dl 
ing of children’s gardening, and will tend to secure the recognition 
of that work, not merely as a pleasant diversion from the time 
honored work of the class room, but as an educational discipline 
of quite new and very desirable possibilities. The fact that child- 
ren’s gardens produce material results in the form of radishes, 
lettuce, and flowers is apt to obscure in some minds their real 
value, and true purpose. Their object—the thing that really jus- 
tifies their introduction into elementary schools—is not the crops 
that result, but their capacity to contribute to the education of 
children an essential element not supplied in so large measure by 
any other subject. And by this we do not mean merely elementary 
information about plants, but the enlarged outlook and added in- 
terest in life, and the peculiar mental discipline and moral gain, 
secured by successfully raising living plants from seed, and by all 
the attendant thought and operations involved in planning a gar- 
den and carrying it through to a successful conclusion. This is 
why the value of children’s gardening is not confined to large cities, 
but may be realized also in villages and even in country schools. 
It is highly fitting that the Garden should take active part in secur- 
ing a wider recognition of the value of any phase of plant study as 
an integral part of public education, especially when, by so doing, 
it may ipso facto, render a desirable service to the community. 
Prospectus for 1915—The first Prospectus of Courses offered 
by the Garden was published in the Recorp for January, 1914. 
Twenty-nine courses were there listed, together with informa- 
tion as to what opportunities the Garden could offer to the city 
schools. 
Cooperation with Schools——Early in the spring, arrangements 
were made with the Garden by Pratt Institute for our giving a regu- 
lar course of instruction in children’s gardening to their senior kin- 
dergarten class. The Garden was, of course, reimbursed by the In- 
stitute for the special privileges it enjoyed. A request was also 
made by a well known private school of New York, for a some- 
what similar cooperative arrangement, but our own educational 
work had assumed such proportions that we were not able to enter 
into this cooperation. 
Attention is here called to the appended report of the curator 
