Take Prof. Henry's work at Madison; he goes out of the line of trial work simply to make experiments. The terms may be somewhat synonymous, but I think when we have experimental stations we want a place where experiments are made, and where we shall get some scientific knowledge that will tell us just what to do. A man says I will use ashes as a fertilizer. Now ashes are good as a fertilizer just as far as they furnish food for the plant, but there is another effect in which they are in no sense fertilizers. We want to go at this question of experimental stations in earnest; but for the mere trial work I agree with Mr. Tuttle, and we should all work in harmony. In regard to the Russian apples, perhaps they call you a crank just the same as they did a few years ago, when you thought you had hit upon the Red Queen, and you know in that you were disappointed, and I believe the Sour Turnip the same way.

A. G. Tuttle-The Red Queen, so far as I know, is not a failure. It is an apple that will keep through the winter, and I believe it is as good as the Duchess. The Sour Turnip is a good eating apple.

H. C. Adams-The point I want to bring out is that Mr. Tuttle does not appear to appreciate the value of work that can be done at one point. He says that Mr. A., at a certain point and under certain conditions reaches a conclusion, but the conditions may be different at other places and therefore we will have a number of observers at different points. Now if the experience of one is not worth anything the experience of a number of men is not worth anything.

A. G. Tuttle- You have a station at Madison, but what is that worth for St. Croix county?

H. C. Adams

There are certain things that we can experiment upon. We do not expect to prove everything. We can find out something about fertilizers and about soil if we cannot about hardiness.

A. G. Tuttle - That is the main thing. If you have not got that you have not got anything in this state.

H. C. Adams- You may have hardiness, but if you do not have culture you can not do much. We want to have a

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single station where we can have thorough and intelligent work done.

A. G. Tuttle-I do not deny the necessity of a central experiment station, but I want these experiments to be made in different parts of the state also, on different soils, so that we may know of results. A man may set out a tree in a certain kind of soil and it is perfectly worthless. We want these trees tested on different soils. You may find a place where a tree will do well and a mile from that place it will not be worth anything. There may be from ten to fifteen degrees difference in temperature.

H. C. Adams - Of course, I do not wish to be understood as intimating that the work you refer to is not valuable. It has its place; we want these outlying points of observation too, but they never can do the work of a well-equipped experimental station.

A. G. Tuttle-I am in favor of a central experimental station.

J. C. Plumb-There is one point Mr. Tuttle raises in regard to the crab family that I wish to speak upon. Now, here just a few weeks ago I was just ten miles north of the central line of the state of Wisconsin, and before an audience of intelligent farmers, and I asked this question: “I wish to know how many in the audience have ever tried to raise the Duchess of Oldenberg as an orchard tree?" I got about twenty hands, and then I asked how many were willing to plant it again, and I got two hands. Then I asked: "How many have tried the Transcendant Crab and have found it a success?" I got the whole twenty hands again. I saw it was of no use for me to talk about crabs up there. That was just ten miles north of the central line of Wisconsin.

Pres. Smith - We shall have to call upon Mr. Garfield. This is a discussion of great importance, and if we have time further along we may take it up again and discuss it at our leisure. Mr. Garfield, of Michigan, is a gentleman who has done more work and better work than any man in the northwest, and I take great pleasure in introducing him to the horticulturists of Wisconsin.

"WHEN, WHERE AND HOW TO TEACH HORTICULTURE."

BY CHAS. W. GARFIELD.

A long time ago, a year perhaps, your president wrote me asking if I could be present at one of your meetings. I planned to be present last summer, but was prevented. At the time of the correspondence I said I would come, but made a personal request that I should not appear upon the programme; but it seems he has ignored my request and put me down for a definite speech.

My early education in horticulture was gained under rather unfavorable conditions. I remember quite distinctly one early lesson I received. Our school house was situated on the banks of the Menominee, and quite a number of us boys took it into our heads to go off and look for some wild goose berries, and so left school without saying anything to any body. We did not succeed in finding the berries, but we found some plums, and it seems to me I have never tasted any plums in Michigan that were as good as those. We got back to school very late, and then I learned my second lesson in horticulture. I learned the relative strength and fiber of the blue beech. The lesson has stayed with me ever since. I am still a lover of plums, and the remembrance of those has led me from that time to this to wish to indulge more in the handling and enjoyment of that fruit.

I can remember that in the county of Waukesha I took another lesson in horticulture, and it was with mandrakes. I and a cousin were left alone in the great house one day, and we went back into the meadow and there we found some mandrakes. I tasted of them and thought they were not good. He said they were, and I told him to keep on picking and eating them. The result was exceedingly disastrous, as they acted as an emetic. He was put to bed and was quite sick after it, and I was put to bed too, but not because I was sick.

There is one other remembrance of Waukesha county that I remember kindly. It was the spring of the year thirty-one years ago next month. A lady friend who took a great deal of interest in us children, said to five or six of us boys, "I wish on Saturday you would all come up to my house and I will give you an outing." We all gathered there and she went with us into the woods. We each took a spade and we found five beautiful maple trees, and each of us dug up one of those trees and took it to the school ground and planted the trees there. After the planting of the trees, in which she taught us many lessons, we went over to her house and there she gave us each a saucer of maple syrup following which we had some crackers and milk. In those days crackers and milk were considered an extravagance. I thought that a wonderful thing she had done for us crackers and milk and maple sugar. I ap. preciate it to this day. When I went back there a year ago last June, the lady pointed out to me the only remaining tree of those we planted that day, and she said: "That is your tree. We saved it to remember your having lived here among us." I am glad I planted it. I think the little lesson learned that day has done me a great deal of good. I do not know but it has moulded my life.

I have a little boy who is studying horticulture to day. He is four years of age. He generally goes right out after dinner, and he has a little piece of ground prepared for him where he watches the germination of the seeds planted there, and often pulls up the seeds before the sprouts come up and before the root is started. He is getting an interest in horticulture. He cannot learn his letters; I have tried to teach them to him. I have got him to count up as far as four, but not to five. I think he is a genius in horticulture but not in figures. Those lessons that boy is getting are the best possible lessons he can learn at his age, and I wish more people would strive to teach their children not to read and count, but more of things that are about them that will add to their pleasure and enjoyment to the end of their days. I believe that the success of life comes from the enjoyment of each day, and if we can add to the measure of

enjoyment of those days, we are doing the best possible thing we can for them. The prominent thing is to teach them those things that cannot be taught in the schools. You cannot teach all of horticulture or all of agriculture in schools, but you can teach children to observe things that are about them and so be better fitted to learn when they are in school. Now, I know lots of good people who have married, and had children, and who understood a good many facts regarding horticulture, but never dreamed of telling those things to their children. I have known lots of ladies skilled in the use of the piano who, after they were married, neglected to open that piano for years and years. It is the same thing in either case. They are forgetful of the wants of their children. I am bound to teach my little boy, and all the children that are about me, the things in which I was most interested when I was a child, and that I did not get the information about as early as I ought to have received it.

Now as to incentives: It is a beautiful thing to say to a child, here "Dolly has got a calf, and John, you can have that calf for yours." Of course John is very much pleased to think he is going to have the calf; he pats it and watches it grow; it is John's calf and he takes all the interest possible in the growth of that animal, but by and by it is not John's calf but dad's cow, and that spoils it all. If you give a child anything give it to him for his very own always. I say to my little boy, "there is a little patch of ground. I have been telling you how to grow strawberries and raspberries and you can can grow anything you please on that ground, and I will help you all I can;" and I would tell him also, "all you can get from that land I will help you to sell, and if there is anything on the land that we want in the family, we will buy it of you." I know in that manner I shall induce that child to more earnest work than I could in almost any othey way. I would follow this work from the nursery to the school. I said that you cannot teach horticulture in the schools, and you cannot. You can have text-books, and that is about all you can do, but I do not believe that you can teach horticul