Mr. Rooper's Address 235 



the soil, and in all life that depends on it for sus- 

 tenance. These changes they will not merely observe 

 and then forget. They will find them considered of 

 importance by their teacher, and learn to discuss 

 them, and understand something more of them, by 

 conversational lessons. Their observations will be 

 used to make their book - studies clearer. When 

 theoretical teaching accompanies and illustrates prac- 

 tical work, it is far more easily understood and re- 

 membered by the scholar. One great advantage 

 of a garden for nature-studies is that the field of 

 observation is simple and definite, two limitations to 

 elementary studies which it is of the highest im- 

 portance to bear in mind. While preparing the soil 

 and the seed-bed, the scholars study the broad dis- 

 tinctions between sand, clay, gravel, and mould. 

 While sowing the seed they study the germination 

 of seed, while tending the plants they study the parts 

 of a blossom and the formation of fruit and seed. 

 They also study the insects and birds which help 

 or hinder the gardener, and the moulds, fungi, and 

 various weeds which blight or choke his crops. They 

 also learn to record wind, warmth, cold, drought, frost, 

 snow, hail, and learn the use of the barometer, ther- 

 mometer, and other weather-recording instruments. 

 Here again the explanation of the make of these 

 instruments accompanies the daily use of them. To 

 awaken a spirit of wonder and curiosity is a step 

 towards creating a desire for knowledge. Most boys 

 learn with greater zest when they see clearly the 

 practical application of theoretical knowledge which 

 is so laboriously attained. 



Besides positive knowledge, the work in the garden 



