122 NATURE STUDY AND LIFE 



of usual methods of control — repression, preaching, 

 policing, and punishment — had amply demonstrated their 

 futility, and naturally, because in a child that has never 

 reared anything of his own there is little or no foundation 

 upon which to build regard for the rights of others in 

 these respects. 



Since Froebel wrote, this subject has been long in gain- 

 ing due recognition, but it is now making rapid headway 

 under the influence of educational leaders both abroad and 

 in this country. But, while a few things are sprouted in 

 sawdust, chiefly for technical lessons in "botany," the 

 practical absence of the subject from text-books on nature 

 study now issuing from the press is reason for profound 

 regret. 



A garden is a part, and we might with truth say a 

 necessary part, of the home. It is thus to the home 

 garden, the relation of children to it, its possibilities and 

 its educational values that I shall direct chief attention ; 

 and upon the presence or absence of home gardens must 

 depend largely what we attempt to do in school gardens. 



The relation of the child to the home garden is a 

 proverbially painful one. This is mainly due to his lack 

 of ownership, responsibility and, consequently, spontane- 

 ous and creative interest in it. He is used in the garden 

 as a mere slave or tool to do the drudgery and disagreeable 

 work and naturally comes to loathe it accordingly. Even 

 this drudgery may be better for the child than no garden 

 training at all, but it is apt to leave so many disagreeable 

 associations in his mind that he will hate gardens for 

 the rest of his life and permit this important part of his 

 children's education to lapse. 



