28 



IiKlrf^CJidoil I'.lciiiciiliiry Jtistniclion 



"rhc words " iii<k'])(.'n(lcnt c'lc'!iK'iU;ir\' instruction " retcr to our 

 work with teachers and chihh'cn organized inde])cndently of the 

 schools, and inchules classes in the instructional ^greenhouses, the 

 children's t^arden, the jilantations, conservatories, classrooms, and 

 lahoratories. Also ])rojects luulertaken hv l)oys and girls outside 

 of class orj^anization — indi\-idual work, under j^crsonal super- 

 visi(.)n, in which some prohlem, chosen or assigned, is investigated 

 after the manner of research, as independently as ]iossil)le and as 

 thoroughly and over as long a period of time as the pupil wishes. 

 Such ])rojects are undertaken hy hoys and girls who have heen 

 taking work at the (Jarden, outside of schocjl hours, for as many 

 as three or more vears — in some cases for as long as six or eight 

 years. This is work which yields the most suhstantial educational 

 results, and is gi\-en si)ecial recognition hy the (Jarden in the way of 

 medals and scholarshii)s. 



The a])pende(l rejjort of the curator of elementary instruction 

 gives a detailed account of this work during 1929, as well as of 

 our activities in cooperation with schools. 



I'lthlic I nstruclioii 



Tlie title " ])ul)lic instruction," as here used, refers to the hroader 

 aspects of our educational work, such as newspaper publicity, 

 po])ular publications, flower days, public lectures, cooperation with 

 colleges and high schools, and classes or field work for adults. 



The gradual increase in registration in classes for adults is 

 worthy of special note. Sometime ago. the registration in certain 

 classes (notwithstanding the fact that a nominal tuition is charged), 

 reached the capacitv of our instructional greenhouses and the 

 number accepted was necessarily restricted, this fact being an- 

 nounced in the Prosf^cclns. The number of ai~»plicants, however, 

 continued to increase until it became necessary to organize some 

 of the classes in two or three sections. While somewhat embar- 

 rassing, this has been verv gratifying, for it shows, not only an 

 increased i)ublic interest in jilant life and gardening, but also 

 that the courses ofTcred arc meeting the needs and interests of 

 the i)ublic. 



