SECRETARY'S PORTFOLIO. 405 



ought to require — as other nations are doing by legislative enactment — that 

 every teacher should pass an examination in the principles of soil and plant 

 culture, and that practical lessons in these principles should be given in every 

 primary school. It is a consideration that concerns everybody ; and one that 

 eminently deserves forethought and timely action, because years must pass 

 before it can be carried into full effect. During these years, all our really good 

 soil will be occupied, and millions of our acres reduced by thoughtless or igno- 

 rant management to a lower and lower state of production ; while our forests, 

 which require a century for recovery, will have been wholly despoiled. 



Lately a yard was seen, not very large, where about 400 children daily play, — 

 in a railroad town with its full proportion of "street Arabs," — yet there have 

 been for years growing in it a great variety of plants, vines, and trees, with a 

 handsome flower-bed gracing the front, all as safe as in any private grounds; 

 the leaves unbruised and dense enough, — in the case of one vine supported only 

 by a stake, giving shelter to a bird's nest within the reach of all hands above 

 ten or twelve, yet so secure that the young were safely hatched. No rules exist 

 for the preservation of these plants, but there is an offer of a reward of $50, 

 posted up, for the conviction of the spoiler of a tree, outside on the streetway. 

 No teacher betrays personal anxiety; but a feeling of pride and possession is 

 gently instilled, and every plant in the yard becomes dear to each pupil. They 

 are often subjects of pleasing and instructive talk and object lessons. 



For lessons in soils, etc., it is a first requisite that our normal schools prepare 

 teachers on the subject. There is as yet no good text-book upon it in our edu- 

 cational lists. — JVew York Tribune. 



ORNAMENTING SCHOOL GROUNDS. 



I wish to add a word in favor of the effort to awaken an interest in this 

 important subject. 



It seems to me to be one of the greatest needs in our present system of edu- 

 cation. Our school-houses and surroundings (almost universally) are a blot 

 upon our civilization instead of the bright green spots of beauty they should be 

 — attractive and elevating to look upon. 



They are, I am sorry to say, a pretty true indicator of a great lack in our 

 national character — a lack of polish and politeness of manner. 



In some respects we are a very artistic people. In no other country in the 

 world are the tools and implements used by all kinds of laborers made with 

 so much reference to symmetery of shape and style of finish as in this country, 

 and a spirit of rivalry exists which keeps up the standard and educates the 

 taste to appreciate the worth of this development of the love for the beautiful. 



No boy is willing to be seen with an ax-handle, a sled, or cart that he has 

 made for himself, that is finished in a clumsy, coarse manner. This is as true 

 among the farmers' boys as any where, and is in striking contrast to the coarse, 

 clumsy implements which are home-made by farm laborers in any other 

 country. 



The same may be said of all our manufactured tools and implements. An 

 English dealer in Norway once said to the writer that no other people under 

 the sun could turn so neat a handle for a screw-driver and that he could tell 

 American tools as far as he could see the handles. 



In our architecture, in town and country, we average far ahead of other 



