52 Nebraska State Horticultural Society. 



It must always be remembered that Mind acquires knowledge by 

 exerted inner energy. It can not be filled like you fill an evelator by 

 dumping in load after load. The teacher can, however, excite the de- 

 sires and give direction to the mind thus stimulated. 



It is true that there need not be long intervals between the lower 

 and the higher activities, between observation and reason. In truth, 

 the different faculties of the mind seem to be present in the young, 

 child, some less active than others, as though awaiting their time for 

 the grooming which each is to receive in its time. 



As observation precedes reason, so it becomes necessary to give- 

 attention to this faculty first. But what is it that now readily appeals 

 to the child? The mind being self acute is seeking objects of interest,, 

 which interest we will find centered in the use and action of things first 

 of all. After this they seek other fields, in which substance, place, form' 

 and color come in regular order, and receive each, due consideration. 



Having thus taken a hasty glance at the natural order in which: 

 the child receives most readily its instruction we will try next to show 

 why the subject of Horticulture should be taught early in the common 

 schools of our country. 



1. It appeals to the child. Observe small children five years ot 

 age, or even younger, as I have been permitted to do, and thought it ma/ 

 be a surprise to most of us, they show a skill in their ability to learn 

 the names of plants and flowers, that is remarkable, and is only equaled 

 by the interest they take in the subject. 



2. It opens the door to a laboratory into which they may enter, 

 that is so complete that no university with its most munificent legisla- 

 tive appropriation can hope to purchase a better. A laboratory where 

 they experiemnt is a divine revelation to the learner, — where the in 

 terest is secured at the start, and held to the end, — where our eyes are- 

 taught to see and our ears to hear the beautiful visions and sweet 

 baromines in this great universe of ours. Can there be a nobler pur- 

 pose in education than this? 



3. It is the practice school in ethics. 



When the student leaves the common schools and enters college, 

 he has for the first time, as a rule, an opportunity to study Moral Ethics. 

 A text is placed in his hand and he is soon to have an intellectual grasi> 

 of man's duty to man. But what of the heart's grasp of man's duty to 

 man? Can that be taught by abstruse and learned lectures in the class 

 room? It might as well be said that the stature of a boy should in 

 crease by telling him to grow, as to say that he will get a clear grji''- 

 of the ethical problem without the proper heart food whereby his sei- 



