1 9 o THE NA TURE- S TUD Y RE VIE W [ 5 ; 7— oct. ,1909 



taught in the elementary schools. Especially is this true in the 

 South and West. There are now thirteen States having such 

 requirements. 



Almost every school has some form of nature-study whether 

 clearly outlined or not. The general idea is that, if properly 

 pursued, it paves the way for systematic agricultural work in 

 later years. If children are rightly directed, they may be lead to 

 see the economic value of many things in nature that otherwise 

 would never be appreciated. The question of school-gardens has 

 also brought forth different views. Some hold that they are only 

 helpful in cities where children have no first hand access to 

 nature. Almost all of our large cities have come to recognize 

 their value, and in several cities gardens have been in existence 

 for several vears, e. g., Cleveland, New York, Boston, Philadel- 

 phia, Chicago, and San Francisco. 



Opinions vary as to the value of school-gardens in rural schools. 

 It is argued by some that country boys and girls have ample op- 

 portunity for such training and that it will not pay. It is held by 

 others, that, while it may not be worth while from the same stand- 

 point as with city children the school garden may be even greater 

 service to the children of rural communities. Here "the function 

 of the school-garden is not to give new experiences and illustra- 

 tions, but rather to help make the child's environment more 

 significant to him." 



Where interest is properly worked up children have been willing 

 to take turns in caring for the gardens during summer, and when 

 school opens in the fall material is at hand for study from a very 

 different standpoint than at home where only money or food 

 value is considered. In this respect a change in sentiment in the 

 neighborhood may be necessary before much can be accom- 

 plished. But teachers find that if this phase of work is rightly 

 approached, much interest can be awakened, and that, after all, 

 many country children do not know much about the real nature 

 and requirements of the very plants they are so familiar with. 

 When they examine a common plant from the garden or germina- 

 tion box, at school, they are looking from a new viewpoint, and a 

 surprising amount of interest is awakened. Perhaps the best 

 features of this work are planting flowers, shrubs and trees with 

 the view of beautifying the grounds and cultivating a desire to 

 preserve trees and shrubs. The transformation of unsightly 



