HORTICULTURAL EDUCATION. 



155 



for good work no one can honestly deny. In this, however, ahnost 

 everything depends upon the teacher. If he, or she, he an enthusiastic 

 gardener, albeit an amateur, all will be well — very well. Give every 

 possible encouragement and facility to such a school and such a teacher. 

 But if the teacher be half-hearted — prefers not to teach the subject, or, 

 even if he does not mind doing so, considers it immaterial — unless 

 enthusiasm can be awakened I think it would be much better to leave out 

 the subject at that school. Enthusiasm is in such cases much more 

 likely to be engendered in the child's own garden than under such 

 conditions. Moreover there is a great danger that these school gardens 

 may monopoHse too much of the child's precious time to the neglect of 

 its general education. Connected with the work of school gardening is 

 the much older subject to which the new name of " nature study " has 

 now been given. As an introduction to an intelligent study of agriculture 

 and horticulture this subject has great possibilities, although as a pioneer 

 teacher of natural history and allied subjects I have to admit great 

 disappointments with the practical results yet obtained. This is perhaps 

 scarcely to be w^o'?dered at, when one considers the lines along which it 

 has been developed.- My ideas of what it should be may be outlined as 

 follows : — 



Let the senior scholars of our schools make a map of the district, say, 

 the village ; mark on it roads, paths, and places of interest which they 

 know or can inspect. Let them note the kinds of plants which grow 

 under cultivation, and more particularly the natural herbage, how 

 plants grow, and any modifications under various conditions. Induce the 

 children to WTite descriptive accounts of their own observations and so on. 

 In this connection mechanical principles should certainly receive atten 

 tion. Are two children see-sawing ? Let the teacher show how a small 

 boy can balance a big one, and from it deduce and show by proper 

 application how a person can dig more easily and effectively if applying 

 aright the principles of the lever. Is a horse drawing a load ? Show the 

 use of each part of the harness and what would probably happen undei 

 various conditions if a part were left unfastened or broken. Show the 

 frightful difficulties under which farm horses often labour in drawing a 

 heavy load uphill with a tight bearing-rein on. Show the effects of the 

 common practice of hanging coats and other articles on one side of the 

 collar of the horse. All such items I would include under the term 

 "nature study," and all is calculated to interest and to instruct the child 

 and to incline it towards a love of country occupations. 



Turning to the last division — private effort. Before the compulsory 

 Elementary Education Acts attempted to place the key of the Temple 

 of Knowledge in the hands of every child there were those — there 

 doubtless always have been — who by dint of perseverance have educated 

 themselves. To-day the number of self-edacated persons is probably very 

 large. The early difficulties — the triumphs of these — have been and are 

 not in vain. Can we stimulate many others to self-help, to private 

 study ? The kind of nature study which I have indicated is one means 

 towards the end. Every effort should be made to induce children to love 

 their studies, and thereafter to love their life's work. To this end I would 

 insist upon a thoroughly good general education, not merely the three R's, 



