GARDEN STUDIES 



137 



horticultural development. It may seem to some like 

 flying in the face of Providence to plant fruits in the 

 school garden, but this is just the thing to do. It is the 

 only rational way of '* taking the bull by the horns." One 

 school, within my knowledge, in which this theory was 

 given a trial raised peaches, and the children sold them 

 to buy books for the school library. Not a peach was 

 stolen. In another school in which a similar experiment 

 is being tried the juvenile vandalism that made pursuit 

 of horticulture almost impossible disappeared completely 

 after the first year. 



Wherever possible, besides the general features de- 

 scribed, each child should be given a plot, where he can 

 plant whatever he pleases. This will serve to develop 

 individuality, and the condition of the plot will be the 

 natural index of what a child knows and is able to do 

 by himself. 



By being content to begin in a moderate, sensible way, 

 by planting those things adapted to local conditions and 

 needs, and varieties that will flower or fruit either before 

 the middle of June or after the first of September, a school 

 garden is reasonably sure to grow in favor. And " the 

 most radical defect in our elementary education " may be 

 soon supplied. 



