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planned for September 24-26, at which pupils will be invited to 
exhibit the products raised in their gardens, and prizes will be 
awarded to individual children and to schools for the best exhibits. 
Fuller information will be found in the Garden Leaflet, No. 6, for 
June 3, 1914. 
GARDEN CLUBS IN BROOKLYN PUBLIC SCHOOLS 
On April 30, fifty delegates, pupils from the seventh and eighth 
grades of Public School No. 3, met at the Botanic Garden to dis- 
cuss ways of promoting garden interest in their school. These 
delegates were given a lesson, by the instructor of the Garden 
staff, on laying out a small garden. This lesson was repeated by 
the delegates to successive groups of other pupils in all grades of 
the school. 
On Arbor Day the instructor from the Botanic Garden met the 
delegates again, at Public School No. 3, for a planting lesson. 
This lesson also was repeated to the whole school by the same 
group method. Students of the history of education will recognize 
in this procedure the old Lancastrian method of teaching—a 
method that never became permanently established. The dele- 
gates have formed themselves into a Garden ‘Club and, among 
other things, are taking charge of providing their school with 
penny packets of seeds. All detail work is left to the club. Dur- 
ing the past spring 2,500 penny packets of seeds have been sup- 
plied to this one school through the activities of its own Garden 
Club. 
Public School No. 66 held its annual exhibit on May 14, when 
the Garden Club of the school made its first exhibit. This Club is 
made up of twenty-five girls from the fifth and sixth grades. The 
girls have met for ten consecutive Wednesday afternoons in the 
children’s greenhouse at the Botanic Garden for lessons in plant 
propagation. This is an afternoon class with a membership purely 
voluntary, and the exhibit was entirely the work of these children. 
Vegetable seedlings, flowering nasturtiums, marigolds, sweet-peas, 
young canna, begonia, and gladioli were arranged on one large 
table. Over this were two charts, one showing the written work 
of the class, directions for planting, et cetera; the other, a blue- 
print of seedlings in different stages of development. E. E.S 
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