148 THE NATURE-STUDY IDEA 



tance with practical instruction in agriculture — a 

 large lawn has been placed at the entrance, while 

 border beds of ornamental flowers form the other 

 boundaries. 



** But if school-gardening were confined to the 

 making of gardens, the planting of seeds and the 

 cultivation of crops, beneficial as these experiences 

 might be, it would still fall far short of accom- 

 plishing the end desired in introducing this subject 

 into school courses. It would soon degenerate into 

 either play or drudgery. To give it dignity and 

 interest, and to make it of practical value in later 

 life, the gardening is supplemented or preceded by 

 simple experiments in the class-room illustrating 

 the principles of germination and plant-growth ; 

 and a study is made of seed dispersion, the 

 comparative value of soils and the work of beneficial 

 and injurious insects. Seeds are planted in window- 

 boxes, the seedlings affording material for language 

 and drawing lessons before being transplanted into 

 the outdoor beds. The decorative value of flowers, 

 leaves and berries is considered, and the children 

 are encouraged to make gardens at their homes 

 from which they may gather bouquets of flowers 

 for their dinner-tables. 



'^ The results of two years' experience in teaching 

 gardening and nature-study at the Whittier School 

 are most gratifying. While at first it was necessary 

 to use compulsion with some of the older girls, and 

 the little ones merely considered anything ' good 

 fun ' that took them out of doors, they now without 

 exception look forward with eager enthusiasm to 



