HORTICULTURAL SOCIETY. 155 



out and adornment of grounds with trees, shrubs, lawns, &c, and 

 encourage the students to resolve that in their own individual 

 cases, at least, they will take one step in advance of the average 

 farmer of today as far as regards the improvement of the most 

 important acre on the farm, that on which the home is situated. 

 How desirable and, considering the value of the result, how inex- 

 pensive to make that acre the most charming and delightful spot 

 on earth to the owner and his contented family! Protected by 

 thick trees on the north and west from the biting blasts of winter, 

 he may, in comparison Avith the denizen of the bleak house on the 

 treeless prairie, measurably defy old Borealis Rex in his winter's 

 wrath; and in summer, his advantage over his unfortunate neigh- 

 bor is still greater. Instead of a pitiless sun pouring down his 

 burning rays upon an unshaded roof he has a little eden around 

 him. The same friendly branches which arrested the rough winds 

 of winter, now defend him from the scorching heat. The green 

 grass of the lawn and the bright flowers refresh his eye; the winds 

 waft him perfume, and the trees are vocal with the sweet music of 

 birds. 



FORESTRY. 



We can show the effects of forests upon climate, give unanswer- 

 able arguments in favor of planting trees, aside from those 

 distributed about the home, for purposes of protection and orna- 

 ment; advise as to the proper locations for them, the kinds best 

 adapted to the various purposes for which they are designed, the 

 best methods of procuring, transplanting and growing the same. 

 We can show how an interest in horticulture and kindred pursuits 

 bears directly upon and favorably influences country life in supple- 

 menting the income of the farm, and enhancing the owner's 

 pecuniary profit, and thus stregthening the bread and butter 

 argument, which, after ail, is of light importance compared with 

 the additional comfort, happiness and aesthetic culture which it 

 brings. 



DIFFERENT IDEAS OF EDUCATION. 



In regard to the appliances which we have for illustrating horti- 

 cultural work, and the practical application of it, I would say that 

 although we cannot do as much in this direction as if our sessions 

 were in the summer, this is not to great a misfortune as many 

 would at first suppose. There are two classes of ideas in this State, 

 and in the country — two kinds of people. One class thinks that in 

 an agricultural school nothing should be taught but actual farm 

 work, that the students should be shown how to draw a straight 

 furrow, how to plant corn and sow wheat, cultivate all the grains and 

 garden vegetables according to the most approved plans, and that it 

 should all be done by practice and imitation ; that, in fact, these agri- 

 cultural schools should give instruction in nothing but methods of 

 performing the various operations of the farm and garden. Not 

 long ago I heard one of the most eloquent speakers in the State 



