204 7 HE NATURE-STUDY REVIEW 



Second, what variety, owing largely to the relative smallness of 

 the leaves, takes the least space and therefore makes it possible 

 to grow the largest number of radishes per square foot. Third, 

 what variety has the most attractive color and is therefore most 

 likely to appeal to purchasers. Fourth, what variety is finest in 

 flavor and texture. These four problems were carefully worked 

 out by comparison of the abundant specimens, and to my surprise 

 the result was that the conclusion of the pupils pointed to the red, 

 turnip-shaped, forcing radishes which are the favorites in the New 

 York markets and have proved most profitable from the garden- 

 ers' standpoint. These came to maturity in about twenty-one 

 days, while some of the long varieties had scarcely begun to 

 thicken the roots. The red color is especially attractive. In 

 proportion to size of roots the leaves of this variety are remark- 

 ably small and hence a much larger number can be grown on the 

 square foot of surface. As is well-known, the flavor and texture 

 of this variety is all that could be desired in a radish. 



Here is one example of a nature-study lesson organized inde- 

 pendently of any formula and simply based on a practical pro- 

 blem. The teacher needed no formula or set of questions, but 

 simply some idea of gardening. The results from such a lesson 

 were in my opinion very superior to any which could be obtained 

 if the radish had been studied under the formulas suggested in this 

 magazine last October and November. Many other such cases 

 have come to my attention and so I am inclined to urge that when- 

 ever possible to organize a nature-study lesson around some pro- 

 blem which is full of appealing interest, such a plan for organization 

 should be adopted, rather than any set formula. In fact. T am 

 inclined to believe that a teacher whose information about the 

 material is sufficient to make her a good teacher of nature-study 

 will do best to cut loose from all set formulas and instead develop 

 every lesson from the center of greatest interest, especially from 

 the standpoint of the interests which are most intense in the 

 children. 



M. A. Bigelow. 



