1869.] ON THEORETICAL INSTRUCTION. 125 



Such being the case, I concluded that trenching would be the best 

 means of getting rid, to a certain extent, of the enormous number of 

 weed-seeds that necessarily must occupy the surface of the soil. I 

 therefore determined that all the space not occupied by permanent 

 crops should be trenched. However, circumstances over which I had 

 no control occurred, and prevented me carrying out my intentions. I 

 was therefore obliged to be content with getting one-half trenched, 

 the remainder being dug in the usual way. 



Now, if I had been able to have liad the whole trenched as intended, 

 I would have had no means, during the past summer, of comparing the 

 difference between the crops on the trenched and those on the un- 

 trenched quarters. As it was, I had an excellent opportunity of not- 

 ing the beneficial results arising from deep cultivation. The various 

 crops on the trenched portion succeeded entirely to my satisfaction, 

 whilst those on the untrenched were in most instances a decided 

 failure. 



It is unnecessary for me to describe here the mode of trenching, as it 

 is known to all gardeners ; but I may state that, in this instance, I had 

 a quantity of decayed leaves wheeled on to the quarters, and, as the 

 work proceeded, laid with a paring, about 3 inches in thickness, of 

 the surface-soil at the bottom of the trench. I was very particular in 

 having the paring placed as low down as possible, for the reason pre- 

 viously alluded to — namely, the getting quit of weed-seeds. 



Let me, in conclusion, urge every gardener who wishes for good and 

 tender vegetables, to have, at least, a portion of the kitchen-garden 

 trenched every year. J. H. 



OK" THEORETICAL INSTRUCTION". 



Peemising that a certain amount of education is necessary before 

 any trade can be learned, it does not follow that a sound theoretical 

 education is either necessary or of primary importance to a young 

 gardener. The thing of first importance to him is useful knowledge 

 — i.e. J knowledge bearing immediately and directly upon his own busi- 

 ness. But education and knowledge are two distinct ideas, hence 

 there is often a vast amount of educating, yet little knowledge. The 

 former is a mode — the art of imparting instruction ; it must have an 

 actor and an object. Knowledge is power — an intellectual substance 

 — therefore it may exist alone ; but this power, to be useful, must be 

 practical : it may be ornamental, but if not exercised it is useless. It 

 follows, then, that speculative knowledge is useless in learning the trade 



