STATE POMOLOGICAL SOCIETY. I3I 



son, as well as to train the powers of observation, a thorough 

 knowledge of systematic, structural and physiological botany 

 should be at the foundation of every college course in horticul- 

 ture. A knowledge of agricultural chemistry, of elementary 

 physics, and of soils, is also essential, for reasons which are 

 apparent, and this work should precede technical instruction in 

 horticulture. With this fundamental basis, the practical details 

 may be very quickly acquired. 



Accepting this view, technical horticultural instruction cannot 

 well begin before the third year of the course, except as a gen- 

 eral survey of the field, with a discussion of the principles of 

 plant culture may be given. By this time the student will have 

 had sufficient training to understand the distinguishing charac- 

 ters and relationships between the different fruits and vegetables 

 studied, and the knowledge of soils, drainage and agricultural 

 chemistry upon which practical discussions are based. 



Without referring to details, it may be said that text-book 

 instruction in horticulture is usually unsatisfactory. So, also, 

 in teaching horticulture by means of lectures, something more 

 than mere talking is required to maintain interest. Actual dem- 

 onstration is necessary. It is not a question of what results 

 should be obtained ; how many bushels of potatoes or onions or 

 apples should be grown on each acre ; but what are the methods 

 and why? What are the principles involved? Practical dem- 

 onstrations may be conducted either at the college or at a com- 

 mercial orchard, garden or greenhouse, preferably at the com- 

 mercial establishment. 



Laboratory work and collateral reading should be made an 

 important feature of every course in horticulture, as the student 

 retains more lasting impressions from the free, informal discus- 

 sions attending the demonstrations than from the most carefully 

 prepared lectures. The laboratory work should, however, be as 

 thoroughly systematized as the class-robm instruction and, as 

 far as possible, should follow the same line taken up in the lec- 

 tures. 



Much has been said and written concerning the ideals of edu- 

 cation. The true philosophy of life is to idealize everything 

 with which we have to do. "Success lies not so much in doing 

 unusual things, as in doing usual things unusually well." If a 

 9 



