THE CULTIVATOR. 
19 
of bass matting, or other soft string, to tie around the stalk and 
graft ; and 4. Some good grafting wax or prepared clay, to cover 
over the worked part. If clay is to used, it should he previously 
well beaten, and a portion of fresh horse dung mixed with it dur¬ 
ing the operation. A grafting wax, which we have used tor years 
with success, is made by mixing and melting together four parts oi 
rosin, two parts of tallow, and one part of bees wax ;—the whole to 
be afterwards incorporated and worked by the hand, like shoemak¬ 
er’s wax. This may be applied over the grafted part in a thin lay¬ 
er, or first spread on a cloth and then applied in strips of proper 
size. The wax or clay is applied, 1. To prevent the extravasation 
of the sap from the wounds ; 2. The too sudd'-n drying of the wood ; 
and 3. The introduction of rain water into the wound or clelt. It 
is evident, therefore, that whatever sort of coating is adopted, it 
should be applied without delay, and so as effectually to exclude 
air and water. 
The object to be aimed at in the process of grafting, is to bring 
the inner nark, and the sap-wood of the stalk and scion, in nice 
contact, so that the ascending sap of the stalk will pass freely in¬ 
to the sap wood of the scion, and the decending sap of the scion, 
which has been elaborated and prepared in the leaves, and which 
descends through the inner bark, to pass freely into the inner 
bark of the stalk. This elaborated sap soon hardens into wood 
and covers and heals the wound. 
There are more than forty different modes of grafting, practised 
by professional nurserymen. We shall only speak of those which 
are best adapted to the practice of the orchard and garden. 
Cleft-grafting, (fig. 1, 
6.) is most practised up¬ 
on strong stalks, or in 
heading down, or re- 
graftingold trees. There 
are two methods of do¬ 
ing this: one described 
in the cut, where the 
stalk is first cut off ob¬ 
liquely, and tlie sloped 
part is then cut oft'hori¬ 
zontally, near the middle 
of the slope; a c'eft 
nearly two inches long 
is then made wit h a sharp 
knife or chissel, in the 
crown, downwards, at 
right angles with the sloped part, faking care not to divide the pith. 
The cleft is kept, open by the knife, or the small wedge; the scion 
has its extremity, tor about an inch, cut into the form of a wedge : 
it is left about the eighth of an inch thick, on the bark side, and 
brought to a fine edge on the inside. It is then inserted into the 
opening piepared for it, and the knife or wedge being withdrawn, 
the stalk closes firmly upon it.. The other, and the more common 
mode is, to saw off the stalk horizontally, make the cleft through 
its centre, and insert either one or two grafts in the outer edges. 
In both cases the stalk should be tied and covered with the wax or 
clay. 
Whip-grafting, (fig. 1, a.) or as it is sometimes called, tongue 
grafting, is mostly adopted in nurseries, where the stalks are ge¬ 
nerally small. It is desirable that the stalk and graft should be of 
nearly similar size. The scion and stalk are cut off obliquely, at 
corresponding angles, as near as the operator can guess ; then cut 
off the tip of the stalk obliquely or nearly horizontally ; make now 
a slit nearly in the centre of the sloped face of the stalk down¬ 
wards, and a similar one in the scion upwards. The tongue or 
wedge-like process, forming the upper part of the sloping face of 
the scion, is then inserted downwards in the cleft of the stalk ; the 
inner barks of both being brought closely to unite on one side, so 
as not to be displaced in tying, which ought to be done immedi 
ately, with a riobon of bass, or other soft string, brought in a neat 
manner several times round the stalk. The next and finishing 
operation, is to cover the whole wound with the prepared wax or 
clay already described. The French mode of whip-grafting, which 
is also in common use here, differs from the English, in their ne¬ 
ver pareing more off the stalk, however large, than the width of 
the scion, (fig. 2, a. b. c. d) In both, the stalk is sometimes left 
a few inches above the graft till autumn, to tie the young shoot to, 
lest it be blown off. 
Fig. 1. 
a b c d e f 
Side-grafting, (fig. 1, c .) 
resembles whip-gratting, ex¬ 
cept it is performed without 
taking off the top of the stalk. 
Slwulder, or chink grafting, 
is per ormed with a shou der, 
and sometimes also with a stay 
at the bottom of the slope.— 
It is chiefly used for ornamen¬ 
tal trees, where the scion and 
stalk are of the same size, (fiir. 
1, d. e. /.) 
Grafting in the root, is some¬ 
times performed in nurseries, 
where stalks are scarce, as de¬ 
scribed in fig. 2, e. 
PRUSSIAN SCHOOLS. 
We have perused, with much interest, the report of M. Cousin, 
on the state of public instruction in Prussia. It presents, in our 
opinion, the best model of instruction that can be any where found; 
and although some of its features may not he exactly suited to a 
republican form of government, yet we doubt, whether there is any 
system from which we can draw more important lessons of instruc¬ 
tion. It contains much worthy the Ingh consideration of the 
American public: and it may be read with profit by teachers, pu¬ 
pils, parents and public authorities. P contemplates, and virtually 
accomplishes, the education of an entire nation, in the knowledge 
and habits which fit them for the duties and business of life, and 
which lend to promote the good order and happiness of sociely. 
Although this model has originated under an arbitrary government, 
we should not be squeamish about, adopting such parts of it as may 
promise to be beneficial here. “ The true great ness of a people (or 
of an individual, does not consist,” says M. Cousin, “in borrow¬ 
ing nothing from others, but in borrowing whatever is good, and in 
perfecting whatever it appropriates. Iain as great an enemy as 
any man,” he continues, “to artificial imitations, but it is mere 
pusillanimity to reject a thing for no other reason than because it 
has been thought good by others.” 
The schools of Germany, whether for elementary or the higher 
branches of instruction, have for a long time maintained an ele¬ 
vated rank ; and it has been admitted, that literary and scientific 
knowledge has been more generally diffused there than in any 
other country. Of the German States, Prussia has held a high 
place in respect to learning. The great Frederick did much to 
improve public instruction; but it was not. until 1819, that the sys¬ 
tem was matured which has given merited celebrity to the Prussian 
schools. M. Cousin was sent to Prussia, to examine personally 
into the method of public instruction. Every facility was afforded 
him by the public authorities to prosecute his inquiry, and arrive at 
correct data. The report under consideration, which was made to 
the minister of public instruction in France, contains 'he result of 
his labors—so far 1 as regards elementary or the lower order of 
schools. 
As the subject, of instruction is one of primary importance in a 
free government, and particularly to the agricultural community, 
who wiih us must ever, from their numbers, give the impress to 
our national character, and constitute ihe safeguard to our liber¬ 
ties, we feel that we are doing an acceptable service, and are per¬ 
fectly within the line of duty, in laying before the readers of the 
Cultivator, some of the more prominent, as well as some of the 
commendable features, which distinguish the Prussian system of 
instruction. 
The Prussian schools, from the highest to the lowest, are under 
the supervision of a minister of public instruction, and who is re¬ 
sponsible to the king only, aided by a council of distinguished men. 
The kingdom is divided, to facilitate instruction, into provinces, 
departments, circles and parishes,.whieh, for the sake of comnari- 
son, may be likened to our states, counties, towns and districts. 
Each has an organized board of officers, who have in special charge 
the execution of the school laws in their several spheres, and who 
receive their instructions, and make their reports to a higher au¬ 
thority. The prominent object, and every class of citizens is made 
to fed a deep interest in its literal fulfilment, is, to educate every 
child in the kingdom, by keeping him at school at least, seven years; 
and to ensure him a good and useful education, by employing none 
