■ 



454 



ments, 

 profits, 

 cises in 

 of 



taken or are taking Soils 1- The principles 

 of vegetabk-growing as applied in commer- 

 cial production. Important vegetable crops 

 —their adaptation, culture, special require- 



varieties, enemies, marketing, and 

 Tlie laboratory work includes exer- 

 management and planning, the grow- 

 ing oi early plants under glass, and the 

 planting and care of early outdoor vege- 

 tables. Each student assumes charge of his 

 own plantings, carrying them through to the 



end of the term. 



Vegetable-Foreing— First term. Three 



hours. Pre-requisite preceding course and 

 Soils 1. Vegetable-growing under glass. Im- 

 portant forcing crops. Laljoratory will con- 

 sist of practical work in crop production. 

 Each student will be assigned a plot in the 

 greenhouse on which he will grow vege- 

 tables to maturity, assuming full charge 

 except in heating and ventilation. This will 

 be supplemented by descriptive studies. 



stematic Olericulture. — First term. Two 

 hours. Pre-requisite Elementary Vegetable- 

 Growing (see above). Lectures and descrip- 

 tive studies dealing with vegetable crops, 

 their origin and botany. Special attention 

 will be given to varieties, and their adapta- 

 tion to different cultural and market condi- 

 tions. The important commercial types of 

 the different vegetables are grown in the 

 garden each year, and there is an abundance 

 of first-hand material for the course. 



Advanced Olericulture. — Second term. Two 

 or three hours. Pre-requisite Elementary 

 Vegotable-growing and Vegetable-forcing. 

 The student's time will be divided between 

 advanced studies of vegetable crops and their 

 culture and the study of a special problem 

 to be agreed upon. An excursion to two or 

 three important vegetable-growing centres 

 will constitute a part of this course. 



Home Vegetable-Gardening. — Second term. 

 Two hours, A study of vegetables and their 

 production for home use. The planning and 

 management of the garden, special crop re- 

 quirements, factors influencing quality, and 

 control of pests will be considered. The 

 laboratory work consists of actual practice 

 in the garden. The starting of early plants 

 in hotbeds and frames, intercropping, and 

 succession cropping to get largest yields from 

 all areas will be studied. Each student 



will assume charge of his own plants, and 

 carry them through to the end of the term. 



Elementary Horticulture. — Throughout 

 the year. Two hours a term. Much be pre 

 ceded or accompanied by Botany 1. This 

 course aims to emphasise principles and prac- 

 tices involved in the cultivation of garden 

 plants grown for pleasure or profit. It in- 

 cludes the propagation, botany, culture, and 

 economic uses of plants. Some attention is 

 also given to garden-making. Designed for 

 teachers of Nature study or of Elementary 



Agriculture. 



Nuciculture. — Second term. Two hours. 

 Pre-requisite training in Systematic Botany. 

 Lectures on the practical and systematic 



of nut culture, with special reference 

 cultivation and improvement of the 

 native to the United States. The 

 collection of edible nuts of the world 

 Department of Horticulture furnishes 

 abundant material for illustrating the lec- 

 tures. The Robert T. Morris prize of twenty- 

 five dollars for proficiency in propagating 

 nut trees is offered in this course. 



Sub-tropical Pomology.— First term. Three 

 hours. Pre-requiaite Botany 1 and 2. A study 

 of citrus and other tropical fruits, with spe- 

 cial reference to American conditions. Copi- 

 ously illustrated. Laboratory work in 

 describing and judging the various fruits. 

 Literature of Horticulture and X>andscapc 



Three hours. Open 



seniors, and required of 

 A comprehensive survey of the 

 European and American authors, 

 reference to the evolution of 



phases 



to the 

 forms 

 Morris 

 in the 



Gardening 

 to 



First term, 

 and 



juniors 

 graduates. 



writings of 

 with special 

 horticultural methods. 

 Evolution of Plants. 



to 



hours, 

 required 

 lopment 

 theories. 



Second term. Three 

 Open to >uniors and seniors, and 

 of graduates. Historical deve- 

 of theories of evolution ; recent 

 including a careful examination of 



present-day methods. Practice in the green- 

 house in the technique of plant-breeding. 



Investigation. — Either term. One or more 

 hours . For -advanced .studeintv^ and 

 graduates. The s-tudent is assigned la subject 

 wl^ich, as far as possible, combines original 

 r.ese:a.rch with bibliographical methods. 



Seminary. — ^Throughout the year. One 

 hour a term. Required of advanced students 

 who elect preceding course, and of all 

 graduate students. 



Garde-ning.— Througiliovjb the year and 

 the summer. Three hours. Open to a limiited 

 number of .students. A personal and infor- 

 mal course for lovers of plants and gardens. 

 The course consists of actual work with iden- 

 tification and growing plants, supplemented 

 by conferences and informal discussions. At- 

 tention will iDe given garden literature and 

 bistory3 planning of grounds, etc. 



Equipment of Class-rooms 



a.nd Labora.tories. 



The equipment for the horticultural work 

 usually consists ox cLass-rooms, laboratories 

 with tatbles, and isometimies equipped for 

 mioroscopic work, and herbarium; more or 

 less rough workrooms, in which practice may 

 be had in the miuxung o(f isoils, the compound- 

 ing of spraying materials, the testing of 

 machines, the study of vegetiables land fruits, 

 and the like; a range of gl-asshouscis ; and a 

 number of \sicres of land for gardens and 

 orchards. Sometimes the orchard area will 

 amount to fifty land more acres. In some 

 college.^ the plant-breeding is included with 

 the horticulture; and in some of those that 

 are least differentiated the plant pathology 

 and economic entomology are included, as 

 also forestry. In the courses detaiile-d above 

 all .these ,subjectis are excluded as horticul- 

 ture, since they laro handled in regular de- 

 partments by themselves im numbers of dif- 

 ferent courses. The departiment of plant 

 pathology, for example, in this institution 

 offers the following courses in horticultural 



aiDiplications : 



Diseases of Field and Truck Crops, 

 term . Tliree houi^s . Pre-requiisite 



Pathology 1. 



Diseases of Fruit and Fruit Trees.— Second 

 term. Tiiree hours. Pre-rrequisite Plant 



Pathology 1. 



Designed e£{pecialily (for students who ex- 

 pect to 'become practical f ruit-growens. 



Diseaisies of Forcing-Hiouse and Florists' 

 Crops.— First term. Three hours. Pre- 

 requisite Plant Pathology 1. 



Designed especially for students specia}i.s- 

 ing in forcing-house of floricultural work. 



The subject of landscape architecture, or 

 landsca^pe gardening, has developed in the 

 institutions in the United -States from two 

 sides. When it is an offshoot of colleges or 

 d-epart^ments of .archit ecture , or when 

 strongly dominated by larchitectural ideas, it 

 is likely to be known as landsciape architec- 

 ture. In the agricultural colleges, however, 

 the subject has developed from the horticul- 

 tural or gardening side, and has usually been 

 called landscape gardening. As a part of the 

 on rr icu I u m , 1 ands cap e ga rd end n g is given 

 more or lesg attention in nearly all the land- 

 grant institutions. In three or four of 

 them, however, the subject is now being 

 given sipeciail lattention, as .also at Harvard 

 and lat Columbia, which are not land-grant 

 institutions. At the present moniont only 

 one institution gives a ixist-graduate degree 

 i.n the .gubjeot, and this is the degree of 

 Master of Landsca.p Architecture given by 

 Harvard. Columbia and Cornell, however, 

 are exipecting to est'aiblish degrees for the 

 subject, but the name of the degree is not 

 vet determined or publifshed. At Harvard, 

 Columbia land Oornell, the landscape work 

 has t^ken on a distinctly prc^fessional cha- 



At the Massachusetts Agricultural 

 Amherst, the landscape work h'a^ 



First 

 Plant 



racter. 



College, 



been prominent for some years. 



These colleges of agriculture are engaged 

 rather largely in extension work, the exten- 

 sion meaning all educational efforts prose- 

 cuted at the homes -and on the farms of the 

 people. Some of the work .at the instntutaon 

 iteelf. as brief winter courses and the like, 

 mav be oon^'idered to be esten^ional m 



its character. The extension work is welfare 

 work, and it is properly a necessary part of 

 an institution that is m-aintiained by the 

 people for the ^service cf the pecple. Some 

 of thi3 extensiion work is horticultural. It 

 comprises tests and expeiriments in orchards, 

 gardens, and greenhouses; co-operation with 

 growers' associations; surveys of conditions 

 and industries; the issuing of popular bul- 

 letins and other literature; lecture courses, 

 reading courses, and much correspondence. 



The Federal Government appropriates 

 §30,000 to each of the States for the main- 

 tenance of an experiment station. In nearly 

 every case this experiment station is con- 

 nected with a college of agriculture; some- 

 times it is a department of it, and sometimes 

 it is an attached unit. Horticulture has 

 long been an important phase of the ex- 

 periment-station work, and hundreds of bul- 

 letins have been published by the stations 

 on fruit-growing, vegetable - gardening, 

 flower-growing, and similar subjects. The 

 United States Department of Agriculture is 

 also engaged in large experiments in horti- 

 cultural lines, and is publishing the results of 

 them in many bulletins and reports; and. 

 although the Department is not engaged 

 directly in the teaching of students, it is 

 nevertheless an educational institution in a 

 broad way, and reaches all parts of the 

 country. 



In the public schools there is now a strong 

 sentiment for the introduction of agricul- 

 ture. This pertains in all parts of the 

 United States. This agricultural instruction 

 wdl be organised eventually on the same 

 basis as other instruction in the common 

 schools. Agriculture will include a great 

 variety of subjects, the horticultural affairs 

 being given their due consideration. This 

 will result in a gradual re-direction of the 

 youthful mind toward horticultural and 

 other rural pursuits. 



The nature-study movement is widespread 

 and established, and the material of the 

 teaching is in part of plants. School-garden- 

 ing is growing in popularity and iniportanc v 

 All these subjects are finding their way into 

 normal schools and fcolleges, in som-e of 

 which there is definite horticultural work 

 for the training of teachers. Correspond- 

 ence courses, the rural press, Stat<? depart- 

 ments of agriculture, and other agencies and 

 enterprises are also forwarding horticultural 

 education as a part of the general rural 



bctt'GrniGiit . 



Perhaps "this brief sketch will present a 

 general view of the kind of education m 

 horticulture that is now developing— as yet, 

 of course, very imperfectly — in the United 

 States. It is largely a training for citizen- 

 ship on the basis of general collegiate educa- 

 tion. I have tried to avoid comparisons with 

 your own methods, except in the most 

 general way. for it would be presumptuous 

 for an American to try to measure Englisu 

 icultural training. He would be carry- 

 ing coals to Newcastle. The Americans have 

 had a continental area to discover and to 

 conquer; they are endeavouring to conqiu^' 

 it by many means, and the most fundamental 

 means is by organising all industry educa- 

 tionally. The horticultural subjects are im- 

 portant not only in themselves, but in their 

 personal appeal, and the organising of hor- 

 ticultural knowledge into large plans ana 

 methods of human training is one of the be»t 

 privileges of any people. 



hort 



Crassula 



coccinea.— niis showy 



succulent, which is said to have been intro- 

 duced from South Africa as long ago as 1/1^, 

 is known also as Kalosanthes coccmea, while, 



Kew Handlist," it should 

 It is, therefore, a qii«=- 



It is, and lias 



ket, 



according to the ' 

 be Eochca coccinea. 



tion of taking one's choice, 

 been, for many years popular for marKe^, 

 and ideal little specimens may be frequently 

 seen hawked about the streets of London- 

 There are some varieties with pink blossoms 

 but a good form of the typical kind whos^ 

 flowers are of a rich scarlet colour, is xi 

 ^best of them all. Of easy propagation an 

 culture, this crassula is in every way a mu« 

 desirable greenhouse plant. — K. 



