GARDENING FOR CHILDREN. 
J57 
men enough in a regiment well acquainted 
with the gardening necessary for barrack 
supply, to enable them to be changed or 
take turns. Of the crops, the culture, and 
general routine, as well as of the laying out, 
and apportioning the ground to different 
uses, we may write hereafter ; all we have to 
do with here, is the principle, and the practi- 
cability of gardens for barracks ; and this 
once admitted, we may offer details, rules, 
regulations, and useful hints for carrying out 
the plan upon the most effective scale. 
Canterhury Bell. 
Wallflower. 
GARDENING FOR CHILDREN.* 
Befoee noticing the second edition of a 
little book under the title we have quoted at 
tiie head of these remarks, we shall briefly 
explain our ideas as to the proper manner of 
teaching juvenile gardeners. 
The greatest care should be taken to let 
the pupil's very first lessons be good in their 
way, and to explain the motive for the act. 
Show the young horticulturist how to dig, 
and tell him why the ground is dug — what is 
the efi'ect of digging. Show him how to use 
the hoe and the rake, and tell him why they 
* " Gardening for Children." Edited by the Rev. 
C. A. Johns, B.A., P.L.S., author of "Botanical Ram- 
bles," " Forest Trees of Britain," "A Week at the 
Lizard," &c. Second edition. London : Charles Cox, 
King William-street, Strand ; OliYer and Boyd, Edin- 
burgh ; and J. EobertsoU) Grafton-street, Dublin. 
are used. See that he is not allowed to do a 
single act in his garden, without first knowing 
its object ; and by no means allow him to do 
anything that is improper. 
Make him begin by raising plants himself. 
Let him sow the seeds, and see their progress ; 
choose for him some that soon perfect them- 
selves, others that are longer growing ; some 
that are to bloom where they are sown, others 
that require, or that, at least, will bear 
planting out. The chief should be annuals ; 
but a few biennials and perennials will be de- 
sirable for appearance, and he will thus easily 
be taught the difference between these three 
very distinct classes. Where there are many 
pupils, or, indeed, more than one, see that the 
same subjects be not raised by several, because 
it would incur a waste, and lessen the varieties 
