10 
WISCONSIN HORTICULTURE 
September, 1917 
40. Apple jelly. 
Lady Blush for red jelly, 
Fall Pippins for white. 
Cut in pieces without paring or coring. 
Put into poreclain-lined kettle, barely 
covering with cold water, 
Cover kettle, boil slowly until apples 
very tender; 
Drain through flannel bag; do not 
squeeze or jelly will be cloudy. 
To every pint of this juice, allow 1 lb. 
granulated sugar. 
Put juice in kettle, bring quickly to 
boil; 
Add the sugar, stir until dissolved, 
boil rapioly until it jellies, skim- 
ming as scum rises; 20 min. usually 
sufficient; 
Commence testing after 15 min. boil- 
ing. 
41. Crabapple jelly. 
Cut large Siberian crabs into quarters 
and to every 5 lbs. of crabs, allow 1 
pint of water; 
Proceed as for apple jelly. 
42. Apple-mint jelly. 
4 lbs. Greenings, 
1 cup mint chopped fine, 
Sufficient water to keep from burning; 
% cup sugar to 1 lb. juice. 
Cook until ready to jelly, then add 
4 teasp. lemon juice and green color- 
ing. 
Creme de menthe cordial may be used 
instead of fresh mint. 
43. Apple-cranberry jelly. 
2 cups cranberries cooked tender in 
% cup water, 
3 cups sliced apples cooked soft in % 
cup water; 
Strain together; make jelly as usual. 
2 glasses. 
44. Spiced apple jelly. 
Slice sour apples. 
Boil until soft in little vinegar with 
spice bag left over from pickles, or a 
small stick cinnamon and cloves; 
Strain and u*-e equal parts sugar and 
juice. 
45. Apple lemon jelly. 
1 ot. apple juice, 
Juice 1 lemon, 
1 qt. sugar, 
Northern-spy gives best color; 
Apple-orange jelly made same way. 
46. Apple-orange jelly. 
Made in same way as apple-lemon jelly. 
Use 2 oranges. May use vegetable or- 
ange flavoring. 
47. Crabapple-peac.h jelly. 
3 parts crabaaple juice to 1 part peach 
juice; 
Process same as other jelly. 
48. Apple-grape jelly. 
Use equal parts apple and grape juice 
and proceed as for other jelly. 
Wild grape and apple, excellent meat 
relish. 
49. Apple-quince jelly. 
Use equal parts apple and quince juice 
and proceed as for other jelly. 
50. Apple-barberry jelly. 
Wash and pick over barberries and to 
every 4 qts. berries add 3 pints wa- 
ter and 1 doz. sour apples quartered 
and cored; boil slowly until fruit is 
soft, turn out into jelly bag and drip 
but do not squeeze. Boil 20 min., 
skim, measure; to every cup juice 
add 1 generous cup sugar. May re- 
quire 30 min. boiling. Seal after 3 
or 4 days. 
Other apple-combination jellies. 
52. Apple-strawberry. 
52. Apple-blackberry. 
53. Apple-pineapple. 
54. Apple-pear. 
55. Apple-rhubarb. 
56. Apple-red raspberry. 
57. Apple-geranium leaf. 
Place leaf in bottom of glass; fiill with 
jelly. 
Leaf will come to top and may be re- 
moved before jelly sets, if mild flavor 
is desired. 
Bayfield’s Big Berries. 
Bayfield, AVis., Aug. 4. — This 
has been one of the best seasons for 
Bayfield strawberry growers since 
fruit raising on the peninsula was 
undertaken on a commercial scale. 
About twenty carloads of berries 
have been shipped, thirteen full 
cars and the others in less than car 
lots by express, have been sent out, 
and all of them were sold when 
loaded, none going on consignment. 
The price range has been such 
that growers will net slightly bet- 
ter than $2 a crate on the average, 
barring any unexpectedly large 
loss claims and Manager Boutin of 
the growers’ association considers 
it the best through-season record 
yet made. 
Cherries are beginning to come 
into the market at a fair rate, the 
first carload having been sold al- 
ready. 
Horticultural Projects 
C. B. BLOSSER 
This essay won the First Prize, 
twenty-five dollars, in the Stud- 
ents Speaking Contest. Annual 
Convention. Madison, Dec. 12 :h, 
1916. 
Agricultural Education has n 
the Jpast concerned itself chiefly 
with agriculture as a science, re- 
cently however the interest of edu- 
cation has shifted to agriculture 
as an art : that is, the application 
of its principles to actual farm op- 
erations. The chief business of 
the teacher has been to inquire 
with his students into the funda- 
mental principles u derlying its 
problems without attempting any 
serious way to apply these laws n 
actual practice. What have been 
the methods employed by the 
teacher of agriculture in our 
grade and high schools? Some- 
times laboratory facilities were 
available, occasionally meagre li- 
braries, but far more frequently it 
has be n the time worn method of 
the teacher and the book. The re 
suits we know only too well. And 
it is not surprising that there lias 
developed among the farmers of 
our country, a stolid prejudice 
against this so-called book-farming. 
It did not require any great in- 
sight on the part of the agr'cul- 
turist to realize that what was be- 
ing taught under the guise of ag- 
riculture brought no solutions to 
his problems. Neither does it re- 
quire the brilLance of a wizard to 
see that there is a vast difference 
between the understanding of a 
scientific principle and its applica- 
tion to the farmers every-day dif- 
ficulties. To appreciate the fun- 
damental principles of pruning a 
tree is for the scholar a compar- 
atively simple matter, but to take 
a pruning shears cr a saw and per- 
