ANNUAL MEETING. 205 



mean Ji conception of the subject that is adapted to their understandings and 

 lives. In other words, to tliinl< as a child, and to speak as a child, which 

 should certainly be the prominent traits of those who would be successful 

 teachers of children. Kind, sympathetic, parental teaching, is undoubtedly 

 the very best that can be applied to children, and that which is most likely to 

 be eminently successful in its inlluences. Parents, you should exercise the 

 very best of care as to how and what you teach your children. I would say by 

 way of advancement, in the first place, 



ENCOURAGE THE CHILDREN 



to observe and care for plants. Give them simple lessons of plant life from 

 the flowering plants on the window sills of your sitting room. Instruct them 

 concerning their leaves, stems, flowers, roots, and, if need be, concerning the 

 insects that may attack them ; and teach them to water the plants and provide 

 for their simple needs. Then give them plants to manage for themselves, and 

 in the pure, bright weather of our pleasant spring-time you may further 

 instruct them to make and manage their own beds in the open border, and to 

 care for them. Get them to help you make your garden as a means of inter- 

 esting education to them, and although the fair and delicate skin may be 

 somewhat browned, the beautiful rosy cheek somewhat sullied, and the tender 

 fingers somewhat hardened, yet they will be getting healthy muscles and 

 nerves, and fine conceptions that will be worth far more than wealth to them. 

 Flowering plants, that is, plants that are cultivated solely for their beautiful 

 blossoms, are the best to commence with, as they most directly administer to 

 the inherent love of beauty in the nature of the child. Thus they may be 

 encouraged to care for other and more useful plants, as strawbei'ries, raspber- 

 ries, etc. These fruit-plants ppssess many advantages for education of chil- 

 dren in the ease of management and the rich and sure rewards of beauty and 

 pure enjoyment. Boys' gardens may differ somewhat from the girls', but the 

 same general principles are applicable to both at their early time of life. 

 Take them with you in an 



EXPLORING EXPEDITION 



To to the fields and woods, and encourage them to find specimens of plants 

 and shrubs, and enquire of you their names, qualities, etc. I now have 

 pleasant memories of this very enjoyable exercise when being out botanizing 

 with the children of the day school. They may be provided with baskets and 

 trowels, and encouraged to carefully take up and bring home specimens of 

 plants, shrubs, trees, leaves, nuts, or flowers they may find in their rambles. 

 When I reflect upon the advantages for horticultural education that the chil- 

 dren of to-day have placed within their reach, I cannot help but think that 

 had I possessed these, as they do, what a noble specimen of cultured humanity 

 I might have made. But I must not forget 



THE WILD GARDEN. 



This, for children, if properly commenced, may be a very precious invest- 

 ment, and a useful experience. Give them a plot of ground to be called and 

 known as theirs. Ownership here is an important factor in the results. In 

 some corner of the plot they may be instructed to bring and plant all those 

 things they may find in their rambles that are wild and uncultivated, either 

 plant, shrub, or tree, from the fields and woods. By carefully tending them 

 they will often get fine results, and by watching their growth and development 



