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ELEMENTARY INSTRUCTION 
“Tt was the wish of those who have been instrumental in securing 
the establishment of the Garden, that, in addition to research work, 
it should, to a greater degree that has hitherto been realized, or 
even attempted by botanical gardens, engage in the formal teach- 
ing of botany, and that it should become the means of encouraging 
and aiding the botanical work of local schools of all grades, 
elementary, secondary, and collegiate, both public and private.” 
This wish has been ever kept in mind. A plan for education was 
worked out and elaborated as time went on. The most obvious 
beginning was to encourage classes of children to come to the Gar- 
den in school time with their teachers. The first high school class 
of seventeen girls arrived for instruction on October 6, 1913. 
From this time on, class after class of elementary, junior and senior 
high school students has visited the Botanic Garden. Colorful 
posters are sent to the schools each spring and fall, listing the 
lectures, demonstrations, and walks that may be arranged for. 
Lectures are planned to supplement the city and state syllabi of 
nature study and geography. Such talks as Fall and Spring Wild 
lowers; Bulbs: How to Plant and Care for Them; Economic 
Botany; Food Plants of the World; How to Start and Maintain 
Your Garden; and many other subjects are given. These talks are 
usually illustrated by lantern slides and motion pictures. [éx- 
periments are set up to emphasize certain scientific truths. 
The Garden has always encouraged small groups of visiting 
classes; it has been stated that we are working “educationally and 
not numerically,” but of course there are various ways to reach 
larger numbers of children through special “days” like Rose Day 
and Lilac Day when many classes come by invitation, which em- 
phasizes the importance of the occasion. To overcome the disad- 
vantages of making contact with large numbers of children by 
lectures only, the plan was soon inaugurated of giving every pupil 
and teacher a syllabus containing important facts to serve as a 
basis for “follow-up” discussions in the classroom. A personal 
touch, characteristic of the relationship between the Botanic Gar- 
den and the schools, has been added by what is now a “tradition” 
of presenting to each visiting class some plants from the children’s 
