August 12, 1905 



HORTICULTURE 



163 



before we attempt to locate the causes for these apparent 

 failures, it is necessary for us to have some slight 

 knowledge of what the theoretical training consists of. 

 Therefore, let us consider briefly the three principal 

 branches which have a lioaring on the subject. 



Botany. The importance of this science is, I believe, 

 generally underestimated. As far as I can learn the 

 common understanding among those who are not well 

 informed, seems to be that it is the study of the names 

 of the various species of plants; that anyone who has a 

 herbarium of dried wild flowers laid away in a dark 

 closet, and has the ability to pronounce properly the 

 Latin names without looking on the text, is a highly 

 educated botanist. If we accept this as a fair sample of 

 the belief of some of our poorly-informed critics, we 

 can readily understand vvliy it is that many people think 

 that this study has very little practical value for the 

 grower of plants. 



In contrast to this let us look on just one phase of the 

 subject and see how it appeals to us. Consider the 

 plant as a living, growing organism, consisting of 

 roots, stems, leaves and flowers. Learn the relation of 

 its parts one to the other, both in health and in disease. 

 Examine the cell structures and find out their specific 

 functions, from the ends of the roots to the tips of the 

 leaves. Study the intricacies of the reproductive 

 organs and the means of perfecting or retarding their 

 development. Investigate how the plant gets its nour- 

 ishment, in what forms, and how and when the natural 

 courses may be assisted. Finally consider the effect of 

 its surroundings of soil, air, moisture and sunlight. 



Then again, there is still another side to this ques- 

 tion. Take the matter, of fungous diseases. All of 

 our most troublesome ones are merely the manifestations 

 of the activity of the lower forms of plant life. They 

 must be fed and nourished just as surely as must the 

 higher forms, but, unlike them, they are detracting 

 from rather than adding to the results of our best 

 efforts. If we understand the various forms which 

 these plants assume, whether they live inside of their 

 hosts or merely on the surfaces, whether they flourish 

 better in the soil or above it, then we are in a position to 

 effectually overcome their ravages. Are not these every 

 day matters, and can anyone know too much about 

 them? Surely then such studies ought to be helpful 

 and the knowledge gained to have a practical 

 application. 



Chemistry appears to be regarded as the science of 

 mystery, and indeed, in many ways, this seems to be 

 justified. A prevalent impression is that a grower 

 would have perfect control of his plants if he could 

 analyze his soil and find nut just what elements, and 

 the exact quantities of each, are required to produce 

 maximum results. Unfortunately, the science of chem- 

 istry has not yet been advanced far enough to enable us 

 to do this. I quote the following from a recent bulletin in 

 order to show how the experiment stations stand in 

 regard to this matter: "Soil analysis is of little avail. 

 There are several reasons for this. The chemist is not 

 able to distinguish between the available and the 

 unavailable plant food in the soil. He may find an 

 abundance which, owing to its insolubility, the crop can- 

 not use. Soil analysis Tiiay disclose a relative lack of 

 plant food or the presence of some deleterious matter: 

 but farther than this at present, common notions to the 

 contrary notwith.standing, it can (Jo but little." 



Nevertheless, if (lie chemists are not able to give us 

 any definite assistance in regard to this one point, there 

 are still many ways in which the study of the suliject 

 can be made to help us in a practical way. I have in 

 mind as I write two grades of bone meal, number one 

 selling for thirty dollars and number two for thirty- 

 five, both under a guaranteed analysis and warranted as 

 to purity; but, wlien figuring out the value of these 

 according to the amount of ]>lant food in each, wo find 

 tliiit number two. the more expensive, is actually worth 

 five dollars less than number one. 



Now, such facts as these demand the attention of 

 the practical grower, not as a matter of sentiment, but 

 as affecting the profitable conduct of his business. Many 

 such examples could be cited, but this serves to illustrate 

 the point. 



Indeed chemistry has a practical bearing on cvery- 

 tliing connected with our work; the soil, the plants, and 

 even the very air they hreathe. And aside from our 

 l)]ants it concerns our wood, our iron, our paint, our 

 coal. The secrets of the safe and economical handling 

 of insecticides and fungicides are all laid bare through 

 its agency. In fact I can think of nothing which could 

 be of more actual value to us than the study of this 

 very interesting science. 



The study of Entomology also has a practical value. 

 While I do not believe it is necessary to devote as much 

 time to it as to the other subjects, nevertheless it .should 

 not be neglected, for it enables us to penetrate some of 

 tlie mysteries of the insect world, and to cope intelli- 

 gently with the destruction caused by these little pests. 



Now, Mr. Editor, I think that, after glancing over 

 tliis very brief outline of a few of the items bearing on 

 theoretical education, most of your readers will agree 

 with me that, if they can do a young man no good, at 

 least they can do him no harm. I do not wish to be 

 misunderstood on this point, however. Wlien I say 

 that they can do no harm. I mean if the theories have 

 been properly nuistered. Indeed I think that the old 

 saying, "A little learning is a dangerous thing," must 

 surely have been coined to fit the partially educated 

 theoretical gardener. 



A word as to the young man who has just graduated. 

 It seems as though higher agricultural education as at 

 first constituted must have been founded on the world- 

 renowned Squeers principle of theory and practice. 

 However it is year by year gradually drawing away 

 from thi's, so that today the student gets his theory 

 from educated scientists and is left to get his practical 

 training from men who have devoted a life time to 

 acquiring the knowledge of a set of facts which are not 

 found in books and can be obtained only through the 

 hard knocks of experience. These men who have had 

 only a practical training have, by dint of jiard work, 

 an inborn love for their particular branch of the busi- 

 ness, and above all a natural gift of the power of keen 

 ob.servation, achieved a success far above the average of 

 their fellow craftsmen. 



In concluding I would say that it is my opinion that, 

 unless our theoretical youngsters will associate them- 

 selves with some of these growers, for two or three 

 years at least, they will not only, not be as successful as 

 they otherwise would, but they will continue to throw 

 discredit on the value of agricultural education when 

 adapted (o actual business conditions. 



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