362 
Garden Work 
dren. The writer has had experience of teaching in a school garden — if 
such it could be called — where there were only the regular oblong plots, like 
so many stalls in a stable, devoted to the cultivation of vegetables only. 
Can anyone wonder at the lack of enthusiasm and energy in the children 
in such a garden? But the change was magical when the arrangement of 
the plots was altered, and some flowers were introduced. The enthusiasm 
rose to a very high pitch, and there was no difficulty in getting even the 
roughest of the garden work done expeditiously. Some of the showy 
annuals are perhaps best suited for this work, such as Candytuft, Godetia, 
Linum, Nasturtiums (Dwarf), & c. For the side flower borders, perennials 
and biennials should be used, arranging them according to their height, 
time of flowering, colour of flowers, &c. The methods of propagation 
suitable for each kind should be carefully practised, and the flower borders 
should be kept tidy, and scrupulously clear of weeds. Nothing has so 
refining an influence on a person as the cultivation of flowers. No one 
can come into contact with such absolute purity as we get in some of 
the lilies, roses, carnations, &c., without being affected by it, or come 
under the influence of the perfume of the Mignonette, Sweet Peas, &c., 
without thinking of the loveliness of these flowers, and to think of 
anything lovely is to raise ourselves above the coarser part of our natures. 
Therefore flower culture should form a very prominent part of school 
gardening. 
The children should be taught to keep their eyes open in the garden, 
to take notice of every detail in connection with the soil, plants, &c. 
They should be encouraged to talk to each other about their plots and 
their crops (not by any means idle gossip). In this way they can reason 
out things for themselves. In a school garden a boy was at a loss to 
account for something that had happened to his plants. Another volun- 
teered an explanation, which, on further consideration by all, was generally 
accepted. Under such circumstances, it is wise for the teacher not to 
interfere, but he should keep his ears open, and if any wrong conclusions 
are arrived at, and accepted, he should correct them. The teacher should 
always encourage the boys to question him about their work, but he should 
not be too anxious to tell them all, or they will come to rely on him, and 
not use their own brains. He should rather question them further, and 
bring them to see the answer to their own question. This would encourage 
self-confidence, and make them think for themselves. 
Gardening requires much thought and care. In all other trades and 
professions there are certain rules for guidance, or certain examples to 
