EDELWEISS 



EDUCATION 



1099 



EDELWEISS: Leontopodium. 



EDGEWORTHIA (after M. P. Edgeworth, English 

 botanist in East Indies, and his sister Maria). Thymel- 

 aeaceae. Ornamental woody subjects grown chiefly for 

 their early yellow and fragrant flowers and for the 

 handsome foliage. 



Deciduous sparingly branched shrubs, with stout 

 branches: Ivs. alternate, entire, short-petioled, crowded 

 at the end of the branches: fls. in dense, peduncled 

 heads, axillary, on branches of the previous year, with 

 or before the Ivs., apetalous; calyx-tube cylindric, with 

 4 spreading lobes, densely villous outside; stamens 8, 

 in 2 rows; style elongated, stigma cylindric: fr. a dry 

 drupe. Two species in Japan, China and Himalayas. 



These plants are hardy only in warmer temperate 

 regions, but do not stand hot and dry summers; they 

 thrive in any good well-drained garden soil; if grown 

 in pots, a sandy compost of peat and loam, with sufficient 

 drainage given, will suit them. Propagation is by green- 

 wood cuttings in spring under glass; also by seeds. 



papyrifera, Zucc. (E. chrysdntha, Lindl. Ddphne 

 papyrifera, Sieb.). Small shrub with thick branchlets: 

 Ivs. deciduous, membranous, elliptic-oblong to oblong- 

 lanceolate, acute at the ends, at first clothed with 

 silky hairs on both sides, later glabrous above, 3-5 in. 

 long: heads of fls. dense, up to 2 in. across, on short 

 axillary stalks; fls. %in. long, densely silky-hairy out- 

 side, fragrant, yellow, drying whitish ; ovary pubescent 

 only at the apex. April. Japan, China. B.R. 33:48. 

 F.S. 3:289. Cannot withstand the long dry summers. 



G&rdneri, Meisn. Large shrub, with slenderer 

 branchlets: Ivs. persistent, of firmer texture: fls. with 

 a more shaggy pubescence, drying black; ovary hairy 

 throughout: otherwise very similar to the preceding 

 species which is, by some botanists, considered not 

 specifically distinct. April. Himalayas. B.M. 7180. 



ALFRED REHDER. 



EDRAIANTHUS: Wahlenbergia. By some kept distinct, to 

 include about a dozen species. Spelled also Hedrxanthus. 



EDUCATION, HORTICULTURAL. In the United 

 States and Canada, instruction in horticulture is part 

 of the publicly maintained colleges of agriculture. In 

 Canada, these colleges are provincial rather than 

 national or established by the Dominion. The Canadian 

 colleges of agriculture are: Nova Scotia and New 

 Brunswick, Truro, N. S.; Quebec, Sainte Anne de 

 Bellevue (only in part provincial); Ontario, Guelph; 

 Manitoba, Winnipeg; Saskatchewan, Saskatoon; Brit- 

 ish Columbia, in plan at the university being estab- 

 lished at Victoria. 



In the United States, general horticultural educa- 

 tion is mostly a part of a national system of profes- 

 sional and applied education of collegiate grade or 

 name. There is a college of agriculture in every state 

 in the Union, being part of a national system with 

 cooperation and aid from the State. (For list, see 

 Experiment Stations, p. 1195.) 



There is little development, as yet, in North America 

 of the training-school idea on either a private or a 

 public basis, and relatively few institutions or estab- 

 lishments in which persons are trained for "gardening," 

 as they are trained in the Old World. There is no 

 recognized apprentice system for gardeners. The whole 

 subject, therefore, needs to be considered quite by 

 itself and not in comparison with systems or methods 

 of education in horticulture in other and older coun- 

 tries; and it is necessary to understand something of 

 the system of publicly endowed industrial education, 

 of which instruction in horticulture is a part. The 

 general nature of these institutions in both Canada 

 and the United States may be understood from a 

 brief discussion of the land-grant institutions in the 

 latter country. 



The public industrial education of the United States, 



70 



of college grade, is founded on the Land-Grant Act 

 of 1862. By the terms of this great instrument, every 

 state received from the federal government 30,000 

 acres of land for every representative that it had in 

 Congress, the proceeds of which are to be used for 

 "the endowment, support, and maintenance of at 

 least one college where the leading object shall be, 

 without excluding other scientific and classical studies, 

 and including military tactics, to teach such branches of 

 learning as are related to agriculture and the mechanic 

 arts, in such manner as the legislature of the states 

 may respectively prescribe, in order to promote the 

 liberal and practical education of the industrial 

 classes in the several pursuits and professions in life." 

 This endowment has been supplemented by subse- 

 quent direct federal appropriations, to further the 

 objects for which the original grant was made. On 

 this foundation, all the forty-eight states comprising 

 the Union have established colleges of agriculture and 

 the mechanic arts, about half of them separate insti- 

 tutions and about half of them connected with or part 

 of state universities or other general institutions. The 

 states themselves have supplemented and extended 

 the proceeds of the land-grant. These and the Cana- 

 dian colleges represent many types of organization and 

 method. Their purpose is increasingly to train young 

 men and women broadly by means of agricultural and 

 country-life subjects. They are now exerting great 

 influence in re-directing rural civilization. They are 

 rapidly putting agricultural and rural subjects into 

 educational form, and are demonstrating that such 

 subjects may have training and even cultural value 

 equal to that of historical subjects. 



The agricultural colleges contain many departments, 

 and horticulture is usually one of these departments, 

 coordinate with the others. Some of these depart- 

 ments, aside from the work in the fundamental arts 

 and sciences, are as follows: agricultural chemistry, 

 agronomy, entomology, plant physiology, plant pathol- 

 ogy, bacteriology, plant-breeding, soils, farm crops, 

 farm management (the principles of business as applied 

 to farming), horticulture, pomology, floriculture, fores- 

 try, animal husbandry, poultry husbandry, veterinary, 

 dairy industry or dairy husbandry, home economics, 

 farm mechanics and engineering, rural economy or 

 agricultural economics, landscape gardening or land- 

 scape art, drawing, rural education, meteorology, and 

 extension teaching. It will be seen, therefore, that 

 horticulture is only one contributing part in an educa- 

 tional establishment for the teaching of agriculture in 

 a broad way. 



Aside from these publicly endowed or maintained 

 institutions, there are a few other regular colleges that 

 teach horticulture with other work, but they have not 

 made great headway, although the subject may assert 

 itself strongly in some of them in the future. There 

 are two or three training-schools, one for women. 

 More training-schools will be needed. 



The students in agriculture in the colleges of agri- 

 culture number many thousands, in some cases 1,000 

 and more in one institution. They come from all 

 walks and conditions of life, and from city and country 

 alike. Some of them, of course, have strong inclina- 

 tions for horticulture, and soon specialize in that sub- 

 ject. The full course of instruction is four years, fol- 

 lowing college entrance requirements, and the student 

 at graduation receives a diploma carrying Bachelor of 

 Science or a similar degree. In many of these institu- 

 tions, post-graduate work in a variety of subjects is 

 provided, leading to a master's degree or even to a 

 doctor's degree. 



The first institutions to develop horticulture as a 

 separate subject appear to have been those in Michigan, 

 under W. W. Tracy, Chas. W. Garfield and successors, 

 Mr. Tracy having been instructor in horticulture as 

 early as 1867; New York (1874) and in Ohio under 



