7 
Almond or some far inferior fruit the luscious Peach and Nectarine; 
and not only have the fruits, grains, and roots, under the directing 
care of the cultivator, been greatly improved, but kinds have been 
obtained which produce their crop at different times of the year. 
Thus by planting various kinds one may gather from iiis garden the 
same kind of fruit through several months of the year. Amongst the 
indigenous plants are many which w'e may anticipate, at probably an 
early date, being taken in hand by the cultivator and made to pi^oduco 
some of the necessaries or luxuries of life. At the present it may bo 
thought unnecessary to trouble ourselves with the work of obtaining 
fresh useful fruits, &c., considering the vast number now in cultiva- 
tion ; but we should bear iii mind that we miglit obtain strong healthy 
kinds which would be found more suitable to our variable climate. 
The subject is one that a tcaclior might at times point out to his 
pupils. He could point out that the grain of some of our grasses is 
little inferior to wheat; that some of the native Ipomasas nearly equal 
their ally the sweet potato ; that a large number of the indigeuoua 
fruits, even in their wild state, are used by the settler, and are 
undoubtedly wholesome and agreeable ; and that some are more or less 
closely allied to the highly prized fruits of cultivation. Atteutiun 
might also be directed to the valuable or useful properties of some of 
our native plauts. This the children themselves iu some instances 
have observed, and put their knowledge to a practical use, for at times 
we find them gathering the leaves of the Ked Ash {Alphitonia exceha) 
to use as soap to take from their hands the stains of ink. 
Seeing, then, how useful and necessary plants are to our well- 
being, surely it will be allowed that some little knowledge of this moat 
important branch of natural history should bo possessed by all. They 
are probably the first natural objects which delight our children ; so 
one might easily imagine that little labour would be required to induce 
the young to take a further interest and to acquire some little kiiow'- 
ledge of their names and the characteristics which distinguish .species 
from species, genus from genus, order from order, and class from class. 
Teachers must not fancy for a moment that I am advocating that 
some additional subject be taught, for really too many things are 
attempted already. I am not asking for Botany to be added to the 
long list of subjects now taught. I am rather asking, particularly the 
country teachers, to look around them upon the wonders of the 
Vegetable Kingdom, to make themselves conversant with the plant life 
of their district, so that when the scholars bring flower or fruiting 
shoots of the plauts to the school they may be able to give some 
information I’egarding the same in a casual way, which may have the 
effect of awakening in the young mind a desire to know more of plant 
life. 
Now let us imagine a case or two by way of example : Suppose, 
for instance, a shoot be brought of the native Kosella {^ILibkcitti 
hetfrophyllim), Tlie botanist places this plant in an order or family 
of plants agreeing in general characteristics with the Mallow {Muloa)y 
whence the name Malvaceae. It would be well to explain all these 
words whenever used, as by so doing it would make the subject more 
attractive. Thus it might be pointed out that the nanie Malva was 
given because of the soft mucilaginous qualities of the plants ; 
that this property was more or less present in all plants of the 
