Gardening for women

THE UNITED STATES

The conditions under which women work in America are very unlike those that exist in England. Schools and colleges are founded upon a different basis; therefore work done in America cannot be strictly compared to that done in England.

Each of the forty-five states in the United States has a college of agriculture. These institutions are supported by public funds. They are open to men and women alike, and both work together. That is to say, these institutions are co-educational. These colleges cover the general field of agriculture, and, in some, horticultural work is especially well developed. Women in these institutions may take a variety of subjects, or they may specialise in horticulture, dairying, home economics, Nature-study.

A number of Government research posts in natural history are held by women. They are also admitted to the instructional bodies of several American Co-educational Colleges. A considerable number of the Doctors’ theses in botany from the University of Chicago are by women, and can be seen in the Botanical Gazette. A notable thesis of late years is that by Mrs. Clements, of the University of Nebraska.

Popular attention is turned increasingly to outdoor life and to living on the land, and the demand for horticultural schools will continue and ensure their establishment.

An expert tells me there is a wide field for women in horticulture in America. Positions as teachers, lecturers, gardeners in private gardens, consulting gardeners in suburban districts, market gardeners, fruit and nut growers, poultry and bee keepers are open. The only difficulty is that the right people are not at hand to fill them. The oversight of school gardens and of vacant lot cultivation in the great cities are openings appealing especially to women. Already there are some successful landscape gardeners. Miss Beatrice Jones, of New York City, and Miss Elizabeth Lee, of Philadelphia, are well known in this branch.

NEW YORK STATE COLLEGE OF AGRICULTURE AT CORNELL UNIVERSITY, ITHACA, NEW YORK

HORTICULTURE

The equipment is divided into two parts—that which is associated with the classroom and laboratories in the second and basement floors of the main agricultural building, and that connected with the forcing-houses and grounds surrounding them.

1. Class rooms and laboratories.—The teaching activities are centred mainly in the headquarters of the department, located on the second floor of the main building in the agricultural compound. On this floor are a commodious lecture room with a seating capacity for 100 students, a recitation-room for 35 students, a laboratory for instruction in practical and systematic pomology. The laboratory will accommodate 40 students, and is being fitted with suitable apparatus and appliances for the efficient teaching of the practical and laboratory phases of horticultural work. On the same floor is the laboratory for advanced students. This room has space for 20 students, and those who are working in the graduate department or engaged in research courses are provided with suitable appliances for their special needs. The remainder of this floor is devoted to museum purposes, herbarium, seminary-room, and offices for the instructing staff.

In the basement is a laboratory with adjacent store-room for use in connection with applied work in nursery and orchard practice. The capacity of this laboratory is 50 students, so that a beginning class of 100 may be accommodated in two sections. Students in elementary pomology and greenhouse management pursue work in this laboratory.

Forcing-houses, barn, and fruticetum.—The glass structures for the study of forcing crops such as flowers, vegetables, and fruits cover an area of about 6,000 square feet, and are used in connection with nearly all classes, though more especially associated with floriculture and olericulture. One house is assigned to advanced students for the working out of problems on which they are engaged. Another house is given over to the study of the variation of plants and the technique of plant-breeding.

The barn is headquarters for horticultural implements used in tilling, pruning, and spraying trees and plants. The collection of spray machinery, including gas engines, traction machines, and the like, is full and complete. Thorough instruction is given in the control of orchard enemies.

Aside from the ordinary equipment, the garden herbarium with more than 12,000 sheets is an important aid in the study of systematic pomology and plant variation. There is also an exceptionally fine collection of nearly 10,000 negatives illustrating all phases of fruit, flower, and vegetable growing. This collection is being added to continually, and furnishes a source for lantern slides to illustrate up-to-date methods in the management of fruit plantations, the construction of forcing-houses, and the growing of crops in field and under glass.

Elementary pomology.—A study of the methods of propagation and early care of bush and tree fruits; the principles and practice of budding and grafting, with special attention to the particular method of propagating each kind of fruit. Must be preceded by Botany 1 and 2. Lectures and recitations with laboratory. The class will participate in a required excursion to Geneva and vicinity.

Another class is held on this subject particularly adapted to the needs of the special student, and not open to those who are required to take Botany 1 and 2. The class will participate in a required excursion to Geneva and vicinity.

Practical pomology.—The study and practice of the planting, fertilising, and care of orchards; picking, grading, packing and marketing of fruits. Pre-requisites, Botany and Horticulture, and taking Agricultural Botany. This class will participate in a required excursion to the fruit-growing sections of Geneva and Rochester.

Spraying of fruit trees.—A study of the preparation and application of the different spray mixtures used in orchard and garden practice. Lectures and recitations with laboratory.

Greenhouse construction and management.—A study of the principles of greenhouse construction. Laboratory work will consist of the drawing and erection of sections illustrating the leading types of greenhouses. Throughout the year.

Olericulture.—- A study of the principles of vegetable gardening with special reference to trucking, accompanied by field practice in the actual growing of the plants.

Garden and greenhouse practice.—Practical work in the forcing-houses and gardens, with familiar talks. One or two hours by appointment. Throughout the year. Limited to 12 students first term, 18 second term.

Sub-tropical pomology.—A study of citrus, and other sub-tropical fruits, with special reference to American conditions.

Systematic pomology.—Advanced course in classification and systematic study of fruits. Two hours.

Literature of horticulture and landscape gardening.—An examination of the writings of European and American authors, with special reference to the evolution of horticultural methods. Open to juniors and seniors, and required of graduates.

Plant-breeding, with special reference to the improvement of orchard fruits. Juniors and seniors; required of graduates.

German horticultural reading.—A study of periodical literature relating to horticulture. Each student is required to subscribe for one periodical and make translations from assigned paragraphs.

French of the same character and conducted in the same way.

Investigation incident to previous courses. For graduates and advanced students.

Seminary work for advanced students.—Required of graduates. One hour. F., 2–4.30, every two weeks beginning the first week of each term. On the alternate week students are required to attend the Seminary in Plant Industry.

RURAL ENGINEERING AND ARCHITECTURE

Field engineering.—Lectures, recitations and practice in surveying and plotting the farm; designing farm buildings, roads, fences, and water supply; drainage and irrigation. Second half-year. Lectures and practice.

Farm machinery.—A study of the elements of mechanics and of machine design entering into the construction of all machinery, followed by a special study of:—(a) Motors, including steam boilers, gas and steam engines, windmills, hydraulic rams, water wheels, and a brief discussion of the laws and applications of electricity; (b) Farm Machinery for tillage, seeding, harvesting, threshing, cleaning, etc., with a discussion of the cost, life, draft, and special mechanical features of some of the machines now on the market.

Opportunities will be afforded for special work in the second half-year.

RURAL ECONOMY AND SOCIOLOGY

Rural economy.—A study of the economic problems of agriculture.

Rural social conditions.—The social history, status and progress of the rural community.

History of agriculture.—An outline of the development of agriculture in its more important phases.

RURAL ART

This is a two-year course comprising the junior and senior years of the regular course in the College of Agriculture; and for those who have attained a certain degree of proficiency graduate work is offered.

Previous to registering in this work the student must have completed the requirements of the freshman and sophomore years, and the following:—Elementary surveying, Lettering and making of titles, Botany, Organography of ornamental plants, Elementary architecture.

Previous to graduation the student must have completed the following subjects in addition to the regular work:—Dendrology, Economic entomology, Greenhouse construction and management, Field engineering, Municipal engineering, French or German horticultural reading.

Theory and æsthetics of rural art and landscape design.—Deals with the principles of landscape design, their application to specific problems, together with discussions on the theory in all its points of application.

Landscape design.—First course. Work on practical problems in design, paced and measured surveys, sketch plans, finished plans and detailed working drawings with specifications. Short sketch problems for study will be given from time to time. The aim is to familiarise the student with the various types of plans as applied to different problems. Practical problems in the vicinity will be studied, and reports, both preliminary and final, will be required.

Freehand sketching.—Sketching and rendering in various media of indoor and outdoor subjects, plans, etc., particularly pertaining to landscape design.

History of landscape design.—A study of the chronological development of the art of landscape gardening, its modifications in various countries and the influences which have affected its development. A full study of the three types of gardening—ancient, mediæval and modern, and their relation to each other.

Advanced problems and research in landscape design.—The more complicated problems, such as country estates, parkways and civic centres, are taken up and worked out in detail. Studies, reports, plans of arrangement, rendered studies, detailed drawings, grade designs, planting plans, total estimates of cost and a set of specifications are worked out for two major problems. Minor problems and sketch problems are required from time to time.

Seminary.—A review of current literature and the discussion of live questions relating to various phases of landscape work, and reports on investigations. Required of seniors and graduates.

HOME ECONOMICS

Instruction will be given in home economics in 1907–8. Information about this work may be had from the director of the College of Agriculture, as the courses are not yet ready for scheduling.

DRAWING

Applied drawing.—- Personal instruction in the solution of particular problems and in fitting the student to pursue certain lines of study to better advantage, or to enable him to become proficient in a speciality.

WINTER COURSES IN HORTICULTURE

Each year since the establishment of the winter courses the demand for special instruction in fruit-growing and gardening has increased. The opportunities for profitable fruit-and vegetable-growing on the comparatively cheap lands of the east and within easy reach of the great markets, are attracting capital and energy. It is in response to this general demand and these opportune conditions that a winter course in horticulture is offered. The various studies included in this course are intended to help the fruit-grower and gardener to manage his orchards and gardens better than in the past; to fit those who have had some experience for positions of responsibility; to give the beginner the salient principles and acquaint him as far as possible with the best practices of commercial and amateur fruit-growers and gardeners the country over.

The entrance requirements to this course are the same as to the course in general agriculture. Field experience will always enable the student to get a maximum of benefit from a study of this kind.

The course is made up of lectures, recitations and practice, special stress being laid on the last.

SPECIAL EXPENSES

General laboratory fee, $7.50; books, $5.00; work suit, $1.50.

All students in this course, except those who have previously completed satisfactorily the winter course in general agriculture, are required to take the subjects that follow. Those who complete the winter course in general agriculture will not be required to take again subjects that they have already passed. They should consult the professor in charge concerning substitutes for any of the subjects. All students must register with the Secretary of the College.

REQUIRED SUBJECTS

Amateur and commercial fruit-growing.—A survey of the principles and practices of fruit-growing with reference to orchard management, handling, packing, storing, transplanting and marketing of orchard products. Seven hours. Five hours of lectures a week and two afternoons a week for practice.

Vegetable culture.—Lectures and exercises on the growing and marketing of vegetables for special and general market. Two hours.

Farm Botany.—Four hours a week. Two lectures and two laboratory periods.

Fertility of the land.—Two hours.

There are thus fifteen hours a week of required work in this course. Students may elect, with permission of the instructor concerned, three hours a week additional by taking the following courses:—

ELECTIVE SUBJECTS

Economic entomology.—One hour a week.

Plant diseases.—Three hours. One hour lecture and two hours’ laboratory practice.

Horticultural reading.—Assignment of topics for abstracts and reports in standard works and current periodicals. One to three hours by appointment.

Floriculture and ornamental gardening.—Lectures and exercises on the growing and marketing of greenhouse crops, and the principles of lawn decoration. Two hours a week.

Greenhouse practice.—In this course the student is assigned specific pieces of work in the greenhouse to be performed under the direction of the gardener. One hour a week.

EQUIPMENT

Practically the same facilities are available to the winter course students as are offered the student in the regular course:—The library, one of the best in the country; the material equipment of the forcing-houses, including plants, work rooms, spray pumps and implements, are all used in conducting the work of instruction.

Those who desire additional information should apply to

John Craig, Professor of Horticulture.

Women are eligible on equal terms with men in all these courses of instruction—and a good many women are at work in this college. The students registered in the college of agriculture (not in the College of Arts and Sciences) number over 300.

LOWTHORPE SCHOOL OF LANDSCAPE GARDENING AND HORTICULTURE FOR WOMEN, AT GROTON, MASSACHUSETTS

Founded by Mrs. Edward Gilchrist Low

LECTURERS

Landscape architecture.—Mr. J. F. Dawson, with Olmsted Brothers. The garden and its accessories.—Mr. Loring Underwood.

INSTRUCTORS

Study of trees and shrubs.—Miss Laura Blanchard Dawson. Drawing and garden design.—Miss Gertrude F. Sanderson. Surveying and engineering.—Mr. Stephen Child. Botany: Greenhouse work and gardening out-of-doors.—Miss L. L. Hetzer.

Study of trees and shrubs.—Lectures with field walks. Study of trees from winter buds, and in leaf. Study of shrubs, foliage, and flowering, with consideration of landscape value. Specimens from the Arnold Arboretum.

Botany.—Study of plant structure, function, and classification. The greater part of the time will be devoted to the flowering plants.

Garden design.—Practice in making preliminary and finished plans. Designing and laying out of gardens.

Drawing.—Freehand in black and white and water colour, with autumn and spring sketching out of doors. Mechanical, simple projections leading up to elementary study of architectural details.

Surveying and engineering.—Such parts as have value to landscape work.

Greenhouse work.—Care of greenhouse. Propagation, by seeds, cuttings, layering, budding, and grafting. Carnation, violet growing, orchids, etc.

EXPENSES

Tuition $100 a year. One half to be paid on entering, the second half in January.

A limited number of students may be accommodated at Lowthorpe. Single room, $30.00 per month, and upwards; double room for two, at $30.00 per month for each. Accommodation for others may be obtained in the village near by. The full course comprises two years’ work. School year is from September 15 to June 15. Vacations at Christmas and Easter.

The avenues of work that are available are:—

Designing and planting flower gardens; care and maintenance of rose gardens and flowering shrubs; weekly supervising of greenhouses; planning and laying out small estates; planting small parks for village improvement societies.

All communications should be addressed to

Lowthorpe School, Groton, Massachusetts.

Simmons College, Boston, Mass., has, I believe, a horticultural college connected with it, but it has not been in operation long.

Smith College, Northampton, Mass., also offers courses in practical horticulture.

The following letter, written by the director of the principal school of Forestry in America, and very kindly sent to me by Mrs. Low, shows that he is of opinion that there is an opening for women in landscape gardening:

To Mrs. Low,

Principal of Lowthorpe School for Lady Gardeners.

Mrs. Low asks me to draw attention to the fact that the work of “landscape design” is the most important in her school. Garden and greenhouse work are secondary to this. She tells me that several of her former students have become supervisors of school gardens, in connection with the Public Schools or Village Improvement Societies. The highest salary is $60 per month, for five months. One former student has gone to Portland, in Oregon, on the Pacific coast, where she is told she will soon become established as a landscape gardener. Several women have already made a success of landscape gardening. Ten years hence they will be heard of all over the country. At present the largest income is £800, or $4,000.

The two photographs of Lowthorpe are attractive. Three years ago the site of the present avenue, leading to the house, was a field. The students surveyed the avenue under instruction, and then did the planting. They have to learn to read a surveyor’s plan with ease. In the oval in front of the door are Rhododendron maximum, which is hardy in Massachusetts, ferns and Rinus Strabus. At the entrance on the right are viburnums, cornus, lonicera, roses, etc. The picture of the southern entrance gives the bulb garden, between the greenhouse and verandah, where later on bloom lilies, lilacs and magnolias. On the left is a hedge of white rose rugosa. Through the arch one goes into the garden. The large tree is a “platanus occidentalis.” The place was an old farm when Mrs. Low bought it in 1900–1, and we can judge by the well-kept grounds what a success she has made of it.

PENNSYLVANIA SCHOOL OF HORTICULTURE FOR WOMEN

The plan of the Pennsylvania School of Horticulture for Women has originated in the desire to offer to women an opportunity to fit themselves for an occupation at once healthful, pleasant, profitable, peculiarly fitted to their gifts, and in which they have ever taken an intelligent interest and active part.

Our purpose is to offer to these earnest-minded women a training in the principles and practice of horticulture and allied subjects, knowing that really skilled labour can always find a market, helping them also to find employment in the work for which they have been thus prepared.

To this end we expect to open in the near future the “Pennsylvania School of Horticulture for Women.” A small farm of twenty to forty acres will be obtained (probably rented), having upon it a comfortable dwelling with accommodation for about ten students (at first). Flower and kitchen gardens and orchards will be laid out and planted. Teachers of skill and experience will lecture upon the principles and practice of the courses of study offered, and will oversee all practice work done by students. For the very heavy work a labourer will be employed, but the students will do all the rest themselves under direct supervision of the teacher. A competent matron or principal will be in charge of the household and will have general oversight of the students.

The full course will occupy two years of twelve months each, but arrangements will be made for suitable holidays, and full students will be advised to live in the house. Short courses on special subjects will also be arranged, and it is hoped will prove attractive and useful to some who may want to specialise along certain lines.

The tuition and board fees will be kept down to as low a figure as possible, and it is hoped that there will be endowed scholarships.

The subjects to be offered at once are:—

Flower and kitchen gardening, care of lawns and shrubbery, orchards, poultry raising, bee-keeping, garden carpentry, marketing of produce.

Later there may be added:—

Forestry, maple sugar growing, preserving of fruits and vegetables, and such other subjects as may be called for.

There is in Pennsylvania no other school of this character. The Pennsylvania State College at State College, Centre County, offers valuable and excellent instruction, but, like the other state colleges, lays most of its stress on agriculture rather than on horticulture, and gives great attention (and necessarily so) to experimental farm work, and to seed and soil tests. Incidentally we hope to profit by these experiments and to help to spread abroad knowledge of the improvements and better methods which their experience may have proved beneficial.

We shall be glad to enter into communication with others interested in the subject, and we look for the interest and support of Pennsylvanians and many others.

Miss Jane B. Haines, Secretary and Treasurer, Cheltenham, Pa.

THE MISSOURI BOTANICAL GARDENS, ST. LOUIS, MO.

The Trustees of the garden offer theoretical and practical instruction in gardening, with a certain number of competitive scholarships. These scholarships are not open to women. The course of instruction can, however, be taken by women who are ready to bear their own expenses and pay the nominal fee of $25 per annum.

Only one young woman has so far completed the course. This lady, Miss Eda A. Sutermeister, 1637, Broadway, Kansas City, Missouri, has become an accomplished landscape architect. One other girl went through the greater part of the work. She subsequently took charge of the floriculture at an industrial school for women, after extensive experience in practical floriculture. In addition to these two, a number of ladies have taken various courses of study included in the outline, or have received practical training in gardening at the Botanical Garden, covering short periods of time, and limited parts of the subject.

The following is taken from the last report:—

INSTRUCTION IN GARDENING

The requirement that instruction in gardening and horticulture should receive attention at the Garden, in addition to the provision of a lodging house for pupils, led to the entire renovation of the fruit orchard some years ago, at a cost of $444.44, and two small vegetable houses have been built for further experimental and educational use. The annual expenditure on the gardening course averages $930.34.

The Director reports that of the 39 pupils thus far enrolled, of whom 15 completed the course, ten are now successful florists or gardeners, two have become landscape architects, three hold responsible park positions, two are college horticulturists with teaching as well as practical duties, one is a surveyor, one is a government plant experimenter, and one is a forester in the Philippine service.

INSTRUCTION IN BOTANY

Mr. Shaw’s provision for a close connection between the School of Botany, which he had endowed in Washington University, and the Garden has been of great assistance to the undergraduate department of the University, and through the Garden opportunities for work have been offered to graduate students, of whom five have received the Master’s degree and six the degree of Doctor of Philosophy with botany as a major study. The Board expect to see a large increase in this utilisation of the Garden facilities commensurate with the very gratifying growth of Washington University. Indirectly the Garden has been of much use to the young men who have served as assistants in its office, library, or herbarium, or as teachers in the school of botany, for with very few exceptions they have gone to college, government or other positions of high responsibility in botany or horticulture, for which their service here gave excellent training.

NEW YORK STATE COLLEGE OF AGRICULTURE AT CORNELL UNIVERSITY, ITHACA, NEW YORK

Normal Work.—Two-Year Special Course in Nature-Study.—This course is organised to help persons who expect to teach nature-study and country-life subjects in the public schools. Persons actually engaged in teaching, and also all persons in the University who signify their intention to teach, are eligible. A certificate will be given on the completion of 60 hours in the courses prescribed below, together with such other work in the College of Agriculture as may be approved by the director. Designed to prepare students to teach elementary agriculture.

Nature-Study.—Lectures and discussion of methods.

Home Nature-Study Work.—Work in the training classes in the Ithaca schools in which students are also to take part.

Practice Work in Nature-Study in the public schools of Ithaca, comprising schoolroom work, excursions, and other exercises with children.

School Gardens, comprising actual garden-making with children on school grounds and in the University school gardens. In winter the work will be conducted in the forcing houses, where plant-growing subjects will be taken up in such a way as to adapt them to elementary school conditions.

Seminary in Nature-Study and Elementary Agriculture.—Devoted to the study of the methods of teaching nature-study and elementary agriculture, and to the review and criticism of courses now offered in our elementary and secondary schools.

Nature-Study.—Advanced course. Individual work on special problems.

Travel Course in Agriculture.—The aim of this course is to give the students an opportunity, under competent guidance, to see the main agricultural activities and crops not represented in New York. It is open to qualified students of the College of Agriculture and of other colleges.

SPECIAL WORK

Opportunities are provided for persons who desire to pursue special work. Students must be at least eighteen years of age to take advantage of this work.

Special Work in General Agriculture.—This work is designed to meet the needs of young men and young women from the farm who have not the time to give to a four years’ course. They must satisfy the director that they are well enough grounded in the secondary school subjects to enable them to pursue the work with credit to themselves and with honour to the University, and also that they desire to take the work because of direct interest in agricultural affairs. They must present an honourable dismissal from the school last attended and certificates of good moral character, and will be required to present such certificates and letters as may be desired. This work is not a definite “course” in the sense of having a programme or a prescribed set of studies. The student chooses any of the agricultural “electives” that he may be able to pursue. Certain courses are to be given by some of the departments for those who lack some of the fundamental work usually required in those subjects. Admission as a special student by the director does not admit to classes. The student is admitted to the various classes by the heads of the departments when he has satisfied such officers that he is able to pursue the work.

Nature-Study Special Course.—This course, of two years, is open to teachers, or to such students in regular University courses as signify their intention to teach, who desire to prepare themselves in nature-study and country-life subjects. In this course the work is largely prescribed. The course comprises two categories of work: the subject-matter studies, and the pedagogical practice. The subject-matter is secured in the regular classes of the University, largely in the biological departments. The pedagogical practice is to be had with children in regular nature-study classes and clubs in the public schools of Ithaca and in school-garden work with children.

EXTENSION WORK

The extension work of the College of Agriculture is designed to help persons directly on their farms, and to aid those who desire definite instruction but cannot take a long or regular course in agriculture in the University. It supplements the teaching and experimenting of the College of Agriculture. It is professedly a popular work. It endeavours to reach the common problems of the people, to quicken the agricultural occupations, and to inspire a greater interest in country life. It is also a bureau of publicity, whereby there is an exchange of all important matters connected with the progress of the agriculture of the State.

ARGENTINA; BUENOS AIRES

The following information is all that I can ascertain. There are no special horticultural colleges for ladies in this country, but they are admitted to all the agricultural colleges. They may take the same degrees as men.

As yet only one lady has received the highest degree accorded, namely Agricultural Engineer, and two others are now studying.

No opening for women in this sphere of activity has presented itself so far, but I am informed that undoubtedly very soon the public will appreciate their efforts and employ them in preference to men.

In all public schools pupils from the fourth to sixth grades of both sexes receive notions of agriculture, and are practically taught the care and cultivation of indoor plants. In some few schools that have the necessary ground, pupils are also instructed in cultivating vegetable and flower plants.