2o8 
PARK AND CEMETERY. 
Hams especially if you want ’em to be. Some of 
them last longer too. Then there's lots of single 
roses lor the oft-side margins such as alpina, gal- 
lica, cinnamonea, moschata, multiflora vars., Noi- 
settiana in some sections, Nutkana, rubiginosa vars., 
rugosa vars., setigera, repens, spinosissima, VVich- 
uriana vars., and acicularis. I have said before the 
whole outfit is akin to Neviusia Alabamensis Ru- 
bus deliciosus, Cotoneasters and in some places 
Photinia variabilis will be happy too. The single 
roses make quite a show during iVutumn with their 
reddish or orange or purplish or maroon heps, and 
there’s the hawthorns with their haws, and the crab- 
apples, and the Romans. 
You can get about all you want out of ’em and 
you needn’t mix ’em with poppies or hollyhocks if 
you desire to teach the kids anything about affini- 
ties. If you want ’em know-nothings why “that’s 
another story.” No! books won’t do — they’re too 
confusing — they need object lessons — thataint con- 
fusing' 
There’s Cydonias, flow^ing almonds. Exoc- 
horda, herb-spireas. Gums and such like for other 
seasons, lots of ’em to mix in, you won’t run short, 
more likely you can’t care for ’em. 
Ja ni es 2 la cPh erso n . 
AGRICULTURAL SCHOOLS. 
The following extracts from a paper read by Prof. 
Samuel R. Green at the recent meeting of the American 
Pomological Society held at Philadelphia, gives the 
opinion of a successful and prominent educator in this 
important field of education: 
“My special object in presenting this paper is to op- 
pose what I believe is pernicious doctrine, and widely 
prevalent, namely: That it is not desirable to give hor- 
ticultural or agricultural education to students of the 
high school grade, but that it should begin in schools of 
the college grade. For nearly twelve years I have taught 
in the Minnesota School of Agriculture, Minnesota, 
Minn., an institution which has grown in that time from a 
mere “nothing” to the position of first in importance 
among agricultural schools in this country; from a 
doubtful experiment to a permanent establishment; and 
from a position where it was despised by horticulturists 
and agriculturists it has become the most popular state 
institution in Minnesota. This school is unique in its 
plan, and I believe its inception marks the beginning of a 
special epoch in agricultural education in this country, 
in which horticultural and agricultural education will be 
put on a more helpful basis than at present. 
“Minnesota was the first state to establish a graded 
agricultural high school that should lead up to the col- 
lege of agriculture in the State University, but which 
would be as complete in itself as the common high 
schools. This school has been in operation for n 
years, and the results seem to show its wonderful adap- 
tation to the needs of our rural classes. It was estab- 
lished after the agricultural college course in the State 
University had proved a failure. It has been a success 
from the start, and has been improved as the needs of 
the student body showed an opportunity to make ad- 
vantageous changes in the course of study. In its man- 
agement little attention has been paid to precedents, 
but every effort has been directed towards making it 
most helpful to the student body. This is one of the 
few schools in this country which has been established 
in order to educate farmers’ sons to be better farmers. 
The course here is comprised in three school years of 
six months each, commencing about the ist of October 
and continuing to about the ist of April. It is open to 
both sexes who have completed a common school course 
in English, Grammar, Arithmetic, History of the United 
States, and Geography as prescribed by the State De- 
partment of Public Instruction. All students must take 
the agricultural studies. As laid out, it includes a good 
high school education in the common English branches. 
Physical culture is required of all students. Before 
graduation each student must have had a practical ex- 
perience in field work for at least one season. Every 
effort is made to teach the subjects from the standpoint 
of the tiller of the soil. 
“The state of Minnesota has furnished a fine estab- 
lishment for carrying on this work, and has put about 
$350,000 into buildings and their equipment. * 
A special building for horticulture and physics is now 
nearly completed, costing, with greenhouses and equip- 
ment, $35,000. 
“Expenses are kept down to the lowest possible fig- 
ure. Board and washing are furnished at cost, text 
books at a rental of $2 per year, and the total expenses 
for one school year need not exceed $85 for each stu- 
dent, including even heating and lighting of the rooms. 
Good dormitories are furnished, and an excellent library 
and reading room are always ready for use. The students 
have excellent literary societies, a good orchestra and 
band, a good gymnasium and basket ball team. Three 
hundred and sixty students attended last year. 
“Until 1897 girls were not admitted to the same 
courses as the boys, but a short course was provided 
for them in summer. In that year a special home build- 
ing and dormitory was provided, and for nearly two 
years they have attended classes with the boys, and the 
results of this plan have been very pleasing. It has con- 
duced to good order and gentlemanly conduct among 
the boys, and has added much to the social life of the 
school; and it is a feature having so much to recom- 
mend it that it has evidently come to stay. About sixty 
girls attended last season. 
“The Minnesota College of Agriculture requires for 
entrance the studies taught in the agricultural high 
school, is intended for educating teachers, and it is not 
expected that many will enter it. At present there are 
26 students in attendance. 
“The total attendance in the whole agricultural de- 
partment in the University of Minnesota last year was 
483. The success of the system here described seems 
to show that the best part of the agricultural instruc- 
tion now given in our agricultural colleges can be read- 
ily acquired by students of the high school grade; that 
