6 4 



THE NATURE-STUDY REVIEW [i. 2, march, 1905 



the term ended and after that I made systematic visits, a street at 

 a time, until all were inspected. I saw gardens good, bad and 

 indifferent ; the first, however, being largely in the majority. Of 

 the bad, in most cases the child was not to blame, for the failure 

 plainly resulted from poor soil or lack of sunshine. The gardens 

 which I term indifferent belonged to the class of children who 

 delight in beginning new things but who have not the moral 













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" The comparisons which a child would draw between his garden and those of his neighbors 



were interesting and helpful." 



stamina to push on to a completed result. However, the lesson 

 was probably helpful, so far as it went. In very little of our edu- 

 cational plan is a subject studied to completion ; everything learned 

 or done is a fragment which some day may serve a purpose which 

 we can not foresee. 



As the summer went on and hot, sultry days came, it was won- 

 derful how many gardens did do well. Even the transplanting 

 was done so carefully and the plants so well protected from the 

 sun's rays that few were lost. Mothers told me that their children 

 did not wish to go away even for a few days, because the garden 

 would need attention during their absence. The comparisons 

 which a child would draw between his garden and those of his 



