STATE HORTICULTURAL SOCIETY. 291 



These few instances may suffice to show the salutary effects of "Nature's silent 

 teachers," and now the question is, how may this idea of surrounding our school 

 houses with beautiful things be carried out? 



Although many will admit that it would be of lasting benefit to our children, yet 

 doubtless some objections may be raised by practical people who can see no use in 

 all this 



The first objection raised will probably be that such grounds as are proposed 

 •could not be kept in order, the children in their plays would destroy them. Well, 

 that has weight, but in laying out the grounds, a part could be reserved for a stamp- 

 ing ground where the boislerousness might be worked off, for we who have brought 

 up children know they must have a chance to romp and make a noise, and we would 

 not entirely restrain this bubbling over of animal spirits, but a part of the plan pro- 

 posed would be to teach them to respect the rights of others, and a pride in the 

 -ornamentation of their school surroundings could be so encouraged, that they would 

 feel a sort of ownership in them and would foster the beautiful things and guard them 

 from harm. In a township near Columbus, Ohio, an acre or more of ground sur- 

 rounds each school house in which are various kinds of trees, shrubs and evergreens 

 and a teacher is made responsible for the preservation of the plant and trees. A 

 plan is proposed by an old school teacher in that state thaf might work well here: 

 "At a certain time of the year suitable for the purpose, there should be an Arbor 

 day and the trees should be planted by the pupils, who would feel a sort of interest 

 in them and protect rather than destroy them" — there too tlie girls might have 

 flower beds and plant seeds, set out roots and slips under wise guidance, thus all 

 would learn much of tree culture, of the habits of various plants, and botany would 

 thus be taught in a most practical way. This plan, too, would train and educate a 

 great army of helpers in our horticultural societies, who would understand 

 thoroughly what can only be learned by practice and experience, and would be pre- 

 pared to give to the public the benefit of their knowledge. 



1 have thought there might be auxiliary horticultural societies in our schools 

 from which should come delegates to our regular meetings, bringing reports of their 

 work, tJie preparation of which reports would be of great benefit to the young people, 

 and, it may be the older ones could gain some hints from the experience, the suc- 

 cesses and failures of the children. Such auxiliaries properly organized would be 

 •exceeedingly stimulating, and the officers would carefully guard these experimental 

 school gardens from depredations. 



In the care of children, [ have noticed that giving them something to do and 

 holding them responsible for the doing of it, making them feel that it is their work 

 ■entirely, acts most beneficially, and while learning lessons which would do them 

 good all their lives, from this work proposed for them, they would be fitting up 

 little parks all about us, thus conferring great pleasure and benefit upon the whole 

 community. And not least among the benefits to be derived from this scheme, 

 would be furnishing occupation for leisure hours and leaving no time or room for 

 that mischief which wise old Dr. Watts tells us "Satan finds for idle hands to do." 

 Then as a measure for encouraging in our children a love of nature's beauties; for 

 promoting and stimulating pure healthful thoughts and inclinations; for awaking 

 up feelings and impulses which mak^ lasting impressions for good on the young 

 lives for whose future we are in a measure responsible, and for lighting up our 



