method. I would have no head or foot of classes in schools, but would conduct them on the principle of King Arthur's round table, which we read of in history, where the king and his knights had equal rights. I think great injustice is often done, perhaps not intentionally, by placing certain children at the head of the school, while others, just as diligent, but who acquire ideas less readily, are discouraged by demerit marks and a lower position in the class. For competition I would substitute mutual aid. I think it an excellent idea to encourage pupils to ask questions. I have adopted this plan in my Sabbath-school class, and tell my boys when they come again they shall be prepared to ask any questions. When they see a stone, or a beautiful plant or flower, to ask me what it is, and thus, if I am unprepared to answer their questions, doing me a greater favor by making a student of me in causing me to inform myself about it that I may answer them at the next lesson. The spider's web, surveyor's tripod, and other subjects were topics that brought out a number of practical and interesting questions. On another occasion, I took some boys to Fairmount Park, and after telling them the names of twenty-one varieties of trees, told them to name all they could the following day, and one of them remembered nineteen of the twenty-one. It is the teaching of practical things that induces pupils to think, and brings out original ideas. I was much struck with a remark once made by Edward Everett, that "the boy who can read, write, and cipher has all the elements of the best education the world affords," or words to that effect. All we want is to give the boy the tools, teach him how to use them, and let him work out his own success. Mr. MEEHAN. This is a question in which I am much interested, being a member of the school-board, in Philadelphia, and chairman of the committee of common council on schools in our city government. Being a friend of horticulture, and having devoted much time to its study, it might be supposed that I am in favor of its being taught in our public schools; but such is not the case. I find in our State Board of Agriculture they think agriculture should be taught in our public schools. Our horticultural societies urge instruction in horticulture. Scientific associations say "introduce science," physiological bodies favor hygiene, each favoring its own specialty. My own opinion is that we can do but little more than we are doing at present. The whole matter is a question of time for the children and of money for the taxpayers. With one hundred thousand pupils in the city of Philadelphia, and an annual expenditure of one million dollars for our schools, teachers are already over-worked and taxes excessive. We should endeavor to teach children to " help themselves," to educate themselves, by teaching them to think for themselves, and by giving them practical ideas of industry and business. I have found, in my observations in life, that some of our best men are those who have had no special educational advantages. As a rule, they left school early, and devoted themselves to some active practical calling. I do not know how far my own example is of any value, but I have learned far more by my own personal efforts than I ever acquired in school. A leading member of the largest shipping firm in Philadelphia has been in his father's counting-house since he was thirteen, and is one of our most enterprising and successful merchants. While a knowledge of horticulture, in a general way, would doubtless be an advantage, I certainly should not recommend its being introduced as a regular study in our public schools. Dr. WICKERSHAM. After what has been said, I feel it almost a duty to restate my position. While I am in favor of teaching the elements of hor ticulture in our schools, I would advocate it only in a very general way. If we have teachers who have such knowledge and could impart it, I would have it taught orally, and not from books. I would encourage and teach a love for horticulture, for the beautiful in nature, rather than to teach horticulture as a science, and to this, I am sure, my friend will have no objection. Mr. HOOPES. Before adjournment, I beg leave to offer the following: Resolved, That the thanks of this Society are extended to the officers and members of the Lancaster County Agricultural and Horticultural Society for providing a commodious and comfortable hall for our place of meeting, for uniform courtesy and kindness to our members, and for the pains they have taken to increase the interest in our sessions, and advanc ing the cause to which we as a Society are pledged. To the press of the city of Lancaster, and especially to the gentlemen who have so kindly and fully reported our proceedings, and to the citizens generally who have aided us by their presence and counsel, we feel under deep obligations, and desire them to accept our heartfelt thanks. The resolutions as read were unanimously adopted; whereupon the Association was declared adjourned. .... Officers for 1885-nomination and election,. Annual address-Vice President Engle,. Pacific coast, fruit industries of,. Discussion, Keim apple, history of, . Potatoes Discussion, Horticultural Adornment of Rural Homes-essay by Mr. Moon, Charles Downing-resolutions of respect, Discussion-Canning versus Evaporating Fruit,. Reading, Pa., next annual meeting at, Question box-Best Location for Orchards, Celery-cause of Rust, 30 31-35 35-40 40-41 41-42 42-43 43-45 45-48 48-50 51 51 ..... 52 52 52 Horticulture in our Public Schools-remarks by Dr. Wickersham, Prof. Buehrle, Mr. Harrison, and Prof. Meehan, 65-68 REPORT OF THE Pennsylvania State Dairymen's Association, 1885. LIST OF OFFICERS. President. A. M. FULLER, Meadville, Crawford county. Executive Committee. WILLIS P. HAZARD, 1st Vice President,. West Chester, Chester county. 2d Vice President, . Harmonsburg, Crawford county.. 3d Vice President, . Meadville, Crawford county. JOHN FULLER, LEON C. MAGAW, |