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THE NATURE-STUDY REVIEW 



[6:4— Apr., 1910 



eral gardening is to be done several lessons should be given 

 here, preferably during February or March. Individual plans 

 should be submitted after a preliminary discussion, to be re- 

 vised and corrected after criticism by the class. Many prob- 

 lems will arise, such as time of planting, sequence — where more 

 than one crop is to be grown on the same area — distance be- 

 tween rows and between individual plants in the same row, 

 depth of planting, the growing of tomato, cabbage, etc., in hot- 

 beds for later transplanting to the garden, preference among 

 different varieties of one vegetable, etc. 







UNFERTILIZED RADISHES 



If only one or two vegetables are to be grown, the prob- 

 lems are fewer. 



(2) Good seed has not been valued as it should be, 

 even by '"practical" farmers. The school garden which fails to 

 develop a sense of hereditary values seriously misses the mark. 

 (We do not overlook environmental factors which operate up- 

 on the seed before planting.) Nothing is more fundamental 

 to the public good than a knowledge of and faith in the influ- 

 ence of heredity, and it is the privilege and duty of nature-study 

 to give the child an "attitude". 



