EXPERIMENT STATION RECORD. 



Vol. XXL October, 1909. No. 5. 



Investigation in horticulture was the main topic of consideration 

 at the recent meeting of the Society of Horticultural Science. Tlie 

 need of it was the kej^note of the meeting, and there was frank ad- 

 mission on the part of many that little more than a beginning has 

 yet been made. It was made clear that in organization for teaching 

 and for experimentation horticulture has not kept pace with the 

 advancement of the times, and that this fact has restricted its effi- 

 ciency in both directions. 



Horticulture as a separate subject was one of the first to be organ- 

 ized in the agricultural colleges. It was recognized as one of the 

 grand divisions of agricultural education, and in point of equipment 

 was developed quite as early as agriculture. It was popular, and the 

 practical usefulness of its courses was realized early in the history 

 of these institutions. It w^as looked upon as a department unto 

 itself, and the distinctions between it and other departments of 

 instruction were carefully guarded. 



Horticultural instruction in this country has had a higher aim 

 than that in Europe. The English and continental gardeners are 

 largely men of the apprentice-school type, whose training has been 

 centered on learning to do things — on developing skill and good 

 judgment. The object of the agricultural colleges of this country is 

 to make educated men, as well as men with practical training. The 

 effort in horticulture has been to teach not only the art but the prin- 

 ciples, so far as they are known, and to reduce horticulture to a 

 pedagogic basis. But in this the subject has not kept pace with 

 other branches of agriculture of late. The attempt to hold it intact 

 and to itself has retarded the development of its organization, and 

 prevented its keeping pace with the differentiation and specialization 

 which have been going on in agriculture The mode of organization 

 has now become traditional and unsuited to present conditions. The 

 units are far too large, and do not develop specialization either 

 in teachers or students. 



Horticulture is at present a highly developed art. The art has 

 developed far beyond the understanding of the science, and skill 



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