July 2, 1890.] 



Garden and Forest. 



3i7 



GARDEN AND FOREST, 



PUBLISHED WEEKLY BY 



THE GARDEN AND FOREST PUBLISHING CO. 



Office : Tkibune Building, New Yokk. 







Professor C 











ENTERED AS SECOND CLASS 



HATTER AT THE POST 



OFFICE AT NEW YORK, N. Y. 



NEW YORK, 



WEDNESDAY, 



JULY 2, 



I89O. 



TABLE OF CONTENTS. 



Editorial Articles : — Horticultural Education. — Preserving; Natural Scenery. — 



The Growing Scarcity of Lumber 317 



The Carob-Tree. (Illustrated.) 318 



Signs of Intelligence in a Madeira Vine T. D. higersoll. 318 



The Blue Gum Tree C. R. Orcutt. 319 



Nematodes and the Oat Crop Professor Byron D. Halstcd. 319 



New or Little Known Plants : — Trillium sessile, var. Californicum. (With 



figure.) 320 



Foreign Correspondence: — London Letter — Paeonies W. Watson. 320 



Cultural Department : — Notes on Shrubs J. G. J. 322 



Notes on American Plants F. H. Horsford. 323 



An Indispensable Greenhouse W. Tricker. 324 



Orchid Notes — Phajus Humblotii, Phajus Henryii A. Dimmock. 324 



Papaver bracteatum roseum, Scabiosa Caueasica, Silene inflata ...G. 324 



A Beautiful Rose The Garden. 325 



Color in the Borders T. D. H. 325 



Correspondence : — The Study of Botany George dimming . 325 



Anthracnose on the Maple . . .Professor Byron D. Halstcd. 325 



The Blight of the Sycamore G. W. McChier. 325 



The Chrysanthemum Fly A. Veitch, John B. Smith. 326 



A Hardy Plant Nursery G. 326 



Periodical Literature.... 327 



The June Exhibition of the Massachusetts Horticultural Society 327 



Notes 378 



Obituary : — Patrick Barry 328 



Illustrations : — Trillium sessile, var. Californicum, Fig. 44 321 



The Carob-Tree (Ceratonia Siliqua) 323 



Horticultural Education. 



A CORRESPONDENT referring to Professor Bailey's 

 article upon the value of horticultural education, 

 desires to be informed just what is meant by that phrase. 

 It may be answered in a general way that one could ap- 

 propriately be called educated in horticulture when he had 

 an adequate schooling in the accepted theories of horticul- 

 ture or in the sciences related to horticulture as distin- 

 guished from a mere familiarity with the practice or art of 

 horticulture. Of course it is not expected that a young 

 graduate will be an expert in chemistry, botany, ento- 

 mology and all the other sciences which furnish explana- 

 tions for the best garden practice, but he should have a 

 rudimentary knowledge that will enable him to understand 

 what explorers in each of these fields are looking for and 

 finding, and to apply these discoveries to his daily prac- 

 tice. Above all, he should have the broadened intelligence, 

 the more cautious and accurate judgment and the more 

 alert and fruitful imagination which scientific training 

 brings. 



Now there is no specific course of instruction which 

 would be the best for all who purpose to devote them- 

 selves to horticulture. The best training would vary ac- 

 cording to the mental bias and capacity of the student, the 

 particular branch of horticulture he wished to prosecute, 

 and so on. It will be set down as established, however, 

 that a fair general education is the best possible foundation 

 for any special training. The course of agriculture in Cor- 

 nell University, as we have learned from Professor Bailey, 

 is based upon this idea. The two years of general training 

 are meant to establish habits of study and direction of 

 thought. They embrace a thorough training in English, 

 with instruction in French or German or both, mathe- 

 matics, elementary chemistry and botany, zoology, ento- 

 mology, physiology and hygiene, physics, free-hand draw- 

 ing and logic. Upon completion of the second year the 

 student is allowed to make selections from optional studies. 

 If he takes a course in general farming he selects studies 



in that direction, or he may choose agriculture, chemistry, 

 economic entomology, veterinary science and practice. 

 He may also select studies from the purely scientific and 

 literary course, but at least three-fourths of the work in the 

 last two years must be devoted to subjects directly relating 

 to agriculture. 



If he selects horticulture as an optional study he pursues 

 the study of botany in considerable detail, and he is then 

 afforded the following courses : 



1. Variation of Plants under Culture. A discussion of the 

 principles which underlie the modification and ameliora- 

 tion of plants under the hand of man. The course includes 

 the consideration of acclimatization, the modification of 

 plants by latitude and climate, pollination and hybridiza- 

 tion, selection, influences of soils and treatments, histories 

 of cultivated plants, etc. Lectures. 



Course i is open to all students in all courses who have 

 taken Systematic Botany. 



2. Olericulture, or Vegetable Gardening ; including also 

 a full discussion of forcing and forcing structures. Lectures 

 and other class work. Laboratory work. 



3. Pomology. Lectures and other class work. Practi- 

 cums once a week. 



4. Handicraft. Practical training for students who in- 

 tend to follow gardening as a business. An extension of 

 either Course 2 or 3, or both. 



5. Investigation incident to previous courses. For gradu- 

 ates and advanced students. 



The last two courses are flexible and adapted to the con- 

 venience of both professor and student, and they allow 

 one to take up advanced studies in the particular directions 

 of proposed work. The students in these courses are few, 

 but it is here that the skill of the teacher is best shown, 

 and special adaptability of the student more plainly ap- 

 pears. Here the teaching is not didactic; teacher and 

 student work hand in hand. Students in these advanced 

 courses become more than mere graduates. Just now 

 three young men are taking under the last course a special 

 training in crossing and hybridizing, which is extended 

 through several months. 



In connection with all the courses general reading on 

 the various subjects discussed is required and examinations 

 are held upon books which have never appeared in the 

 class room. Actual . practice is exacted in connection 

 with all technical courses, and excursions are taken to good 

 orchards, nurseries and gardens in various parts of the 

 country. Besides the above courses similar ones are af- 

 forded in arboriculture and landscape-gardening, and the 

 practical work is aided by the use of the orchards, the 

 vegetable-gardens, ornamental grounds, forcing houses 

 and greenhouses connected with the University. 



No college course extending over two or three years will 

 suffice for the training and equipment of a first-rate gar- 

 dener, but any young man would surely be better prepared 

 for gardening with such a schooling than without it. With 

 it, he would at least be less opinionated, more ready to be 

 taught, more alert to discover improved methods of prac- 

 tice, and more prompt to adopt them ; he would be at 

 once more modest and more truly self-reliant. 



The movement for the establishment of a State Board of 

 Trustees empowered to acquire and hold for public use and 

 enjoyment historic sites, tracts of interesting scenery and 

 open spaces of any desirable kind, which was recently 

 started in Massachusetts by the Appalachian Mountain 

 Club, ought to have far-reaching results. Any such exhi- 

 bition of interest in the preservation of natural scenery is 

 encouraging, as evincing capacity for pleasures which are 

 in no degree sordid or material, and as indicating, perhaps, 

 a slight gain in the higher elements of life and civilization. 

 The wish to do what is thus proposed is, no doubt, a natu- 

 ral result of the out-of-door activities of the Club. It has 

 been awakened in the minds of the members by personal 

 contact with nature, and by their familiarity with interest- 

 ing and beautiful scenery. It will probably be found 



