1 
The wisdom of enclosing the Japanese Garden, Rose Garden, 
and Native Wild Flower Garden with separate fences, so that 
entrance to them can be more effectively controlled, and restricted 
to hours when guards are on duty, is increasingly emphasized. 
One of our most pressing needs is the construction of suitable 
gates at each entrance. 
Public Education 
In 1516 Sir Thomas More wrote his Utopia in Latin, and never 
Da an Tnglish version, intending it for the learned and not 
for the general public. For a hundred years after that scholars 
appeared afraid to entrust knowledge to the general public, but the 
movement for popular education gradually gathered momentum. 
A generation ago its chief instrument was the lecture platform— 
the lyceum and then the Chautauqua movement. As noted in the 
report of the Brooklyn Conference on Adult Education,’ mass 
education is now largely provided for by the newspaper, radio, 
interest in lecture institutes and other 
devices for broadcasting science and art in wholesale fashion has 
ce 
and magazines, so that 
largely waned, while the importance of small classes, individual 
study ... (etc.) has become vital.” “The Division of Adult 
Education of this Board (says the Eighteenth Annual Report of 
the Cleveland Board of Education) is not interested in mass edu- 
cation, but rather in the quality of the educational process.” 
From the beginning, the Brooklyn Botanic Garden has em- 
phasized the importance of small groups in its educational work, 
and has developed a program of courses for comparatively small 
classes, rather than one of unrelated or even related lectures to 
large audiences. This, of course, militates against the largest 
attendance figures, but produces more substantial educational re- 
sults, especially in connection with the free discussion encouraged 
asses, and the practice of supplying printed and mimeographed 
— 
in ¢ 
syllabi and notes, which could not well be done with large lecture 
audiences. It is significant to find boys and girls who begin at- 
tending juvenile classes at the age of ten or twelve years, continue 
for six or seven years voluntary attendance in classes outside of 
school hours, or individual work under the guidance of an in- 
1 Lorimer, Frank. The Making of Adult Minds. Brooklyn, 1931. 
