are also Russian apricots in variety, several mulberries and various seedlings of promising wild fruits. The care of this garden is placed entirely in the hands. of students who work under the direct supervision of myself or my foreman. So far as possible the student is given class-room instruction upon the nature and culture of the plants he handles before he takes up the work in the garden. It is impossible in the fruit garden, as in all other directions, to give all the students practice in all the operations of small-fruit growing. When there is insufficient work in any direction to give to all the students who work in the department, it is given to those who especially require it. In this manner we give the first choice of work in fruit growing to those who expect to follow it after graduation, and the same principle is true of work in the orchards, vineyards, vegetable garden and on the lawns. It is not expected, however, that the work alone in any of these directions can make an accomplished fruit grower or gardener. Much depends upon the student. We encourage the presence of all students in the gardens and expect that they shall ask questions upon any subjects connected with our work. It is this interest on the part of the student that promises the most practical results

The orchards are two in number, comprising apples, forty-eight varieties; crabs, five varieties; pears, thirty-six varieties; cherries, eight varieties; plums, seven varieties. The apple orchard has never been a success so far as productiveness is concerned, although it has yielded some good results in the way of experiment. The first difficulty with the orchard is wet feet. A part of it is low with a retentive subsoil. At present writing the drainage system of the orchard is receiving a thorough overhauling. Last spring students gave the orchard a thorough pruning, elevating the tops of the trees so that it was possible to plow under them. The orchard was thoroughly plowed and cultivated, all sod was removed from about the trees, the trunks were scraped and a general renovating was given. I have confidence in the orchard. It is certainly useful. for experimental purposes. A part of the orchard is well loaded this year. The pear orchard is just coming into bearing. It is remarkably vigorous and promising. The plums, which had been injured previously by premature falling of the leaves, came through last winter in a weak condition. We shall plant again where necessary, however.

In

The are two vineyards of considerable extent and a smaller one containing some of the new varieties. Altogether, we are growing sixty-three named varieties and a number of hybrids and seedlings. This year the grapes have been given much attention and we are confident of a good crop next year. one vineyard we shall put up an illustrative system of trellises to represent to students all the methods of out-door training. In the vineyards, as elsewhere, the work is done by students.

The vegetable garden comprises seven acres. It is carried on as a market garden under the immediate supervision of my foreman, Mr. Charles S. Crandall, who combines with experience a commendable zeal and energy. In fact, to him is due great credit in all work of the Department. Special attention is given to the construction and management of hot-beds and cold frames. We are now constructing, largely by way of experiment, a hot-bed and forcinghouse, to be heated by hot air from a home made coal furnace.

The features briefly outlined above, with the methods and appliances accessory to them, comprise the means of out-door illustration in horticulture. In most regards they are sufficient to enable a diligent student to obtain the practical operations of the art. As yet we are entirely unsupplied with any means

for storing or evaporating fruits and vegetables, for collecting and preserving specimens for class illustration, for providing green-house or forcing-house instruction, or for carrying on much necessary in-door work in cold weather; but I am confident that, as the Department grows, these means will be provided.

The class-room instruction in horticulture now extends through four and a half months, six weeks of which is elective. As an indication of the ground covered by the present term's lectures, I submit the following:

BRIEF SYNOPSIS OF LECTURES ON HORTICULTURE.

I. GENERAL INTRODUCTION.

II.

(2.) Change of latitude and climate as affecting size, form, color, productiveness, flavor, hardiness, etc., with discussion of acclimation.

(3.) Cross-breeding and hybridization.

(4.) Inheritance.

5.) Bud variation.

4. Methods of cross-fertilizing.

5. Nomenclature of cultivated plants.

6. Propagation of plants.

7. General discussion of fungous diseases.

S. Wild fruits worthy of attention.
9. Weeds.

f. Transplanting.

g. Vitality of seeds.

h. Marketing.

i. Storing.

j. Irrigation.

2. Concise specific directions for growing all garden crops, with remarks upon history, botanical features and peculiarities of variation of each.

III. POMOLOGY OR FRUIT GROWING.

1. General methods and considerations.

a. Methods of improving fruits.

(1.) Chance growing of seedlings.

(2.) Theories of Van Mons and others.

(3.) Cross-breeding and hybridizing.

b. Nursery practices.

c. Grafting and budding. Influences of stock on graft and graft on stock. d. Nomenclature.

2. Orchard culture. Discussions of apples, pears, quinces, peaches, plums, cherries, etc., in each case following this synopsis:

a. Varieties.

b. History.

Regions of highest development.

c. Soil, drainage, manures.

d. Cultivation.

e. Pruning, top grafting.

f. Harvesting and marketing.

g. Fungous and other diseases. (Insect troubles are discussed at length by Prof. Cook.)

3. Vineyard culture, following above synopsis.

4. Small fruit culture, following above synopsis in the discussion of strawberries, raspberries, blackberries, currants, gooseberries, cranberries, huckleberries, etc.

IV. MISCELLANEOUS MATTERS.

1. Commercial seed-growing. 2. History of horticulture.

Aside from the regular work in horticulture I have the Juniors in essay writing as a part of their rhetorical exercises. These Juniors are also taking horticulture, and I have assigned to them outlying subjects connected with their study and such as to demand investigation in both the field and the library. I submit the

EXTRA THESES IN HORTICULTURE.

Double fruits, their nature and cause.

The genus Morus, its botanical and economical status.
Differences between the apple and the pear.

Leaf glands of peaches, plums, cherries, and apricots.

Effects of autumn setting, with experiments.

The genus Allium, its botanical and economical status.

The genus Brassica, its botanical and economical status.
Windbreaks for horticultural purposes.

Variations of raspberry leaves.

Productiveness of weeds.

Methods of propagating onions.

The weeds of our garden.

The flowers of watermelons and muskmelons.

The flowers of pumpkins and squashes.

Sweet herbs for the garden.

Botanical structure of Indian corn, and methods for cross-fertilizing it.

Culture of horse-radish, and changes produced by cultivation.

Best time and methods of planting tree seeds, especially nuts.

The genus Pyrus, its botanical and economical status.

The genus Ribes, its botanical and economical status.

Autumn buds of apples, pears, plums, and cherries.

Autumn tints of foliage.

Tomatoes and peppers, and methods for crossing each of them.
The genus Prunus, its botanical and economical status.

Asparagus, its cultivation and botanical characters.

The Umbelliferæ; what has it contributed to the garden, and how?
The genus Fragaria, its botanical and economical status.

Rhubarb, its culture and botanical characters.

History of the dahlia and its culture.

The college is fortunate in the possession of an unusually fine park which embraces one hundred acres of undulating and broken surface. Ten professors' residences are arranged along one side of this park, while the central and rear portions are occupied by the college buildings, some twenty in number. Opposite the residences, the park is skirted by Red Cedar river, a part of whose banks are high and precipitous, its whole length skirted with native trees and bushes. The grounds are laid out under the dominant features of the picturesque, and in the main the individual objects are arranged with excellent taste. The preservation of natural undulations of surface, and of wooded banks and forest trees, with the entirely natural growth of spruces, is especially fortunate. The grounds illustrate all the important principles of picturesque gardening. The selection of ornamental plants is large and instructive. During the lectures on landscape gardening, I take the students out of doors and point out to them the salient features of gardening. I have also required them to write down and describe those portions of the grounds which, to their minds, best illustrate the principles of apparent increase of extent, foregrounds, variety, simplicity, richness, polish, snugness, seclusion, gradation, appropriat on, adaptation, gaiety, tranquility, sombreness, poverty, etc. I add the following:

BRIEF SYNOPSIS OF LECTURES ON LANDSCAPE GARDENING.

I. INTRODUCTION. GENERAL DISCUSSION OF THE FINE ARTS.
Principles of painting and their relation to landscape gardening.

II. IDEAL LANDSCAPES.

III.

1. Natural landscapes.

a. Imitation of nature.

b. Interpretation of nature.

The Picturesque and the Beautiful, comprising discussions of unity, harmony, variety, simplicity, contrast, appearance of extent, foregrounds, gradation, connexion, snugness, seclusion, adaptation, appropriation, richness, polish, gaiety, quietness, sombreness, poverty.

2. Artificial landscapes.

APPLIED LANDSCAPE GARDening.

1. Parks and paddocks.

2. Cemeteries.

3. Highways, avenues, etc.

3. Homes and private grounds, including discussions of sites, convenience, economy, walks and drives, lawns, windbreaks, trees, shrubs and flowers.

EXAMINATION QUESTIONS IN LANDSCAPE GARDENING.

1. Name the fine arts. Difference between imitation and interpretation of nature.

2. Name the divisions of landscape gardening; also give the leading differences between the beautiful and the picturesque.

3. How do you increase appearance of extent? Illustrate gradation.

4. Define variety. How is it attained?

5. What is appropriation? Name three important points in the adornment of highways.

6. What are the leading characteristics of formal gardening?

7. How can we produce gaiety?

8. Name five points to be considered in the selection of a site for a residence.

9. Name some importannt points in the adornment of cemeteries.

10. How would you make a lawn?

11. Describe an ideal group of trees.

12. Describe an ideal windbreak.

13. Where should we plant Lombardy poplars?

It is the endeavor to illustrate the lectures both in horticulture and landscape gardening, by actual practice, although, of course, it is impossible to ever fully realize the effort. Necessarily, some of our work is not illustrative. I transcribe from the work-book, the following routine of work, selected at random, for a student during July: Pruning apple trees; weeding onions; mowing with a lawn mower; potting strawberries; shovelling earth; cleaning apple trees; pruning young wood from vineyard; picking peas; cleaning drive; cleaning and trimming drive, ditto; ditto; scraping apple trees; raking on drive; ditto; ditto; pruning grapevines; raking and trimming drives; ditto. Twothirds of this was fairly illustrative. In this case the young man had expressed no preference for any particular labor. I will take another instance for the month of June: Killing currant worms; poisoning cabbage worms; ditto; ditto; repairing bridge on lawn; planting apricots; applying commercial fertilizer to cabbages; working on cold-frames; pruning apple trees; planting various vegetable seeds; poisoning potato bugs; ditto; ditto; removing coldframes; poisoning potato bugs; ditto; transplanting celery; picking gooseberries; picking peas. This student had expressed a desire to kill injurious insects. One or two who desired to work in the orchards did four-fifths of their work in pruning, scraping, training, etc. For all students who desire it, I lay out experiments in the garden, orchards and vineyards, and give instruction in methods of manipulation and original investigation. Many of those who are taking the lectures in horticulture this fall will conduct experiments next year in methods of culture, cross fertilization, and in other directions. 1 am also endeavoring to give my students actual practice in budding, grafting, making layers, cuttings, etc. During the cold weather of early spring I shall conduct indoor work with root grafting and other matters so far as our accommodations will permit. I shall also endeavor to give every student practice in criticising varieties of fruit. In their seasons, collections of many varieties of strawberries, raspberries, grapes and other fruits, upon labelled plates, will be put before the students for testing. The students have taken hold of the work cheerfully this summer.

From the active horticulturists of the State the Department solicits commu