128 NATURE STUDY REVIEW [8 :3— Mar., 1912 



Part one gives a general view of the subject; part two takes 

 up the various garden crops. Successive chapters in the first 

 part are on the planning and equipment of the garden, garden- 

 ing under glass, the soil and its treatment, tools, seeds and seed- 

 age, subsequent management, marketing and storing. Each topic 

 is discussed with a breadth of view and in an enlightening manner 

 with conditions in mind the country over. One finds maps 

 of the chief trucking centers of the states, data regarding cost 

 of equipment east, west and south. Part two opens with a se- 

 lected list of books and buHetins on gardening and crops ; other 

 literature is also cited in the chapters that follow. These chap- 

 ters on garden crops and their culture are evidently digests of 

 recent reliable publications culled from a wide range of reading 

 and subjected to further selection by tests of successful exper- 

 ience. On the whole the book ca-n scarcely be too warmly 

 recommended. 



Gardens and Their Meaning, by Dora Williams. Ginn and 

 Co., Boston. 235 pp. $1.00. 



This book is not so much a garden manual as it is a manual 

 of the art of education through the garden. The school garden 

 is the garden under discussion and the author purposes to eluci- 

 date the aims, organization, methods and achievements of the 

 garden as an ally of education. In the chapter on "Just How" 

 explicit directions are given for planting and cultivating the 

 common vegetables that children grow, and a table in the ap- 

 pendix gives briefly similar information for twenty flowers. 

 As a rule, however, the volume is concerned more with the 

 administration of the garden than with the methods of opera- 

 tion. Thus under bulbs "Explicit directions for the special 

 treatment each requires will be found in the catalogues." Par- 

 ticularly good chapters are those on What Makes a School Garden 

 Worth While, Situation and Soil, Side Shows, New Life and 

 Old Subjects. 



"The examination of evidence from many sources leads to 

 the conviction that by allying a garden with the time-honored 

 subjects in schools, academic work may be greatly enriched. 

 Instead of robbing these subjects of so many golden minutes, 

 the garden may kindle afresh an unquenchable desire for their 

 pursuit. * * * Let real things, then, in greatest abundance go 

 on in the garden. Guide young people ; do not thwart them. 

 And in the meanwhile, not in order to make gardens but to help 

 mature joyous souls, let the course of study become so plastic 



