live that it ^e pure — unspotted, that is to say, 
ny of themeart|iat may lie on the edge beyond 
on the pastA Within. Colours also should 
i true and fastAnot fading into weaker shades 
the other parts qf the flower grow old. 
last remaining \portion of colouring on the 
is that wonderfVl circle of green, or grey, 
le, that bounds tAe blossoms, and determines 
nature the class tV which a variety belongs, 
gather into one 'Aord that important point, 
are which the flowem of all the classes should 
;ion to all their zoni, and that single word is 
e. Taking the pistil fes the centre, then across 
If-flower as a radius-line, the tube, paste, body, 
:dge, should be in tfte proportion of equal 
hs. The tube should \ be bold, with highly- 
■ped anthers, and the paae quite its full breadth ; 
adeed, in the case of thaselfs, rather over that, 
them the body colour! really represents two 
and therefore for good b^ance the paste should 
mt rather more than onfe, or the flower will 
leavy. Body colours flask towards the edge, 
:e not to run out at the Wtal- corners, or an 
,r look is the result. HoweVer, the body should 
)nsist of only flashes, but nave a solid foun- 
-ring, the more solid the b^ter. Where this 
so, the pencilled work has aUhin and scratchy 
•ance. \ 
Culture. \ 
Lo the culture of the florist’s Auricula, it is not 
the province of this lecture Uo give you a 
ete calendar of cultural operations. But it is 
ng for a moment to peep into the potting-sheds 
; old masters. It was a school bf cookery for 
Luricula, in which the plants themselves were 
victimised. The compost-heaps Were not so 
an honest provision-shop for the power, as its 
flioner’s or druggist’s, where it wasVorced either 
ke itself ill with sickly sweets, or wAs overdosed 
dire stimulants, till after a flash « burning, 
ful life, it died. One professor of bong ago, 
ig in dialogue, conducts a horrified \ neophyte 
I his compost-yard, where the young banner is 
letely upset by an inspection of horribjfe effects 
the slaughter-house, sugar-refinery, anfi other 
;es of refuse. “Our compost,” says the master, 
a vile compound, “ is now in fine killing Wder ; 
luld poison an Oak tree ! ” No ; cut for\ your 
;s a few sods from a pasture which the butteVcups 
tell you is sound and rich ; ramble in the woods, 
instead of a cornucopia of wild flowers, bring 
, what you can carry of mellow leaf-mould ; ask 
gardener for a slice of the hot-beds that grew last 
’s Melons or Cucumbers ; make about equal parts of 
ou have, with, say, charcoal to keep it open, and 
have all the Auriculas will care to ask for. As 
New Garden Plants. 
doing. The Department arranges tne t^ouc, w. 
course, the sanction of Parliament, and by the ' 
when approved, all school authorities are bound 
schools of an elementary kind are continge 
existence almostt as much upon the grant earn 
upon rates or omer means of income. This gi 
given for results obtained by attendance throug 
year, and by pasies in reading, writing, and 
metic. It is thekfore of the first importanc 
these subjects shiuld have full prominence, 
remain, in the wfey of securing additions t 
grant, certain spetial subjects, of which moi 
taught in towns, where the average intelligei 
higher, and fewer m the rural districts, when 
always lower. Tha most common of special sn 
are grammar, geography, and history— all dr 
somewhat monotonous topics — whilst, unde 
Science and Art Department, drawing may be a 
In addition to thei, girls have needlework 
special subject, and Very considerable is the ai 
of time taken from intellectual training in this 
and pottering with khitting, samplers, &c., mi 
the mental detriment ojf the children. So much, 
fore, has to be compiiessed into the few hours 
that the school is open! that there is no time for 
subjects ; and it is obvious that until some pres: 
put upon the DepartnJbnt to change the Code 
as relates to the subjects taught, very little c 
done in teaching elen^ntary science, or simp] 
jects such as are indicaied in your leader. 
In respect to teachers, so much is demandec 
them in knowledge of ordinary subjects that it 
in towns, where there are provided special te 
and centres for science learning, they can acqui 
knowledge concerning them. A pupil-teache 
pass severe examinatifi^in reading and m 
exercises, in English j rammar and compositi 
arithmetic and mathematics, in geography, h 
and music, and, wher( possible, drawing, an 
show great proficienc] in class teaching. E 
also go in for some fc reign language. Whe 
understood that all this knowledge has to be a( 
before or after school hours, and the drudt 
several hours’ teaching has exhausted th 
energies, it can be eaAly realised that teac 
training have little spare pme, or disposition, 1 
up in scientific topics. To compress more 
into the ordinary school nours of children is 
sible ; and therefore what is wanted is a re-« 
; of the Code, so that! subjects likely to 
real value to learners i 
r life may be sul 
for others that are less important. But 
endeavoured to impress iny own school ; 
colleagues with the advantages drawing p 
over history, but was met with the stolid ( 
that history— for school history consists of 1 
.. - 1 nf ftntps—is Pood trainim 
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