GARDEN HELPS

Conducted by Minnesota Garden Flower Society

Edited by MRS. E. W. GOULD, 2644 Humboldt Avenue So.

Minneapolis.

Mr. H. H. Whetzel, of the plant disease survey, U.S. Department of Agriculture, stationed at Cornell University, where the American Peony Society has its test grounds, has made a study of the stem-rot disease of the peony and has set forth the results in an address before the Ma.s.sachusetts Horticultural Society, from which the following has been culled:

"The botrytis blight is by far the most common and destructive disease of the peony so far as known at present. This disease is frequently epidemic, especially during wet springs. It occurs wherever peonies are grown, apparently the world over.

"This disease usually makes its appearance early in the spring when the stalks are coming up. Shoots will suddenly wilt and fall. Examination will show they have rotted at the base or just below the surface of the ground. The rotted portion will soon become covered with a brown coat of spores--much like felt. Generally it is the young stalks that are affected, though sometimes stalks with buds just opening will suddenly wilt and fall. It is thought the spores are carried through the winter on the old stubble, after the tops have been cut off. They are in the best position to give rise to a new crop of spores in the spring, and the new shoots become infected as they appear.

"To eradicate this disease the old stubble should be carefully removed in the fall or early spring by removing first the soil from the crown so as not to injure the buds, and cutting off the old stalks. These should be burned and the soil replaced with clean soil or preferably sand.

Whenever a shoot shows sign of the disease it should be cut off and burned. The buds must also be watched and any that begin to turn brown or black and die must also be cut off and burned, as spores will be found upon them, and these will be spread by the wind and insects.

Spotted leaves should also be picked off. In wet seasons the peonies should be closely watched. For the small garden, with comparatively few clumps of peonies, this treatment will be entirely practical and effective."

Bulbs should be ordered this month if you wish the pick of the new crop.

There are two fall blooming bulbs that would add to our September and October gardens. One is the Sternbergia, or autumn daffodil, and the other is the autumn crocus.

The bulbs should be planted in August and will blossom the same season.

The daffodil is a clear yellow and is good for cutting. These bulbs must be ordered as early as possible.

Lady bugs are our garden friends, destroying mult.i.tudes of aphides. They should never be killed.

Have you the following all ready for use?

For insects, bugs or worms that chew--or eat portions of plants--a.r.s.enate of lead, paris green or h.e.l.lebore.

For sucking insects, nicotine or kerosene emulsion.

For diseases, bordeaux mixture or ammoniacal copper carbonate solution.

A good sprayer.

_Remember_ our photographic contest.

BEE-KEEPER'S COLUMN

Conducted by FRANCIS JAGER, Professor of Apiculture, University Farm, St. Paul.

INCREASING COLONIES (CONTINUED FROM JUNE NO.)

[Ill.u.s.tration: Prof. Francis Jager's apiary at St. Bonifacius.]

To increase you must first make your colonies strong. One or more of your best colonies must be selected to raise queens for your increase unless you wish to buy your queen. Stimulate your queen raising colonies by feeding and not giving them any supers. The crowded condition will bring on an early swarming impulse, under which they will raise from twelve to twenty large, well developed queen cells each. The queens of your queen raising colonies should be clipped. When in due time a queen raising colony swarms, catch the queen and remove her and let the swarm return. Immediately after this swarm you may proceed to divide your other colonies from which you wish to increase. Put down on a permanent location as many empty hives as you have available queen cells in your colony that swarmed. Into one of these you put your removed breeding queen with two frames of brood and bees. Into each of the rest of the empty hives put two frames of brood with all adhering bees from your colonies you wish to increase. Be sure to leave the queens in the old hive after brood for increase with adhering bees has been removed. Thus you have now a number of new colonies with bees and two frames of brood but no queen. The rest of the hive may be filled with drawn comb or sheets of foundation. To prevent the bees from returning to the old home, stuff the entrance of the hive solidly with gra.s.s. In two days the gra.s.s will wilt and dry and the bees will come out automatically and stay in the new location--at least most of them. In the meantime being queenless they will be busy with raising queen cells on the two frames of brood. This occupation will make them contented, then on the seventh day cut out every one of their queen cells and give them a cell from your breeder colony. Your queen breeding colony on the seventh day after swarming will have ripe queen cells ready to hatch, with one queen probably out. If by listening in the evening you hear her "sing" and "peep" go next morning and remove all queen cells and give one to each of your newly formed colonies. They will be readily accepted, will hatch immediately, sometimes whilst you are removing them, but certainly the same or next day and begin laying in due time. From such colonies you may not expect any surplus honey, but they will build up rapidly and will be strong colonies to put away next fall.

[Ill.u.s.tration: ADMINISTRATION BUILDING (MAIN BUILDING), UNIVERSITY FARM, ST. ANTHONY PARK, MINN.]

While it is not the intention to publish anything in this magazine that is misleading or unreliable, yet it must be remembered that the articles published herein recite the experience and opinions of their writers, and this fact must always be noted in estimating their practical value.

THE MINNESOTA HORTICULTURIST

Vol. 44 AUGUST, 1916 No. 8

How May University Farm and the Minnesota State Horticultural Society be Mutually Helpful in Developing the Farms and Homes of the Northwest?

A. F. WOODS, DEAN AND DIRECTOR, DEPT. OF AGRI., UNIVERSITY OF MINN., ST.

PAUL.

The farm without its windbreaks, shade trees, fruits, flowers and garden, if it can be called a home at all is certainly one that needs developing and improving. There are many abiding places in the Northwest, as in every other part of the United States, that lack some essential part of them. The first and most important step with a view to correcting these conditions is to bring together those interested in home improvement to talk over problems and difficulties and to plan how to correct them and to interest others in the movement. This is what this great society with its auxiliary societies has been and is now doing most successfully. It is true that your work has been more particularly from the horticultural view point, but, as I said in the beginning, fruits and flowers are civilizing and home making influences.

There should be more horticulturally interested people from the farms affiliated with this society. Each farmers' club should have a horticultural committee. There are now about nine hundred farmers' clubs in the state, and the number is increasing constantly. These clubs represent the communities in which the members live. They include men, women and children, farmers, preachers, teachers, every member of the community willing to cooperate. They start things in the community interest and follow them up. The Agricultural Extension Service of the University is in close touch with these clubs. The horticulturists of the service especially might help to arouse the interest of the clubs in this movement. This society might offer some prizes especially designed to interest the boys and girls of the farmers' clubs. Each club horticultural committee should have representation in this society. Some of the prizes might be memberships or trips to the annual meeting. Many members of this society are members of such clubs. They could take the lead in the movement. In this way the society would keep in touch with the homes and communities of the state, and all would grow together in horticultural grace--and the other graces that go with it.

[Ill.u.s.tration: A Minnesota farm home with handsome grounds and modern conveniences.]

The gospel of better homes is like every other gospel. It must be taken to those who need it and who know it not or are not interested. The extension service of the University is organized to carry the message of better homes, better farms, better social and business relations to the people who need it. Farmers' inst.i.tutes, short courses, lectures, demonstration, farm supervision, judging at county fairs, boys' and girls' club work, inst.i.tute trains, county agent service, indicate some of the kinds of work in progress. The press is also a powerful factor in this work. The Minnesota Farmers' Library, which is made up of timely publications on all matters of rural interest, has a mailing list of fifty-five thousand farmers. From six to twelve of these publications are issued each year. "University Farm Press News" reaches regularly six hundred papers in the state. "Rural School Agriculture," containing material especially adapted to the needs of the consolidated and rural schools, reaches practically every rural and consolidated school in the state each month. "The Visitor" is a special publication prepared for the use of the teachers of agriculture in the high schools of the state.

The "Farmers' Inst.i.tute Annual" is a manual of three hundred pages published each year in editions of fifty thousand and contains material of interest to every farmer. Many special articles are prepared for farm papers. Every department of the extension service and college and station is in touch with the farm homes of the state through correspondence, and much valuable work is accomplished in this way. The aim is always to work from the home as the center, and from that to the group of homes const.i.tuting the community, the township, the county and the state, in an ever-enlarging circle.

[Ill.u.s.tration: A typical Minnesota consolidated school building.]

The greatest opportunity for better homes and better farms and a better country life is in enlisting the children of the country in the movement. When I say the children of the country, I do not mean to exclude the children of the villages and towns whose tastes may lead them countryward. We should never stop or attempt to stop the free movement between the country and the city. It is good for both. The children of today will be the farmers and farm home makers and the business men and women of tomorrow. Are the children of the farmers looking forward with interest to farming as a business, and life in the country as attractive? The movement to the city in ever-increasing numbers is the answer, but it is the answer to what has been and now is, rather than to what is to be. A new day is dawning, in which the brightest minds and the choicest spirits will again choose to live in the open country and make there the ideal homes from which shall continue to come the life and vigor of the nation. But if it is to be so, the schools of the country must furnish real intelligent leadership and the country church must come again to spiritual leadership. We must all help to bring this about.

Minnesota has a plan to accomplish this, and it is working out even better than we dared hope. Experience has shown that by consolidation or the cooperation of several districts, good results may be secured at no greater cost than the same type of school costs in town. The small school of today is expensive because it is inefficient. The consolidated school is giving the children of the country the education that they need and is doing it better than it can be done anywhere else. The consolidated school is becoming the rural community center. An important feature which has been adopted by many of the consolidated districts is the building of a home for the teachers in connection with the school.

This home may be made typical of what the modern home should be, not expensive but substantial, artistic, convenient and sanitary. The grounds should be suitably planted with trees, shrubs and flowers, and there should be a garden. The school building is also made to fit the needs of the community. The larger rooms may be used for entertainments, farmers' club meetings, lectures, etc. There should be facilities for testing milk and other agricultural products, examining soils, etc.

There should be a shop for wood and iron work, or at least a work bench and an anvil. There should be a library of good reading and a place to cook and bake and sew. There should be a typewriter, a piano or an organ, and such other conveniences for teaching and social center work as the community may wish and be able to secure, and, best of all, teachers living at the school who know how to operate the plant in every detail and to make it useful to the community.

[Ill.u.s.tration: An ideal plan for consolidated school grounds.]

There were nine of these schools five years ago in Minnesota. According to the last report of the Department of Public Instruction, there are 142 now, and the number is increasing constantly. The state as a state is behind the movement and is giving substantial aid, direction and supervision to these schools. When the forward movement was planned, plans were also made to train teachers and to give the teachers already in the service special work that would fit them to adjust themselves to the new needs.

The normal schools and the high schools teaching agriculture, manual training and home economics have adjusted their courses to meet this new demand. Six years ago the work had hardly begun. Today there are 214 high and graded schools teaching home economics, 177 teaching agriculture, 125 teaching manual training, and of these 121 are preparing teachers especially for the rural schools.

The College of Agriculture and Home Economics of the University of Minnesota is training the teachers in these subjects for the high schools and normal schools, and, in cooperation with the State Superintendent of Public Instruction, the Department of Agriculture has been conducting a summer school for rural teachers, where those already teaching and those planning to teach can get the training required to meet the new conditions and demands. Similar summer schools have been conducted in cooperation with the agricultural schools at Crookston and Morris. All together each year there are between 1,800 and 2,000 teachers taking these special courses. Every effort is made to bring to these teachers the view point of the new country life movement.

This society and the members individually in their home communities should stand squarely behind this movement. They should become thoroughly informed regarding it. It is the cornerstone of the new country life.