IRISH GARDENING 



2$ 



School Gardening. 



" If any choose to be critics, it is but saying 

 they are critics ; and from that time forward they 

 become invested with full power and authority 

 over every caitiff who aims at their instruction." 

 So wrote Oliver Goldsmith, and his words are as 

 true in our day as they were in the middle of the 

 eighteenth century — so much so that they make 

 one pause before undertaking the role of critic. 

 None the less when an importunate editor insists 

 on a contribution, and puts into one's hands a 

 book* which he wants reviewing, it behoves any 

 well-wisher of Irish GARDENING to give such 

 help as he can. Unfortunately, however, this 

 particular work opens up a question of such 

 moment that the sale of a few copies more or less 

 of it sinks into utter insignificance beside the 

 meat issues involved. Before, therefore, descend- 

 ing to details let us consider what is meant by 

 " school gardening," and — clearing our minds of 

 prejudices— try to determine whether gardening 

 in any form should find a place on the school 

 time-table. 



It is true that many would-be educational 

 reformers in this ami other countries (and 

 especially in the United States) have no doubt 

 whatever on the subject. But confidence is as 

 often begotten of ignorance and inexperience as 

 of knowledge: and it would be well, therefore, 

 that all put in authority over our schools should 

 examine carefully the claims made on behalf of 

 this new candidate for their suffrages. 



We are told that to teach gardening to boys 

 in our village schools will tend to keep people on 

 the land, and thus do something to supply the 

 deficiency in rural labour. It is very doubtful 

 whether this would lie its effect. Even, however, 

 if it were so. that is no justification for our 

 stunting the intellectual progress of the whole, 

 and handicapping them in life's race, in order that 

 some may be constrained or induced to furnish 

 cheap labour on local farms and domains. For 

 it must be remembered that a countryside — at 

 any rate under present economic conditions — 

 can offer a living wage to only a small proportion 

 of the youths it rears, and further, that the in- 

 troduction of every fresh subject into the school 

 curriculum means diminished efficiency in the 

 teaching of the rest. Now, there are certain things 

 every boy, whatever his future calling is to be, 

 has a right to be taught, and taught so well that 

 they remain to him sources of power and pleasure 

 through life. The time spent at school is not long- 

 enough for more than these essentials — and 

 gardening is not one of them. 



Again, it is hoped that by teaching practical 

 horticulture in schools cottage gardens will be 

 improved and the amenities of village life in- 

 creased. This is a very praiseworthy object, but 

 the price to be paid for it is too high. Moreover, 

 it is a reform that may well be effected by other 

 agents than the village schoolmaster and his 

 pupils. On them devolves the higher duty of 

 raising the whole intellectual tone of the country. 



We are told. too. that the teaching of gardening 

 will have a wonderful effect in increasing the 

 interest of the children in the things around them. 

 and that this effect will prove such a stimulus to 

 their intellects as to more than compensate for 

 the time absorbed. But the essential subjects 

 must be very badly taught if such stimulus is 



*" School Gardening," with a Guide to Horticulture. By A, 

 Husking. Ip. xi. 326. 'London : W. B. Clive. 1912. ) Price, 3s. 6d. 



tt 



.needed : and the teacher who will kill the interest 

 of these is not likely to make gardening an 

 educational instrument . 



That our author — who occupies a responsible 

 position as supervisor of school gardens in the 

 west of Scotland — fails to do so is evident from 

 nearly every pane of his book — a book which, be 

 it said, is intended primarily for teachers and is 

 included by the publishers in their series of 

 " Text-Books on Education." This is an extract 

 from the chapter dealing with manures. 



"The application ol farmyard manure and 

 probably all organic manures, and also nitrate of 

 soda, diminishes the loss of carbonate of lime in 

 the soil. Sulphate of ammonia removes half its 

 own weight of lime and nearly the whole of its 

 own weight of chalk from the soil, but an applica- 

 tion of lime restores the balance in the soil. 

 Lime is also being constantly removed from the 

 surface soil by rain. Lime does not sink in the 

 soil as is generally supposed, but the soil is raised 

 by earthworms on grass land, and on arable land 

 the lime wastes by solution." 



Remembering that no one can teach up to the 

 border-line of his own knowledge, we can form 

 some idea of the chaotic state of mind of a pupil 

 of a teacher deriving his information from the 

 above. It would lie difficult to find a better (or 

 worse) example of how not to teach. It is just 

 these half explanations and strings of facts that 

 have been the curse of horticultural and agricul- 

 tural teaching so called : and one expected some- 

 thing better from such an author and such 

 publishers. We would advise them both to con- 

 trast with the above the following from E. .1. 

 Russell's charming little work,* " Lessons on 

 Soil " :— 



'" We will make a few experiments to find out 

 what lime does to clay. Put some clay on to a 

 perforated tin disk in a funnel, just as you did on 

 p. 1 1. press it down so that no water can pass 

 through. Then sprinkle on to the clay some 

 powdered lime and add rain-water: Soon the 

 water begins to leak through, though it could not 

 do so before : the addition of the lime, therefore. 

 has altered the clay. 



" Lime has a remarkable action on clay. It 

 makes the little, tiny pieces stick together to form 

 feathery flocks which sink in water : lime there- 

 for causes muddy clay water to become clear. 

 The flocks cannot hold water back, and hence 

 limed clay allows water to pass through. Limed 

 clay is also less sticky than pure clay." 



What school gardening is apt to degenerate 

 into may be gauged by the following extracts 

 from a pupil's note-book, given by the author. 

 They represent the work done at four successive 

 weekly lessons : — 



" 16th Sept. — This week I revised my notes 

 on soils, and then went outside and gathered the 

 radishes, potatoes, beans, and peas. 



" 23rd Sept. — This week I revised my notes on 

 soils, filled in my weather report, and helped to 

 plant the garden frame. 



" 30th Sept. — This week I continued revising 

 my notes on soils, tilled in my weather report, and 

 went outside and began to clean my tools. 



" 7th Oct. — I finished revising notes on soils. 

 I then went outside and started to trim the 

 hedge. I also got a lesson on how to take 

 cuttings of plants and how to place them in the 

 cold frame." 



* It is strange that this suggestive little work should be omitted 



1 1 < <i 1 1 tne (absurd; list of Works of Keferenee recommended by Mr, 

 IToslring 



