The two chief aims of education are to draw out individuality and personality. This is certainly accomplished with success when we see representations as are shown herewith from a child’s nature study diary.
We in England are sadly behind Germany and America in this branch of education. It is only a short time ago that children in our schools were encouraged to bring objects from out-of-doors into the schoolroom for examination. They were asked to make collections of lichen, ferns, or wild fruits; and what charming devices one has seen, wrought by ingenuity out of all these lovely things. Now, however, we have made a decided stride, for by means of school gardens, which gradually replace the dreary bit of asphalt playground, we go out to seek objects in their natural surroundings. Soon, teachers in our elementary schools, possessing the Froebel and kindergarten certificate and a Government teacher’s certificate, will doubtless be fired with ambition; will vie with each other in improving upon this system of education. We shall have others following the example of the late Miss Lucy R. Latter. She it was who did such good work in this respect as head infants’ mistress of the Invicta Road Council School, Westcombe Park. Having carefully studied the question in Italy, France, and the United States, she was given a commission by the Government of the Maharajah to start school gardens in connection with the public school system of Mysore. Teachers were prepared by her to carry on the work; and let us hope that, although gloom has been cast by her sudden death, they will yet have been inspired by her to continue their efforts.
There is no doubt that the school garden successfully developed is the pivot round which nature-study revolves, and as time goes on it will be seen more and more that gardening and nature-study have much in common. Those ladies who have talent for teaching, and have been through a course of gardening, will find many openings for work. A garden, although artificial, is far less so than a schoolroom, and it combines scope for general education, quite apart from mere manual horticultural teaching.
I am informed by one of the greatest authorities upon this subject that science mistresses do not exist in sufficient numbers to supply the demand for them. In this country it is a great recommendation for a woman to be able to teach nature-study, and there is no difficulty in the way of a post being obtained by one who possesses knowledge and who can impart it. As new training colleges and secondary girls’ schools are instituted, the demand will become greater, and it is in the realms of possibility that there may be women teachers of nature-study wanted in South Africa and in India, though Canada and Australia are capable of supplying all the teachers they want themselves.
Those who are interested in this subject will do well to read the Notes in the Swanley College and other reports in the second part of this volume.
CHAPTER VI
SOME HINTS UPON TAKING UP A POST AS HEAD GARDENER
I assume that a candidate for a position as head gardener has been through a two years’ course of study at one of the Horticultural Colleges or at a school, and has been under-gardener for a year or more in a private garden. No doubt she has learnt how to grow flowers, vegetables, and fruit, but it is possible that she does not know much about the routine work which she will now have to superintend. As principal of the Glynde School for Lady Gardeners, I have had to study this subject, and the following notes, some of which are compiled with the help of a former superintendent, Miss J. S. Turner, are offered for use.
A lady gardener is still somewhat of an experiment to owners of gardens, and, therefore, each one who takes up the work is, in a sense, the pioneer of a new profession for women; it rests with her to make or mar the success of future lady gardeners. If she is a failure, or does not give satisfaction, it may prevent other employers from engaging lady gardeners. This should not, however, be allowed to discourage or intimidate an applicant for such a post. There is no doubt that a lady, with superior education, tact and taste, should succeed where many men have failed. It must be borne in mind that the employer’s pleasure has to be studied, and that the men will have to be managed with firmness and strict fairness. Where these points are carried out intelligently, the success of an intensely interesting career is fairly secured.
If possible, it is advisable that the duties should commence at Michaelmas, which is the beginning of the agricultural and horticultural year. If a start is made in the spring, most of the praise or blame that ensues during the remainder of the horticultural year belongs by right to the previous gardener.
Autumn and winter are the seasons for laying a good foundation, for forming plans, and cleaning up. “Well begun is half done,” but it is more than “half done” in gardening. Unless the winter foundation is correctly laid, the summer superstructure will be wrong, or there is a chance of there being no structure at all.