358 MINNESOTA STATE HORTICULTURAL SOCIETY. 



I have found in the rooms of the State Historical Society at 

 St. Paul a photograph of the Minnesota fruit exhibit at New Or- 

 leans, taken about a month earlier than the one reproduced in a 

 previous report, together with a lot of partial views of the same 

 which come into view in photographs of other departments of the 

 state collective exhibit ; and through the courtesy of the executive 

 board of that society was enabled to secure their transfer to the 

 Minnesota State Horticultural Society. 



(The photograph of the New Orleans fruit exhibit from this 

 state, referred to above, is reproduced as frontispiece in this num- 

 ber. — Sec'y.) 



The tall figure in the center is a plate glass colored transpar- 

 ency representing both sides of the Wilder medal of 1883. The 

 whole exhibit was 9x36 feet in area. The light colored space at the 

 right end was where Mr. Gould's beautiful little cranberry marsh 

 in natural growth and fruitage was put in a few days after the photo 

 was taken. 



>CSTHETIC EDUCATION. 



PRES. W. W. PENDERGAST, HUTCHINSON. 

 (A talk.) 



There is no tax so heavy in this state and in all of the northern 

 states of the country as the tax for education. There is no tax that 

 is paid so willingly as that tax. Now to make this money go the 

 farthest, to make it of the most value, it is absolutely necessary that 

 we know just exactly what we want to do. We talk a great deal 

 about methods in education. Methods of what? Before we 

 make them full methods, before we go far, we must learn 

 what these methods are capable of doing. The prevalent idea has 

 been for thousands of years that education is an accumulation of 

 facts, I may say useful facts, useful information. It seems to me 

 that this is all a heresy. We need some facts as the foundation for 

 the superstructure which we are about to build, but education itself 

 is a growth, and it is a growth along three different lines, the physi- 

 cal, the intellectual and the moral and aesthetic. As we are im- 

 pressed with things that happen about us we grow. If the impres- 

 sion is a good one it causes growth ; it leads us to a higher plane. 

 We constantly go up to a higher plateau, and none of these different 

 things must be neglected, the physical, the intellectual and the moral 

 and aesthetic. 



I am now going to speak about the moral and aesthetic. If we 

 send our children to school, and the surroundings are all pleasant 

 and beautiful, their lives will grow to something better and higher. 



