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human instinct of acquisitiveness. Strongly developed it results 
in frugality and is the basis of private ownership of property. 
Underdevelopment means prodigality and wastefulness. Over- 
development means misers and kleptomaniacs. Right develop- 
ment means honest citizens and taxpayers. This instinct of 
acquisitiveness is natural to children and especially boys. Any- 
one who has ever investigated a boy’s pockets is able to vouch 
for this statement. The problem in education is how to develop 
this instinct and yet control it in such a way that the individual 
will respect the property rights of others. One.way to do is to 
teach the boys a productive art which will enable him to create 
and possess property. I will quote from an article which I have 
read to show the possibilities of garden work. 
boy was committed to a state reform school for stealing. The boys 
at! this school have each a little garden spot of their own which they care 
for. The boy mentioned had one melon plant on which in due season 
appeared a single tiny green watermelon. The boy cared for this water- 
melon plant very tenderly. Its single melon grew responsively. One day 
in the fall the little gardener said, “ Shall I pick my melon today?” “No,” 
was the reply, “ You better leave it one more week.” The next week ain 
faltering voice George said to his instructor, “Do you remember my 
watermelon?” “ Yes, indeed, I do. What about it?” The little fellow 
with difficulty restrained the tears. “Today when I went out to work in 
the garden it was gone.” “TI am sorry. You have taken good care of the 
vine.” “Yes,” returned the boy and hesitated. “Well, what is it, George?” 
Hesitatingly he said, “I was just wondering if all people feel that way 
when things are stolen from them.” I am informed that that boy has left 
the reform school and is leading an honest life. 
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fe 
Garden work will not reform all thieves. Some attention to 
formation, however, will make reformation less necessary. 
Then there is the natural instinct for activity. Some of the 
things that we attribute to mischievousness in a boy’s life are 
due to the uncontrollable desire for activity. Students of child 
life tell us that all normal boys invite the chase. The tick tack on 
the window, teasing the ragman, and many other pranks are 
simply an attempt to satisfy the instinct for activity. This is the 
account left by one of the boys of a gang: “Meet every day 
right after school; Medford street belongs to us. We play base- 
ball, hoist the sail, how many miles to Barbery, go to beach, etc., 
