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but I hope sincerely that those who direct the war garden work 
of the children will not forget that gardening for food production 
is probably a response to a more or less temporary demand, but 
gardening for education is permanent. A $1o-producing garden 
may be made of much greater educational value than any other 
teaching which can be provided at the cost of as many dollars. I 
urge, then, that, while we should go on encouraging food produc- 
tion and the resultant interest in the world’s great food problems, 
we should not forget to develop the educational values of garden- 
ing as conducted by trained teachers. If you want only maxi- 
mum food production in children’s gardens, then I advise you 
not to employ a trained teacher, who is worth a good salary ; but 
let me send you an illiterate foreign gardener who can nae the 
children how to get good crops. However, you must remember 
that this man will be no more of an educator than were the 
first American gardeners, the primitive American squaws who 
showed their daughters how to plant maize which, as Indian 
corn, is today the undisputed king of the cereals. 
I can not believe that we have use for gardeners who merely 
show children how to grow crops when it is possible to have 
teachers who -will make the lessons in gardening mean much 
more than simple manual activity. Therefore, while I stana 
squarely with the official movement for the greatest possible food 
production in children’s gardens under existing food conditions, 
I urge that directors of such emergency gardening should not 
forget to develop the educational possibilities which are the per- 
manent justification of children’s gardens. 
I have attempted to survey and analyze the children’s garden 
movement up to the present time in order to point out some of 
the chief educational values needed in the future. I believe that 
we have learned from experience that the garden for children is 
to be regarded primarily as an educational apparatus, just as 
books and maps and blackboards and science laboratories are 
materials for use in instruction. As I look over the educational 
good that has come irregularly and uncertainly from the chil- 
dren’s gardens of the past, I have a vision of gardens of the re- 
constructed or readjusted future which will give constant and 
certain contributions to the making of good citizens. To this end 
