a separate course has 

 been of later growth, but has, in sev- 

 eral schools, become the most com- 

 pletely developed of any of the agri- 

 cultural group. This comi)lete and 

 raijid development has naturally been 

 found in those states where the grow- 

 ing of the horticultural crops is an in- 

 dustry of consideral)le magnitude; New 

 York was early a leader, Michigan and 

 Massachusetts followed cruickly, and 

 among the far western schools Oregon, 

 Washington and California now give 

 as complete work in this line as can be 

 found elsewhere. 



An interesting investigation would 

 be that of tracin,g the evolution of 

 these curriculums from that originally 

 otTercd under the one name agriculture, 

 and often tau.ght wholly by one man; 

 but a more valuable discussion would 

 be one regarding what a present-day 

 course of this type offers. Is the man 

 who finishes such a course really edu- 

 cated? Docs it fit the graduate for the 

 practice of his profession? Does he 

 make a better citizen of the state? Is 

 he prepared to do original invesli- 

 .galive work along his chosen line? 

 The allirmative answer which can be 

 given to each of these questions assures 

 us of the value of tlie work offered. 



and that the various states and the 

 I'nited Stales are getting adequate re- 

 turns for the expenditure they make in 

 supporting the schools giving such 

 instruction. 



The basic idea of agricultural educa- 

 tion is that while remaining liberal and 

 cultural it must also connect with the 

 future vocation of the student — must 

 actually assist in preparing him for his 

 life work in additional ways aside 

 from the mental training which the 

 classical course of study offered. He is 

 to be educated — but educated for a life 

 of work, which, fortunately, is the com- 

 mon lot, instead of for a life of leisure. 

 This idea has ever been foremost in 

 framing the curriculums of the various 

 courses of horticulture so that those of 

 today are a well-balanced combination 

 of studies selected from three general 

 groups, but all tending toward and 

 giving their assistanse to preparing the 

 student along the lines suggested by the 

 preceding paragrajjh. 



The first of these three groups may 

 be called the cultural studies — those 

 which serve to give a measure of polish 

 and world knowledge to the student, 

 and which contribute only indirectly to 

 his mastery of technical knowledge. 

 Fnglish language and literature per- 

 ha])S belong here, and certainly are of 

 ]5ractical as well as of cultural value. 

 History and economics fall under this 

 category as does also the study of 

 modern language which is commonly 

 required. Without a thorough knowl- 

 edge of English the student can l)e 

 profuient in neither the gathering nor 

 the expressing of learning of any kind; 

 without history and economics his 

 equipment for civic leadership is in- 

 conijilete: without a language other 

 than English he finds the door to much 

 valuable knowledge regarding his spe- 

 cialty closed, and he cannot oi)fain a 

 l)roper perspective and sympathy rela- 

 tive to foreign peoi)les. 



The second group is tlie largest and 

 in iiK.ny ways the most hiiportant. It 



WHEN WRITING ADVERTISKRS MF.NTION BETTER FRUIT 



