182 NATURE-STUDY REVIEW [12:4— April, 1916 



proclaim themselves " preparatory schools for life." The School 

 of Experience is dear in time and money. School efficiency 

 demands training in co-operation. In the garden human character 

 is openly revealed and evalued by the child's fellow workers. In 

 the placing of reward the judgment of the child is far less liable to 

 err than that of his teachers. If for no other reason than exhibiting 

 to the teacher the true child nature with which she works School 

 Gardens are abundantly justified. Without prolonging argument 

 on this point it is evident that the world places highest value upon 

 science and co-operation . Can we do less than lay the foundations ? 



(5) Soil contact fosters adaptability, resourcefulness and self- 

 reliance. The farm has been highly favored as the nursery of men 

 of affairs — notwithstanding the higher percentage of immorality 

 and disease and its lower social and educational standards. I need 

 not present the statistical evidence pro and con upon this claim. 

 The general acceptance of such a belief demands our attention and 

 is quite in point in our consideration. Prof. Bailey has made the 

 statement that in his teaching experience he has found that the 

 country boy could turn his hand to twenty things when his city 

 cousin was able to handle but one. It is my belief that the city 

 with its greater social and educational advantages and its higher 

 hygienic standards is to-day the most desirable place for young 

 America, and this without depreciating the value of training of farm 

 life. It is further my conviction that the School Garden will sup- 

 ply just the training which farm life has provided and without its 

 serious limitations. The imperative need of the School Garden in 

 the city is thus forced upon us. 



(6) The "missing link" between home and school is the school 

 garden. Inefficient is a school garden which does not reflect itself 

 in a home garden. The path is now straight and smooth. Teacher 

 must visit the home garden, a natural and unforced entrance to the 

 home — and a better understanding of the child and his needs 

 result. Mother must visit the little plat at school — an interest, 

 sympathy and understanding follows. Home and school may now 

 work in co-operation. To the child there comes a great pleasure 

 and happiness which stays with him through life and which makes 

 of him a more nearly normal man or woman with widened interests. 

 Whether he turns this to practical purposes in seeking a livelihood 

 matters not ; he has an equipment which will furnish him splendid 

 recreation and diversion in later life. The purpose of School Gar- 

 dens is not primarily to make agriculturists but to make men. 



