493 
JOURNAL OF HORTICULTURE AND COTTAGE GARDENER, 
[ December 8, 1892. 
ditions for exhibitingjso clearly expressed that it would be easier 
for them to be comprehended than misunderstood by the majority 
of cultivators. We should like to know what objections can be 
urged against a class designated neither “ herbaceous ” nor 
“ perennial,” but “ hardy border flowers?” This has at least the 
merit of simplicity, and has a good old English and very familiar 
ring about it. It is also more comprehensive than either of the 
other technical terms, and may indeed be too comprehensive. It 
would include annuals and flowering shrubs grown in borders ; and 
“ Why not ? ” some may ask. “ Why exclude Sweet Peas and Tea 
Roses?” Others would prefer their exclusion. It would be as 
easy to reject or admit them by the insertion or otherwise of a 
proviso. A class entitled for example, “Twelve bunches of 
hardy border flowers, distinct ” (annuals and shrubs excluded), or 
either one or the other, would surely be clear to all. 
But while a class thus entitled would be clear enough as 
indicating the classes of flowers, in another respect it is most 
faulty, and purposely so rendered to show its incompleteness. 
Under such conditions a person could show as many Pinks, say, or 
any other kinds of flowers, as he liked, and could not be disqualified 
if the varieties were distinct. It is imperative that the word 
“ kinds ” be added to such a class, as “ distinct kinds ” means that 
only one variety of each is admissible in the absence of a note to 
the contrary, such as “ a light and dark Delphinium,” ora “light 
and dark Phlox ” admissible, as suggested by Mr. Shanks. This 
would be more appropriate in large than small collections, on the 
same principle that two dishes of Peaches, Nectarines, and Plums 
are admissible in large collections of fruit. 
Another matter ought to be clearly comprehended by exhibitors 
—namely, that the number of varieties mentioned in schedules must 
not be exceeded. Thirteen or more varieties in a class for twelve 
disqualifies, yet scores of stands are seen yearly which contain two 
or three varieties of the same kind of flower in a bunch, such as 
Antirrhinums and others, and all such ought to be disqualified, 
as many are, because not in accordance with the schedule. Matters 
of this kind should be made clear in the stipulations. 
The dimensions of bunches should be in some way indicated 
for securing something like uniformity in competing collections 
in respect to bulk, then quality alone will have to be regarded in 
adjudications. Our correspondent’s proposition is worthy of con¬ 
sideration, indeed the whole subject of his letter is worthy of 
thought and discussion by those of our readers who are interested 
in it. They are of necessity many, seeing how widely and 
deservedly popular have become our hardy border flowers.] 
EDUCATION IN GARDENING. 
(Silver Medal Essay, by Mr. E. D. Smith.) 
Subjects to Study. 
Gardening in its broadest sense embraces, not only complete 
practical skillin all the operations connected with its pursuit, but con¬ 
siderable knowledge of the best known and demonstrated scientific 
facts bearing on horticulture in general. Besides this, it is necessary 
to be thoroughly acquainted with all the most important points in 
practical knowledge acquired by our forefathers, stored up and 
preserved in the valuable literature of the past. How much we 
owe to the past can only be gauged by those who with an educated 
eye can look upon the vast extent of knowledge which strenuous 
efforts in many directions have brought together, constituting the 
science of horticulture. These efforts still continue, widening the 
foundation on which the art of gardening stands, and it is to the 
results which have thus been acquired, proved to be sound, reliable, 
and worthy of adoption, that consideration is invited. 
The search for improvement is profitable and praiseworthy. 
Whoever enters upon it with a laudable desire to extend his 
outlook, increase his power and skill as a workman, and broaden 
his intellect, has mounted the first step on the ladder of advance¬ 
ment, to the summit of which he is gradually impelled by the 
powerful stimulus of the knowledge already gained. To become a 
capable, intelligent, skilful gardener, a man cannot court too wide 
acquaintance with all horticultural subjects, as well as all near 
related lines of knowledge which have more or less paved the way, 
making it smoother and easier to obtain better elucidations of 
numerous difficult points relating to horticulture in every phase. 
In these days of compulsory elementary education it is quite 
fair to assume that every young man who aspires to a wide know¬ 
ledge of gardening has, at least, when entering on his probationary 
period, acquired a moderately solid foundation of learning on which 
lie can begin to raise a superstructure, the continued building of 
which will constitute an ever-increasing and ever-widening delight. 
It is a well-known fact that the knowledge a gardener should 
possess ought to be of a manifold character. The ideas, however, 
as to what really and fully constitutes a model gardener’s education 
are numerous and divergent. Yet it is possible to mention a few 
subjects which, fully grasped, though perhaps not technically and 
minutely understood in every detail, would prove of immense 
importance to the right performance of gardening duties. 
In the first place it may be well to deal briefly with a subject 
which has not always given to it the attention it deserves—namely, 
the art of spelling or orthography. Even a good elementary 
education does not always secure proficiency in this art. A man 
may be an excellent gardener, well versed in most things that 
pertain to his profession, remarkably successful as an exhibitor, 
grower, or probably judge of others’ produce, yet a deficiency in 
his spelling powers sadly stains his escutcheon of success when he 
is obliged to commit to paper views and opinions, or give a clear 
exposition in writing of some of his successful methods of culture. 
Therefore let correct orthography be one of the first aims of every 
gardener when aspiring to an intellectual grasp of his profession 
allied to practical knowledge. 
Next in importance to the last named acquirement is that of 
obtaining at least a brief elementary knowledge of English grammar. 
Perhaps its importance may not have been fully considered when 
at school, where of course the parts of speech were first learnt, but 
not sufficiently grounded in the pupil so as to carry him safely and 
decently through when expressing his thoughts and ideas in writing. 
Coming now to matters that directly bear on horticultural 
knowledge, mention is first made of botany, which should take a 
leading place as a subject to study. Botany implies a knowledge 
of plants. “ It is,” says Leo H. Grindon in his “ British and 
Garden Botany, “ the science which considers the nature of plants 
—how they are constructed, what they are composed of, the 
circumstances of their life and growth, what they are good for, the 
countries and places they inhabit, their various and charming 
beauty, along with many other curious and interesting facts, such 
as render the study of it exceedingly pleasant and instructive at 
all seasons of the year and wherever we may go.” It will be seen, 
therefore, that it is important to know as much as possible of such 
an important science to a gardener as that of botany. 
The study of geology, which teaches all about the interior 
structure of the earth, may be varied with botany. Geology is 
capable of rendering much assistance to the gardener, as it furnishes 
him with some most interesting facts of the history of the earth 
which it is desirable he should know. In the lesson on “Geology” 
in “ Cassell’s Popular Educator ” the writer says, “ The study com¬ 
mends itself to all, since it requires no expensive apparatus, nor 
yet a preparation, which all other sciences demand ere the student 
can enter on their practice. Young and old, gifted with observation, 
may at once become practical geologists ; and by never passing a 
stone heap without an examination, or never leaving a quarry or 
gravel pit unsearched, they will soon lay the foundation of a 
geological cabinet.” A wide and deep acquaintance with the 
subject may not be attainable, but that which can be gathered 
about such an interesting science is certainly worthy of attention. 
Elementary chemistry is a subject of much importance to a 
gardener, as it teaches the nature and properties of the substances 
composing the crust of the earth, how they combine in certain exact 
proportions forming quite different substances. 
Geometry may be studied with great advantage. Without its 
aid landscape and ornamental flower gardeners would be unable to 
execute much which having that knowledge they can now do with 
ease, dexterity, and precision. The modern system of carpet 
bedding calls largely upon geometrical skill in depicting designs and 
marking them out in well defined divisions of colour. It affords 
scope for many original designs and encourages the display of 
much ingenuity. 
Passing now to the immediate subject of practical gardening, we 
find much that it is necessary to study which may be embraced 
under the general subject of the theory and practice of gardening. 
The propagation of plants in all their various ramifications, giving 
extensive and special study to those which are grown extensively 
in gardens, either outdoors or under glass, should form the 
subject of constant attention, so that definite knowledge as far as 
possible may be gained on every important family of plants. The 
most important operations in garden practice on which information 
may be sought from reading, are the culture of fruits, vegetables, 
